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  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 1 XIMENA MACANCELA PULLA

    ABSTRACT

    Our research study is based on the study of songs and games as resources for

    the teaching and learning of English as a foreign language to young children. Our

    primordial contribution the cognitive development of kids is to help them communicate

    ideas through the environment where they live in; therefore, we want to use them to

    create a fun and interesting environment where preschool they may feel sure to

    participate in a class through songs and games while trying to develop some abilities

    and skills.

    Preschool-children do not connect logical things because they assimilate things

    with objects and according Piaget´s theory, cognitive development is connected to the

    four stages, which we focused the pre-operative stage says that children between two

    and six years old can associate words and things through symbols. That is why it is

    important the use of songs and games to improve the children’s language learning and

    help them develop their skills.

    Finally, songs and games are used as a great methodology for learning English

    to help children develop listening and speaking by participating in songs and games in

    oral communication.

    KEYWORDS:

    - Cognitive Development

    - Pre-operatory stage

    - Songs and games

    - Pre-school children

    - Lessons Plans

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 2 XIMENA MACANCELA PULLA

    INDEX

    Abstract 1

    Introduction 10

    CHAPTER I

    TEACHING ENGLISH TO CHILDREN AGED 3-5 12

    1.1 Four stages of development according to Piaget 12

    1.1.1 Cognitive development in 3-5 year olds 14

    1.1.2 Adaptation, Assimilation, Accommodation, and Equilibrium

    as parts of learning in little children 17

    1.2 Importance of games and songs in children aged 3 – 5 18

    1.3 The importance of teaching English to children aged three to

    five through songs and games 19

    1.4 Developing listening and speaking skills through songs and games 22

    CHAPTER II

    METHODOLOGY AND STRATEGIES 24

    2.1 Analysis of the model book “Cookie and Friends A, Teacher’s

    guide” 24

    2.2 Strategies to improve an English class through songs and games

    applied in lesson plans 28

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 3 XIMENA MACANCELA PULLA

    CHAPTER III

    SUGGESTIONS TO TEACH ENGLISH THROUGH SONGS AND GAMES

    3.1 Organizing a unit by using the lesson plans based on songs

    and games 41

    3.2 Reinforcement activities 65

    3.2.1 Reinforcement Games 66

    3.2.2 Reinforcement Songs 68

    Conclusions 74

    Recommendations 75

    Annexes

    Bibliography

  • VERÓNICA CABRERA CARCHIPULLA XIMENA MACANCELA PULLA

    ENGLISH AND LITERATURE SCHOOL

    “TEACHING ENGLISH TO THREE

    ‘CENTRO SOL DE TALENTOS’ PRE

    AUTHORS: VERÓNICA CABRERA CARCHIPULLA

    XIMENA MACANCELA PULLA

    DIRECTOR: LCDO. RAFAEL ARGUDO VICUÑA

    UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010

    UNIVERSITY OF CUENCA

    PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    “TEACHING ENGLISH TO THREE-TO-FIVE-YEAR-OLD CHILDREN AT

    ‘CENTRO SOL DE TALENTOS’ PRE-SCHOOL THROUGH SONGS AND GAMES”

    PREGRADUATE MONOGRAPH Prior to

    obtaining the degree of BACHELOR IN

    ENGLISH LANGUAGE AND

    LITERATURE

    VERÓNICA CABRERA CARCHIPULLA

    XIMENA MACANCELA PULLA

    LCDO. RAFAEL ARGUDO VICUÑA

    CUENCA – ECUADOR

    2010

    UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    NGLISH AND LITERATURE SCHOOL

    4

    OLD CHILDREN AT

    SCHOOL THROUGH SONGS AND GAMES”

    PREGRADUATE MONOGRAPH Prior to

    obtaining the degree of BACHELOR IN

    ENGLISH LANGUAGE AND

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 5 XIMENA MACANCELA PULLA

    I want to dedicate this project to my God who

    gave me life, guided, and let me arrive were I

    am; I also want to dedicate this work to all

    my family, especially to my beloved

    grandparents who have always given me

    their unconditional support, patience, and

    comprehension during all my life; to my dear

    uncle Pablo who was my support and who

    encouraged me during my studies; finally, to

    my boyfriend who encouraged me to finish

    my career.

    Verónica

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 6 XIMENA MACANCELA PULLA

    I want to dedicate this Project to my deep

    loves, my husband Peter and my sons

    Esteban and Carlos Eduardo, since they

    supported and understood me with lots of

    patience and who forgave my absence

    during the time I studied this course. To my

    dear parents, because they were the

    essential strength to finish my career;

    I thank God for giving me the life and helping

    in my inhaled dream.

    Ximena

    “Whoso would be a man must be a nonconformist”

    Emerson

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 7 XIMENA MACANCELA PULLA

    ACKNOWLEDGMENT

    We are grateful to all the people who helped

    us during the development of our project,

    especially to our director Mgst. Lcdo. Rafael

    Argudo Vicuña, for his patience and the time

    he spent to guiding and checking our project.

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 8 XIMENA MACANCELA PULLA

    ACKNOWLEDGMENT

    “A man is relieved and gay when he has put

    his heart into his work and done his best; but

    what he has said or done otherwise, shall

    give him no peace” Emerson

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 9 XIMENA MACANCELA PULLA

    AUTORSHIP

    All the contents of this thesis is

    The exclusive responsibility of its authors

    -------------------------------------- -------------------------------------

    María Verónica Cabrera Carchipulla Ximena Elizabeth Macancela Pulla

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 10 XIMENA MACANCELA PULLA

    INTRODUCTION

    The present project titled “Teaching English to three-to-five-year-old children

    at ‘Centro Sol de Talentos’ Pre-school through songs and games” has been written

    with the purpose of giving new ideas to the pre-school teachers on how to improve an

    English class for little children through songs and games, considering it is important to

    help students develop their abilities or skills to learn English as a foreign language,

    while expanding their vocabulary. Children will feel confident by using the foreign

    language in class.

    This project is divided into three chapters; each one of them was worked out

    carefully with all the information and creativity to offer a useful guide to English Pre-

    school teachers.

    In the first chapter, we refer to the concept of cognitive development and its

    four stages; we centered on the pre-operative stage and its characteristics and how

    adaptation, assimilation, accommodation, and equilibrium can help children’s learning.

    Moreover, it is very important to teach children by using songs and games in order to

    help them develop their learning process of foreign language in a dynamic way.

    In the second chapter, we organize a unit plan and lesson plans to apply in a

    class which includes some interesting activities, like using games and songs to build up

    basic vocabulary.

  • UNIVERSITY OF CUENCA PHILOSOPHY FACULTY

    ENGLISH AND LITERATURE SCHOOL

    VERÓNICA CABRERA CARCHIPULLA/ 2010 11 XIMENA MACANCELA PULLA

    In the third chapter, we develop unit 5 of the textbook Cookie and Friends A, the

    topic being “Farm animals and pets.” We applied the lesson plans of chapter two. This

    way we have provided some useful material that includes songs and g