im

INGLS PARA PREESCOLAR

Gua para el estudiante

Actualizado por la formadora:

DIANA MILENA ROMERO

INSTITUTO COLOMBIANO DE APRENDIZAJE

INCAP

Programa Tcnico Auxiliar en Preescolar

Mdulo Gua Ingls para Preescolar

Ingls Para Preescolar Instituto Colombiano de Aprendizaje Actualizado por: Diana Milena Romero Editado por: Instituto Colombiano de Aprendizaje INCAP Avenida Caracas No. 63-66 Prohibida la reproduccin parcial o total bajo cualquier forma (Art. 125 Ley 23 de 1982) Bogot Colombia Versin 01 - Enero 2010

EL SIGUIENTE MATERIAL SE PREPAR CON FINES ESTRICTAMENTE ACADMICOS, DE ACUERDO CON EL ARTCULO 32 DE LA LEY 23 DE 1982, CUYO TEXTO ES EL SIGUIENTE:

ARTCULO 32: Es permitido utilizar obras literarias, artsticas o parte de ellas, a ttulo de ilustracin en obras destinadas a la enseanza, por medio de publicaciones, emisiones o radiodifusiones, o grabaciones sonoras o visuales, dentro de los lmites justificados por el fin propuesto, o comunicar con propsito de enseanza la obra radiodifundida para fines escolares, educativos, universitarios y de formacin personal sin fines de lucro, con la obligacin de mencionar el nombre del autor y el ttulo de las obras utilizadas.

Instituto Colombiano de Aprendizaje INCAP

INDEX

INTRODUCTION 5

GUA METODOLOGICA 6

UNIT 1. TEACHING ENGLISH TO VERY YOUNG CHILDREN 8

YOUNG CHILDRENS LANGUAGE AND COGNITIVE DEVELOPMENT 8

ESTNDARES Y LINEAMIENTOS PARA LA EDUCACIN PRE ESCOLAR 10

FDEH. QU SE DEBE ENSEAR EN PRE ESCOLAR? 12

FDH. SOME METHODS FOR TEACHING ENGLISH TO YOUNG CHILDREN 12

UNIT 2. CLASS MANAGEMENT AND ATMOSPHERE 15

FDH. TEACHING AND LEARNING ENVIROMENT 15

TIPS FOR TEACHING ENGLISH TO YOUNG CHILDREN 16

UNIT 3. TEACHING SKILLS 19

TEACHING LANGUAGE SKILLS 19

TEACHING ENGLISH USING ICTs 20

UNIT 4. PLANNING A LESSON 23

FDH. STRUCTURE OF A LESSON 23

ATTACHMENTS 29

REFERENCES 30


Apreciado estudiante: Usted escogi al INCAP para que lo oriente en el camino de la formacin profesional. La institucin le proporcionar un formador, quien le ayudar a descubrir sus propios conocimientos y habilidades. El INCAP, le ofrece adems, recursos para que usted alcance sus metas, es decir, lo que se haya propuesto y para ello dispondr de mdulos gua, audiovisuales de apoyo, sistemas de evaluacin, aula y espacios adecuados para trabajos individuales y de grupo. ste mdulo gua que constituye adems un portafolio de evidencias de aprendizaje, est distribuido de la siguiente manera: PRESENTACIN: Es la informacin general sobre los contenidos, la metodologa, los alcances la importancia y el propsito del mdulo. GUA METODOLGICA: Orienta la prctica pedaggica en el desarrollo del proceso de formacin evaluacin y se complementa con el documento de la didctica para la formacin por competencias de manejo del formador. DIAGNSTICO DE ESTILO DE APRENDIZAJE: Que le permitir utilizar la estrategia ms adecuada para construir sus propios aprendizajes. AUTOPRUEBA DE AVANCE: Es un cuestionario que tiene como finalidad que usted mismo descubra, qu tanto conoce los contenidos de cada unidad, y le sirve de insumo para la concertacin de su formacin y el reconocimiento de los aprendizajes previos por parte de su formador (talleres que se encuentran al final de cada unidad). CONTENIDOS: Son el cuerpo de la unidad y estn presentados as: Unidad Logro de competencia laboral Indicadores de logro: Evidencias Didctica del mtodo inductivo Activo para el desarrollo de las competencias:

FDH: Formador Dice y Hace, FDEH: Formador Dice y Estudiante Hace, EDH: Estudiante Dice y Hace.

VALORACIN DE EVIDENCIAS BIBLIOGRAFA


INTRODUCTION

Teaching a second or foreign language is a complex process which needs to be developed carefully to get successful results. This process must start in the early stages and it must provide the students with a meaningful context to construct not only language proficiency but values, culture, and skills in other areas where they are joyful for learning. Nowadays, adults expect many things and very soon from the children, for instance learning a second language is a typical objective from parents and then by schools. This experience can be negative for the children if they are forced to memorize information that is no significant for them, especially because for the children the process of learning is a matter of getting experience and not of memorizing. Thats why, its important to realize the needs, the interests, the context and the development of our children to create a suitable plan to teach and learn English as a foreign language involving children in positive activities to encourage learning in the same way in the future stages. This module is heading to the students of the program in Pre school assistants where they will get some useful information about teaching English to children in pre school stages and will develop some practical exercises to perform in the classroom. In this way there will be three moments in this practice corresponding to the methodology of the class: FDH: Here the instructor will present the topic and will give the necessary explanations, tools and materials. FDEH: Here the teacher will give instructions and will support the activity to let the student recognize and apply new strategies. EDH: Here the students will be the main characters of the practice since they have to develop and carried out plans by themselves. At the end of each unit the student will be evaluated and assessed in accordance with the achievements. At the final stage of this course the students must present a final project, where they must put into practice all what was worked in this module.


GUA METODOLOGICA La estrategia metodolgica del INCAP, para la formacin tcnica del aprendiz mediante competencias laborales, comprende dos caminos:

1. Las clases presenciales dictadas por el Formador haciendo uso del mtodo inductivo activo

2. El trabajo prctico de los estudiantes dirigido y evaluado por el Formador, a

travs de talleres, desarrollo de casos, lecturas y consultas de los temas de clase etc. Con esto se busca fomentar en el estudiante el anlisis, el uso de herramientas tecnolgicas y la responsabilidad.

Los mdulos gua utilizados por el INCAP, para desarrollar cada uno de los cursos, se elaboran teniendo en cuenta sta metodologa. Sus caractersticas y recomendaciones de uso son: A cada unidad de aprendizaje le corresponde un logro de competencia laboral

el cual viene definido antes de desarrollar su contenido. Seguidamente se definen los indicadores de logro o sea las evidencias de aprendizaje requeridas que evaluar el Formador.

Glosario: Definicin de trminos o palabras utilizadas en la unidad que son

propias del tema a tratar. Desarrollo de la unidad dividida en contenidos breves seguidos por ejercicios,

referenciados as:

FDH (El Formador Dice y Hace): Corresponde a la explicacin del contenido y el desarrollo de los ejercicios por parte del Formador.

FDEH (El Formador Dice y el Estudiante Hace): El estudiante desarrolla

los ejercicios propuestos y el Formador supervisa. EDH (El estudiante dice y hace): Es el trabajo prctico que desarrollan

los estudiantes fuera de la clase, a travs de talleres, desarrollo de casos, lecturas y consultas de los temas, los cuales deben ser evaluados por el Formador.

Al final de cada unidad se puede presentar un resumen de los contenidos

ms relevantes y ejercicios generales.


DIAGNSTICO

INFORMACIN GENERAL Regional_____________Programa__________________Mdulo____________ Estudiante_________________________Formador_______________________ EVALUACIN DIAGNSTICA Estilo de aprendizaje_______________________________________________


UNIT 1. TEACHING ENGLISH TO VERY YOUNG CHILDREN

FDH. Reading.

YOUNG CHILDRENS LANGUAGE AND COGNITIVE DEVELOPMENT Its very important to recognize childrens development in all the processes that are related to their age because those aspects will give teachers ideas of what kind of activities they need and enjoy. Childrens average age in Pre School is from 3 to 6 years old; according to the Colombians regulations the Pre School is divided as follows: Pre-Jardn: 3 aos Jardn: 4 aos Transicin: 5 aos

SPECIFIC ACHIVEMENTS EVIDENCE To identify the characteristics of childrens language and cognitive development according to the age to plan proper activities and topics to teach English to young children. To realize Colombias parameters to teach in pre school stages and applied them to the English teaching and its curriculum. To research and use different methods for teaching English in pre schools stages and observe their advantages and disadvantages.

Conocimiento Producto Desempeo

Childrens language and cognitive development/ Estndares y lineamentos / Teaching Methods


In this stages we can refer to The Preoperational Period (Piaget, 1969) where children can represent things mentally, Piaget divided this period in two phases: Preoperational Phase (2-4 years). Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play are evident. Children can think about something without the object is present by use of language. Intuitive Phase (4-7 years) Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. Easy to believe in magical and reality is not really firm yet. Perceptions dominate judgment. Rules of a game are not develop, only uses simple dos or donts imposed by authority. FDEH. Read the article and answer. a. Why is it important to know about childrens development when teaching English? _________________________________________________________________________________________________________________________________ b. In which stage are children in Pre School? What are some of their characteristics? ____________________________________________________________________________________________________________________________________________________ c. Why is it important this stage for children related to the language acquisition? ____________________________________________________________________________________________________________________________________________________ FDEH. Research about the characteristics of developmental stages for children according to the next aspects, and complete the next chart as in the example. Then Share your findings with the class.


AGE PHYSICAL INTELLECTUAL SOCIAL AND EMOTIONAL

LANGUAGE SKILLS

3 years

They walk on tip toes.

They stand on one foot.

Their attention span is a little longer so they can participate in group activities. Preschool children learn best by doing

They enjoy dramatic play with other children.

They begin to learn to share

They can communicate their needs They use pronouns I, you, me.

FDH.

ESTNDARES Y LINEAMIENTOS PARA LA EDUCACIN PRE ESCOLAR

La educacin preescolar, de acuerdo al artculo 15 de la ley 115/1994 es "ofrecida al nio para su desarrollo integral en los aspectos biolgico, cognoscitivo, sicomotriz, socio-afectivo y espiritual, a travs de experiencias de socializacin pedaggicas y recreativas."

Sus objetivos especficos de acuerdo al artculo 16 son:

1. "El conocimiento del propio cuerpo y de sus posibilidades de accin, as como la adquisicin de su identidad y autonoma;

2. "El crecimiento armnico y equilibrado del nio, de tal manera que facilite la motricidad, el aprestamiento y la motivacin para la lecto-escritura y para las soluciones de problemas que impliquen relaciones y operaciones matemticas;

3. El desarrollo de la creatividad, las habilidades y destrezas propias de la edad, como tambin de su capacidad de aprendizaje;

4. La ubicacin espacio-temporal y el ejercicio de la memoria;

5. El desarrollo de la capacidad para adquirir formas de expresin, relacin y comunicacin y para establecer relaciones de reciprocidad y participacin, de acuerdo con normas de respeto, solidaridad y convivencia;

http://structio.sourceforge.net/leg/1994ley115.htmlhttp://structio.sourceforge.net/leg/1994ley115.html


6. La participacin en actividades ldicas con otros nios y adultos;

7. El estmulo a la curiosidad para observar y explorar el medio natural, familiar y

social;

8. El reconocimiento de su dimensin espiritual para fundamentar criterios de comportamiento.

9. La vinculacin de la familia y la comunidad al proceso educativo para mejorar la calidad de vida de los nios en su medio, y j. La formacin de hbitos de alimentacin, higiene personal, aseo y orden que generen conciencia sobre el valor y la necesidad de la salud.

Los principios que orientan esta educacin de acuerdo al Artculo 11 del D.2247-1997 son:

o Integralidad o Participacin o Ldica

Y de acuerdo al artculo 12 los procesos curriculares se desarrollan mediante la ejecucin de proyectos ldico-pedaggicos y actividades que tengan en cuenta integracin de las dimensiones: corporal, cognitiva, afectiva, comunicativa, tica, esttica, actitudinal, valorativa y los ritmos de menores con limitacin o capacidades excepcionales y las caractersticas tnicas, culturales, lingsticas y ambientales de cada regin y comunidad.

La evaluacin en este nivel de acuerdo al artculo 14 debe tener como propsitos:

o Conocer estado del desarrollo integral del educando o Estimular afianzamiento de valores, actitudes, aptitudes y hbitos o Generar espacios de reflexin para profesores, familia y educacin para

reorientar.

Actualmente se incentiva la enseanza de Ingles desde la educacin inicial pero no es obligatoria, sin embargo la mayora de instituciones lo hacen y crean el plan o currculo que mejor se adapte al PEI de cada institucin.


FDEH. QU SE DEBE ENSEAR EN PRE ESCOLAR?

a. Tome varios textos de ingls para pre escolar de diferentes grados, consulte los currculos de algunas instituciones educativas si es posible y haga una lista de los contenidos y metodologas que all se usan.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

________________________________________________________

b. Son estos temas acordes con los planteamientos del MEN sobre los objetivos en la educacin Inicial? Explique.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________

EDH. Escoja un grado de pre escolar y elabore un plan de contenidos que seran apropiados durante el ao escolar teniendo en cuenta los puntos que menciona el MEN y lo observado por sus experiencias. Presentar a su clase justificando sus escogencias.

FDH. SOME METHODS FOR TEACHING ENGLISH TO YOUNG CHILDREN

Different methods have come out to help teachers and students to get involved in the language through the history of teaching English, those methods have had positive and negative impacts in the process


of learning and teaching.

However, when teaching children there are some methods that have been suggested and have worked well in pre school classrooms, due to they are easy to apply and let children to learn naturally and work different skills.

THE NATURAL APROACH: Learners should be as relaxed as possible; teachers will bring a lot of input on real situations but in a natural way. Students will produce as they feel ready to do so.

TOTAL PHYSICAL RESPONSE (TPR): A series of actions associated with language will be easily retained by the learners.

CURRICULUM DEVELOPMENTALISM: Integrated language with other curricular considerations. CONTENT-BASICS: Focus on meaning--on acquiring some specific topical content--and that content topics should be chosen to learner needs and interests and to promote optimal development of second language competence. MULTINTELLIGENCIA: Learning Styles models (Gardner).

Verbal /linguistic Logical/Mathematical Visual / spatial Body / Kinesthetic Musical / Rythmic Naturalist Interpersonal Intrapersonal

FDEH. Complete the chart with the activities according to the intelligence they promote..


Lectures

Problem solving

Mood music

Plant a tree

Word games

Reflection

Debates

Demonstrations

Charts

Diagrams

Drawing

Mime

Singing

Worksheets

Jazz Chants

Group work

Class projects

Journals

Puzzles

Interest centers

Personal values tasks

Field trips

Show and tell

Films

Poetry

Animal projects

Craft

Peer tutoring

Play an instrument

EDH. Prepare some activities where apply some intelligences to teach any topic in English for a Pre school class. Work in small groups and finally reflect individually about your observations during the activities.

INTELLIGENCE TYPES AND APPROPRIATE EDUCATIONAL ACTIVITIES

Intellegence Type Educational Activities Linguistic Lectures Logical Spatial Bodily Mime Musical Interpersonal Intrapersonal Naturalist


UNIT 2. CLASS MANAGEMENT AND ATMOSPHERE

FDH. TEACHING AND LEARNING ENVIROMENT The major difficulty which most teachers face, consciously or not, is how to transform the classroom from a space which is inherently inimical to learning into one where learning can take place. Therefore the teacher can hang posters, calendars, and pupils drawings on the walls and have all kind of interesting objects that can personalize the classroom. Also there has to be a special relationship between teacher and pupil. The activities cannot work unless there is a relaxed atmosphere. Rearranging the layout of the room will help, but it will also be needed to alter the pupils idea, and possibly the teachers, of what he or she is there for. For that reason it is important to keep in mind the elements which have effect on learning and teaching processes. Ideal teacher: An ideal teacher is one we respect from our heart. He/she

acts, as a guide to the students, but at the same times does not pushes them too much. A perfect teacher motivates the students and boosts their morale.

SPECIFIC ACHIVEMENTS EVIDENCE To make use of different strategies and activities to improve the learning and teaching processes. To apply tips to get a suitable atmosphere for learning English in a natural way

Desempeo Producto

Teaching and Learning atmosphere / Class management


He/she tries to encourage the students and refrains from criticizing them. Such a teacher prefers to give positive motivation to students. His/her comments are always constructive. The perfect teacher is our friend, guide, educator, confident, all rolled into one. One such teacher builds the whole life of the students. Everyone in this world should get an ideal teacher.

The physical surroundings : Classrooms must provide the students with a quiet, pleasant, comfortable,and familiar atmosphere. It must be clean, organized and decorated with colorful posters and draws, meaningful charts that make them feel part of the group, also to have as much as possible teaching resources. It must be light and spacious to develop different kind of activities, if its possible to have an english corner, marked boxes to encourage them to practice the language every day. Organize desks according to your classroom, its neccesary to arrange them that They can move easily and to promote pair and group work among them.

CLASS MANAGEMENT

TIPS FOR TEACHING ENGLISH TO YOUNG CHILDREN

Use very simple language. Use as few words as possible in a sentence.

Stablish rules and review them with the children every class


Start your lesson with a standard Hello song or other type of greeting.

Select about 10 flash cards with a similar theme (e.g. clothes, fruits, animals). Show a flash card and say the word. Have the students repeat it. Go through your cards two or three times.

Change your games and activities every 5-10 minutes.

Repeat, review and revise. Use short games to review vocabulary and phrases.

Make your lessons playful and full of physical movement. .

Avoid competition with preschoolers. Play games where everyone wins.

Encourage and support your young learners. (awesome, very good, great job, happy face, good girl/boy)

Use puppets, chants, rhymes, stories and songs.

Towards the end of the lesson, play some English kids' songs and dance to them.

FDEH. Read and Repeat.

NUMBERS AND COMMANDS

Stand up, sit down and show me one

Look up, look down and show me two

Reach up, reach down and show me three

Jump up, jump down and show me four

Point up, point down and show me five.


Look for readings, rhymes or songs that can be useful to be worked with children on the next topics.

a. Alphabet b. Numbers c. Colors

d. Days of the week e. Parts of the body f. days of the week

g. Greetings h. Five senses i. Animals

EDH. Choose one song; rhyme or reading from the previous topics and applying the tips for teaching prepare it to present it to the class.


UNIT 3. TEACHING SKILLS

FDH.

TEACHING LANGUAGE SKILLS

When teaching a language we cant teach language skills in an isolated way, because those skills are integrated and work together when we communicate, it means that all these process are connected and we can see that in the process of a language acquisition, first we listen, then we speak, after that we read and write.

To reinforce language skills in the classroom it is important to realize our students age and we need to be sensitive to the kids' interests

SPECIFIC ACHIVEMENTS EVIDENCE

To identify and use activities where encourage productively the language skills in English. To bring new strategies and technology as possible to classroom to support learning and teaching processes. To follow proper procedures to work with videos, songs and software in English

Conocimiento Desempeo Desempeo

Language skills / TICs in the classroom


and prior knowledge. To perform an activity its necessary to keep in mind which skills it is promoting and always prepare extra activities to do before, during and after it.

In this way there are three steps when you carry out any activity:

BEFORE: Present the activity and tell children what you expect they do. Ask questions, present some vocabulary, colorful pictures, and make them to pronounce them, play a game in order students get involved in the activity. DURING: Use different activities (mimic, point, show, etc) in order children can comprehend what they are watching, listening or reading. Use a lot of visual and movement support and repeat and make them repeat important vocabulary or expressions. Catch their attention! AFTER: Ask the children questions about what they did, if they have fun, what they learned and present a relaxed activity to perform and reinforce. To promote or reinforce some skills keep in mind those activities: Listening and speaking (Story telling, songs, rhymes, chants, videos with visual aids, small dialogues, commands) Reading and Writing (Choral reading, word maps, alphabet matching, drawing activities, spelling and phonics exercises)

TEACHING ENGLISH USING ICTs Nowadays information technologies have influenced the way we learn and teach, they are a great support for teachers but this application in classroom requires preparation and analysis to choose the proper programs, tools and software to work with.

In the field of teaching and learning languages, there are a lot of resources students and teachers can get from the internet, television programs, educative videos and software. However, those programs dont often


accomplish our needs. As teachers and parents we must be careful about the contents those programs can have. The ICTs are necessary in Pre School classrooms due to children are more active and the have access to it since early stages, thats why, they are tools in the process of learning and teaching. FDEH. Look for a program, video, or software focused in teaching English to children and analyze it answering the next questions. NOMBRE: ___________________________ DURACIN: __________ NIVEL: _____________________________ OBSERVACIONES: ___________________________________________________________

___________________________________________________________

____________

CRITERIO DE EVALUACIN SI NO POR QUE?

Se adapta al nivel de mis estudiantes?

El contenido es coherente con los objetivos que persigue mi actividad?

El contenido del programa ayuda a reforzar los temas vistos en clase?

Presenta actividades para que los estudiantes participen?

Permite el desarrollo y uso de las destrezas


que espero desarrollen los estudiantes en esta actividad? EDH. A. Prepare an activity where introduce a song, a reading or a video applying the steps and reinforcing language skills. You can choose any topic. B. Research about different web pages that offer resources for teaching English in pre school and present them to the class giving your opinion about them.


UNIT 4. PLANNING A LESSON

FDH. STRUCTURE OF A LESSON

A language lesson should include a variety of activities that combine different types of language input and output. Learners at all proficiency levels benefit from such variety; research has shown that it is more motivating and is more likely to result in effective language learning.

An effective lesson has five parts:

SPECIFIC ACHIVEMENTS EVIDENCE

To plan a class following proper procedures and suitable activities to fulfill the objectives and achievements of it. To analyze the strategies and activities proposed in the lesson plan and assess according to the results and observations at the end of the class.

Producto Desempeo

Steps in a class / Lesson plan


Preparation Presentation Practice Evaluation Expansion

The five parts of a lesson may all take place in one class session or may extend over multiple sessions, depending on the nature of the topic and the activities. The lesson plan should outline who will do what in each part of the lesson. The time allotted for preparation, presentation, and evaluation activities should be no more than 8-10 minutes each. Communication practice activities may run a little longer. 1. Preparation As the class begins, give students a broad outline of the days goals and activities so they know what to expect. Help them focus by eliciting their existing knowledge of the days topics.

Use discussion or homework review to elicit knowledge related to the grammar and language use points to be covered

Use comparison with the native language to elicit strategies that students may already be using

Use discussion of what students do and/or like to do to elicit their knowledge of the topic they will address in communication activities

2. Presentation/Modeling Move from preparation into presentation of the linguistic and topical content of the lesson and relevant learning strategies. Present the strategy first if it will help students absorb the lesson content. Presentation provides the language input that gives students the foundation for their knowledge of the language. Input comes from the instructor and from course textbooks. Language textbooks designed for students in U.S. universities usually provide input only in the form of examples; explanations and instructions are written in English. To increase the amount of input that students receive in the target language, instructors should use it as much as possible for all classroom communication purposes. An important part of the presentation is structured output, in which students practice the form that the instructor has presented. In structured output, accuracy of


performance is important. Structured output is designed to make learners comfortable producing specific language items recently introduced. 3. Practice In this part of the lesson, the focus shifts from the instructor as presenter to the students as completers of a designated task. Students work in pairs or small groups on a topic-based task with a specific outcome. Completion of the task may require the bridging of an information gap. The instructor observes the groups acts as a resource when students have questions that they cannot resolve themselves. In their work together, students move from structured output to communicative output, in which the main purpose is to complete the communication task. Language becomes a tool, rather than an end in itself. Learners have to use any or all of the language that they know along with varied communication strategies. The criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message. Activities for the practice segment of the lesson may come from a textbook or be designed by the instructor. 4. Evaluation/Assessment When all students have completed the communication practice task, reconvene the class as a group to recap the lesson. Ask students to give examples of how they used the linguistic content and learning or communication strategies to carry out the communication task. Evaluation is useful for four reasons:

It reinforces the material that was presented earlier in the lesson It provides an opportunity for students to raise questions of usage and style It enables the instructor to monitor individual student comprehension and

learning It provides closure to the lesson

The assessment includes the reflection on the processes not only for the students, also for the teachers practices, the objectives for class and lets correct the mistakes for future classes.


5. Expansion. Expansion activities allow students to apply the knowledge they have gained in the classroom to situations outside it. Expansion activities include out-of-class observation assignments, in which the instructor asks students to find examples of something or to use a strategy and then report back.


THE LESSON PLAN

LESSON PLAN FORMAT

Lesson Title: ___ (topic) _____________________ Grade: _______ Duration: _______ Learning Objective: (What students will learn and do) ___________________________ Standards / Achievements: (indicator) ________________________________________

(At the end of the class write some observations about the class process) Observations:_______________________________________________________________________________________________________________________________

Time Activity Procedure Resources Assessment Evaluation

For each activity

Presentation (warmming

up)

Practice

Production

expansion

Description of each activity step by step

Materials

Process of

evaluation and final products


_________________________________________________________________________________________

FDEH. Prepare a class for a pre school stage and present the complete lesson plan to carry out your micro teaching class.

EDH. The students must perform a class.

MICROTEACHINGS EVALUATION FORM.

NAME: ________________________ DATE: ____________

TOPIC: __________________________________________________________

ASPECTS TO EVALUATE.

Lesson plan

(Time, achievements)

Class management and atmosphere (tips, physical surroundings,

attitudes)

Topic Management (Vocabulary, commands,

pronunciation)

Teaching processes (Methods, activities,

evaluation)


ATTACHMENTS

WAYS TO PRAISE A CHILD

* Wow * Way To Go * Super * You're Special * Outstanding * Excellent * Great * Good * Neat * Well Done * Remarkable * I Knew You Could Do It * I'm Proud Of You * Fantastic * Super Star * Nice Work * Looking Good * You're On Top Of It * Beautiful * Now You're Flying * You're Catching On * Now You've Got It * You're Incredible * Bravo * You're Fantastic * Hurray For You * You're On Target * You're On Your Way * How Nice * How Smart * Good Job * That's Incredible * Hot Dog * Dynamic * You're Beautiful * You're Unique * Nothing Can Stop You Now * Good For You * I like You * You're A Winner * Remarkable Job * Beautiful Work * Spectacular * You're Spectacular * You're A Darling * You're Precious * Great Discovery * You've Discovered The Secret * You Figured It Out * Fantastic Job * Hip, Hip, Hurray * Bingo * Magnificent * Marvelous * Terrific * You're Important * Phenomenal * You're Sensational * Super Work * Creative Job * Super Job * Fantastic Job * Exceptional Performance * You're A Real Trooper * You Are Responsible * You Are Exciting * You Learned It Right * What An Imagination * What A Good Listener * You Are Fun * You're Growing Up * You Tried Hard * You Care * Beautiful Sharing * Outstanding Performance * You're A Good Friend * I Trust You * You're Important * You Mean A lot To Me * You Make Me Happy * You Belong * You've Got A Friend * You Make Me Laugh * You Brighten My Day * I Respect You * You Mean The World To Me * That's Correct * You're A Joy * You're A Treasure * You're Wonderful * You're Perfect * Awesome * A Plus Job * You're The Best * A Big Hug * A Big Kiss * I Love You!


REFERENCES Beaty, J. 1990. Observing the development of the young child. Columbus, OH: Charles Merrill.

Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Longman.

Christison, M. (1998). Applying multiple intelligences theory in pre service TEFL education programs. English teaching forum, pag. 36. Early Childhood-Head Start Task Force.(2002). Teaching our youngest. A guide for preschool teachers and child care and family providers. U.S. department of education.

El ingls de los pequeos. Cultural librera americana S.A.

Estndares curriculares para la enseanza de lenguas extranjeras. Ministerio de Educacin Nacional. H. Douglas Brown (2001). Teaching By Principles: An Interactive Approach to Language Pedagogy. Longman. J. Willis, 1996. A Framework for Task-Based Learning Longman Jack C. Richards, 1994. Reflective Teaching in Second Language Classrooms. Cambridge Language Education. Phonics Kindergarten (2001). Mc. Graw Hill. Rebecca Oxford, (1990). Language learning strategies: What every teacher should know. Oxford University Press. Richards J, & Rodgers T. (2001). Approaches and methods in language teaching. Cambridge University press Scott and Ytreberg, 1990. Teaching English to children. Longman Http: www.eslkids.com. Http: www.preschool.com

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=H.%20Douglas%20Brownhttp://www.eslkids.com/http://www.preschool.com/

INTRODUCTIONGUA METODOLOGICAUNIT 1. TEACHING ENGLISH TO VERY YOUNG CHILDRENYOUNG CHILDRENS LANGUAGE AND COGNITIVE DEVELOPMENTESTNDARES Y LINEAMIENTOS PARA LA EDUCACIN PRE ESCOLARFDEH. QU SE DEBE ENSEAR EN PRE ESCOLAR?FDH. SOME METHODS FOR TEACHING ENGLISH TO YOUNG CHILDRENCONTENT-BASICS: Focus on meaning--on acquiring some specific topical content--and that content topics should be chosen to learner needs and interests and to promote optimal development of second language competence.MULTINTELLIGENCIA: Learning Styles models (Gardner). Verbal /linguistic Logical/Mathematical Visual / spatial Body / Kinesthetic Musical / Rythmic Naturalist Interpersonal IntrapersonalFDEH. Complete the chart with the activities according to the intelligence they promote..SLecturesProblem solvingMood musicPlant a treeWord gamesReflectionDebatesDemonstrationsChartsDiagramsDrawingSMimeSingingWorksheetsJazz ChantsGroup workClass projectsJournalsPuzzlesInterest centersPersonal values tasksField tripsShow and tellFilmsPoetryAnimal projectsCraftPeer tutoringPlay an instrumentEDH. Prepare some activities where apply some intelligences to teach any topic in English for a Pre school class. Work in small groups and finally reflect individually about your observations during the activities.

UNIT 2. CLASS MANAGEMENT AND ATMOSPHEREFDH. TEACHING AND LEARNING ENVIROMENTTIPS FOR TEACHING ENGLISH TO YOUNG CHILDREN

UNIT 3. TEACHING SKILLSTEACHING LANGUAGE SKILLSTEACHING ENGLISH USING ICTs

UNIT 4. PLANNING A LESSONFDH. STRUCTURE OF A LESSON

ATTACHMENTSREFERENCESH. Douglas Brown (2001). Teaching By Principles: An Interactive Approach to Language Pedagogy. Longman.Jack C. Richards, 1994. Reflective Teaching in Second Language Classrooms. Cambridge Language Education.

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