UNIT 2.

ENGLISH CURRICULUM IN THE SECOND STAGE OF CHILDHOOD EDUCATION.

1 Language Development: Theories explaining.

Acquiring a foreign language is a slow process that serves a set of mechanisms that take place in the
psychic and mental development of every person. Among the different theories that attempt to
explain the acquisition of a second language include The monitor model of S. Krashen.
This model is based on five assumptions underlying the process of acquiring a second language.

First hypothesis, called the acquisition-learning hypothesis, indicates that there are two ways
through which you can get to master a second language acquisition and learning. The acquisition
takes place unconsciously when cominica person focusing on the meaning of what he says, rather
than how. Learning occurs when consciously studying a second language, that is, when focusing on
grammatical rules. Is no learning acquisition that allows full competition in another language is
reached.
Second hypothesis or the hypothesis of monitor, establishes the relationship between acquisition
and learning. Conscious awareness of grammatical rules, i.e, learning, acts as a monitor or amending
corrector in the event that you disagree with the learned rules.
Third hypothesis known as the natural order hypothesis, determines that grammatical structures
are acquired in a predictable sequence and some are acquired before others.
Fourth hypothesis, the hypothesis of imput, claims that language acquisition occurs when a
structure (imput) has slightly more information that already dominates. One of the most important
functions in the classroom is to introduce sufficient as a prerequisite for the existence of an
acquisition of the language.
The fifth hypothesis, the affective filter hypothesis states that the situation of having to learn a
second language in an artificial context creates an anxiety in the learner which causes the appearance
of what is called affective filter, which prevents learning the second language. The teacher should
reduce that filter through mechanisms of motivation and confidence.

2. Language learning in infancy: learning in context.

Think about how young children learn English as a second language in school considering the
phonological, morphological, semantic and syntactic aspects.
In those individuals who seek to acquire a second language, it seems that from the phonological
point of view of the child has a greater ability to perceive correctly to production of sounds in the
same way that a native child. In short, young children

only acquire the language they hear around

need to hear much English
see you, their teacher-as their new caregiver
listen and try to understand what you say
speak as the people whom they listen

In the kindergarten classroom implications are concrete, the discourse of English teacher should be
slow and marked by numerous pauses, full of stress and intonation contours. The aim of the teacher
is to draw students' attention to the most significant elements of the information provided, because,
in this way, it is easier to understand the message.

As far as morphology is concerned, the first thing you learn the language is progressive marker -ing
and after the -s plurals and the genitive.

On the use of the past, the irregular forms are acquired before the regular. While such a significant
element as the marker for the third person singular present forget to more advanced stages because
basically this element causes little interest in the child as far as communication is concerned.

As for the semantics, the child acquires new vocabulary in a foreign language tends to
"overgeneralize", ie, uses the same term for different concepts, but in reality is the lack of vocabulary
that causes this. The set of words used is simple and small and dominated by its closest substantive
context, verbs and adjectives generally related to the size and colours.

About syntax, the child begins taking its first steps with reference to the present time, with the
passage of time and practice, build more developed and correct syntactic structures in relation to the
past. Learning negative and interrogative sentences goes through several stages, from the most basic
component placement to the successful completion of these structures.

3. The halo of language: For the acquisition of a second language. Initiation of English in the
infant stage: Strategies and Resources.

3.1. Possibility of acquiring a second language.

Clearly the possibility of acquiring a second language at an early age, if anything the only thing to
take into account is that the child will start to talk more later if parents of bilingual children with
another mother tongue. In the other speakers can also start teaching a second language in the
educational environment, carrying out a series of strategies and methods.
So teaching English at early ages is a process that requires constant creativity as the work of
teachers is concerned. Also come into play the objectives and activities of the various methods of
teaching and learning that will serve to obtain more fruitful results.

3.2. Initiation of English in the infant stage: strategies.

Some of these strategies for learning a second language are:

A relaxed atmosphere lets children learn.

The movement should be part of the activities at these ages. Physical response activities encourage
understanding of the messages.
Experimentation and use of all the senses allows child learn better. They learn the best when they
are allowed to become partners in the preparation and organization of classes.
His ability to imitate is amazing, so you will always try to provide a good model.
The use and participation in the games is essential. Ensuring that the instructions are clear, simple
and direct, and, of course, play with them.
Show the materials previously used to arouse their curiosity and interest.
The stories stimulate their imagination and creativity, besides presenting the language in context.
Personal attention is very important at this stage, so learning their names is a good start.
It is essential to talk everything in English but can not seem to understand everything.
Oral messages should always be supported with pictures, gestures, objects, intonations and
gestures.
It is important to use positive reinforcement, so their motivation and self-confidence will increase.
The imagination and enthusiasm are innate in this age, so that should be utilized in achieving the
objectives.
You have to plan and carry out tasks involving mental and manual work such as cutting, colouring
and pasting.
Daily routines facilitate learning.
Use role resources accompanied with music and pictures always give excellent results.
Organize and participate in drama, in addition to dress, will help them learn the language in a more
natural way.
the comprehension ability is only equal to how quickly things are forgotten. The repetitions and
revisions should be part of everyday work in the classroom.
It should monitor their progress and make known.
Indirect correction naturally repeat correctly, is a very useful mechanism at these ages.
Young children love hearing songs, singing them and repeating them over and over again, so that
they should always be present in the classroom life.
We must create a unique space for English, decorated with motifs relevant for students.
Pets make their imagination, to lose one's inhibitions and help them to communicate much more
spontaneously.
One of the main objectives for this age group is to foster an open and positive attitude towards
learning English or other languages attitude.
Every day the teacher should be surprised with something new or different.
The teacher has to use a slow, clear and above all, natural language where intonation and gestures
are part of the message.

REMEMBER: Children learn English in the classroom while:

they are listening instructions.

They are active and enjoy doing things in English.
They use non-verbal cues (gestures) to interpret the meanings.
They are used to understand the general meaning.
They prepare to interact verbally.
They assimilated pronunciation and intonation with correct patterns.

3.2. Initiation of English in the infant stage: resources.

The great influence exercised by learning foreign languages, especially English, about teaching has
led to the creation and evolution of a large number of tools and memories to facilitate the
educational work inside and outside the classroom.
For teaching English at an early age are essential materials and tools to stimulate the interest of
students, that improve the teaching and learning and are useful to create communicative situations as
real as possible for with them activate the expression and oral comprehension.
In the kindergarten classroom tools, materials and resources can be divided into: tools and materials
that can be found in all kindergarten classrooms, tools and equipment specific area of English,
audiovisual tools, technology tools and resources, materials real, and fabricated by the students.
Examples of teaching materials and classroom resources for teaching English.

1Tools and materials can be found in all kindergarten classrooms: stuctures, small theaters and
puppets, stories, crayons, puzzles, dress up clothes, colored chalk, themed plates, etc.
2Tools and equipment specific area of English: Textbooks, supplementary materials, adapted
stories, videos and DVDs, visual material (photographs, flascards, sheets, etc), CD, etc.
3Audivisuales Tools: TV, video, digital cameras, video cameras, CD players, etc.
4Tools and technological resources: computer, whiteboard, overall specific software.
5Authentic Material: Coins, stamps, postcards, magazines, newspapers, containers, toys, stickers,
etc.
6Material created by students: Designs, cards, masks, cutouts, stories, collage, etc.
7

4. Activities Listen and do.

Elaborating more on the strategies for the acquisition of a second language, one of the most
important is known as "listen and do" (listen and do).

4.1. Give instructions in English.

It is very easy to use the mother tongue of the students to stand up or walk around the classroom to
prepare for another activity. It is usually easier and faster. But your goal is to teach English, do not
go fast. At first, as you tell them in English what you want to do, you can use gestures and show
them what you want. After a few days you will understand without gestures and will have learned
much English.

ACTIVITY.

Look at the following expressions on the next page. Choose some that you could use in your classes.

Sitting down and standing up. OK, everybody, stop talking now and listen
carefully.
Come please and sit down. OK, plase stand up. And don't make too much
OK- sit down now please. noise.
Sit down together at your tables. Everybody up! That's up!
OK- everyone- sit down quiet. Stand still! Don't move!
Ana- sit down over there- with your friend. Stay in your places! Stay where you are.
Anuska, turn round and face the front.
Moving around.

Right, Lucas, can you come here, please?
OK, come out here to the front of the class.
OK, your group, come up to the front.
Right, now, you, you, and you come over here.
Now, get into a line. Stand in a line.
I want you to make two lines, along here...
Like this.... one behind the other...
Let's see .. moveup a bit... good... that's nice
and straight!
Can you make a circle? A nice round...circle.
Good!.
Not too close.... a bit further apart... step back a
bit, that's better!
Jaime... come forward a bit.... yes, that's it!

4.2. Listen and identify.

When children do listen and identify type activities "Listen and identify" are:

practicing basic language skills: listening comprehension

comprising words and phrases.
Expanding your vocabulary.
Recognizing meaning and sound simultaneously.

To extend vocabulary with these activities can be used:

classroom and all things that are in view of children as posters, pictures, and picture cards
(flashcards).
Coloured blocks to the vocabulary of colours and sizes.
Fruit, cookies or candy.
Objects that children draw or with paper, clay or other materials.

Generally such activities "listen and identify" are divided into two phases:

1.1. Speak to the children of things whose names you want to learn.
2.
3.Examples:
Look, here's my bag. Now, What have I Look.... I'll open it.
got in here? Here are my pencils.... some coloured
There's a book, that's my English book.... pencils.
And my pencil box, with my pencils in it. One, two, three, four pencils...
2. Ask the children to point or teach things when names.

With very young children, this activity should be performed frequently and for them it is like a game.
We look at:

change expressions when asked children to be taught things.

Repeat far
humming a few sentences.
Always keep a fast pace.

The most important thing for children is to listen and identify associating what they have on hand
with the phrases used by the teacher.
You can also use small picture cards that can get up and taught, hung on the wall or other objects in
the classroom for children to identify things names.
Very young children are not taught grammar, but you can help them discover meanings. For this type
of activity can be used funny cartoon, characters from comics or illustrations of stories, provided that
their meaning is clear.

Example: Personal Belongings.

TEACHER: Ok now... show me your book, your book. Show me your book that's in your bag.
Where's your book? (Children take out books- lots of mother tongue talk).
TEACHER: Ok. Good. Now show me your pencil box... your pencil box... your pencil box. Show me
your pencil box. Let me see your pencil box. Good. One, two, three, good. Your pencil box? Good.

REMEMBER:

Any activity "Listen and do" makes compromise discipline in the classroom. How to get small calm
down and listen?
Look at the following examples.

Please, stop talking now. No more talking for a bit. Good, you lot. That is nice and quiet. You
others...sh...sh. Calm down and now, OK. That's better.
Quiet please!! Settle down now and listen. That's good Eva. Thank you, Emilio.
Everyone is sitting really nicely...except for Teresa! Teresa, could you sit down like the others
please? Thank you, OK.
OK, we need to be quieter to hear what everyone is saying. These two groups are doing an
excellent job. Thank you for being quiet. And now we are waiting for....
Now who can tell me the name of the book. Lots of hands raised. Excellent.

4.3. Listen and ask: Total Physical Response (TPR)

Total Physical Response (TPR) occurs when children listen and follow a complete sequence of
instructions. It is a good way to start using English as the medium of communication in the
classroom.
The teacher

tells children what to do.

Pronounce clearly and uses a natural intonation.
Help children understand making gestures or performing actions.

Students

They have to listen to the instructions carefully.

They enjoy performing actions
 perform the actions all together or individually.
They should not talk (but usually do!)
understand the instructions because the movement and language occur together.

uTotal Physical Response (TPR)

4.3.1. Follow the leader: All children line up behind the teacher. Follow and copy their movements.
This is a good activity for very young children begin to study English. Later, when they are familiar
with the activity, they can take turns to give each other instructions.

Example: What the mother does.

TEACHER: OK, now get in a line. Peter...you're here. Now Anna. Now Lara. OK. Now
follow me. Come on.... round the class. Ok. We're walking, walking, walking. Now, jumping
like a kangaroo, jumping, jumping, Yes. Now , flying, flying, like a plane. We're flying,
flying, flying,...down again. We're driving....driving on the bus...driving...

4.3.2. TPR based on a theme: For example, to revise vocabulary of clothing and simple
movements.

Example: Total Physical Response with the lexical group of clothes.

TEACHER: Now listen carefully. Now everyone who's wearing jeans. ..stand up.
(Child wearing jeans stands up).
TEACHER: OK, good. Now... Now, if you are wearing a T-shirt, come up here.

4.3.3. Routines TPR: Can be used to encourage children who are sleepy, they can recite a rhyme to
point, using actions or gestures.

Example: routine actions.

TEACHER: Clap your hands, clap your hands, slap your legs, slap your legs, stamp your
feet, stamp your feet, stamp your feet, snap your fingers, snap your fingers, clap your
hands, clap your hands.
14.3.4.TPR to organize the class. These if used from the start of class makes the child used to listen
and follow instructions in English.
2
3Example: Rearrange the class.
4
5TEACHER: OK, I'll show you....but first of all... what do we do when we're learning a new
song? Right. Everyone come out here... to the front of the class. Uh, uh, Now, let's start with
the first row. You go over there and leave a space. Now the next row. And this one. OK.

REMEMBER: To recall a routine master first the question or says something and she answers, so
that students gradually internalize the answer or go running and do it themselves.
Example: The teacher asks: First of all, what do we do when we're learning a new song? The teacher
answers: Right, everyone come out here .... .
The teacher answers his own question, but later, when the children have learned to express this
routine will be able to answer themselves.

4.4 Listen to and act: mimicry.

4.4.1. You can review and consolidate the lexical groups through mime. When children are
familiar with the vocabulary of a particular topic, the teacher can introduce mimicry.

Children

- Have to listen carefully when describing which should represent.

- Must decide how to represent what you describe
- May need some time to think.
- Can be moved to act, but not to talk.

Mimicry gives them more freedom to be creative. Tips for teaching mime.

With very young children get only one instruction at a time.

With very young children can just say pretend you are a squirrel (Simulate that you are a
squirrel).
As children progress, increases the number of instructions.
Simplifies or complicates activities.
The use of real objects can give realism to mime. It allows children to use things made ??by
them or to be brought from home.
Play statues (statues). Children represent an activity as they hear music and stand still like
statues when the music stops. Whoever moves when the music stops is out.
Then use mimicry as an oral activity and allow the children to describe what is happening.
As a group, or alone, children represent mime to people or animals.
Others guess who imitate.

4.4.2Representing rhymes and chants mime.

All children love nursery rhymes and chants. Before starting to say the words of the rhymes
and chants, should know their approximate meaning. Listening and mimicking helps children
understand while learning rhymes and chants.

Example: Act out a morning routine.

TEACHER: You're washing your hands....washing your hands. Very good, washing your
hands. Very good, washing your hands. Now you're combing your hair....combing your hair.
Very good., combing your hair. Now again, wash your hands.... good. Now bombing your
hair. Very good. Now washing your face... ah your face, not your hands!

Example: Chant of physical stimulus.

 TEACHER: OK, let's have a break and do a physical break chant. OK, so yeah it'll be fun.
So are you all ready? OK, everyone stand. Right, now, yeah everyone ready? OK, here we
go.
You're a tree, grow tall. You're a very bouncy ball. You're a lady, in the rain. You're a bird,
you're a plane,. You're a lion, you're a frog, you're a monkey, you're a log.

Teaching Tips for chants of physical stimulus.

Use illustrations to help children remember the meaning of words.

Make movements to help them understand.
Exaggerated gestures to enjoy more of the chant.
Later, when they understand some words, you can phase out the illustrations.
You can modify the chant:
Including other animals or things you want to represent children.
Lengthening or shortening.
Allowing children to do some actions alone.
Later, children can recite chants and represent the action themselves.

4.5. Games of listening and responding.

Other listening activities can be games that require careful listening.

These games allow children to have fun and listen while you force yourself to speak in
English.

4.5.1. Right or wrong

This activity is a simple answer. You can also ask true or false? Or true or not true?
Ask the children to listen carefully.

Explain that you are going to say something that can be right or wrong.

Ask the children to listen carefully.

Explain that you are going to say something that can be right or wrong.
If it is incorrect, you should give two slaps; if it correct, only one.

Instructions for true / false activities.

clap once, like this.

If it is true nod your head, like this...
If it is right shout out yes
put one hand up.

If it is not true clap twice two claps.

If I'm not right shake your head like this.
 If I'm wrong shout out no
put both hands up, two hands up.

4.5.2. Simon says ...

It is a very popular action game. It is very easy and the kids have to listen carefully to decide whether
to move or stay put. May be performed inside or outside.
When you play Simon says.

- If possible must be to create a space in which all children can stand.

- With very large groups, actions that children can make are chosen sitting
- The teacher examiner stands in front of children.
- Explains the game before you start.
- They are told the children that they can only move when Simon says said ...
- Explains that if the teacher does not say Simon says get out.
- Are told to get out if you must sit and wait until another round is started.

Example: Simon says.

-TEACHER: Put up your hands (No one moves)

TEACHER: Simon says... put up your hands. (Children put hands up).
TEACHER: Very good.
TEACHER: Simon says.... put up hands on your heads.

Before starting a new game, I explain it in the mother tongue of the children, then explain it again
in English.
When children have practice, complicated instructions asking them to do two things at once. For
example, Stand up and comb your hair.
Later, the children themselves may give instructions in action games.