INDEX

INTRODUCTION ................................................................................. Error! Bookmark not defined.

Statement of the Problem ...................................................................... Error! Bookmark not defined.
General Objective: ................................................................................ Error! Bookmark not defined.
Specific Objectives: .............................................................................. Error! Bookmark not defined.
Scope of this research ............................................................................ Error! Bookmark not defined.
Delimitations: .................................................................................... Error! Bookmark not defined.
Limitations: ....................................................................................... Error! Bookmark not defined.
CHAPTER II ......................................................................................... Error! Bookmark not defined.
2.1 CONCEPTUAL FRAMEWORK ................................................... Error! Bookmark not defined.
2.1.1 English as a Foreign Language (EFL). ..................................... Error! Bookmark not defined.
2.1.2 Curriculum/Syllabus................................................................. Error! Bookmark not defined.
2.1.3 Methodology. ........................................................................... Error! Bookmark not defined.
2.1.4 Young Learners ........................................................................ Error! Bookmark not defined.
2.2 THEORETICAL FRAMEWORK .................................................. Error! Bookmark not defined.
2.2.1 Characteristics of young learners ............................................. Error! Bookmark not defined.
2.2.1.2 The Role of Games for Young Learners ............................... Error! Bookmark not defined.
2.2.2 Methodology to teach young learners ...................................... Error! Bookmark not defined.
2.2.2.1 Audio- lingual Method .......................................................... Error! Bookmark not defined.
2.2.2 Total Physical Response (TPR) ................................................ Error! Bookmark not defined.
2.2.5 Resources to use to teach young learners. ................................ Error! Bookmark not defined.
2.2.5. 1 Songs, chants, rhymes .......................................................... Error! Bookmark not defined.
2.2.5.1.1 Songs .................................................................................. Error! Bookmark not defined.
2.2.5.1.2 Rhymes and Rhythms ..................................................... Error! Bookmark not defined.
2.2.5.1.3 Chants ............................................................................. Error! Bookmark not defined.
2.2.5.1.4 Technology ..................................................................... Error! Bookmark not defined.
CHAPTER III METHODOLOGICAL FRAMEWORK ..................... Error! Bookmark not defined.
3.1 Paradigm of research. .................................................................. Error! Bookmark not defined.
3.3 Description of Techniques and Instruments. ............................... Error! Bookmark not defined.
3.4 Research Population .................................................................... Error! Bookmark not defined.
3.4.1 Unit of Analysis ....................................................................... Error! Bookmark not defined.
3.4.2 Sample .................................................................................. Error! Bookmark not defined.
3.5 Inclusion and Exclusion Criteria ................................................. Error! Bookmark not defined.
3.5.1 Inclusion Criteria ...................................................................... Error! Bookmark not defined.
3.5.2 Exclusion Criteria ..................................................................... Error! Bookmark not defined.
3.6 Ethical Issues. .............................................................................. Error! Bookmark not defined.
CHAPTER IV RESULTS ..................................................................... Error! Bookmark not defined.
4. Results. .............................................................................................. Error! Bookmark not defined.
4.5 Objectives to Teach English in Preschool Levels ....................... Error! Bookmark not defined.
4.6 Resources used in class. .............................................................. Error! Bookmark not defined.
4.7 Sources to get resources for the lessons. ..................................... Error! Bookmark not defined.
4.8 Methodologies used in Preschool levels. .................................... Error! Bookmark not defined.
4.9 Methodologies with better results for the six schools. ................ Error! Bookmark not defined.
4.10 Methodologies that motivate the learners in a better way. ........ Error! Bookmark not defined.
CHAPTER V ANALYSIS AND DISCUSSION .................................. Error! Bookmark not defined.
CONCLUSION ..................................................................................... Error! Bookmark not defined.
Appendix ............................................................................................... Error! Bookmark not defined.
Entrevista: ......................................................................................... Error! Bookmark not defined.
TRANSCRIPCIONES .......................................................................... Error! Bookmark not defined.
CATEGORIAS ..................................................................................... Error! Bookmark not defined.
Categorizacin ................................................................................... Error! Bookmark not defined.
Syllabus proposal .................................................................................. Error! Bookmark not defined.
Bibliography: ..................................................................................... Error! Bookmark not defined.
Linkography: ..................................................................................... Error! Bookmark not defined.






INTRODUCTION

In Chile, English is now taught as a compulsory school subject in most public schools all
over the country starting from fifth grade. In private and semiprivate schools, English
learning starts in earlier grades, including pre-school levels, because these schools have the
resources and programs to do so.
Despite the fact that the government has left aside from the national curriculum in terms of
English teaching, to the preschool area, we must mention that the Ministry of Education has
created different softwares, web pages and books to work with in the English subject for
young learners - some of these resources are Chilehablaingls.com and the book Bounce
which belongs to the Oxford academy.
The problem with most of these resources is that they are only used by children and
teachers who belong and work in private and semiprivate schools, leaving behind young
learners from the public area who are usually forced to begin working with the second
language when they are in fourth or fifth grade, and most of the time they do not seem to be
interested in this new subject because they find it too difficult to understand and they also
get easily frustrated when they are told they make too many mistakes during the learning
and acquisition process of this new language.
The main reason for this research is that we want to be a useful source to
incorporate English in preschool levels. Here, we will work to find out the most important
elements to consider inside of a syllabus, which are the programs used in order to plan a
class, in order to create a standardized one for the teaching of English as a
second language in preschool levels in our country. But since there is
not enough information available, we want to consider the strongest
elements from these different Syllabi which are already incorporated in schools that
teach English as a second language at preschool levels and that have approached good
results. At last, we want to take into account all these elements in order to design
a powerful tool to regulate and guide the English teaching process to all
preschool institutions, public, private and semiprivate, from our country. What we want to
do is to analyze and evaluate what has already been done in some schools in
order to promote English as a second language for preschool levels due
to the large amount of advantages that English can bring to young learners for
their future lives as students, but above all as persons.
Before we begin our research, it is important to help everyone understand that English as a
subject is crucial for young learners because through this they can improve their
communicative skills but also their abilities in other future subjects like math, science, arts,
among others. Nowadays we can find English everywhere, in television ads, books,
internet, magazines and music, and since children are now closer to technology, they need
to understand everything that surrounds them in their everyday lives or at least be able to
recognize certain words as they see them. When learning a foreign language, we are also
teaching and allowing learners to respect, understand and to be in touch with other cultures
that are probably a lot more different from theirs, and also by being in touch with these
cultures they will learn to tolerate other people and their customs.
English has become more and more important around the world in areas like technology,
tourism, and economy, among others. This is clearly an advantage for people who know
and use English as a second language. For this reason, the teaching of the English language
should be considered in the early years of human beings due to the fast way that kids can
learn and acquire languages, but another important advantage is that learning English at an
early age helps students grasp their mother tongue better, simultaneously enabling them to
acquire remarkable proficiency in their second language, and we can also develop cultural
awareness in order to contribute to the globalized world, having as a final result, more
motivation for young learners through the use of right methodologies because one of the
advantages that children possess when it comes to facing a new language is how
spontaneously and naturally they react when learning it.








Statement of the Problem

In order to teach at preschool levels in Chile, there is a document called Bases
Curriculares de la Educacin Parvularia[1] created by the Ministry of Education of the
country, which is a standardized program that regulates and also evaluates the areas that
should be taught to children at the preschool level. This document is focused in three main
aspects which are: Formacin Personal y Social Comunicacin Relacin con el Medio
Natural y Cultural. As we can see, English is not considered inside this program, and this is
the reason why some private educational schools in the country have created their own
syllabuses for the English area, and they turned out to give good results good grades,
great development of the students interaction patterns,and students are more open to the
knowledge of other cultures.
However, other public schools have no programs, neither do they do teach English in their
classrooms at a preschool level. That is the reason why having a standardized syllabus can
help to introduce the English subject for preschoolers, and also in this way the inequity
between both private and public bilingual education will decrease.
To have an English standardized syllabus in preschool levels can help to norm
and regulate what contents to teach and how to teach them. Unfortunately, in our
previous practice in preschool levels as a English pedagogy students, we had
to face the lack of guidelines and regulations to follow in preschool levels, and the
lack of preparation from preschool teachers in English area. This is why it could be very
useful to have a standardized syllabus in this level. In this way, all the preschoolers in Chile
can start learning the same things in English areas.
In fact, a standardized syllabus for preschoolers can help us to set the kind of material
according to young learners needs because with kids it is necessary to focus
in different areas than adults. For example, in preschool levels, we have
to consider to emphasize listening and speaking skills, but with adults we need
to emphasize the four skills, listening, speaking, reading and writing.
It is important to point out that young learners can learn languages more easily than adult
learners without the need of focusing on grammatical rules and theoretical
explanations. Since the desire to communicate ties in with the capacity that children
bring with them to the classroom, namely their aptitude for indirect learning (Halliwell,
S, 1992,5). At this level teachers need to focus on the right methodology like games, songs,
rhymes, and so on. They also need to consider motivation through English because it is
important to motivate the learners in preschool levels. Here, it is also important to set the
correct input to help the learners to acquire English as a part of their meaningful learning.
Therefore, with this research, we are looking to highlight the importance of having a
standardized syllabus for preschoolers who attend to public schools. In this way we can
contribute to norm the teaching of English in most of preschools institutions in Chile, since
we know that English in these levels has been left out of the curriculum by the Chilean
government, and to include English could have a big impact in the future of kids. We
stated the question Which are the most relevant aspects that syllabuses include to teach
English at preschool level in different schools in Puerto Montt?


















General Objective:

- To propose standardized English syllabus for its use in Preschool levels in public
schools in Puerto Montt.

Specific Objectives:

- To identify the main components of the English syllabuses used at
preschool levels in six schools in Puerto Montt.
- To identify the main methodologies used at preschool levels in six schools in Puerto
Montt.
- To apply the main components and methodologies used in private schools when
creating a standardized syllabus for its use in public schools in Puerto Montt.


















Justification of the Investigation

A small percentage of public schools (information is needed) is now starting to include
English in the initial levels of primary education. This is because studies all over the world
have shown that this contributes to prepare children linguistically, psychologically, and
culturally for language learning.
When Linguistic development is discussed, we state the main aim of teaching English as a
foreign language which is to develop communicative competence. All this is explained by
Coyle et al (1997) quoted by Brewster This is not about to teach a foreign language, but to
teach how to use this language in communication (2002, 8). Considering the linguistic
development, children can get better understanding of the situations, objects, and events.
Young learners are also expected to use the foreign language orally to communicate their
ideas.
Also, learning a foreign language is a psychological preparation since children develop a
high motivation for the new language. They like to be in contact with the foreign language
even if they do not understand each word. As Hawkins (1984) quoted by Brewster et al
(2002, 7) The psychological preparation deals with to stimulate childrens natural interest
and curiosity about the language. The main aim here is to use materials and strategies, to
help young learners to build up their confidence and motivation. Thus, to try to keep the
second language learning as a good experience in their whole life (Brewster et all, 2002, 5-
6).
The idea of teaching English in preschool levels is to prepare children to be open-minded in
relation to English-speaking countries. Introducing information about the culture of these
countries, it is a way of maintaining pupils interest in the foreign language. It is important
to develop a positive attitude towards the foreign language and its people (Brewster et al.
2002, 9). In addition, using resources like videos, magazines, realia, etc. we can connect
children with the new culture. This brings us to the notion of authenticity that help the
pupils to discover and value the cultural elements for themselves from their own
perspective (Brewster et al. 2002, 148-149).
Considering all the points mentioned above, the aim of this research is to propose the main
elements a syllabus has to include to teach English at preschool levels. This means to
analyze and evaluate what has already been done in some schools in order to promote
English as a second language at preschool levels.
Since there is not enough information available, we want to consider the strongest
elements from the different Syllabi that are being used in schools to teach English as a
foreign language at preschool levels and that have had good results. To summarize, we
want to take into account all these elements in order to design a program to regulate and
guide the English teaching process in preschool education.
























Scope of this research
Delimitations:
This research is about introducing English in preschool levels. It considers topics as the
characteristics of preschoolers, the main methodology to deal with them in the
classrooms. It also considers the most important elements inside of a syllabus. However,
this research does not focus on characteristics of teachers, qualifications of preschool
teachers. Since this research is based on preschool levels, it does not consider SIMCE
results.
Limitations:
One of the main problems in this research is the amount of information available about the
current situation of English at preschool levels in Chile. As we want to consider what is
done in English areas in private institutions, it could be a problem if this kind of school
does not want to cooperate with the needed information for this research.














CHAPTER II

2.1 CONCEPTUAL FRAMEWORK

2.1.1 English as a Foreign Language (EFL): this concept is used to describe English
language learning in countries where English is not an official first language.
TEiJ, Teaching English in Japan language(s.f) Retrieved April 19th, 2013, from:
http://www.teaching-english-in-japan.net/acronyms/efl
2.1.2 Curriculum/Syllabus: design for carrying out a particular language program.
Features include a primary concern with a designated group of learners in a defined context
(the term syllabus is usually used more customarily in the United Kingdom to refer what is
called to curriculum in the United States).
Brown, D. (2000) Teaching by principles, an Interactive Approach to Language Pedagogy (2
nd

edition) USA, Longman.

2.1.3 Methodology: a generalized set of classroom specifications for accomplishing
linguistics objectives. Methods tend to be concern primarily with teacher and student roles
and behavior and secondarily with such features as linguistic and subject-matter objectives,
sequencing and materials. They are almost always thought of being broadly applicable to a
variety of audience in a variety of contexts.
Brown, D.(2002) Teaching by principles, an Interactive Approach to Language Pedagogy,(2
nd

edition)USA, Longman.

2.1.4 Young Learners: Young learners are supposed to be children from the first year of
formal schooling, from three to ten years old. However, the age of children is not crucial
for how mature they are. There are certain characteristics that they all share like: creativity,
the ability to grasp meaning from context, curiosity, they like games, etc.
Kalendov E.(2008) The use of game-like activities in teaching English to young children. Diploma
Thesis. Faculty of Education, Department of the English Language. Masaryk University in
Brno,Czech Republic. Retrieved on April 12th,2013 from:http://is.muni.cz/th/84205/pedf_m/Eva-
Diplomka.doc

2.2 THEORETICAL FRAMEWORK


2.2.1 Characteristics of young learners

As we define young learners, we said that they are kids in their first years of
schooling. They are around three to ten years old. We can state that the starting years
of young learner are when they are in the preschool levels.
They are discovering and learning everything about the world that surrounds them.
JeremyHarmer (2001, 38) describes a large number of characteristics of young learners
that are important to highlight.

For example:
- Kids respond even if they do not know the whole individual words or sounds.
- Kids learn without explanations. They can learn through games.
- They have a need for individual attention and approval for the teacher.
- They display curiosity and enthusiasm for the world around them.
- They are keen to talk about themselves and their own experiences and respond well
to learning experiences that uses their own lives as a topic.
- They have limited span of attention. Useless activities are extremely engaging.
- They can easily get bored, so short activities are good.

As children are discovering the world, they need to be provided with concrete
experiences in order to create a meaningful learning environment to them. Young learners
need to have a lot of gestures and positive reinforcement.
Imagination plays an important role for young learners since they can use it to give
meaning to their world and what surround them.
Another important characteristic of young learners is that they are very busy trying to
make sense of the world around them. This is why, they try to look for answers and
explanations to convey meaning to their own world
According to Susan Halliwell,(1992, 7) With imagination, children try to identify
patterns and also deviation from that pattern. These words are very clear when
it comes to language acquisition and we can notice that children unconsciously are
overgeneralizing grammatical rules with funny words order
to fit the language that they are discovering.
In preschool education, imagination plays an important role in
the learning process. Children can explain different things using their own imagination.
They can create an imaginary world for them. As S. Halliwell writes, (1992, 7) the act of
fantasizing, or imagining, is very much an authentic part of being a child. In this
context, we can state that kids can use their own knowledge about their real life, combining
them with the use of their own imagination to create fantastic worlds that can
help to incorporate new knowledge to their lives.
In fact, the role of imagination in childrens lives we can see that it
provides another very powerful stimulus for real language use. We need to find ways
of building on this factor in the language classroom too (Halliwell, 1992, 7).
Another point is that imagination helps school-age children solve problems by helping
them think through different outcomes to various situations. the role playing help to cope
with difficult or new circumstances. In addition, Imagination allows children to practice
real-life skills. From shopping at a pretend grocery store to assigning roles and dialogue to
dolls or puppets, children's pretend play helps them practice and apply new knowledge and
better understand how those skills are used in the real world. This abilities
are very useful in terms of teaching English since we want to create situations for them
to use the language.

2.2.1.2 The Role of Games for Young Learners

Repetition can be boring for preschoolers, but this is an important part of the teaching
process for a foreign language. Children need to have real interaction. Here, it is where
games play an active role in the classroom. As Susan Halliwell wrote: Games
provide an opportunity for indirect learning in order to make the
most of the creative language skill the children bring with them, we therefore
have to provide them occasions to repeat set of phrases to make kids to construct
the language actively for themselves. That is why, games are so useful and
so important. It is not just because they are fun. It is partly because the fun element creates
a desire to communicate and partly because games can create unpredictability (1992, 4).
One of the games considers as a good tool to use in the classroom is the role play. Elkoni,
1978, quoted by Leong, and Bodrova (2012) wrote Inside of games, role playing is a
good technique to use in the classroom. Kids need to learn the relationship
between the social role not only by observing people, but also playing the roles. Teachers
need to explain the different behaviors. Here, kids can learn that behavior are not arbitrary
and the logic of real-life situations. (2012, 32)
Another important game to consider is guessing. As Halliwell S. stated
guessing is actually a very powerful way of learning phrases and structures, but it is
indirect type of learning because the mind is engaged with the task
and is not focusing on the language. Children are not
trying to learn phrases; they are concentrated on trying to guess right, by the time they have
finished the repeating guessing and structures. They will have got the phrases firmly into
their minds. Through this, children can even adjust their own pronunciation (1992, 38).
On the whole, games are more than fun. They provide an opportunity for real using and
processing of language while the mind is focused on the task of playing the game. With
games, children are a central part of the process (Halliwell, 1992, 6)

2.2.2 Methodology to teach young learners

There are a lot of useful methodologies that focus on young learners needs. Using them
inside the preschool levels can create a big impact in the learning experience for children.

2.2.2.1 Audio- lingual Method

As Harmer describes Audio-lingualism follows the behaviorism model of Stimulus-
Response- Reinforcement. That attempted, through a continuous process of
such positive reinforcement, to engender good habits in language learners.
Audio-lingualism relied heavily on drills to form this habits; substitution was built
into these drills so that, in small steps, the students was constantly learning and, moreover,
it was shield from the possibility of making mistakes by designing the drill (2001,79).
This approach is based on structuralism and behaviorism where
repetition of new language is needed. Here, the teacher is the central role.
This approach is considered restricting with emphasis on memorization, imitation and
repetition.
This approach is popular for the practice that it provides, but it does not encourage young
learners interest (Brewster et al 2002, 43-44).

2.2.2 Total Physical Response (TPR)

The originator of this approach is James Asher who thought that second language learning
could have similar developmental patterns to that of child
language acquisition. According to this, TPR ask students to respond physically to
the language they hear. As a result, language is processed with physical action (Harmer,
2001, 90).
According to Brewster et al TPR is very popular with young learners because it develops
listening skills, introduces new language in a very visual, contextualized way, involves
activity and movement and does not at first put pressure on the young learners to speak
(2002, 44).
Jeremy Harmer wrote the critics of TPR points out that it is only appropriate
for beginner learners and the question is how TPR ties in with any real-world need.
It should be included together with other methods (2001,90).

2.2.2.3 The Communicative Approach or Communicative Language Teaching.

It is based on social-interactionist theory which emphasizes the social nature of language
learning and interaction. For children, this approach means that language teachers
encourage learners in drawing, acting out, listening, talking, reading or writing based on
meaningful or contextualized tasks using language which has been carefully prepared for.
Harmer stated: The how to teach aspect of the communicative approach is closely related
to the idea that language will take care of itself.
Activities in this approach typically involve students in real or realistic communication,
where the accuracy of the language they use is the less important than successful
achievement of the communicative task they are performing (2001, 85).
According to Harmer, the key of the Communicative Language Teaching is the desire
to communicate the information gap. A traditional classroom exchange in which
one student asks Where is the library? And another answers Its on Green Street. (2001,
84-86).

2.2.2.4 Task Based Learning (TBL)

As Brewster et al describe Task Based Learning involves learners using languages for
purposes which go beyond merely practicing the language in order to learn it; a context
from which the purpose for language emerges; purpose and context stimulating the
language to do something about the language (2002, 45).
Task based learning is described as a series of tasks with different steps:

Pre- task
Introduction to topic and task
Task cycle
Task
Planning
Report
Language focus
Analysis
Produce

The Willis TBL framework in 1996, Willis quoted by Harmer (2001,87)

As Harmer describes, In the pre- task the teacher explores the topic with the class
and may highlight useful words and phrases, helping the students to understand the
task instructions. During the task cycle, the students perform the task in
pairs or small groups while the teacher monitor from the distance. In this cycle,
students can plan how they will do their task and later report their task. In the Language
focus stage students will examine and discuss specific features of any task (2001, 87).

2.2.2.5 Cross curricular

This approach is the development of the L2 linked to other areas of the curriculum Such as
Art, Physical education, Mathematics, Science, etc.
Some linguistics, such as Winddowson (1978) and Van Lier (1996) both quoted
by Brewster et al. They have suggested to connect teaching EFL with other areas of
curriculum because it is very time- efficient and in terms of school-aged is more
authentic than simply learning English for social purposes.(2002,129)
According to Brown and Brown quoted by Brewster et al Schools
that decide to use a cross-curricular approach need to look at language teaching from
a different angle with broader learning aims. (2002,128)
It is necessary to choose topics and link them with the work already done
in other areas of the curriculum.

2.2.3 Current situation of English at preschool levels in Chile.

Children can attend preschool or Nursery in Chile from 85 days old to 6 years
old. Preschool includes three different cycles, each divided in two levels. Sala cuna for
babies up to 2 years old, nivel medio for toddlers and transicin from ages 4 to 6.
Indeed, nursery schools are more nurseries than schools, a way for parents to obtain free,
supervised childcare. The best pre-schools are designed to introduce children to the social
environment of school and concentrate on the basic skills of coordination, encouraging the
development of self-awareness and providing an introduction to group activities, as Bases
Curriculares regulates . When in transicin, the content of the activities is more complex
and specific. Students are taught the rudiments of reading, writing and arithmetic in
preparation for primary school (preschool in Chile nursery and kindergarten retrieved on
May 19
th
,2013 from http://www.justlanded.com/english/Chile/Chile-
Guide/Education/Preschool-in-Chile).

According to the information discussed, we can state that English is not part of the
regulated areas to teach in preschool levels.

2.2.4 Syllabus

According to Brewster et al. A syllabus provides the a list of language items that are
to be taught, how they are going to be taught, in which order and how long it
should take to teach them. Whether teachers are working with the countrys national
syllabus or a syllabus design by a course or their own. Teachers must know the long
term objective and how to achieve them. (2002, 233).
Teachers can follow a syllabus, but they have to decide how to use it in the best way,
and how to link each lesson with the next lesson.
The syllabus is the course map or a sequence chart. Teachers should study this carefully to
see how the course is structured. For example, in the EFL classroom, there is a lot
of pressure on the teacher to produce immediate, tangible results in terms of concrete
linguistic outcome. That is to say, teachers are always evaluate by how
their students can communicate in the second language. Here, we
also need to consider the needs of the children and how to work with them in order
to achieve the goals. (Brewster, 2002, 233-234)
If we make of analogy , we can say that a syllabus can be a recipe where
we need to consider the main elements, and we can vary some of the secondary
elements, but we need to be focused on the course of the action to achieve the goals.




2.2.4.1 Goals

Goals are the key element in the syllabus. They are going to set the priority in the class.
Here we can have content goals, the ones that identify what to teach. Also, the
attitude goals that are the ones that set the relationships and atmosphere of the
language classroom.

Content and Attitude Goals

Content goals are concern with the elements of language and ways in which they
are used. Most of the time the content goals are in the following ways:
- Structures: focus on the grammatical structures. For example, simple
present, present continuous, future, etc.
- Topics and situations: that refers to the situations and topics. Sometimes the items to be
covered are grouped according to whether they demand speaking, listening, reading
or writing.
- Functions: here the focus is on what the learner can use the language for, so the
things to be covered are listed under headings like: expressing likes/ dislikes, asking
and giving directions, etc.
Attitude Goals are the priority in primary classrooms since they want to relate
the learning experiences and set the right atmosphere inside the classroom. With
this kind of goals, we want to give to children pleasure and confidence. Emphasizing that
responsibility is the high priority to the attitude goals. In addition, teachers want to make
sure that young learners feel secure and confident when they are
correcting childrens mistakes and failures. They should not feel frustrating or
humiliating. Teachers need to make young learners feel that mistakes are a normal part
of the learning, it can be necessary to have many attempts. We need to make sure in
a primary classroom that communication does not demand one hundred percent
accuracy. For example, we can understand the message of a person
that can have few mistakes or strong accent. The important part here is to make young
learner is to try to use the language.
To sum up this point, we can state that language, English, is not a
package of knowledge. It is a fundamental part of being human. Thus, teachers have to
motivate children to use the content of the language. Therefore, it is necessary to combine
both content and attitude goals in a English language class (Halliwell, 1992, 10-13)

2.2.4.2 Time

This is an important element to consider inside of a syllabus. According to Brewster
et al. For children was determined that regular short slots during the week were likely
to be more effective than a longer more concentrated slot only once a week. (2002,3)
That is to say, for preschoolers is appropriated to have short period of class every
day. As a result, young learners can reinforce what they are learning day after day.
Halliwell support this idea and suggest An hour of more of high density language
work is probably too much for teachers and their learners. Less than half hour is very
insubstantial and fragmented. Set this parameters we can have two hours a week
divided into half an hour each day. By having four half an hours, we can spread the
contact through the week (1992, 127)
Having every day English lesson can have the following advantages:
- Teachers can use emotional and physical energy as a stimulus to get things
moving without effort.
- Children do not lose the sight of language between the lessons.
- Teachers can deal with few simple things without losing the concentration span.
- Topic can be connected easily from one lesson to another (Halliwell, 1992, 127-
128)

2.2.4.3 Criteria for selecting contents.

There are a lot of reasons to select contents inside of a program or a course. In the
case of preschool levels in English, it is important to set the reasons why to teach a
foreign language in this level.
One of the reason for starting to learn a foreign language in the childhood is to
increase the number of exposure to the language. For this it is necessary to take into
consideration the nature of preschool methodology. That is to say, we need to pay
attention to the needs and the interests of the children.
In fact, the idea is not to create bilingual children, but more reasonably to prepare
children linguistically, psychologically, and culturally for the language
learning.(Brewster, 2002, 3-7)
For this reason, we need to consider the following elements like Learnability,
Frequency, Coverage, and usefulness that are going to help us when making decisions
about selecting and grading of the contents.

Learnability: to select the structures or the lexical items that are the easier.
Thus, we teach the easier things first and then increase the level of difficulty as
the students language level rises.
Frequency: this make sense when we focus on what concepts are more
frequent in the language, than the ones that are only used occasionally by
native speakers. That is to say, the frequency of the use of a concept or
structure.
Coverage: some words and structures have greater coverage (for use) than
others. On the basis of coverage, it is important to decide what are the main
contents to cover.
Usefulness: some words are taught for their usage in a specific context , not in
the real life. This is due to the context of what students are linguistically able
to talk about. For example, to include vocabulary about the classroom is useful
for the students and their immediate context , but not for real life contexts.
(Harmer, 2001, 295-296)

2.2.4.4 What contents to choose.

The main purpose of teaching English in preschool level is to motivate young
learners and to take advantage of childrens language learning skills and aptitudes. It is
also important to consider childrens immediate environment in order to create
meaningful learning.
Another important point to mention is that when we consider contents, we need to get
closer to the young learners contexts and interests.
We will need to sort out three main things:
- How to give the program a unifying threat and identifiable purpose. (Objectives)
- What topics to include, and what to include under any particular
topic.(Contents)
- How frequent and how long language lessons should be if it is left to you.
(Time)

Teachers and learners need a coherent program with clear objectives. That is to say,
teachers need to have a written and a mental framework into which can fit new
knowledge and understanding for the student. For all this, it is very important to have a
starting point to hand, the children themselves. They are an excellent starting point.
If we need to decide what topic to include, we need to focus on the following stages:

First stage, it is necessary to identify the areas of interest for the children. For
example, Food, sports, friends and family, etc.
The second stage, it is necessary to identify what the children use the language for
in those areas (functions of the languages). For example,

Food expressing likes and dislikes.
Sports saying what they cant or can do, etc.

We also need to consider the childrens ability to understand the language. It is also
important to have clear tasks for that, so they can produce the language they
receive. It is significant to use a large proportion of language base on the childrens
previous experiences. In this way, the children have the possibility to understand the
language without necessarily produce the language taught. (Halliwell, 1992, 122-126)



2.2.5 Resources to use to teach young learners.

Some resources facilitate the teaching and the learning experiences to young learners. Some
of them help students to remember some contents, structure or vocabulary. In addition,
some resources can be a tool to touch the childrens mind for a lifetime.


2.2.5. 1 Songs, chants, rhymes

Songs, chants and rhyme can be a source of having meaningful learning for children
through melodies.

2.2.5.1.1 Songs

Songs can help us to develop linguistics factors as Solhy A, Antar listed ( 2002, 52-53):
To enlarge the vocabulary background of children.
To develop pupils' listening and speaking skills.
To introduce and familiarize children with the target language culture.
To improve children's pronunciation.
To teach various language functions.
To recall grammatical points.
To develop auditory discrimination.
In fact, songs are a great source of motivation. They can motivate shy students to
participate in class. Songs add fun to learning and create a lively atmosphere in the
language classroom. In addition, songs stimulate children's interest in the new
language. Teachers can get closer to their students through songs. According to Solhy A,
Antar (2002, 53).
It is very important to set the right methodology to present songs in the classroom.
As Curtain and Pesola (1988,265) quoted by Solhy A, Antar (2002, 54) kids need
to know what the song is about (key vocabulary) . Teachers need to use gestures and
visual aids to convey meaning. Children need to listen to the song more than
one time, and probably go line by line. Young learners need to review the key
vocabulary more than one time.

2.2.5.1.2 Rhymes and Rhythms

Rhymes and rhythms have an important role in the natural way children develop
their first language. According to the American ESL teacher Carolyn Graham (1979)
quoted by Solhy A, Antar (2002, 61) Rhymes and rhythms need to be used in a primary
classroom for a variety of reasons:
- To teach the natural rhythm, stress and intonation of conversational English.
- To recall a grammatical point. For example, present simple, past simple, pronouns,
questions, etc.
- To teach language functions. For example, asking for information, giving
explanations, etc.
- To develop students' listening and speaking skills.
- To create an interesting, relaxing atmosphere that helps students in acquiring the
new language.

2.2.5.1.3 Chants

Chants are very useful to use in the classroom with young learners
since they allow to review structures. Through the repetition of
the chant, kids familiarize with the structure and the sounds. Chants can be
a way to engage children with the vocabulary of the class. With chants teachers can
focus on intonation and stress of the words. Clapping or snapping of fingers are
useful technique to use. (Solhy A, Antar 2002, 62).

2.2.5.1.4 Technology

Technology can be a very useful tool when teaching English to young learners
because nowadays children are closer to its uses better than adults. According to Brewster,
J., Gail, E., and D. Girard, when using technology we need to consider how best it can be
used and how it can complement our work inside the classroom. The use of it can
contribute to the global development of our pupils and complies with the psychological,
linguistic, cognitive, social and cultural objectives of most language teaching programs
(2002, 203). Inside technology we find different elements like: the use of videos, computers
and internet.
The use of videos: there are a number of videos that have been made especially for
the ELT classroom which are accompanied by activity books and teachers guides
or accompany course books. Videos are a great source to work both on listening
speaking skills for young learners.
The use of computers: computers can provide distinct advantages over more
traditional approaches. The use of a computer for listening tasks or activities often
provide not only sound, but also visual input providing students with more
contextual clues for the class.
The use of internet: the web can be a useful tool for project work, topic and story-
based work in the young learners classroom. Many sites are regularly updated and
well-designed. To find worth-while material, we need to bear in mind certain web
criteria and know how to use search engines and web directories efficiently.
















CHAPTER III
METHODOLOGICAL FRAMEWORK
3.1 Paradigm of research.
The present study corresponds to a mixed research. According to Hernandez, R.
(2011, 5) the mixed method can be described as a complete photograph of a phenomenon
since it is a mixture of both methods: quantitative and qualitative research.
Since the main aim of this research is to build a syllabus for preschool levels, it is
necessary first to identify the elements of a syllabus that are the most common ones in
preschool levels and also to describe, from the teachers involved, the actions that take
place in the classroom. Thus, due to the nature of this study, there is a need to work
objectively (quantitative method) and subjectively (qualitative method).
3.2 Scope of this Research.
This is a basic research because this work seeks to increase the amount of
information available about English in preschool levels, and it will gather the information
about the institutions and what is being done by teachers of English in this level. Thus, we
can compare the theory with the practice.
The design of this research is a non-experimental one due to the fact that this
research wants to offer a syllabus proposal for preschool levels based on the strongest
elements that educational institutions in Puerto Montt use in their own syllabuses. On the
other hand, it is necessary to consider a transeccional design because the data is collected in
just one time, during June and July 2013. According to Hernandez, Fernandez, Baptista
who describe the transeccional design as the collection of data in only one moment. This
design is like taking a picture of a situation (2006, 120).
It is also important to consider that the purpose of this research is descriptive
since this research aims at describing what happens in the schools in order to compare
this information with the theory already discussed. All this will give us a great deal of
information to work with. Here, it will be necessary to describe and evaluate the data since
a significant point is to choose the most important elements that make our syllabus proposal
strong and well- founded.
3.3 Description of Techniques and Instruments.
The instrument used in this research is an interview as Ritchie & Lewis, 2003
quoted by Newton, The interview is a managed verbal exchange (2010,1) this interview
considers working with open questions in order to ask the educational institutions about
most of the elements included in their own syllabuses. It is necessary to work with a semi-
structured kind of interview in order to have a prepared set of questions and to look for a
way or to create new questions to ask about all the elements included in the syllabus,
considering the ones they do not mention in their answers.
It is also necessary to evaluate and to compare the information that the schools may
share with this research according to the theory that we discussed in the previous chapter.
Another important point is to evaluate and measure the information according to
their importance and to use only the piece of information that is common for all the
educational institutions involved.
All the information provided by the schools about their syllabus will be useful for
getting the main elements for our syllabus proposal that can be used in preschool levels. In
fact, it will be important to select carefully the common elements in order to use them in the
syllabus proposal.
Describing the source used in this research, this research works with a mixed
source. That is to say, the information used is from primary source and secondary source.
Primary source refers to all the original sources of information that other researches
are based on. They do not include interpretation of any evaluation (University Libraries,
University of Maryland http://www.lib.umd.edu/ues/guides/primary-sources).
About secondary sources, they are less easily defined and they can be interpretation
of a primary source or a research that contains relevant information (University Libraries,
University of Maryland http://www.lib.umd.edu/ues/guides/primary-sources).
3.4 Research Population
The research population corresponds to schools that teach at preschool levels in
Puerto Montt.
3.4.1 Unit of Analysis
The unit of analysis corresponds to the schools that teach English at preschool
levels.
3.4.2 Sample
The sample will be intentional since this research is based on the information
provided from six schools that teach English at preschool levels and have a syllabus for the
English lessons. For this reason, it is necessary to consider the best schools that have the
characteristic needed.
3.5 Inclusion and Exclusion Criteria
Here, we will state the criteria used to select our sample.
3.5.1 Inclusion Criteria
This research will include schools that have the following characteristics:
Those schools which teach English in preschool levels.
Those schools which have teachers of English for preschool levels.
Schools that have a syllabus to teach English at Preschool levels.
3.5.2 Exclusion Criteria
This research will not include the following type of schools :
Schools that do not have preschool levels.
School that do not teach English at preschool levels.
Schools that do not consider methodology to work with preschool levels.

3.6 Ethical Issues.
During this research the identity of the participants will be protected, and it will be
respected all the information that they provide. It will be omitted personal data and
information about the interviewees. It will be required to treat all the interviewees in a
cordial way. One of the main ideas is to inform to the interviewees about the significant
points of this research and the purpose of it.

























CHAPTER IV
RESULTS

4. Results.
According to the interviews done in six schools from Puerto Montt about their
syllabi in English at preschool levels, it is possible to get information about the following
topics:
4.1 Time.
In Relation to time, it can be established that only two schools 30 minutes lessons minutes
every day. On the other hand, there are two other schools that have only two lessons of 45
minutes during the week. There is a case in which one school has three lessons of 20
minutes in a week. Meanwhile, only one school works one lesson of 45 minutes each week.
4.2 Contents.
It is very important to discuss the contents that are taught at preschool levels in order to set
the usage that the schools involved give to them in the teaching of English in their
preschool levels.
As it can be seen in graph N1:

Graph N1 Contents
Considering the most popular contents taught in the schools involved in pre-school
levels, it can be determined that the ten most taught contents are:
1- Family.
2- Colors.
3- Numbers.
4- Food.
5- Toys.
6- School objects.
7- Greetings (introduce yourself).
8- Shapes.
9- Animals.
10- Holidays.
4.3 Functions.
According to the interviewees, they agree that the contents taught in preschool levels have
to deal mainly with vocabulary. For this reason, the main function described is naming
objects or the most significant elements that children know in their own language and the
ones that are with familiar to them.
4.4 Criteria to select content.
Each school has its own criteria to select contents. In five of them, the teaching of
English at preschool levels is based on a program they have for the year. And, in one of the
schools the English department selects the contents to be taught.
4.5 Objectives to Teach English in Preschool Levels
When the objectives to teach English in Preschool levels are discussed, the schools
involved agrees that to teach English in this level deal with to motivate young learners for
their future lives and to get them to know about the existence of a different language.


4.6 Resources used in class.
Considering the resources used in the preschool classrooms for teach English, it is
possible to find out that the most common resources used by schools are:
1. Flashcards.
2. Books
3. Songs.
4. Radio cd.
5. Handouts and worksheets.
As it can be seen in graph N2:

Graph N2 Resources used by schools
4.7 Sources to get resources for the lessons.
According to the resources, it is important to know how and where to get them
from. In addition, schools get most of their materials and resources from the book that they
are using, and the publishers companies, teachers own creativity, and websites.


As it can be observe in graph N3

Graph N3 Sources to get resources for the lesson
4.8 Methodologies used in Preschool levels.
The most used methodology in preschool levels is TPR (Total Physical Response),
most of the schools involved use TPR in their lessons. They also use Realia as a resource
since they use real objects to convey meaning to the young learners world in this new
language. Repetitions are also an important part of preschool English lessons for these
schools.
4.9 Methodologies with better results for the six schools.
According to the schools involved, the most popular methodology with better
results in their preschool classrooms is TPR (Total Physical Response). Even though, some
schools also consider repetition and Realia as good tools to use with Young learners.
To measure the methodologies used by the schools, it can be set that 5 of 6 schools
interviewed use TPR in their preschool classrooms at pre-school levels. The other elements
were resources to complement their lessons.

4.10 Methodologies that motivate the learners in a better way.
The methodology that gives better results in the classrooms for the pupils of the six
schools involved is TPR (Total Physical Response) since they describe that their pupils
enjoy and engage with this methodology. They also consider Games, and songs as
resources that motivate young learners. The schools highlighted that this methodology,
TPR, is an important source of motivation to their students.

















CHAPTER V
ANALYSIS AND DISCUSSION

6. Analysis and Discussion.
In this chapter, all the data collected from the interviews done in six schools from
Puerto Montt will be analyzed and discussed. It is necessary to compare all these
information with the theoretical background and the main authors considered in this
research.
With the interviews done in the schools it was possible to realize that they have
different ideas related to time. It can be established that these six schools work as an
average of one hour forty four minutes per week. If we divide this time by five times during
the week, it is possible to have five lessons of twenty nine minutes each. In addition,
schools have different schedules about their English lessons, some of the schools work one
time in a week meanwhile others work two, three, and five times during the week.
Considering Brewster et al (2002, 3) ideas, it is very important to have regular short slots
during the week because they are more effective than a longer more concentrated slot only
once a week. Another important idea to highlight is the fact that young learners need to be
familiar with the topics so if they have lessons every day, students will become familiar
with the language in an easy way. As Halliwell (1992, 127) states, it could be appropriate to
have about 20 to 30 minutes of teaching every day so that it can be spread the contact with
the language through the week.
Another important element to consider in English lessons in Preschool levels is the
contents. Since the main purpose of English in preschool levels is to motivate young
learners to learn the language, it is important to consider contents that contents should be
close to their interests and contexts. Under this circumstance, it is important to consider all
the elements that they know in their own language in order to apply it in the Second
language, English. As J Harmer wrote young learners display curiosity and enthusiasm
for the world around them. Thus, if contents that are close to the children are considered
for the lessons, children will have the base knowledge to start learning these contents in a
second language. Considering all the aspects discussed, it is possible to state that most of
the school select their contents according to their children close context.
If we select contents, it is also important to consider what we want children to do
with those contents. In this context, it is important to set the functions that are important to
develop for the kids. So, the main functions to work at preschool levels in English are
naming objects, describing and working with vocabulary.
As J Harmer stated (2001, 38) children have limited span of attention. Useless
activities are extremely engaging. So, it is important to consider that children need to be
engaged with the task. For this reason, functions like naming, describing, and working with
vocabulary are good to be used in preschool levels since through these teachers try to give
meaning to childrens world in a second language through the activities that children can
achieve in class.
It was necessary to consider the contents and what to do with those contents in order
to state that most of schools interviewed select their contents based on preschool teachers
work. The schools try to consider the previous work done in their native language in order
to teach English to their children. As J. Harmer describes like one a
characteristic of young learners. They are keen to talk about themselves and their own
experiences and respond well to learning experiences that uses their own lives as a topic
(2001, 38).
According to this is important to consider previous knowledge in order to teach
them in English because this will increase the confidence in the children.
Something important to consider when to teach, are the objectives. The main
objectives to teach English in preschool levels for the six schools interviewed are to
motivate young learners to language and prepare them for their future lives. Due to this,
most of the lessons try to use games because they help to increase their motivation.
As Susan Halliwell wrote: Games provide an opportunity for indirect learning in
order to make the most of the creative language skill the children bring with them, we
therefore have to provide them occasions to repeat sets of phrases to make kids construct
the language actively for themselves. That is why games are so
useful and important. It is not just because they are fun. It is partly because the fun
element creates a desire to communicate
and partly because games can create unpredictability (1992, 4).
Since the English at preschool levels try to motivate children and to provide
tools for the future. It is important to create a good atmosphere to work inside the
classroom.
It is necessary to consider that we need certain elements to reach the objectives that
are set for these levels. Resources are the elements that can help to ease the process to reach
the objective in Preschool classrooms. In this case, schools work with a variety of resources
like books, songs, radios- cds, handouts and worksheets which make easy to work the
different contents for the levels. This also allows schools to provide practice for the 2 skills
that are possible to develop in English at this level.
The most common resources used are flashcards with 100% of popularity among
the schools and then, songs and books with the 66% of usage, other resource can be the
radio with 50% of preferences. Other elements used are worksheets, board, teachers
energy, and the percentage of usage is 16%. With information, it is possible to get that
teachers look for significant elements that children can remember. Teachers are looking for
ways to create an impact in their students lives. If they can remember that they learn
having positive experiences, the learning process will be meaningful for the rest of their
lives. For example, songs are a great source of motivation. They can motivate shy
students to participate in class. Songs add fun to learning and create a lively atmosphere in
the language classroom. In addition, songs stimulate children's interest in the new
language. Teachers can get closer to their students through songs. According to Solhy A,
Antar (2002, 53).
Not only the resources are important, but where to get them is something necessary
to consider. As some schools complement their lessons with a book, teachers rely on
material from the book and the resources that the publisher companies give to them. Using
extra materials from the book or teachers resources that publishing companies add to their
books, can help to contextualize the lesson. It also gives a sense of unity to the lesson.
Similarly, Teachers use their own creativity and websites material to provide resources to
the children according to the needs that children can have in the lessons.
It is necessary to remember that good resources are nothing without using the right
methodology. One of the methodologies that schools choose to use in preschool level was
TPR, Total Physical Response since this provides a lot of physical interaction inside the
classroom. Teachers use this and make the students react under the stimulus (gesture,
mime, and physical actions) According to Brewster et al TPR
is very popular with young learners because it develops listening skills, introduces
new language in a very visual, contextualized way, involves activity and movement
and does not at first put pressure on the young learners to speak (2002, 44). At preschool
levels, Realia is a useful tool to use. It allows conveying meaning through concrete material
that helps children to acquire meaningful learning. In addition, repetition is a beneficial
strategy to use inside the classroom because it gives the opportunity for oral practice, and it
can improve the pronunciation in the children.
To discuss in terms of results, it is possible to define that TPR (Total Physical
Response) gives good results to teachers at Preschool levels. For this reason, schools
consider this methodology in their classrooms. This provides a great input with immediate
output. That is to say, children react to the stimulus given by the teacher.
As a consequence, the methodology with the best results is TPR since it is a good
source of motivation in the classroom activities. In addition, children get highly motivated
and participate with enthusiasm. Teachers complement this methodology with other tools
like songs and games which work as a motivational strategy to use with young learners. All
these allow children to enjoy the language.





CONCLUSION
A solid syllabus is a meaningful part of any teaching program. Because it is
essential to outline the main points of an English syllabus for preschool levels, we need to
consider what schools that teach English at that level these days are using in order to
propose a consistent syllabus that can be used by institutions at these levels.
This syllabus proposal is designed to be used in preschools to give children what
they need from their English education at this stage. This research therefore focused on the
main theories, methodologies, resources and the content needed to work with children at
this level within the context of what they should already be learning. English is as a subject,
is crucial for young learners because they can use it to improve their communication skills.
This research was focused on the work done in this area by the different theorists
mentioned previously. Their work is not only based on the process of English teaching for
young learners, but also on knowing which methodologies and resources are more effective
when it comes to teaching a foreign language at preschool levels and what should be
included in an English syllabus in any school. But after studying their theories, it is
impossible to say which is the most effective when working with young learners in the
classroom.
According to the findings obtained from the six schools involved that teach
English at preschool levels in Puerto Montt, the results were very clear in showing that
most of them make their own decisions when it comes to teaching English at this stage.
This could be a disadvantage for the whole system because it shows many differences in
the process, but this is not a disadvantage for all schools because most of them rely on
many other methodologies and resources to teach English which can strengthen the
process.





Appendix



Entrevista:
Con el fin de proponer un syllabus comn para la enseanza del Ingls en niveles pre-
escolares queremos recolectar informacin sobre los principales elementos del syllabus
de su establecimiento.
1 podra decirnos cul es nmero de horas de ingls que se trabaja en niveles de pre-
bsica por semana en su establecimiento? Cmo las divide dentro de la semana?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
2- podra mencionar a lo menos 10 de los contenidos tratados en niveles de pre-bsica
en su establecimiento.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
3- establezca cul son las funciones que se contempla trabajar con los contenidos ya
mencionados?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
4-Cual es (son) el o los criterios utilizados en la seleccin de los contenidos
anteriormente mencionados?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
5-Cules son los objetivos que el establecimiento considera para la enseanza del
Ingls en pre-bsica?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
6- Podra sealar Qu recursos de apoyo utiliza en sus clases?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
(Mencionar preguntas para tratar temas como: laboratorios, internet, canciones, libros,
etc.)
7- Qu fuente utiliza para obtener los principales recursos de apoyo para sus clases?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
8- cul es la metodologa ms utilizada en clases de ingls en pre-bsica?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
9- cul de las metodologas utilizadas ha dado mejores resultados en los alumnos?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
10 - cul de las metodologas utilizadas resulta ms motivadora en sus alumnos?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________


















TRANSCRIPCIONES
Entrevista:
Con el fin de proponer un syllabus comn para la enseanza del Ingls en niveles
pre-escolares queremos recolectar informacin sobre los principales elementos del
syllabus de su establecimiento.
1- podra decirnos cul es nmero de horas de ingls que se trabaja en niveles
de pre-bsica por semana en su establecimiento? Cmo las divide dentro de la
semana?
Establecimiento 1: Clases de treinta minutos cada da, es decir dos horas y medias
semanales, ya que los textos estn diseados para una gran carga horaria semanal,
pero con actividades no ms de treinta minutos por clase.
Establecimiento 2:El colegio cuenta con momentos denominados impacto, que son los
que se trabaja en Ingls. Estos momentos son todos los das 30 minutos, lo que hace
un total de 2 horas 30 minutos semanales.
Establecimiento 3: En el colegio se trabajan 2 horas pedaggicas (45 min.) semanales de
ingls tanto con pre knder como con knder. Estas dos horas son separadas en segmentos
de 45 minutos para cada nivel.
Establecimiento 4: En el caso del knder se trabajan 2 horas pedaggicas semanales
separadas en 45 minutos los lunes y mircoles. En 1ro bsico se trabaja la misma cantidad
pero en un solo da que son los viernes.
Establecimiento 5: Se trabaja en 3 bloques de 20 minutos que hacen un total de 1
hora semanal.
Establecimiento 6: 1 hora pedaggica por semana: 45 min. Son 90 min entre pre-bsica de
la maana, y la tarde.

2- podra mencionar a lo menos 10 de los contenidos tratados en niveles de pre-
bsica en su establecimiento.
Establecimiento 1:Los contenidos ms tratados en los niveles de pre-bsica son:
1. Saludos.
2. Las formas geomtricas (shapes).
3. Nmeros(numbers).
4. Colores (colors).
5. Juguetes (toys).
6. La familia con adjetivos calificativos como big-small, ugly- beautiful
(familymembers).
7. Lugares de la ciudad (Places in town).
8. Professiones (Jobs).
9. Comidas (food).
10. Fiestas, (Holidays)
Establecimiento 2 : Los contenidos ms trabajados son :
1- Saludos y presentacin personal.
2- Colores.
3- Partes del cuerpo.
4- Formas geomtricas.
5- Animales.
6- Emociones (feliz- triste).
7- Verbos de accin ( jump, climb, run, hop).
8- La familia
9- comida ( comida saludable- comida chatarra)
10- Partesde la casa.
Establecimiento 3: Los contenidos ms trabajados son:
1- Miembros de la Familia.
2- Formas geomtricas.
3- Mascotas y Animales.
4- Nmeros.
5- Partes del cuerpo.
6- Colores.
7- Juguetes.
8- Objetos del colegio.
9- Objetos de la sala de clases.
10- Presentacin personal y Saludos.
11- Fiestas y celebraciones.
Establecimiento 4: Los contenidos ms trabajados son:
1- Colores.
2- Nmeros y sumas.
3- Formas geomtricas.
4- Frutas.
5- Animales.
6- Juguetes.
7- Medios de transporte.
8- Fiestas patrias.
9- Partes del cuerpo.
10- Miembros de la familia.
11- rdenes.
Establecimiento 5:se trabaja en la identificacin del entorno con temas como:
1- saludos
2- el colegio
3- objetos de la sala.
4- Juguetes
5- Familia
6- Partes de la casa
7- Colores
8- Nmeros
9- Comida ( likes and dislikes)
Establecimiento 6:
1. El tiempo.
2. Numeros.
3. Animales.
4. Ordenes.
5. Colores.
6. Familia.
7. Comida.
8. Objetos de la sala.
9. Juguetes.
10. Fiestas Patrias.

3- establezca cul son las funciones que se contempla trabajar con los contenidos
ya mencionados?
Establecimiento 1:
Contenidos = Funciones
1. Saludos = presentarse.
2. Las formas geomtricas (shapes) = clasificar, ordenar.
3. Nmeros(numbers) = contar
4. Colores (colors) = describir
5. Juguetes (toys) = expresar preferencias y vocabulario
6. La familia con adjetivos calificativos como big-small, ugly- beautiful
(familymembers)= describir.
7. Lugares de la ciudad (Places in town)= situar objetos en un mapa.
8. Professiones (Jobs) = describir y valorar las personas y sus profesiones.
9. Comidas (food)= expresar gustos y disgustos, vocabulario.
10. Fiestas, (Holidays)= describir fiestas en el mundo, vocabulario.
Establecimento 2:
Contenidos = Funciones
1- Saludos y presentacin personal = presentarse
2- Colores = describir
3- Partes del cuerpo = identificar
4- Formas geomtricas = describir
5- Animales = identificar y clasificar.
6- Emociones (feliz- triste) = expresar emociones
7- Verbos de accin ( jump, climb, run, hop)= seguir instrucciones
8- Miembros de la familia = vocabulario
9- Comida ( comida saludable, comida chatarra) = vocabulario
10- Partes de la casa = Identificar
Establecimiento 3:
Contenidos = Funciones

1- Miembros de la familia = Uso de He is/ She is.
2- Formas geomtricas = Describir diversas formas geomtricas.
3- Mascotas y Animales = Describir y Reconocer.
4- Nmeros = Contar nmeros del 1 al 10/1 al 15.
5- Partes del cuerpo = Identificar/Nombrar partes del cuerpo.
6- Colores = Describir/Identificar.
7- Juguetes = Describir/Nombrar.
8- Objetos del colegio = Identificar.
9- Objetos de la sala de clases = Identificar.
10- Presentacin personal y Saludos = Presentarse/ Uso de Good Morning y Good Bye.
11- Fiestas y celebraciones = Identificar.

Establecimiento 4:
Contenidos = Funciones
1- Colores = Identificar y nombrar.
2- Nmeros y sumas = Identificar y contar nmeros del 1 al 20.
3- Formas geomtricas = Identificar y describir.
4- Frutas = Reconocer y describir.
5- Animales = Describir.
6- Juguetes = Identificar y describir.
7- Medios de transporte = Identificar.
8- Fiestas patrias = Identificar costumbres tpicas.
9- Partes del cuerpo = Describir e identificar.
10- Miembros de la familia = Identificar y uso de This is my.
11- rdenes =Recibir y dar rdenes como sit down, stand up, raise your hand,
open your book y close your book.
Establecimiento 5:Todos los temas de pre-bsica se trabaja la identificacin de ellos
a travs de canciones, mmicas y lminas con imgenes.
Establecimiento 6:
1- El tiempo: (Sol, lluvia, nieve, viento, nublado)
2- Nmeros: (1-10)
3- Animales: Animales de la granja- (Oveja, cerdo, caballo, gallina, perro, gato, vaca.)
4- Ordenes: (Pararse, sentarse, silencio, agradecer, abrir la puerta, abrir las ventanas,
etc)
5- Colores: (Rojo, verde, gris, negro, blanco, caf, azul, naranjo, rosa, prpura)
6- Familia: l es / Ella es (Mam, pap, hermano, hermana, gemelo, beb, abuelo,
abuela)
7- Comida: (Likes y dislikes)
8- Objetos de la sala: Mesa, silla cuaderno, lpices, pegamento, tijeras, etc)
9- Juguetes (Identificarlos y describirlos)
10- Fiestas Patrias (Identificar comida, y ropa tpica)

4-Cual es (son) el o los criterios utilizados en la seleccin de los contenidos
anteriormente mencionados?
Establecimiento 1:Conocimiento general. Trabajar con un texto para aplicar las clases en
un contexto comn y lograr que todo sea estandarizado. Se trabaja en base a un texto, se
pasan todos los contenidos a travs del texto. Todos los textos tienen temas ms o
menos comunes.
Establecimiento2: Se trabaja con un libro el cual se selecciona en base al trabajo que
se realiza con los nios en espaol. Se revisan los libros y se establece la conexin
con las diferentes asignaturas del nivel.
Establecimiento 3: Se trabaja en conjunto con las tas de prvulo y el departamento de
UTP en los contenidos ya que no se cuenta con un material propio como establecimiento,
ya que se requiere que los alumnos aprendan ciertos contenidos de acuerdo al contexto en
el cual estn insertos.
Establecimiento 4: Los contenidos son elegidos en conjunto con el departamento de pre-
bsica y de acuerdo a stos se prepara el programa para knder y 1ro bsico.
Establecimiento 5:el colegio tiene un programa propio en el cual el trabajo se basa
en los temas que son seleccionados por la educadora de prvulos.
Establecimiento 6: Se hace un plan anual en el que el departamento de ingls decide los
contenidos q se trabajar durante el ao. Puede variar durante el ao, pero solo
adecuaciones, en general se mantiene el contenido general, y no se trabaja con libro.

5-Cules son los objetivos que el establecimiento considera para la enseanza
del Ingls en pre-bsica?
Establecimiento 1:El primer objetivo es encantar a los nios con el idioma y
hacerlos perder el miedo, que es el principal problema que tienen los nios que
aprenden Ingls cuando son ms grandes. Esto ayuda a que los nios puedan desarrollar
las cuatro habilidades del segundo idioma.
Establecimiento 2: Que los nios entiendan que existe otro idioma y que tiene que
gustarle. Por eso se trabaja con listenings y metodologas para que se motiven a travs
de juego.
Establecimiento 3: El objetivo es prepararlos para adquirir nuevas habilidades, y adems
siempre se trabaja por la integracin de los nios con diversas necesidades especiales
dentro del grupo.
Establecimiento 4: Preparar a los nios para los prximos cursos, y que adems ellos se
sientan integrados por el resto de la escuela.
Establecimiento 5: Abrirle a los nios el mundo al idioma Ingls, que identifiquen
cosas de su propio entorno y trabajen todo lo que es cotidiano para ellos.
Establecimiento 6: Facilitar a los nios el entendimiento de ingls para cuando cursen los
niveles ms avanzados.

6- Podra sealar Qu recursos de apoyo utiliza en sus clases?(Mencionar
preguntas para tratar temas como: laboratorios, internet, canciones, libros, etc.)
Establecimiento 1:Libros, Cd, mucha energa del profesor que es una fuente muy
importante de motivacin, mucho audio, clases muy estructuradas y con una rutina
fija que se establece a travs de canciones, flashcards o lminas, marionetas o tteres.
-Ha trabajado en los laboratorios con los alumnos de pre-bsica?
Aunque el colegio cuenta con laboratorios no se lleva a los alumnos ya que el
tiempo de clase es corto y el laboratorio no permite realizar actividades muy ldicas.
Establecimiento 2: Se trabaja con un kit donde vienen lminas, libros como el del
profesor, el de actividades y fotocopiables con actividades extras y manuales. El colegio
adems cuenta con gran cantidad de material de trabajo. En pre- bsica no se utiliza
el laboratorio por que los nios son muy chicos.
Establecimiento 3: Se trabaja con radio y cd roms, adems de guas y flashcards.
Establecimiento 4: Radio con cd, yo trabajo con el libro Little Tots I y II para obtener
material, proyector de data, computador, Flashcards, Guas, Canciones y Videos.
Establecimiento 5:Lminas de apoyo con imgenes, libros, radio, Cd, pizarra, papel
lustre, colores, canciones que son los materiales que ms usamos.
Establecimiento 6: Material concreto. Flashcards hechas por el profesor. No usan
computadores. SI usan muchas canciones. Para las rutinas (Saludo despedida, etc)

En su establecimiento se trabaja en laboratorio?
El colegio no cuenta con laboratorios pero se posee material como radios y cd con
canciones que facilita bastante el no contar con laboratorio

7- Qu fuentes utiliza para obtener los principales recursos de apoyo para sus
clases?
Establecimiento 1:Los recursos son entregados por las editoriales y la parte faltante
se rescata de internet y la creacin del profesor quien trabaja acorde a las
necesidades del grupo. Adems de proveer ms practica si es necesario.
Establecimiento 2 : Desde el libro usado en el nivel y otros libros complementarios,
adems de sitios web.
Establecimiento 3:Como no contamos con material propio, se trabaja con material sacado
de Pginas web y del libro SuperSurprise I.
Establecimiento 4: Yo trabajo mucho con el libro Little Tots I y II, que adems viene con
material complementario para el profesor pero tambin busco material, guas en internet, en
pginas como esl-printables.
Establecimiento 5: Recursos propios, Internet, libros, y material que entregan las
editoriales que proveen los textos de apoyo para la clase.
Establecimiento 6: Internet e instrumentos hechos por el profesor.

8- cul es la metodologa ms utilizada en clases de ingls en pre-bsica?
Establecimiento 1:TPR (total Physical Response) con muchos gestos y mmicas,
repeticiones para fijar palabras en forma fontica.
Establecimiento 2: TPR ( total physical Response) porque es una metodologa ldica, los
nios se divierten y aprenden sin proponrselo. El uso de material concreto tambin
es bueno.
Establecimiento 3: Repeticin puesto que no saben leer ni escribir, adems de canciones,
preguntas cortas y juegos.
Establecimiento 4: Trabajo mucho con repeticin y TPR. Tambin me gusta utilizar
objetos que ellos reconozcan da a da (Realia). A veces trabajamos con canciones, pero
generalmente los nios tienden a desordenarse mucho.
Establecimiento 5:Las metodologas que ms se utilizan con los pequeos de pre-
bsica son : look and say ( mirar y decir) , Listen and repeat ( escuchar y repetir),
listen and color (escuchar y colorear) TPR ( Total Physical Response) y Realia.
Establecimiento 6: Escuchar y repetir, Realia , TPR.

9- cul de las metodologas utilizadas ha dado mejores resultados en los
alumnos?
Establecimiento 1:TPR da muy buenos resultados por que motiva a los nios adems
que les gusta mucho copiar al profesor que es el input principal, adems de
structured input para trabajar vocabulario, que es como audiolingualismo pero ms
motivante, ya que motiva a los alumnos a trabajar y a discriminar las respuestas
correctas.
Establecimiento 2: Las dos metodologas anteriormente mencionadas anteriormente, el
uso de material concreto y TPR.
Establecimiento 3:Todas se utilizan siempre, y dan resultados siempre.
Establecimiento 4: Repeticin y TPR.
Establecimiento 5: en conjunto todas las metodologas van ayudando en la adquisicin
del idioma para los pequeos.
Establecimiento 6: Todo lo que tenga que ver con rutinas, TPR, porque siempre quieren
estar en movimiento. Para ellos el quedarse quietos por ms de un momento, es sinnimo
de aburrimiento. Entonces mientras ms movilidad tengan, ms aprenden y no se aburren.


10 - cul de las metodologas utilizadas resulta ms motivadora en sus alumnos?
Establecimiento 1: Como los nios aprenden tocando y manipulando cuando se trabaja
con TPR es motivador para la clase, los nios copian al profesor, imitan gestos y hacen
propios los contenidos.
Establecimiento 2: El TPR usado tanto por el profesor como por los alumnos.
Establecimiento 3: El uso de canciones y juegos ya que son nios muy pro activos.
Establecimiento 4: Canciones, pero como te mencion antes, los nios se desordenan
mucho al escuchar una cancin y por eso se hacen actividades con canciones una vez a la
semana.
Establecimiento 5:Mmicas, canciones, Simn Says (Simn dice), y todo lo que pueda
ser a travs del juego.
Establecimiento 6: Canciones , chants, TPR.








CATEGORIAS


Categorizacin
Categora de
primer orden
Categora Ejemplo



TIEMPO


Tiempo por cada
clase.
Establecimiento 1: Clases de 30 minutos cada da,
es decir dos horas y medias semanales, ya que
los textos estn diseados para una gran carga
horaria semanal, pero con actividades no ms
de treinta minutos por clase.
Establecimiento 2: El colegio cuenta con
momentos denominados impacto, que son los
que se trabaja en Ingls. Estos momentos son
todos los das 30 minutos, lo que hace un total
de 2 horas 30 minutos semanales.
Establecimiento 3: En el colegio se trabajan 2 horas
pedaggicas (45 min) semanales de ingls tanto
con pre knder como con knder. Estas dos horas
son separadas den segmentos de 45 minutos para
cada nivel.
Establecimiento 4: En el caso del knder se trabajan
2 horas pedaggicas semanales separadas en 45
minutos los lunes y mircoles. En 1ro bsico se
trabaja la misma cantidad pero en un solo da
Establecimiento 5 : Se trabaja en 3 bloques de 20
minutos que hacen un total de 1 hora semanal.

Establecimiento 6: 1 hora pedaggica por semana:
45 min. Son 90 min entre pre-bsica de la maana,
y la tarde.



Categora de
primer orden
Categora Ejemplo

Contenidos

10
contenidos
vistos en el
ao escolar.
Establecimiento 1:Los contenidos ms tratados en
los niveles de pre-bsica son:
11. Saludos.
12. Las formas geomtricas (shapes).
13. Nmeros(numbers).
14. Colores (colors).
15. Juguetes (toys).
16. La familia con adjetivos calificativos como big-
small, ugly- beautiful (familymembers).
17. Lugares de la ciudad (Places in town).
18. Professiones (Jobs).
19. Comidas (food).
20. Fiestas, (Holidays)
Establecimiento 2 : Los contenidos ms trabajados
son :
11- Saludos y presentacin personal.
12- Colores.
13- Partes del cuerpo.
14- Formas geomtricas.
15- Animales.
16- Emociones (feliz- triste).
17- Verbos de accin ( jump, climb, run, hop).
18- La familia
19- comida ( comida saludable- comida chatarra)
20- Partesde la casa.
Establecimiento 3: Los contenidos ms trabajados
son:
12- Miembros de la Familia.
13- Formas geomtricas.
14- Mascotas y Animales.
15- Nmeros.
16- Partes del cuerpo.
17- Colores.
18- Juguetes.
19- Objetos del colegio.
20- Objetos de la sala de clases.
21- Presentacin personal y Saludos.
22- Fiestas y celebraciones.
Establecimiento 4: Los contenidos ms trabajados
son:
12- Colores.
13- Nmeros y sumas.
14- Formas geomtricas.
15- Frutas.
16- Animales.
17- Juguetes.
18- Medios de transporte.
19- Fiestas patrias.
20- Partes del cuerpo.
21- Miembros de la familia.
22- rdenes.
Establecimiento 5:se trabaja en la identificacin
del entorno con temas como:
10- saludos
11- el colegio
12- objetos de la sala.
13- Juguetes
14- Familia
15- Partes de la casa
16- Colores
17- Nmeros
18- Comida ( likes and dislikes)
Establecimiento 6:
11. El tiempo.
12. Numeros.
13. Animales.
14. Ordenes.
15. Colores.
16. Familia.
17. Comida.
18. Objetos de la sala.
19. Juguetes.
20. Fiestas Patrias.


Categora de
primer orden
Categora Ejemplo

Funciones para
trabajar los
contenidos.


Funciones
Establecimiento 1:
Contenidos = Funciones
11. Saludos = presentarse.
12. Las formas geomtricas (shapes) = clasificar,
ordenar.
13. Nmeros(numbers) = contar
14. Colores (colors) = describir
15. Juguetes (toys) = expresar preferencias y
vocabulario
16. La familia con adjetivos calificativos como big-
small, ugly- beautiful (familymembers)= describir.
17. Lugares de la ciudad (Places in town)= situar
objetos en un mapa.
18. Professiones (Jobs) = describir y valorar las
personas y sus profesiones.
19. Comidas (food)= expresar gustos y disgustos,
vocabulario.
20. Fiestas, (Holidays)= describir fiestas en el mundo,
vocabulario.
Establecimento 2:
Contenidos = Funciones
11- Saludos y presentacin personal = presentarse
12- Colores = describir
13- Partes del cuerpo = identificar
14- Formas geomtricas = describir
15- Animales = identificar y clasificar.
16- Emociones (feliz- triste) = expresar emociones
17- Verbos de accin ( jump, climb, run, hop)= seguir
instrucciones
18- Miembros de la familia = vocabulario
19- Comida ( comida saludable, comida chatarra) =
vocabulario
20- Partes de la casa = Identificar
Establecimiento 3:
Contenidos = Funciones

12- Miembros de la familia = Uso de He is/ She is.
13- Formas geomtricas = Describir diversas formas
geomtricas.
14- Mascotas y Animales = Describir y Reconocer.
15- Nmeros = Contar nmeros del 1 al 10/1 al 15.
16- Partes del cuerpo = Identificar/Nombrar partes del
cuerpo.
17- Colores = Describir/Identificar.
18- Juguetes = Describir/Nombrar.
19- Objetos del colegio = Identificar.
20- Objetos de la sala de clases = Identificar.
21- Presentacin personal y Saludos = Presentarse/ Uso
de Good Morning y Good Bye.
22- Fiestas y celebraciones = Identificar.

Establecimiento 4:
Contenidos = Funciones
12- Colores = Identificar y nombrar.
13- Nmeros y sumas = Identificar y contar nmeros del
1 al 20.
14- Formas geomtricas = Identificar y describir.
15- Frutas = Reconocer y describir.
16- Animales = Describir.
17- Juguetes = Identificar y describir.
18- Medios de transporte = Identificar.
19- Fiestas patrias = Identificar costumbres tpicas.
20- Partes del cuerpo = Describir e identificar.
21- Miembros de la familia = Identificar y uso de This is
my.
22- rdenes = Recibir y dar rdenes como sit down,
stand up, raise your hand, open your book y
close your book.
Establecimiento 5:Todos los temas de pre-bsica se
trabaja la identificacin de ellos a travs de canciones,
mmicas y lminas con imgenes.
Establecimiento 6:
1. El tiempo: (Sol, lluvia, nieve, viento, nublado)
2. Nmeros: (1-10)
3. Animales: Animales de la granja- (Oveja, cerdo,
caballo, gallina, perro, gato, vaca.)
4. Ordenes: (Pararse, sentarse, silencio,
agradecer, abrir la puerta, abrir las ventanas,
etc)
5. Colores: (Rojo, verde, gris, negro, blanco, caf,
azul, naranjo, rosa, prpura)
6. Familia: l es / Ella es (Mam, pap, hermano,
hermana, gemelo, beb, abuelo, abuela)
7. Comida: (Likes y dislikes)
8. Objetos de la sala: Mesa, silla cuaderno,
lpices, pegamento, tijeras, etc)
9. Juguetes (Identificarlos y describirlos)
10. Fiestas Patrias (Identificar comida, y ropa tpica)





Categora de
primer orden
Categora Ejemplo

Criterio para la
seleccin de
contenidos.


Seleccin de
contenidos
Establecimiento 1: Conocimiento general.
Trabajar con un texto para aplicar las clases en
un contexto comn y lograr que todo sea
estandarizado. Se trabaja en base a un texto,
se pasan todos los contenidos a travs del
texto. Todos los textos tienen temas ms o
menos comunes.
Establecimiento2: Se trabaja con un libro el cual
se selecciona en base al trabajo que se realiza
con los nios en espaol. Se revisan los libros y
se establece la conexin con las diferentes
asignaturas del nivel.
Establecimiento 3: Se trabaja en conjunto con las
tas de prvulo y el departamento de UTP en los
contenidos ya que no se cuenta con un material
propio como establecimiento, ya que se requiere
que los alumnos aprendan ciertos contenidos de
acuerdo al contexto en el cual estn insertos.
Establecimiento 4: Los contenidos son elegidos
en conjunto con el departamento de pre-bsica y
de acuerdo a stos se prepara el programa para
knder y 1ro bsico.
Establecimiento 5: El colegio tiene un programa
propio en el cual el trabajo se basa en los
temas que son seleccionados por la educadora
de prvulos.
Establecimiento 6: Se hace un plan anual en el
que el departamento de ingls decide los
contenidos q se trabajar durante el ao. Puede
variar durante el ao, pero solo adecuaciones, en
general se mantiene el contenido general, y no se
trabaja con libro.



Categora de
primer orden
Categora Ejemplo

Objetivos de la
enseanza del
Ingls.

Objetivos
Establecimiento 1: El primer objetivo es
encantar a los nios con el idioma y hacerlos
perder el miedo, que es el principal problema
que tienen los nios que aprenden Ingls
cuando son ms grandes. Esto ayuda a que los
nios puedan desarrollar las cuatro habilidades
del segundo idioma.
Establecimiento 2: Que los nios entiendan que
existe otro idioma y que tiene que gustarle.
Por eso se trabaja con listenings y metodologas
para que se motiven a travs de juego.

Establecimiento 3: El objetivo es prepararlos para
adquirir nuevas habilidades, y adems siempre se
trabaja por la integracin de los nios con diversas
necesidades especiales dentro del grupo.

Establecimiento 4: Preparar a los nios para los
prximos cursos, y que adems ellos se sientan
integrados por el resto de la escuela.

Establecimiento 5: Abrirle a los nios el
mundo al idioma Ingls, que identifiquen cosas
de su propio entorno y trabajen todo lo que es
cotidiano para ellos.
Establecimiento 6: Facilitar a los nios el
entendimiento de ingls para cuando cursen los
niveles ms avanzados.



Categora de
primer orden
Categora Ejemplo

Recursos de
apoyo para clases
de Ingls

Recursos de
apoyo
Establecimiento 1:Libros, Cd, mucha energa del
profesor que es una fuente muy importante de
motivacin, mucho audio, clases muy
estructuradas y con una rutina fija que se
establece a travs de canciones, flashcards o
lminas, marionetas o tteres.
Ha trabajado en los laboratorios con los
alumnos de pre-bsica?
Aunque el colegio cuenta con laboratorios no
se lleva a los alumnos ya que el tiempo de
clase es corto y el laboratorio no permite
realizar actividades muy ldicas.

Establecimiento 2: Se trabaja con un kit donde
vienen lminas, libros como el del profesor, el
de actividades y fotocopiables con actividades
extras y manuales. El colegio adems cuenta
con gran cantidad de material de trabajo. En
pre- bsica no se utiliza el laboratorio por que
los nios son muy chicos.

Establecimiento 3: Se trabaja con radio y cd roms,
adems de guas y flashcards.

Establecimiento 4: Radio con cd, yo trabajo con
el libro Little Tots I y II para obtener material,
proyector de data, computador, Flashcards,
Guas, Canciones y Videos.


Establecimiento 5:Lminas de apoyo con
imgenes, libros, radio, Cd, pizarra, papel
lustre, colores, canciones que son los materiales
que ms usamos.

Establecimiento 6: Material concreto. Flashcards
hechas por el profesor. No usan computadores. SI
usan muchas canciones. Para las rutinas (Saludo
despedida, etc)



Categora de
primer orden
Categora Ejemplo

Fuentes para
obtener recursos
de apoyo.

Obtencin de
recursos de
apoyo.
Establecimiento 1: Los recursos son entregados
por las editoriales y la parte faltante se
rescata de internet y la creacin del profesor
quien trabaja acorde a las necesidades del
grupo. Adems de proveer ms practica si es
necesario.
Establecimiento 2 : Desde el libro usado en el
nivel y otros libros complementarios, adems
de sitios web.
Establecimiento 3:Como no contamos con
material propio, se trabaja con material sacado de
Pginas web y del libro SuperSurprise I.
Establecimiento 4: Yo trabajo mucho con el libro
Little Tots I y II, que adems viene con material
complementario para el profesor pero tambin
busco material, guas en internet, en pginas
como esl-printables.
Establecimiento 5: Recursos propios, Internet,
libros, y material que entregan las editoriales
que proveen los textos de apoyo para la clase.
Establecimiento 6: Internet e instrumentos
hechos por el profesor.




Categora de
primer orden
Categora Ejemplo

Metodologas ms
usadas en pre-
bsica en Ingls.

Metodologas
Establecimiento 1:TPR (total Physical Response)
con muchos gestos y mmicas, repeticiones
para fijar palabras en forma fontica.

Establecimiento 2: TPR ( total physical Response)
porque es una metodologa ldica, los nios se
divierten y aprenden sin proponrselo. El uso
de material concreto tambin es bueno.

Establecimiento 3: Repeticin puesto que no
saben leer ni escribir, adems de canciones,
preguntas cortas y juegos.

Establecimiento 4: Trabajo mucho con repeticin
y TPR. Tambin me gusta utilizar objetos que ellos
reconozcan da a da (Realia). A veces trabajamos
con canciones, pero generalmente los nios
tienden a desordenarse mucho.

Establecimiento 5:Las metodologas que ms se
utilizan con los pequeos de pre-bsica son :
look and say ( mirar y decir) , Listen and repeat
( escuchar y repetir), listen and color (escuchar
y colorear) TPR ( Total Physical Response) y
Realia.

Establecimiento 6: Escuchar y repetir, Realia ,
TPR.


Categora de
primer orden
Categora Ejemplo

Metodologas
utilizadas con ms
resultado.

Metodologa
con ms
resultado.
Establecimiento 1:TPR da muy buenos
resultados por que motiva a los nios adems
que les gusta mucho copiar al profesor que es
el input principal, adems de structured input
para trabajar vocabulario, que es como
audiolingualismo pero ms motivante, ya que
motiva a los alumnos a trabajar y a discriminar
las respuestas correctas.
Establecimiento 2: Las dos metodologas
anteriormente mencionadas anteriormente, el
uso de material concreto y TPR.
Establecimiento 3:Todas se utilizan siempre, y dan
resultados siempre.
Establecimiento 4: Repeticin y TPR.
Establecimiento 5: en conjunto todas las
metodologas van ayudando en la adquisicin del
idioma para los pequeos.
Establecimiento 6: Todo lo que tenga que ver con
rutinas, TPR, porque siempre quieren estar en
movimiento. Para ellos el quedarse quietos por
ms de un momento, es sinnimo de
aburrimiento. Entonces mientras ms movilidad
tengan, ms aprenden y no se aburren.


Categora de
primer orden
Categora Ejemplo
Establecimiento 1: Como los nios aprenden
Metodologas ms
motivadoras para
sus alumnos
Metodologa
ms
motivadora
tocando y manipulando cuando se trabaja con
TPR es motivador para la clase, los nios copian
al profesor, imitan gestos y hacen propios los
contenidos.
Establecimiento 2: El TPR usado tanto por el
profesor como por los alumnos.
Establecimiento 3: El uso de canciones y juegos
ya que son nios muy pro activos.
Establecimiento 4: Canciones, pero como te
mencion antes, los nios se desordenan mucho
al escuchar una cancin y por eso se hacen
actividades con canciones una vez a la semana.
Establecimiento 5:Mmicas, canciones, Simn
Says (Simn dice), y todo lo que pueda ser a
travs del juego.
Establecimiento 6: Canciones , chants, TPR.








Syllabus proposal
Unit Topic What to do with language Vocabulary resources
Unit 1:
Introduce
yourself to
English
-Greetings
-Personal
Identification
-Classroom
commands.
-Saying HELLO
-Answering the question how are
you today? With Im fine thanks.
- Saying Bye.

-Hello
-bye
-How are you today? /
Im fine, thank you
-My name is _______.

Classroom commands:
-Stand up / Sit down
-Raise your hands
-Open your book/ Close
your book
.

- Song: Hello by super simple songs.
-Song: Good bye by Super Simple songs.

-Video related to classroom commands:
Classroom actions and commands by fun
English:
https://www.youtube.com/watch?v=MaKGqYs-
yhQ
-song: Please sit down and story time by
Super Simple Songs.
Unit 2:
My
Family

-Family
members
- Naming family members.

-Describing family members using
adjectives (short- tall)
Pointing family Members
-Mother
-Father
-Sister
-brother
-Grandma
-Grandpa
-Adjectives: short, tall

-Flashcards from:
http://www.teachchildrenesl.com/flashcards.ht
m

Childrens pictures of their own family
Unit 3
Toys

-Toys
-Naming toys

-Describing toys using adjectives
(big- small)

-ball
-doll
-teddy bear
-drums
-trains
-cars
-kites
-Computer
-Childrens toys.

Flashcards:
http://www.teachchildrenesl.com/flashcards.ht
m


Adjectives: big, small


Unit 4:
Numbers
-Numbers from
1 to 10 .
-Saying the numbers

-Counting objects

-Drawing numbers

-Tracing numbers
-numbers :
-one
-two
-three
-four
-five
-six
-seven
-eight
-nine
-ten
How many_____ ?
-Song: numbers by super simple song

-Flashcards
http://www.teachchildrenesl.com/flashcards.ht
m

-Classroom objects ( pencils- children- book,
etc)
Unit 5:
Colors
-Colors -Naming colors
-Coloring objects
-Naming colors from classroom
objects.
-Asking colors.

-colors (7) :
-red
-blue
-yellow
-green
-orange
-pink
purple
-Song: I see something .. song by Super
simple

-colors inside the classroom. What color is
this?

Mini-book: Calling all colors

http://minibooks.scholastic.com/minibooks/det
ail/?id=36264&query=colors+&btnSearch.x=-
841&btnSearch.y=-
168&N=0&Ntk=printables_minibooks&Ntt=colo
rs+&_fq=fff&No=0&spellcheck=false
Unit 6:
School

-school objects
- classroom
objects
-Naming school places
-Naming classroom objects
-Pointing objects inside the
classroom
-Listening a story: A cat at school
School places:
-school
-classroom
- Library
-principal office

-Please sit down and story time song by Super
Simple Songs. (for the storybook)
-Storybook: A cat at school by Max Nuncio.
- Flashcards:
by Max Nuncio.


-lunch room
Classroom objects:
-desk
- chair
-books
-pencil
-board
-Marker
-Glue
-Scissors


http://www.teachchildrenesl.com/flashcards.ht
m
Unit 7 :
Animals
-Pets
-Farm animals
-Naming animals
-Classifying animals
-Guessing animals sounds

Pets (4):
-Dog
-Cat
-bunny
-hamster
Farm animal(4):
-horse
-cow
-duck
-chicken
-Flashcards:
http://www.teachchildrenesl.com/flashcards.ht
m
-Song: Old Mc Donalds

Mini-book : Animals

http://minibooks.scholastic.com/minibooks/det
ail/?id=36986&query=English+&btnSearch.x=-
841&btnSearch.y=-
168&N=0&Ntk=printables_minibooks&Ntt=Engl
ish+&_fq=fff&No=0&spellcheck=false

Unit 8:
holidays

- Chilean
Independences
day
-Birthday
parties
-Halloween.

- Naming holidays

-Classifying vocabulary about
holidays

-Role playing a holiday Halloween

Chilean Independence s
holiday:
-flag
-kite
Birthday parties:
-cake
-balloon

-Flashcards:
http://www.teachchildrenesl.com/flashcards.ht
m
-The skeleton dance song by Super simple
song .



-candles
-candy
Halloween:
-candy
-customs
-Pumpkin/ skeleton /
ghost


-drawings

-Childrens customs

Mini-book: My Halloween words
http://minibooks.scholastic.com/minibooks/det
ail/?id=36612&query=halloween+&btnSearch.x
=-841&btnSearch.y=-168
Unit 9
Body
parts
-body parts
- Part of the
face.
-Body parts:
-Naming body parts
-Repeating body parts
-Showing body parts
Parts of the face:
-Naming parts of the face
-Repeating parts of the face
-Showing part of the face


Body parts:
-Head
-shoulders
-Knees
-toes
Parts of the face:
-eyes
-nose
-mouth
-ears
-face

-Song: Head shoulders, knees and toes

-Flashcards:
http://www.teachchildrenesl.com/flashcards.ht
m
-Childrens body.
-Game: Simon Says
Mini-book: Human body: Riddles about you.

http://minibooks.scholastic.com/minibooks/det
ail/?id=36888&query=body++parts&btnSearch.
x=-841&btnSearch.y=-
168&N=0&Ntk=printables_minibooks&Ntt=bod
y++parts&_fq=fff&No=0&spellcheck=false
Unit 10:
Food
-Healthy food
- Junk food
-Naming food
-Classifying food into healthy and
Junk

Healthy food (6):
-apple
-banana
-orange
-milk
-cereal
-juice

-Flashcards:
http://www.teachchildrenesl.com/flashcards.ht
m

Are you hungry? song By super simple song.
Storybook The hungry Caterpillar by Eric
Carle.

Junk food ( 5):
-hamburgers
-chips
-candy
-soda
-ice cream

-Food festival (activity)

Mini-book: Drink and food

http://minibooks.scholastic.com/minibooks/det
ail/?id=36987&query=food&btnSearch.x=-
841&btnSearch.y=-
168&N=0&Ntk=printables_minibooks&Ntt=foo
d&_fq=fff&No=0&spellcheck=false








Bibliography:

Brewster, J.& Ellis, G.(2002) The Primary English Teachers Guide, Longman, penguin
English guides, New Edition.

Brown, D.(2002) Teaching by principles, an Interactive Approach to Language
Pedagogy,(2
nd
edition)USA, Longman.

Halliwell, S (1992). Teaching English in the Primary Classroom, Longman, Handbook for
Language Teachers, UK

Harmer, J.(2001). The Practice of Language Teaching. (3
rd
ed.) Longman.

Mercau, M. (2007) La enseanza del ingls en las escuelas primarias: propsito o
despropsito. Memorias del XXI Foro de Especialistas Universitarios en Lenguas
Extranjeras. BUAP, Mexico.

Hernndez, Roberto, Fernndez, Carlos, Baptista, Pilar (2006) Metodologa de la
Investigacin (4th edition) MC GRAW HILL.










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Kalendov E.(2008) The use of game-like activities in teaching English to young children.
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