Universidad del Desarrollo

Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2

Activities for developing language skills- Listening and speaking

Listening:
1. Listen and do activities
a) Mime Stories: in a mime story the teacher tells the story and the students, and the
teacher do the actions. It provides physical movement and gives the teacher a chance to
play along with the students. These are examples of a mime story:

“ We´re sitting on a boat, a small rowing boat. Let’s row. We row and row. Now, what’s
that? A bird. A big bird flying over the water. Now it’s gone. We keep rowing. Can we
see the bird? No, no bird. This is hard work. Row, row. We’re tired. We row slowly.
There’s the shore. Let’s go home now. We’re so tired. We want to go to sleep. We lie
down on our beds. We close our eyes, and …shhhhh… we’re asleep”

“It’s sunny and warm. A boy is flying a plane. A dog is barking. A little boy is eating an
ice cream. A baby is playing with a ball”

b. Listen and do art and craft activities. Tell the children to listen carefully and draw the
scene that you describe. Recycle language from previous lessons, such as preopositions,
adjectives, etc. Example:

Draw a little girl in a red dress. Next to the girl, draw a

little boy. The boy is wearing a blue cap and brown
shorts. Next to the boy, draw a green ball. Draw the
sun up in the sky. Now show your partner your picture
and you look at theirs. Decide what the people are
doing in your picture. Discuss your ideas with your
partner.

c. Listen and order the pictures: Give each child 3 pictures of the same short story. These
should illustrate the beginning, middle and end of a story. As you tell the story, have the
children put the pictures in the right order.
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2

d. Language bingo: Recycles the language and children get to repeat to repeat the words
again. Any vocabulary can be used such as nouns, verbs, prepositions, adjectives, and so
on. Stick to only one lexical group each time you play it. Example of a bingo game involving
food items:
Give each student a sheet of paper with 6 boxes. Have students choose six words from the
following 10 food words to draw in their boxes: apples, chocolate,
rice, bread, potatoes, chips, ice cream carrots, oranges, peas. When
they have finished drawing, the teacher puts all 10 of these words in a
bag, so as not to see them. The teacher shakes the bag and then pulls a
word out of the bag and says what it is. If children have a picture of
this food item drawn in one of their boxes, they put a tick in the
corner of that box. The first child to tick all 6 words called out by the
teacher shouts Bingo! And then tells the teacher the names of the
food in the boxes. If all those words have been called out, that child is
the winner.

Drawing: Listen and draw : Since drawing takes time, keep the pictures simple. In “listen
and draw” activities the teacher, or one of the students, tells the other what to draw. You
can make up a picture or describe a picture you have in front of you. This activity is useful
to check object vocabulary, prepositions, colours and numbers. It is not so useful for
actions, since drawing people doing things is quite difficult for young learners.

Listening for information:

Identifying exercises: You can make up very simple identifying exercises like the following

Has anyone seen this boy? He has dark hair and big ears. He is wearing rubber boots
and carrying a football. He has a striped sweater and short trousers. Put a cross by the
right picture.
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2

Listen for the mistake: You can use a picture in your book or any other image but make mistakes
in the text you read, so that students have to listen for the mistakes. The same can be done by
using the correct text and the wrong picture.

Listen and colour: We can use any picture which the students have in their workbook or you can
give a black and white picture as the one below:

The teacher reads:

“The girl’s trousers are brown, and she is

wearing a yellow sweater. Her little boy has a
white sweater and green trousers. The man
reading the newspaper has a grey suit on, a
blue tie and a black hat? “
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
Listen and repeat activities

Rhymes: Children like to repeat rhymes. You can use traditional rhymes or modern ones. Rhymes
are repetitive, they have natural rhythm, and they have an element of fun, of playing with the
language

https://www.songsforteaching.com/kinderman/warmuptimekindercise.php

Songs:

Listening to stories: It allows children to form their own inner pictures. The structure of stories
helps children when they come to telling and writing their own stories. Many stories are full of
repetition

https://www.bedtimeshortstories.com/the-giant-turnip

Speaking:
1. Presenting new language orally: when children start learning English, they need to be
given language before they can produce it themselves. Language has to go in before it can
come out.
a. Through the students: The teacher knows what his/ her students can do, so s/he says:
“Listen to me, please. Maria can swim. Peter can sing, Miriam can ride a bike, Paula can
sing, Carlos can draw” The sentences can be true and accompanied by appropriate actions
and sounds.
b. Using a mascot: One of the most successful ways of presenting language to young children
is through puppets or a class mascot. If you use a teddy as your mascot, you can use Teddy
to ask questions. Students can ask through Teddy: “Teddy wants to know…” You can
present dialogues with Teddy as your partner.

“Ted, can you swim?”

No, I can’t, but I can sing
Or
“Teddy, do you like carrots?”
Ugh , no!
What about bananas?
Yes, I love them!

c. Puppets: They don’t need to be more that masks, and these don’t have to be complicated.
They can just be paper bags with holes for eyes.

https://www.youtube.com/watch?v=Fs07ZASpkIQ
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2

2. Controlled practice
a) Telling the time
b) What’s s/he doing? : You can use flashcards with actions

3. Guided Practice: It follows on directly from controlled practice and will often be done
either in pairs or in small groups.
a) Chain work: It uses picture cards or word cards. Put all the cards face down in a pile.
Student 1 picks up a card in which there are (bananas). Turning to student 2, s/he says “Do
you like (bananas)?”. Student 2 then picks up the next card on which there are some
(apples) and answers, “No, I don’t like bananas, but I like apples”. Student 2 turns to
student 3 and says, “Do you like (apples)?” to which student 3 says, “No, I don’t like
(apples), but I like….” And so on. The activity can be used to practise whatever vocabulary
or structure you are working on at the time.
4. Dialogues and roleplay work: First, the teacher will have to present the dialogue in
whatever way seems most suitable. You might like to use puppets, or Teddy, or a magnet
board. Dialogues which involve some sort of action or movement are the ones which work
best with young children. Intonation is terribly important too, and children love to play
around with this. After the students have heard the dialogue a couple of items, and you’ve
done it with some individuals, let them all repeat it with you, making sure that it doesn’t
become a chant. Then let half of the class do it with the other half of the class and then let
the students do it in twos.
a) Roleplays: Another way of presenting dialogues is through roleplays. In role play the
students are pretending to be someone else like the teacher, or a shop assistant, or
one of their parents, etc.
Going to the doctor’s: Show the picture of a doctor and ask the children if they know
who it is and if they have ever been to the doctor. Then, hold your head and start
moaning: “Oh, oh, I’ve got a headache”. Then hold your stomach, moan and say “I’ve
got stomach-ache”. Then put your hand on your jaw and say “I’ve got toothache”.
Wipe your brow and say “I’ve got a temperature”. Pretend to sneeze and say, “I’ve
got a cold”. Do this once or twice then tell the children, “I’ve got a headache” and see
if they can mime the action. Do this with other children and other expressions. Then,
ask one child to mime an action , and the other children have to identify headache,
stomach-ache, toothache. Then roleplay, “I´m the doctor. What’s the matter with
you?” and get them to say “I’ve got…”
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
b) Find the difference: Students work in pairs and observe the pictures to find the
differences

TASK: Read the activities above and complete the following chart with activities you want to
implement in your class. Use the EFL Chilean curriculum contents to guide your activity

Listening activities

Activity type Level / Unit name/ Contents Main activity description

1. Listen and repeat
2. Listen and discriminate
3.Listen and perform actions /
follow instructions
4. Listen and draw/ colour
5. Listen and predict
6. Listen and guess
7. Listen and label
8. Listen and match
9. Listen and sequence
10. Listen and classify
11. Listen and transfer
information

Speaking activities

Activity type Level / Unit name/ Contents Main activity description

1. Look , listen and repeat
2. Listen and participate
3.Reading aloud
4.Memory games
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
5. Dramatization
6.Rhymes, action rhymes,
songs, chants, tongue twisters
7. Retelling a story
8. Using flashcards
9. Guessing games
10. Information gap
11. Questionnaires and
surveys
12. Dialogues and role play

References:

Brewster, J., Elli, G. and Girard, D. (2012). The Primary English Teacher’s Guide. Penguin

Scott, W. & Ytreberg, L.(1995) Teaching English to children. Pearson

Pre kinder- Objectives that are developed throughout the year in the same way
Listening Reading Speaking Writing

Comprender textos Seguir una lectura Reproducir chants, Experimentar con la

acompañados por imágenes, guiada con apoyo de rimas y canciones escritura de sonidos
leídos por un adulto o en imágenes muy breves y iniciales de palabras
formato audiovisual (e.g simples. conocidas y/o palabras
rimas, chants, canciones) (CVC : consonante/
Participar en
vocal/ consonante) con
Escuchar textos orales y interacciones de la
apoyo de imagen y de
aplicar estrategias para clase relacionadas
acuerdo a un modelo
apoyar la comprensión con la rutina diaria
(relacionar texto con
imágenes)

Pre kinder-Objectives that vary in each unit

Unidad 1 Unidad 2 Unidad 3 Unidad 4

*Seguir y dar instrucciones. *Identificar partes del *Identificar *Identificar preferencias

cuerpo y algunas pronombres (he/
*Seguir normas de *Seguir instrucciones
características (big she)
comportamiento en clases (let’s play, listen)
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
(silence, quiet, line up) ears, 2 legs, green *identificar acciones
eyes) (eat, play)
*Saludar y despedirse,
identificarse *Reconocer acciones *Identificar
(jump, clap, stomp) miembros de la
*Identificar objetos o
familia y mascotas
materiales de la sala, dias *Seguir instrucciones
de la semana (touch your…, move *Reconocer lugares
your…) (house, garden)
*Describir objetos de la
sala *Identificar colores

Pre kinder- Unit 1-Hello Miss, hello friend

Palabras clave Hello, Goodbye, How are you?, I´m … (happy, fine), What’s your
name?, My name is …

Contenidos 1.Saludos: hello, Good morning

2.Preguntas simples: How are you? What’s your name?
3.Información personal: My name is, I like…
4.Respuestas: Yes, no, thank you, you’re welcome

Vocabulario 5.People: boy, girl, teacher, child

6.feelings: happy, sad, angry
7.Places: school, classroom
8. Answers: yes, no

Habilidades Comprensión oral de textos adaptados y auténticos leídos por

adultos, muy breves y simples, como: cuentos, rimas, chants.
Comprensión de lectura con apoyo de textos adaptados,
ilustrados y auténticos muy breves y simples, como: cuentos,
etiquetas, frases descriptivas. Expresión oral de canciones,
chants, rimas o dialogos muy breves y simples con apoyo de un
adulto, familiarizándose con sonidos propios de inglés. Expresión
escrita de trazos o modelos de letras representativas de sonidos
iniciales con apoyo.

Pre kinder- Unit 2-My body and me

Palabras clave My (hands, feet..) Your (hands, feet..) Body

Contenidos Parts of the body: Hands, feet, legs, arms, head, eyes, nose,
ears, mouth • Instrucciones simples: Touch your… Move your…
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
• Preguntas simples: What is it?, where are … ? • Descripción y
características: Big ears, two legs, Green eyes. • Acciones:
Jump, Clap, Stomp
Vocabulario Body parts: Hands, feet, legs, arms, head, eyes, nose, ears,
mouth.
• Numbers: one, two, three
• Adjectives: Big, Small, Tall
• Colours: red, blue, green, yellow
Habilidades Comprensión oral de textos adaptados y auténticos leídos por
adultos, muy breves y simples, como: cuentos, rimas, chants. •
Comprensión de lectura con apoyo de textos adaptados,
ilustrados y auténticos muy breves y simples, como: cuentos,
etiquetas, frases descriptivas. • Expresión oral de canciones,
chants, rimas o diálogos muy breves y simples con apoyo de un
adulto, familiarizandose con sonidos propios del inglés. •
Expresión escrita de trazos o modelos de letras representativas
a sonidos iniciales con apoyo.

Pre kinder- Unit 3-My family and my pets

Palabras clave This is my… She is, he is… House, Garden I like

Contenidos Identificación: She is…, He is…

• Acciones: My dog eats… My mom plays
• Cantidades: One mom, two sisters
• Lugares: Mom in the house, cat in the garden

Vocabulario Family: Mom, dad, sister, brother, baby

• Pets: Dog, Cat, Rabbit, Fish
• Places: House, garden
• Numbers: One, Two, Three

Habilidades Comprensión oral de textos adaptados y auténticos leídos

por adultos, muy breves y simples, como: cuentos, rimas,
chants. • Comprensión de lectura con apoyo de textos
adaptados, ilustrados y auténticos muy breves y simples,
como: cuentos, etiquetas, frases descriptivas. • Expresión
oral de canciones, chants, rimas o diálogos muy breves y
simples con apoyo de un adulto, familiarizándose con
sonidos propios del inglés. • Expresión escrita de trazos o
modelos de letras representativas a sonidos iniciales con
apoyo.
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
Pre kinder- Unit 4-Way to have fun

Palabras clave My, Your I like… I love… Toys: Car, Doll, Ball …and…

Contenidos Statements: I like to dance, I like to paint

• Questions: what is it?, what are these?
• Phrases: My favorite toy is… My favorite activity is…
• Instructions : dance, listen, let’s play

Vocabulario Sports: Run, Dance, Football, Tennis

• Toys: Car, Doll, Ball, teddy bear
• Activities: Paint, Draw, Sing,
• Feelings: Happy, Sad, Angry

Habilidades Comprensión oral de textos adaptados y auténticos leídos

por adultos, muy breves y simples, como: cuentos, rimas,
chants. • Comprensión de lectura con apoyo de textos
adaptados, ilustrados y auténticos muy breves y simples,
como: cuentos, etiquetas, frases descriptivas. • Expresión
oral de canciones, chants, rimas o diálogos muy breves y
simples con apoyo de un adulto, familiarizándose con
sonidos propios del inglés. • Expresión escrita de trazos o
modelos de letras representativas a sonidos iniciales con
apoyo.

Kinder-Unit 1-I go to school!

Palabras clave Questions: how old/ what/where…? How many? What is this?

Contenidos Seguir instrucciones en comportamiento y acciones propias de la

sala de clases. Expresiones para saludar y despedirse, para
completar el calendario, establecer el clima. Identificar objetos del
colegio, colores, tamaños (big/small), cantidades (hasta 5).
Describir objetos de la sala.

Vocabulario Colegio y objetos de la sala: pencil, color pencil, crayons, markers,

paper, scissors, glue, book, brush, door, window, wall, white
board/black board, chair, table, desk, playground, classroom, floor,
break, snack, shelves, lockers, school. Colores: white, red, green,
purple, yellow, black, brown, blue, orange, pink. Tamaños:
big/small Partes del cuerpo: head, hand, legs, tummy, shoulders,
knees, toes, fingers, eyes, nose, mouth Cantidades: counting up to
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
5 Ropa (uniforme): pants, shirt, skirt, blouse, shoes, socks, tie, belt,
jacket.

Habilidades Comprensión oral de textos orales adaptados y auténticos simples,

como rimas, chants y canciones, cuentos, diálogos. Comprensión al
seguir la lectura compartida de rimas y cuentos cortos, adaptados y
auténticos. Expresión oral por medio de la reproducción de rimas,
canciones, chants, diálogos, con apoyo visual y/o digital. Escritura
creativa al copiar palabras, etiquetar dibujos y láminas.

Kinder-Unit 2- My home and family!

Palabras clave My • My house, family, clothes • He/She is my … • It is my…

Contenidos Palabras de uso frecuente: my, he, she, it, is • What is this…?
• Who is he/she…? • Commands: put on your… (clothes),
open/close the…, in/out • Adjectives: tall/short

Vocabulario The House: House, door, window, roof, bedroom, bathroom,

kitchen, living-room, bed, garden, shower Family: Mum
(mother), dad (father), sister, brother, baby Clothes: socks,
shoes, T-shirt, dress, shorts, pants

Habilidades Comprensión oral de textos adaptados y auténticos,

acompañados de imágenes, muy breves y simples, como
cuentos, rimas y chants relacionadas con su contexto,
identificando personajes y objetos. • Comprensión y
reconocimiento de sonidos iniciales y palabras de uso muy
frecuente.

• Expresión oral, respondiendo a preguntas simples y

cerradas, completando frases o realizando acciones y
mímicas al reproducir canciones, rimas y chants.

• Expresión escrita, copiando o trazando modelos.

Kinder-Unit 3-Places around me

Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
Palabras clave Preguntas como: How old/ What/Where…? How many? What is
this? Where is…? What is he/she doing?

Contenidos Seguir instrucciones en comportamiento y acciones propias de la

sala de clases. Expresiones para saludarse y despedirse, pedir por
favor, describir (I see, I am, he/she is, it is) Identificar profesiones,
personajes, lugares del campo y de la ciudad, acciones
características de diferentes profesiones u ocupaciones. Describir
acciones, lugares, personajes y personas.

Vocabulario Landscape: sky, land, hill, mountain, river, sun, grass, plants,
animals, water, soil, sand, rocks. Places in town and countryside:
town, country, buildings, restaurant, fire station, hospital, park,
beach, zoo, market, supermarket, cinema, theater. Jobs and
occupations: teacher, doctor, vet, dentist, gardener, waiter,
policeman, firefighter, life guard, cashier, driver Actions: play,
work, sing, eat. Clothes: jacket, hat, dress, pants, apron.

Habilidades Comprensión oral de textos orales adaptados y auténticos simples,

como rimas, chants y canciones, cuentos, diálogos. Comprensión al
seguir la lectura compartida de rimas y cuentos cortos, adaptados
y auténticos, Expresión oral a través de la reproducción de rimas,
canciones, chants, diálogos, con apoyo visual y/o digital. Escritura
creativa al copiar palabras, etiquetar dibujos y láminas

Kinder-Unit 4-My favourite things

Palabras clave Questions: What is this? Where is…? How is it? Do you like it?
What´s your favourite…?

Contenidos Which is your favourite…? ● This is a… ● I like/don’t like ● My

favourite... is... ● Commands: jump, hop, run, walk to the wall….,
jump, hop, run, … many times, stop, show me the… ● Adjectives:
long/short, tall/short, big/small/little, colors, ugly/beautiful.

Vocabulario Animals: snake, elephant, giraffe, crocodile, bird, dog, cat, mouse,
pig, hen, butterfly, ladybird, fish, frog Toys: teddy bear, truck, car,
dinosaur, doll, ball Food: spaghetti, vegetables (carrots, lettuce,
spinach, tomato), fruits (banana, apple, strawberry, grapes, pear)
Sports or activities: play, jump, climb, hop, run, walk, football,
Universidad del Desarrollo
Facultad de Educación
Pedagogía en Educación de Párvulos mención en inglés
Teaching English to Young Learners
Prof. Ezia Valenzuela Giovanetti- 2022-2
tennis, swimming, ridding (bike), skating

Habilidades Comprensión oral de textos adaptados y auténticos, acompañados

de imágenes, muy breves y simples, como cuentos, rimas y chants
relacionadas con su contexto; identificando personajes y objetos. •
Comprensión y reconocimiento de sonidos iniciales y palabras de
uso muy frecuente. • Expresión oral respondiendo a preguntas
simples y cerradas, completando frases o realizando acciones y
mímicas al reproducir canciones, rimas y chants. • Expresión
escrita copiando o trazando modelos.