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El proyecto del Colegio Lincoln para la sala incluye una propuesta de enseñanza de idioma ingles, el cual supone un primer contacto con esta segunda lengua a través de un fuerte enfoque lúdico que pivotea sobre el eje de música con estrategias didácticas pensadas a partir del enfoque del modelo de adquisición de la lengua madre en sus distintas fases

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The classroom is prepared for having up to 25 students. There are four long tables and plenty of toys and different resources for children to develop their cognitive and social skills. Just right out of the classroom, there is a playground where children spend their break time. There are two teachers in charge of the class and another auxiliar teacher who is available to help whenever is necessary.

English is part of the workshops as music and P.E. The teacher in charge of the English lessons is Camila Castillo.

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In kinder five (sala pollito) there are fifteen students whose ages are between 5 and 6 years old. Most of them started together last year, there are only two new students who easily got involved in the group.

They are quite collaborative and enthusiastic learners who really enjoy playing games and dancing. As they were born in this digital era, they expect that most of the lessons imply visual aids. Arts and crafts are key for them, especially since they have all the necessary elements that allow them to learn through experimenting.

It's a nice and easy to work group.

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The first I was observing the classroom, I was amazed by the ability learners showed to follow instructions.

The teacher started the lesson by retrieving family members vocabulary. Children were really willing to participate and tell about their family. They had to complete chunks, such as, 'I have got two sisters' or 'I have one grandmum'. Even they were free to say if they consider pets as brothers and sisters. It was a really interesting beginning.

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The second day, students received me with big smiles and happy faces. This time, I didn't sit at the background. I sat near the teacher but I didn't interven in the lesson. I only helped three students who needed help to cut and glue some images.

The topic of the lesson was still family members but based on a story about a family of bears. They cut, paint and glued some pictures which needed to be glue cronollogically.

This time, I had memorized the lyrics of the songs they always sin at the beginning and at the end of the lesson.

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This was my last lesson observing since next time, I will be able to intervene during the lesson.

This time, the teacher extended the vocabulary related to family by adding new members: aunt, uncle, cousin, son and daughter. So, in order to introduce these new vocabulary items, the teacher brought a picture of her family celebrating an event. There, while she was telling them who those people were, she pointed and repeat the words and made them guess.

She gave children a worksheet with apples in a tree for them to write the names of their family members.

I think that a personal photo was an amazing resource to introduce vocabulary because it made everything more simple and meaningful.

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In this first lesson as an assitantship, I sat in the circle with them to sing the hello song with them and the teacher encouraged me to guide the news section.

The first activity was intended to join the topic family members with the previous one, toys. So, learners had to speak about their favourite toys and say why they are special. Then, they had to think about the possibility to give those important toys to someone in their family. Someone they love and 'deserve' a good gift.

After discussing and thinking about it, children drew their favourite toys and the person who was going to receive it.

This activity was really interesting because it was not only about vocabulary learned and put it into practice by repetition. Children were exposed to the L2 meaningfully, that is, involving their feelings. It was so nice!

I went around the tables assisting them and helping the teacher delivering the materials. I collected the worksheets and putting the materials in the cupboard while the teacher arranged a circle on the floor to sing the goodbye song.

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My second day as an assitantship was fantastic due to I led the first two songs of the lesson (hello song and what's the weather like today?) Children followed me and made me really feel as part of the group. This lesson took place in the SUM, not in the classroom. There, the teacher had arranged everything in order to make it look like a house. There was the kitchen, the living room, the garden and the playground. She assigned family roles, that implied that some of them were mothers, fathers, sons, daughters, grandmums and grandpas. There were two or three per category. She let me choose the roles. Then, she gave the first two commands (mothers will be in the garden having tea and fathers will be cooking in the kitchen) So, I said: grandmums and grandpas will be in the living room reading books and watching TV. Sons and daughters will be in the playground playing with the toys.

These stations were meant to provide children with real scenarios and also, for kids to play and explore role play which is fundamental for their social development.

Finally, I led the goodbye song for them to go back to the classroom.

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The last lesson as an assitantship was proof of what my future classes would be like. The teacher told me that she was planning to use the song mom, dad and me because it retrieves all the vocabulary worked. So, as families are in constant communication with children's families, I suggest the teacher to ask families to send a picture where there were some family members so children were able to tell the class about them. The teacher liked my idea, so she talked to the authorities if they agreed and that was the closure of the topic family members.

Being close to the children before I deliver my lessons and participating in the activities allow me to establish a good raport with children.

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My first lesson was about parts of the body. During the lesson, I introduced vocabulary items such as head, arms, hands, legs and feet using a short video called 'This is my body'. I chose it because it contains simple structures and it's repetitive.

Then, I revise the vocabulary with children and they responded accurately to instructions. Finally, we play simon says and it was really funny. Children laughed a lot and enjoyed the game as much as I did. I had prepared another video for them to dance but lights went out. But that didn't impede the lesson was carried out.

I was really nervous but I think that all in all was ok.

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This Is My Body | Early Learning | Body | Little Fox | Bedtime Stories

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In this second lesson, we continued working with the same vocabulary items learnt in the previous lesson.

This time, children had the picture above but it was cut for them to solve a puzzle. This activity was meant to develop children's fine motor skills by the use of scissors and glue the parts in the correct place.

The second activity was a picture of a body. They had to draw the missing parts and colour it as they wish.

Even though they seemed to enjoy the activities. I understood that the activities I had planned lacked of contexts and I needed to improve my plannings for future lessons.

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In the third lesson, I retrieved the vocabulary parts related to body but this time in a different context. In order to do so, I worked on a story about Jerry the monster and his friends. They are monsters and don't have a body like us. For that reason, they have to analyze them.

In the first activity, children had to complete a table counting the body part each the monsters had and write them in a worksheet. This activity not only fostered cognitive but also mathematical skills.

In the second activity, I gave children some monster shapes for children to create them. They could add as many parts of the body as they wanted. Once they finished, they stuck them on a poster so we could have a city of monsters created by them.

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For my fourth lesson, I decided to work on the song 'We all have faces' in order to introduce parts of the face. So I chose this video that includes items such as face, eyes, ears, mouth and nose.

For the first activity, I gave children a bear mask for them to decorate ir with coloured dough. They really enjoyed this activity.

In the second activity, I provided them with a bingo game. I delivered cartons with different parts of the face and body (to retrieve the previous vocabulary items learnt). So, we played 3 rounds of bingo.

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We All Have Faces ♫ | Parts Of The Face Song | Wormhole Learning - Songs For Kids

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For this lesson I kept working on parts of the face. But this time not only with isolated words but chunks. The video contains many instances of phrases like it’s my mouth, it’s my ear, it’s my eye, it’s my nose.

As one of the characters on the story is a bee, for the first activity, I gave children a black and white copy with a bee for them to draw the parts of the face and to colour it.

The second activity was a paper roller technique. I gave each of the children a mask of Amy's face (the girl in the story) and they had to decorate t with little coloured papel balls. By doing so, children develop their fine motor skills and were able to exploit their creativity.

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Buzz a bee on my nose | Parts of the Face story | Childrens English Stories | the Body | Preschool

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In this sixth lesson, I introduce children with a new topic, clothes. For that reason, I used this video of Pete the cat which contains many vocabulari items shirt, pants, shorts, socks, boots, tie, hat, shoes and sunglasses.

For the first activity, I divided the lesson in 4 groups and gave each of the groups a copy of Pete of the cat where they have to glue pieces of fabrics of different colours to dress Pete up. The objective of this activity was to foster collaborative work.

For the second activity, I took children to the SUM to play a game which was the dree-up race. I used the clothes rack which belongs to the drama club. Two students were the mannequins and ther classmates has to dress them up. It was a fantastic activity where we had a really good time.

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Pete the Cat Too Cool  for School | Animated Book | Read aloud

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During this lesson, I kept on working with clothes but I introduced new items such as hat, coat, scarf, mittens and bag and chunks like get ready, it’s time to go and put on your...

For the first activity, I gave children a copy with the clothes items mentioned in the video for them to order them by writing the number of the order they appeared in the song. In the worksheet, there was a blank space for children to draw their favorite piece of clothes.

For the second activity, children received different pieces of clothes and they had to choose the ones they wanted to create an outfit. Once they chose the clothes, I delivered white sheets of paper for them to glue the clothes and draw the person.

Both activities were meant to foster spatial awareness, develop cognitive development and fine motor skills. Also to develop mathematical skills and to organize information.

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The Singing Walrus - English Songs For Kids

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Get Dressed for the Day Song | The Singing Walrus

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For this last lesson, I chose a story about a pair of sibling who go to the beach for holidays. The idea was to introduce new vocabulary items for clothes such as shorts, swimsuit and flip flops. Also, vocabulary related to summer such as beach, umbrella, sun cream, bucket and beach towel.

For the first activity, I took the children to the SUM and make a circle of the vocabulary items that appeared in the story. So we played a game in which one of the children was put into the circle to take the vocabulary item I mentioned. This was all about retrievieng the vocabulary.

For the secon activity, I prepared a poster divided into summer and winter clothes. So I gave children different clothes items to cut and colour. Once they finished, they had to go to the poster and glue the pictures on the correct side of the poster.