1. TEACHING ENGLISH TO A CHILD'S EDUCATION Hello, my name is … Red, yellow, black… One, two, three…

2. INTRODUCTION There is a strong relationship between the two texts, in which both want to teach English. One of them talks about how to make classes and objectives must be taught and the other English text speaks of the dives of language, not just simply what you do in class but also have communication outside the classroom. The text also speaks of seeking to expand education in foreign languages. It is essential to create a pleasant atmosphere for the child to feel comfortable. Motivation to achieve in the game and in communication. What we want to achieve with our students, Where we will develop our ideas, How we work and how to evaluate the whole process

4. Learn vocabulary and simple stories.

5. Understand stories through play.

6. Follow the routine.

7. Perform tasks according to their degree of maturity.

8. Share and care for classroom materials.2. The Contents To achieve these objectives we must rely on some content. We must not work in English contents unknown child. The contents to be working in this age group are: Basic concepts: Colours, numebers (1 to 10), sizes and shapes…Topics: the classroom, My family, My house, The cloth…Affective and sociocultural aspects: Halloween, Christmas, Carnival, Father’s and Mother’s Day, Easter…

9. 2º Time-space ... Where we are Should develop in a child's classroom is more appropriate for the child. We will have a wide distribution, assembly space, grouping of tables and chairs as well as panels, cabinets for storing and organizing material. A) ASSEMBLY The assembly serves to capture the attention of the child placed in a large circle, this assembly will use to tell stories, review actions and rhymes. Place for games and movement activities. The assembly time can vary, but typically 10 or 15 minutes. B) EQUIPMENT Always use the same structure. Be the right time for: -The use of oral orders and instructions such as: color" red ", use markers, color carefully… -Assess the positive work: really good, very good, perfect, It's lovely ... -Help to organize work with expressions like: Put this in the red box, please.

10. C) CORNERS The corners of the room took advantage to those children who have completed their tasks, they can go play corner. In the English classroom is ideal to create "English Corner" where children can manipulate materials such as toys, books ... D) PANELS Children this age love to show their works around the world, so long as we can go by placing chips, drawings or work in an English panel E) WARDROBES We have to have lockers to put materials in order to not transported from one classroom to another

11. 3º How we work… Each teacher must find its own way of working. Outline of a meeting: 1ºGeneral Health2ºAssembly -Begin to review Songs -Introduce vocabulary through stories, games .. -End with a song and explain the task he has to perform 3ºProject / task: The work has taken must be easy and appropriate to the weather.4º Collection of materials and farewell

12. There are some resourcesthat are applicable for teaching English as: Story: to be simple, with little vocabulary. It is highly recommended the "Big Books." You can use stories that are in class. Formats: The formats are short stories, easy to understand. Rhymes and songs: are greshort and repetitive and accompanied by gestures. Games: We should not make games for group or rules that do not understand Puppets: Children of 3 or 4 years I love the puppets. It is important that the dolls only speak English to enhance communication in another language

15. What Should Policymakers Do? First, recognize that simply starting early does not guarantee that a language will be learned. Second, support age-appropriate foreign language teaching — a total immersion program for young children, moving toward a more explicit focus on structure for adolescents and adults. Third, be realistic with students and parents about how much foreign language skill a few hours a week of instruction can generate, especially for preschool and elementary school learners. Such limited instruction will not lead to mastery, but it may build motivation and a“taste” for language learning. Fourth, recognize that for almost everyone, high proficiency in a foreign language will develop outside the classroom, through conversations with native speakers made possible by the skills acquired in the classroom.

16. MADE BY: SARA GORDILLO RUIZ