DIDÁCTICA DEL INGLÉS II

Guía para el estudiante

Actualizado por la formadora:

Diana Milena Romero

INSTITUTO COLOMBIANO DE APRENDIZAJE

INCAP
 EL SIGUIENTE MATERIAL SE PREPARÓ CON FINES ESTRICTAMENTE ACADÉMICOS, DE ACUERDO CON EL ART
ARTÍCULO 32:
“Es permitido utilizar obras literarias o artísticas o parte de ellas, a título de ilustración en obras destinadas a

(IMI) Didáctica del inglés II

Instituto Colombiano de Aprendizaje

Actualizado por:
Diana Milena Romero

Editado por:
Instituto Colombiano de Aprendizaje INCAP
© Prohibida la reproducción parcial o total
bajo cualquier forma
(Art. 125 Ley 23 de 1982)

Bogotá – Colombia
Versión 01 - enero 2010

2
 INDEX

INTRODUCTION.......................................................................................................4
GUÍA METODOLÓGICA.............................................................................................5
INFORMACIÓN GENERAL Y VALORACIÓN DEL PROCESO DE FORMACIÓN..............6
RECOLECCIÓN DE EVIDENCIAS DE APRENDIZAJE..................................................7
UNIT 1..................................................................................................................... 8
TEACHING ENGLISH TO VERY YOUNG CHILDREN...................................................8
YOUNG CHILDREN’S LANGUAGE AND COGNITIVE DEVELOPMENT......................8
ESTÁNDARES Y LINEAMIENTOS PARA LA EDUCACIÓN PRE ESCOLAR...............10
¿QUÉ SE DEBE ENSEÑAR EN PRE ESCOLAR?......................................................12
SOME METHODS FOR TEACHING ENGLISH TO YOUNG CHILDREN.....................13
UNIT 2...................................................................................................................16
CLASS MANAGEMENT AND ATMOSPHERE..............................................................16
TEACHING AND LEARNING ENVIROMENT..........................................................16
CLASS MANAGEMENT.........................................................................................17
NUMBERS AND COMMANDS...............................................................................18
UNIT 3...................................................................................................................20
TEACHING SKILLS.................................................................................................20
TEACHING LANGUAGE SKILLS............................................................................20
TEACHING ENGLISH USING ICT’s.......................................................................21
UNIT 4...................................................................................................................23
PLANNING A LESSON.............................................................................................23
ATTACHMENTS.....................................................................................................28
REFERENCES..........................................................................................................29

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 INTRODUCTION

Teaching a second or foreign language is a complex process which needs to be developed

carefully to get successful results. This process must start in the early stages and it must
provide the students with a meaningful context to construct not only language proficiency but
values, culture, and skills in other areas where they are joyful for learning.

Nowadays, adults expect many things and very soon from the children, for instance learning
a second language is a typical objective from parents and then by schools. This experience
can be negative for the children if they are forced to memorize information that is no
significant for them, especially because for the children the process of learning is a matter of
getting experience and not of memorizing.

That’s why, it’s important to realize the needs, the interests, the context and the
development of our children to create a suitable plan to teach and learn English as a foreign
language involving children in positive activities to encourage learning in the same way in the
future stages.

This module is heading to the students of the program in Pre school assistants where they
will get some useful information about teaching English to children in pre school stages and
will develop some practical exercises to perform in the classroom.

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 GUÍA METODOLÓGICA

La estrategia metodológica del INCAP para la formación técnica del aprendiz mediante
competencias laborales, comprende dos caminos:
1. Las clases presenciales dictadas por el Formador: haciendo uso del método Inductivo –
Activo.
2. El trabajo práctico de los estudiantes: dirigido y evaluado por el Formador, a través de
talleres, desarrollo de casos, lecturas y consultas de los temas de clase, etc. Con esto
se busca fomentar en el estudiante el análisis, el uso de herramientas tecnológicas y la
responsabilidad.
Los módulos guías utilizados por el INCAP, para desarrollar cada uno de los cursos, se
elaboran teniendo en cuenta una metodología con características y recomendaciones de uso:
 A cada unidad de aprendizaje le corresponde un logro de competencia laboral, el cual
viene definido antes de desarrollar su contenido.
 Seguidamente, se definen los indicadores de logro, que son las evidencias de
aprendizaje requeridas que evaluará el Formador.
 Desarrollo de la unidad dividida en contenidos breves y ejercicios, referenciados así:
FDH (Formador Dice y Hace): corresponde a la explicación del contenido y el
desarrollo de los ejercicios por parte del Formador.
FDEH (Formador Dice y el Estudiante Hace): el estudiante desarrolla los ejercicios
propuestos y el Formador supervisa.
EDH (Estudiante Dice y Hace): es el trabajo práctico que desarrollan los estudiantes
fuera de la clase, a través de talleres, desarrollo de casos, lecturas y consultas de los
temas, los cuales deben ser evaluados por el Formador.
 Al final de cada unidad, se puede encontrar un resumen de los contenidos más
relevantes y de los ejercicios generales.
 Glosario: definición de términos o palabras utilizadas en la unidad que son propias del
tema a tratar.

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 INFORMACIÓN GENERAL Y VALORACIÓN DEL PROCESO DE FORMACIÓN

Programa de
Módulo:
Formación:
Regional: Semestre:

Nombre:
Datos del Identificación:
Estudiante Teléfono:
E-mail:

VALORACIÓN GENERAL DEL MÓDULO

JUICIO DE EVALUACIÓN: APROBADO NO APROBADO

REQUIERE PLAN DE MEJORAMIENTO: SI NO

DESCRIPCIÓN DEL PLAN DE MEJORAMIENTO O LOGRO PARA RECUPERACIÓN EXTEMPORÁNEA

RECONOCIMIENTOS ESPECIALES SOBRE EL DESEMPEÑO: SI NO_

Especificar cuáles:

Nombre y firma del estudiante Nombre y firma del formador

Fecha de elaboración

6
 RECOLECCIÓN DE EVIDENCIAS DE APRENDIZAJE

CONCERTACIÓN PLAN DE TRABAJO

RECOLECCIÓN DE
EVIDENCIAS DE
EVIDENCIAS Y
APRENDIZAJE
VALORACIÓN
ACTIVIDADES A
DESARROLLAR

* APLICA cuando la evidencia tiene: pertinencia, vigencia, autenticidad y calidad.

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 UNIT 1.
TEACHING ENGLISH TO VERY YOUNG CHILDREN

FDH. Reading.

YOUNG CHILDREN’S LANGUAGE AND COGNITIVE

DEVELOPMENT

It’s very important to recognize children’s development in all the

processes that are related to their age because those aspects will
give teachers ideas of what kind of activities they need and enjoy.

Children’s average age in Pre School is from 3 to 6 years old; according to the Colombian’s
regulations the Pre School is divided as follows:

Pre-Jardín: 3 años
Jardín: 4 años
Transición: 5 años

In this stages we can refer to The Preoperational Period (Piaget, 1969) where children can
represent things mentally, Piaget divided this period in two phases:

Preoperational Phase (2-4 years).

Increased use of verbal representation but speech is egocentric. The beginnings of symbolic
rather than simple motor play are evident. Children can think about something without the
object is present by use of language.

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Intuitive Phase (4-7 years)
Speech becomes more social, less egocentric. The child has an intuitive grasp of logical
concepts in some areas. Easy to believe in magical and reality is not really firm yet.
Perceptions dominate judgment. Rules of a game are not develop, only uses simple do’s or
don’ts imposed by authority.

FDEH. Read the article and answer.

a. Why is it important to know about children’s development when teaching English?

b. In which stage are children in Pre School? What are some of their characteristics?

c. Why is it important this stage for children related to the language acquisition?

FDEH.

Research about the characteristics of developmental stages for children according to the next
aspects, and complete the next chart as in the example. Then Share your findings with the
class.

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 AGE PHYSICAL INTELLECTUAL SOCIAL AND LANGUAGE
EMOTIONAL SKILLS
They walk on tip Their attention They enjoy They can
3 years toes. span is a little dramatic play communicate
They stand on longer so they with other their needs
one foot. can participate children.
in group They begin to They use
activities. learn to share pronouns I, you,
me.
Preschool
children learn
best by doing

FDH.
ESTÁNDARES Y LINEAMIENTOS PARA LA EDUCACIÓN PRE ESCOLAR
La educación preescolar, de acuerdo al artículo 15 de la ley 115/1994 es "ofrecida al niño para
su desarrollo integral en los aspectos biológico, cognoscitivo, sicomotriz, socio-afectivo y
espiritual, a través de experiencias de socialización pedagógicas y recreativas."
Sus objetivos específicos de acuerdo al artículo 16 son:

"El conocimiento del propio cuerpo y de sus posibilidades de acción, así como la adquisición
de su identidad y autonomía;

"El crecimiento armónico y equilibrado del niño, de tal manera que facilite la motricidad, el
aprestamiento y la motivación para la lecto-escritura y para las soluciones de problemas que
impliquen relaciones y operaciones matemáticas;

El desarrollo de la creatividad, las habilidades y destrezas propias de la edad, como también

de su capacidad de aprendizaje;

La ubicación espacio-temporal y el ejercicio de la memoria;

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El desarrollo de la capacidad para adquirir formas de expresión, relación y comunicación y
para establecer relaciones de reciprocidad y participación, de acuerdo con normas de respeto,
solidaridad y convivencia;

La participación en actividades lúdicas con otros niños y adultos;

El estímulo a la curiosidad para observar y explorar el medio natural, familiar y social;

El reconocimiento de su dimensión espiritual para fundamentar criterios de comportamiento.

La vinculación de la familia y la comunidad al proceso educativo para mejorar la calidad de

vida de los niños en su medio, y j. La formación de hábitos de alimentación, higiene personal,
aseo y orden que generen conciencia sobre el valor y la necesidad de la salud.

Los principios que orientan esta educación de acuerdo al Artículo 11 del D.2247-1997 son:
Integralidad
Participación
Lúdica
Y de acuerdo al artículo 12 los procesos curriculares se desarrollan mediante la ejecución de
proyectos lúdico-pedagógicos y actividades que tengan en cuenta integración de las
dimensiones: corporal, cognitiva, afectiva, comunicativa, ética, estética, actitudinal, valorativa
y los ritmos de menores con limitación o capacidades excepcionales y las características
étnicas, culturales, lingüísticas y ambientales de cada región y comunidad.

La evaluación en este nivel de acuerdo al artículo 14 debe tener como propósitos:

Conocer estado del desarrollo integral del educando
Estimular afianzamiento de valores, actitudes, aptitudes y hábitos
Generar espacios de reflexión para profesores, familia y educación para reorientar.

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Actualmente se incentiva la enseñanza de Ingles desde la educación inicial pero no es
obligatoria, sin embargo la mayoría de instituciones lo hacen y crean el plan o currículo que
mejor se adapte al PEI de cada institución.

FDEH.

¿QUÉ SE DEBE ENSEÑAR EN PRE ESCOLAR?

a. Tome varios textos de inglés para pre escolar de diferentes grados, consulte los currículos
de algunas instituciones educativas si es posible y haga una lista de los contenidos y
metodologías que allí se usan.

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

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

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FDH.

SOME METHODS FOR TEACHING ENGLISH TO YOUNG CHILDREN

Different methods have come out to help teachers and students to get
involved in the language through the history of teaching English, those
methods have had positive and negative impacts in the process of learning
and teaching.
However, when teaching children there are some methods that have been suggested and
have worked well in pre school classrooms, due to they are easy to apply and let children to
learn naturally and work different skills.

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

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

CURRICULUM DEVELOPMENTALISM: Integrated language with other curricular

considerations.

CONTENT-BASICS: Focus on meaning--on acquiring some specific topical content--and that

content topics should be chosen to learner needs and interests and to promote optimal
development of second language competence.

MULTINTELLIGENCIA: Learning Styles models (Gardner).

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

FDEH.

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

INTELLIGENCE TYPES AND APPROPRIATE EDUCATIONAL ACTIVITIES

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

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Lectures Mood music Word games Reflection Debates

Problem solving Plant a tree Demonstrations Charts Diagrams
Drawing Interest centers Personal values tasks
Mime Field trips
Singing Show and tell
Worksheets Films
Jazz Chants Poetry
Group work Animal projects
Class projects Craft
Journals Peer tutoring
Puzzles Play an instrument

EDH.

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

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 UNIT 2
CLASS MANAGEMENT AND ATMOSPHERE

FDH.

TEACHING AND LEARNING ENVIROMENT

The major difficulty which most teachers face, consciously or not, is how
to transform the classroom from a space which is inherently inimical to
learning into one where learning can take place. Therefore the teacher can
hang posters, calendars, and pupil’s drawings on the walls and have all
kind of interesting objects that can personalize the classroom.

Also there has to be a special relationship between teacher and pupil. The activities cannot
work unless there is a relaxed atmosphere. Rearranging the layout of the room will help, but
it will also be needed to alter the pupil’s idea, and possibly the teacher’s, of what he or she is
there for. For that reason it is important to keep in mind the elements which have effect on
learning and teaching processes.

Ideal teacher: An ideal teacher is one we respect from our heart. He/she acts, as a guide to
the students, but at the same times does not pushes them too much. A perfect teacher
motivates the students and boosts their morale. He/she tries to encourage the students and
refrains from criticizing them. Such a teacher prefers to give positive motivation to students.
His/her comments are always constructive.

The perfect teacher is our friend, guide, educator, confident, all rolled into one. One such
teacher builds the whole life of the students. Everyone in this world should get an ideal
teacher.

16
The physical surroundings : Classrooms must provide the students with a quiet, pleasant,
comfortable,and familiar atmosphere. It must be clean, organized and decorated with colorful
posters and draws, meaningful charts that make them feel part of the group, also to have as
much as possible teaching resources.
It must be light and spacious to develop different kind of activities, if it’s possible to have an
english corner, marked boxes to encourage them to practice the language every day.

Organize desks according to your classroom, it’s neccesary to arrange them that They can
move easily and to promote pair and group work among them.

CLASS MANAGEMENT
TIPS FOR TEACHING ENGLISH TO YOUNG CHILDREN

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

Stablish rules and review them with the children every class

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

17
Select about 10 flash cards with a similar theme (e.g. clothes, fruits, animals). Show a flash
card and say the word. Have the students repeat it. Go through your cards two or three times.

Change your games and activities every 5-10 minutes.

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

Make your lessons playful and full of physical movement. .

Avoid competition with preschoolers. Play games where everyone wins.

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

Use puppets, chants, rhymes, stories and songs.

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

FDEH. Read and Repeat.

NUMBERS AND COMMANDS

Stand up, sit down and show me one
Look up, look down and show me two
Reach up, reach down and show me
three Jump up, jump down and show me
four Point up, point down and show me
five.

Look for readings, rhymes or songs that can be useful to be worked

with children on the next topics.

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a. Alphabet b. Numbers c. Colors
d. Days of the week e. Parts of the body f. days of the week
g. Greetings h. Five senses i. Animals

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

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 UNIT 3
TEACHING SKILLS

FDH.
TEACHING LANGUAGE SKILLS
When teaching a language we can’t teach language skills in an isolated way, because those
skills are integrated and work together when we communicate, it
means that all these process are connected and we can see that in
the process of a language acquisition, first we listen, then we speak,
after that we read and write.

To reinforce language skills in the classroom it is important to realize

our student’s age and we need to be sensitive to the kids' interests and prior knowledge. To
perform an activity it’s necessary to keep in mind which skills it is promoting and always
prepare extra activities to do before, during and after it.
In this way there are three steps when you carry out any activity:

BEFORE: Present the activity and tell children what you expect they do. Ask questions,
present some vocabulary, colorful pictures, and make them to pronounce them, play a game
in order students get involved in the activity.

DURING: Use different activities (mimic, point, show, etc) in order children can comprehend
what they are watching, listening or reading. Use a lot of visual and movement support and
repeat and make them repeat important vocabulary or expressions. Catch their attention!

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AFTER: Ask the children questions about what they did, if they have fun, what they learned
and present a relaxed activity to perform and reinforce.

To promote or reinforce some skills keep in mind those activities:

Listening and speaking (Story telling, songs, rhymes, chants, videos

with visual aids, small dialogues, commands…)

Reading and Writing (Choral reading, word maps, alphabet matching, drawing activities,
spelling and phonics exercises)

TEACHING ENGLISH USING ICT’s

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

In the field of teaching and learning languages, there are a lot of resources students and
teachers can get from the internet, television programs, educative
videos and software. However, those programs don’t often accomplish our
needs. As teachers and parents we must be careful about the contents
those programs can have.

The ICT’s are necessary in Pre School classrooms due to children are more active and the
have access to it since early stages, that’s why, they are tools in the process of learning and
teaching. FDEH. Look for a program, video, or software focused in teaching English to
children and analyze it answering the next questions.

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NOMBRE: DURACIÓN:

NIVEL:

OBSERVACIONES:

CRITERIO DE EVALUACIÒN SI NO POR QUE?

¿Se adapta al nivel de mis estudiantes?
¿El contenido es coherente con los objetivos que
persigue mi actividad?
¿El contenido del programa ayuda a reforzar los
temas vistos en clase?
¿Presenta actividades para que los estudiantes
participen?
¿Permite el desarrollo y uso de las destrezas
que espero desarrollen los
estudiantes en esta
actividad?

EDH.

A. Prepare an activity where introduce a song, a reading or a video applying the steps and
reinforcing language skills. You can choose any topic.

B. Research about different web pages that offer resources for teaching English in pre school
and present them to the class giving your opinion about them.

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 UNIT 4
PLANNING A LESSON

FDH. STRUCTURE OF A LESSON

A language lesson should include a variety of activities that combine

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

An effective lesson has five parts:

Preparation
Presentation
Practice
Evaluation
Expansion

The five parts of a lesson may all take place in one class session or may extend over multiple
sessions, depending on the nature of the topic and the activities.
The lesson plan should outline who will do what in each part of the lesson. The time allotted
for preparation, presentation, and evaluation activities should be no more than 8-10 minutes
each. Communication practice activities may run a little longer.

1. Preparation
As the class begins, give students a broad outline of the day’s goals and activities so they
know what to expect. Help them focus by eliciting their existing knowledge of the day’s
topics.
Use discussion or homework review to elicit knowledge related to the grammar and language
use points to be covered

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Use comparison with the native language to elicit strategies that students may already be
using Use discussion of what students do and/or like to do to elicit their knowledge of the
topic they will address in communication activities

2. Presentation/Modeling
Move from preparation into presentation of the linguistic and topical content of the lesson
and relevant learning strategies. Present the strategy first if it will help students absorb the
lesson content.

Presentation provides the language input that gives students the foundation for their
knowledge of the language. Input comes from the instructor and from course textbooks.
Language textbooks designed for students in U.S. universities usually provide input only in
the form of examples; explanations and instructions are written in English. To increase the
amount of input that students receive in the target language, instructors should use it as
much as possible for all classroom communication purposes.

An important part of the presentation is structured output, in which students practice the
form that the instructor has presented. In structured output, accuracy of performance is
important. Structured output is designed to make learners comfortable producing specific
language items recently introduced.

3. Practice
In this part of the lesson, the focus shifts from the instructor as presenter to the students as
completers of a designated task. Students work in pairs or small groups on a topic-based task
with a specific outcome. Completion of the task may require the bridging of an information
gap. The instructor observes the groups acts as a resource when students have questions
that they cannot resolve themselves.

24
In their work together, students move from structured output to communicative output, in
which the main purpose is to complete the communication task. Language becomes a tool,
rather than an end in itself. Learners have to use any or all of the language that they know
along with varied communication strategies. The criterion of success is whether the learner
gets the message across. Accuracy is not a consideration unless the lack of it interferes with
the message.

Activities for the practice segment of the lesson may come from a textbook or be designed by
the instructor.

4. Evaluation/Assessment
When all students have completed the communication practice task, reconvene the class as a
group to recap the lesson. Ask students to give examples of how they used the linguistic
content and learning or communication strategies to carry out the communication task.
Evaluation is useful for four reasons:

It reinforces the material that was presented earlier in the lesson

It provides an opportunity for students to raise questions of usage and style
It enables the instructor to monitor individual student comprehension and learning
It provides closure to the lesson

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

5. Expansion.
Expansion activities allow students to apply the knowledge they have gained in the classroom
to situations outside it. Expansion activities include out-of-class observation assignments, in

25
which the instructor asks students to find examples of something or to use a strategy and
then report back.

THE LESSON PLAN

LESSON PLAN FORMAT

Lesson Title: (topic) Grade: Duration:

Learning Objective: (What students will learn and do)

Standards / Achievements: (indicator)

Time Activity Procedure Resources Assessment

Evaluation

Presentation
(warmming
up)
For each Description of each activity step by Materials Process of
activity step evaluation and
Practice final products

Production

expansion

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

Observations:

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

EDH. The students must perform a class.

MICROTEACHING’S EVALUATION FORM.

NAME: DATE:
TOPIC:

ASPECTS TO EVALUATE.

Class management and Topic Management Teaching processes

Lesson plan atmosphere (Vocabulary, (Methods, activities,
(Time, (tips, physical commands, evaluation)
achievements) surroundings, pronunciation)
attitudes)

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 ATTACHMENTS

WAYS TO PRAISE A CHILD

* Wow * Way To Go * Super * You're Special * Outstanding * Excellent * Great * Good * Neat
* Well Done * Remarkable * I Knew You Could Do It * I'm Proud Of You * Fantastic * Super
Star * Nice Work * Looking Good * You're On Top Of It * Beautiful * Now You're Flying *
You're Catching On * Now You've Got It * You're Incredible * Bravo * You're Fantastic *
Hurray For You * You're On Target * You're On Your Way * How Nice * How Smart * Good
Job * That's Incredible * Hot Dog * Dynamic * You're Beautiful * You're Unique * Nothing
Can Stop You Now * Good For You * I like You * You're A Winner * Remarkable Job *
Beautiful Work * Spectacular * You're Spectacular * You're A Darling * You're Precious *
Great Discovery * You've Discovered The Secret * You Figured It Out * Fantastic Job * Hip,
Hip, Hurray * Bingo
* Magnificent * Marvelous * Terrific * You're Important * Phenomenal * You're Sensational *
Super Work * Creative Job * Super Job * Fantastic Job * Exceptional Performance * You're A
Real Trooper * You Are Responsible * You Are Exciting * You Learned It Right * What An
Imagination * What A Good Listener * You Are Fun * You're Growing Up * You Tried Hard *
You Care * Beautiful Sharing * Outstanding Performance * You're A Good Friend * I Trust
You
* You're Important * You Mean A lot To Me * You Make Me Happy * You Belong * You've
Got A Friend * You Make Me Laugh * You Brighten My Day * I Respect You * You Mean The
World To Me * That's Correct * You're A Joy * You're A Treasure * You're Wonderful * You're
Perfect
* Awesome * A Plus Job * You're The Best * A Big Hug * A Big Kiss * I Love You!
28
 REFERENCES

Beaty, J. 1990. Observing the development of the young child. Columbus, OH: Charles Merrill.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Longman.
Christison, M. (1998). Applying multiple intelligences theory in pre service TEFL education
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Early Childhood-Head Start Task Force.(2002). Teaching our youngest. A guide for preschool
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El inglés de los pequeños. Cultural librería americana S.A.
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Nacional.
H. Douglas Brown (2001). Teaching By Principles: An Interactive Approach to Language
Pedagogy. Longman.
J. Willis, 1996. A Framework for Task-Based Learning’ Longman
Jack C. Richards, 1994. Reflective Teaching in Second Language Classrooms. Cambridge
Language Education.
Phonics Kindergarten (2001). Mc. Graw Hill.
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Http: www.eslkids.com.
Http: www.preschool.com

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