Inglés prescolar

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MINISTERIO DE EDUCACIN PBLICA

PROGRAMA DE ESTUDIOSINGLS PREESCOLAR EN ELCICLO DE TRANSICIN

2007

SAN JOS, COSTA RICA


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Aprobado en Sesin 05-200217 de enero de 2002Consejo Superior de Educacin


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MINISTERIO DE EDUCACIN PBLICA

OFICINA DE LENGUAS EXTRANJERASRADIO INTERACTIVA I Y II CICLOSDEPARTAMENTO DE EDUCACIN PREESCOLAR

Licda. Rosario Vindas Gonzlez, Asesora Nacional de Ingls I y II CICLOS- Coordinadora OLE-RIM.Sc. Sandra Blanco Garca. Directora Departamento de Educacin Preescolar

COMISIN REDACTORA

INGLS

M.Sc. Anabelle Venegas Fernndez, Asesora Nacional de Ingls (Coordinadora de la Comisin)M.Ed. Elieth Matamoros Solano, Asesora Nacional de Ingls I y II CiclosBr. Ovidio Alfaro Jara. Asesor Nacional de Ingls I y II CiclosLicda. Yamileth Chves Soto, Asesora Regional de Ingls - San Jos

PREESCOLAR

M.Sc. Ana Iris Arce Ulloa, Asesora Nacional de Educacin PreescolarLicda. Rosario Cantillo Caldern, Asesora Regional de Preescolar - San JosLicda. Guiselle Alpzar Elizondo, Asesora Regional de Preescolar - PuriscalLicda. Mariluz Rojas Leiva, Asesora Regional de Preescolar - Cartago

COLABORADORES:

Licda. Zhindy Sotomayor Flores, Docente de InglsBr. Mario Sandoval Nelson, Docente de InglsJudieth Reisman, Traductora Internacional


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TABLE OF CONTENTS

I. Presentation . 3II. Introduction 5III. The purpose of English Language Learning in our Educational System 6IV. Implications of the Educational Policy 6V. English as a Foreign Language in the Preschool Educational System .. 8VI. English as an Object of Study 8VII. The Mediation of Learning 9

VIII. Methodological Approach .. 10Multiple Intelligences in the Teaching of English in Preschool . 11Learning Styles in the Preschool Classroom 12

IX. Planning 13X. English Teacher Profile in Preschool Education in the Transition Cycle 17XI. Preschoolers Profile in the Process of Learning English as a Foreign Language 18XII. General Objectives 19XIII. Objectives of the Syllabus in the Preschool Education 20XIV. Study Blocks 21

Linguistic Objectives 23Study Block I Who Am I? 24Study Block II Communicate with Others in Different Ways 29Study Block III I Discover and Enjoy my Surroundings 32Study Block IV My Relationship with People and Objects around me .. 35General Procedures . 37Didactic Tips 38

XV. Bibliography 39XVII. Glossary 43XVIII. Annexes . 47


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INTRODUCTION

Each person has the ability to communicate by speakingand using words as a way of controlling his/her ownbehavior and transmitting his/her deepest thoughts andfeelings.

A person can say not only what is present and tangible,

but also what is within time and space, abstract orimaginary.

Language responds to a basic need of human kind: aneed for communication.

Through language people socialize and stimulate thecreation, transmission and enrichment of culture. In theirpersonal environment individuals share their concerns,experiences, and opinions and build the world in whichthey live and try to improve their quality of life, as well asthat of the life of others.

Because of the changing world in which we live, thescientific and technological sharing among countries, the

migration of people from one place to another, foreignlanguages must be taught to children who will be thecitizens of the 21st century. These citizens will grow upin a world different from ours, characterized by theevolution of science, technology, social and familyrelationships. They will deal with the super highways of

information and transportation that link every person to

different linguistic communities.

The teaching and learning of English will help to meetthese needs. Human beings are capable of learning otherlanguages besides their mother tongue. The learning ofa foreign language at an early age stimulates childsdevelopment. The perceptive system becomes moreoperational and brain development leads to faster

transmission and perception of information.

In this way, children will profit from the experience oflearning a foreign language. Besides, at this early age,children acquire new attitudes that enrich their personalityand lead to integrated development. They are able tocommunicate their thoughts and to socialize with otherchildren.

Learning a foreign language not only means knowinggrammatical structures, but also means developing anawareness and knowledge of other cultures.

Costa Rican children will be exposed to a world differentfrom their own. They will be able to appreciate the moral,spiritual and esthetic values of a new culture, and at thesame time appreciate Costa Rican idiosyncrasies, values,traditions, and customs.

In addition, children will develop feelings of solidarity andbrotherhood that will enable them to work for a better lifefor everyone.


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These new trends in education geared to the learning of a

foreign language are thus, an effective way of facilitatingand achieving the objectives of education in Costa Rica,which will stimulate integrated development ofpreschoolers.

Thus, by means of the acquisition of a foreign language,Costa Rican preschoolers are getting the opportunity tobroaden their knowledge of the world and to contribute to

the development of the 21st century Costa Rican society.

THE PURPOSE OF ENGLISH LANGUAGELEARNING IN OUR EDUCATIONAL SYSTEMIN THE TRANSITION CYCLE

The process of teaching English to children in theTransition Cycle level in our educational system is basedprimarily on the fact that childhood is the best time toacquire a foreign language. The teaching of English inthis cycle thus responds to the following basic needs:

-Sensitization to other cultures and broader knowledge ofthe world;

-discovery of new ways of communicating with others;

-providing children with tools to be able to cope with thechallenges of this century;

-development of critical thinking skills.

The study of English as a foreign language at the

preschool level will expose learners to new educationalexperiences. They will then realize that English learningis a simple, interesting and creative process.

Furthermore, in the context of preschool institutionswhere language learning takes place, both self-confidence and personal development, can be increasedby using English for communicative purposes, as well as

to enhance the students self-esteem. This involvescognitive, socio-affective and psychomotor skills to makethe teaching and learning process more effective.

The study of English at this level also complements thestudy of Spanish because it reinforces topics alreadytaught in the general curriculum.

It will increase motivation to develop competence in theforeign language and simultaneously result in greaterproficiency in the target language.

IMPLICATIONS OF THE EDUCATIONAL

POLICYThe Educational Policy for the 21st century will providelearners with the opportunity to express their positivefeelings for their country, which is characterized by itsdemocracy, culture and its respect for law, nature andpeace.


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ENGLISH AS A FOREIGN LANGUAGE IN THE

PRESCHOOL EDUCATIONAL SYSTEMEnglish is conceived as a linguistic and cultural tool forcommunication, which complements education as awhole. Knowledge of English helps children becomesensitive to the new linguistic code, facilitate linkage withthe Costa Rican Transition Cycle, and value CostaRican culture and its interaction with other countries.

English also allows the learner to understand andproduce appropriate oral messages and to accept andadapt to constant changes.

ENGLISH AS AN OBJECT OF STUDY

The purpose of studying English in our curriculum is oral

communication. Listening and speaking skills are,therefore, emphasized at the Transition Cycle.

English in preschool has been divided into threeimportant components: formal, functional, and cultural.

Formal component

The formal component refers to form and lexical, but itshould be used as a means to effective communication.

Functional component

The functional component refers to communicative skillsin the language, to express for example, likes anddislikes, and describe objects.

Cultural component

This component takes into account the understanding of

the culture of the country or countries where the languageis spoken.

Knowing the target culture facilitates the understanding ofthe language itself.

Values, attitudes, and beliefs should be taken intoconsideration. Cultural aspects should always

accompany the learning of a language.

The appropriate use of these three componentsguarantees communicative skills.

The main objective of learning a language is to enablethe students to understand and communicate basic ideas.The preschool program focuses on the last twocomponents.


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THE MEDIATION OF LEARNING

The policy also states that education enables learners toparticipate as individuals in their own development andthe development of society. They, therefore, have to beacquainted with the knowledge that humanity has beenaccumulating and systematizing throughout history. Theymust learn about its common uses, thoughts and actionsin a particular social context. Within this approach,

learning is exploring, experimenting, discovering andreconstructing the learners own knowledge. Learning isdescribed as a comprehensible, dynamic and meaningfulprocess. It is guided by the interest shown by the learnerand oriented towards learning. From this perspective theteacher is the person who organizes and guides thelearning situations, taking into account the studentscharacteristics (background, learning styles, multipleintelligences) as well as the curriculum and the culturaland natural context.

In the teaching of English, the oral aspect of the languageis the object of study in preschool. Emphasis is given tothe two basic linguistic abilities: listening and speaking.

In this sense, any learning activity should take intoconsideration the integration of these two skills. Inaddition, the teacher should design different teachingprocedures to approach a study block. The basic idea isto create a highly motivating atmosphere to encouragelearning for natural communication.

As a helping hand for teachers, the following is a general

view of how these skills are developed. A summary of themost relevant aspects of the two skills mentioned aboveis also included.

Listening

Listening is one of the most important skills that have tobe developed in the early stages of language learning.

Students should be prepared to:a) understand basic speech in different environments

(background noise, distance, unclear sound);b) understand speakers with different regional English

accents.

Some specific listening activities that should be used are:

1) distinguishing between sounds, stress and intonationpatterns;2) answering quick questions;3) listening to songs, poems, and other materials;4) following instructions and commands.

Teachers should expose their students to a considerableamount of meaningful language input through listening toconversations, descriptions, directions, songs, sportsactivities, videos and any other form of authentic spokenmaterial.


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Activities geared towards developing comprehension

should:

1. meet the students needs and interests;2. be designed according to the students level;3. provide the students with practice in listening;4. make use of background knowledge;5. provide the learners with the necessary steps in thedevelopment of the activity;

6. be consistent with activities;7. be evaluated;8. be integrated with speaking and motor skills.

When a child is learning any language there is a silentperiod devoted to listening only, also known as the pre-production level.

The emerging of the productive skill, speaking, appearslittle by little in a process that includes the repetition ofcertain sounds and/or a combination of them at the verybeginning. Isolated words can then appear in ameaningful context, where the child pronounces the wordand the adult next to him or her repeats it in its context asmany times as necessary. This is the early productionlevel of the Natural Approach explained by StephenKrashen and Terrell.

The childs speech improves according to the quality ofthe input provided by the teacher, along with his or hersupport and patience to higher levels of language.

SpeakingSpeaking is the ultimate goal in learning a language. Ourprogram focuses on oral communication. Students shouldbe provided with a variety of opportunities to bring aboutlanguage.

To promote the development of this skill, teachers must

be aware of the following principles:

-speaking is acquired through listening and practice;-supra-segments of the language (intonation, pitch,rhythm) are learned by listening to good language models(such as native speakers and non-native speakers);-learning to speak English provides an opportunity to

know the world around us;

-learning to speak English means using appropriatelanguage in different situations;-students must speak English in class as much as

possible;-language tasks must be authentic;

METHODOLOGICAL APPROACHAn eclectic approach is used in our program, since itintegrates different methods such as: the communicativeapproach, total physical response (T.P.R.), communitylanguage learning, natural approach and whole language


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prospective. (See chart in annex 1 for further

information).

The multiple intelligences and learning styles theories arefundamental aspects to be taken into account in thepreschool program also concluding that, we have sevenintelligences and probably many more.

MULTIPLE INTELLIGENCES THEORY IN THE

TEACHING OF ENGLISH IN PRESCHOOL

For more than twenty years, the psychologist HowardGardner from Harvard University, has tested his ideasabout: learning and intelligence in an interdisciplinaryresearch group with teachers and students at differentschools in Massachusetts, U.S.A. He came up with thetheory of Multiple Intelligences, which postulates an

individual profile of strengths and weaknesses acrossseven domains, concluding that each person has at leastseven intelligences and probably, many more.

LEARNER PROFILEWORD SMART VERBAL/LINGUISTICLEARNER

THE WORLDPLAYER

NUMBER SMART LOGICAL /MATHEMATICALLEARNER

THE QUESTIONER

PICTURE SMART VISUAL/SPATIALLEARNER

THE VISUALIZER

MUSIC SMART MUSICAL/RHYTHMICLEARNER

THE MUSIC LOVER

BODY SMART BODY /KINESTHETICLEARNER

THE MOVER

PEOPLE SMART INTERPERSONAL/SOCIAL LEARNER

THE SOCIALIZER

SELF SMART INTRAPERSONAL/INTROSPECTIVE

THE INDIVIDUAL

SELF SMART INTRAPERSONAL/INTROSPECTIVE

THE INDIVIDUAL

(See suggested list in annex #3)

Although these intelligences are not necessarilydependent on each other, they seldom operate inisolation.

Each person possesses all the intelligences but they aredeveloped in various degrees, according to the differentinput he/she has received since childhood. The way inwhich intelligences are combined, varies as many aspeoples faces and personalities.


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and personal factors such as shyness or extroversion

may determine even the channels we use to absorb,process and retrieve new knowledge.

According to Anthony Gregory: Learning Styles is theoutward expression of the human minds mediationabilities, which presents the means and capacities weemploy to receive and express information.

There are two factors in determining our own LearningStyles:-The way we perceive and-The way we order the new information we encounterdaily.

According to the Neuro -Linguistic Programming (NLP),developed by Richard Bandler and John Grinder, people

take information through their five senses referred asVAKOG:

VisualAuditoryKinestheticOlfactoryGustatory

The three senses mainly used for learning are visual,auditory and kinesthetic. Each person has a preferencefor one of these. But in the teaching and learningprocess, it is necessary to take into account the specificlearning styles of both the preschool learner and teacher.

As teachers, we take advantage of our natural learning

style, according to our personal strengths. Nevertheless,it is also possible to enhance the other senses we do notuse to overcome possible difficulties or weaknessesfound in the learning process. Teachers display theirabilities using a teaching style according to their learningstyle. It seems they might underestimate the studentslearning styles different from theirs, but the truth is theyare not aware of this situation until they realize each

student sees the world in his or her own way.

The teacher includes activities in his or her planning tocompensate the students weaknesses and to benefitthem for their strengths. (See Annex 2.)

PLANNING

The essential aspects that should be taken into accountin planning your lessons are:

The Cognitive Target:

This is the what the students are going to do in theclass; which means content, the topic(s) included in theplanning that they choose to learn in advance, accordingto their needs and interests.


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Culture and Values:

You should keep in mind the formative component of ourprofession. The Educational Policy emphasizes theimportance of promoting positive attitudes and valuesduring the teaching and learning process. This is possiblethrough the correspondence between what is said withwhat is done among teachers, students and theeducational community in general. In addition, as

teachers of a foreign language, you should provide yourstudents with opportunities to compare our culture withthat of the countries where English is spoken and toreinforce Costa Rican values. The Syllabus lists thecultural aspects and values that should be practiced inthe teaching and learning process.

Procedures:

Up to this stage you have organized the informationincluded in the Syllabus. Now is the time to demonstrateyour creativity and skills as a preschool English teacher.In this part of your plan, your enthusiasm, imagination,teaching style, hard work, and talent, that is, yourpersonal teaching attitudes, methodologies and

techniques, come into play.

The following is crucial because you have to take intoaccount both the learners and the imperatives of theSyllabus.

As mentioned above, you have to integrate linguistic skills

and develop them as a unit. Of course, depending on thecharacteristics of each activity, you focus on onelanguage skill, and therefore on the correspondingobjective. This does not mean that you are not allowed tointegrate the other objectives for the activity. The sameoccurs in the communication process where you canswitch from one skill to another.

To this end, we follow a process called by Rivers (1978),skill getting or skill using. It is a set of stages or stepsorganized in sequence. Joan White explains these stepsin her Module One of the Professional Handbook:Teaching English in a World at Peaceas follows:

Warm up

The warm up is usually a brief lively session to welcomethe students to their foreign language class at thepreschool level. It is a varied and motivating way ofstarting the lesson. It should include games, songs,riddles, jokes, etc. Students should be encouraged toparticipate and have fun. Whenever possible, the warmup should be related to the main theme.

Presentation

The teacher introduces the class to the new theme andthe new language components. Both the content and thenew grammatical and lexical items are emphasized in anintegrated way. Getting meaning across is essential.


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Curricular Adaptations

Here, you include the non-significant adaptations in yourplan, for those students with special needs.

Chronicle

This is for personal notes after the class, for example

your comments about the activities, if you developed thelesson as it was planned and suggestions for futuresessions.

We are providing the format of the unit plan in annex 4.

ENGLISH TEACHER PROFILE IN

PRESCHOOL EDUCATION IN THETRANSITION CYCLE.

The preschool English teacher must have thosecharacteristics that reflect preschool childrens ownattitudes, knowledge, values and skills. The teacher in theTransition Cycle of the Costa Rican Educational Systemmust:

-have communication skills in the target language;-encourage and demonstrate oral communication in the targetlanguage;-have ample knowledge of second-language learning andsecond-language acquisition;-encourage non-verbal communication;

-master innovating methodologies and communicationtechniques;

-promote positive human relationships;-be self-confident and persevering at work;-be sensitive toward childrens characteristics, needs,strengths and weaknesses when planning anddeveloping activities;-have ample knowledge of child development;-respect others opinions and decisions in reaching aconsensus;-promote team work and good communication along with positiveleadership;-be willing to communicate and interact with families;-observe childrens reactions and behavior carefully in order


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to make the necessary changes in his or her teaching-

learning practices;-promote meaningful and creative experiences for thosewith whom they interact;

-be willing to develop him/herself professionally;-promote discussion groups with colleagues and otherprofessionals to reflect upon his/her teaching practices;-participate in extra-curricular activities at school, in thecommunity and nationwide;

-have knowledge of languages and dialects of his/hercommunity;

-encourage proper use of the target language.

PRESCHOOLERS PROFILE IN THE PROCESS OF

LEARNING ENGLISH AS A FOREIGN LANGUAGE.

At the end of Preschool the child...

values his environment;

begins the process of becoming sensitive towards newcultures language and customs;

shows motivation in the learning process of the Englishlanguage;

begins the process of identification of Englishvocabulary in a communicative context; (StudyBlocks).

communicates feelings and actions spontaneouslythrough words and short phrases;

follows oral instructions given in English;

enjoys learning English songs, rhymes, simple riddlesand games.


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GENERAL OBJECTIVES

1. To help Costa Rican children in their early yearsbecome sensitive to other cultures and broaden theirknowledge of the world;

2. To discover new linguistic, social, and cultural options

that will allow Costa Rican children to communicatefacts and feelings about themselves and people fromother cultures;

3. To further the Costa Rican general curriculum with aview to forming an integrated Costa Rican citizen whowill be able to cope with the challenges of the 21st.century.


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OBJECTIVES OF THE SYLLABUS IN THEPRESCHOOL EDUCATION

(English Transition Cycle)

- To encourage students to be creative,independent, and critical thinkers so that they canhelp in the construction of modern Costa Ricansociety;

- to promote the acquisition of a foreign language inorder to stimulate to the development of the

country;

- to help Costa Rican children change their attitudesregarding the study of foreign languages by meansof high-quality education;

- to encourage students to socialize responsibly andproductively with equal opportunities for everyone;

- to strengthen values as an integrated part of CostaRican childrens individual and collectivedevelopment;

- to promote the development of learningexperiences in English by students based oncommunication;

- to develop abilities and basic skills in English tocommunicate experiences, ideas, and feelings;

- to offer students an innovative perspective forlearning a foreign language (with oral and body

language);

- to promote environmental education from thecultural, social, and natural perspective;

- to promote understanding of the cultural andlinguistic differences between Costa Rica andother countries;

- to encourage the use of English to communicatecultural aspects, national celebrations andeveryday topics in order to grow as citizenscommitted to the development of the nation.


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STUDY BLOCKS

Planning in the preschool cycle is determined by the childrens interest. They choose the topics, with the teachers guide.Therefore, the study blocks are language guides.

It is important that teachers must take into account the following:

1. Study Blocks II and I should be developed sequentially at the beginning of the school year, due to the fact, that theyallow the development of communicative competence to interact with the environment.

2. Blocks III and IV should be developed in an integrated way, keeping in mind, the topic selected by the children with thepreschool teacher. Therefore, the daily plan will be adapted to the particular needs of each group of learners. TheEnglish and the regular preschool teachers must get together at the end of the week, to plan and to discuss thedifferent topics the learners have chosen in their groups.


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This program is divided in four main study blocks:

Who am I? I Communicate with Others in Different Ways. I Discover and Enjoy my Surroundings. My Relationship with People and Objects around me.

I Communicate with Others in Different Ways

I Discover and Enjoy my Surroundings

My Relationship with People and Objects around me

Who am I?


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LINGUISTIC OBJECTIVES

The following objectives are setting up of Mubby's taxonomy, which is based on language skills. The term skill is used asa micro concept, to be distinguished from the macro-concept of the customary division of language skills, that is, intolistening, speaking, reading and writing. Then the purpose of this taxonomy is to integrate and interrelate these skills asunderstanding, performing and following relationships in the communication process. The organization reflects thedistinction between receptive (listening and reading) and productive performance (speaking and writing). Because of theparticular characteristics of this syllabus (preschoolers), we may just refer only to listening and speaking.

Identifying new sounds;

Imitating the pronunciation of new words in the foreign language;

Showing comprehension of simple familiar phrases;

Reacting to directions, requests and simple commands;

Responding with simple words, phrases and expressions to what is seen and heard;

Responding to oral, visual and physical stimuli;

Participating in short conversations;

Exchanging basic information;

Strengthening the use of English to communicate cultural aspects between Costa Rica and other English-speaking

countries;

Valuing the importance of being polite, honest and independent;

Valuing the importance of sincerity, friendship, love and respect;

Appreciating goods and services provided by the community and the natural resources.


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STUDY BLOCK I

WHO AM I?

COGNITIVE TARGET

- Myself as a unique person, and aspart of the family and school;- Self and other peoples appearance, feelings, and emotions;-

Personal choices while interacting with others;- Likes and dislikes about family ties, family relationships and the school community;- Attitudes of responsibility, solidarity, creativity and respect in daily activities.


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LANGUAGE CONTENT FUNCTIONS CULTURE/VALUES EVALUATION CRITERIA- Who am I?- I am ...- Whats your name?- My name is ______.- Whats your last name?- My last name is ______.- I am a girl. You are a boy.- We are friends.- I like being a girl.- My hair (eyes) is/are brown (black,

blond)- I like my body.

- Talking about

yourself, thefamily andclassmates;

- Describingones ownand otherpeoplesphysicalappearance;

- Expressingfeelings andemotions;

- Makingdecisions;

- Expressinglikes anddislikes;

- Showing

courtesy andpositivevalues;

- Comparingpeople andobjects.

CULTURE

- Importance of belonging to afamily and school community;

- Importance of expressingones own and othersopinions, feelings, likes anddislikes;

- Sharing and practicingcooperative work and

solidarity;VALUES

- Respect for peoplesdifferences: physical andsocial;

- Respecting ones own andothers opinions, feelings,likes and dislikes;

- Collaborating with classmatesand friends tasks;

- Taking turns.

- Feeling loved and acceptedas a person who belongs to a

family and a group.

- Understanding sounds,word, riddles and role-plays;

- Reacting to a situationorally;

- Producing shortconversations;

- Performing oral drills;- Matching actions to

meaning;- Singing songs;- Expressing feelings;- Imitating correct

pronunciation;

- Identifying andperforming commands;

- Applying familiar

language in differentcontexts;

- Commenting on valuesand cultural aspects inthe native and foreignlanguages.


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LANGUAGE CONTENT FUNCTIONS CULTURE/VALUES EVALUATION CRITERIA

- I feel happy today (sad,thirsty, hungry...).

- You look nice (happy...).- I love my family and my

relatives (aunt, sister).- This is my family (father,

daddy, mother, mommy,baby sister, younger

brother, grandpa,grandma...)

- I love my family and myrelatives (aunt, sister).

- Mom (mommy) / Dad(daddy)

Grandpa/grandmaUncle Juan Aunt ChepitaBaby

Brother/sister- I love my little

sister/brother.- This is my older

sister/brother.- I play with my cousins.- I like to play with my

(classmates/friends.)- My teacher is friendly.


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- I am at school.- I study English. I like...- This is my teacher

(principal, secretary,janitor.)

- These are my classmates.- This is my classroom.

- Mara is tall. I am short.- Whats up?

Im fine, thanks.

- Can I help you?- Can you help me?- May I borrow your crayon?- Who needs some glue?

- I need /like a crayon.- We like birthday parties.- This is my desk (chair,

table)


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LANGUAGE CONTENT FUNCTIONS CULTURE/VALUES EVALUATION CRITERIA- Some children have foster

families.- I want to stand up.- I like my hair. I do not

like...

- I love my teacher.- I have finished my work.

- Boys and girls, clap yourhands.

- Girls jump. Boys walk.- If you are happy, clap your

hands.- Make a circle.- Hello/Hi- Good morning.- Excuse me.

- Thank you.- Good-bye.

Remember: We are justproviding sample language. Youmight vary it according to needs.


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STUDY BLOCK II

I COMMUNICATE WITH OTHERS IN DIFFERENT WAYS

COGNITIVE TARGET

- Body communication;- Communication with others through symbolic language, body language and signs;-

Safety and traffic signs;- Body health and hygiene as means for a positive image;- Respect to others opinions and sings in the community;- Different forms of art, literature and music from various cultures and other ways of expression;- The use of commands for following directions and safeties;- Symbolic language in drawings, directions, advises and safeties in a given context.


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LANGUAGE CONTENT FUNCTIONS CULTURE/VALUES EVALUATIONCRITERIA- Whats this? Its a

- What are these?Theyre

- What is she doing?- She is smelling the flowers. (red)- Raise your hand. Answer the question.- She is touching the apples.- Kick the ball.- Touch your nose, ears, mouth, etc.- Turn around fast and slow.

- Pay attention to traffic lights.- Go. Walk straight ahead.- Turn right . Turn left.- Stop, watch out.- Be careful when crossing the streets.- Dont jay walk.- Be careful when crossing the streets.- Dont be careless. Respect traffic signs.-

This is a safety sign.- Community safety and stop signs.- I take a shower every morning.- I should eat good food.- Brush your shoes. I use shoe polish.

- Remember to brush your teeth after everymeal.

- Recognizing parts ofthe body and thesenses;

- Expressing likesand dislikes;

- Following directionsand simplecommands;

- Describing and

explaining signs;- Asking for and

giving informationabout differentsymbols and signs;

- Talking about howto take care of thebody and goodhygiene;

- Comparing thetraditions of CostaRica and Englishspeaking countries.

CULTURE- Differences in

peoples physicalappearance and theimportance of takingcare of our bodies;

- Importance ofrespecting signs;

- Importance ofunderstanding the

meaning of trafficsigns in order toprevent accidents;

- Appreciation of CostaRica and English-speaking countriesfolklore, literature andmusic.

VALUES

- Respect for onesbody;

- Importance of takingcare of our health;

- Importance of self-esteem;

- Preservation oftraditions andcustoms;

- Obedience of trafficlaws and safety rules;

- Practice of valuesthrough socialbehavior.

- Understandingsounds, words andexpressions;

- Introducing shortconversations;

- Performing oral drills;- Reacting to a situation

orally;- Matching actions to

meaning;- Promoting good

hygiene and bodycare;

- Singing songs;- Playing games;- Expressing feelings;- Imitating correct

pronunciation;- Identifying and

performingcommands;

- Applying familiarlanguage in differentcontexts;

- Commenting onvalues and culturalaspects in the nativeand foreign language.


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- Comb your hair.- Wash your hands. You should...- I use soap, toothpaste, shampoo,

and toothbrush.- I carry my handkerchief for my

hands and nose.- I use a towel.- I use my senses:- I wave to say hello.

- This is healthy. This is junk food.- I tell (listen to, like, dislike, sing,

dance, draw, play, enjoy)- This painting is beautiful/ good.- I like these colors: red, brown,

purple, and ivory...- I enjoy drawing. This painting is

blue, red.- In Costa Rica, we sing (dance, tell,

play) folk music and tales- In English speaking countries they

sing, (dance, tell, play)...folk musicand tale.

- Lets sing.- _______ is a fairy tale.- _______ is a popular tale.

Remember: We are just providingsample language. You might vary it

according to needs.


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STUDY BLOCK III

I DISCOVER AND ENJOY MY SURROUNDINGS

COGNITIVE TARGET

- Different elements in the surroundings;- Natural phenomena and the impact on the environment;- Positive actions towards Natural Resources;- Different socio-cultural interactions in the surroundings: home, school, community and country;- People, and services in the community;- The importance of services and institutions in the community.


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- The garbage collectors andneighbors keep my towntidy.

- Keep the classroom clean,neat, and tidy

- I clean my bedroom.- The gardener cuts grass.- I love a clean school (park,

home)- I dont like a dirty school /

class- Lets feed my pet (cat, dog,

fish).

- The fire fighters are brave.- The policeman (police

woman) takes care of thecity.

- Grandma goes to thedoctor.

- My mother is a nurse.

Remember: We are justproviding sample language. Youmight vary it according to needs.


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STUDY BLOCK IV

MY RELATIONSHIP WITH PEOPLE AND OBJECTS AROUND ME

COGNITIVE TARGET

- Information about shapes and numbers;

- Information about school objects and people;- School objects and people;- Location of people and objects;- Respect toward people and objects.


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- Whats this?Its a _____ circle, chair, crayon, etc.

- The table is round.- Lets count from one to ten.

- What shape is this?Its round.

- How many squares do you see, have, etc.?

I see/ have _____ squares (circles).- Make a circle.

- Do you have any glue?Yes/No.

- I have a lot of, (a few, a little, much, many)glue, (crayons, etc.)

- Mara is as beautiful as Ana.

- My doll is bigger than your car.- This circle is the biggest.- I have more crayons (toys) than you.- I have different (the same) toys than you.- This building is higher than this house.- This apartment is smaller than that house.

- This hut is the smallest.- Where is the ruler?- Its in, (on, under) etc. the table.-

Ana is taller than Martha.- Roberto is older than Ana.- Who is the tallest one in the class?- Jos is the tallest.

Remember: We are just providing samplelanguage. You might vary it according toneeds.

- Exchanging informationabout shapes andnumbers;

- Describing objects andpeople;

- Comparing people;- Comparing school objects

and houses and buildingsin the community.

CULTURE

- Differences andsimilarities amongpeople;

- People look differentaround the world;

- Kindergartenclassrooms in Costa

Rica;- Differences and

similarities houses andbuildings in mycommunity.

VALUES

- Independence;-

Respect for others;- Sincerity

- Understanding sounds, wordsand expressions;

- Performing oral guided drillsand role-play;

- Reacting to a situation orally;- Producing simple short

conversations;- Making personal choices while

interacting with others;- Identifying and performing

commands;- Participating by using the

target language individually, inpairs or groups;

- Recognizing shapes, numbers,and school objects;

- Asking for questions and

answers in a given context;- Reacting to a situation orally;- Comparing objects and people.


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GENERAL PROCEDURES

A list of general procedures is provided as a sample for all of the Study Blocks.The teacher should put into practice his or her creative skills, together with a variety of methods, techniques andappropriate tasks.

- Listen to the teachers pronunciation carefully during the process of learning.- Imitation of correct pronunciation.- Identification of new vocabulary introduced by the teacher.- Performance and following of instructions given by the teacher.- Participation in oral tasks, such as: puppets shows, games, poems, riddles, songs, role-playing activities, and

conversations using the new language.- Performance of task-based activities directed by the teacher.- Exchange of information with partners.- Production of oral tasks.-

Expression of differences and similarities.- Promotion of the learners interactions in the classroom and in the school community.- Participation in brain-storming activities on different topics.- Matching of meanings and visual images such as pictures, drawings and charts.- Use of questions and answers with simple and familiar language.- Application of familiar language in different contexts.- Expression of personal choices, opinions and feelings while interacting with others.- Comparison of people and objects through listening and speaking tasks.

- Participation on conversations on cultural aspects in the native and foreign languages.- Practice of values through social behavior.


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DIDACTIC TIPS

It is important for teachers to:

1. Promote exploratory processes and the childs interpretation and valuing of her or himself.2. Organize small group work and game activities3. Lead the child to ask for help when necessary and to collaborate with others.4. Prompt the child to collaborate in class activities.

5. Encourage participation in other childrens activities.6. Guide the child to build up his/her identity.7. Value his/her own and others` skills.8. Promote respect for ones own body and others.9. Promote positive self-perception through the senses and body language.10. Prompt the childrens curiosity and careful observation to collect important details.11. Take advantage of spontaneous daily activities where students can play with the language.12. Expose students to different charts, grids and resources such as: big books with stories with sequencing pictures,

thematic, pneumonic and semantic pictures, poems, riddles, musical games, songs, puppets shows and fairy tales.All of them and more help to enhance the learning experience.13. Promote activities leading to estimations of numbers from one to ten. It is recommended to practice different

quantitative and qualitative expressions such as: Much, many, a little, a few, more, fewer, less, enough, several,some, any, all, none, etc. in different contexts.

14. Lead the child to ask for help and to collaborate with others in the group.15. Prompt the children to participate in class activities.16. Promote the use of common formulas to communicate with the learners daily.

17. Monitor the child while s/he is practicing cultural activities and values.18. Encourage childrens participation during rehearsals within the group.19. Promote performance assessment after each activity as a follow up of each students learning process.20. Let the students organize the puppets show behind the curtain during the consolidation step to promote small group

work, spontaneous dialogues and performance outcomes for everyone.


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BIBLIOGRAPHYAcete, D.Objetivos y Didctica de la Educacin Plstica. Argentina: Editorial Kapelusz, 1980.

Anderson, A.; Capizzano, B y otros. Lineamientos Curriculares para el nivel preescolar. Argentina: Editorial Latina, 1980.

Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing your many Intelligences. New York: Dutton/Signet, 1993.

Asher, James, PH.D. Learning Another Language through Actions: The Complete Teachers Guide Book. Sky Oaks Productions, Inc.

Bain, Richard. (1991). Reflections: Talking about Language. St. Edmundsbury Press. London.

Beniers, E. El lenguaje del preescolar. Mxico : Editorial Trillas, 1985.

Bruner, J. El habla del nio. Buenos Aires: UTEA, 1983

Brumfit, C.J y K. Johnson (eds). (1979). The Communicative Approach to Language Teaching. Oxford University Press.

Campbell, Linda, Bruce Campbell, and Dee Dickinson. Teaching and Learning Through Multiple Intelligences. Tucson, AZ : Zephyr Press,1993.

Campbell, Bruce. Multiple Intelligences Handbook. Tucson, AZ : Zephyr Press, 1994.

Cartwright, S. O. What makes good preschool teachers? Young Children. 54 (4): 4 81999

Castilleja, J. L.: Cervera, J. y Fernndez, A. y otros. El curriculum en la Educacin Preescolar. ( Ia. Ed. ) Mxico: Editorial Santillana, 1992.

Draper, Mara and others. The Total Physical Response Approach Seminario de Comunicacin Didctica I. Patricia Chves. 13 denoviembre 1993.

Gardner, Howard. Frames of Mind : The theory of Multiple Intelligences. New York : Basic Books, 1983.

Gardner, Howard Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.

Haggerty, Brian. Nurturing Intelligences. Menlo Park, C.A. Addison Wesley, 1994.


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Gallahuc, D. Motor Development and movement experiences for your childhood ( 3 - 7 years). United States of America: John Wiley and

Sons, Inc..1976.

Gallahuc, D. Understanding motor developmentand movement experiences for young children).United States of America: John Wiley andSons, Inc..1982.

Ginsburg, H. y Opper, S. Piaget y la Teora del Desarrollo Intelectual.Mxico, D.F.: Prentice - Hall Hispanoamericana, S.A., 1988.

Goleman, D. Emotional Intelligence. New York, Bantam Books. 1995

Goleman, D. The educated heart. Common Boundaries . Nov-Dec-1995.

Guzmn, K. E. Capacitacin Musical para la maestra de Educacin Preescolar. Tesis no publicada. Universidad Nacional. Heredia, CostaRica., 1994.

Halliday, M.A. El lenguaje como semitica social. Mxico : Fondo de Cultura Econmica, 1982

Haggerty, Brian. Nurturing Intelligences. Menlo Park, CA : Addison Wesley, 1994

Harmer, Jeremy. The Practice of English Language Teaching. Longman Handbook for Language Teachers. 1991.

Kamil, C.y De Vries, R.. La Teora de Piaget y la Educacin Preescolar. ( 3a. Edicin. Espaa : Visor Distribuciones, S.A., 1991.

Larsen- Freeman, Diane. Techniques and Principles in Language Teaching. Oxford Univesity.Press. 1986.

Lazear, David. Seven Ways of Knowing : Teaching for Multiple Intelligences. Palatine, I L : Skylight Pubs., 1991.

Lazear, David. Seven Ways of Teaching. : Teaching for Multiple Intelligences. Palatine, I L : Skylight Pubs., 1991.

Lazear, David. Seven Pathways of Learning. Tucson, AZ : Zephyr, 1993.

Lazear, David. Multiple Intelligences Approaches to Assessment. Tucson, AZ : Zephyr, 1994.

Len, A. T. Desarrollo y Atencin del Nio de 0 a 6 aos. San Jos: Editorial Universidad Estatal a Distancia, 1985.


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Len, A. T. El Desarrollo y el Aprendizaje. Sin publicacin. San Jos: Universidad de Costa Rica, Escuela de orientacin y EducacinEspecial, 1994.

Littlewood, W.T. (1990). Communicative Language Teaching. Cambridge University Press.

Ministerio de Educacin Pblica. La Formacin y la Vivencia de los Valores en las Escuelas Costarricenses. Costa Rica: Impresos Ar-Lito,1984.

Ministerio de Educacin Pblica. Programa de Estudio. Ciclo de Transicin. San Jos Costa Rica: Litografa La Costarricense, 1996.

Peralta, M. V. El currculo en el jardn infantil. ( 1a. Edicin. Chile: Importadora Alfa Ltda., 1988.

Piaget, J. La formacin del smbolo en el nio ( 1a. Edicin. Mxico, D.F.Fardo de Cultura Econmica, 1961.

Piaget, J; Lorena, Koran y Erickson, Erik. Juego y Desarrollo. ( 2a. Edicin). Madrid : Editorial Crtica, l982.

Piaget, J. La Epistemologa Gentica. ( 1a. Edicin.Espaa: Editorial Debate, 1986.

Piaget, J. Psicologa y Pedagoga. ( 7a. Edicin). Mxico : Editorial Ariel, 1991.

Porln, R y Jos M. El Diario del profesor. Sevilla : Diada Editoras, S.L. 1991.

Richards, Jack and S. Rodgers. Approaches and Methods in Language Teaching. CambridgeLanguage Teaching Library, 1992.

Seeley, John. Teaching English to Young Learners. Oxford University Press. 1988.

Shapiro, L. E La inteligencia emocional de los nios.Buenos Aires: Javier Vergara Editor. 1997

Schilling, F. Normal and pathological development of motor behavior. En Dee Potter,Psychomotor Learning Bruselles, University of Bruselles, 1976.

Suebredkamp y Rosegrant, T. Reaching Potential : Appropriate Curriculum andAssessment for Young Children. Washington, NAECY, 1992.


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Terroux Georges and Woods Howard. Teaching English in a World at Peace. Professional Handbook. McGill University. 1990.

Thomas, M.. Comparing Theories of Child Development. California : WadswprthPublishing Company,1992.

Thomas, P. y Mndez, Z. Psicologa del nio y aprendizaje. ( 2a. Edicin. San Jos,Costa Rica: Editorial Universidad Estatal a Distancia ( EUNED), 1991.

Ugalde, M. y Guzmn, K. Manual de Msica para la Educacin Preescolar. Sin publicacin.San Jos, Costa Rica: Ministerio de Educacin Pblica. Departamento de Educacin Preescolar,1994.

Vargas, A. I. Msica y Literatura para Nios. Tomo I. Costa Rica: Editorial Universidad Estatal a Distancia. ( EUNED), 1986.

Webb, P. The Emerging Child. New York.: Macmillan Publishing Company, 1989.


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GLOSSARY

Some terms have been used in this Syllabus, which may be unfamiliar to you.Simple definitions are included for this purpose.

Activity Situation in which a lot of things are being done, usually in order to achieve aparticular purpose .

Assessment The learners abilit6y to reflect on the results of his/her learning process.

Attitudes Expressions of positive or negative feelings towards the learning of a foreignlanguage.

Awareness Acquaintance, consciousness with knowledge.

Belief An acceptance of a thing, fact, statement etc.

Communication Activity or process of giving information to other people or other living thing,using signals such as speech, body movements or radio signals.

CommunicativeCompetence The ability not only to apply the grammatical rules of a language

in order to form grammatically correct sentences, but also to knowwhen and where to use these sentences and to whom. It includesknowledge of the grammar and vocabulary of the language.Knowledge of rules of speaking, (knowing how to begin and endconversations, what topics may be talked about in different times ofspeech events, knowing which address forms should be used withdifferent per sons.) Knowing how to use language appropriately.

Curriculum Knowledge, skills, materials, learning activities and terminalbehavior required in teaching of any subject.


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CulturalComponent The part of the language which includes the total set of beliefs, attitudes,

customs, behavior, social habits, etc. Of the members of a particularsociety.

Epistemology The theory of knowledge, ESP. The critical study of its validity, methodsand scope.

Environment Conditions, circumstances, etc, affecting peoples life.

Evaluation The whole process of determining the effectiveness of teaching and learning.

Feedback Monitoring and adapting ones actions on the basis of the perceivedeffect on the environment. In Language activities, its is a response tothe reactions of listeners and readers.

FormalComponent The part of the language which includes the linguistic patterns (structures).

FormativeEvaluation A learning activity through which the students learn from their

own mistakes.

Function A Communicative purpose of a piece of language.

FunctionalComponent A part of the language which refers to it as an that instrument of

social interaction rather than a system that is viewed in viewedin isolation.Language is often expressive and social. Language is oftendescribed as having three main functions: descriptive, expressiveand social.


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GlobalDevelopment The insertion of individual and national working forces into the world development.

Group work Work in which the class is broken into small groups of few students. They may work simultaneously onthe same topic but with different material on each table.

Input Oral or visual stimuli from the formal or informal learning setting.

Integration of Skills The teaching of the language skills in conjunction with each other, aswhen a lesson involves activities that relate listening and speaking.

Interaction Communication between two people.

Learner A person who is learning a subject or a skill.

Learning Strategy A way in which a learner attempts to work out the meanings and uses ofwords, grammatical rules, and other aspects of language.

Learning Styles The particular way in which the learner tries learning new things. Thereare four different learning styles.

Mediation Action of changing events, experiences or sets of circumstances.

Methodology The study of the whole process of language teaching with the aim ofimproving its efficiency.

Monitoring Learners try to any correct errors what they have just said. The teachermay help them to do it by imitating her/him.

Pair-work Work in which two students perform a task or different taskssimultaneously.

Principle General rule you follow to achieve something.

Procedure Action or series of actions to be completed in order to carry out aprocess.


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Process A series of actions that are carried out in order to achieve a particularresult.

Profile Amount of language learned at the end of the process.

Role Play Drama-like classroom activities in which the students take the roles ofdifferent participants in the situations. They may act out which might typically happen in that situation.

Skill Knowledge and ability that enables you to do something well. Linguisticskills enable you to fulfill the communication needs.

Student/Learner In a communicative approach, a student/learner is the person on whom

the learning process is center. The student learns by doing. She/hebecomes an independent and interdependent learner.

Sub-Skills A division of the skills, such as discriminating sounds in connectedspeech, understanding relations within a sentence or identifying thepurpose and scope of a presentation .

Syllabus An educational program which states:a.) The educational purpose of the program (the ends).

b.) The content, teaching procedures and learning experiences which will be necessary to achieve this purpose.c.) Some means for assessing whether or not the educational ends have been achieved.

Tasks Steps or actions, which are carried out during an activity.

Teacher Monitor of the learning process, on whom the responsibility of quality of Education lay.

Warm-up To stimulate the interest and the participation of the learner in an activity.


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ANNEX 1

DESIGN- INSTRUCTIONAL SYSTEM CONSISTING OF OBJECTIVE, THE SYLLABUS, ACTIVITIES, AND ROLES OF STUDENTS, TEACHERS ANDMATERIALS.

APPROACH ORMETHOD

OBJECTIVES SYLLABUS ACTIVITIES LEARNERROLES

TEACHERROLES

MATERIAL ROLES

CommunicativeLanguageTeaching

Developcommunicative

competence

Interactionaltask-based and

learner-generatedsyllabus

Task completionwhich often

requires suchcommunicatingprocesses asnegotiation andinformation sharing

Negotiatorbetween

self, learningprocess andlanguage

Communicationfacilitator and

participant inactivities

Texts, tasks such as role-play. realia suchas signs and maps

Total PhysicalResponse

Beginning leveloral/ auralproficiency

Sentence -basedsyllabus,meaning is

important

Imperative drills,physical responsesdialogues and roleplays later

Listener andperformer

Director ofstudentperformers

No text, smallrealia and materials later

CommunityLanguageLearning

Near-native oralmastery throughsocial learning

Syllabus isbased onstudentselected topics

Task-based groupactivities such astranslations,discussions,reflections

Student ismember of acommunity,studentsteach eachother

A counselor whonurtureslanguage andpersonal growth

No text, learner/knower develop materials

The Natural

Approach

Developintermediate oral

proficiency

Syllabusdepends on

studentsneeds

Emphasis oncomprehensibleinput throughvisual aids, someborrowing fromTPR and othermethods

Learner is aprocessor of

comprehensible input

Source ofcomprehensible

input, creator ofpositiveclassroomatmosphere

Materials relateto real world

Chart developed by Kerri Nolan and based on information from J.C. Richards and T.S. Rodgers Approaches and Methods in Language Teaching.New York: Cambridge University Press, 1986.


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ANNEX 2

LISTENING TASKS

1. Outstanding researchers have referred to the development of this skill as the utmost importance when babies startlearning their native language. Non native speakers of any language, need to follow the same process when learning thatlanguage.

RESEARCHER RESULTS

Krashen and Asher 1982 Comprehensible input is animportant factor in second language acquisition.

A comprehension beforeproduction approach can facilitate language acquisition, particularly in theearly stages.

Watson and Smeltzer 1984 Factors internal to the learner suchAs attentiveness, motivation,interest in and knowledge of thetopic an have a marked bearing on

listening success.

Chaudron & Richards 1986 Knowledge of discourse markersCan facilitate comprehension.


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Nunan 1987 Students who were systematicallyexposed to authentic listeninginput outperformed those whowere exposed only tonon-authentic data.

Brown and Yule 1983 Four interrelated sets of factorsaffect listening difficulty:

1. Speaker factors:How many speakers are there? How quickly do they speck? What types ofaccents do they have?

2. Listener factors: What is the listeners participant? What level ofresponse is required? How interested is the listener in the subject?

3. The content: How complex is the grammar, vocabulary and informationstructure? What background Knowledge is assumed?

4. Support: How much support is provided in terms of pictures, diagrams orother visual aids

Anderson and Lynch 1988 Significant factors in task difficulty:

1. The organization of information2. The familiarity of the topic.3. The explicitness and sufficiency of the information.4. The type of referring expressions used.5. Whether the text describes a static or dynamic relationship.


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Spada 1990 Students who are given

Schema building tasks outperformed those who were confronted withlistening texts without being prepared for listening.

Nunan 1997 Depth of content processingis a significant factor in listening comprehension.

(Source: D. Nunan 1998 Second Language Teaching and Learning. Boston: Heinle & Heinle.)

SPEAKING WHY DELAY?

Some people believe that learning a language is building a map of meaning in the mind. However, talking is not thebest way to build up this cognitive map in the mind. To do this, the best method is to practice meaningful Listening!.

The listening-only periodis a time of observation and learning which provides the basis for the other language skills.It builds up the necessary knowledge for using the language.

When this knowledge is clear and complete, the learner can begin to speak.


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FIVE CONDITIONS FOR LANGUAGE LEARNING TO OCCUR:

The Message:The learners attention is focused on the message ( function), not on grammatical rules because language acquisition isconsidered to be an unconscious process. The form of the message requires:1.) The application of conscious language rules and,2.) Lots of time to analyze the process of the rules and exceptions , consciously orby heart.

Understanding:The learner must infer the meaning of most of the message through techniques of simplification of grammar andvocabulary and by using organizational and contextual aids to understanding.

Quantity:It is necessary a great deal of listening activity before learners feel ready to speak.

Interest :The learners would like to listen to a relevant message related to their interests.

Low Anxiety:Listening is a receptive skill. The learners see the learning experiences very easy and relaxed. There is no reason forfears to arise.

Adapted from Nord , J. R. Developing listening fluency before speaking, 1980: p.17


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To the teachers mind, the open hands on integrated approach to teaching and learning language needed in the

Transition Cycle is most closely attuned to the means with which nature has equipped infants to learn about their world attheir age. These learners have innate curiosity and great deal of physical energy. Therefore, the teachers techniques forteaching language skills such as listening and speaking, must be a continuing series of new experiences lived in shortamount of time each one.There are good techniques and excellent writers that teachers should read about, such as:

WRITER SUGGESTED TECHNIQUENation, I.S. 1978. What is it?

1979. The same or different?Brown, G. 1978 Listen and chooseMc Comish, J 1982 Listening to pictures.Flenley, Tony. 1982 Picture ordering.Palmer, D.M. 1982 Padded questions.

Oral Cloze with pictures.Listen and enjoy stories.Listen and draw.

Find something that...Find someone who...What will happen next?

Note:Among other techniques, dramatizations of poems, songs and dialogues for the puppet shows are suggested as well.


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ANNEX 3

MULTIPLE INTELLIGENCES THEORY

VERBAL/LINGUISTIC

LOGICAL/MATHEMATICAL

VISUAL SPATIALBODYLY/KINESTHETIC

MUSICAL/RHYTHMIC

INTERPERSONAL

INTRAPERSONAL

- Reading- Vocabulary- Formal Speech- Journal/Diary

Keeping- Creative Writing- Poetry- Verbal Debate- Impromptu

Speaking- Humor/Jokes- Storytelling

- Abstract Symbols/Formulas

- Outlining- Graphic

Organizers- Number

Sequences- Calculation- Deciphering

Codes- Forcing

Relationships

- Syllogisms- Problem Solving- Pattern

- Guided Imagery- Active

Imagination- Color Schemes- Patterns/Design

s- Painting- Drawing- Mind-Mapping- Pretending- Sculpture- Pictures

- Folk/CreativeDance

- Role Playing- Physical

Gestures- Drama- Martial Arts- Body Language- Physical Exercise- Mime- Inventing

- Sports Games-

- RhythmicPatterns

- VocalSounds/Tones

- MusicComposition/Creation

- PercussionVibrations

- Humming

- EnvironmentalSounds

- InstrumentalSounds

- Singing- Tonal Patterns- Music

Performance

- GivingFeedback

- IntuitingOthersFeelings

- CooperativeLearningStrategies

- Person-to-Person

Communication

- EmpathyPractices

- Division ofLabor

- Collaboration Skills

- Receiving

Feedback- Sensing

OthersMotives

- GroupProjects

- SilentReflectionMethods

- MetcognitionTechniques

- ThinkingStrategies

- EmotionalProcessing

- KnowThyselfProcedures- Mindfulness

Practices- Focusing/Co

ncentrationSkills

- Higher-

OrderReasoning

- ComplexGuidedImagery

- CenteringPractices


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ANNEX 4

Ministerio de Educacin PblicaOficina de Lenguas ExtranjerasDpto. de Educacin Preescolar

Sample Unit Plan

School: ________________________________ Teacher: ______________________________

Level: _________________________________ Time from: ______________ to ___________

Cognitive Target: Take it from the syllabus.Objectives Functions and

LanguageCulture and values Procedures Evaluation

CriteriaListening:

Choose at least twoobjectives from thesyllabus.

Speaking:Choose at least twoobjectives from thesyllabus.Culture and values:Choose oneobjective from thesyllabus.

Functions:

Take thisinformation fromthe syllabus.

LanguageContent:

Take thisinformation from

the syllabus.

Culture:

Take thisinformation from thesyllabus.

Values:Take thisinformation from thesyllabus.

Warm up:

Present activities to motivate thestudent.Presentation:Introduce the topic, language andfunctions.This step is teacher- centered.Practice:This step is student-centered and

teacher- monitoring.Ask the student to perform tasks.Consolidation or ProductionPrepare tasks in which the studentintegrates the skills.It is student - centered.

Choose at leastone criterion foreach step orstage (Warm up,presentation,etc.)


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Documents

Inglés prescolar