metodología práctica para educación infantil

In this class we have learned the rhymes songs and jazz chants. These are resources to work in class. It is a way to learn the contents in pre-primary education, that is active, where the child learn playing.  You can teach a song with a structure, first you teach the first sentence, then the second, then repeat the first and the second, and so on. You cannot teach the song non-stop. I like to much this class because you will use a lot the songs, the rhymes and the jazz chants to teach new things.  I attached a jazz chants: Where is the dog? The dog is in the box. Where is the cat? The cat is on the car. Where is the bird? The bird is on the bed. Where is the frog? The frog is behind the door. Where is the horse? The horse is on the floor. Where is the monkey? The monkey is jumping on the pumkin. And where are you? A im with all of you.

We have learned more phonetic, and we have practiced it.  Then we have done some activities to leanr phonectic in a different way, for example with music, songs, etc. You have to teach to your student the phonetic english, because it is not the same as in spanish. You write the word different than you pronunce it.  It is important too the rhythm, because in a sentence there are words stronger than others, and this can change the significate of the sentence. 

We have started the unit 3. The professor teach us about the limericks (taht is a silly poem with five lines). We have practiced this, making a poem: There was a vowel in the sun. She was very happy and fun. Se had got a pet. And her name is Jet. And they like too much run and jump. Other think thath we have learned in this class is the storytelling, that it is very important for young children to learn new things.  So this class it is very important because we have learned about how to teach for our studnet new things in different way. 

Today there have been exhibition about CLIL and TPR. Then the professor has taught us the sounds of the letters. This is very important becuase we need to pronunce well for the children.

We have done a lot of exercise of CLIL. For example make figures with triangles, make words with some characteristic thing that the pupil can rememeber the word (an example is, the teacher write the word cloud and in the letter "o" make a cloud). Then the proffesor teach us the vowels of english. In spansih we have five, and in english we have twelve.   

We have done a exposition three groups. One of them about CLIL, other TPR and my group about audioligual. I attached the document: https://docs.google.com/presentation/d/1N5kLmVWJN91XUL8_AaJynC6ggaAdX2ZibJgJCD7wCsY/edit#slide=id.p3

We have done the assessment abd european language.  The assessment is about how to know the teacher that the pupil know what we teach them. It is not like a evaluation, it is more general, the evaluation it is more specific. We can assess our pupils with the observation, projects, portfolios, conferencing, and so on. Even more, the pupil can assess themselves.  The most important of assessment is the portfolio. It is something that the student can get into their best exercises of the course.  For the teacher, we can have the european portfolio of language.