Teaching Basic Vocabulary Through Children's Songs at Flora Perez De

MAYOR DE SAN ANDRES UNIVERSITY

FACULTY OF HUMANITY AND EDUCATIONAL SCIENCES

DEPARTMENT OF LINGUISTCS AND LANGUAGES

GUIDED WORK “TEACHING BASIC VOCABULARY THROUGH CHILDREN’S SONGS AT FLORA PEREZ DE SAAVEDRA SCHOOL”

CANDIDATE: RUTH CABRERA CACERES

ACADEMIC TUTOR: Mg Sc. MARIA EUGENIA SEJAS RALDE

LA PAZ – BOLIVIA

2015 ABSTRACT

This project implemented the songs as an option to teach a foreign language. The project takes the Total Physical Response (TPR) and Active method in order to promote students English learning process. Working with Total Physical Respond method, we provide instruction exclusively in the target language foster the brain body connection and engage students in developmentally appropriate activities.

According to the results, we perceived that the children are good learners of another language, because they appreciated their retention of the vocabulary and enjoyed the language learning process. As we mention in chapter IV the use of children songs in the process of teaching and learning was so successful. The songs are so useful and can be adapted easily to teach other subject. In order to this, the objectives of this project was successfully achieved.

This project begins with a Diagnostic section which describes and provides information about the context in which the project was developed, the population that we have worked, the general and specific objectives, the analysis of the results about children’s needs with regard to learning English language and the reason to develop this project.

This work contains the Theoretical basis supports, reviews of representative literature related with songs in the teaching English, also about Total Physical Response method and Active method focus in oral communication and corporal actions.

After the Theoretical basis is the Proposal section which presents a course program for this project includes objectives, methodology and procedures, also provides the Syllabus Design for every English Course program, for pre-school children. This research work has general conclusion and an appendix that contain samples of ten syllabuses Design of English course everyone is supported by a song. Finally we have the conclusions and the recommendations section.

DEDICATORY

With love to my parents Hilarión and Simona. To my husband Oscar and to

my children Erick and Oscar Jr. for their love and support.

ACKNOWLEDGEMENTS

Firstly I want to express my deepest thank to God who guide my life. I would like to thank to my tutor MgSc. Maria Eugenia Sejas Ralde, for her supervision, helpful advice, recommending literature and for her patient. She was always giving me her assistance and her support during all the development of this work. I would not have been able to carry out this project without her generous and professional help.

Thanks to “Flora Perez de Saavedra” school especially to my institutional tutor teacher

Lourdes Maria Quispe Alvarado, who gave me the opportunity to develop my Guided

Work in the school and gave me all the support to work in my project. Thanks all children who participated in this project for their collaboration and love. Thanks to all the teachers and in special to Elena, Elizabeth, Jael (+) and Velia teachers, who helped me and gave me advices and all the support.

Thanks to Mayor de San Andres University and special to the “Department of Linguistic and Languages” career for giving me instruction during five years. I would like to thank to all the professors of English Area for help me to acquire knowledge in especial to Ph.

Maria Teresa Terán.

Finally, I would like to express my eternal gratefulness to my family, especially to my brothers for their love, support and encourage.

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TABLE OF CONTENT

Abstract ...... i Dedicatory ...... ii Acknowledgments ...... iii Table of content ...... iv Introduction ...... 1 CHAPTER I DIAGNOSIS SECTION 1. Diagnosis of Institution ...... 3 1.1 Institution ...... 3 1.2 Neiborhood ...... 4 1.3 At the Pre – scholar Level ...... 4 2. Objectives ...... 7 2.1 General Objective ...... 7 2.2 Specifics Objectives ...... 7 3. Limitation ...... 7 4. Justification ...... 8 CHAPTER II THEORETICAL BASIS

1. Methodological Trends to the Teaching of English as a Foreign Language ...... 10 1.1 Grammar Translation ...... 10 1.2 The Direct Method ...... 11 1.3 Audio-Lingual Method ...... 12 1.4 Suggestopedia ...... 13 1.5 Multiple Intelligences Theory...... 14 1.6 The Communicative Approach ...... 15 1.7 Total Physical Response ...... 16 1.7.1 Total Physical Response Definition ...... 16 1.7.2 Total Physical Response Method ...... 16 1.7.3 Characteristics of Total Physical Response ...... 17 1.7.4 Total Physical Response Objectives ...... 18 1.7.5 Advantages and Disadvantages of Total Physical Response ...... 19 1.7.6 The Application of TPR in the Classroom ...... 20 1.7.7 Types of Learning and Teaching Activities ...... 21 1.7.8 Learner Roles ...... 22 1.7.9 Teacher Roles ...... 22 1.7.10 The Role of Instructional Materials ...... 23 1.8 Active Method ...... 24 1.8.1 Active Learning ...... 25 1.8.2 Categories of Active Learning Strategies ...... 27 1.8.3 Planning an Active Learning Activity...... 27 1.8.4 Keys to Success ...... 28 2. Children’s Learning...... 28 2.1 Children’s Need ...... 30 2.2 Children’s Language Development ...... 31 2.3 Learning English at Pre-School ...... 31 2.4 Management of Children ...... 33 2.5 Taking Care the Priorities ...... 33 2.6 Getting the Children’s Attention ...... 33 2.7 Disadvantages in Pre-school Learners ...... 34 3. Factors Affecting Foreign Language Acquisition in Pre-School ...... 34 3.1 Cognitive Principles...... 35 3.2 Affective Principles ...... 35 3.3 Linguistic Principles ...... 36 4. The Importance of Learning English Vocabulary...... 36 4.1 Teaching Vocabulary ...... 37 4.2 Memory and Storage System ...... 39 5. The Importance of Songs in Language Learning ...... 39 5.1 Songs as Practice Material ...... 40 5.2 TheHelp of SongswhenLearningPronunciation ...... 40 5.3 The Help of Songs Focused on Sounds ...... 40 6. The Importance of Music in Language Learning...... 41 6.1 Music ...... 42 6.2 The Role and the Importance of Music ...... 43 6.3 The Importance of Listening Activities ...... 44 6.4 Similarities Between Language and Music ...... 44 7. Motivation...... 46 CHAPTER: III PROPOSAL OF PLANNING THE COURSE 3.1 Introduction...... 47 3.2 Syllabus Design ...... 48 3.3 Objectives ...... 50 3.3.1 General Objective ...... 50 3.3.2 Specific Objectives ...... 50 3.4 Justification ...... 52 3.5 Methodology ...... 53 3.5.1 Methods ...... 53 3.5.2 Materials ...... 53 3.5.3 Organization of Class ...... 53 3.5.4 Evaluation ...... 57 a) Diagnostic Evaluation ...... 58 b) Summative Evaluation ...... 58 c) Formative Evaluation ...... 59 CHAPTER IV ANALYSIS OF RESULTS - CONCLUSIONS AND RECOMMENDATIONS 4.1 Analysis of Results...... 62 4.2 Conclusion ...... 64 4.3 Recommendation ...... 65 Bibliography ...... 67 Appendix A ...... 71 Syllabus ...... 72 Appendix B ...... 75 Lesson Plans ...... 76 Lesson One “Greetings and Farewells” ...... 76 Lesson Two “My Classroom” ...... 78 Lesson Three “My Numbers” ...... 81 Lesson Four “My Colors” ...... 83 Lesson Five “My Geometrics Shapes” ...... 85 Lesson Six “My Body” ...... 87 Lesson Seven “My Family” ...... 90 Lesson Eight “My Fruits and Vegetables” ...... 92 Lesson Nine “My Zoo” ...... 95 Lesson Ten “My Feelings” ...... 98 Appendix C ...... 100 Material Developed ...... 101 Appendix D ...... 116 Worksheet Lesson One ...... 117 Worksheet Lesson Two……………………………………………………...... 119 Worksheet Lesson Three ...... 121 Worksheet Lesson Four ...... 122 Worksheet Lesson Five...... 123 Worksheet Lesson Six ...... 124 Worksheet Lesson Seven ...... 125 Worksheet Lesson Eight ...... 126 Worksheet Lesson Nine ...... 130 Worksheet Lesson Ten ...... 132 Appendix E ...... 133 Evaluations ...... 133 Initial Stage Test...... 134 Middle Stage Test ...... 135 Final Stage Test ...... 136 Appendix F ...... 137 Test Diagnostics to the Institution ...... 138 Interview to the School Director ...... 139 Questionnaire to the School Teachers ...... 140 Questionnaire to the Parents and Students ...... 141 Appendix G ...... 142 Visual Aids ...... 143 Appendix H ...... 180 Result of Final Test ...... 181 Appendix I ...... 185 Student’s Register...... 186 Annex 193 INTRODUCTION

English is a language of modernization, technology progress, industrial communication, and education; therefore it is spoken almost around the world. The globalization forces people to learn this language that could be open opportunities to improve education, job. In fact, English is a window to see a new world, open unlock doors to opportunities, or expand one’s minds to new ideas.

Bolivia is part of the globalization and everybody should access to learning it, especially children. According Lighbown and Spada “Children who have the opportunity to learn multiple languages from early childhood are fortunate”, any child must have learn language at early age, however many schools in Bolivia do not have English in the curriculum design. Even though the “Nueva Ley de la Educación Boliviana Abelino Siñani” Part B quoted “La enseñanza de la lengua extranjera se inicia en forma gradual y obligatoria desde los primeros años de escolaridad, con metodología pertinente y personal especializado, continuando en todos los niveles del Sistema Educativo Plurinacional” (2006; 19). Up to now, it has been seen many children schools teach English at secondary level only and primary is outside of the process.

“Flora Perez de Saavedra” kindergarten is one of public school whose curriculum does not contemplate the acquisition of English as a foreign language. Therefore, this guided work wants to contribute in the learning process of this school, proposing a plan of teaching English at initial level.

In the case of “Flora Pérez de Saavedra” school we can observe that they are concerned with the children’s education providing them more tools for their learning process. They have established an agreement with “Universidad Mayor de San Andrés” based on the different graduation modalities that the university has implemented to give university students degree. Therefore, the school has been benefited from this program including the English Subject for initial level.

Through this project we want to teach English through songs by using Total Physical Response and Active Methods to children of “Flora Perez de Saavedra” school. We choose these methods because children respond to commands that required physical movements or actions. We consider appropriate for teaching English both methods so are related with movements and we can create an active atmosphere for children. Learning vocabulary is perceived as difficult, we want to show how the songs are a big help for teaching especially for children, and for this reason we show that the song is a great educational value.

According to Norbert Schimitt (1997) “Vocabulary plays an important function in learning a foreign language, because vocabulary links the four linguistic skills of listening, speaking, writing and reading all together in order to communicate well in a foreign language. Student should acquire an adequate numbers of words and should know to use them appropriately. Everyone could benefit from increasing their vocabulary, it is essential for beginning language learners”.

The methodology takes some strategies and teaching of Total Physical Response and Active Method and it proposes a syllabus that has three modules. The first module deals with: !Hello Teacher!, second !Painting my Shapes!, and the third !I Love my Pet!. The module one and two have three lessons and the third has four lessons.

To sum up the purpose of this work is to give children an opportunity to learn English through songs with different techniques and strategies, which are going to be explained along this work.

CHAPTER I DIAGNOSIS SECTION

1. DIAGNOSIS OF INSTITUTION

This guided work begins evaluating needs and requirements institution in order to know how is organized socially and educational. Therefore presents what and how the school is organized, where it is.

1.1. INSTITUTION

“Flora Perez de Saavedra” is a public school and is located in the macro district 3 from Germán Bush Periférica zone, specifically between Zarzuela and Periférica Avenue. According to Historical information of institution (2009). “The initial school was created on January 4th in 1942 as nursery, to be dependent on “Centro de Acción Social del Apostolado”, with the objective to help the women that was working all day.”

On June 1952, through Ministerial Resolution started to depend on the State in quality to Public School. According to institution information (2010). The “Flora Perez de Saavedra” school is Kindergarten with approximately 250 children from four and five year old. In this school there are eight teachers, and four teacher’s auxiliaries, they take care the children, help to the teacher in the classroom with the material also there are three administrative workers. Therefore the school is of two-storey, every one with three classrooms and two classrooms in the ground floor, three bathrooms for girls and three bathrooms for boys in every floor, an office for the principal and an office for the secretary and a court in the ground floor. To continue we elaborated a table with the number of students and according their genre also about the teachers and teachers auxiliaries. To continue we show a table with detail information provides for the principal of the school.

TABLE 1 SECTION GIRLS BOYS ADMINISTRATIVES TEACHERS 1st 47 50 3 3 2nd 68 65 4 teachers auxiliaries 5 TOTAL 115 115 7 8

1.2. NEIGHBOURHOOD

According “Flora Perez de Saavedra” School information, the most of family parents belong to the middle-low class, and have basic education. Some are: carpenters, merchants, housewives, and few of them have attended to high education and get a profession. Even though their economic situation is low, they are able to fulfill the school requirements such as school material, uniforms, and so on.

According an interview the parents mention that the teaching English in the school is new because before there are not this subject in the institution also they mention that learning English language is a big opportunity for the children because they are in the learning age.

1.2. AT THE PRE – SCHOLAR LEVEL

The principal of “Flora Perez de Saavedra” school teacher Lourdes Maria Quispe Alvarado considers that “learning English is very important to children”. She also considers that “children are like sponges and absorb everything and they can learn quickly. Nowadays with the globalization is important to learn English to be update”. The principal also reports that this is the first time that English subject is in Flora Perez de Saavedra school.

According teacher’s information they work with the Active Method. They mention this method is better than others because with this method are active teachers and students so the students learn more easy.

“Flora Perez de Saavedra” children’s had their first contact with the school, so they didn’t know read and write, because this school is a kindergarten with first section and second section of initial levels only, for this reason in this course they learn the basic concepts and rules in spanish language moreover they reinforce gross and fine motor.

To continue we elaborate a SWOT, in order to know the institution and children´s needs.

TABLE 2 SWOT AT FLORA PEREZ DE SAAVEDRA SCHOOL

INTERNAL EXTERNAL STRAIGHTNESSES WEAKNESSES OPPORTUNITIES TREATMENTS

 Opportunity to  Infrastructure.  Absent  Lost the learn English.  Mass students. English opportuni

 Family parents. subject in ty to  Add English  Support to the the School access to subject in the teachers curriculum. the school.  Support to the  Low technolog

administrative economical y.  Children Personal. level from development the parents.  Lost he mental.  Lot opportuni

students in ty  Access to the to learning classroom. improve process  Absent their

English education.  Introduction materials. English subject  Children  Lost the to school short advantage curriculum. attention of their

span. age for  Opening to learning a Globalization second and technology. language.

TABLE 3

SWOT ANALYSIS AT FLORA PEREZ DE SAAVEDRA SCHOOL

PROBLEM RESULT PROBLEM RESULT Curriculum The school Development Children are more teaching English Mental active and imaginaries. Economical The teaching Short attention Children learn Situation English is free. The span English through parents have not to activities and songs. pay for institutes. Advantage of the Children learn Material Teaching Teacher elaborate Children Age quickly and singing English Lessons Plan and in front to public. material for teaching English

As we mention before our objective is Teaching Basic Vocabulary through Songs and taking to account the straightness, weakness, opportunities and treatments at the school

6 we focus in each points for to achieve our objectives and the children have a good learning.

2. OBJECTIVES 2.1. GENERAL OBJECTIVE

 To develop and implement an English Teaching program through songs to 4 and 5 years old children, with Active and Total Physical Response Methods, at “Flora Pérez de Saavedra” school.

2.2. SPECIFICS OBJECTIVES

 To promote dynamic classes through corporal action and movements.  To develop interactivity and creativity into the classroom in order to children will become actors in learning process in different situation.  To bring up vivid vocabulary by singing and doing physical movements.  To stimulate cooperation among students working in groups and pairs.  To teach basic vocabulary through pictures and actions.  To motivate children speak English through physical movements.  To use the creativity and student’s imagination to carry out some activities.  To use the creativity and student’s imagination to carry out some activities.

3. LIMITATION

This research takes into account to pre-school level; it is divided by colors: First section, red, brown and orange. Second section, green, yellow, purple, blue sky and blue. In this opportunity we work only with seven courses, children take their English classes twice a week during one half hour per day. The English classes are from Monday to Friday to 9:00 am. to 12:pm. since March to December.

4. JUSTIFICATION

Teaching is very important for teachers, for this reason they require to innovate and create new ideas in order to improve their teaching. When we acquire skills in a language, we could increase our capacity to do things in our lives. As never before, people have had to learn a second language, for obtaining an education, securing employment and better opportunities of work. In this order, learning foreign language at early age through songs have their advantages as Silvia Lavanchy mention that “Uno de los beneficios de las canciones infantiles es el desarrollo motriz que provoca en el niño. Las canciones infantiles poseen unos ritmos muy marcados pero a la vez muy suaves. El niño los percibe y sin darse cuenta, se irá moviendo al ritmo que la música le va marcando, este movimiento acompasado hará que el niño desarrolle su expresión corporal, su coordinación y su capacidad motriz”.

The children love to sing especially when they are in the initial school because after the listen a beautiful song they hum, whistle and repeat the song. This is a good reason for work with songs in the children’s teaching a foreign language. Murphey (1995) mention why is important to work with songs in the teaching English, he made a list about what people usually do when listen a song: first listen, second hum, whistle, tap, snap fingers while we listen and sing and third sing without listening to any recording.

Children have a big capacity to learn anything to this age as Lighbown and Spada (1999) quoted “Children who have the opportunity to learn multiple languages from early childhood are fortunate”. Because, between the age 2 and 12, there is a proper competence vehicle, that makes it easy to learn a foreign language, such as English. All children have the opportunity to access at education. Learning languages is one important subject that let student’s accesses to learn English language because is so important for children.

This guided work is a proposal to teach English to 4 and 5 years old children through songs based on Total Physical Response and Active Methods. The Total Physical Response approach takes a learning process movement, acting, which brings confidence and increase children’s interest at initial level. Also the Active Method shows that the children learn best by doing. At initial and primary level children learn doing, getting experiences or participating in fact, they are a natural human active. The interactive situation that appears during the learning process based on the Total Physical Response are revealed as very valid cognitive instrument to the objective attained during the teaching process. The importance of Total Physical Response and Active Methods are that the children respond to commands that required physical movements or actions. As Reilly Vanessa quoted “Pre-school children learn through direct experience via the five senses, and do not yet understand abstract concepts”.

This work is concerns using children songs to teach English; especially vocabulary since learning vocabulary is one of the key elements in learning a foreign language and has always caused students difficulties. The linguist David Wilkins (2002) to stress the importance of learning vocabulary: "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed“. In English class we used the target language as a normal medium for classroom management and instructional material, for reflecting naturalistic language learning. To continue we elaborate a SWOT to the school.

CHAPTER II THEORETICAL BASIS

This project needs to establish theoretical reviews which are set up on researches of experts in the different areas in Learning English as a Foreign Language and its evolution through history. In addition, this part includes Total Physical Response Method, Active method and aspects related with songs in the process of learning a foreign language in very young children.

1. METHODOLOGICAL TRENDS TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

We present the principal characteristics of the most important methodological trends which have been employed in the teaching of English. Along the time, we have lots of different methods to teach English; which were used in the past and some of them are used today. Here it is explained briefly some of them.

1.1. GRAMMAR-TRANSLATION

As its name suggest, this method emphasizes the teaching of the second language grammar; its principal practice technique is translation from and into the target language. According to Mackey (1965) “Grammar translation is a deductive, intellectual method, which the language is acquired by memorizing the grammatical rules and paradigms and long lists of vocabulary, and is practiced by the application of this knowledge in exercises of direct and inverse translations”. Douglas Brown (1991) mentions some of the characteristics of this method:

 Classes are taught in the mother tongue, with little active use of the target language.  Much vocabulary is taught in the form of list of isolated words.

 Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.  Reading of difficult classical texts is begun early.  Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.  Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.  Little or no attention is given to pronunciation.

This method is the base for the others methods because was one the first in the language teaching. Nowadays, schools of Bolivia still are working with this traditional method, because for the teachers work with this method is comfortable.

1.2. THE DIRECT METHOD

This method is based on learning the foreign Language like a child learn his mother tongue without translation, grammatical rules and explanations, but it was successful only for a short period. Douglas Brown (1991) mentions some of the characteristics of this method:  Classroom instruction was conducted exclusively in the target language.  Only everyday vocabulary and sentences were taught.  Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes  Grammar was taught inductively.  New teaching points were introduces orally.  Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas.  Both speech and listening comprehension were taught.  Correct pronunciation and grammar were emphasized.

1.3. AUDIO-LINGUAL METHOD

Douglas Brown (1991) mention that in the audio-lingual method the dominant emphasis is placed on “the fundamental skills”, listening and speaking. While reading and writing are not neglected, listening and speaking are given priority and in the teaching sequence precede reading and writing.

This method of the sixties has several distinctive characteristics:

 New material is presented in dialog form.  There is dependence on mimicry, memorization of set phrases, and overlearning.  Structures are sequenced by means of contrastive analysis and taught one at a time.  Structural patterns are taught using repetitive drills.  There is little or no grammatical explanation: grammar is taught by inductive analogy rather than deductive explanation.  Vocabulary is strictly limited and learned in context.  There is much use of tapes, language labs, and visual aids.  Great importance is attached to pronunciation.  Very little use of the mother tongue by teachers is permitted.  Successful responses are immediately reinforced.  There is a great effort to get students to produce error-free utterances.  There is tendency to manipulate language and disregard content.

The Direct method, at the same Audio lingual method tries to develop target language skills without reference to the mother tongue.

1.4. SUGGESTOPEDIA

Suggestopedia is a teaching method developed by the Bulgarian psychotherapist George Lozanov in which students must be comfortably relaxed. It is based on a modern understanding of how the human brain works and how we learn most effectively.

Lozanov quoted: “One way the students mental reserves could be stimulated, was by creating a relaxed atmosphere with the help of baroque music. Lozanov mention the main characteristic of Suggestopedia:

 Arrangement of the classroom (e.g. furniture, decoration). Classroom arrangement should make students feel comfortable and relaxed.  Use of music in the classroom. The centrality of music and the use of musical rhythm to learning are important features of suggestopedia.  Teacher’s authority. The teacher in a Suggestopedia course is responsible for elimination and avoidance of all factors that might prevent learning and the inclusion of all factors which promote learning in the interactive teaching and learning environment both on the conscious and unconscious levels of communication.

 Emphasis on memorization of vocabulary pairs. These vocabulary pairs are made of a target-language item and its native language translation, in this view of language, lexis is central and lexical translation is more stressed that contextualization.

Nowadays, in Bolivia are few the institutes that working with this method because most of them do not have the required condition for teaching with this method.

1.5. MULTIPLE INTELLIGENCES THEORY

The Dr. Howard Gardener is who came up with the theory of “Multiple Intelligences”. This essentially rules out the idea that the best way for children to learn is by sitting at a table doing “desk work”. Instead, Gardener pinpoints different “intelligences” which are essentially learning styles. Everyone’s has a specific intelligence (or a few specific intelligences) that defines how students learn best. This means that in order to research all the children in a classroom, different learning methods must be made available to them. The multiple intelligences are:

 Linguistic intelligence: Learning and using spoken and written language.  Logical-mathematical intelligence: Analyzing problems, detecting patterns, and reasoning.  Musical intelligence: Performing, composing, and appreciating musical patterns.  Bodily-kinesthetic intelligence: Using the whole body or parts of the body to solve problems.  Spatial intelligence: Recognizing patterns of wide space and confined areas.  Interpersonal intelligence: Effectively working with others.  Intrapersonal intelligence: Understanding self and feelings.

This theory sets up that through games and different activities in the classroom, the learning activity addresses to the five senses, the learning event becomes effective and permanent, and forgetting becomes less. In order to explore various intelligences and reaches a variety of children instead of just the linguistic learners.

In summary, as much the languages as the music are capacities that arise when it is practiced. Therefore, like Gardener, the use of songs in the teaching of a foreign language can be very effective to foment in the students the development of the

14 intelligences (mainly, the musical and the linguistics) that he considers fundamental in the formation and education. Jane Arnold and Carmen Fonseca (2004) they apply, practically in their entirety, the theory of the multiple intelligences of Gardener to English’s learning as foreign language, concluding that it is possible to motivate the students by means of activities that stimulate and make work the different intelligences.

1.6. THE COMMUNICATIVE APPROACH

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

This method of language teaching is categorized along with others under the rubric of a communicative approach. The method stresses a means of organizing a language syllabus. The emphasis is on breaking down the global concept of language into units of analysis in terms of communicative situations in which they are used.

Notions are meaning elements that may be expressed through nouns, pronouns, verbs, prepositions, conjunctions, adjectives or adverbs. The use of particular notions depends on three major factors:

 The functions  The elements in the situation  The topic being discussed

A situation may affect variations of language such as the use of dialects, the formality or informality of the language and the mode of expression. Today this approach is very important because is effective and helps to the student to improve their speaking.

1.7. TOTAL PHYSICAL RESPONSE

1.7.1. TOTAL PHYSICAL RESPONSE DEFINITION

James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. The basic points are: Understanding the spoken language before developing the skills of speaking. Imperatives are the main structures to transfer or communicate information. The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.

In other words this method emphasizes the meaning rather than the form of items, so grammar is taught inductively and the grammar features are selected according in the classroom. Furthermore this method is addressed for students who do not live in an area where English language is spoken, so the classroom is the only place to learn and practice.

1.7.2. TOTAL PHYSICAL RESPONSE METHOD

According James Asher “Total Physical Response (TPR) is a method of teaching language using physical movement to react to verbal input in order to reduce student inhibitions and lower their affective filter. It allows students to react to language without thinking too much, facilitates long term retention, and reduces student anxiety and stress. In order to implement TPR effectively, it is necessary to plan regular sessions that progress in a logical order, and to keep several principles in mind”. The founder of the Total Physical Response Method is James Asher a professor of psychology at San Jose University, California, noted that children, in learning their first

16 language, appear to do a lot of listening before they speak, and that their listening is accompanied by physical responses (reaching, grabbing, moving, looking, and so forth). He also gave some attention to right-brain learning. According to Douglas Brown (1991), motor activity is a right-brain function that should precede left-brain language processing. He was also convinced that language classes were often the focus of too much anxiety and wished to devise a method that was as stress-free as possible, where learners would not feel overly self-conscious and defensive. The TPR classroom, then was one in which students did a great deal of listening and acting.

1.7.3. CHARACTERISTICS TOTAL PHYSICAL RESPONSE

In Total Physical Response method a teacher plays an active and direct role as James Asher mention “The instructor is the director of a stage play in which the students are actors”.

The teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. Therefore, the teacher ought to be well prepared and well organized so that the lesson flows smoothly and predictably.

James Asher mentions the characteristics of the TPR to continue:

● Easy to implement/no translation TPR instruction requires no translation or L1 support. It can help students and teachers make the transition to an English language environment.

● New playing field: no disadvantage for academically weaker students TPR does not depend on left-brain, “academic” skills. This gives all students a chance to shine in a new environment.

● Trains students to react to language and not think about it too much TPR requires an instant reaction. As there is no time to think during TPR practice, students can break the bad habit of over-analyzing language and become more comfortable with “going with the flow”, or guessing from context.

● Reduces pressure and stress for students TPR does not require a spoken response from students. Also, if implemented properly, students always understand what is happening during TPR practice, resulting in increased confidence and a lowering of the affective filter.

● Different style of teaching/learning TPR can be a break for students and teachers, a refreshingly different style of teaching. Judiciously used, it can break up a lesson or day and keep students alert.

● Long-term retention/“magic” effect TPR results in long-term retention of language items, and the constant repetition and recycling involved reinforces this leading to a “magic” learning experience.

● Repetition is disguised: more effective input Skillful use of TPR allows us to drill language targets repeatedly without losing student interest.

● Perfect for TT TPR is perfect for team-teaching classes, as with two teachers one can serve as the model while the other calls out commands.

1.7.4. TOTAL PHYSICAL RESPONSE OBJECTIVES

One of the primary objectives underlying Asher’s TPR methodology was that “learning needed to become more enjoyable and less stressful. Asher thought that a natural way to

18 accomplish this was to recreate children learn their native language, most notably through facilitating an appropriate “listening” and “comprehension” period, and encourage learners to respond using right-brain motor skills rather than left-brain language “processing”.

The objectives of TPR are:

. Teaching oral speech at a beginning level. . Using corporal actions through imperative form. . Using comprehension as a mean to speaking.

1.7.5. ADVANTAGES AND DISADVANTAGES OF TOTAL PHYSICAL RESPONSE

TPR has some advantages and disadvantages. Its advantages include:

. It is a lot of fun. Learners enjoy it, and this method can be a real in the class. It lifts the pace and the mood; . It is very memorable. It does assist students to recognize phrases or words; . It is good for kinesthetic learners who are required to be active in the class; . It can be used both in large or small classes. In this case, it is no matter to have how many students you have as long as you are prepared to take the lead, the learners will follow; . It works well with mixed-ability classes. The physical actions get across the meaning effectively so that all the learners are able to comprehend and apply the target language; . It is no need to have a lot of preparation or materials using the TPR. In this regard, as long as you are competent of what you want to practice (a rehearsal beforehand can help), it will not take a lot of time to get ready; . It is very effective with teenagers and young learners; and . It involves both left and right-brained learning.

Among them are: Students who are not used to such things might find it embarrassing. This can be the case initially that if the teacher is prepared to perform the actions, the students feel happier about copying. In addition, the students are in a group and do not have to perform for the whole class. This pleasure is reserved for the teacher; it is only really suitable for beginner levels. It is clear that it is far more useful at lower levels because the target language lends itself to such activities even though it can successfully be applied at Intermediate and Advanced levels. In this respect, it is essential to adapt the language, accordingly. For example, when teaching 'ways of walking' (stumble, stagger, and tiptoe) to an advanced class and cooking verbs to intermediate students (whisk, stir, and grate), TPR can be employed; It is not flexibly used to teach everything, and if used a lot, it would become repetitive. This method is a fun way of changing the dynamics and pace of a lesson used in conjunction with other methods and techniques.

To sum up, TPR should best be combined with others since it needs much energy so that learners do not feel tired of learning language. Although the use of TPR in the classroom has often been effective, it does have its flaws. One of this method flaws is that when a teacher uses TPR in their lesson, they will have trouble teaching abstract vocabulary or expressions. As a remedy, the teacher can write the word on cards with a picture if applicable. Another flaw is that TPR can be ineffective if the teacher uses it for a long period of time without switching it with other activities that help teach the target language. Since TPR is made up of mainly of commands, it tends to neglect narrative, descriptions, and conversation forms of language.

1.7.6. THE APPLICATION OF TPR IN THE CLASSROOM

According Handoyo Puji Widodo (2005) TPR can be used to teach and practice such many things as:

 Vocabulary connected with actions (smile, chop, headache, wriggle)  Grammatical items, including tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)

 Classroom language (Open your books)  Imperatives/Instructions (Stand up, close you eyes) and  Story-telling

There is generally no basic text in a Total Physical Response course. Materials and realia have a demanding role, yet in forthcoming learning stages. In this case, the teacher's voice, actions, gestures, and common classroom objects, such as books, pens, cups, and so on are great importance in the learning-teaching process using TPR. The teacher may be required to use pictures, realia, slides, and word charts to set an interactive activity.

According to Muhren (2003), the basic technique of TPR is simple. Learners act out commands given by the teacher or their fellow pupils (at a later stage). These commands, or series of commands, are simple at the beginning (stand up, sit down) but after some time they may become more complex (I want the boys to stand in a circle please). A TPR sequence can be a chain of actions relating to a compound task (take pen and paper, sit down, begin at the top of your paper, write down: Dear ...) or even contain a story-line.

Most importantly, a teacher helps learners to be totally involved in TPR activities so that they can act out what they have heard. There is no pressure on them to speak the foreign language. Before any learner can commence to speak out a foreign language spontaneously as well as creatively, she must feel the inner readiness to do so. When learners are ready, they feel that the words of the language-sound and meaning integrated and combined into larger utterances -spring from within themselves. This inner readiness will develop gradually but inevitably with prolonged exposure to the sound of understood language and an active involvement in its meaning.

1.7.7. TYPES OF LEARNING AND TEACHING ACTIVITIES

Imperative drills are the major classroom activity in Total Physical Response. They are

21 typically used to elicit physical actions and activity on the part of the learners. Class activities include role plays and slide presentations. Role plays center on everyday situations, such as at the restaurant, supermarket, or gas station. The slide presentations are used to provide a visual center for teacher narration, which is followed by commands and for questions to students, such as "Which person in the picture is the salesperson?” Reading and writing activities may also be employed to further consolidate structures and vocabulary, and as follow-ups to oral imperative drills.

1.7.8. LEARNER ROLES

Learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are required to respond both individually and collectively. Learners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative-based format for lessons. Learners are also expected to recognize and respond to novel combinations of previously taught items.

Novel utterances are recombinations of constituents you have used directly in training. For instance, you directed students with 'Walk to the table!' and 'Sit on the chair!'. These are familiar to students since they have practiced responding to them. Now, will a student understand if you surprise the individual with an unfamiliar utterance that you created by recombining familiar elements (e.g. 'Sit on the table!').

Learners are also required to produce novel combinations of their own. Learners monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak - that is, when a sufficient basis in the language has been internalized.

1.7.9. TEACHER ROLES

The teacher plays an active and direct role in Total Physical Response. "The instructor is the director of a stage play in which the students are the actors". It is the teacher who decides what to teach, who models and presents the new materials, and who selects

22 supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably. Asher recommends detailed lesson plans: “It is wise to write out the exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you to create spontaneously". Classroom interaction and turn taking is teacher rather than learner directed. Even when learners interact with other learners it is usually the teacher who initiates the interaction:

Teacher: Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the price.

Asher stresses, however, that the teacher's role is not so much to teach as to provide opportunities for learning. The teacher has the responsibility of providing the best kind of exposure to language so that the learner can internalize the basic rules of the target language. Thus the teacher controls the language input the learners receive, providing the raw material for the "cognitive map" that the learners will construct in their own minds. The teacher should also allow speaking abilities to develop in learners at the learners' own natural pace.

In giving feedback to learners, the teacher should follow the example of parents giving feedback to their children. At first, parents correct very little, but as the child grows older, parents are said to tolerate fewer mistakes in speech. Similarly teachers should refrain from too much correction in the early stages and should not interrupt to correct errors, since this will inhibit learners. As time goes on, however, more teacher intervention is expected, as the learners' speech becomes "fine tuned."

1.7.10. THE ROLE OF INSTRUCTIONAL MATERIALS

There is generally no basic text in a Total Physical Response course. Materials and realia play an increasing role, however, in later learning stages. For absolute beginners, lessons may not require the use of materials, since the teacher's voice, actions, and gestures may

be a sufficient basis for classroom activities. Later the teacher may use common classroom objects, such as books, pens, cups, furniture. As the course develops, the teacher will need to make or collect supporting materials to support teaching points. These may include pictures, realia, slides, and word charts.

1.8. ACTIVE METHOD

Geoff Petty (2015) mention “During this process we physically make neural connections in our brain, the process we call learning. Passive methods such as listening do not require us to make these neural connections or conceptualizations”. This author makes a description about Active methods:

 Give the learner feedback on their incomplete understandings and encourage them fix this, for example by helping each other.  Give the teacher feedback on which learners understand, and who needs help  Develop thinking skills such as analysis problem solving, and evaluation  Help learners to use their learning in realistic and useful ways, and see its importance and relevance  Are more fun!  Give the teacher a bit of a rest

Good students may create meaning from passive methods, but weak students do not. Both types of student improve their learning enormously when they are required to use it.

Geoff Petty (2015) quoted “When active methods are compared with traditional methods in careful control group and experimental group comparisons, active methods produce much better achievement”.

The children learn better by doing and research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to ‘make our own meaning’, that is, develop our own conceptualizations of what we are learning.

1.8.1. ACTIVE LEARNING

According Geoff Petty (2015) the “active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning”.

Jocelyn Robson quoted “Active learning involves the use of strategies which maximize opportunities for interaction. Indeed, some literature makes reference to ‘interactive’ rather than active approaches. Active teaching and learning offers opportunities for interaction between teachers and students, amongst the students themselves, as well as between students and the materials, the topic itself or the academic discipline “. Typically, the kinds of strategies we would employ in order to promote active learning are small group work, research based projects, case studies, discussions, role play, field trips and so on.

Research has shown that child learn best by doing. Active involvement of the learner is the key. Teaching knowledge and skill by using a variety of tools and techniques will provide good learning experiences for all members. Oregon State University (2002) quoted “Learn by doing” is a basic concept in this method and often it is the best way to retain knowledge.

To continue there are some Key characteristics to learning.

 High level of participation

Students usually find such activities energizing and are likely to engage more with the subject matter as a result.

 Use of prior experience or knowledge

All students have previous experiences and knowledge of some kind and active strategies offer them the opportunity to make informal connections with things they have already learned.

 Adoption of new perspectives and positions

The opportunity to discuss topics with others and to listen to or address other points of view (as in small group work or role play, for example) may often lead to the revision of existing perspectives and to enhanced learning opportunities.

 Contestation of values and assumptions from different disciplines

Many of these strategies are appropriate in inter-disciplinary contexts where students may need to address a problem from a range of view points. In collaborating with each other, they are more likely to have the opportunity to learn to debate and challenge basic assumptions and values.

 Peer support and peer learning

Collaborative activities (such as group work or simulations) provide students with opportunities to learn from and support each other in ways that are not facilitated by more formal, teacher-centred approaches.

 Critical reflection on action and experience

By sharing knowledge and experiences, by being encouraged to take a different perspective on a particular topic (e.g. in a debate) students may learn to reflect critically on the things they do and say.

 Greater ownership of and responsibility for learning

Active teaching and learning approaches may encourage students to become more self- directed and self-motivated. By taking on a more enquiring and autonomous role, they

26 are more likely to develop a sense of ‘ownership’ in relation to their learning and to be able to build on this independently in later life.

1.8.2. CATEGORIES OF ACTIVE LEARNING STRATEGIES

There are four broad categories of learning strategies that one might use in an active learning classroom:

 Individual activities.  Paired activities.  Informal small groups.  Cooperative student projects.

You choice of these will depend on the size of your class, your physical space, your objectives, the amount of time you have to devote to the activity, and your comfort level with the strategy. Many of the Active Learning Strategies listed in our workshop can be adapted to individuals, pairs, or groups.

1.8.3. PLANNING AN ACTIVE LEARNING ACTIVITY

When planning an active learning activity, answering the following questions will help you clarify your goals and structure.

 What are your objectives for the activity?  Who will be interacting?  When does the activity occur during the class? Beginning? Middle? End? How much time are you willing to spend on it?  Will you grade their responses or not?  How will students share the paired work with the whole class? Will you call on individuals randomly or will you solicit volunteers?  What preparation do you need to use the activity? What preparation do the students need in order to participate fully?

1.8.4. KEYS TO SUCCESS

 Be creative! Invent new strategies and adapt existing ones to your needs.  Start small and be brief.  Develop a plan for an active learning activity, try it out, collect feedback, then modify and try it again.  Start from the first day of class and stick with it. Students will come to expect active learning and perform better.  Be explicit with students about why you are doing this and what you know about the learning process.  Request students vary their seating arrangements to increase their chances to work with different people. Have students occasionally pair up with the student behind them, since friends often sit side by side.  Use questions from in class activities on tests. For example, include a short essay question that was used in a think/pair/share.  Negotiate a signal for students to stop talking.  Randomly call on pairs to share.  Find a colleague or two to plan with (and perhaps teach with) while you're implementing active learning activities.  Continue learning through workshops, reading, and practice.

2. CHILDREN’S LEARNING

A child is born with the ability to think and to learn. Piaget and Vygotsky mention that the “Language require a change in behavior, it involves practice and implies a storage system and cognitive organization. The learner must be active. He is not a glass to be filled with facts. Children need to explore, to manipulate, to experiment, to question and to search out for answers by themselves. These activities are essential; however, this does not mean that children should be allowed to do whatever they want. Teacher should be able to asses the child’s present cognitive level, their strengths and weaknesses.

Instruction could be personalized as much as possible and children should have opportunities to communicate with one another”.

At this point is important to establish a difference between second language learning and second language acquisition. According to Krashen (1997) acquisition and learning are two separate processes: learning has to do with language (formal knowledge). Acquisition is the unconscious process that occurs when language is used in real conversation. Also he said that there are two independent systems of second language performance: the acquired system and the learned system. The acquired system or acquisition is the product of a subconscious process very similar to the process children go through when they acquire their first language. Some authors argue that children learn language when they are really involved in constructing meaning, while others say that children just pick language up naturally because human are predisposed to do so. When we observe an infant acquiring their first language, it is a unique process and they can learn foreign language in the same way. Children brains are highly sensible to learning language. According Ellis, (1997) there is a period during which language acquisition occur in a easy and complete way, and it is in this early period where the children are in a constant search for knowledge and as result they can learn language. That is why two languages can be learned at the same time without problems various specialized function simultaneously.

Asher considers that, foreign language learning is more cognitive problem solving activity than a linguistic activity. This author states that foreign language learning increases children’s critical thinking skills, their creativity, and the mind flexibility. He also says that “students, who are learning a foreign language have shown to be better in math, because learning a foreign language is an exercise that involves in cognitive problem solving and that the effects of instruction are directly transferable to the area of mathematical skill development”. This relationship between foreign language study and increased mathematical skill development, particularly in the area of problem solving,

29 shows one again to the fact that this kind of learning is more of a cognitive than a linguistic activity for this group of students.

It has been proved through different studies done, that children in foreign language programs tend to demonstrate greater cognitive development. Several studies show that people who are good in more than one language are better those who are speakers of only one language as it was show on test of verbal and nonverbal intelligence. When children are adequately exposed to two languages at an early age, are more flexible and creative and they reach higher levels of cognitive development at an earlier age than monolingual children.

2.1. CHILDREN’S NEED

Asher quoted that “children learn English as a second or foreign language much faster than adult”. They imitate the teacher’s pronunciation, sentences, phrases, and words are easily. They do not ask for explicit rules which explain how sentences put together, produce and pronounced. They may ask for the meaning of words, but they are able to intuitively identify salient features of the meanings of a word and use the word more or less correctly.

An important prerequisite for effective learning and retention appears when the instruction is activity based, rather than explanation or theory oriented. And the activities should be of an engaging nature to involve children in the learning process. The teacher should be pleasant and sweet-natured, and able to communicate at the level of the children, but not inspired fear. Uses of audio visual as well as the printed text are important at the time to teach. The printed text should be colorful, full of the pictures, and should have only few language elements such as word, phrases, and sentences, especially at elementary levels.

2.2. CHILDREN’S LANGUAGE DEVELOPMENT

During the ages 2 and 5 the language is becoming more common, children are expressing their utterances, sentences, words, etc they communicate their needs what they like and dislike. At the age of 5 children are able to speak in present, past and future simultaneously to use more complicate structures. At the same time connects the children with their environment, and the society. According to Piaget (1980) we have to distinguish between internal and external language. Through internal language children can express their feelings, opinions, what they are thinking, etc and with the external language children can interact, play, etc. with their family and friends.

At the age children live behind the physical world they are use to, the world of touching, tasting, and smelling to be part of the social world, the world of communication. It is also important to mention that according to Usborne Science (1996) mention that “between the age 2 and 5 a child learn at least 10 words a day that means in 3 years children vocabulary will increase considerably into 15000 words”.

2.3. LEARNING ENGLISH AT PRE-SCHOOL

Children have many opportunities in the learning a second language because they like speaking also they are courage and most important they are as sponge and absorb all learning.

Teaching English to very young children is not an impossible mission, they present challenges which may not be so noticeable at first. Very often this branch of teaching English is dismissed but is in this stage where they can catch sounds in a correct pronunciation and they have all senses open to new experiences included other languages, only if they are in contact with more one language. They learn all the time and their special motivation are games and activities which include movement.

According Susan House (1997) quoted: “Children learn from experience, they do not distinguish learning situation from non- learning ones; all situations are learning situations for a child, because every moment of your time with your students is, potentially, learning time and you should take full advantage of this”.

Wendy A. Scott and Lisbeth H. Ytreberg (1994) mention “All education, including learning a foreign language, should contribute positively to that development.” To continue mention some aspect about children five year old can do at their own level:

 They can talk about what they are doing.  They can use their vivid imaginations.  They can use a wide range of intonation patterns in their mother tongue.  They can understand direct human interaction.  They understand situations more quickly than they understand the language used.  Young children love to play, and learn best when they are enjoying themselves.  Young children are enthusiastic and positive about learning.

Pedagogy and Psychology Infantile, book (2000) quoted “Effectively schools constitute for children a linguistic activator of first magnitude. The school places the children into the need to acquire and improve continually new words and concepts that help them have a better idea about the world.

When the children go for the first time to the school, they see the necessity to communicate with the other children, with the teacher, with friends, etc. and is now when language acquires an enormous importance, so in order to be part of the school group, that is to school social world, children need to talk, to interact with their peers, to play with them, etc.

2.4. MANAGEMENT OF CHILDREN

Teachers working with children for the first time need much support and guidance with respect to managing children. There is fear losing control. There is uncertainly on how to handle difficult children. Managing children requires from the teacher to look at the learning needs of children and make sure that these needs are put first. (Vale David with Feunteun Anne :1995).

2.5. TAKING CARE THE PRIORITIES

According to Steven P. Shelov (1991) a key priority for teachers is to establish a good relationship with children, and to encourage them to do same with their classmates. Children who are treated negatively tend to adopt negative behavior. Similarly, those who treated positively tend to become positive. Many problems of misbehavior arise through children seeking attention.

Such attention seeking may be the result of a lack of love at home, insecurity, a sense of worthlessness rather than a feeling of superiority or over-confidence. For that reason it is so important to give them love, make children feel loved, give a sense of security, superiority and try to comprehend them.

2.6. GETTING THE CHILDREN’S ATTENTION

There are many ways to get children’s attention, but they all depend on the teacher and children behavior, if they are noisy we can do the following: Steven P Shalov (1991).

 You can get children attention by raising your hand, clap or with a whistle, every one must stop what they do and look at you. Do not speak until there is silence.  Caught your arms and give a heavy look at the class.

 Walk up to a noisy child or group and start talking quietly to them.

2.7. DISADVANTAGES IN PRE-SCHOOL LEARNERS

According to Shelley, a nursery teacher, she presents some of the problems many preschool teachers have at time to learn English:

 Preschool children have a very short attention span.  Preschool children will forget things quickly.  Preschool children may not be fully confident in their own language.  Some of your preschool children may not be motivated to learn.  You need a lot of ideas to keep their attention.  Preschool children develop at very different rates so you are sure to have a mixed ability group.  You need real language learning techniques and just time fillers to keep the children busy.  Preschoolers can be easily overwhelmed.

This point is important in order to get the children attention and also as a teacher prepare some extra material in order to prevent them.

3. FACTORS AFFECTING FOREIGN LANGUAGE ACQUISITION IN PRE- SCHOOL

According Douglas Brown (2001), language learning principles are generally sorted into three sub-groupings: Cognitive Principles, Affective Principles and Linguistic Principles. Principles are seen as theory derived from research, to which teachers need to try and match classroom practices. To follow up shows some brief summaries of the principles:

3.1. COGNITIVE PRINCIPLES

 Automaticity: Subconscious processing of language with peripheral attention to language forms, and children catch all new words especially if the sounds are strange for them.

 Meaningful Learning: This can be contrasted to rote learning, and is thought to lead to better long term retention, it is related with semantics, children can associate image with meaningful.

 Anticipation of Rewards: Learners are driven to act by the anticipation of rewards, tangible or intangible; it is an important point when it refers to children because they move around rewards, and intrinsic motivation: The most potent learning “rewards” are intrinsically motivated within the pre-scholar learner, it forces them to get better.

3.2. AFFECTIVE PRINCIPLES

 Language Ego: Learning a new language involves developing a new mode of thinking a new language “ego”, especially in this stage of childhood they need to feel important.

 Self-Confidence: Success in the learning something can be based in the fact that learners can be belief in that they can learn it, at easy way.

 Risk-taking: Taking risk and experimenting “beyond” what is certain creates better long-term retention, this an essential part in children not at all but the majority like to take risk without frightens or embarrassment at the moment of make mistakes.

 Language-Culture Connection: Learning a language also involves learning about cultural values and thinking, for those reason children always associate the new words with their environment.

3.3. LINGUISTIC PRINCIPLES

 Native Language Effect: A learner’s native language creates both facilitating and interfering effects on learning; in children this fact is part of process and does not always is a heavy factor.

 Interlanguage: At least some of the learner’s development in a new language can be seen as systematic, children can have some difficulties with management of Spanish and English as different languages.

 Communicative Competence: Fluency and use are just as important as accuracy and usage–instruction needs to be aimed at organizational, pragmatic and strategic competence as well as psychomotor skills. But children are internalize their own language, for that they only repeat the structured grammatical form. This is a brief overview of various language learning principles, drawn heavily from Douglas Brown explanation.

4. THE IMPORTANCE OF LEARNING ENGLISH VOCABULARY

Schmitt, Norbert and MccCarthy Michael (1997) quoted ”Vocabulary plays an important function in learning a foreign language, because vocabulary links the four linguistic skills of listening, speaking, reading and writing all together in order to communicate well in a foreign language, student should acquire an adequate numbers of words and should know to use them correctly. Everyone could benefit from increasing their vocabulary knowledge level, it is essential for beginning language learners. Vocabulary acquisition is not a linear process, because it must be learnt

36 associatively. Vocabulary acquisition is a personal process therefore, associations are based on our past and present felt experience”.

According Ronald Carter and Michael McCarthy (1991; 13) quoted “Learning vocabulary effectively is closely bound up with a teacher’s understanding, and a learner’s perception of, the difficulties of words. The difficulty of a word may result, interealia, from the relations it can be seen to contract with other words, either in the native or target language, whether it is learned productively or receptively”.

4.1. TEACHING VOCABULARY

Vocabulary teaching is very important, because through them we can communicate with other people, and in the following examples we will look at a range of activities which are designed to teach and practice words and their various uses. We will look at some examples:

 Realia One way of presenting words is to bring the things they represent into the classroom-by bringing ‘realia’ into the room. Words like ‘postcard’, ‘ruler’, ‘pen’, ‘ball’, etc. can obviously be presented in this way. The teacher holds up the object (or point to it), says the word and then gets students to repeat it.

 Pictures Bringing a pen into the classroom is not a problem. Bringing in a car, however, is. One solution is the use of pictures.

Pictures can be board drawings, wall pictures and charts, flashcards, magazine picture and any other non-technical visual representation. Picture ca be used to explain the meaning of vocabulary items: teachers can draw things on the board

or bring in pictures. They can illustrate concepts such as above and opposite just as easily as hats, coats, walking stick, cars, smiles, frowns, etc.

 Mime, action and gesture It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Action, in particular, is probably better explained by mime. Concepts like running or smoking are easy to present in this way; so are ways of walking, expressions, prepositions and times.

 Contrast We saw how words exist because of their sense relations and this can be used to teach meaning. We can present the meaning of ‘empty’ by contrasting it with ‘full’, ‘cold’ by contrasting it with ‘hot’, ‘big’ by contrasting it with ‘small’. We may present these concepts with pictures or mime, and by drawing attention to the contrasts in meaning we ensure or students’ understanding. (Jeremy Harmer 1993).

According Macarena Navarro (2000) “El vocabulario percibido acústicamente y acompañado por la imagen mental es capaz de cobrar una intensidad en la memoria superior a la que se realiza habitualmente mediante la ilustración o recurso visual. La evocación de una imagen mental es un valioso recurso pues completa a otro tipo de metodologías y aporta variedad e imaginación a la práctica docente, además de contribuir de manera lúdica, amena y satisfactoria al proceso de Enseñanza aprendizaje de una lengua Extranjera”.

Another way for teaching vocabulary is through the context, because the context helps us to teaching vocabulary. David Nunan (1991) quoted “That language reflects the contexts in which it is used and the purposes to which it is put. If we assume that language is also best encountered and learned in context, then this has particular implications for practice. In the first place, it would argue against the learning of list of

38 descontextualized vocabulary items. Rather, the focus in class will be on encouraging learners to develop strategies for inferring the meaning of new words from the context in which they occur, and teaching them to use a range of cues, both verbal and nonverbal (e.g. pictures and diagrams in written text) to determine meaning”.

4.2. MEMORY AND STORAGE SYSTEM

According Ronald Carter and Michael McCarthy (1991) quoted “It seems that learning new items involve storing them first in our short – term memory, and afterwards in language – term memory. We do not control this process consciously but there seems to be some important clues to consider. First, retention in short term-memory is not effective if the number of chunks of information exceeds seven. Therefore, this suggests that a given class we should not aim at teaching more than this number. However, our language term memory can hold any amount of information. Research also suggests that our mental lexicon is highly organized and efficient, and that semantic related items are store together.”

5. THE IMPORTANCE OF SONGS IN LANGUAGE LEARNING

Children song is created for kids because the words of the song are very easy, short and repetitive for their comprehension and memorization. The song is essential in their development and learning to the children, also have benefits for the children because are funny by their dancing, words, and rhythm.

Songs contextually introduce the features of supra-segmentals (how rhythm, stress, and intonation affect the pronunciation of English in context). Through songs, students discover the natural stretching and compacting of the stream of English speech.

Sylvia Lavanchi (2010) quoted “Uno de los beneficios de las canciones infantiles es el desarrollo motriz que provoca en el niño. Las canciones infantiles poseen unos ritmos

39 muy marcados pero a la vez muy suaves. El niño los percibe y sin dares cuenta, se ira moviendo al ritmo que la música le va marcando, este movimiento acompasado hará que el niño desarrolle su expresión corporal, su coordinación y su capacidad motriz”

5.1. SONGS AS PRACTICE MATERIAL

Song can be used in a lot of various ways. All the skills such as listening, reading, writing and speaking can be practiced, the same way as linguistic areas starting with vocabulary, grammatical structures, and ending with rhythm, stress, fluency and pronunciation. The rhythm of the verse helps the learner to put the stress in the right places, creating a natural flow of language and building up fluency.

According to D. T. Griffee Songs are also “especially good at introducing vocabulary because they provide a meaningful context for the vocabulary”. However, it depends on the choice of songs since there are also some songs without meaningful context. From the grammatical point of view, they “provide a natural context for the most common structures such as verb tenses and prepositions”.

5.2. THE HELP OF SONGS IN LEARNING PRONUNCIATION

Dagmar Siskovar (2008) mention that “the songs can be very helpful as far as learning pronunciation is concerned. They provide the authentic language with all its trap(such as connected speech, different pronunciation of the same sound, or difficult pronunciation of some words) laid for learners, who should be exposed to it as much as possible to strengthen their ability to understand it”.

5.3. THE HELP OF SONGS FOCUSED ON SOUNDS

Veronika Rosová (2007) quoted: “Sounds are the smallest unit from which words are formed and can be categorized as vowels and consonants.” For the learners of English

40 some sounds may be difficult to pick out because they do not exist in their mother tongue, and they “have to learn to physically produce certain sounds previously unknown to them”. Even though it may be a difficult task for some learners, it is quite important because it can sometimes happen that “incorrectly pronounced sounds strain communication, and it can also change a phrase’s meaning”.

Tim Murphey (1992) quoted “When children sing, they seem completely uninhibited, as if suddenly and magically they forget to be shy. They become the word they sing, as their bodies move and their voices leap to express their feelings”.

Songs can help learners because “the rhymes in songs provide listeners with repetition of similar sounds, and when the students choose to listen to songs time and again, they are indirectly exposing them to these sounds”, repeating them, getting better at recognizing them, and finally producing them.

6. THE IMPORTANCE OF MUSIC IN LANGUAGE LEARNING

Lems (1996) and Poppleton (2001), mention that the songs for classroom should be carefully selected, for this reason they make the following suggestions:

 Song lyrics should be clear and loud, not submerged in the instrumental music.  The vocabulary load for the song should be appropriate to the proficiency level.  Songs should be pre-screened for potentially problematic content, such as explicit language, references to violent acts, or inappropriate religious allusions.

In relation to language learning, the use of music and song offers two major advantages, according to Muphey (1995):

 Music is highly memorable. Whether this is because it creates a state of relaxed receptivity, or because its rhythms correspond in some way with basic body

rhythms, or because its messages touch deep-seated emotional or aesthetic chords, or because its repetitive patterning reinforces learning without loss of motivation whatever the reason, songs and music 'stick' in the head.

 It is highly motivating, especially for children, adolescents, young and adult learners. Popular music its many forms constitute a powerful subculture with its own mythology, its own rituals, and its own priesthood.

6.1. MUSIC

Gardner (1999) mentions that “the musical intelligence, as we is the first capacity that the human beings develop since they are inside the uterus, they are able to distinguish the sounds that take place in the exterior”.

Using songs in the classroom is a great way to motivate students of all ages to learn. Like all successful lessons, they need to be thoroughly planned to engage the students effectively. Music can be a useful tool to create an enjoyable learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge.

The Encyclopedia Britannica offers a broader definition: “Music is an art concerned with combining vocal or instrumental sounds for beauty of form or emotional expression, usually according to cultural standards of rhythm, melody, and, in most Western music, harmony. Music most often implies sounds with distinct pitches that are arranged into melodies and organized into patterns of rhythm and meter. Music is an art that, in one guise or another, permeates every human society. It is used for such varied social purposes as ritual, worship, coordination of movement, communication, and entertainment”.

According Šišková Dagmar (2008) “Music is an art form whose medium is sound and silence. Common elements of music are pitch (which governs melody and harmony),

42 rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture”. The word derives from Greek (mousike; "art of the Muses").

A song is a piece of music for accompanied or unaccompanied voice or voices or, "the act or art of singing," but the term is generally not used for large vocal forms including opera and oratorio. The word "song" has the same etymological root as the verb "to sing" and the Oxford English Dictionary (OED) defines the word to mean "that which is sung".

6.2. THE ROLE AND THE IMPORTANCE OF MUSIC

Tim Murphey quoted “Music has always played a big part of humans’ lives, beginning with child’s birth and mothers singing lullabies to their children. It is used during all important occasions of human lives beginning with child’s christening, through weddings, to funerals. Each country has its own anthem. Music has been important during many revolutions and was even the cause of some of them”.

According to Šišková Dagmar (2008) “Music brings emotions to life and it also serves as a testimony of people from any land or time. It fills the gap between nations, crosses thousands of miles and reveals more about its people than a scientific elaboration”. It may also help people to get into their own hearts. Murphey (1995) made the following list about what people usually do with songs:

 Listen  sing, hum, whistle, tap, and snap fingers while we listen  sing without listening to any recording  talk about the music  talk about the lyrics  talk about the singer/group

 talk about video clips  use songs and music to set or change an atmosphere or mood.  use songs and music to create a social environment, form a feeling of community, dance, make friends and lovers  read about the production, performance, effect, authors, producers, audiences of music and song  use music in dreams  use music and song to make internal associations between the people, places, and times in our lives, so they become the personal soundtrack of our lives.

6.3. THE IMPORTANCE OF LISTENING ACTIVITIES

Griffee (1990) recommends using short, slow songs for beginning-level students and recommends activities such as creating song word puzzles, drawing a song, or showing related pictures. With higher levels, he suggest using songs that tell stories, moving toward short, fast songs, and finally, longer, fast songs that have fewer high frequency vocabulary items.

Songs, chants, rhymes and short stories are necessary in order to link sound and image, to acquire correct pronunciation and to review the English vocabulary. Breuster (1975) quoted that “Music and Rhythm are an essential part of language learning for young learners. Children really enjoy learning and singing songs, and old learner find working with current or well-known pop songs highly motivating. We have all experienced songs which we just can not get out of our heads. Music and rhythm make it much easier to imitate and remember language than words which are just spoken”.

6.4. SIMILARITIES BETWEEN LANGUAGE AND MUSIC

The music as the language are two universal characteristics, exclusive of the human.

John Sloboda (1987), in Musical the Mind, also tries to discover parallelisms between the music and the language. For Sloboda (1987) the similarities between music and language are the following ones:

 The children learn both capacities almost in a natural way, when being exposed to the same ones, and they go progressing in a similar way as they go growing.  As much the music as the language share the same mean: the audio vocal.  The language possesses a written system, the music a notation system; both require the person to know how to interpret them.  Every culture possesses its own language, its own music also possesses.  The language includes three components essentially: phonology (it is centered in the basic units of sound), syntax (norms to combine the words) and semantics (it forms in the one that the meaning is assigned to the sound sequences); the music seems to share these three elements, being able to speak of musical phonology, musical syntax and musical semantics.

As much in the music as in the language, the decodification of the message, therefore, the transmission of the emotional and semantic content, depends on the intonation, of the melodic contour, of accents, of changes in intensity and speed and in the expression way Edna Weale said (1997): "To language is spoken in to series of sound patterns which it plows comparable to music in the sense that speech there is meaning if it there is the right tempo, vibrations, key, inflections and stamps. The lives of these qualities the speech there are, the easier it is for the interpreter to reproduces it in another language."

Pinker (1997) mentions that “Rhythm is the universal component of music. People dances, nod, shake, jive, stride, clan, and snap to music, and that is to strong hint that music tap into the system of motor control" Nevertheless, this capacity is also essential when we speak, since part of the information communicates with the corporal language, that is to say, with facial expressions or movements of hands and body.

7. MOTIVATION

Every activity we do is motivated by something. Either it is our own need, feeling, wish, idea, interest (intrinsic motivation) or it is a duty, necessity, order, or promised reward (extrinsic motivation), the motivation is the basic and first “kick” to do something. In the process of teaching it is one of the most important tasks for teachers, especially those teaching children who, in comparison with adult learners, usually lack the motivation for learning, which is a claim based on my own experience.

According to Jeremy Harmer teachers have to “provoke interest and involvement in the subject even when students are not initially interested in it. It is by their choice of topic, activity and linguistic content that they may be able to turn a class around. It is by their attitude to class participation, their conscientiousness, their humor and their seriousness that they may influence their students. It is by their behavior and enthusiasm that they may inspire”.

I would go so far to say that motivation is an utterly essential part of successful learning and teaching. When we are well-motivated we try to do our best, which is the best presumption for a good result. Jeremy Harmer also says that “highly motivated students do better than ones without any motivation at all” Songs can help the teacher with the initial motivation because the fact itself that they are so pleasurable to listen to is motivational enough, motivation can be increased if we let the students choose their songs.

CHAPTER: III

PROPOSAL OF PLANNING THE COURSE

SYLLABUS

3.1. INTRODUCTION

Nowadays the knowledge of English is regarded as a requirement for higher education and good job opportunities in our country and others. In order this necessity, in primary and high schools is increasing the interest in starting the English language learning at early age. The FLORA PEREZ DE SAAVEDRA School in order to improve and follow their goals, as it was mentioned before, signed an agreement with UMSA (Universidad Mayor de San Andres) for teaching English at initial level and give they the opportunity to learn English as a foreign Language to children of kindergarten.

This project proposes activities to teaching dynamic English Vocabulary through children’s songs. For this reason, it proposes different kinds of activities, using songs, visual material, videos and tape recorder according to their age. In this opportunity it takes advantage of one of them because every lesson is supported by a song related to the topic and with visual materials that the topic requires, in order to improve the retention and increase the motivation according to the audio-visual aids.

For accomplish our purpose this project was focused on Active and Total Physical Response methods because both giving children the opportunity to be active participants and to develop their imagination in activities. Children have the chance to learn by doing. So they learn English through songs doing mimics and repetitions.

3.2. SYLLABUS DESIGN

This section presents syllabus content of topics covered in this English course through children songs at 4 to 5 years old children, it is very important to carry out a sequential learning of first and second language. When we planned the syllabus we thought that the topics ought to be interesting for children. In order to this we include activities such as funny activities, pair work and group work, song activities, in order to give optimal conditions, as stress free, environment and great interaction.

To carry out this syllabus design we work with Total Physical Response and Active methods because are appropriate for this purpose.

The choice of making songs parts of the syllabus was related with the many advantages that songs provide to a foreign language learning development children. The use of songs to teach vocabulary suggests many ways to teach children in a better way, due that songs motivate children’s intellectually, and emotionally. In order to motivate the children, we work with children’s songs; our principal activity in every lesson was teaching a song according to the topic.

In that sense we applied the following educational program, taking into account the identification of the learner’s need of knowledge, the definition of the syllabus content, and the evaluation of the student’s progress.

The syllabus design was divided in three stages, which included ten units and after each stage we took a test. Each unit was explained systematically, and the content included the following elements.

To continue we present a syllabus for the children to “Flora Perez the Saavedra” school. (Due to the length of the content only a syllabus is included in this section as example, the others syllabuses are in appendix A.)

SYLLABUS

SUBJECT: Basic English AGE: 4 – 5 years old LEVEL: Beginners. MODULE: One

CONTENT OBJECTIVE

“Greetings and Farewells”  To recognize greetings and to introduce

themselves.

“My Classroom”  To be familiar with classroom objects

“My Numbers”  To count from 1 to 10.

Module 1 ¡ Hello Teacher!

UNITS TOPICS ACTIVITIES MATERIALS EVALUATION

One Greeting and Teacher introduces the -Colors To ask children Farewells lesson showing time flash -Radio the correct card. -CD pronunciation of -Workbook English lesson. Two My Teacher turns on the Radio -Flash cards Classroom to children listen and learn -Photocopies To ask children a song. -Marker choose the correct -Board answer in a test. Three My Numbers Song Activity: Children learn a song.

3.3. OBJECTIVES 3.3.1. GENERAL OBJECTIVE

To teach English language as a dynamic subject through songs that focused speaking competence and physical movements, using different activities, materials and strategies with Total Physical Respond and Active methods at “Flora Perez de Saavedra” initial school.

3.3.2. SPECIFIC OBJECTIVES

 To create a real communicative contexts to practice English language  To develop interactivity into the classroom so that children can become actors in the learning process.  To sing songs with the vocabulary acquire according to the lesson.  To motivate children to speak and perform in English in front of many different people.  To use the creativity and student’s imagination to carry out some activities.

To continue we present a course program for children to “Flora Perez de Saavedra” school. This program present ten lessons; it was divided in three stages:

COURSE CONTENT

1st MODULE LESSONS TEST

¡Hello Teacher!  GREETINGS AND st FAREWELLS 1 TEST  MY CLASSROOM  MY NUMBERS

2nd MODULE LESSONS TEST

 MY COLORS

¡Painting my  MY GEOMETRICS nd SHAPES 2 TEST Shapes!  MY BODY  MY FAMILY

3rd MODULE LESSONS TEST

 MY FRUITS AND rd ¡I love my pet! MY VEGETABLES 3 TEST  MY ZOO  MY FEELINGS

3.4. JUSTIFICATION

Teaching is very important for the teachers and learners, in this sense we want to create new ideas in order to improve their teaching. The present project is oriented to show how useful are the Active and Total Physical Response Methods in the process of teaching English Vocabulary to Kindergarten children.

The guided work takes children because learning a new language at early age has advantages they have a surprising learning capacity to learn another language. Small children seem to learn very quickly, while adults sometimes appear to lose the ability to pick up new subject such as languages, music, games, or computer programs.

It is undoubtedly true that children seem to learn very quickly. In just a few years, they can learn how to play a musical instrument, speak one or even two new languages, and deal with many subjects at school. They even have time for sports and hobbies, and become experts in their favorite pastimes. In order to this Ph. Maria Montessori quoted “we discovered that education is not something which the teacher does, but that is it a natural process which develops spontaneously in the human being. It is not acquired by listening to work, but in virtue of experiences in which the child acts on his environment. The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child”.

Children possess the ability to learn fast and also increase their learning capacity. Children love songs and they like to stay in constantly movement for this reason we decided to work with Total Physical Response and Active methods because children respond to commands that required physical movements or actions. In order to achieve good teaching we decide to implement songs as an option to obtain good learners. After every lesson the children learn a song through pictures and movements related with the topic.

3.5. METHODOLOGY

The project takes into account the Total Physical Response and Active Methods, which lead us to reach our goals and aims in the ten basic lessons through children’s songs.

3.5.1. METHODS

In this project we work with Total Physical Respond and Active Methods because both methods are related with the physical activity and these methods help to the children to learning a new language in this case English. As we mention in chapter one TPR and Active methods take a learning process movement, acting which bring confidence and increase children’s interest and both methods show that the children learn best by doing at initial level.

3.5.2. MATERIALS

In order to help the children to internalize the lesson, we work with motivational activities after classes, for this commitment we use DVD, CD, TV, videos, flashcards, realia objects and visual aids. All of these were always use with the aim to reinforce and encourage the children in English language learning, based on Total Physical Response and Active Methods.

3.5.3. ORGANIZATION OF CLASS

In our classes the children sit around a table for six, it was useful for us to apply Total Physical Response and Active Method activities, because children need to interact with the partners and learn from each other, also the children worked in pairs to foster practice and further children friendship. Every student work with their material equipment as a workbook, a pencil, colors, ruler, rubber, crayons and photocopies that teacher provides them.

In order to motivate and keep children’s attention, we create activities with movements through songs and mimics. Taking into account our methodological system we apply the Total Physical Response (TPR) and Active method to develop our lesson plan as reflected the following.

 Children learned the basic vocabulary through Songs.  Children had constant motivation in the learning English.  Children learn English language through activities.

To continue we are going to provide a lesson plan as example of what was done during the project. Other lessons plans are included in the appendix section (Appendix B).

LESSON PLAN UNIT ONE

Subject: Basic English Grade Level: Preschool Education Age: Four and Five year old children Topic: “GREETING AND FAREWELLS”.

I. OBJECTIVES a) Linguistic Objectives . To learn the Greeting and Farewells. . To use possessive pronouns, “My, your” . To emphasize Greeting and Farewells pronunciation. b) Action Songs Objectives  To teach the vocabulary of greeting and farewells.  To contextualize vocabulary and make mimics.  To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes Teacher contextualizes the lesson by using posters and visual aids, explaining the differences between Spanish and English greeting and farewells.

Activity 1 Time: 10 minutes . Children stand up and practice with their partners.

Example 1 Ss1: Good Morning Ss2: Good morning. What is your name? Ss1: I am Nelson Ss2: Hello Nelson. I am Franz Ss1: Hello Franz Ss2: Bye Nelson Ss1: Bye Franz.

Activity 2 Time: 30 minutes  Children listen song “What’s your name” Three times.  Children hum the song. . Children color worksheets.

FOLLOW UP Activity 3 Time: 30 minutes . Children learn to sing the greeting song. . Children make movements according the song.

WHAT’S YOUR NAME?

Hello, hello, Hello, hello, hello. Hello, hello, What’s your name? Hello, hello,

Hello, hello, hello. Hello, hello, My name is…

Source: Little tots 1

Each lesson plan presents linguistic objectives and action song objective, in order to improve the student’s learning. The material used during the activities helped to the implementation of the task as follows:

 Flash cards according to each lesson. (Appendix C) For examples greetings, numbers, colors, the family, fruits, vegetables, feeling, the body, object of the class, the animals and geometrics shapes flash cards.  Dora’s Video (Appendix C)  Hand outs to children fulfil (Appendix D).  Tests for three stages (Appendix E).

Flash cards and visual aid were prepared in order to facilitate the children learn the vocabulary required in each lesson. The real-life materials are for train the student’s language skill, such as listening and speaking. In order to help the learners to take an active role in the learning process.

3.5.4. EVALUATION

Children evaluation is a process that allows us to know, analyze and to think about the process and the outcomes of the teaching and learning process of a child or a group of them. Evaluation is a systematic and permanent process of reflection and judgment of

57 the assessment practice, in order to guide, regulate and improve the process of education.

Evaluation helped the teacher to get the feedback about the efficiency of the methods in learning and teaching process, it also provided information to use for the future direction of classroom practice, for planning courses.

There are three formative, summative and diagnostic evaluations.

a) Diagnostic evaluation

Diagnostic evaluation occurs at the beginning of the school year, and at the beginning of any teaching process and also before a unit of instruction. Its main purposes are to identify students who lack prerequisite knowledge, understanding, or skills so the remedial help can be arranged. At the beginning of the project, children have been diagnostically evaluated through oral questionnaire that gave an insight at the children’s attitude towards the English language.

b) Summative Evaluation

TICAL (2009) quoted “Summative evaluation occurs most often at the end of a unit of study. Its primary purpose is to determine what has been learned over a period of time to summarize children’s progress”. According to this project children are evaluated at the end of the class.

Everyone was evaluated in each class, before to get into the classroom, at the beginning, during the class and at the end. In order to practice and not to forget the lesson. It was teacher’s strategies to evaluate student’s performance in class.

 Participation. It was the most important part of the assessment according to the method which being developed. Observation cards, children’s work and test show in the appendix section F and G.

c) Formative Evaluation

According Educarchile 2014 “Formative evaluation is an ongoing classroom process that keeps children and teacher informed of the children progress. The main purpose of this formative evaluation is to improve children’s instruction. Now this evaluation must be done all the time by observing children’s attitude toward songs, group work and individual work. In this way any possible problem can be detected and solution can be applied.”

In this research project, formative evaluation was carrying out every day through songs after every lesson, and through test every three lessons. At the end of the project, children had a demonstration where they show the progress to the school. In this opportunity were present teachers, family parent’s, Lourdes María Quispe Alvarado Director of the school, Mgsc. Maria Eugenia Sejas Ralde professor at University as my tutor.

These evaluations took place according to the following chronogram:

CHRONOGRAM OF ENGLISH TEST

DAILY MODULES UNITS MONTHS EVALUATION TEST

FIRST . Greeting and Oral presentation MAY MODULE farewells March Pair Work 1ST TEST . My April Group Work Multiple classroom May Sing a song Choose . My numbers according to the Oral Test lesson.  My colors SECOND  My Oral presentation AUGUST MODULE geometrics June Pair Work 2ND TEST shapes July Group Work Multiple  My body August Sing a song Choose  My family according to the Oral Test lesson.

THIRD  My fruits and September Oral presentation NOVEMBER RD MODULE vegetables October Pair Work 3 TEST  My zoo November Group Work Multiple  My feelings Sing a song a Choose cording to the Oral Test lesson.

DEMONS-  Children November Sing a song every DECEMBER TRATION songs and course Children December Demonstration

According to the pre-school record. The three first tests and the final test were qualitative with letters A, B and C.

The test was oral and multiple choose through pictures because they do not know write and read, for this reason the children do not have numeral score because the score was written for example A = Excellent, B = Satisfactory, C = Pass.

The test was base on:

 Three multiple choose test, in which the applied their knowledge.  Oral tests, in which the students demonstrated their competence in English vocabulary learned during the classes.  Participation and daily evaluation, in which students participated individually, in pair and in groups. (See appendix E)

CHAPTER IV

ANALYSIS OF RESULTS, CONCLUSIONS AND RECOMMENDATIONS

4.1. ANALYSIS OF RESULTS

The general and specific objectives proposed in the course program and in the Project were obtained satisfactory through children’s songs with Total Physical Response and Active Methods, which were efficient for the children who have acquired a basic vocabulary in English.

The children demonstrated their enthusiasm and interest to learn English as foreign language in their classes. We could also observe that they were involved with the English classes step by step. It was of vital significance to the learner to participate in activities in order to be active learner.

In the learning area, they were so exited to songs; all of the children were really motivated to learn English. The songs improved children’s language use, inside and outside the classroom, as well as the knowledge of the words. Children were so confident to speak, they were not afraid to make mistakes. In this way the main objective which was “to determine the effectiveness of children songs in the teaching and learning process of English vocabulary and the way these songs motivate children” was successfully achieved.

This research work has been done to offer children the opportunity to learn English vocabulary through songs. It is a pleasure for me and a reason of great satisfaction to say all the objectives were successfully fulfilled and all what expecting to do was done.

The Guided Work “Teaching Basic Vocabulary through Children’s Songs” at Flora Perez de Saavedra obtained goods results. To continue we have a pie about the final evaluation in the demonstration to confirm this result:

RESULTS OF THE FINAL TEST

NIVEL DE APROVECHAMIENTO

45% A= Excelente 49% B= Satisfactorio C= Suficiente

(In appendix H, we can see graphics of every course.)

The pie of chart shows that 45 percent of the students have the grade A. This means that these children have learned English vocabulary at an excellent level. The 49 percent have the grade B, this means that these children learned at a very good level and finally the 6% percent of student have the grade C, this means that these children have learned English at a regular level. This graphic is the results of all the year work and the finally evaluation based in a demonstration in the school as we mention before.

4.2. CONCLUSION

We experiment a flood of feelings, some of wonder and joy and other of confusion and of being overwhelmed and wondering whether we can ever measure up to the needs of our child.

This work has been done to help and motivate children 1st and 2nd section of kindergarten at public school to learn English vocabulary through children songs at “Flora Perez de Saavedra” school.

The use of the children songs in the process of teaching and learning was so successful. In the teaching area this songs gave the teacher the opportunity to teach many things, the songs are so useful and can be adapted easily to teach other subject. At the same time the songs offered the teacher a way to bring fun to the class and motivate them.

The atmosphere created by the song, the friendship, the fun, etc, helped to much. The everyday songs and the feedback helped to reinforce memory. Children were highly motivated by the song to learn English in a happy and enjoyable way. Every class children were waiting to learn a new song and have fun. I never imagined about the great positive influence that song had on children to learn, speak and attend to English class. The teachers of this school after saw the attitude of the children to the song also apply song in their class for teaching their lesson.

At the time when we put into practice this project; we had some difficulties along the way. The parent’s economic situation was an important factor in these English language learning procedures, the teacher professional jealous for this reason we work with seven courses. The English class was carry out in teacher and auxiliary teacher presence. The technique of the music that we applied generated the motivation and all the time the children were actively involved in learning process.

It is important to highlight that Songs reinforced, in a dynamic way the learning process all the year. The songs play an important role during the English class, because the children performed each song with action and mimics and through this, the children response to new commands, due to the approach applied from Total Physical Response.

The children showed their interest and enthusiasm to learn English during every class through songs because they like it. The Physical Response approach was applied in each lesson with the aim to communicate not only with the teacher, but also with the students. Working in pairs and in groups was a very important way to cooperate and communicate among themselves as it was in the audio visual room.

For obtained goods results in this research we worked with songs and visual materials because are very important for both teachers and students to be more successful. It is no possible to deny the need and importance of using songs in foreign language teaching process.

4.3. RECOMMENDATIONS

I hope this Guided Work would be helpful for all educational community, and I want to give my kind recommendation to who have the opportunity to change the education in Bolivia.

I consider very important to introduce the teaching of English as a foreign language, as subject for the curriculum of public primary school from kindergarten to 6th secondary, without any exception. It was proved that children can learn easily a foreign language at early stages of their lives. So we can not deny public school children this opportunity to success in the live.

Children songs can be introduced to teach vocabulary, speaking, grammar, etc, not only to the children, also young, adult and ancient people. In this way I want to give an idea for more researches in the area of teaching through songs.

In order to obtain good results in the English teaching is important to prepare our English material with pictures, photos, real-objects (realia), TV, videos, songs and games, that children like.

Another kind piece of advice for all the language teachers is to apply songs in their daily class for every lesson, because it will motivate student to give their best effort in the learning. Through songs also we can teach the four skills. So the class will turn interesting, enjoyable and challenging.

We would suggest that it would be wise to continue the agreement with Universidad Mayor de San Andres which is not only going to benefit students of Linguistic and languages Departments to obtain their degree, but also help to children who are willing to learn English language and be prepared for the future.

Finally, I have to thank those parents who always looked for their children education, giving them the opportunity to learn a foreign language. And also the “Flora Perez de Saavedra” school for their labor in the children education. Also I want to express my deep gratitude to the children that give me their unconditional love, friendship, and because they gave me the opportunity to accomplished my purpose.

BIBLIOGRAPHY

. Asher, James (1966) “The learning Strategy of the Total Physical Response” A Review, in: The Modern Language Journal. . Brown, Douglas (1991) “Principles of Language Learning and Teaching”. Englewood Cliffs, NJ: Prentice – Hall. . Brumfit, C.J. and Johnson K. (1998) “The Communicative Approach to Language Teaching” Oxford University Press New York. . Cook, Guy (1995) “Principle and Practice of Applied Linguistics” Oxford University Press. . Carter, Ronald and McCarthy Michael (1991) “Vocabulary and Language Teaching” London - New York. . Córdova, Lima Tania (2007) “Teaching English Language Vocabulary through Communicative Games to 5 year old Children of the Centro de Orientación Femenina of La Paz City”. Carrera de Lingüística e Idiomas. La Paz-Bolivia. Guided Work. . Dagmar, Šišková (2008) “Teaching Vocabulary through Music” Masaryk University in Brno. . Del Castillo, Salazar Quika Antonia (2010) “Teaching English Vocabulary through the Total Physical Response and Communicative Approach” SOS. Carrera de Lingüística e Idiomas. La Paz-Bolivia. Guided Work. . English book “Gogo Loves English” number 1, the new edition of Longman. . English textbook (2000) “New Parade 1”, Longman . English textbook (2000) “OKAY 1”, La Hoguera editorial. . English texbook (2006) “Adventure 1” Printed in the United States of America . Finocchiaro, M & Brumfit (1983) “The Funtional-Notional Approach: from Theory to Practice”, Oxford University Press. . Fraida Dubin and Elite Olshtain (1997) “Course Design” Cambridge University Press. . Gutiérrez, Corredor Ana Brígida (2011) “Educación Musical” Granada.

. Gaims, Ruth and Redman Stuart (1993) “Working with Words” A guide to teaching and learning vocabulary. Cambridge University Press. New York. . H.H. Stern (1994)”Fundamental Concepts of language Teaching” Oxford University Press. . Hilari, Cayami Mary Cintya (2009) “Audio-Visual Sources to Teaching English Vocabulary to Pre-school children at Hermann Gmeiner School” Carrera de Lingüística e Idiomas . La Paz-Bolivia. Guided Work. . Hedge, Tricia (2000) “Teaching and Learning in the Language Classroom” Oxford University Press. . Hernández, Sampieri Roberto (1998) “Metodología de la Investigación” McGraw-Hill Interamericana Mexico. . House, Susan (1997) “An Introduction to Teaching English to Children” Richmond Publishing- London. . Harmer, Jeremy (1993) “The Practice of English Language Teaching”. Longman Publishing. New York. . “Informe Técnico de al Unidad Educativa Flora Pérez de Saavedra” (2009). La Paz, 20 de Agosto. . Littlewood, William (1994) “Teaching Oral Communication” Oxford Uk & Cambrige USA. . Lavanchy, Sylvia (2010) “La Edad Optima para el Aprendizaje” . Murphey, Tim (1995) “ Music and Song” Oxford University Press. New York. . Nueva Ley de la Educación Boliviana (2006) “ Avelino Siñani y Elizardo Pérez” Documento consensuado y aprobado por el Congreso Nacional de Educación Sucre, 10 al 15 de julio de 2006. La Paz – Bolivia. . Nunan, David (1995) “Language Teaching Methodology” Phoenix ELT prentice Hall International. . Phillips, Sarah, S. (1993) “Young Learners” Oxford University Press. . Reilly, Vanesa and Word M Sheila (1997) “Very Young Learners” Oxford University Press. New- York.

. Ronald V. White (1995) “The ELT Curriculumt” Oxford, UK & Cambridge USA. . Schmitt, Norbert and McCarthy Michael (1997) “Vocabulary Description, acquisition and Pedagogy” Cambridge University Press, New York-USA. . Scott A., Wendy and Ytreberg H. Lisbeth (1994) “Teaching English to Children” Longman Publishing - London - New York.. . Sejas, Ralde María Eugenia (2001) “Diseño Curricular Carrera de Lingüística e Idiomas” La Paz - Bolivia . Sejas, Ralde María Eugenia (2011) “Creative Writing” La Paz – Bolivia . Sillerico, Marquez Edith M. (2009) “An Alternative English Course through the Total Physical Response Method at S.O.S. Aldeas Infantiles” Carrera de Lingüística e Idiomas. La Paz-Bolivia. Guided Work. . Steven P. Shelov (1991) “Carring For Your Baby And Young Child”.The American academy of Pediatrics. . Widodo, Handoyo Puji (2005). “Teaching Children Using a Total Physical Response (TPR) Method: Rethinking” . Usborne Science (1995) “Understanding Your Brain”. Usborne House, London. . Vale David with Feunteun Anne (1995) “Teaching Children English”. Cambridge University Press. . Griffee, D. T. (1990). “¡Hey baby! Teaching short and slow songs in the ESL classroom”. TESL Reporter, 23(4), 3-8.  Poppleton, C. (2001). “Music to our ears. American Language Review”.  TICAL (2009). “Position Paper on Assessment for Learning from the Third International Conference on Assessment for Learning”. Dunedin, New Zeland, March. En Wiley. Editorial, Appendix. Educational Measurement: Issues and Practice. Vol. 2.

ELECTRONIC SOURCES:

. edulibre.wordpress.com/.../las-mejores-estrategias-para-la-enseñanza-... . Wikipedia.com . www.cosasinfantiles.com/d-canciones-ninos.html - . http://coe.sdsu.edu/people/jmora/ALMMethods.htm#Functional . www.wikipedia.com/applied linguistics/methods of language teaching. . Robles Andrea del Carmen Mijangos www.monografias.com › Educacion . Shelley: 2005, Montessory: 1998 . www.vitamina.cl/intranet/admin/plantilla.php . Active Method Active Teaching Active Learnig PDF . Educarchile. «Evaluación formativa». Consultado el 3 de junio de 2014. . Gaceta Oficial No. 5.662, Extraordinario del 24 de septiembre del 2003. . http://www.teachingenglish.org.uk/think/pron/song_pron.shtml . All content ©Geoff Petty 2015. Website by Kurtz Design

SYLLABUS

SUBJECT: Basic English AGE: 4 -5 Years old LEVEL: Beginners MODULE: One

CONTENT OBJECTIVE

“Greetings and Farewells”  To recognize greetings and to introduce

themselves.

“My Classroom”  To be familiar with classroom objects

“My Numbers”  To count from 1 to 10.

Module 1 ¡ Hello Teacher!

UNITS TOPICS ACTIVITIES MATERIALS EVALUATION

One Greeting and Teacher -Colors To ask children the Farewells introduces the -Radio correct pronunciation lesson showing -CD of English lesson. Two time flash card. -Workbook My Classroom -Flash cards To ask children choose Teacher turns on -Photocopies the correct answer in a Three the Radio to -Marker test. My Numbers children listen -Board and learn a song.

Song Activity: Children learn a song.

SYLLABUS

SUBJECT: Basic English AGE: 4 -5 Years old LEVEL: Beginners MODULE: Two

CONTENT OBJECTIVE

“My Colors”  To identify the colors.

“My Geometrics Shapes”  To distinguish and drawing shapes.

“My Parts of Body”  To identify the body parts in the real

context.

Module 2 ¡Painting my Shapes!

UNITS TOPICS ACTIVITIES MATERIALS EVALUATION

Four My Colors Teacher introduces -Colors To ask children the the lesson showing -Radio correct pronunciation time flash card. -CD of English lesson. Five My -Workbook Geometrics Teacher turns on -Flash cards To ask children Shapes the Radio to -Photocopies choose the correct Six children listen and -Marker answer in a test. learn a song. -Board My Body Song Activity: Children learn a song.

SYLLABUS

SUBJECT: Basic English AGE: 4 -5 Years old LEVEL: Beginners MODULE: Three

CONTENT OBJECTIVE “My Happy Family”  To recognize family members.

“My Fruits and Vegetables”  To identify and recognize the fruits and

vegetables.

“My Zoo”  To name the farm animals.

“My Feelings”  To identify faces with different feelings.

Module 3 ¡I Love my Pet!

UNITS TOPICS ACTIVITIES MATERIALS EVALUATION

Seven My Family Teacher introduces -Colors To ask children the the lesson showing -Radio correct time flash card. -CD pronunciation of Eight My Fruits and -Workbook English lesson. Vegetables Teacher turns on the -Flash cards Radio to children -Photocopies To ask children Nine My Zoo listen and learn a -Marker choose the correct Ten My Feelings song. -Board answer in a test.

Song Activity: Children learn a song.

LESSON PLAN UNIT ONE

Subject: Basic English Grade Level: Preschool Education Age: Four and Five year old children Topic: “Greeting and Farewells”

I. OBJECTIVES a) Linguistic Objectives . To learn the Greeting and Farewells. . To use possessive pronouns, “My, your” . To emphasize Greeting and Farewells pronunciation. b) Action Songs  To teach the vocabulary of greeting and farewells.  To teach the vocabulary to presentation themselves.  To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes Teacher contextualizes the lesson by using posters and visual aids, explaining the differences between Spanish and English greeting and farewells.

Activity 1 Time: 10 minutes . Children stand up and practice with their partners. For example:

Example 1 Ss1: Good Morning Ss2: Good morning. What is your name?

Ss1: I am Nelson Ss2: Hello Nelson. I am Franz Ss1: Hello Franz Ss2: Bye Nelson Ss1: Bye Franz.

Activity 2 Time: 30 minutes  Children listen to song “What’s your name” Three times.  Children hum the song. . Children color worksheets.

FOLLOW UP Activity 3 Time: 30 minutes . Children learn to sing the greeting song. . Children make movements according the song.

What’s your name?

Hello, hello, Hello, hello, hello. Hello, hello, What’s your name? Hello, hello, Hello, hello, hello. Hello, hello, My name is… Source: Little tots 1

LESSON PLAN UNIT TWO

Subject: Basic English Grade Level: Preschool Education Age: Four and Five year old children. Topic: “My Classroom”

I. OBJECTIVES a) Linguistic Objectives

. To learn objects class. . To ask and answer what is this? . To emphasize objects class pronunciation. b) Action Songs

 To teach the vocabulary of objects of the classroom.  To contextualize vocabulary and make mimics.  To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes

Teacher contextualizes the lesson by using flash cards and real objects, explaining the differences between Spanish and English pronunciation.

Activity 1 Time: 20 minutes

. Children sit in pairs and practice. For example.

Ss1: What is this? Ss2: It is a pencil Ss2: And what is this? Ss1: It is a rubber.

Activity 2 Time: 30 minutes  Children listen to song “It’s a pencil” Three times.  Children hum the song. . Children color worksheets.

FOLLOW UP Activity 3 Time: 20 minutes . Children learn to sing the song “It’s a pencil”.

“IT’S A PENCIL”

It’s a pencil It’s a pencil coming sing coming sing pencil, pencil, pencil pencil, pencil, pencil One, two, three One, two, three.

It’s a book It’s a book coming sing coming sing book, book, book book, book, book One, two, three One, two, three. It’s a chair It’s a chair coming sing coming sing chair, chair, chair, chair, chair, chair, One, two, three

One, two, three. It’s a table It’s a table coming sing coming sing table, table, table, table, table, table, One, two, three One, two, three.

Source: Little tots

LESSON PLAN UNIT THREE

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Numbers”

I. OBJECTIVES a) Linguistic Objectives.

. To teach numbers pronunciation. . To count the numbers from 1 to 10. . To answer to the question: How old are you? b) Action Songs . To teach the vocabulary numbers in English.  To teach the vocabulary jumping and singing as Indian.  To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes

Teacher presents the lesson by showing pictures with their respective number. It is important to explain to the children the use of numbers in every day activities.

Activity 1 Time: 20 minutes

. Children learn to ask and answer: How old are you? For example:

Ss1: How old are you?

Ss2: I am 5 years old. And you? Ss1: I am 5 years old too. Bye Ss2: Bye

Activity 2 Time: 30 minutes  Children listen to song “Ten little Indians” Three times.  Children hum the song. . Teacher provides children worksheet to found the numbers and color.

FOLLOW UP Activity 3 Time: 20 minutes

. Children learn to sing “Ten little Indians”.

TEN LITTLE INDIANS

One little, Two little. Three little Indians Four little, Five, little. Six little Indians Seven little. Eight little, Nine little Indians Ten little Indians boy. Source: Aprendiendo ingles ABC

LESSON PLAN UNIT FOUR

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Colors”

I. OBJECTIVES a) Linguistic Objectives.

. To learn the colors. . To ask and answer to the question: What color is it? . To emphasize the pronunciation. b) Action Songs . To teach the vocabulary colors of balloons. . To describe the colors pointing and singing a song. . To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes

Teacher introduces the colors lesson by using multicolored posters and visual aids. Teacher shows real objects of the classroom to internalize children knowledge about colors and motivate them to describe the colors of their clothes and objects of the classroom.

Activity 1 Time: 20 minutes . Teacher provides children pictures and they tell the color of their card for example:

Ss1: What color is it? Ss2: It is red. Ss2: What color is it? Ss1: It is orange.

Activity 2 Time: 30 minutes  Children listen to song “Colors” Three times.  Children hum the song. . Teacher provides children worksheet to color the rainbow.

Follow Up Activity 4 Time: 20 minutes

. Children learn to sing “Colors”.

COLORS

Red and yellow, blue and green Blue and green, blue and green. Red and yellow, blue and green Red, blue and green.

Source: Little Tots.

LESSON PLAN UNIT FIVE

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Geometric Shapes”

I. OBJECTIVES a) Linguistic Objectives.

. To name the geometric shapes in English language. . To recognize the geometric shapes. . To teach pronunciation about the different geometric shapes. . To answer the question: What geometric shape is it? b) Action Songs . To teach the vocabulary about different geometric shapes in English. . To sing everyone with their favorite shape. . To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes Teacher introduces the lesson showing Geometrics Shapes in real context also flashcard. Teacher shows real objects of the classroom to internalize children knowledge about geometric shapes and motivate them to describe the shape of the classroom objects. Activity 1 Time: 20 minutes . Teacher asks everyone: What geometric shape is it? The children answer the question.

. Children make the same question between them. Ss1: What geometric shape is it? Ss2: It is a circle. Ss2: What geometric shape is it? Ss1: It is rectangle.

Activity 2 Time: 30 minutes  Children listen to song “Lost my Shape” Three times.  Children hum the song. . Children color their worksheet about the Geometric Shapes.

FOLLOW UP Activity3 Time: 20 minutes

. Children learn to sing “Geometric shapes”.

Lost My Shape

Lost my circle. What do I do? Lost my square. What do I do? Lost my triangle. What do I do? Skip to my Lou my darling.

Source: www.kidssoup.com/Shapes.../shapes-lesson-activ.

LESSON PLAN UNIT SIX

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Body”

I. OBJECTIVES a) Linguistic Objectives.

. To learn English vocabulary about parts of the body. . To recognize everyone their body. . To use plural and singular. b) Action Songs

. To teach the vocabulary of parts of the body. . To point parts of their body singing. . To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes

. Teacher introduces “My Body” lesson using a poster and visual aids. Teacher talk about the functions of each part of the body. Also explain plural and singular nouns.

Activity 1 Time: 20 minutes

. Children listen and repeat the body parts using a CD. . Teacher asks the children: Are you happy? The student answer and say if you are happy touch your nose. . Children say the same to their partners and practice with them. For example:

Ss1: Are you happy? Ss2: Yes Ss1: Touch your head? Ss2: Are you happy? Ss1: No Ss2: Touch you foot.

Activity 2 Time: 30 minutes  Children listen to song “Touch your head” Three times.  Children hum the song.  Children color their worksheet about the body.

FOLLOW UP Activity3 Time: 20 minutes

 Children learn to sing “Touch your Head”

TOUCH YOUR HEAD

Touch, touch, touch your head Touch your head like me. Touch, touch, touch your nose Touch your nose like me. Touch, touch, touch your eyes Touch your eyes like me.

Touch, touch, touch your mouth Touch your mouth like me. Touch, touch, touch your face Touch your face like me.

Source: Little tots

LESSON PLAN UNIT SEVEN

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Family”

I. OBJECTIVES a) Linguistic Objectives.

. To learn English vocabulary about members of the family. . To recognize every member of their family. . To use possessive pronouns. “My, Your” b) Action Songs

. To teach the vocabulary about members of their family. . To point every member of their family to singing. . To sing, practice pronunciation and have fun. II. WARM UP Time: 20 minutes

. Teacher introduces “My Family” lesson using a poster about the family. Teacher talk about the functions of each member of the family. . Teacher talking about her parents using possessive pronouns. Then the students talk about their parents to using possessive pronouns.

Activity 1 Time: 20 minutes

. Children listen vocabulary in CD.

Children talk about their family. For example:

Ss1: My father is tall, and you father? Ss2: No, my brother is tall. Ss1: My brother too. Every student talks about their family with their partner.

Activity 2 Time: 30 minutes  Children listen song “Good Morning” Three times.  Children hum the song. . Children color their worksheet about the Family.

FOLLOW UP Activity3 Time: 20 minutes

. Children learn to sing “Good Morning” GOOD MORNING Good Morning father Good Morning mother Father and mother Good Morning family. Good Morning brother Good Morning sister brother and sister Good Morning family. Source: Little tots

LESSON PLAN UNIT EIGHT

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Fruits and vegetables”

I. OBJECTIVES a) Linguistic Objectives.

. To learn English vocabulary about fruits and vegetables. . To ask question by using “What is this?, What is that? . To talk about likes and dislikes b) Action Songs

. To teach the vocabulary about fruit and vegetables. . To point in the flashcards every fruits and vegetables to singing. . To sing, practice pronunciation and have fun.

II. WARM UP Time: 20 minutes

. Teacher introduces “My fruits and vegetables” lesson by showing real fruits and vegetables also using pictures.

Activity 1 Time: 10 minutes

Ss1: What is this? Ss2: Is a banana. Ss2: What is this? Ss1: Is a pear.

Activity 2 Time: 10 minutes

. Children stand up and question to their friends. For example:

Ss1: Do you like onions? Ss2: No, I don’t like. Ss2: Do you like carrot? Ss1: Yes I like.

Activity 3 Time: 30 minutes  Children listen to song “Fruits and Vegetables” Three times.  Children hum the song. . Children color their worksheet about Fruits and Vegetables.

FOLLOW UP Activity 4 Time: 20 minutes

. Children learn to sing “Fruits and Vegetables”.

FRUITS AND VEGETABLES

Oranges, bananas. Potatoes and apples, carrots, and tomatoes all them help me to grow up all them help me to grow up Pears, onions, grapes,

lettuce and beans I love all the vegetables and the fruits too and the fruits too.

Source: Enjoy 1

LESSON PLAN UNIT NINE

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Zoo”

I. OBJECTIVES a) Linguistic Objectives.

. To learn English vocabulary about farm animals. . To learn English vocabulary about wild animals? . To use possessive pronouns. “My, Your” b) Action Songs

. To teach the vocabulary about animal. . To point in the flashcards every animal to singing. . To sing, practice pronunciation and have fun. II. WARM UP Time: 30 minutes

. Teacher introduces “My Zoo” lesson using pets, posters and talking about your favorite animal.

For example:

- Mi favorite animal is the rabbit. What is your favorite animal? - Every child answers this question.

Activity 1 Time: 20 minutes

. Teacher gives children animal picture. Teacher can divide children in four and five groups to make presentation, it is important to encourage children to talk about the name of animals in English.

Activity 2 Time: 30 minutes  Children listen to song “Old Macdonald” Three times.  Children hum the song. . Children color their worksheet about The Zoo.

FOLLOW UP Activity 3 Time: 20 minutes

. Children learn to sing “Old MacDonald”

OLD MACDONALD

Old MacDonald had a farm ee-eye, ee-eye oh And on his farm he had a duck, ee-eye, ee-eye oh With a quack, quack here and quack, quack there Here a quack, there a quack Everywhere a quack, quack Old MacDonald had a farm ee-eye, ee-eye oh And on his farm he had a cow, ee-eye, ee-eye oh With a moo, moo here and moo, moo there

Here a moo, there a moo Everywhere a moo, moo Old MacDonald had a farm ee-eye, ee-eye oh And on his farm he had a dog, ee-eye, ee-eye oh With a guau, guau here and guau, guau there Here a guau there a guau Everywhere a guau, guau Old MacDonald had a farm ee-eye, ee-eye oh And on his farm he had a pig, ee-eye, ee-eye oh With a oink, oink here and oink, oink there Here a oink, there a oink Everywhere a oink, oink.

Source: Aprendiendo ingles ABC

LESSON PLAN UNIT TEN

SUBJECT: Basic English GRADE LEVEL: Preschool Education AGE: Four and Five year old children. TOPIC: “My Feelings”

I. OBJECTIVES a) Linguistic Objectives.

. To learn English vocabulary about different feelings and moods. . To use the affirmative and negatives form of the verb “to be” to answer to the question: Are you happy or sad? . To emphasize the pronunciation. b) Action Songs

. To teach the vocabulary about feelings. . To make faces according to the song. . To sing, practice pronunciation and have fun. II. WARM UP Time: 20 minutes

. Teacher introduces the lesson, talking about feelings and showing the children pictures with different gestures that express diverse feelings and moods.

Activity 1 Time: 20 minutes . Teacher explains the children the affirmative and negative form of the verb “to be” to answer to the question: Are you…?

Example: Ss1: Are you happy? Ss2: Yes, I am. And you? Ss2: No, I am not happy.

Activity 2 Time: 30 minutes  Children listen song “How are you” Three times.  Children hum the song. . Children color their worksheet about Feelings.

FOLLOW UP Activity 3 Time: 20 minutes HOW ARE YOU?

How are you? How are you? How are you? How are you? How are you? How are you? I am happy. I am happy. I am happy. I am happy. How are you? How are you? How are you? How are you? How are you? How are you? I am sad. I am sad. I am sad. I am sad. How are you? How are you? How are you? How are you? How are you? How are you? I am angry. I am angry. I am angry. I am angry. Source: www.youtube.com/watch

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GREETING AND FAREWELLS

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MY CLASSROOM

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MY NUMBERS

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MY COLORS

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MY GEOMETRICS SHAPES

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MY BODY

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MY FAMILY

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MY FRUITS

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MY VEGETABLES

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MY ZOO

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MY FEELINGS

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LESSON ONE

GREETING AND FAREWELLS Color the pictures

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Hello Bye

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LESSON TWO

MY CLASSROOM Color the pictures

Teacher

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LESSON THREE

MY NUMBERS Color the numbers

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LESSON FOUR

MY COLORS Color the pictures

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LESSON FIVE

MY GEOMETRIC SHAPES Color the geometrics shapes

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LESSON SIX

MY BODY Color the picture

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LESSON SEVEN

MY FAMILY Color the pictures

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LESSON EIGHT

MY FRUITS Color the fruits

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LESSON EIGHT

MY VEGETABLES Color the vegetables

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LESSON NINE

MY ZOO Color the pictures

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LESSON TEN

MY FEELINGS

Color the pictures

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FIRST ENGLISH TEST NAME:

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SECOND ENGLISH TEST NAME:

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THIRD ENGLISH TEST NAME:

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DIAGNOSTICO DE LA INSTITUCION “FLORA PEREZ DE SAAVEDRA”

Ubicación:………………………………………………………………………………… Año de Fundación:………………………………………………………………………. II INFORMACION

1. ¿Le gustaría implementar la materia de Ingles en esta institución? SI NO 2. ¿Por qué le gustaría implementar la materia, o por qué no?

R.……………………………………………………………………………………… 3. ¿Qué método de enseñanza utilizan los profesores? R.……………………………………………………………………………………… 4. ¿Desde cuando le gustaría iniciar? R.……………………………………………………………………………………… 4. ¿Cuál es la asimilación del estudiante? R.……………………………………………………………………………………… 5. ¿Con niños de que edad se trabaja? R.……………………………………………………………………………………… 6. ¿Hay niños especiales en la escuela? R.……………………………………………………………………………………… 7. ¿Considera importante el aprender ingles desde pequeños? SI NO 8. ¿Por qué cree que es necesario aprender ingles? R.………………………………………………………………………………………

GRACIAS POR SU TIEMPO

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ENTREVISTA A LA DIRECTORA

Nombre de la Directora:………………………………………….

1. ¿Cuántos cursos tiene la escuela?

R.……………………………………………………………………………………… 2. ¿Cuántos grados existe en la escuela? R.……………………………………………………………………………………. 3. ¿Cuántos niños están inscritos en la escuela? R……………………………………………………………………………………… 4. ¿Cuántos son niños? R……………………………………………………………………………………… 5. ¿Cuántos son niñas? R……………………………………………………………………………………… 6. ¿Cuántos profesores trabajan en la escuela? R……………………………………………………………………………………… 7. ¿Cuentan las profesoras con auxiliares de aula? R……………………………………………………………………………………… 8. ¿Cuántas auxiliares trabajan en la escuela? R……………………………………………………………………………………… 9. ¿Quiénes componen el personal administrativo? R……………………………………………………………………………………… 10. ¿Cuenta con la materia de Ingles la escuela? R………………………………………………………………………………………

GRACIAS POR SU TIEMPO

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CUESTIONARIO PARA EL PLANTEL DOCENTE

1. Para que sus alumnos tengan un mejor aprendizaje ¿Cómo motiva a sus alumnos? A. Canciones B. Videos C) Ambos

2. ¿Utiliza material adicional para motivar su clase, como: juegos, canciones ó solo se basa en su Plan Curricular? A. Algunos B. Todos C) Ninguno

3. ¿Por qué utiliza esa forma de motivación? A. Es efectiva B. Es conveniente para los niños

4. ¿El resultado de aprendizaje y rendimiento de sus alumnos, son óptimos? A. SI B.NO

5. ¿Qué dificultades tienen los niños durante el aprendizaje? A. Es difícil tenerlos quietos B. Son hiperactivos C. No hay dificultades

6. ¿Conoce otras formas de motivación? ¿Cuáles son? R.………………………………………………………………………………………… 7¿Le gustaría que se dicte la materia de ingles en la escuela? A. SI B.NO 8. Si su respuesta es afirmativa ¿Por qué?

A. Los niños aprender rápido B. Les espera un mejor futuro

A. SI B.NO

GRACIAS POR SU TIEMPO

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CUESTIONARIO A PADRES Y ESTUDIANTES

CURSO: SELECCIÓN MÚLTIPLE

1. ¿Qué idioma habla usted? A) Castellano B) Aymara C) Quechua 2. ¿Considera que es importante aprender un segundo idioma? A) SI B) NO C) TAL VEZ 4. ¿Le gustaría que su hijo/a aprenda a hablar una lengua extranjera, como el Ingles? SI NO 5. ¿Existe la materia de Ingles en la escuelita de su niño? SI NO 4. Si su respuesta es negativa ¿Estuviera de acuerdo que en la escuelita “Flora Pérez de Saavedra” se enseñe el idioma ingles? SI NO PREGUNTAS PARA ESTUDIANTES 1. ¿Qué lengua hablas? a) Castellano b) Aymara c) Ambos 2¿Te gustaría aprender el idioma Ingles? SI NO 3. ¿Te gustaría que en tu escuelita se enseñe la materia de Ingles? SI NO 3. ¿Te gustaría aprender ingles a través de canciones? SI NO

GRACIAS POR SU TIEMPO

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163

164

165

166

167

168

169

170

171

172

173

174

175

176

177

178

179

180

181

EXAMEN FINAL

PRIMERA SECCION “B”

NIVEL DE APROVECHAMIENTO

12% 32%

A= Excelente B= Satisfactorio

56% C= Suficiente

PRIMERA SECCION “C”

NIVEL DE APROVECHAMIENTO

6% 27%

A= Excelente B= Satisfactorio 67% C= Suficiente

182

SEGUNDA SECCION “A”

NIVEL DE APROVECHAMIENTO

43%

A= Excelente 53% B= Satisfactorio C= Suficiente

SEGUNDA SECCION “B”

NIVEL DE APROVECHAMIENTO

33%

A= Excelente 63% B= Satisfactorio C= Suficiente

183

SEGUNDA SECCION “C”

NIVEL DE APROVECHAMIENTO

10%

45% A= Excelente

45% B= Satisfactorio C= Suficiente

SEGUNDA SECCION “D”

NIVEL DE APROVECHAMIENTO

4% 22%

A= Excelente B= Satisfactorio 74% C= Suficiente

184

SEGUNDA SECCION “E”

NIVEL DE APROVECHAMIENTO

38% A= Excelente 58% B= Satisfactorio C= Suficiente

RESULTADO FINAL DE LA PRIMERA Y SEGUNDA SECCION

NIVEL DE APROVECHAMIENTO

45% A= Excelente 49% B= Satisfactorio C= Suficiente

185

186

UNIDAD EDUCATIVA - FLORA PEREZ DE SAAVEDRA PRIMERO Y SEGUNDO - NIVEL INICIAL GRADO: PRIMER SECCION “A” ROJO

NO PATERNO MATERNO NOMBRE T 1 T 2 T3 F T 1. ANDRADE APAZA EDITH PAOLA B B B A

2. APAZA AGUILAR ABIGAIL VALERIA B B A B 3. ARIAS TORREZ JHULIANA BRISEIKA C C C C 4. BLANCO CHOQUEHUANCA JOSUE ISRAEL C C B B 5. BUSTILLOS MENDOZA DIANA PRISCILA A A A A 6. CALLE MALLCU VLADIMIR VICENTE A A A A 7. CALLE VELASCO MAYRIN CIELO B B B B 8. CASAS YUJRA GABRIEL JUAN C B B B 9. CLAURE TRUJILLO DIANA JAZMIN E. C C B B 10. CRUZ CHAVEZ LEONEL MATHIAS C C C C 11. ECHEVERRIA TORREZ SEBASTIAN MATEO C C C B 12. ESPEJO MAMANI ALEXANDER GABRIEL B B B B 13. FERNANDEZ VERA RAFAEL ALEJANDRO B B B B 14. FLORES BUSTAMANTE VALENTINA ALEJANDRA A A A A 15. FLORES CALDERON JAIME ANDY B B B A 16. FLORES CHOQUEHUANCA ERIKA FRANCIS C C C B 17. FRANCO FARFAN DENNIS JHAMIL C C C B 18. GONZALES PEREZ ALEJANDRA NAZARETH C B B B 19. HUANCA LOPEZ JOSE OMAR C C B B 20. LEAÑOS POQUECHOQUE GEORGIA NATALIA C C B B 21. LOPEZ COSSIO GILMAR EMANUEL 22. LOPEZ QUISPE JOEL JOSE C C C B 23. MEAVE SEJAS VALERIA LENCY B B B A 24. MENDEZ QUISPE KEVIN JUNIOR B B B A 25. OLVEA LOPEZ DIEGO IGNACIO C B B B 26. POMA FERNANDEZ JUAN CARLOS B B B B 27. QUIROGA QUIROGA MICAELA MILENKA B B B B 28. QUISBERT FLORES RUBEN DARIO C C C C 29. QUISPE ALIAGA JOSELIN JAZMIN A A A A 30. QUISPE VELIZ CARLOS ANDRES C C B B 31. SANCHEZ LUIS JHOJAN ALDAIR A A A A 32. URIA MAMANI FABRICIO RAMIRO B B B A 33. VALVERDE OSPINA NITHAY C C C C 34. VENEGAS CASPA JUAN IGNACIO C C B B 35. VILLCA CASTANON ADRIANA ESTELA C B B A

187

GRADO: PRIMERA SECCION “C” NARANJA

NO PATERNO MATERNO NOMBRE T 1 T 2 T3 F T 1. MOSCOSO SEBASTIAN YAWAR B A B B

2. SURCO CARLOS FERNANDO C C C B 3. ALANOCA CALLE VIDAL MARIO B A A A 4. ANGULO LOPEZ LESLY FABIANA B B B B 5. AVILES GONZALES ARLIN A A B B 6. CARVAJAL RIOS CAMILA ALEXANDRA A A A A 7. CASTILLO HUANCA SAHEL DELANEY B A B B 8. CHAMBI BALBOA JHOSELIN IRMA B A B B 9. CHOQUE CABRERA OSCAR EMILIO A A A A 10. DE LA RIVA ORTIZ YOSEP RENE A A A A 11. FLORES VARGAS JHOEL ALEJANDRO B A B B 12. GARFIAS OROPEZA DENZEL DYLAN A B A B 13. GONZALES TORRICO JOSÉ GABRIEL B B B B 14. GUACHALLA SURCO ANGELA MAGALY A B A B 15. GUTIERREZ ARANDA ANTHONY JOSUE B B B B 16. GUTIERREZ ARGANI NATIVIDAD JUSTINA C C C B 17. JUAREZ FLORES EILEEN B B B A 18. LEON ROJAS ARIANA MARISEL B B B B 19. LIMACHI CALLE DANIELA BOLIVIA B A B B 20. MAMANI TELLERIA CARLOS JAVIER B B B B 21. MONTEALEGRE NAVA TAIS RISELI C A B A 22. PATÓN LUNA NATALY B A B B 23. ROQUE MAMANI CARLA ANDREA B B B A 24. SALAZAR SURI CELESTE B B B A 25. SULLCATA TITIRICO BARINEA C B B B 26. TERRAZAS LUNA AIDE LAURA B A B B 27. TOLEDO CALLE ARACELY SCARLETH C B B B 28. TOLEDO PATTY CRISTIAN JHOEL C C C C 29. VALENCIA MARCA SANDRA NICOLE C C B B 30. VARGAS OROSCO ISABEL TATIANA A A A A 31. VARGAS PAZ NIELS MAURICIO B B B B 32 IPORRE RIVAS MIKAELA JAVIVI B B B B 33 MARTINEZ ANDREA C C C C

188

GRADO: SEGUNDOA SECCION “A” VERDE

NO PATERNO MATERNO NOMBRE T 1 T 2 T3 F T 1. CALANI ESTHENKA JULIA B B A A 2. ACHO HUALLPA ALEJANDRO CESAR A A A A 3. ALIAGA VARGAS YHOMAR FREDDY B B B A 4. APAZA APAZA BENJAMIN JOSE 5. APAZA MAQUERA JOEL FABRICIO B B B B 6. ARIAS VALENCIA SOL ANGEL C C A B 7. CALLIZAYA ALIAGA CARLA MERCEDES B B B B 8. CHOQUE BOLANOS SANDER ANGHELO A A A A 9. CLAROS SIRPA LUI S MARCELO C B B B 10. CORI YUJRA LEYDY KARLA A A A A 11. CRUZ ORTIZ ANDERSON RICKY B B B B 12. GARCIA ZULETT FRANK BRANDON C B B B 13. HUANACU MACHACA BRIGER JERRY B B B A 14. HUASCO CUSI ALEJANDRO ENRIQUE B B B B 15. HUAYGUA LIMACHI JOSETH NATALY C C C C 16. KOILLO TORREZ LUI S MARIO A A A A 17. LAUREL LIMACHI SAMUEL ERICK C B B B 18. LOPEZ MAMANI JOSE MANUEL B A A A 19. LUNA VELARDE GERAL JHONATAN B 20 MAMANI ALANOCA KAREN MILENKA B B B B KAREN MILENKA 21. MEDRANO PACHECO JHONNY ILIAN B A B B

22. QUIROGA QUIROGA LILIAN VANESA C B B B 23. QUISBERTH CHAVEZ VALERIA MONSERRATH B B A A 24. QUISPE MAMANI AYLIN KELYAN GABRIELA A B B B 25. SANCHEZ SEGOVIA ALEJANDRA VALERIA B B B A 26. SILVA GODOY GABRIEL ALEXIS C C B B 27. SURCO MARIÑO AVRIL CAMILA A A A A 28. TARQUINO ARELLANO ESDENKA AYLIN C C C B 29. VARGAS CUARITA ANTHONNY ALEJANDRO A B B B 30. VARGAS QUENTA JAIRO FORTUNATO B B B A

189

GRADO: SEGUNDA SECCION “B” CELESTE

NO PATERNO MATERNO NOMBRE T1 T2 T3 FT 1. AGUILAR CAMACHO JHAMIL ASBEL A B B B 2. AICA SANCHEZ LEONEL FRANCO B B B B 3. ALARCON QUIROGA ALVARO FABRICIO A A A A 4. ARANDA PACOSILLO FRANKLIM GUILLERMO A A A A 5. ARUQUIPA APAZA ALVARO GUSTAVO A A A A 6. BELTRAN CALLEJAS KATERINE KEYLA C C C B 7. CACASACA CHAMBI YANINA MARGOT B A B A 8. CAMACHO ROCHA ALEJANDRA ADSABI A A B A 9. CARPIO GUTIERREZ LAURA KARELIA B B B A 10. CONDORI MAMANI FRANZ JESUS B B B A 11. DAVILA TOLEDO ANGELO HANS A A A A 12. GALARRETA BARRON ENRIQUE HUGO C C C B 13. GONZALEZ MARTIN EZ ADRIANA BRISEYKA B A A A 14. LEYVA PRIETO CARMEN ROSARIO B A A A 15. MAMANI QUISPE PAMELA JAZMIN B A B B 16. MAMANI TELLERIA DANIELA JUDITH C A B B 17. MEDINA PATON DANIEL SANTIAGO A A A A 18. MIRANDA FLORES BEYKA POLET 19. MORALES CHOQUE EYLEN MONZERRAT C B B B 20. OROPEZA ESCOBAR ANTHONY JHOJAN B A A A 21. PATINO AVERANGA YESSICA YASMIN C C B B 22. POZO VARGAS CARLOS ANDRES C C C C 23. RAMALLO QUISPE LEONARDO GABRIEL B A B A 24. RAMIREZ PIZARROSO MAYA CONCEPCION B A B A 25. SAJAMA FERNADEZ NAIDELY CAM ILA A A B A 26. SALAS PORTUGAL ARNALDO OMAR A B A A 27. VASQUEZ MACHACA JOSE BENJAMIN A A B A 28. VASQUEZ MAMAN! ESMERALDA ABIGAIL C C B B 29. VASQUEZ TARQUI HEYDI BEATRIZ B B B A 30. ZAMORANO MARTINEZ JANETH ZARA CARLOTA C C B B 31. ZELEYA FLORES BELEN ANAHI B A B A

190

GRADO: SEGUNDA SECCION “C “AZUL

NO PATERNO MATERNO NOMBRE T 1 T 2 T3 F T 1. PRIMICIA ANDRES DAYNOR C B B B

2. ALCON LAURA MAYRA ROCIO A A A A 3. APAZA CHINO YAMIL ALI C C C C 4. AYALA LEAL ELIANA OFELIA A A A A 5. BAUTISTA HUANCA JHEREMY JHOSEP B B B A 6. HUANCA QUISPE DANIELA ALEXANDRA C C C B 7. LAURA AGUIRRE ROGER KENNI A B B B 8. LLUTA ARUQUIPA YANEL ANGELES B B B A 9. LOZA ROJAS LUIS ALBERTO C B B B 10. MARCA NUNEZ GABRIELA NICOL B B B A 11. MARTIN EZ FLORES ANDREA CAMILA 12. MENECES FLORES KATHERINE ALEJANDRA C C C B 13. OJEDA CORTEZ ADRIANA YUNESCA C C C C 14. PATINO HUANCA ALVARO GABRIEL A A A A 15. PUSARICO BATALLANOS DEYMAR BENJO C B B B 16. QUISBERT VILLEGAS ISAIAS VIDEL B B B A 17. QUISPE HUARACHI FRANKLIN JHAMIL A A A A 18. RAMOS AGUILAR JUAN DAVID C C B B 19. SOLANO ESPINOZA DANNER B B B B 20. SOLANO ESPINOZA DENNIS B B B B 21. SUNAGUA COPARI CATHERINE VERONICA B B B B 22. TORREZ QUISPE JHON BEISMAR A A A A 23. YAMPARA QUELALI JUAN DE DIOS DIEGO A A A A

191

GRADO: SEGUNDA SECCION “D” MORADO

NO PATEMO MATEMO NOMBRE T1 T2 T3 FT 1. ALANOCA QUISPE GUSTAVO GABRIEL 2. ALARCON CHAMBI ESTEISY MISHEL A A A A 3. BLANCO CABRERA DANIELA VALENCIA A A A A 4. CALLISAYA MACHACA NOELIA LILA B B B A 5. COARITE MAMANI BIANCA MARICEL A A B A 6. COARITE MAMANI BLANCA MELINDA A A A A 7. GUTIERREZ SAAVEDRA ALONDRA ROUSE B A B B 8. MACHACA CHURA ALEJANDRA MARGIORI A A A A 9. MILLARES QUISPE ERICK ROLANDO C B B B 10 MONZON CHAMACA JAIME SALVADOR A B B B 11. MORALES NINA DANIEL A A A A 12. QUISPE ALIAGA JULIO CESAR B B B A 13. QUISPE LLANQUE DAYANA AIDE C C C C 14. REGUERIN PEREZ MONICA MARIANA A B B B 15. RIVEROS ITUAPAZA AIDEE C B B A 16. ROJAS SOLIZ JONATHAN FRANZ A A A A 17. SAAVEDRA HUALLPA VANESA ESTHEFANY B B A A 18. SALAS CHURA MISHEL MELISA A A A A 19. SALAZAR DAVALOS ALAN ALFREDO B B B A 20. SALVADOR PATTY NOELIA LISBETH C B B B 21. SOLIZ UZEDA ALIZ CELESTE B B B A 22. VALDEZ VALLE SILVANA PAOLA A A B A 23. VARGAS LLAVILLA NELSON A A A A 24. VILLARROEL LLANOS MATIAS VLADIMIR A A B A

192

GRADO: SEGUNDA SECCION “E” AMARILLO

NO PATERNO MATERNO NOMBRE T 1 T 2 T3 F T 1. LOZA ELLIOT JESUS B A B B 2. ACARAPI CORONADO DAVID ANTONIO B A B B 3. ACHO BUSTILLOS ZENON NICOLAS A A B B 4. ALMANCY LOPEZ ADRIAN WILLIAM B B B A 5. CALDERON CARDOZO DANIEL ANGEL C B B B 6. CERRANO ARGANI MITSA NICOL 7. CONDORI HUAYHUA LUIS FERNANDO A A A A 8. GARNICA AGUILAR JANINE GEORGINA B B B B 9. GUARACHI SOTO MISHEL B A A A 10. GUTIERREZ ARANDA MARIA RENEE B A A A 11. MACUSAYA BAUTISTA JHOEL ADRIAN B A B B 12. MAMANI AUCA WALDO SEBASTIAN C C C C 13. MANCILLA CORDERO GONZALO BENJAMIN B A A A 14. MARQUEZ DIAZ HENDRICK FELIPE DE JESUS B B B B 15. MEJILLONES FERNANDEZ LUZ CLARA A A A A 16. MONRROY ALVAREZ KIMBERLY A A A A 17. NINA BLANCO RICHARD JUNIOR B B B A 18. PANCA MAMANI BRAYAN ISMAEL B B B A 19. PAZ MEJIA PRISCILA CLARET A A A A 20. RADA ROJAS J AQUELINE MARIBEL C B B B 21. ROSALES FERNANDEZ ROCIO A A A A 22. SANTA CRUZ PEREZ KARLA A A A A 23. SUAREZ HURTADO DONALD FERNANDO B B B B 24. TOLA TITO LUIS FABRIZIO A A A A 25. YANEZ VELASQUEZ MARIA BELEN A A A A

193

194

NIÑOS TRABAJANDO EN SUS AULAS DE INGLES

2da Sección “A” Niños coloreando “MY FRUITS”

2da Sección “B” Niños coloreando “MY VEGETABLES”

195

2da Sección “B” Niños coloreando “MY VEGETABLES”

2da Sección “C” Niños cantando “TEN LITTLE INDIANS”

196

2da Sección “E” Niños coloreando “MY BODY”

2da Sección “C” Niños coloreando “MY BODY”

197

”

2da Sección “A” Niños coloreando “MY BODY”

2da Sección “D” Niños coloreando “MY BODY”

198

2da Sección “D” Niños coloreando “MY BODY”

2da Sección “E” Niños coloreando “MY FAMILY”

199

Sala de Video “Aprendiendo con Dora”

200

Sala de Video “Aprendiendo con Dora”

201

Enseñando “MY BODY”

Enseñando “THE FRUITS”

202

1ra Sección “A” Niños Trabando en el aula. Coloreando “MY ZOO”

1ra Sección “C” Niños trabajando en el aula. Coloreando”MY ZOO”

203

DEMOSTRACION Y EVALUACION FINAL DE INGLES

1ra Sección “A” cantando “ALL THE FISHES”

1ra Sección “C” cantando “WHAT’S YOUR NAME”

204

2da Sección “C” cantando “CRAZY RABBIT”

2da Sección “C” cantando “TWINKLE, TWINKLE STAR”

205

2da Sección “C” cantando “I LOVE YOU”

2da Sección “D” cantando “OLD MCDONALD”

206

2da Sección “E” cantando “GOOD MORNING TEACHER”

Colaboración por parte de las Profesoras y Auxiliares

207

Palabras a cargo Lic. María E. Sejas Ralde (Tutor)

Palabras a cargo de la Directora del Establecimiento y de la Profesora de Ingles

208