INDEX

Dedications.................................................................................................... I Abstract......................................................................................................... II CHAPTER ONE.............................................................................................7 Introduction...................................................................................................7 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Introduction to the problem............................................................................7 General objective...........................................................................................8 Specific objectives.........................................................................................8 Hypothesis.....................................................................................................8 Importance.....................................................................................................9 Limitations....................................................................................................10 Organization of the research........................................................................10 Chapter Two...11 Theoretical Background...............................................................................11 2.1 2.2 Language Methodology13 Learning of a Foreign Language.....19

2.3 2.4 2.5 2.5.1 2.6 2.7 2.8

Perception and Learning across the video-tape..........................................21 Adolescence and learning25 Related Methods with the teaching and didactic video- tape.26 Video- tape and psychiatry.....28 Learning Styles.31 Kinds of Motivation..32 The no motivation and its consequences in elementary education.33 CHAPTER THREE..36 Methodology.36

3.1 3.2 3.2.1 3.2.2

Investigation Design....36 Context.......................38 Place..38 Participants38

3.2.2.1 The students....39 3.2.2.2 The teacher..40 3.2.2.3 The institution..40 3.2.2.4 The parents..41 3.3 Research Instruments........41
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3.3.1 Syllabus.41 3.3.2 Survey..42 3.3.3 Course Exam......43 3.4 3.5 Procedure of the investigation.....44 Data Analysis...46 CHAPTER FOUR47 Results of the Research........47 4. 1 Results obtained from surveys..47

4.1.1 Comparing the Surveys..48 4.2 Results obtained from exams....59

4.2.1 Analyzing the exams.....59 4.3 Final Conclusions of the results of the exam and the surveys...67 CHAPTER FIVE.68 Conclusion....................................................68 5.1 5.2 General Observations.68 Suggestions.....71

Definition of key terms...................................................................................72 Bibliography....75 Appendixes Appendix I: Initial Survey...........................................................78 Appendix II: Final Survey.................................................79 Appendix III: Syllabus..................80 Appendix IV: Course Exam............................95

DEDICATORIA A Dios por darme la oportunidad de concluir mi carrera, por mantenerme con salud al momento de finalizar este trabajo de investigacin, por la inteligencia que me proporcion para lograr terminar esta tesis. Esta investigacin se la dedico a l como un testimonio de infinita gratitud. A mis padres por su apoyo en todos los sentidos, por lo que s que no me alcanzar la vida para terminarles de agradecer su esfuerzo, este trabajo es con amor para ellos. A mis tos Norma y Humberto por darme una palabra de aliento o un consejo as como su apoyo moral en los momentos que ms lo necesit. A mi asesora la maestra Eugolina Vzquez Gonzlez por su tiempo, paciencia y apoyo para la realizacin de esta tesis, as como por confiar en este proyecto de investigacin. A mis lectores por el tiempo invertido en esta tesis, as como por su valiosa colaboracin para el perfeccionamiento de la misma. A la Universidad Madero por otorgarme el ttulo de Licenciado en Lenguas Extranjeras, prometo velar por cuidar el buen nombre de esta casa de estudios. Y por supuesto a usted estimado lector en cuestin por brindarme su atencin y tiempo a travs de la lectura de esta tesis, quedando a sus rdenes para cualquier duda, sugerencia, crtica comentario sobre mi trabajo de investigacin a travs de este correo electrnico: sveikas1986@hotmail.com
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RESUMEN Este trabajo de investigacin se realiz con un grupo de sexto ao con estudiantes cuyas edades fluctan entre los 11 y 13 aos, en la escuela primaria pblica Hroes de la Revolucin en la ciudad de Puebla. El objetivo de esta tesis fue comprobar el incremento de la motivacin en el estudiante por medio del uso de la videocinta y comprobar que el bajo rendimiento del estudiante en muchos casos se debe al tedio de la clase que produce aburrimiento en la misma, junto con la baja perspectiva que se tiene sobre la materia de Ingls al considerarla una materia de relleno en prcticamente todas las primarias pblicas habiendo peores casos en escuelas en donde ni siquiera se imparte la materia. Adems la SEP (Secretara de Educacin Pblica) no considera obligatoria la enseanza de este idioma en la escuela primaria, dejando solo a las escuelas secundarias con la posibilidad de imparticin obligatoria en sus aulas. En esta tesis, temas como la psiquiatra y la psicologa se documentaron y relacionaron con las consecuencias de la no motivacin en el rendimiento del estudiante, se usaron diferentes teoras en el captulo dos de reconocidos pedagogos y neurlogos (Wilkinson, Ausubel, Chadwick, entre otros) que son un soporte para la hiptesis que este trabajo de investigacin plantea. En el captulo 4 se habl del estrs como una emocin que afecta negativamente al estudiante basndose en las teoras de Hans Selye, fisilogo que plante por primera vez el estrs como un trastorno emocional. Los captulos 3 y 4 hablan sobre los elementos que sirvieron para analizar los resultados de esta investigacin (grficas y encuestas) y se dieron sugerencias y conclusiones finales en el captulo 5.
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CHAPTER ONE Introduction 1.1 Introduction to the problem For the student the language constitutes a fundamental part that all humans have in the world. The language creates knowledge it transmits, and by this way we learn about our reality and we transform it. The language is a resource. It is an aim. It also constitutes a study object, whose comprehension and acquisition requires many essential factors. The rolls of the student and the teacher are remarkable. In the case of teaching a foreign language that isnt the mother tongue, the teaching job represents a great challenge because the harmonious interaction between the teacher and students is fundamental. The teacher is the intermediary person among the linguistic learning theories of the student. For this, it requires that the teachers improve their own knowledge level. It means they must seek the continuous improvement. To be a teacher of languages, it isnt enough to know the language that will be taught, but it is necessary to have the linguistic and pedagogic knowledge which permits realizing satisfactorily the labor of the teacher with his group. It is essential that the teacher anticipate all the characteristics of his course that he ideally utilizes and all those resources and didactic supports which are at his reach; for example the videotape, which is not used by a lot a teachers because they think that this material is just a waste the time, without obtaining an educational profit. Nonetheless, I think that for the ideally securing of teaching- learning process of English Language, It is important to experiment the alternative ways of teaching, but with a planned use
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because the students need to obtain information that provides them with a learning situation that is the realest possible and attached to their experience and contexts. This work presents an educational research that marks the problem of the no motivation among English students and how it generates low progress in them. The hypothesis arises from the beginning of the research and it is the following: the pedagogic videotape stimulates motivation in the learning of English. 1.2 General objective To demonstrate by using three sample groups with a pedagogic videotape that it is possible to stimulate the learning of the English language at the elementary school with students between 12 and 15 years old who are in 6 th grade in an elementary public school. 1.3 Specific objectives -To review and discuss the relevance that results in the improvement of English language learning connected to the current investigation. - To research on the reason why the video-tapes are not used in the classroom. -To research on the NO MOTIVATION in the students, reasons and consequences of it. - To research why the teachers and the students look at English with no relevance. -To analyse the result before and after applying the proposal.

1.4 Hypothesis If the motivation is improved through new educational technologies with the videotape, then the student will achieve more learning in languages, resulting the success of the English syllabus and the harmony of the class. 1.5 Importance Not always do the traditional teachings forms respond to the needs and the demands of the dynamic rhythm that characterizes the current era. The scholar desertion, the low education quality and the excess of unnecessary time to achieve the language learning, all makes it necessary to revise methods and attitudes of the teacher with the group to give an answer to the problematic that the teaching of English language represents. For this reason it is very important to carefully analyse the process and, by this way, the results will be more reliable. 1.6 Limitations This research will explain the benefits of the pedagogic videotape that I will apply at the elementary school to one group of sixth grade of the elementary public school Heroes de la Revolucin located on 36 Norte street Colonia Nueva Aurora, Zip Code 72070 Puebla, Puebla. Besides this, the research will look at the results with the students who will be evaluated, they will be asked whether the pedagogic video-tape helped them to improve their motivation or not.

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1.7 Organization of the research This investigation actually consists on 5 chapters, which are described in the following lines. Chapter One makes the proposal about the problem context of a general way in the community, and then the purpose applies on a sample group in a particular form so that the reader could reach the knowledge of the no motivation problem. Chapter Two theoretically describes how the student and his main de-motivation are related. Chapter three shows the methodology utilized for this research, the focus, design and the technique and the used instruments. It describes how the obtained information was organized, the diagnostic and how and with what it presents the possible solution of the problems. Chapter four refers to the verification of the thesis in the environment of the teachers job. It begins seating the sample groups. It describes the characteristics of the teachers job, its duration, objectives and goals. Chapter Five presents how the evaluation was realized and its results. The same chapter discusses the results that undoubtedly will be a support to improve the learning of the English language.

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CHAPTER TWO Theoretical Background When students merely see the techniques involved in executing a specific skill, they often incorrectly mimic these techniques and thus poorly execute them in practice. To help students avoid poor execution, it must explain and demonstrate the skill in question. Then with the videotape each student will effort correctly to mimic the demonstration. This tape is digitized to a computer. It assigns students to groups of two or three; each group has an activity web page on a homepage that displays the members' individual videos as well as a checklist describing the techniques that it has previously demonstrated. Students watch their individual videos and put a check beside those skills that they perform correctly; they also note which skills they need to improve by typing that information in a text box. In addition, each student has the opportunity to view other group members videos in order to become familiar with the correct techniques of the motor activity. The general objective of this investigation is to demonstrate with a syllabus of fifteen lessons per week and with the correct use of the videotape as a support that it could increase the amount of the interest and performance in English learning, and with this achievement the English language suggests another way to point at the students that a foreign language also has funny forms to learn it. Also, it demonstrates that the use of different elements like the videotape must be included in the learning process of all languages. Previously, there are some descriptions about the video-tape and the way that many schools forget about the correct use of
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this important learning element. This Thesis is based on many language theories of studious and investigators whose investigations helped to improve the teaching in the acquisition of a second language. The ideas of this thesis helped in the following authors: Peter Hubbards theories are supported in A training Course for TOEFL exam where Peter Hubbard et al. affirmed in 1983 that the teacher as the most important element in the class besides the students, involves the others elements to profit the teaching-learning process like educational technology, motivation and others; David Ausubel -who was influenced by Jean Piaget theories- argues about two kinds of learning (receptive- significant and significant) explained in this chapter. Csar Chadwick supports Ausubels theories with the Learnings Theory (Teora del Aprendizaje) which he wrote in 1979 mentioning the most important causes which make the teaching-learning process between the teacher and the students difficult. This chapter covers the theories of Wilkinson as the main source to support the development of the research in the thesis which talks about the class planning and accounting for the use of electronic media to improve English learning. This thesis is also based on the Ocano Encyclopedia (Psychology of Teenager) (Psicologa del adolescente) covering how the physical changes affect the teaching- learning process in the student during the beginning of adolescence. Thomas Shea talks about the no motivation in the students and the conjugation of all negative elements which hinder the correct learning in the students basing on La enseanza de nios y adolescentes. (Teaching in children and teenagers). Jos ngel Fabre Baos talks about the educational technology with his COMPENDIO
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DE TECNOLOGIA EDUCATIVA (Educational Technology Summary) supporting the technology educative theory which consists of the use of electronic media to improve the teaching of the language like Wilkinson stipulated. Gertrude Moskowitz talks about the abilities and equality treatment that the teacher and the students must have supported by the title Caring and Sharing in the Foreign Language Class Abraham Maslow indicates that the affective relation is important to the students development based on his title Motivation and Personality. It is important to mention that this chapter is also based on Plan y Programas de Estudio SEP 1994 elaborated in 1993 by the Secretara de Educacin Pblica. It is a summary of English teaching according to the Mexican Education Ministry (SEP) made in 1994 focused on the elementary education (6 th grade). 2.1 Language Methodology Methodology language teaching is characterized by many forms. There are many theoretical suggestions in theory and practice. The theory statements include language theories such as how a second language is learned with the Second language acquisition (SLA); a very acceptable theory which involves the environment where the student learns another language (in this case English). There are some theories which are joined with many features of language instruction, among the activities which design features and could be watched goals, syllabus specifications, kind of activities, teacher roles, learners, materials applied in classes to improve the progress of the student in English learning. Design features in turn are joined to the current teaching and learning practices in

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a supervised environment where teaching and learning take place. This complete elements complex defines language teaching methodology. Considering methodology like a distinction is sometimes effective when the methods are correctly used. Some methods are fixed by the teachers and they also speculate with techniques and practices and they represent the philosophies of the languages which are interpreted and applied in different forms in the classroom. Each teacher has his own method and there are many methods which are similar to one another and usually the obsolete methods which are used to teach a language dont provide the desired results with the students. From 1950 to 1980 The Age of Methods was considered. In this period, different kinds of papers were developed by many teachers (Richards et al. 2001); especially in the United Kingdom where the parallel method (Situational Language Teaching) emerged altogether with the Audio- Lingualism which was successful in the United States. It is important to highlight that both methods are considered to be the predecessors of other modern methods which were promoted in the following years like the Silent Way, Suggestopedia, Community Language Learning, and Total Physical Reponse. In 1980s these methods worked together with more interactive views of language teaching and this collectivity formed the Communicative Language Teaching (CLT).Its principles are the next: -Learners learn the language through communication. -Communication is based on goals according to the activities in class. -Fluency an important element to communication.
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-Communication is released by different language abilities. -Learning is a hard process and implies stress and pressure. Second Language Acquisition Theory This topic seeks to calculate how the students individual process works to learn a second language. The most important theory of second language acquisition was proposed by Steven Krashen of the University of Southern California. Krashen is a specialist in language development and acquisition and his theories are acceptable by many educational institutions. Five components of Second Language Acquisition Theory. There are five main components of theories of Krashen. All the components are released with the learning process, the components are the following: The Acquisition Learning Hypothesis The Monitor Hypothesis The Natural Order Hypothesis The Input Hypothesis The Affective Filter Hypothesis.

Second Language Acquisition Theory

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This hypothesis is focused on two important theories which explain how people can learn languages. Krashen concluded that the two systems of language acquisition are independent but with a relation; they are divided in two acquired and learned systems: -This hypothesis claims that people subconsciously learn a language. People learn by speaking the language in a natural environment especially if the daily coexistence & interaction with native people -who speak the target language- develops and there the underlying system works. The system is concerned with the structure and expression of ideas which achieve the communication meaning. Krashen prefers the acquired system over the learned system. -The learned system is an instruction by which students obtain the knowledge through studying. Getting previous knowledge is the way to speak a language according to the studies of rules or syntax. The Monitor Hypothesis This hypothesis supports that the acquired knowledge affects the learned knowledge, because the acquired knowledge is based on the speaking, the logic understanding, whereas in opposing way learning is more based on grammatical rules, and a previous study. But it is clearly that both kinds of knowledge are necessary to establish communication. This action has a relation which occurs just when the speakers try to think about the form or the structure of the language. This situation is accountable for the moment when it happens; especially when a person
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speaks or writes. Other aspects like shyness could be present at the moment of using a different language which is not under the persons control. Regardless of the knowledge level of the student, inhibition could be present in some students besides other aspects like environments; different factors also could influence. The Natural Order Hypothesis This hypothesis states that the natural order of a second language is acquired by the learners. Previous investigations point out that the a second language is acquired by younger much better than older people due to fact that youngest people associate the second or foreign language with a first language with an inertia, unlike older people who have more difficulties in learning because they have all the structures of their first language which many times influences the learning process of another language. There are four steps in this hypothesis which the student uses to achieve the learning of another language: 1. - The imitation of words. 2. - The congruence of words based on syntax and meanings. 3. - The identification of the structural elements which conform the sentences. 4.- The possibility of integrating these structural elements or the sentences with others and structuring different forms of the sentences (questions, subordination, surveys, summaries, exams ) on the academic aspect of the students.
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The Input Hypothesis. This hypothesis explains the way of acquiring a second language. This hypothesis supports that learners advance according to simple conditions which will conduce the student to learning another language and across the necessary elements to move on to another advanced knowledge of the target language. The Affective Filter Hypothesis. This hypothesis supports the external factors which can affect the acquisition of a language. These factors are motivation, self-confidence and anxiety. For example, if a student has very low motivation, vey low self-confidence, and a high level of anxiety, the affective filter takes place and the students school performance is changed directly when acquiring a different language. Students who are motivated, confident and relaxed are more successful when they learn a second language than the students who have the affective elements disturbed by scholar or personal situations. Due to this, it is important that the teachers handle the affective elements with intelligence and tact. A final point on Grammar. According to second language acquisition theories, the role of grammar rules and effective grammar instruction in a language acquisition is useful just when the student has the disposition to learn grammar. On the other hand, Steven Krashen

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affirms that the grammar study favors appreciation and it has a positive influence on the language acquisition. 2.2 Learning of a Foreign Language

The teaching of a language different from the native one implies basic knowledge of the foreign language by the teacher. Besides, he must be a dynamic person. A dynamic teacher is that who knows and practices techniques, teachings methods, cognitive and pedagogic processes and the behavior learning in classroom. The technique is a process in classroom to efficiently teach a class. The method is a series or collection of processes of used techniques with a systematic form resulting in an efficient achievement of learning. The teacher seeks a solution when an idea or topic applies, regardless of the method or the technique that the teacher uses, the important factor is an enriched class by him, and it creates a teaching method which favors the proximity to the planned goal based on the needs analysis. (Hubbard et al.,1983) The needs analysis refers to the classification process to establish what is necessary to the student and in this process what is essential. The detection of these needs serves to establish what is missing with respect to the syllabus contents, design and application, involving all the elements of this process. Making the specific needs identification must revise the development goals which provide the information to review and evaluate the class. A language class based in realities which favor the significant learning which is characterized for being dynamic, where the information is incorporated and related
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and the moment to learn the student acquires new information links with the pertinent concepts which formerly started to exist in the cognitive structure of the person who learns. There are two kinds of learning receptive-significant and significant (Ausubel, 1967) described next: The first is receptive-significant learning. It is when the final form of learning materials is showed to the student and he relates these with previous knowledge. This situation obviously is more difficult for the student to acquire due to the fact many students start learning with no previous knowledge of the language. The second is the significant learning which is a natural process and, by this, the things, concepts and meanings are related by the student in his childhood. But with the development of formal education, the significant learning loses importance due to the fact the following conditions hinter it: a) The little validity that teachers provide the answers to the students questions when these miss the correct equivalence with the learning material. It is necessary that the teacher analyze the many possibilities of answering in front of a learning situation. b) The difficulty which the students face to express with words specific knowledge is always a detriment to the learning; for this reason, it is fundamental to increase the vocabulary in the students to provide them with verbal meanings which they apply in the English use. c) The deficient teaching mechanics which the teacher uses with the learners could damage the memory of the student to learn so it results again in the
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use of traditional learning techniques which conduces to the failure (Chadwick, 1979) d) In this mark, it considers that the communicative focus favors the interaction between students and the teacher, and it has the necessary pedagogic characteristics to efficiently support the integral development of the students (SEP, 1993). This focus is adapted considering the experience of the teaching labor and the cognitive process on how to learn a foreign language and how it works. The communicative focus translates the attention of the language and determines the contents to teach, the roll of the students, the teacher and the process and techniques which he utilizes for the class development. In this focus, the student is the central theme of the educational process. It privileges the relation teacher-student, studentstudent, and student environment of the learning construction which is through significant situations. 2.3 Perception and Learning across the video-tape. It is common to use audiovisual materials to support a syllabus and they have proved to be excellent resources to give knowledge, abilities and to foster learning. However, the production or selection of these is left to schools, and the subjective appreciation to the personal preferences and the decisions which dont correspond to the teacher (Wilkinson, 1985). For this reason Wilkinson suggests three aspects on how to know which materials to produce or to choose will be efficient, and which general principles could orient the task.

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The three Wilkinson aspects to be considered are: 1) The logical periods of the planning, where the course organization intervenes, the unit learning and the syllabus with the use of the video-tape. 2) The experimentation knowledge results in the evaluation of the students. It will allow assessment if the video-tape planning is correct and, if not, then, it will be adapted to achieve the objectives. 3) The knowledge postulates the communication theories, perception, and the learning that directly support the decisions made during the course and the suggested sessions for the video-tape. The perception is the action of perceiving the outer world through the senses. It is the process through which the person becomes aware of the means which surround him due to the fact that the senses are the first contact means with the environment and they get the information which will be in the nerves and then transmitted to the brain. So perception is the first momentum of learning.(See the picture in the next page).

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This chart of Wilkinson (1985) shows how knowledge goes on in the brain through the senses. This justifies the use of electronic pedagogic resources in English class. There are two important principles of the perception which will be mentioned next: 1) The perception phenomenon is constituted by many sensorial messages which arent separated; on the contrary, they are structured in complex models. 2) The person reacts to a part of the environment and he is stimulated in a determined moment converting the perception as a personal and unique experience, the environment could be perceived in previous experiences depending on the motivation and current experience of the student.

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There are different perceptions by the people and it could join them with the resources choice to use, being the audiovisual the ideal one because it is the teaching principle due the perception and series of auditory and visual experiences carefully designed, and this could origin experiences that contribute to the fact the learning process be successful. The knowledge of this element could be the best didactic resource. It teaches that they are many the elements that contribute to success in the perception and this way, which obtains a more effective communication between the video-tape and the student who does the realization of a concrete learning in the syllabus. In the following graphic (next page) for example, some statistical information shows the importance and the aid that the electronic media can provide in the teachinglearning process.
COMMON PEOPLE LEARN: 1% through pleasure 1.5% through the sense of touch 3.5% through the smell 11% through the ear 83% through the sight THE STUDENT LEARNS: 10% Reading 20% Listening 50% Seeing and Listening 70% through the things which he says and listens 90% through the things which he says and then he realizes

This table of Wilkinson (1985) show that common people learn through the ear with 11% , 83% through the sight and the student learns 50% Seeing and Listening and up to 90% if he practices it and then takes part in an activity during his application.

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2.4 Adolescence and learning. To talk about adolescence is to talk about moments of typical crisis of human growing. After the stages of physical and emotional experiences of childhood, the physiological changes show the complex relation among the body and the internal world of the person; it is when puberty begins. (Ocano, 1982) At the same time, teenagers feel that they are changing. They consider the expectation which combines with the family environment and the school. Teenagers are not sufficiently prepared for the dispositions which they demand from older people who surround them. They discover that the growing act is an endless fight between the self being which pressured them and the personal model socially adapted whom the family and the school wait for. (Ocano, 1982) In Mexico, pre-teenagers end the elementary school (escuela primaria in Spanish) mainly between 11 or 12 years old. This stage of school life is a critical moment for them where tolerance, comprehension and guidance allow the teenager to achieve the right integration of his child experience to psychic world organized to accomplish the tasks of the adult life. Since he is 11 or 12 years old, the teenager is near the end of the elementary school. It can change according to the country, and in Mexico at the elementary school the child just has a teacher (for all subjects). Even in English, they have just

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a teacher and this is incorrect to the learning of the language. It is also the moment in which they feel different focus and ways to study a subject (in this case English). This way, perception will be different to their perception and if a correct teachinglearning process is applied in the student, it will easier for him. The style of the teacher who teaches the subject and the identification of the teachers personality are related to the pleasure for the subject. It is when the vision of the future takes different forms referring to the acceptance or rejection of a subject (In this case English). This explains why some youngsters consider it boring or hard. This expression is not more than the reflection of some activity not understood or some failure that the student experimented or maybe the teacher was not enthusiastic enough to transmit the knowledge. 2.5 Related Methods with the teaching and didactic video-tape. The video is an excellent element in psychiatry training and education. It increases using the necessary skills to all the students for examination purposes. The psychiatric rotations must be included in the video into the regular teachings syllabus. The most important areas of use are the libraries of videotapes. The important components are due to the information, the bibliography and the disposition of different videotapes. This material is somewhat hard to find in Puebla. There are a few video-libraries. Also, feedback is important for training purposes. The feedback of the video, in especial order, researches on the evidence to support the feedback and the teaching videotape which needs the feedback
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sessions standardized and regularized and the psychiatry needs be linked to the videotape training and the benefits in the student thinking. When the potential is developed, the teaching-learning process had excellent and encouraging results. It is always recommendable before teaching the video to make a feedback with pedagogic techniques due to the teaching course analyses, the students abilities develop according to the medical point of view and the previous training of the topic which is the best option to employ the video-tape (Maguire et al 1986). Many groups of students who learn a language have relation with many feedbacks and medical consultations which improve the learners general skills which are used in sciences, like psychiatry and pedagogy. (Gask,1998). The skill training is when the importance of teachers is relevant to developing the skills or how to organize the feedback session. The teacher and the students note that the use of techniques is also to research literature and get support on it, to show evidences of the kind of teaching and introduce new techniques and advances to develop the interest in the students and make the skills grow in them. This theory is also supported by Gask. According to Vassilas et al in 2000, around puberty the video-tape is an excellent method to teaching in psychiatry. It is necessary that the teacher increase the use of the video-tape to familiarize the student with that. One of the reasons is that the video-tape provides a guide to develop the teaching program and the use of the video-tape makes the brain a little more available, practical and concise. It is also advisable to the learners on whom the study is conduced to get a best learning. The purpose of the practices which have a relation to the feedbacks and the interviews could be utilized to acquire clinical abilities and then the teacher will
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offer a variety of different applications of the video-tape to the group and according to the results of his students, the teacher must elaborate a record which details the scholar progress of his group with the feedback of the video-tape. Also, the teacher must detail the psychiatric and psychological aspects which were obtained with this pedagogic training. The next point (2.5.1) explains more deeply the relation between Video-tape and psychiatry. 2.5.1 Video-tape and psychiatry. This point explains the relation between the video-tape and psychiatry. According to Gask in 1998, traditionally psychiatry treatment was not considered adequate, but since 1960 the laboratory investigations, the absence of investigations limited the study of this field of learning. When the video could be used for psychiatry goals, it is recommendable to enable the students to watch the video and according to the experiences of the group the teacher must find the best way to transmit the knowledge to the students in cases using motivation (in this case it is how psychiatry takes place when some motivation acts in the brain of the student occur). In 1970s there were researches in Manchester, England, who dealt with the feedback with the video-tape techniques and they affirmed that psychiatric and medical skills are involved. According to the psychologist and psychiatrist who developed these investigations, this information was also handled by Gask in1998 in her research International Journal of Psychiatry in Medicine. Besides this, Gask affirms: it is important to study the impact of the techniques and accumulate the evidence of the results of it, and then if the results were positive, use them to obtain real changes in the skills of the student.
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Gask also examined in many researches the differences of the skills between the students who had practiced with the video feedback and with a correct review elaboration to the class group avoiding the traditional teaching form (where the teacher just explains and explains) with the objective of not damaging the interest of the student for the class. This is a study part of psychiatry to the fact the brain plays an important part in the learning of the student. The outcomes of the investigation of Gask were encouraging because, according to the information of the results, the most prominent students stimulated by the video-tape and the enthusiasm achieved understood some speech of determined movies for example (open-ended and closed questions and affirmations obviously providing with necessary stuff by the teacher who had clarification in his explanations). These results are the count which Gask made in his research previously mentioned in this chapter. These students who learned with the video-tape showed superiority in understanding information. Under these consequences is this thesis based and the theories of Gask are an excellent guide which facilitates this research process and avoids closing questions or non-sense during the elaboration of this work. The video-tape which is correctly used improves all the abilities of the students, especially listening skills, when the simple methods are used. For this reason it is also congruent to use feedback with the video-tape which is very effective (Maguire et al 1986), the intervention of psychiatry or psychology is a help in the students learning, where another medical studies contribute to developing the teachinglearning process by the correct way. There are many differences between the audio and video-tape methods but this research considers that the listening aspect
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is also necessary in the student to develop the listening much better. It has real repercussions in the academic, professional and even the personal life of the student; however, the result favors the video-tape as the most perfect method to teach. This research suggests that the internet technology is also important to the students learning but it is not considered by Maguire. For this reason the work of that author is just a support to some theories of this thesis due the focus of it on the video-tape. After making an informal question to the students of the elementary school, they consider the video-tape funnier than any other method or teaching technique. It is important to mention that the video-tape feedback has a particular value helping the student to take control of the learning he acquires (example: avoiding distractions when he listens to noise or someone or something interrupting the class or even when the student is directly disturbed). The repetition of the video-tape or some explanations is just used when the situation deserves it to detect some mistakes of the students (for example pronunciation problems or vocabulary mistakes) in order to channel it to the perfection. It is a real challenge for the teacher to combine the explanation class with the use of the video tape due to the fact that the teacher must know when the use of the video-tape is correct and when the explanation of the video-tape or the class in general is necessary. This, according to a study of psychologists and psychiatrists who made a summary of research during 5 years in group class, is stipulated by (Maguire et al 1986). The studies found the superiority of the knowledge and the abilities of the students when they study with a feedback which helps them to obtain best results to retain the information which is recently acquired; element
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which is of great importance considering that it is not only necessary to develop the understanding, but also necessary to develop the memory and, consequently, to get a better understanding which, according to some analyses and diagnoses will positively impact in the students future life. 2.6 Learning Styles. In this point, the styles or forms which the students have to improve their ways of learning will be explained. According to Richard Felder and Barbara Soloman (2002) in their research Learning Styles and Strategies, the styles are the next: Learning through seeing: These students need to watch the body of the teacher or the facial expression to have an acceptable understanding of the lesson contents. These students prefer to stay away from the teacher and avoid some visual obstructions (peoples heads) for this reason they sit in the first row. They always fix their attention to the pictures and they also find the classes with diagrams, illustrated text books, video-tapes, flip-charts and brochures funnier. Also during the lecture or class discussion, visual learners prefer to take detailed notes rather than understand the information. Learning through listening These students learn through verbal lectures, discussions, and also dynamic classes which imply listening and speaking. Auditory learners interpret the understanding of the speech meanings through listening to the speakers tone of voice, the pitch, nuance and another elements or aspects. For them writing
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information could be somewhat difficult; in fact, the student is lazier to write and understand little phrases. These students are more auditive. Many of these students find benefits when they listen to a text or phrase aloud and by using a tape recorder. Learning through moving, doing and touching These students who are tactile/ kinesthetic learn through the best through-on approach. It means they learn by means of activities and tasks which imply movement and interaction with the environment and the classmates or the people which are around them. They explore the psychical world to learn. The students with this learning style are hyperactive. It means they have many problems to be quiet for a while or for long periods because they get distracted by anything and they need activities and exploration to make profit of all their capacities. 2.7 Kinds of Motivation It goes without saying that highly motivated language learners learn more efficiently than unmotivated ones and that intrinsic motivation is more effective than extrinsic motivation. In this study, the integrative and instrumental aspects of motivation will also be explored to determine to what extent, if any, these types of motivation exert an influence on the language learner. It is generally agreed that instrumental motivation enables the student to overcome blocks in learning, functioning normally. It corrects deficiencies in fundamental thinking skills, increases attention span, improves concentration and restructures cognitive pathways. English knowledge is imperative to do well in college enrollment exam
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and to do well in college, a high level of proficiency in English is necessary to get a good job, but just how much is unclear. Much more unclear is the amount of integrative motivation that learners possess. (Maslow,1991). To determine the influence that integrative motivation has, in relation to instrumental and intrinsic motivation, the tertiary level of English learners, a survey was conducted. The results of which will be reported in this presentation. In addition, the results of this study are compared to those of earlier studies. The findings suggest that instrumental and integrative motivation each plays a significant role in language learning that should not be overlooked. Accordingly, it is concluded that the interplay of both of these types of motivation need to be considered by instructors in their efforts to increase student motivation in and out of the EFL classroom by tapping learners' integrative and instrumental interests in formulating language learning activities (McGuinness, 2004). 2.8 The no motivation and its consequences in elementary education. The no motivation means reluctance, indifference. On the other hand, motivation is the impulse to act and it is an important element to the school learning and it involves a positive reason of participation in different activities. However the children and young people do not understand the reason to participate in the tasks which the parents or teachers promote, profiting the students and society. For this reason, they are cataloged as people without motivation. There are few children who are not motivated to participate in the elementary school activities. The reasons of their no motivation could include the no
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comprehension of the activity, the fear to the different or the no self-confidence resulting in consecutive failures. The youngster imitates his parents and teachers, if a teacher has no motivation and no predisposition of participating in the activities, the youngster responds in the same way (Shea, 1990). A Young who is not motivated must observe and take notes about the activities or stuffs that he prefers. These actions will provide the bases to increase the teaching strategies which are a great help to select the didactic resources which stimulate with enthusiasm the educational task which the teacher plans for the future of the class motivation improvement. Motivation (educational term) is a group of resources which a teacher uses to stimulate the interest in the students (Fabre Baos, 1977) This definition is marked in a humanistic focus to the fact young people demand for education which helps them to give sense to their life and the world which surrounds them. They want to learn with the most personal and human forms and they are not pleased because they consider the school too boring and this produces a waste of time. For this reason, the school must give the students an achievement sense which allows the student to feel that the acquired knowledge is useful. The basic needs must cover the following aspects in the students: a) Physical Security: Diet, Sleep, Health, housing, dressing, work-relating. b) Affective Needs: Love, attention, stimulus, praise, affection, respect, and compassion.

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c) Creative Expression Needs: Sensorial Capacities, increasing the pleasure to increase it with creativity at the same time it explores new ways to express it. d) Cognitive Needs Control: Learning each time with more details about it. e) Needs of Social Abilities: Acceptance, intersection with equal treatment between all the students independently from the knowledge obtained by them. To cover these needs the teacher must be near the student, motivate him with creative activities to make the classes more interesting so the student gets enthusiastic and involved. Besides, the student must be respected and treated like a human being by his teachers and must understand that learning involves the students life. With this kind and respectful environment will there be more humanistic students, affectionate and psychologically stable. That is enough to encourage the student and to motivate him to learn a foreign language due to the fact that the teacher must have an excellent language command and impulse with the most positive feelings to the student. (Moskowitz, 1988) In the teaching practice it is important to consider the affective relations. The students must care for their health in all the aspects since a healthy youngster is more open-minded and objective in his values and goals when his needs are covered (Maslow, 1991).

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CHAPTER THREE Methodology The presented results are the product of reflection sequence; it is a systematic and academic discussion research to know the problematic of the class discouragement. The present chapter is supported with the procedure which was used during the research elaboration and a vocabulary exam which was applied to the studied group. 3.1 Investigation Design This educational research was elaborated based on the three guidelines of social classic research. It made a research with context and bibliography to support the educational research part of this thesis, which has the goal of improving the teachers daily labor. It promotes a change of attitude in the teachers and students to have a positive impact on the teaching of an additional language to Spanish, English. To solve the problematic efficiently and get the knowledge from the practice it is important to mention how the social classic research suggests the best way to combine the social and the educational aspect (Ander-Egg, 2002). It designs a work plan which started with sequences of observations and self-observation in the classroom. With these systematic observations it identifies many problems. Through group discussion it unifies some opinions. Subsequently, it passes judgment analysis basing itself on the identified problems. During the period of these systematic observations in the groups, the relevant chronological events
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based on three aspects were registered: the psycho-pedagogic, the linguistic and social aspects are utilized to clarify the problem on its complexity and by this way to study it objectively. Also, the variables which classes present are analyzed in the three aspects previously mentioned where English has an relevant roll in the elementary school (6th grade). This research is also based on preferences of the students based on the use of the language in the daily life, which increases the need of the English subject and the causes of the rejection in the students. One part of this research is the design of a syllabus with 15 classes which have, as a fundamental objective, to study inside the identified problem: the apathy of a new perspective makes the teacher reject these innovations according to his auto-analysis. This syllabus was elaborated chronologically per session and per week and it is the formal instrument which orients the English study in class. In these instruments were included the following contents: structural, situational-lexical, and the materials integration (didactic resources). The conclusion of the auto-analysis was related to this research. It is important to mention that the syllabus shows that in class number two the video-tape is used to appreciate the interest of the student with an animated class where the video-tape is used as the main resource to achieve the planned objective which consists of motivating students through the electronic technology.

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3.2 Context This investigation tries to solve the problems basing itself on determinate purposes in the education field (Sanchez Puentes, 1993). For this, it applies exercises of relation and dependency among themselves. This exercise was an efficient tool to find the relation between the different problems which are in the classroom and they are helped with observation guides previously elaborated. Different education problems could be corrected with specific rules respecting the intellectual and the emotional aspect of the student according to the research of Sanchez Puentes who demonstrated the coincidences among the motivation problems which is the central theme. 3.2.1 Place I applied it at the elementary school with a sixth-grade group of the school Heroes de la Revolucin located at 36 Norte street Colonia Nueva Aurora, Zip Code 72070 Puebla, Puebla. 3.2.2 Participants The Participants are children between 11 and 12 years old. Many of them have naughty, shy, and disciplined personalities and in general, with harmony in the group. This allows having efficient class development. There are some elements which make the tasks difficult; the tasks are some distractors in the group which are possible to correct.

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The students are from all the state of Puebla. The teaching methods which the teacher used do not achieve the expectations of the students. Teachers, students and parents consider English as a filling subject resulting in discouragement. Another observed problem is the group saturation. The group has 50 students and they study in cramped classrooms. This aspect makes it difficult for teachers to fulfill their task. This situation is because, for them, English is just another subject which the school teaches. Many of these students have limited resources and they attend a class daily from 7 am to 2pm. The students were immersed in a reality which makes that students manifest negatively. The following explanation is about the perspectives of the participants: students, teachers, the institution and the parents. 3.2.2.1 The students The student did not study, he was bored, distracted, restless, didnt understand the explanation, didnt pay attention, didnt make the homework, didnt participate, and this was reflected in the low progress and course failure. In the worst of cases, they drop the course or even drop out of school. It is important to mention that many of these children arrived badly fed. The age is transitory due to changes in the body and in the human behavior. These changes begin to form the new adult, which marks the end of childhood. If this stage is not moved into the right direction, there will be an effect in their growing and consequently in the adult age.

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3.2.2.2 The teacher The teacher is the direct actor of the teaching-learning process. Previously, the last English teacher of this group didnt prepare way the class correctly, and this discouraged the student who didnt use the didactic material. The teacher was very strict in his character, he didnt explain clearly, he didnt realize group dynamics and he didnt stimulate the students imagination and, a few times, he approached the students who fell behind in the course. 3.2.2.3 The institution Also the institution plays an important role in the teaching-learning process since, in education, three elements interact: the teacher, the student, and the environment. The institution provides the syllabus which isnt according to the reality of the students. This is because the syllabus goals are too ambitious with the time to carry them out. Besides, the class is not attractive; it doesnt reach the expectations of the students because the knowledge which they acquire does not apply to daily life. This factor causes apathy to learning another language different from the native one. Generally, schools are not worried about providing the teacher with modern audiovisual material to increase the interest in the student. Besides, the educational space is small and it doesnt have the correct ventilation. In addition to the group saturation, it is very hard to achieve the objective (the correct learning), forcing the teacher to use unreliable methods to solve the problem.

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3.2.2.4 The parents On the other hand, we have the parents who incorrectly watch the tasks which their children realize in the schools and they worry just when the student does not pass the subject and it is when the parents try to pay attention to the problem which their son faces. Sometimes they blame it on the teacher or the school. 3.3 Research Instruments The main instrument in this research is the use of the video-tape and it is the fundamental element to defend this thesis. Other elements are the Blackboard and chalk, the use of dynamism in the group and cassettes. The support of the television is also important because it is combined with the use of the videotape: The English Learning Program (Ingls sin Barreras). With the correct use of these elements the theory of this thesis proves the hypothesis of this investigation. 3.3.1 Syllabus The criterion which was used in this syllabus during the verification of this Thesis was some methodology aspects based on the necessities of the student, and also it adapted the SEP (Secretaria de Educacion Publica) Syllabus (1993) to the classes of this research, with the correct conjugation of the elements which are mentioned in this Thesis. The use of the videotape is a valuable instrument in the teaching- learning process.

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3.3.2 Survey It made the SEP syllabus analysis of sixth grade with the objective of knowing the English teachers mission based on the communicative focus which the SEP proposes. This analysis allowed achieving the goals of the syllabus and how it relates to the sixth grade students. It includes its connection with the application of the students context. At the same time it worked with the Theoretical Background and the diagnostic of needs. The bibliography research is based on different authors who supported the profound knowledge of the studied problematic considering an interdisciplinary form because the problem is also seen with its social, psycho-pedagogical and linguistic perspectives and they include the techniques to favor the teaching-learning process in the English area, always by trying to give a humanistic focus. The obtained results served to the make the information easier to handle in this research. It compared the different concepts proposed by many authors, and with the support of the assessor, the used methodology was analyzed. It is important to mention that, in this research, there is a convergence of the different materials, concepts and techniques used in the development of the English language learning. It is important to mention that they were 50 students surveyed with two different surveys per each of them, making a total of 100 surveys. The first time was before starting the syllabus to know the previous opinion of the students about English based on their social, cultural and family environment. Also, the personal

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preferences and the other survey were applied after seven lessons to know what the students perspective about English based on their experience in these lessons is. 3.3.3 Course Exam

This exam was applied after 15 lessons where it showed the obtained learning during these classes. The use of verb to be and its conjugations were part of the exam. Also, the vocabulary of indefinite articles (A, AN, ONE) was part of the exam. The translation was a part to demonstrate the students skills and advances in course. The exam asks for the order of the sentences to know the level of structure, syntax and grammar which the students have. The exam asks for a writing focused on the vocabulary previously studied in the course. The exam consisted of 7 exercises which assessed all that was studied in the syllabus since the course started up to lesson 15 (which were all the lessons of the course). The following is the used criteria to evaluate the exam: Exercises 1, 2 and 3 had a value of 1 point Exercises 4 and 6 had a value of 1.5 points Exercise 5 had a value of 0.5 point Exercise 7 had a value of 3.5 points The sum of all exercises is ten points. It is important to remark that, in order to obtain all the points of the exercises 1 to 6, it was necessary to achieve all the subreagents (the subsections) to get all the scores which the exercise proposed. The exercise 7 depends on the writing, the coherence and the vocabulary which the student used, based on the scores of this exercise in the judgment of the teacher.
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3.4 Procedure of the investigation These indicators were observed based on a programmed series of observations which were applied and confirmed the teaching experience the student experimented and that the student has a respectful behavior, but that he didnt show aspirations to achieve a concrete objective. Besides, in their environment, a way to apply their acquired knowledge in English subject did not exist because, many times, the student just learned an element which he applied in the school. This situation implied that the knowledge must be applied at home, with the family, and in real situations; consequently, these elements allow the students to daily put into practice the acquired learning and then, they will prove by themselves that English language is like a tool of daily use to solve everyday problems. The challenge was to discover and take advantage of those opportunities. Sometimes, teachers forget that language teaching has a big relation with the student thinking development. It means that when a person tries to learn English or Spanish, firstly the teacher has to teach the student to structure his logic thinking in Spanish or English (according to the language which the student learns). The starting point to students formation is his thinking capacity; the practice realization of tasks includes many operations like synthesizing, analyzing, abstracting, generalizing and forming concepts by the students, to improve their English level. The human being uses his thinking for a problem or important matter, and with memorized knowledge it is impossible to solve it. Due to this, the teacher must

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provide the student with practice tasks which develop his abilities that make him utilize his English knowledge using the necessary mental operations. Also, it is necessary to show the students that their English learning is profitable and that it is important to all the aspects of the current life (academic, professional and personal). A possibility to realize it, undoubtedly the most valuable educationally contextualized, is speaking and presenting a practical problem and proposing the solution by the students to demonstrate the need of research to solve. Regrettably, to insert the student in the environment, the teachers have many obstacles which influence on the application and the development of planned exercises. Due to this, it is necessary to choose instrumental and didactic resources to teach a language according the current times, to improve our possibilities to make the teaching-learning process easier. Nowadays, technology is the element which helps improve learning in students; something unimaginable in past years when the obsolete teaching method abounded. It is the moment to seek viable alternatives to implement it in the English class, balance its usage and take advantage of the intellectual development of the students. 3.5 Data Analysis. After a serious analysis of theoretical, practical and diagnosis information with the instruments to recollect data like: Chronological Information Guide, inquiries, the problems with elements which create the exposition of the thesis presented in
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Chapter Four. Nothing was speculated nor written at random and all the information which here is stated is part of a wide study, of a careful analysis, with the best intentions to know the teachers thinking and promote an attitude change with existent problematic at classroom to which the students daily attended. Chapter four describes the thesis origin and its characteristics, highlighting its originality and presenting the representative classes syllabus of a part of unit learnings syllabus of the focus subject (in this case English Language). The partial exam was applied after the study of seven lessons, and since the course was designed according to a communicative focus, the exam was written and oral. The result was the production of a message by the student (issuing) and the message interpretation (recipient). The data of this exam was registered in a bar chart to detail the academic progress and others elements, they will show in Chapter four. The results reveal that, from of 50 students, 60% (30 students) had an excellent level in the exam; 25 % (12 students) a regular level, and 15% (8 students) had a good level. Consequently, and according to the survey which was applied to the students after the exam, they are happy with this new way of learning English opposing the initial survey which was applied before starting the course where the students were very discouraged and without interest to learn English.

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CHAPTER FOUR

Results of the Research

The video-tape with didactic content to increase the motivation of English learners in the elementary school proposes the videotape as an alternative to the discouragement problem solution which origins the underachievement in the classroom and which hinders the teaching- learning process. The idea is from a series of observations and exercises of the problems which are present in the classroom at the moment of developing the syllabus of the English subject in the elementary school. This chapter will present the results of the surveys and the exam which were applied to the students. The surveys and the exams will be developed in different parts in this chapter.

4. 1 Results obtained from surveys These results will be divided in the initial survey which was applied before beginning the course and the final survey which was applied after seven lessons. This division is for the understanding of these results clearer. However, the initial and final surveys have similar questions which will allow comparing the results easily. They were 8 questions per each survey (16 surveys in total). It is important to remark that the initial and final survey will be shown in the attachments in its original form: the questionnaire in Spanish language.

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4.1.1 Comparing the Surveys This initial and final survey consisted of eight questions which reveal the former and latter experience of the students with English based on the family environment and personal preferences as well as their life expectations like visiting Anglospeakers countries and obviously the class development. The surveys will be divided in eight questions. Each one will be shown with charts and a description and comparison of all them next: (starting in the following page).

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Question One: At the initial survey it reveals that 70% of 50 students (35 students) dislike English. The main reason is because they perceive English as boring subject with no benefits of learning nor in the professional nor in personal life, it justifies, the apathy towards the language, culture and lifestyle of Englishspeakers on the learners. 30% of the students (15 students) who like English said
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that English is the language of the future and the global language, with personal and academics benefits to these students who have affability to the language because, according to them, it increases their general culture. Opposing the Final Survey, it reveals that 60% of the students (30 students) like English because it changes their life expectations and they said that the English course encouraged them to learn more about the language and the course itself. The other part of the group who didnt continue with the disposition to learn English said that the English course kept the antipathy in them and it even increased it. Also, 40% of students mentioned that the current English course discouraged them to continue learning the language. To conclude, question one supports the English course like a class which allowed the students to adopt a new form to learn the language and in the case of the students who kept their antipathy towards English, manifested that English is a nuisance for them. Many of these students dont like to study it nor do they have an inclination for other knowledge. It is like Spanish or mathematics. Also, there are cases where the student preferred another language (French, German, Italian, etc.)

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Question two talks about the opinion of the students about teaching English in Mexico. In the Initial Survey, 65% (32 students) thought that English language is an excessive expense for the government and those resources must be used to improve the other classes that are more important than English. Many of these students considered that English is an unnecessary luxury which is just taught in private schools. The other part of the group (18 students) thought that it is important to learn English because learning it will improve all the aspects of the life included the general culture. This part of the group is optimistic for learning a different language. They support the environment which surrounds the students is fundamental to get or not the interest for English. In the Final Survey, we show an improvement related to the opinion of some students. The students, who, in the initial survey approved of English teaching in Mexico, are continually supporting a positive idea about English. It is important to mention that the students changed their opinion, which was initially negative. This resulted in 35 students (70%) who support the English teaching in Mexico. The other part of the group, were the students who continued thinking that English is unnecessary for the development of this country. They were 15 students (15%).
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Question Three: In the Initial Survey 12 students (25%) affirmed that English had helped them with their recreational activities like watching TV in English or listening to music. They also affirmed that English will serve them for work promotion and all the academic activities where they get benefit from reading. These students affirmed to be happy with the English classes. The other part of the student 38 students (75%) affirmed that learning English is an advantage for another person with a better economic and social position; for example, the children of politicians or actors, or children of some famous people, or other people who have any activity related to English. There were some students who thought that English just serves for millionaire people and they wont be able to apply that advantage to their life aspects. In the Final Survey 22 students (65%) who said that English provides them with benefit in the future gave the same reasons as in the initial survey. Besides this, the students showed more confidence when they answered about the benefit English provides them. The other part of 18 students (35%) who didnt support the benefits of English for themselves kept the same opinions and they even increased their hate for English.

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Question Four: At the initial survey 50% (25 students) affirmed that they were interested in knowing about Anglo-American lifestyle due to the affability with the culture and with the language. Others answered that they had pleasure for travelling regardless of the destination. These students confirmed that they have
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confidence in English, which according them, will improve their life in the future (academic, personal and professional aspects) The other half of the students (25 students) affirmed that learning about another culture is useless because they insisted that the culture does not provide money for eating. Also, the students say that they have discouragement to learn English, displeasure for the Anglo-American culture (according to them, USA & UK influence negatively on the way of thinking and behavior of the Mexican people for example: the imitation of the customs and traditions and the disregard for the Mexican nationality and the loss of identity). The rest confirmed the apathy to traveling. Someone said that he will never travel to USA or UK due to the apathy for the Anglo-American culture. The other part confirmed that they do not feel comfortable traveling to another country, not necessarily USA or UK. However, this Thesis attributes the negative elements to the family environment.

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Question five deals with the knowledge which the students had before and after the application of the English course. In the initial survey many of them did not have knowledge about English; a small percent (15%) affirmed that their English knowledge is poor; 10% affirmed that their English is average. The same situation is for the students who have enough English level. With this statistics, it is very hard to try to change reality and the ideology of the students for every teacher. However, with this English Course the students level grew in an acceptable way considering the apathy which these students had at beginning of the course. The final survey got the next results: just 5% of the students stayed without knowledge according the initial survey. This contrasts with the 35% who got a fair level, 20% a good level, 25% an average level and a 15% deficient level; considering demotivation to learning English which affected almost all the students. This course
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at the end reduced the demotivation in the students and increased the motivation

to learn different and new stuff. Question six asks if the students watch TV programs or movies in English. In the initial survey, just a 10% affirmed that they watch TV programs like Smallville, Lost, Gossip Girl, and The Hills. There were also students who prefer movies, like the most popular Back to the future trilogy, Chucky or many options which they have. However, many of these students affirmed that they just watch TV series or movies just for amusement. For this reason, the learning is limited. Another reason is that watching movies is not important for the students. This is why this Thesis has the focus on learning through the videotape to improve the students development in English Language. After the course, the opinion was divided in 50-50 in students who affirmed that they watched TV series or movies in English language. The students said that they tried to put more attention to the English and not only to the story. On the other

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hand, the other 50% affirmed that the interest decreased due to the fact that they prefer to watch TV programs like El Chavo or other Mexican series like

Telenovelas (soap operas) also another programs of Mexican Television. Question 7 refers to music preferences of the students in the same way as in the last question. Many students affirmed that they just listen to music because they like it. In fact, they did not understand the contents of the music; the students just liked the rhythm and not the words in English. With this answers, we can demonstrate that English language passes to a second term in the students. In the initial survey, just 20% of the students affirmed that they like English music but they did not care about the contents while the other 80% mentioned that they did not care about music in English but they preferred, for example, songs of Shakira, Luis Miguel and other Spanish singers. These students mentioned that they found the song in Spanish language funny because they could repeat the words since it was in their language. Also, they affirmed that the rhythm of English music is boring.

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In the final survey, the opinion was divided 50% & 50%. The students who affirmed that they listen to English music previously analyze the contents and the lyrics of the song because the interest grew and, at the same time, they enjoyed the rhythm of the song. The other 50% kept the preferences and continued with the same song because they dislike having English song because they do not want to make

an effort to understand the lyrics. Question 8 talks about students expectations of the course. In the initial survey, which is the students expectations of the course, 50% answered that they did not expect anything from the course. Many of these students are with apathy to the subject because of the way they answered the other questions. Apathy is a negative element which we must eliminate across the current research. 20% affirmed that they increased their English level (this part of the students had encouragement to learn English aspects which made this survey easier, but these students also affirmed that learning English will require a great effort because many of these students do not have enough elements to continue the study of English outside the school.
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The final survey revealed that 85% of the students achieved their expectations with the English Course and this percentage of the students promised that they will continue studying it in the future. The other 15% percent mentioned that this course was like any other subject, showing discouragement and apathy towards the course; however, they appreciated me for teaching the course.

4.2 Results obtained from exams The result obtained from the exams was different per student, but in this part of the chapter I will classify the answers according to the responses of the students. It is important to remark that questions 1 to 6 are multiple choice and the charts show in each one of them the correct answers of the students; starting with the highest score and ending in the lowest. For this reason, the generals and similarities results will be based on the charts, which will be shown just with the percentage and then, in the explanation, we will specify how many students correspond per each percentage, considering 50 students. The charts will be in circle form. 4.2.1 Analyzing the exams There are seven exams which will be showed; the original form of the exam will appear in the attachments. This chapter will show just the charts with the correspondent percentages considering the 50 students surveyed, and also the explanation of the each chart basing it on the number of correct clauses or sub-

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answers. Then, there is an analysis of the question which remarks the mistakes and correct clauses. The analysis will consist of searching the reason which generated the mistake or the correct choice. The name to the clauses is also answers or sub-answers. It is important to remark the attitude of the students during the exam. Some of them were stressed, very relaxed or disinterested and these factors probably affected their capacity to do the exam opposed to the students who answered calmly.These last people achieved the best results of the

exam. These are the exam charts:

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Question 1 is the equivalent to one point of ten distributed in seven questions in the course exam. This question consisted of choosing the correct answer according to the verb or word in the parenthesis. This question has a relation with how to give personal information (verb to be, the own name and the nationality). It is important to consider that, of 50 students, 40% (20 students) got all the correct answers (4 in total), 20% (10 students) got 3 correct answers; likewise, the students who just got 2 correct answers correspond to 20%. It also means also 10 students, 1 correct answer to 10% (5 students). There were just 5 students who had all the clauses as mistakes (it means 10%). This question was just to give their name, nationality, feel in the blanks the corresponding verbal time of the verb to be. It is important to remark that this question was based on previous exams of other teachers and the design of participative evaluation with the same students and students of other groups and schools. At the same time, this question was a process of self-reflection and knowledge production. (Vaca, Pacheco, 1996).

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Question 2 is the equivalent to one point of ten, distributed in seven questions in the course exam. This question consisted of translating the word or phrase from Spanish to English, which is what the exam asks for. This question has a relation with greetings, and giving information about emotional or health status. It is important to consider, from 50 students, that 40% (20 students) got all the correct answers (5 in total), 15% (8 students) got 4 correct answers, 3 correct answers corresponds to the 10%. It means 5 students; 2 correct answers to 20% (10 students), 1 correct answer to 5 students (10%) and there were just 2 students who had all the clauses as mistakes. This corresponds to (5%). This question is a test to the students to demonstrate their skills to translate without the help of dictionaries. This question also allows evaluating the students needs of English. It allows analyzing the possible reason for which the student has to learn it during the exam. In this question many students commented that they will always need a dictionary. They also commented that it is unnecessary to know the greeting if you cant speak English with fluency.
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Question 3 is the equivalent to one point of ten distributed in seven questions in the course exam. This question consisted of translating the word or phrase, which the exam asks for, from English to Spanish. This question has a relation with the varied vocabulary and indefinite articles (A, AN, ONE). It is important to consider, that of 50 students, 20% (10 students) got all the correct answers (8 questions); 10% (5 students) got 7 correct answers. 6 correct answers also correspond to 10%; it means 5 students. 5 correct answers to 10% (five students). 4 correct answers to eight students (15%). 3 correct answers correspond to 15%, it means 8 students. 2 correct answers to 10% (5 students).One correct answer to 2 students (5%) and there were just 2 students who had all the clauses as mistakes; it corresponds to (5%). This translation is also to demonstrate the skills of the students, but this time it was from English to Spanish. It is also a hypothesis that is easier to translate from English to Spanish than vice versa because Spanish is the native language of the students and it is obviously that the first thinking has a relation with the kind of translation of some students. The suggestion is always think directly in English but many of these students do not apply it.
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Question 4 is the equivalent to 1.5 points of ten distributed in seven questions in the course exam. The exercise consisted of correctly ordering of questions in English where the use the verb to be is fundamental altogether with some manner or quantity adverbs. It is important to consider that, of 50 students, 35% (18 students) got all the correct answers (5 questions). 25% (12 students) got 4 correct answers. 3 correct answers correspond to 20% (10 students) .Two correct answers got 10% (5 students). One correct answer to 5 students (10%) and there were no students with all the clauses as mistakes (0%). Probably, the order in the speech is easier than translating or conjugating verbs; due to this, this question had the most positive balance because it is less stressful to the students. This research can propose this hypothesis by the way many students felt encouraged with dynamics which were organized at the classroom, demonstrating that the academic games are more useful for the students who have a theoretical class since this last just limits the blackboard. The explanation of the teacher is a methodic and severe class, elements which turn the class tedious and boring, even depressive to them.

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Question 5 is just two clauses. The 100% of the students answered these questions correctly. It means that the 50 students had this question correct. It is possible that some students cheated on it since it is somewhat bizarre that all the students, including the students who do not have any knowledge of English got the answer right. It is important to remark that during the course and the exam, the students had all the confidence during the classes and the exams, but it seems that the students abused of the confidence that the teacher provided to them. According to some elementary school teachers who advise me, they told me that confidence is important to motivate the students intellectual development and reduce the stress levels with the stress management since the educational requirements get stricter in all levels of education. Students everywhere experience

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considerable school stress (Selye, 1956). It can prove the need to change some stereotypes of the language teachers because the teaching style which some of them have is very strictly and it is just limited to focus on grammar, resulting in boring activities to the students. According them: the exam is just a game and

relaxation time because they will always prefer relaxation before stress. Question 6 talks about the present continuous. It is important to consider that, of 50 students, 55% (27 students) got all the correct answers (7 in total). 11% (6 students) got 6 correct answers. 5 correct answers correspond to 5%, it says 2 students. 4 correct answers correspond to 6% (3 students). 3 correct answers to 6 students (11%). 2 correct answers correspond to 6%, it means 3 students. One correct answer also corresponds to 6% (3 students) and there were not students with clauses as mistakes having a level of 0%. It is important to mention that the present continuous needed three lessons to study. Maybe this is the reason for the success of the majority of students in this question. In class, to learn present continuous, they were presented different activities like exemplify daily activities. There were also examples with clothes. The students learned a lot of vocabulary
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and verbs and it was reflected in this question. It is important to remark that it seems that the students just use the present continuous to express ideas like present simple and not to express the idea that something is happening at the moment of speaking. The students needed a timeline during the exam to make it easier to locate temporal space. Someone asked for translation of some words. According to the students, they needed it to answer the question, which didnt need

a translation to be answered; according to other students. Question 7 consisted of writing a composition with vocabulary previously studied. Of 50 students, 40% (20 students) had an excellent writing; 20% (10 students) had a very good composition; 10% (5 students) just had a good composition; 10% (5 students) had a regular composition; 15% (7 students) were with a sufficient level and just 5% had a deficient composition or did not write anything in the exam. Some of the students with a mark of sufficient wrote a paper with many mistakes. I used my judgment to evaluate this question whose maximum score was three points. English is a rich and confusing language. It has borrowed words from French, Italian, German, Spanish, Arabic, Greek, and many other languages. American

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English, as spoken in the United States and much of Canada, also includes many words taken from American Indian languages (Bragg, 2004).To add to the confusion, according to Bragg, English is basically a Germanic language that has been forced into a Latin grammatical framework and it does not always fit. Yet, even with all the difficulties involved in learning English, it has become the most widely used language in the world. The fact that it is widely used does not, however, mean that it is always used correctly or accurately, even by many nativeborn North Americans. There arguments are also supported by Melvin Bragg in 2004 with his research: The Adventure of English: The Biography of Language. 4.3 Final Conclusions of the results of the exam and the surveys.

With these conclusions, we can assume that the theory of The video-tape with didactic content to increase the motivation of English learners in the elementary school had good development with the students with the exception of some cases. It was a relevant technology and the purpose is its implementation in all the elementary public schools. However, this scenario seems somewhat hard because it increases the financial support of the government for education. It implies giving or providing the teacher with the best study material, qualifying it, according to some theories of educational technology (previously explained in Chapter two). The term educational technology is often associated with, and encompasses with the instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology

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includes other systems used in the process of developing human capability. Educational Technology includes, but is not just limited to, software, hardware, as well as Internet applications and activities. But there is still debate on what these terms mean (Fabre Baos, 1977). In this thesis there is a summary of opinions of students, family parents, and other teachers which will be presented in chapter five. This summary has many interesting contents with aspects supported in my teaching experience which I employed to develop this Thesis. It is also my personal opinion that, if the discouraging problem is solved with this educational purpose, the student will have a better perspective of English. Chapter five will be the complement to conclude and understand this educational research. CHAPTER FIVE

Conclusion

In the previous chapter, I presented the results obtained from the surveys and the exam. Fortunately the results were positive and they reached the purpose of this investigation. This chapter explains my personal conclusion in form of general observations and suggestions. 5.1 General Observations This was a motivating educational program which created intellectual, rational and affective reactions because with the video-tape those activities are possible. This research generated many reactions in the students, changing them positively. The first objective, the attention of the student, was achieved almost immediately. In the
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first days, these positive reactions were manifested by the students. The continuity with the program demanded that it favor more the affective element than the rational. In this phase, it tried to make students interact with this large communication process. The participation of the teacher was by writing what the reactions and the comments of the students were about the research focus. Throughout the observation, the students formed an idea of the contents which had impacted them and which were unnoticed. Besides, they were the elements which were confusing to their latter explanation. This mental evaluation of attitudes and knowledge was not realized just with the communication of the students and the things that they did not communicate or express were interpreted by the teacher as lack of knowledge from the students. Silence always implied the no understanding or the saturation of the messages reception. It also corresponded to this work phase, to help the teacher to determine the most important contributions which the program offered to consider the strongest and the weakest aspects and to integrate the linguistic elements which were dispersed during the development of the syllabus. These elements were in the context of the student to achieve the meaningful learning. This learning increased the motivation in the students and stimulated the building of their own learning in English language, self-didactic learning. Previously explained in Chapter Two, the teacher uses appealing resources to stimulate the interest of the students to catch their attention and develop their pleasure to actively study and participate actively in class. It is necessary to perceive the great importance which motivation has for the English learning in order to achieve the objective of the communication, which this discipline demands.
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When communication is possible between the students and the teacher, their interpersonal relations are improved. The teacher stimulated each student with encouraging phrases, achieving with it, a fundamental basic need: the motivation increase. When this happens, there exists more cooperation from the students for the dynamics and the homework which the teacher proposed. This had, as a result, the achievement of good progress and, consequently, good grades. It implies that it was a good development of the abilities, intellectual capacities and the language. At the same time, the student learned new vocabulary and integrated it to his context to give it a daily utilization because school must give the students an achievement sense to provide the knowledge to the students and convince them that getting knowledge will be useful in all life aspects. The stimulated knowledge achieved that the student learned new vocabulary integrating practice conversations, getting learning by himself. At the same time, the student developed his creativity, memorizing, understanding, reflecting and exposing his own ideas. The English program must be developed based on realities which provide considerable learning. The most important factor of this research was the increase of motivation and this was achieved. Also, the students expressed it with their attitude in class and they confirmed it in the realized survey (described in Chapter Four). The opinions expressed in the survey were encouraging for me to realize this investigation, and it was motivating to carry out, in a much better way, the daily educational labor with a lot of enthusiasm and professionalism.

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In conclusion, it is possible to confirm the results of this thesis: The videotape with didactic content and good programs increases the motivation and consequently, the students progress in the school was improved, because with new knowledge and practice vocabulary, the student increased his English communication skills with his classmates and the teacher. When the student produces a message and the student notices that his classmates interpreted it because they answered correctly, his interest for learning increased because he utilized whatever he learned. His interest and participation in class were more dynamic at the moment that he took part of motivation and realized the activities which the teacher proposed; consequently, his progress was more effective. When the students progress is improved, the learning is optimized and when it occurs the student learns to use the language accurately and he can produce correct sentences in English with fluency. 5.2 Suggestions At the end of this educational research to increase the motivation in the learning of English language, I proved that the use of videotape with didactic content is a good didactic strategy to stimulate the motivation in the English language learning, if the next suggestions are followed: 1. To elaborate the syllabus of each one of the projections of the video-tape. 2. To explain briefly and accurately, the objectives of the topic to study before starting the learning activities and not to lose the relation with school program.

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3. - Before starting the class, to select the TV adequate volume and the dialog which will be put in practice. 4. To play the film according to the stipulated times at the syllabus (appendixes) 5. Not to stop the videotape playback to take notes at the first time. 6. - The teacher, under no circumstance, will realize other activities in the classroom; he will only observe the program with interest which in that moment is being played as well as the students attitude. 7. - At the end of the videotape playback, the teacher must provide the students with the vocabulary to learn. 8. - The teams to be formed should not be of more than three elements to develop the practices or the role play. 9. - At the end of the three video sessions, the group must be in order, the three learned dialogs must be integrated the knowledge across the practice and make a feedback of it. 10. - It is important to be constant with the use of the videotape from the part of the teacher to make the student learning effective. 11. - The teacher must make a little dictation of the reviewed topics to discover the writing deficiencies and help to correct them.

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12. - The teacher must use the communicative focus to give attention to the learning of English asking the students to make questions to themselves referring to the topic previously studied. 13. - The learned dialogs in each session must be written by the students in their notebooks. Also, the new vocabulary will be provided according to the corresponding context. 14. - After the participation of each student, the teacher must stimulate them with encouraging and affective words. 15. - The teacher must always preach respect to the students for their person and vice versa as well as the respect among the same students. 16. To always appreciate the conviviality with the students and the teaching experience like an element which will grow up in the personal and professional life. Definition of key terms Learning: It is the acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. (The American Heritage Dictionary of the English Language, 1992) Knowledge: It is an expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject; what is known in a particular field or in total; facts and information; or awareness or familiarity gained by experience of a fact or situation. (Cowther, 1995)

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Language: It is a system of signs (indices, icons, symbols) for encoding and decoding information. Since language and languages became an object of study (logos) by the ancient grammarians, the term has had many and different definitions. The English word derives from Latin lingua, "language, tongue," with a reconstructed Proto-Indo-European root of *dngh-, "tongue," a metaphor based on the use of the physical organ in speech. (The American Heritage Dictionary of the English Language, 1992) English language: West Germanic language of the Indo-European language family that is closely related to Frisian, German, and Netherlandic languages. English originated in England and is now widely spoken on six continents. It is the primary language of the United States, the United Kingdom, Canada, Australia, Ireland, New Zealand, and various small island nations in the Caribbean Sea and the Pacific Ocean. It is also an official language of India, the Philippines, and many countries in sub-Saharan Africa, including South Africa. (Encyclopdia Britannica, 2006) Elementary Education: The first stage of compulsory education. It is preceded by pre-school or nursery education and is followed by secondary education or middle education according the educative system of each country, in some countries is also known as primary education. (Encyclopdia Britannica, 2006) Student: A person who studies or investigates (a student of human behavior). A person who is enrolled for study at a school, college, etc. (Websters New World Dictionary 3rd College Edition, 1988)

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Teacher: A person which his job is the teaching, especially as a profession; instructor. (Websters New World Dictionary 3rd College Edition, 1988) Mother tongue: Refers to the first language learned at home in childhood and still understood by the individual at the time of the census. (Bryson,1990).

Bibliography

Ander- Egg, Ezequiel (2002). Metodologa del desarrollo de la comunidad. Aspectos operativos y proyectos especficos. Lumen. Ausubel, David (1967) Learning Theory and Classroom Practice. The Ontario Institute for Studies in Education. Bragg, Melvyn (2004). The Adventure of English: The Biography of a Language . Arcade Publishing. Bryson, Bill (1990). The Mother Tongue. William Morrow & Company, Inc.
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Chadwick, Csar (1979). Teorias del Aprendizaje. Editorial Tecla. Cowther, Jonathan (1995). Oxford Advanced Learners Dictionary. Oxford University Press. Encyclopdia Britannica (2006). Encyclopaedia Britannica Ultimate Reference Suite. Encyclopdia Britannica. Fabre Baos, Jos ngel (1977) Compendio de tecnologa educativa. Escuela Normal Superior Justo Sierra. Felder, Richard & Soloman, Barbara (2002) Learning Styles and Strategies. North Carolina State University Gask Linda (1998) Small group interactive techniques utilizing video feedback. International Journal of Psychiatry in Medicine Hubbard Peter, Jones Hywel, Thornton Barbara and Wheeler Rod .(1983) A Training Course for TOEFL. Oxford University Press. Krashen, Stephen (1988) Second Language Acquisition. Prentice- Hall International 1988 Maguire Peter & Fairburn, Susan.(1986) Training clinical teachers to teach interviewing skills to medical students. British Journal of Medical Education. Maguire Peter, Roe Philip and Goldberg, David (1978) The Value of Feedback in teaching interviewing skills to medical students. Department of Psychiatry, The University Hospital of South Manchester.

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Maslow, Abraham.(1991) Motivacin y Personalidad. Ediciones Diaz de Santos McGuinness, Diane ( 2004). Early Reading Instruction. Cambridge: MIT Press. Moskowitz Gertrude.(1988).Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques.Newbury House Publishers, Inc. Plan y Programas de Estudio SEP 1994. (1993) Secretara de Educacin Pblica. Psicologa del Adolescente. (1982) Ocano. Richards Jack & Rodgers Theodore, (2001). Approaches and methods in language Teaching. Cambridge University Press Snchez Puentes, Ricardo (1993) Didctica de la problematizacin en el campo cientfico de la educacin. CESU- UNAM. Selye, Hans (1956) The Stress of Life. McGraw-Hill. Shea, Thomas (1986) The teaching in children and teenagers Ed. Medica Panamericana. The American Heritage Dictionary of the English Language 3rd ed.,(1992) Houghton Mifflin Company. Vaca Pacheco, Irma (1996) Evaluacin Educativa. Trayectoria y perspectivas. Centro Internacional de Prospectiva y Altos Estudios. Vassilas, Cristopher & Ho, Luk (2000) Advances in Psychiatric Treatment. International Journal of Psychiatry in Medicine.
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Websters New World Dictionary 3rd College Edition ,(1988). Websters New World. Wilkinson Louise (1985). The Retention and Knowledge. Minnesota M. Co. Why Educational Media.

Appendix I: Encuesta Inicial (Initial Survey)

Instrucciones: responde abiertamente las siguientes preguntas, basndote en tu opinin y criterio. Es importante la veracidad de tus respuestas ya que en ello se fundamentara el programa de ingls que se aplicar en la escuela.

1.- Te gusta el ingls? si/no y porque?

2.- Piensas que el ingls debe ser enseado en las todas las escuelas primarias del pas?

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3.- Piensas que el ingls te dar beneficios en tu vida personal, acadmica y laboral?

4.- Te gustara conocer ms sobre la vida de los pases angloparlantes? Si/no Por qu?

5.- Cul consideras que es tu nivel de ingls en este momento? a) Sin conocimientos b) Deficiente c) Regular d) Suficiente e) Bueno

6) Ves algn programa de televisin o pelculas en ingls con subtitulos en espaol?

7) Escuchas msica en ingls?

8) Que esperas de este curso de ingles?

Appendix II: Encuesta Final (Final Survey) Instrucciones: Esta encuesta tiene como objetivo conocer tu opinin acerca de lo que ha sido la nueva forma de clase de ingls hasta el momento y de lo que piensas del idioma ingls. Es importante la veracidad de tus respuestas ya que con ellas se podrn hacer mejoras de esta clase en futuros programas.

1.- Te gusta el ingls? si/no y porque?

2.- Piensas que el ingls debe ser enseado en las todas las escuelas primarias del pas?

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3.- Piensas que el ingls te dar beneficios en tu vida personal, acadmica y laboral?

4.- Te gustara conocer ms sobre la vida de los pases angloparlantes? Si/no Por qu?

5.- Cul consideras que es tu nivel de ingls en este momento? a) Sin conocimientos b) Deficiente c) Regular d) Suficiente e) Bueno

6) Ves algn programa de televisin o pelculas en ingls con subtitulos en espaol?

7) Escuchas msica en ingls?

8) Este curso de ingls resulto lo que esperabas?

Appendix III: Syllabus

Use of Verb To Be Class # 1 August 23 rd to August 27th

Objectives: Learn the most basic vocabulary, learn the verb to be to achieve that the students

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have the most essential element in English communication.

Situation

Function

Vocabulary

Activity

Presentatio n of a person with another in the classroom

-Ask the name to another person: -Answer the last question -Ask where is the person from -Answer where is he from

-Personal Pronouns (I, you, he, she, it, we, they) -Verb To Be (am, is, are) -Where, countries and cities

-Showing a videotape with the vocabulary -Organize the students according to the watched video to elaborate the question in pairs -Organize the students in pairs to write a dialog according the practice.

Didactic Resource and its duration (minutes) Television 10 Cassettes 20 Videotape 30 Blackboard 50

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Learn to manifest states of minds 3rd

Class #2 August 30 th to September

Objectives: The student learns to manifest his state of mind with more vocabulary which adds to the other vocabulary previously learned.

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Situation

Function

Vocabulary

Activity

Presentation of a person to another familiar or unknown person. Manifestatio n of the state of mind.

-Greet a person with an unknown person at the classroom -Manifest the state of mind to the class.

-This is -Hi, hello, good morning, good night, nice to meet you, pleased to meet you. -How are you, fine, tired, sad, happy, hot, cold.

-Showing a videotape with the vocabulary here mentioned. -Organize the students according the watched video to elaborate their owns dialogs. -Organize the students in pairs to write a dialog according the practice.

Didactic Resource and its duration (minutes) Television 10 Cassettes 20 Videotape 30 Blackboard 50

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How to show things

Class # 3

September 6 th to September 10th

Objective: The student will learn to signal different things and at the same time increase the vocabulary.

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Situation

Function

Vocabulary

Activity

-Show different unknowns objects to the people. -Asking about different objects.

-Show different objects using the showed objects at the classroom . -Ask about different unknown objects.

-This, that, these, those, eraser, chalk, pen, pencil, table, chair, board, book, dictionary. -Sheet, correction fluid, cassette, ear-ring, key ring.

-Showing a videotape with the vocabulary here mentioned. -Organize the students according the watched video to elaborate their owns dialogs. -Organize the students to write a dialog according the practice.

Didactic Resource and its duration (minutes) Television 10 Cassettes 20 Videotape 30 Blackboard 50

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Learn to ask the nationality. 14th

Class # 4

September 13 th and September

*September 15th, 16th and 17th Holidays Days (Festivity of Mexico Independence Bicentenary) Objective: The student learns to ask the origin country or place of another person, and the vocabulary like names of cities or countries.

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Situation

Function

Vocabulary

Activity

-Reading a writing. -Description of a person.

-Ask the name and the origin of a person and answer the same question.

-To be (am, is, are) -Countries and cities. -Where, how, what this, that. -Is this -Is that

-Showing a videotape with the vocabulary here mentioned. -Organize teams of six students to ask in oral form to another teams about a person. -The teams answer the question which themselves ask.

Didactic Resource and its duration (minutes) Television 50 Cassettes 50 Videotape 50 Blackboard 50

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Situation

Function

Vocabulary

Activity

Didactic Resource and its duration (minutes) Blackboard and chalk 10 Television 20 Cassette 30 Videotape 50

-Doing new friends.

Presentati on of a person to another. -Ask the name and origin of a person and answer when the other asks.

-Where -Are -Is -Am -Countries and cities.

-Showing of the videotape. Dramatizin g in teams

Make a presentation of a person September 24th

Class # 5

September 20 th to

Objective: The student increases his communicative abilities and improves his vocabulary and fluency with a persons presentation.

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How to use the present continuous (Part 1) October 1st

Class #6

September 27 th to

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Objective: Using daily activities, conjugate different verbs with gerund (-ing) to make phrases in present continuous at the same time the students increase their vocabulary with different conjugated verbs.

Situation

Function

Vocabulary

Activity

Didactic Resource and its duration (minutes)

-Doing new friends.

Presentatio n of a person to another. -Ask what the other person does. -Answer what the other person do.

-What are you doing? -Activities -Sitting (down) -Standing (up) -Smiling (up) -Crying -Yawning -Reading -Writing -Talking -Listening (to) (am, is, are)

-Organize the students in pairs to elaborate questions about gerund (ING). -Showing of the video.

English without Barriers (video) 10 Television 20 Videotape 30 Blackboard and chalk 50

-The students answer the questions which their schoolmate s does about the gerund (ING)

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How to use the present continuous (part 2) October 8th Situation -Talking about activities which are doing now. Function -Ask a person what is he/she doing ? Vocabulary -Doing reading, smiling, speaking, standing, listening, yawing, talking, am, is, are, what, where.

Class # 7

October 4 th to

Activity

Didactic Resource and its duration (minutes)

-Showing a English without Barriers videotape (video) 10 which its Television 20 content Cassette 30 have Blackboard and chalk 50 -Answer the gerund previous (ING). question. -Organize the students to elaborate in pairs questions according the watched video. -Short explanation about gerund (ING). Objective: With more daily activities the students increase their vocabulary, improve the fluency and get more security to speak.

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How to use the present continuous (part 3) October 15th Situation -Talking about the clothes which a person wears Function -Ask about the clothes which the person wears. -Answer the previous question. Vocabulary -What are you wearing. -Clothing -Jacket, Hat, Tie, Suit, Shirt, TShirt, Long, Sleeves, Cort, Blouse, Skirt, Sweater, Dress, Nightgown, Bathing Suit, Belt. -I am wearing a -He is wearing a -She is wearing a -It is wearing a -We are wearing a -You are wearing a -They are wearing a...

Class # 8

October 11 th to

Activity -Showing a videotape which its content have gerund (ING). -Organize the students to do dramatizations in teams about gerund (ING).

Didactic Resource and its duration (minutes) Videotape 10 Cassette 20 Television 30 Blackboard and chalk 50

Objective: Continuing the improving of present continuous across the vocabulary in this case clothes. At the end of this lesson the students must be have a wide command about the present continuous use.

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Situation -Knowing some parts of the human body.

Function -Ask and answer about the parts of the human body.

Vocabulary -Head, Hair, Ear, Forehead, Eyebrow, Eyelash, Eye, Nose, Moustache, Cheek, Moustache, Mouth, Lip, Teeth, Tongue, Beard, Jaw, Neck, Shoulder, Back Waist, Am, Elbow, Wrist Hand, Nail. -How are you? -Is This? -Is That?

Activity -Showing a videotape about the parts of human body. -Organize the students in pairs to elaborate questions according the watched video previously.

Didactic Resource and its duration (minutes) Television 20 Cassette 30 Videotape (English without Barriers) 50

Learn to ask and answer about the parts of the head Class # 9 October 18 th to October 22th Objective: The student learns the parts of the head and increases his vocabulary to implement to his daily life, besides it is a review of the most elemental asking forms.

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-Knowing more parts of the human body.

-Ask and answer about the parts of the human body.

-Whats, This, This is, That is, Cheek, Moustache, Foot, Feet, Hair, Brown, Black, Red, Gray, Curly, Straight, Long, Short, Medium. -I Have -You have -He has -She has -We have -They have

-Showing a videotape with the content of the verb have and the auxiliaries Do and Does. -Organize the students to elaborate questions according the watched video previously. -Short explanation about use of auxiliaries Do and Does.

Television 20 Cassette 30 Videotape 50

Learn to use the verb to Have

Class # 10

October 25 th to October 29th

Objective: This class is just to review the use of verb to have and learn more vocabulary about the parts of the head and some direction adverbs.

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Situation -Describing another people.

Function -Ask about the appearance and the state of mind of somebody.

Vocabulary -What Does She look like? -She is Short. -She has red hair. -What is he like.

Activity -Showing a videotape with the content of the auxiliaries verbs Do and Does. -Organize the students to elaborate questions according the watched video previously.

Didactic Resource and its duration (minutes) Television 20 Cassette 30 Videotape 50

Learn to use the auxiliaries Do and Does November 5th

Class # 11 November 1 st to

Objectives: The learning of the auxiliaries DO &DOES and its use in English Language.

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Situation -Ask prices and amounts.

Function -Ask and answer about prices and amounts.

Vocabulary -Envelopes -Postcards -Stamps -News Paper -Writing Paper -Soap -Towel -Banana -Potatoes -Mediane

Activity -Showing a videotape with the content of How Much. -Organize the students in teams to elaborate written questions according the watched video previously.

Didactic Resource and its duration (minutes) Television 20 Cassette 30 Videotape 50

Learn to Shopping

Class # 12

November 8 th to November 12th

Objective: The student learns to ask about anything which is related with the quantity (adverbs or and question which ask for quantities)

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Ask quantities and the use of Possessives adjectives Class # 13 November 16th to November 19th *November 15th is a holiday day Objective: The learning & employ of Possessives Adjectives and some quantity adverbs.

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Situation -Requiring, Offering and talking about quantities.

Function -Ask for foots and quantities.

Vocabulary -How Much -How Many -Numbers -Money -What Is -There Are -Possessives Adjectives (My, Your, His, Her) -Could You -Little -Few -A lot

Activity -Showing a videotape with the content of How Much, How Many. -Organize the students in teams to elaborate written questions about the use of How Much, How Many, at the same time the other students answer the questions about How Much and How Many.

Didactic Resource and its duration (minutes) Television 20 Cassette 30 Videotape 50

Ask the hour

Class # 14

November 22 nd to November 26th

100

Objective: The student learns to right form to ask the hour. Also he increases his vocabulary with more time adverbs (Morning, Afternoon, Night)

Situation -Asking the hour. -Daily activities

Function -Ask to the student at what time realizes any activity.

Vocabulary -What Time is it? -When -Time -Morning. -Afternoon -Night, Noon -Midnight -It is ---- oclock -Do you have minutes, second hour, Breakfast, Dinner, Get Up (The Numbers)

Activity -Showing a videotape which its content be related with the time. -In Roll-Play the students ask to the other at what hour realize different activities.

Didactic Resource and its duration (minutes) Television 20 Cassette 30 Videotape 50

Ask about a done activity Class # 15

November 29 th to December 3rd

101

Objective: Review of the forms to ask the hour and some quantity and time adverbs.

Situation -Asking the hour when some activity is realized.

Function -Ask and answer about the hour when some activity is developed.

Vocabulary -The Numbers. -What time is it? -In the Morning -In the Afternoon -Lunch -Breakfast -Dinner -Getup -Second -Minute -Hours

Activity -Showing a videotape with the content of the hour. -The students elaborate a writing of the different activities which are realizing during the day. -The students read in high voice their writing

Didactic Resource and its duration (minutes) Television 20 Cassette 30 Videotape 50

102

Appendix IV: Course Exam

1. Complete (1 Point) a) I _________ (verb to be)____________(Your Name) b) I__________ )verb to be) from ______________(Your Country) c) He ______ (verb to be) Barack Obama d) Barack Obama ______ (verb to be) from United States

2. Traduce to English (1 Point)

a) Buenos Dias c) Buenas Noches

b) Encantado de conocerle d) Hola or

e) Como estas? Estoy bien, gracias

3. Traduce to Spanish (1 Point)

a) This b) That c) These d) Those

e) Table f) Blackboard g) Pencil h) Chair

4. Correct the sentences. (1.5 Point)

103

a) That a pencil is? ______________________________________ b) These a is chair? ______________________________________ c) Brazil She from is _____________________________________ d) Is How Mexico? ______________________________________ e) PC the is Where? _____________________________________

5.- Complete (0.5 Point)

a) He ____ (verb to be) Ronaldo. ____ (pronoun) is a soccer player. b) He ____(verb to be) ______(From/of) Rio de Janeiro, Brazil.

6.- Complete with present continuous (1.5 Point)

a) What are _____(pronoun) _________(do)? b) He ____(to be) ______(smile) c) We _____(to be) ________(play) d) They ____ (to be) ________ (read) e) She _____ (to be) _________ (talk) f) I ________ (to be) ____________ (listen) g) The cat _____ (to be) ___________ (cry)

104

7.- Redact a little composition with the vocabulary previously studied. Use present continuous. (50 words) (3.5 Points)

105