1. Up To What Point Do Different Environments Affect the Learning of English in COPOL Primary Children’s of Ages 6 – 7? Katherine Barcia

2. Objective Determine up to what point do the different environments affect the children's English learning.

3. Primary School of COPOL with second grade children of ages from six to seven years. Location And, with who?

5. Experts in areas.

6. Sources.Methodology

7. How I worked it out… Divided it into 3 parts: Investigations COPOL’s Primary School Interviews and Analyses

8. Investigations in general Howard Gardner and his Theory of Multiple Intelligences. What happens while the child is learning First and second language acquisition The difference between learning and acquiring.

10. Draw conclusions

11. Predictions

12. Look for explanations

13. ExperimentsRoom  Run and Jump neighborhood  experiences school  whole new world Children = little scientist

14. Howard Gardner and his Theory of Multiple Intelligences. 8 Linguistic intelligence - write, and read a lot. Mathematical intelligence -scientists or engineers. Musical intelligence - musical patterns, performances, and compositions Body- kinesthetic intelligence - is to use mental abilities.

15. Howard Gardner and his Theory of Multiple Intelligences. Spatial intelligence - recognize and use the patterns around them. Interpersonal intelligence - work with others, without any problem. *tables Intrapersonal intelligence - understand oneself and no one else. Global intelligence - focus on the larger ideas and leave the details to others.

16. Tree- Two branch in ends. dendrites+: receives the information from hundreds or thousands of other neurons, Axon: sends information to hundreds or thousands more neurons. What happens to the brains of the children while they are learning?

17. First and second language acquisition

18. First language acquisition The mother tongue First language we learn from our parents or relatives.

19. Second language acquisition They acquire it in the same ways as the first language  Everyday, relate It is easier for a children, than for an adult, Motivated, sponge. New way to communicate  Fun.

20. The difference between learning and acquiring. Acquire language = unaware of grammatical rules. *First language Language learning = instructions in the rules of language

21. COPOL PRIMARY YEAR PROGRAM IB program Designed for students aged 3 to 12. It focuses on the total growth of the developing child Social Physical Emotional Cultural needs Academic development.

22. Differentenvironments in whichchildren of theprimaryschool are connectedto.

23. Interpersonal intelligence logical - mathematical Body – kinesthetic Environments Musical intelligence

24. Halls Classrooms Bathrooms Lockers Walls (Corners) Environments Joseph Solís “Teachers were the ones that design there classrooms according to the subject they gave.” Visualize  Always have in mind

25. The Corners Inquiry Unit Grammar Math

27. Methods the Primary COPOL English teachers are using to achieve their goals. They are all focus on the program Decorations Express or interact

28. Director and Psychologist “There is only one type of intelligence, in which the person reacts to at that moment, but from this one, many other authors have define their other ways of intelligence.” Bernice Engracia “helps the child move on from conflicts or phases that will make him feel better” Type of Intelligence

29. Teacher “Each child is a whole new world completely different, and they can demonstrate, maybe one child, one kind of intelligence and, another one, another kind, and as a teacher I have to realize what type of intelligence each student has, so that I could improve his learning.”. Ingrid Aroca

30. Conclusion It really depends on each children =)

32. Thank you