I also want to express my heartfelt thanks to my friend Juan Carlos Mora Perez, for being part of this thesis, because without his help this work would not have been possible. I also want to say "thank you" to my partner and my friend Irais Chavez Bolaños for being part of this project, thank you for the time we spent together on this project and thank you for our friendship.
INTRODUCTION
In their own language, children can express emotions, convey intentions and reactions, explore language and joke about it. They are therefore expected to be able to do the same in English. Scott, & Ytreberg (1990). Young children are natural language acquirers, they are motivated to pick up language without conscious learning, unlike adolescents and adults, and they have the ability to imitate pronunciations and work out the rules for themselves. If you decide to conduct this research, focus on adapted materials to help children speak English and understand children's responses during this process.
AIMS AND OBJECTIVES
In addition, it is important to mention the importance of the curriculum as a necessary choice and evaluation of content, so we want to focus on the National English Program in Basic Education (NEPBE) proposed by the Secretariat of Public Education (in Spanish SEP), SEP recognizes the need to include English as a subject in pre-school education curricula, for this reason we believe it is important to apply this research at the primary level.
RESEARCH QUESTIONS
JUSTIFICATION
PROBLEM
INTRODUCTION
SYLLABUS
The next level 'design' is where the principles of the first level are converted into the more practical aspects of syllabi and instructional materials. It can be concluded that the syllabus is a tool through which the teacher, with the help of the syllabus designer, can achieve a certain degree of 'fit' between needs and needs.
NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION (PNIEB)
- CYCLE ONE OF THE PNIEB (SEP, 2011)
In this section, we present the curriculum for the first cycle, which includes 3rd grade pre-school and 1st and 2nd grade in primary school. The purpose of this cycle is to increase students' awareness of the existence of a language different from their own and to familiarize themselves with English by developing specific competences specific to routine and well-known social practices of the language, through interaction between students and speech and language. written texts belonging to various
ELT MATERIALS
- ADAPTING CLASSROOM MATERIALS
- REASONS FOR ADAPTATION
- EVALUATING ENGLISH LANGUAGE TEACHING (ELT) MATERIALS
- TEACHING MATERIALS
After recognizing the difference between the published materials and the needs and objectives of the classroom, in most cases the teacher must address the practices of adapting the material to more closely meet the objectives of the classroom. When one type of material is replaced by another, the internal balance of the lesson or the syllabus is not necessarily altered. It involves making judgments about the effect of materials on the people who use them and attempts to measure some or all of the following:
According to Krashen (1981a, p, 100) "the condition for language acquisition to take place is that the learner understands. Materials can be anything that is deliberately used to increase the learners' knowledge and experience of the language.
SECOND LANGUAGE ADQUISITION (SLA)
THEORIES OF LEARNING
- LEV VYGOTSKY
- THE ZONE OF PROXIMAL DEVELOPMENT
- JEAN PIAGET
In the case of children's knowledge development, embryogenesis ends only in adulthood. During this stage, children's thought processes are developing, although they are still considered to be far from 'logical thinking', in the adult sense of the word. This is when one stops believing that they are the center of the world and is more able to imagine that something or someone else can be the center of attention.
Through this aspect of the stage, children begin to respect the rules at all times and insist on obedience, and are unable to take into account things like motives (p. 22). According to Piaget (1997), “the child has the ability to think logically about an object, children gradually develop the ability to 'preserve', or learn that objects are not always as they appear to be”.
MOTIVATION
- MOTIVATION FOR CHILDREN
- Risk to self-steem
- Intrinsic motivation
- Dysfunctional perfectionism
- Reduced motivation
The children's apathy does not mean that they have their desire to learn, but that learning this material in this way does not satisfy them. In the case of motivation, we intend that rewards will motivate children to complete the task we set them. But these rewards run four risks: to children's self-esteem, to their intrinsic motivation. to their perfectionism and to their orientation towards learning and to challenge.
By doubting their ability to reach this level, children's cognitions affect all imitative helplessness, with a consequent reduction in their engagement and quality of work (Kamins & Dweck, 1999). Much research has concluded that this loss of autonomy is directly responsible for reducing children's later engagement, because being in command of oneself (that is, being autonomous) is central to human motivation (Ryan & Deci, 2000). The result is that praising or rewarding children for their achievements reduces children's intrinsic motivation for the task.
Conclusion
- INTRODUCTION
- CONTEXT
- INSTRUMENTS
- DATA COLLECTION PROCEDURE
- DATA ANALYSIS
- CONCLUSION
Material Results: Students were highly motivated to participate, enjoyed the material, and had a meaningful response to the topic. Feedback: At the beginning of the lesson one of the students did not want to participate, during the lesson she was rude and it was not good to be involved. Material Results: The students seemed tired, they liked the material a lot, but they didn't have a good response to the topic because the activities didn't seem interesting to them.
Students who did not want to participate in the previous lesson noticed how enthusiastic the rest of the group was, so this lesson the material had a great impact on the students. OBJECTIVE: Through speaking and listening activities, identify different parts of the body in order to describe parts of their bodies.
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INTRODUCTION
The results focus on how the adapted speaking material worked and what the students' reactions were when using this material. Furthermore, we adopted and adapted the material to realize how the visual material supported students to speak.
RESEARCH QUESTIONS
STUDENTS’S REACTIONS TO ADAPTED SPEAKING MATERIALS
MATERIALS AND STUDENTS MOTIVATION
- FIRST LESSON PLAN: What do you want to be when you grow up?
- SECOND LESSON PLAN: what is your favorite fruit?
- THIRD LESSON PLAN: which part of my body is this?
- FOURTH LESSON PLAN: How do you feel?
- FIFTH LESSON PLAN: What is the weather like?
Motivation: Most students responded appropriately to the lesson, the material not only encouraged students to cooperate, but also to help each other in the moment of mistakes. The material was really important to them, because some students, when they participated, said more than they were asked. One of the students who did not want to participate was angry with her classmates, so she did not want to do the activity, she continued to be negative, she even left the class.
Results of the material: Students had a favorable response to the topic, they participated the whole class, even thought they had some problems to answer. Some examples of the students' production are below, the samples are exactly as they were pronounced by the children with their correspondent correct sentence.
CONCLUSION
Follow up Large poster T-Ss Ss-T. T will introduce the topic by putting up a poster on the board about jobs, then Ss repeat after teacher, then T will point to a picture and Ss will say what job it is. Close up Large poster Ss-T. T will give Ss a picture of a job and Ss will color it and then say a whole sentence using the picture. Ss will be asked to say fruits they like and dislike and why. T Then T will put a poster on the board about fruits and Ss will repeat after teacher.
T will make nice cards about feelings (sad, happy and angry) and then Ss will have to repeat after the teacher. T will stick the faces in the weather and Ss will form a short sentence (I'm happy because it's sunny).
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INTRODUCTION
FINDINGS AND THEIR SIGNIFICANCE
Adopted materials that we adapted were useful for children learning in kindergarten; However, we realized that students were not working the way they used to because they were hoping that the materials would be different for each class. They even started asking why we were using the same material as in the previous lessons. Another important point we would like to emphasize is that adapted speaking material was an important factor for student motivation. Based on the experiences we have had during this project, we can say that we are satisfied to work with children at this level.
We were really excited about the results we got; children had a good response in each class. Although at the beginning of the lesson we were anxious to know if the material we wanted to present could work as we thought when we made the lesson plans.
SUGGESTIONS FOR FURTHER RESEARCH
During the lessons, the students not only helped us achieve results, but we also learned about them, for example, we understood that if we want to understand them, we have to be like them, know their likes and dislikes, and then get good information. about how to work with them. In addition, teachers are suggested to develop a curriculum that addresses adaptations of visual materials as the main tool to stimulate students' speaking. Since this research only looked at speaking skill, it is suggested that further researchers should also pay attention to listening skill, because if they understand what they are asked, they can get an answer, in this way, students can produce language significantly.
Moreover, it is recommended that teachers develop their creativity and ability to present interesting activities with the visual materials for a meaningful and enjoyable lesson.
REFLECTIVE ACCOUNT
Ss will form a large circle around the classroom, Ss will say what they want to be when they grow up. To identify different fruits through speaking activities to be able to describe their favorite fruit. T will paste some images describing different scents. delicious and sweet), then Ss will describe a fruit using pictures.
T puts up a poster about jobs, T makes different sentences using feelings and jobs (teacher is angry). Ss will reinforce the statement by forming a sentence with the feeling and task the teacher indicates. T will say some situations and Ss will say how they feel by saying a complete sentence.
T sticks a poster about the weather on the board, after which T explains the correct pronunciation by repeating after T.
