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UNIVERSIDAD DE MURCIA-ISEN- FACULTAD DE EDUCACIN. GRADO DE MAGISTERIO DE EDUCACIN PRIMARIA

PORTFOLIO

Didctica del Ingls en la Educacin PrimariaGarca-Vaso Cnovas, M Pilar

Lpez Calvo, AraceliSegura Roca, Carmen

2013/14


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Didctica del Ingls en la Educacin Primaria PORTFOLIO / .

ContentsRESOURCE N1: FAST HANDS .......................................................................................................... 3

RESOURCE N 2: COMPARE .............................................................................................................. 5

RESOURCE N 3: FALLING CLOUDS ................................................................................................ 7

RESOURCE N 4: SEUSSVILLE .......................................................................................................... 9

RESOURCE N 5: THE RED FISH..................................................................................................... 12

RESOURCE N 6: FEELINGS .............................................................................................................. 15

RESOURCE N 7: WORD SEARCH .................................................................................................. 17

RESOURCE N 8: THE HANGMAN GAME...................................................................................... 20

RESOURCE N 10: SING THE STORY ............................................................................................... 25

RESOURCEN 11: JCLICK. THERE ARE SME MOUNTAINS, HE CAN WALK....................... 28

RESOURCE N 12: EDUCANAVE SONGS..................................................................................... 31

LISTENING TASK .................................................................................................................................... 34

1.1. Justification. ................................................................................................................................... 36

1.2. Carry out: Who am I? ................................................................................................................ 37

2. STORYTELLING IN CLASS. ............................................................................................................. 39

2.1 Justification. .................................................................................................................................... 40

STORYTELLING: CRAZY NIGHTS .................................................................................................. 42

3. - PLAYING A GAME. ........................................................................................................................... 48

1.1 Justification ................................................................................................................................ 49

USING SONGS IN CLASS. .................................................................................................................... 53

Act. 1. - Write the correct word in the gaps ........................................................................................... 544.1. - Justification ................................................................................................................................. 56

Bibliography .............................................................................................................................................. 57Recourse Online ................................................................................................................................... 58


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RESOURCE N1: FAST HANDS

http://gamestolearnenglish.com/fast-hands/

ACTIVITY DESCRIPTION

Students listen to the sound or read a word and then click on the matching pictures. The

aim is to learn and review words. Students choose the content they want to play with,

and there are more than 500 vocabulary items in total. At the first screen students get

two options either fast or slow. Then they select the vocabulary category. Then listen

or read the word and click on the matching picture. The game finishes when the time

bar at the bottom runs out. The challenge is to get as high a score as possible before

the game finishes.

CYCLE: 2nd

LEVEL: 4th

TIMING:

First term: 10practice.

OBJECTIVES

Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this

resource will be used with the objectives:

1. Escuchar y comprender mensajes, utilizando las informaciones transmitidas para la

realizacin de tareas relacionadas con su experiencia.

9. Identificar aspectos fonticos, de ritmo, acentuacin y entonacin, as como

estructuras lingsticas y aspectos lxicos de la lengua extranjera y usarlos como

elementos bsicos de la comunicacin.
http://gamestolearnenglish.com/fast-hands/http://gamestolearnenglish.com/fast-hands/


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RESOURCE N 2: COMPARE

http://gamestolearnenglish.com/compare/


Reviewing comparatives. Students practice by selecting the correct word or words to

make a comparative phrase. This game practices using the correct form and also

practices sentence construction and subject verb agreement.

Students are presented with a phrase with one or more blanks and they must click on

the missing word to complete the phrase in the correct way. The student constructs an

accurate sentence from a set of options.

CYCLE: 2nd

LEVEL: 4th

TIMING

Third term: 10practice.

OBJECTIVES







http://gamestolearnenglish.com/compare/http://gamestolearnenglish.com/compare/


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CONTENTS


resource will be used with the contents:

Bloque 3 - Reconocimiento y uso de algunas formas y estructuras bsicas propias de la

lengua extranjera previamente utilizadas y comparacin con las que utiliza en las

lenguas que conoce.

- Desarrollo de habilidades y procedimientos sencillos que faciliten la comunicacin y el

aprendizaje autnomo: asociacin, relacin, clasificacin, repeticin, memorizacin,lectura de textos, observacin de modelos y uso de soportes multimedia.

- Uso progresivo de medios grficos de consulta, y de las tecnologas de la informacin

y la comunicacin para reforzar y ampliar los aprendizajes de la lengua extranjera.

- Reflexin sobre el propio aprendizaje y aceptacin del error como parte del proceso.

JUSTIFICATION

This is a fun game for reviewing comparatives.

The idea behind this game is that there is an element of production whereby a learner

must actively construct an accurate sentence from a set of options. So that rather than

just reacting to language, the learner has to produce correct language.


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RESOURCE N 3: FALLING CLOUDS

http://gamestolearnenglish.com/falling-clouds/


Students have to move words around to create a sentence. Students practice

rearranging words to make a sentence. The sentences get more complicated as they

progress. This game is a good way to practice sentence structures and review word

order. There are more than a hundred different phrases here each jumbled up into a

random order. Also at the end of each round there is a bonus word with letters you have

to re-arrange to form the word correctly.

CYCLE: 2nd

LEVEL: 4th

TIMING: Second term: 10practice.

OBJECTIVES







http://gamestolearnenglish.com/falling-clouds/http://gamestolearnenglish.com/falling-clouds/


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CONTENTS



Bloque 3: - Empleo de estrategias sencillas en la produccin de textos, con la ayuda de

un modelo y comparando con las tcnicas que utiliza en su propia lengua.

- Inters por utilizar la lengua de forma concreta y correcta en situaciones variadas.

- Reflexin sobre el propio aprendizaje y aceptacin del error como parte del proceso.

JUSTIFICATION

Simply knowing grammar rules isnt really enough as students have to get practice

using the rules with words in different situations. With this game students can also

practice and improve their awareness of sentence order and structures.


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RESOURCE N 4: SEUSSVILLE

http://www.seussville.com/


Seussville: Activities and resources based on the popular American author of children

books Dr. Seuss. Students can read, play, draw, and learn a lot with the characters and

settings created by Dr. Seuss.

CYCLE: 2nd

LEVEL: 4th

TIMING. Third term: 10practice.

OBJECTIVES





4. Leer de forma comprensiva como fuente de placer y satisfaccin personal y para

extraer informacin de acuerdo con una finalidad previa.

5. Aprender a utilizar con progresiva autonoma todos los medios a su alcance,

incluidas las tecnologas de la informacin y la comunicacin para obtener informacin

y para comunicarse en la lengua extranjera.

6. Valorar la lengua extranjera, y las lenguas en general, como medio de comunicacin

y entendimiento entre personas de procedencias y culturas diversas.
http://www.seussville.com/http://www.seussville.com/


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7. Manifestar una actitud receptiva, interesada y de confianza en la propia capacidad de

aprendizaje y de uso de la lengua extranjera.

8. Utilizar los conocimientos y las experiencias previas con otras lenguas para una

adquisicin ms rpida, eficaz y autnoma de la lengua extranjera.




CONTENTS



Bloque 1 Escucha y comprensin de instrucciones, explicaciones y mensajes orales

breves, con el fin de obtener informacin global o especfica para la realizacin de las

tareas en el aula.

- Escucha y extraccin de informacin concreta procedente de grabaciones multimedia

e interacciones orales dirigidas para comunicarse y completar determinadas tareas.

- Expresin de necesidades inmediatas en el aula.

- Interaccin oral en situaciones reales o simuladas dando respuestas verbales o no

verbales, en contextos progresivamente menos dirigidos.

- Lectura y comprensin de textos muy sencillos y variados, en soporte papel y digital,

para obtener la informacin global o especfica necesaria para realizar tareas

determinadas.


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- Acercamiento a los cuentos, comics, diccionarios de imgenes y otros tipos de libros o

textos adecuados y motivadores, con el fin de iniciar un hbito lector.

Bloque 2

- Escritura dirigida de diferentes tipos de textos sencillos que contengan expresiones

orales conocidas, con intencin comunicativa y ldica.

- Utilizacin de las tecnologas de la informacin y la comunicacin para escribir y

transmitir informacin.

Bloque 4 - Curiosidad por conocer informacin general sobre las personas y las

culturas de otros pases.

- Realizacin de actividades de carcter sociocultural relativas al idioma extranjero

estudiado.

- Conocimiento de algunas semejanzas y diferencias ms caractersticas en las

costumbres cotidianas y en el uso de algunas formas bsicas de relacin social, entrenuestro pas y aquellos donde se hable oficialmente el idioma extranjero.

- Actitud abierta hacia otras lenguas y culturas.

JUSTIFICATION

Students need to practice the second language in native contexts that allow them to be

in contact not only with the linguistic structures but also with relevant cultural aspects of

the new language. Dr. Seuss is a popular children books author and his stories and

characters belong to the fantasy world of todays American literature. This resource

offers many different ways to explore Dr. Seuss world by reading extracts of his books,

descriptions of his characters, activities, games, letters, posters, videos and so on.


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RESOURCE N 5: THE RED FISH

http://www.poissonrouge.com/


The red fish is Web site for learning vocabulary inside the website Poisson

Rouge. Poisson Rouge doesn't try to direct teach, but offers a play-and-learn

environment suitable for free exploration. The game has over 200 everyday words,

written, spoken and illustrated. They are organized in 10 rooms: toys, body, kitchen,

workshop, animals, bathroom, numbers, music, transport. Students go through the

rooms of the castle to see, hear and read Basic English (UK) vocabulary.

CYCLE: 2nd

LEVEL: 4th

TIMING. Second term: 10practice.

OBJECTIVES





4. Leer de forma comprensiva como fuente de placer y satisfaccin personal y paraextraer informacin de acuerdo con una finalidad previa.



http://www.poissonrouge.com/http://www.poissonrouge.com/


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8. Utilizar los conocimientos y las experiencias previas con otras lenguas para una

adquisicin ms rpida, eficaz y autnoma de la lengua extranjera.




CONTENTS



Bloque 1 Escucha y comprensin de instrucciones, explicaciones y mensajes orales

breves, con el fin de obtener informacin global o especfica para la realizacin de las

tareas en el aula.

- Escucha y extraccin de informacin concreta procedente de grabaciones multimedia

e interacciones orales dirigidas para comunicarse y completar determinadas tareas.

- Expresin de necesidades inmediatas en el aula.

- Interaccin oral en situaciones reales o simuladas dando respuestas verbales o no

verbales, en contextos progresivamente menos dirigidos.

- Lectura y comprensin de textos muy sencillos y variados, en soporte papel y digital,

para obtener la informacin global o especfica necesaria para realizar tareas

determinadas.


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Bloque 2

- Escritura dirigida de diferentes tipos de textos sencillos que contengan expresiones

orales conocidas, con intencin comunicativa y ldica.



Bloque 4

- Realizacin de actividades de carcter sociocultural relativas al idioma extranjero

estudiado.

- Actitud abierta hacia otras lenguas y culturas.

JUSTIFICATION

The exploratory way in which this game is played brings pride in one's own

achievements and self-confidence, which together form the essential basis for

emotional and intellectual development. There is no right or wrong way to play. So

there is no negative feedback, no other reward than the pleasure of exploration and the

mental processes themselves.


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RESOURCE N 6: FEELINGSA) http://www.angles365.com/classroom/fitxers/5e/feelings01.swf

B) http://home.nordnet.fr/~rmaufroid/pupitre/description/howdotheyfeel.htm


Interactive activity in two parts. One in which students must listen few questions

regarding the images that appear and choose from the options that are available. On

the second part students will recognize the feelings each picture and write every feeling

in the right place of the sentence in an exercise of filling the gaps.

CYCLE:2nd

LEVEL: 4th

TIMING:Third term.15practice.

OBJETIVES


resource will be used with the objective:


realizacin de tareas relacionadas con su experiencia.

3. Escribir textos con ayuda de modelos sobre temas previamente tratados en el aula.

CONTENTS


resource will be used for the contents:


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loque 1- Escucha y extraccin de informacin concreta procedente de grabaciones

multimedia e interacciones orales dirigidas para comunicarse y completar determinadas

tareas.

Bloque 2- Lectura y comprensin de textos muy sencillos y variados, en soporte papel y

digital, para obtener la informacin global o especfica necesaria para realizar tareas

determinadas.

Bloque 2- Escritura dirigida de diferentes tipos de textos sencillos que contengan

expresiones orales conocidas, con intencin comunicativa y ldica.

JUSTIFICATION

We chose this activity to facilitate the use of technology in the classroom due to the

increasing importance that information technologies have in society in general and

schools in particular.

The use of technologies in the classroom provides both the educator and the student

will a useful technological tool that will enable the students to shape of their own

learning in the future. Therefore, we are attending an educational renewal in the

classrooms where a proactive and innovative approach that motivates the students in

different disciplines or subjects is been implemented. In addition, the use of different

multimedia resources increase the ability to interact facilitating the learning. In particular

this resource is easy to use , direct, simple and it has all the elements needed, it has

text , images and sound , and will be excellent improving listening , recognition, reading

and writing skills.

The vocabulary related to feeling and sentence structure are reviewed.

In the first part of the activity using clear drawings makes it easier to understand the

message. In the second activity phrases appear with a clear structure which is perfect


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for the student in order to write the word correctly and also to be able to put it in the

correct position within the sentence.

Another feature that made us choose this resource is that the learner can use it by

himself and can accomplish independently as the activity has self-correction.

RESOURCE N 7: WORD SEARCHhttp://www.thekidzpage.com/freekidsgames/flashwordsearch/veggies.html


In this activity the student discovers new words connecting letters horizontally, vertically

or diagonally and in all directions (from right to left, or upside-down, and bottom up, or

upside-down). The words the learner will be working with can be on any topic, or be all

the related ones to the same topic, depending on the contents we need to focus on. In

this case, there will be working with the names and categories of the food. It is a way to

learning by playing.

CYCLE: 2nd

LEVEL: 4th

TIMING: Third term. 15

OBJETIVES



3. Escribir conceptos en lengua extranjera con ayuda de modelos sobre temas tratados

en el aula.


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CONTENTS



Bloque 2

- Escritura dirigida de conceptos o textos sencillos que contengan expresiones orales

conocidas, con intencin comunicativa o ldica.



Bloque 3

- Conocer ms expresiones y vocabulario nuevo relativo a: el cuerpo, el colegio, la

casa, la familia, las acciones habituales, la ropa, la comida, los oficios y otros campos

de inters del alumno.

- Revisar y reforzar el vocabulario y las expresiones tratadas con anterioridad.


aprendizaje autnomo: asociacin, relacin, clasificacin, repeticin, memorizacin,

lectura de textos, observacin de modelos y uso de soportes multimedia.


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JUSTIFICATION

Word search implies fun and at the same time it is an excellent educational resource,

provided that by means of the soup of letters they can develop diverse topics and can

be implemented as an attractive activity that guarantees the knowledge of the small

ones. Hereby, if they newly are learning the topic, word search not only will be an

entertaining activity, but also it will help you to reinforce the contents.

Besides what we have already stated, this entertaining and healthy pastime contributes

to mental agility, concentration, thought and offers the particular inducement to want to

find the words in the less amount of time, which is translated in the search of the

personal overcoming. It is a challenge within a challenge.


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RESOURCE N 8: THEHANGMAN GAMEhttp://www.ego4u.com/en/chill-out/games/hangman#form-top


The hangman is a classic game where the aim is to guess a word or phrase in that, as

help, we have only the length of the word or phrase. After every failure letter one adds a

part of the body of the hanged person. You win game when the participant manages to

guess the word, but he will lose if the body of the hanged person is completed. In this

activity, the pupil will work vocabulary of animals, fantasyor whatever they are

learning.

CYCLE: 2nd

LEVEL: 4th

TIMING: Second term. 20

OBJETIVES



3. Escribir conceptos en lengua extranjera con ayuda de modelos sobre temas tratadosen el aula.





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CONTENTS



Bloque 2



Bloque 3


casa, la familia, las acciones habituales, la ropa, la comida, los oficios y otros campos

de inters del alumno.





- Uso progresivo de medios grficos de consulta, y de las tecnologas de la informaciny la comunicacin para reforzar y ampliar los aprendizajes de la lengua extranjera.

JUSTIFICATION


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The hangman is an excellent tool to learn and practice spelling, since the children

memorize and practice once they write a word. The fact that it is contest or game will

motivates them to learning. It is a marvelous resource to practice the vocabulary that

will improve their ability to speak and write.

It is entertaining, active and motivates the competition. It is possible to personalize the

game according to the class that is given. We can create a new game of the hangman

for the different orthographic rules or vocabulary.

RESOURCE N 9: CLUELESS CROSSWORD

http://www.thekidzpage.com/freekidsgames/games/ngames/crossword2/crosswordgam

e.html


The activity asks the learners to write a series of words in vertical and horizontal lines

that cross each other. The screen is divided in white cabins by individual letters, and the

student needs to refill, or some of them are already written and other are blanks that

serve to separate words. They are destined to develop the linguistic capacity of the

pupil.

CYCLE: 2nd

LEVEL: 4th

TIMING: Second term. 20

OBJETIVES



3. Escribir conceptos en lengua extranjera con ayuda de modelos sobre temas tratados

en el aula.
http://www.thekidzpage.com/freekidsgames/games/ngames/crossword2/crosswordgame.htmlhttp://www.thekidzpage.com/freekidsgames/games/ngames/crossword2/crosswordgame.htmlhttp://www.thekidzpage.com/freekidsgames/games/ngames/crossword2/crosswordgame.htmlhttp://www.thekidzpage.com/freekidsgames/games/ngames/crossword2/crosswordgame.html


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estructuras lingsticas y aspectos lxicos de la lengua extranjera y usarlos comoelementos bsicos de la comunicacin.

CONTENTS



Bloque 2





Bloque 3


casa, la familia, las acciones habituales, la ropa, la comida, los oficios y otros camposde inters del alumno.



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JUSTIFICATION

This activity is intending for the student to acquire skills to organize the information

based in a series of didactic technologies that include games. Our goal is that the

student is an active agent in a class and his learning is not passive, since we are far

away from the old habit of working with memory that was fundamental in the old

classrooms.

As it is by playful elements that we can make the class more dynamic. It is the main

characteristic to do that the child learns to facilitate his interest in the didactic material.

Therefore crosswords are one of the resources that any primary education teacher, no

matter which level, can use for the development of his class.

They are an excellent tool in the learning process as students can practice, revise and

evaluate their level of knowledge following the game, learning while they play. Also they

influence the cognitive and social development, as well as the academic skills, since

they improve the attention and concentration hereby placing when the mind working and

producing a development of the intelligence to the students.

Finally it is necessary to highlight that the evaluation of this didactic tool has been very

positive and we think that the use of the crosswords they have had an extraordinary

effect in the learning and for that, promotes active participation of all the students.


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RESOURCE N 10: SING THE STORYhttp://miclase.wordpress.com/category/4-ingles/


This activity is an interactive story, the students will see and hear it. They must

understand the story through its visual potential and the story also appears text.

Besides, the story becomes in to a song that students can learn to sing and developcertain skills with her.

CYCLE: 2nd

LEVEL: 4th

TIMING: Third term. 30 (listen and practice)

OBJECTIVES:






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CONTENTS:



Escucha y extraccin de informacin concreta procedente de grabaciones

multimedia e interacciones orales dirigidas para comunicarse y completar determinadastareas.

Produccin de textos orales, conocidos previamente a travs de la participacin

activa en canciones, dramatizaciones, recitaciones e interacciones dirigidas o bien

preparados mediante un trabajo previo, con ayudas y modelos.

Lectura y comprensin de textos muy sencillos y variados, en soporte papel y


determinadas.

Acercamiento a los cuentos, comics, diccionarios de imgenes y otros tipos de

libros o textos adecuados y motivadores, con el fin de iniciar un hbito lector.

Empleo de algunas estrategias bsicas de lectura: contexto visual,

conocimientos previos, identificacin de informacin bsica y deduccin del significado

de algunas palabras y frases nuevas.

Conocer ms expresiones y vocabulario nuevo rela-tivo a: el cuerpo, el colegio,

la casa, la familia, las acciones habituales, la ropa, la comida, los oficios y otros

campos de inters del alumno.


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Repeticin e imitacin de determinados aspectos sonoros, rtmicos, de

acentuacin y de entonacin a travs de textos orales cercanos al alumno: retahlas,

relatos y canciones.

JUSTIFICATION

We know the importance of using stories in teaching English for its many positive

effects and especially for its motivating power.

Also, with the stories not only learn about the chosen topic, but thanks to the stories

themselves children learn language. All stories are selected will be written entirely in theEnglish language and the teacher will not use the mother tongue of the students at any

time. When everything is done in a context of language immersion, in which children

from being "forced" to communicate using English, prodecos learning will be more

effective.

From the story, you can perform many activities that will help us to work with a

motivated toward learning to go getting the full development of their individual students.

Such as is done in this resource, which transforms the story into a song and givinggreater powers-and that adds the benefits of the use of the song in the teaching of

English.

With this story in particular is working:

Introduction of new vocabulary: animals, where we can work after the difference

between vertebrates and invertebrates. New verbs, actions. The verb can. Review

pronouns. Reading simple texts. Listen carefully and comprehensively.

With this application you can work in many ways the story, the teacher has the

possibility of bringing them the story and the students listen to the story while the text

appears (Story English). They can also listen and read the text while following the

course of the story like a karaoke (Story repeat). There is a third option to listen and


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repeat but here the student must repeat the phrase himself with only one listening, they

also have the text to follow the story (story alone).

Moreover are options related to the song. The application transforms the story into a

song and the student can: listen and read at the same time (repeat chant). Sing the

song, the text appears and rhythm (rhythm chant) or sing like a karaoke, repeating what

the voice says (repeat chant). Besides all the highlights of this application is available in

terms of technology, it is made with colors and drawings very clear and bright and the

resolution is good enough to be viewed on any computer clearly. Such drawings will

appeal to students and thus motivate them.

Finally comment, that this activity skills related to attentive listening, auditory

discrimination, intonation, mind reading, develop reading speed. Besides the linguistic

competence, autonomy and personal initiative and integration with the physical world

unfolds according with the Murcia Regin Decreto 286 of Education for Elementary

Curriculum.

RESOURCEN 11: JCLICK. THERE ARE SME MOUNTAINS, HE CANWALKhttp://clic.xtec.cat/db/act_es.jsp?id=1267


This Click application focuses on practice and reinforcement of the modal verb can /

cant and in the description of landscapes and orientation maps. Students will use the

resource independently, with teacher supervision, listening and reading activities of

various kinds for its realization. They will have to read and respond in writing, listeningand relate all comprehensively in relation to their own knowledge.

CYCLE: 2nd

LEVEL: 4th


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TIMING: It depends on the pace of each student

OBJECTIVES:




realizacin de tareas relacionadas con su experiencia.

3. Escribir textos con ayuda de modelos sobre temas previamente tratados en el aula.

4. Leer de forma comprensiva como fuente de pla-cer y satisfaccin personal y para

extraer informacin de acuerdo con una finalidad previa.



CONTENTS



- Escucha y comprensin de instrucciones, explicaciones y mensajes orales

breves, con el fin de obtener informacin global o especfica para la realizacin de

las tareas en el aula.

Escucha y extraccin de informacin concreta procedente de grabaciones


tareas.


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Lectura y comprensin de textos muy sencillos y variados, en soporte papel y


determinadas.

Empleo de algunas estrategias bsicas de lectura: contexto visual,

conocimientos previos, identificacin de informacin bsica y deduccin del significado

de algunas palabras y frases nuevas.

Hablar de las caractersticas de los objetos: color, tamao y forma.

Pedir y dar informacin sobre la localizacin de determinadas personas,animales u objetos.

Describir lugares cercanos al alumno: el aula, el colegio, la casa y el entorno.

Revisar y reforzar el vocabulario y las expresiones tratadas en los niveles

anteriores.

Empleo de estrategias sencillas en la produccin de textos, con la ayuda de un

modelo y comparando con las tcnicas que utiliza en su propia lengua.

Desarrollo de habilidades y procedimientos sencillos que faciliten la

comunicacin y el aprendizaje autnomo: asociacin, relacin, clasificacin,

repeticin, memorizacin, lectura de textos, observacin de modelos y uso de soportes

multimedia.

Reflexin sobre el propio aprendizaje y aceptacin del error como parte del

proceso.

JUSTIFICATION

We return to select an interactive resource, in this case it is a Jclick application working

the modal verb can and descriptions and map locations. Use this application because it

meets many of the advantages and positive aspects of this type of material:


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A structured reality information is presented. Guides the student learning,

facilitating the achievement of certain educational goals.

Students are attracted to this type of material, because the program often

includes elements to capture the attention of students and keep their interest (activity,

reinforcements, attractive presentation )

provides constant feedback on student performances, immediately correcting any

errors in learning, presenting additional aid when needed, etc. You can tell that offer

continuous evaluation and a final assessment or explicitly, the program presents reports

on student performance (number of errors, time spent learning, etc...).

Working with computers for students is often playful overtones but also programs

usually include some playful elements.

Particularly reviewing previously learned verbs (actions) also reviews colors,

prepositions, vocabulary related to positions on a map and also develops the core

competencies identified in the curriculum: Integration with the physical world.

Mathematics (in a flat position and orientation). Learning to learn. Autonomy andpersonal initiative.

RESOURCE N 12: EDUCANAVE SONGShttp://educanave.com/ingles/cancionesingles.htm


The activities introduced in this website will develop listening skills as well as speaking

abilities and fluency. This website has popular songs in English that the students can

easily recognize and learn.

Students will read and sing the songs, by themselves , in pairs and in groups, for

phonetic awareness, pronunciation, fluency, intonation, for cultural background, and of

course for fun!


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CYCLE:2nd

LEVEL: 4th

TIMING:First term. 15'

OBJETIVES:











CONTENTS



loque 1- Escucha y extraccin de informacin concreta procedente de grabaciones


tareas.


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loque 2-Lectura y comprensin de textos muy sencillos y variados, en soporte papel y


determinadas.

Bloque 3- Revisar y reforzar el vocabulario y las expresiones tratadas con anterioridad.




JUSTIFICATION

We chose this activity to facilitate the use of technology as well as to promote oral skills.

Singing in any language is an engaging activity that facilitates the learning of structures

and words otherwise difficult to remember. Even on our native languages we learn

difficult words or concepts using songs.

The practice of the singing activities will facilitate the shy students to be able to share

with the group their new learning as they can participate with the group in choral

chanting and feel not so pressured as if they would have to share by themselves.

The songs have a variety of topics and therefore different vocabulary themes are

acquired by learning the song.

The practice of the songs will promote the acquisition of structures that are fixed in the

language and that learning vocabulary in isolation will not allow as for instance phrasal

verbs

The activity is age appropriate and useful in the student daily life, so they will be able to

transfer the learning to their classroom and practice in class with other peers.

The interactive website provides a lot of different songs where vocabulary as well as

structures are introduced in context. It is easy for the learner to guess the meaning of

new vocabulary as the images provide with help, and the situations are familiar to the


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students. They can also act the songs to help themselves to remember meaning of less

familiar word.

LISTENING TASKWho am I?

Level: 2s Cycle, 4s Grade.

Objectives- Introduce some ordinal numbers.

- Learn new vocabulary.

- Review comparative structures.

- Get the main information from a listening task.


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- Work in pairs trying to reach agreements through communication.

- Find information using ITC.

Carry out

We will organize the class in pairs. They will listen for the information about 3

characters. We will read a paragraph and pupils will go to find information about the

character using ITC. If they dont know of whom we are talking about, we will read

another paragraph. First team who guess the solution will be the winner.

Assessment

This activity is right to know the level of listening comprehension and, to review the

contents and knowledge acquired about comparative structures, ordinal numbers, and

past tense.

Contents: Vocabulary/Grammar Past tense.

Ordinal numbers

Listening

Comparative structures, superlative

Vocabulary: clay, grass, hard courts, accomplishments, indoor, outdoor, height,

clamber.

Curriculum contents block 1 and block 3.1

1Curriculum contents*

BLOCK 1. Listening, speaking and conversing- Listen and comprehension of instructions, explanations, targeted oral interactions, and other oral messages ofincreasing complexity for obtaining in-general and specific training.- Listen, understand and extract specific information from recordings in audiovisual support and computer forperforming various tasks.BLOCK 3. Knowledge of the language uses linguistic knowledge of the language


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Timing

This activity is designed for the last term of the year. The duration is based on the

needs of the students; it can take one or two sessions.

1.1. Justification.Our listening task is focused on three important points: reduce anxiety levels of students

when they learn a new language, the processing of information using TICs and basiccommunication working in pairs.

For anxiety there are many theories that develop the importance of studying the

affective factors that influence is a second language student.

Hilgard already in 1963 stated that any cognitive learning theory should include a space

for affection. A decade later, Chastain (1975) asked what were the influencing affective

characteristics, and how, in learning. Chastain assumed that affective characteristics

are at least as much influence on learning and cognitive skills and suggests the

existence of at least three variables that influence the success or failure of learners:

anxiety, personality (reserved or outgoing) and creativity.

Another example is the study of Gardner and Smythe (1977) pointing, after thorough

research that novice learners are more anxious than intermediate or advanced level

which means that anxiety is reduced with increasing learning.

- Know the basic cardinal numbers and some ordinal numbers.- Talk about what has been done in the past, as well as people and important events.- Revise and expand the vocabulary of the topics covered two previous levels.- Management of information technology and communication to reinforce and extend the learning of the foreignlanguage.- Confidence in one's ability to learn a foreign language.- Assessment of cooperative work, needed to carry out certain activities, tasks and projects dramatizations inlanguage class.


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Clearly, anxiety is an enemy of learning and should seek to minimize it in the classroom.

Rubio (2004: 73) notes that so far in learning a language not been given due

importance for two reasons: "First by the general lack of teaching staff and their impact

phenomenon and, second, by the poor implementation techniques, tools or methods to

reduce or prevent such anxiety. However, the

teacher is holding two options to lessen the anxiety of

students: eliminate the cause if possible or provide

students help to deal with it.

Well, based on these and other studies and theories

that may have wanted to controlanxiety listening task

using the second option: providing help. We wanted

to introduce a difficulty listening activity more elevated than usual (difficulty progressive

increase) but with the help of resources the student receives with positivity: a familiar

and attractive topic, and the use of ICT, both increase motivation.

TICs are now present in the lives of our students called "digital natives" and this reason

we raised the activity with this resource for students to feel confident about performing

the activity, perhaps deviating attention the increased complexity in the listening task.

Ultimately we emphasize the importance of being able communicate, so in this activity

we wanted to organize them in pairs so they have the need to express themselves and

reach a common point to solve the problems.

1.2. Carry out: Who am I?CHARACTER 1: ROGER FEDERER

Hello! I am a sportsman and sports critics and even much athletes also consider me the

best of all time in my discipline.

Now, I am fifth in the ATP ranking.

I control the three areas where you can practice my sport: clay, grass and hard courts.


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Among my accomplishments include: 17 Gram Slam titles and Im the only one that has

won five consecutive Wimbledon and U.S. Open.

I was born in Basel in 1981 and now I have fixed my residence in Munchensteins and I

speak German, Swedish, English and French.

And you know who am I?

CHARACTER 2: JUAN CARLOS NAVARRO

The sport that I practice is very popular in USA. You can practice it on indoor and

outdoor.

I practice this sport since childhood and I had to

develop certain strategies game because I'm not of the

highest in this discipline.

People say I'm one of the best players in Europe and

the best player of FCB which is my current team in the

ACB. I was playing in the NBA Memphis Grizzlies team

based position. I was born in Barcelona in 1980.


CHARACTER 3: EDURNE PASABAN

I am a Spanish sportswoman whose sport can be practiced only on outdoor in pure

nature. It is a sport in height.

I am the first woman in history to climb the 14 eight-

thousanders in the world and the twentieth person; it

took me nine years to do so. Some of these 14


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mountains over 8000 meters high were: Everest, K2, and Annapurna...

Among other awards I have received the Prize "Women and Sport" for best female

sportswoman of the year in Spain, first granted by the Spanish Olympic Committee in

2005 and the Gold Medal for Sports Merit in 2002. I was born in Guipuzcoa in 1973.


2. STORYTELLING IN CLASS.A crazy night

Level: 2sCycle, 4

sGrade.

Objectives

- Review days of the week and parts of the house.

- Review action verbs and past simple.


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- Identify the main information from a storytelling.

- Sound, rhythm, stress and intonation of through listening comprehension (jingles,stories and songs)

Carry out

We will tell a storytelling called A crazy nightto get a physical response and provide

enough input. Students will seat around the teacher on the floor to listen a storytelling,

we use illustration to facility the comprehension. When we finish to listen the story we

will work in groups (4 or 5 kid) and each group will draw the different part of the

house.

Contents: Vocabulary/Grammar

Past tense.

Days of the week

Parts of the house (kitchen, bathroom, bedroom, living room, garage)

Curriculum contents block 1 and block 3.

Timing

This activity is designed for the first term of the year and it is thinking to expend one

session.

2.1 Justification.

Storytelling

2

is the oldest form of education. People around the world have always toldtales as a way of passing down their cultural beliefs, traditions, and history to future

2Hamilton M. and Weiss M. (1998).Children tell stories: Teaching and using storytelling in the classroom.

NY: Owen Publishers.


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generations. Why? Stories are at the core of all that makes us human and they go

straight to the heart. As Stephens (1929) wrote, The head does not hear anything until

the heart has listened. The heart knows today what the head will understand tomorrow.

Because class members and teachers are emotionally involved with and usually enjoy

storytelling, it can help students develop a positive attitude toward the learning process.

It also produces a sense of joy in language and words that is so often missing in the

classroom setting.

Storying, the process of constructing stories in the mind, is one of the most fundamental

ways of making meaning and thus pervades all aspects of learning, regardless of age.

Differences between storytelling and story reading.

We are advocates of reading aloud, because it takes time to learn a story to tell, many

of the stories that teachers share are read aloud but storytelling is different and rewards

that reading aloud does not. These benefits are:

- The hush. The quality of listening on the part of your students is markedly

different when you tell a story directly to them. Technology has not replaced thepower of one person telling a story to another.

- Flexibility. Storytelling is interactive. The teller sees the audiences reactions

clearly and can adapt the story. If s/he sees fear in the eyes of young students,

s/he might tone the story down a bit or if older students love the scary parts, s/he

can accentuate them.

- Creating a strong connection. If you put the book away and then and just tell the

story, an enduring bond forms between you and your students. Without the book

as a barrier, the teller looks directly into the eyes of the audience and is free to

use gestures, facial expression, and body movements to enhance the telling and

to help listeners understand the story better. Because pupils are actively involved

in the process, storytelling becomes a shares experience and an extraordinary

connection is made between the teller and the listener.


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- Engaging Learners. At times storytelling works when reading aloud doesnt

because is motivating. Students recognize it to be an authentic activity and a skill

that is well worth acquiring.

Scientist Albert Einstein said that imagination is more important that knowledge. Yet

too often this essential part of education is ignored at home and in school. Using ones

imagination means creating imagines in the mind. Literacy educators have recognized

the crucial role of visualizing in reading and have begun to teach this skill to students.

In Mosaic of Thought, Keene and Zimmermann talk of how so many students read

passively, just the way watch television (1997). Students who are conditioned to pay

attention only to the literal interpretation of test and the surface structure aspect of

language, such as sounding out words, will remain disengaged. But the pupils create

pictures in their minds while reading, their level of engagement increases because the

book becomes more personalized.

STORYTELLING: CRAZY NIGHTS

I tell you a story about my friend Anna. She was a 9 years old when


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One Monday night, Anna was asleep:

Zzzzzzzzzzz---zzzzzzzzzzzz zzzzzzzzz-zzzzzzzzzzz.

She woke

up! She heard a

sound. She

said, Whats

that? Whatsthat? Whats

that? Anna

opened the

door to the

kitchenand there was her mother, who was walking in her sleep. She was sleeping on

top of the refrigerator.

Anna yelled, MUM, WAKE UP! Her mother jumped up, ran around the kitchen three

times and went back to bed.

Anna said, This house is going crrrraaaaazyyyyyy!

Anna went to sleep: Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz.

One Tuesdaynight Anna was asleep:

Zzzzzzzzzzzzzzzz-zzzzz-zzzzzzzzzzzzzz

She woke up! She heard a sound. She said, Whats that? Whats that? Whats that?


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She opened the door to the kitchen. No one was there. She opened the door to the

bathroomand there was her mother, sleeping in the bathtub.

Anna yelled, MUM, WAKE UP! Her mother jumped up, ran around the bathroomthree



But she was too tired to do anything about it, so she went back to sleep:

Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz.

One Wednesdaynight, Anna was asleep:

Zzzzzzzz-zzzzzzzzzzzzzz-zzzzzzzzzzzz



bathroom. No one was there. She opened the door to the garageand there was hermother, sleeping on top of the car.

Anna yelled, MUM, WAKE UP! Her mother jumped up, ran around the bathroomthree





One Thursdaynight, Anna was asleep:

Zzzzzzzzzzzz-zzzzzzzzzzzzz-zzzzzzzzzz


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bathroom. No one was there. She opened the door to the garage. No one there. She

opened the door to the living roomand there was her mother, sleeping on top of the

television.

Anna yelled, MUM, WAKE UP! Her mother jumped up, ran around the bathroom three


Anna said, This house is goingcrrrraaaaazyyyyyy!



One Fridaynight, Anna was asleep:

Zzzzzzzzzzzzzz-zzzzzzzzzzzzzz-zzzzzzz



bathroom. No one was there. She opened the door to the garage. No one there. She

opened the door to the living room. No one there.

ut the front door was open, and her mothers footprints went out into the snow and it

was 10 below zero that night.

Yikes, said Anna, my mother is outside in just her pyjamas. She will freeze like an ice

cube.


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So Anna put on three warm snowsuits, three warm parkas, three warm mittens, three

socks, three scarfs, and one pair of very warm boot. Then she went out the front door

and followed her mothers footprints.

Anna walked and walked and walked and walked. Finally she found her mother. Her

mother was leaning against a tree. Anna yelled, MUM, WAKE UP! Her mother did not

move. Anna yelled in the loudest possible voice, MUM, WAKE UP! Her mother still did

not move. Anna tried to pick up her mother but she was too heavy.

Anna ran homeand got her sled. She pushed her mother onto the sled and pulled her

home.

When they got to the back porch, Anna grabbed her mothers big toe and pulled her up

the stairs: bump, bump, bump, and bump.

She pulled her cross the kitchen floor: scritch, scritch, scritch, and scritch. Then Anna

her mother in the tuband turned on the warm water.

The tubfilled up: glug, glug, glug, glug

Annas mother jumped up and ran around the bathroomthree times and went back to

bed.

Anna said, This house is going crazy. I am going to dosomething. So she got a long

rope and tied one end to her mothers bedand one end to her mothers big toe.

Anna went to sleep:


One Saturdaynight, Anna was asleep:


She opened the bedroomdoorand there was her mother, laid down in the middle of

the floorbecause of the rope on her big toe.


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Good, said Anna, that is the end of the sleepwalking. Now I can go to sleep.

Zzzzzzzzzzzz-zzzzzzzzzz-zzzzzzzzzzz

One Sundaynight, Annas father was asleep:


He woke up! He heard a sound. He said, Whats that? Whats that? Whats that? He

opened the kitchendoor andthere was Anna, sleeping on top of the refrigerator.

Because she walked in her sleep just like her mother.


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3. - PLAYING A GAME.

W-DICE

Level: 2sCycle, 4

sGrade.

Objectives

- Review the W questions.

- Review action verbs.

Carry out

We need 24 sheets; 24 pens, and; 1 stop watch. 12 special w

dice. The students will make their own cube in Math or Art

Lessons.

The object of the game is that consisting of to create questions

and answers using a special die.

First, we talk with the whole class about the rules. We divide the

students into pairs; each member has different levels of English in

order to use the collaborative work among them. Then, we givethem a die, two sheets, and two pens.

One member rolls the die and asks a question using the W

question that s/he had got; s/her partner must answer correctly.

Both children should write the question and the answer in order to

check the winners and to control the game.

The winner team will be who first get 4 different W questions and

4 answers in 5 minutes.

Tiebreaker: A draw is possible, so the team with the most

questions/answers wins.

All sheets will show it and the teacher will collect it in order to assess them.


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- W questions

Timing

We must be sure that students have the knowledge to make the game, for that reason

it will be done towards the end of de second term.

1.1 Justification

Language learning is hard work. Effort is required at every moment and must be

maintained over a long period of time. Games help and encourage many learners to

sustain their interest and work.

According with Lewis (1999) point of view, games also help the teacher to create

contexts in which the language is useful and meaningful. The learners want to take part

and in order to do so must understand what others are saying or have written, and they

must speak or write in order to express their own point of view or give information.

The need for meaningfulness in language learning has been accepted for some years.

A useful interpretation of 'meaningfulness' is that the learners respond to the content in

a definite way. If they are amused, angered, intrigued or surprised the content is clearly

meaningful to them. Thus the meaning of the language they listen to, read, speak and

write will be more vividly experienced and, therefore, better remembered.

If it is accepted that games can provide intense and meaningful practice of language,then they must be regarded as central to a teacher's repertoire. They are thus not for

use solely on wet days and at the end of term!

Language learning can sometimes be frustrating. Constant effort is required to

understand, produce and manipulate the target language. Well-chosen games are


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invaluable as they give students a break and at the same time allow students to practice

language skills. Games are highly motivating since they are amusing and at the same

time challenging. Furthermore, they employ meaningful and useful language in real

contexts. They also encourage and increase cooperation.

Games are highly motivating because they are amusing and interesting. They can be

used to give practice in all language skills and be used to practice many types of

communication.

There is a common perception that all learning should be serious and solemn in nature

and that if one is having fun and there is hilarity and laughter, then it is not really

learning. This is a misconception. It is possible to learn a language as well as enjoy

oneself at the same time. One of the best ways of doing this is through games.

There are many advantages of using games in the classroom:

1. Games are a welcome break from the usual routine of the language class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort. Games help students to make

and sustain the effort of learning.

4. Games provide language practice in the various skills- speaking, writing, listening and

reading.

5. They encourage students to interact and communicate.

6. They create a meaningful context for language use.


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believes games to be a good way of practicing language, for they provide a model of

what learners will use the language for in real life in the future.

Games encourage, entertain, teach, and promote fluency. If not for any of these

reasons, they should be used just because they help students see beauty in a foreign

language and not just problems that at times seem overwhelming.

How to Choose Games

- A game must be more than just fun.

- A game should involve "friendly" competition.- A game should keep all of the students involved and interested.

- A game should encourage students to focus on the use of language rather than

on the language itself.

- A game should give students a chance to learn, practice, or review specific

language material.


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USING SONGS IN CLASS.

HEALTHY RAP

Level: 2sCycle, 4

sGrade.

Objectives

- Review and refresh food vocabulary.- Practice English pronunciation.- Sound, rhythm, stress and intonation of through listening comprehension

(jingles, stories and songs).- Know the childrens background.

Carry out

In the first sessions we teach Healthy rap in order to review and refresh vocabulary.

We will try making increase the students confidents. We try to familiarize with the

English pronunciation and we work with primary vocabulary which has no hardness

for our pupils.

We are listening several times a short song called The Healthy Rap, singing, and

dancing, we sing along the lyrics, then we give them a work sheet with the lyrics

contains four gaps, the teacher gives them four words which they will use to fill the

gaps.


Curriculum contents block 2 and block 3.

Vocabulary: fruit, meal, salad, fish, rice, milk.

Different types of food and healthy nutrition habits.

Timing

This activity is creating to be used the beginning of the school year and we expend

one session.


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Act. 1. - Write the correct word in the gapsThe healthy rapI love _______Every day I eat themI eat ______ and______ twice a weekBread, rice and _______ areAlways in my mealAnd because of that I feel so greatDont forget the _______Dont forget the ______But careful with theCandies and _______________, rice and pasta areAlways in my ______And because of that I feel so great


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Act. 2. - Write the words that have similar sounds


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4.1. - Justification

Humans develop their cognitive and cultural through observation of their environment,thereby develops the language skills of communication through natural processes. But it

is clear that to achieve compression and linguistic expression, the individual needs to

expand his training with specific learning activities (Mendoza, A.; Lpez Valero, A &

Martos, E. 1996).

In regards to Decreto 286/2007 of the Region of Murcia, Primary Education must

develop the students proficiency to communicate including being able to listening to a

foreign language. So, we are deciding to subject that task.

4.2.Song task.

One of the best tool to teach a foreign language is using songs because that can be

very effective breaking grammatical barriers and making it smaller, also the greatest

amount of vocabulary was acquired when the stories were both sung and illustrated

(Medina, 1993).

Additionally, other reasons why we must use songs in class are that they are authentic

materials that they can also teach culture and history. The songs contain repetitions and

repetitions enhance learning, they are a good way to teach pronunciation, and

rhythmical structure allows it to be more memorable (Sagawa, 1999). Listening songs

repeatedly is an important aspect in the development of imagination, and also, they are

fun and they can easily energize the unmotivated.

We want to focus in the variety of ways in which children can respond to the song, they

listen, talking, writing, dancing, or singing, for that reason our role is to provide a variety

of listening experiences. According with Rodrguez, M. (2004), when we chose a

listening task for first grade, we should bear in mind the previous listening experiences

of the children, we looking for a short piece of music that the kids can listen to several


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