Port Terminado!

UNIVERSIDAD DE MURCIA-ISEN- FACULTAD DE EDUCACIN.
GRADO DE MAGISTERIO DE EDUCACIN PRIMARIA
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Didctica del Ingls en la Educacin Primaria Garca-Vaso Cnovas, M Pilar Lpez Calvo, Araceli Segura Roca, Carmen 2013/14
UNIVERSIDAD DE MURCIA-ISEN- FACULTAD DE EDUCACIN. GRADO DE MAGISTERIO DE EDUCACIN PRIMARIA
Contents
RESOURCE 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 RESOURCE N 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 ........................................................................................... 54 4.1. - Justification ................................................................................................................................. 56 Bibliography .............................................................................................................................................. 57 Recourse Online ................................................................................................................................... 58
Didctica del Ingls en la Educacin Primaria
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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: 10 practice. 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.
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CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used for the contents: Bloque 1- Desarrollo de estrategias bsicas para apoyar la comprensin y expresin oral: uso del contexto visual y no verbal y de los conocimientos previos sobre el tema o la situacin transferidos desde las lenguas que conoce a la lengua extranjera. Bloque 2. Asociacin de la grafa con los sonidos del alfabeto. 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 en los niveles anteriores. - Reflexin sobre el propio aprendizaje y aceptacin del error como parte del proceso. JUSTIFICATION This game focuses on vocabulary items. Its a great way to learn and review words. As students can choose the content they want to play with they have choice in what vocabulary area they need to learn and practice. As there are more than 500 vocabulary items in total the activity has a wide variety of levels and will help different level students to be successful and improve with a sense of win-win game. The challenge is to get as high a score as possible before the game finishes. So you are competing against yourself and trying to get better by learning more new words. This activity fosters autonomy and practice of vocabulary involving both listening and reading practices as well as comprehension strategies in the review and acquisition of basic and familiar vocabulary. Students are offered different choices.
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RESOURCE N 2: COMPARE
http://gamestolearnenglish.com/compare/
ACTIVITY DESCRIPTION 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: 10 practice. 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.
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CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this 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/ ACTIVITY DESCRIPTION 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: 10 practice. 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.
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CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the 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/ ACTIVITY DESCRIPTION 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: 10 practice. 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. 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.
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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. 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. CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the 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, entre nuestro 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/ ACTIVITY DESCRIPTION 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: 10 practice. 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. 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.
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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. 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. CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the objectives: 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. - Utilizacin de las tecnologas de la informacin y la comunicacin para escribir y transmitir informacin. 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: FEELINGS
A) http://www.angles365.com/classroom/fitxers/5e/feelings01.swf B) http://home.nordnet.fr/~rmaufroid/pupitre/description/howdotheyfeel.htm ACTIVITY DESCRIPTION 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.15 practice. OBJETIVES Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the objective: 1. Escuchar y comprender mensajes, utilizando las informaciones transmitidas para la realizaci n de tareas relacionadas con su experiencia. 3. Escribir textos con ayuda de modelos sobre temas previamente tratados en el aula. CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used for the contents:
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loque 1- Escucha y extracci n de informaci n concreta procedente de grabaciones multimedia e interacciones orales dirigidas para comunicarse y completar determinadas tareas. Bloque 2- Lectura y comprensi n de textos muy sencillos y variados, en soporte papel y digital, para obtener la informaci n global o espec fica necesaria para realizar tareas determinadas. Bloque 2- Escritura dirigida de diferentes tipos de textos sencillos que contengan expresiones orales conocidas, con intenci n comunicativa y l dica. 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 SEARCH

http://www.thekidzpage.com/freekidsgames/flashwordsearch/veggies.html ACTIVITY DESCRIPTION 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 Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the objective: 3. Escribir conceptos en lengua extranjera con ayuda de modelos sobre temas tratados en el aula.
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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. 7. Manifestar una actitud receptiva, interesada y de confianza en la propia capacidad de aprendizaje y de uso de la lengua extranjera. 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. CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used for the contents: Bloque 2 - Escritura dirigida de conceptos o textos sencillos que contengan expresiones orales conocidas, con intencin comunicativa o ldica. - Utilizacin de las tecnologas de la informacin y la comunicacin para escribir y transmitir informacin. 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. - 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.
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- 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.
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: THE HANGMAN GAME

http://www.ego4u.com/en/chill-out/games/hangman#form-top ACTIVITY DESCRIPTION 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 Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the objective: 3. Escribir conceptos en lengua extranjera con ayuda de modelos sobre temas tratados en el aula. 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.
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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. 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. CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used for the 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. - 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. 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 ACTIVITY DESCRIPTION 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 Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the objective: 3. Escribir conceptos en lengua extranjera con ayuda de modelos sobre temas tratados en el aula.
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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. 7. Manifestar una actitud receptiva, interesada y de confianza en la propia capacidad de aprendizaje y de uso de la lengua extranjera.
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. CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used for the contents: Bloque 2 - Escritura dirigida de conceptos o textos sencillos que contengan expresiones orales conocidas, con intencin comunicativa o ldica. - Utilizacin de las tecnologas de la informacin y la comunicacin para escribir y transmitir informacin. 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.
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- 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.
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 STORY

http://miclase.wordpress.com/category/4-ingles/ ACTIVITY DESCRIPTION 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 develop certain skills with her. CYCLE: 2nd LEVEL: 4th TIMING: Third term. 30 (listen and practice) 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.
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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. CONTENTS: Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the contents: Escucha y extracci n de informaci n concreta procedente de grabaciones
multimedia e interacciones orales dirigidas para comunicarse y completar determinadas tareas. Producci n de textos orales, conocidos previamente a trav s de la participaci n
activa en canciones, dramatizaciones, recitaciones e interacciones dirigidas o bien preparados mediante un trabajo previo, con ayudas y modelos. Lectura y comprensi n de textos muy sencillos y variados, en soporte papel y
digital, para obtener la informaci n global o espec fica necesaria para r ealizar tareas determinadas. Acercamiento a los cuentos, comics, diccionarios de im genes y otros tipos de
libros o textos adecuados y motivadores, con el fin de iniciar un h bito lector. Empleo de algunas estrategias b sicas de lectura: contexto visual,
conocimientos previos, identificaci n de informaci n b sica y deducci n del significado de algunas palabras y frases nuevas. Conocer m s 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 inter s del alumno.
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Repetici n e imitaci n de determinados aspectos sonoros, r tmicos, de
acentuaci n y de entonaci n a trav s de textos orales cercanos al alumno: retah las, 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 the English 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 giving greater 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.
RESOURCE N 11: JCLICK. THERE ARE SME MOUNTAINS, HE CAN WALK

http://clic.xtec.cat/db/act_es.jsp?id=1267 ACTIVITY DESCRIPTION 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, listening and 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: 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 realizaci n 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 satisfacci n personal y para extraer informaci n de acuerdo con una finalidad previa. 7. Manifestar una actitud receptiva, interesada y de confianza en la propia capacidad de aprendizaje y de uso de la lengua extranjera.
CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the contents: Escucha y comprensi n de instrucciones, explicaciones y mensajes orales informaci n global o espec fica para la realizaci n de
breves, con el fin de obtener las tareas en el aula.
Escucha y extracci n de informaci n concreta procedente de grabaciones
multimedia e interacciones orales dirigidas para comunicarse y completar determinadas tareas.
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Lectura y comprensi n de textos muy sencillos y variados, en soporte papel y
digital, para obtener la informaci n global o espec fica necesar ia para realizar tareas determinadas. Empleo de algunas estrategias b sicas de lectura: contexto visual,
conocimientos previos, identificaci n de informaci n b sica y deducci n del significado de algunas palabras y frases nuevas. Hablar de las caracter sticas de los objetos: color, tama o y forma. Pedir y dar informaci n sobre la localizaci n 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 producci n de textos, con la ayuda de un
modelo y comparando con las t cnicas que utiliza en su propia lengua. Desarrollo de habilidades y procedimientos sencillos que faciliten la
comunicaci n y el aprendizaje aut no- mo: asociaci n, relaci n, clasificaci n, repetici n, memorizaci n, lectura de textos, observaci n de modelos y uso de soportes multimedia. Reflexi n sobre el propio aprendizaje y aceptaci n 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 and personal initiative.
RESOURCE N 12: EDUCANAVE SONGS

http://educanave.com/ingles/cancionesingles.htm ACTIVITY DESCRIPTION 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: Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used with the objective: 1. Escuchar y comprender mensajes, utilizando las informaciones transmitidas para la realizaci n de tareas relacionadas con su experiencia. 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. 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.
CONTENTS Following the Murcia Regin Decreto 286 of Education for Elementary Curriculum this resource will be used for the contents: loque 1- Escucha y extracci n de informaci n concreta procedente de grabaciones multimedia e interacciones orales dirigidas para comunicarse y completar determinadas tareas.
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loque 2- Lectura y comprensi n de textos muy sencillos y variados, en soporte papel y digital, para obtener la informaci n global o espec fica necesaria para realizar tareas determinadas. Bloque 3- Revisar y reforzar el vocabulario y las expresiones tratadas con anterioridad. - 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. 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 TASK
Who am I? Level: 2st Cycle, 4st 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
1
Curriculum contents* BLOCK 1. Listening, speaking and conversing - Listen and comprehension of instructions, explanations, targeted oral interactions, and other oral messages of increasing complexity for obtaining in-general and specific training. - Listen, understand and extract specific information from recordings in audiovisual support and computer for performing 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 basic communication 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 foreign language. - Confidence in one's ability to learn a foreign language. - Assessment of cooperative work, needed to carry out certain activities, tasks and projects dramatizations in language 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 control anxiety 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. And you know who am I?
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 eightthousanders 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. And you know who am I?
2. STORYTELLING IN CLASS.
A crazy night Level: 2st Cycle, 4st Grade. 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 night to 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.
Storytelling2 is the oldest form of education. People around the world have always told tales as a way of passing down their cultural beliefs, traditions, and history to future
2
Hamilton 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 the power 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 up! She sound. said, that? that? that? opened door to woke heard a She Whats Whats Whats Anna the 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 Tuesday night 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 bathroom three times and went back to bed. Anna said, This house is going crrrraaaaazyyyyyy! But she was too tired to do anything about it, so she went back to sleep: Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz.
One Wednesday night, Anna was asleep: Zzzzzzzz-zzzzzzzzzzzzzz-zzzzzzzzzzzz She woke up! She heard a sound. She said, Whats that? Whats that? Whats that? She opened the door to the kitchen. No one was there. She opened the door to the bathroom. No one was there. She opened the door to the garageand there was her mother, sleeping on top of the car. Anna yelled, MUM, WAKE UP! Her mother jumped up, ran around the bathroom three times and went back to bed. Anna said, This house is going crrrraaaaazyyyyyy! But she was too tired to do anything about it, so she went back to sleep: Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz.
One Thursday night, Anna was asleep: Zzzzzzzzzzzz-zzzzzzzzzzzzz-zzzzzzzzzz
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She woke up! She heard a sound. She said, Whats that? Whats that? Whats that? She opened the door to the kitchen. No one was there. She opened the door to the 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 times and went back to bed. Anna said, This house is going crrrraaaaazyyyyyy! But she was too tired to do anything about it, so she went back to sleep: Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz.
One Friday night, Anna was asleep: Zzzzzzzzzzzzzz-zzzzzzzzzzzzzz-zzzzzzz She woke up! She heard a sound. She said, Whats that? Whats that? Whats that? She opened the door to the kitchen. No one was there. She opened the door to the 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 home and 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 tub and turned on the warm water. The tub filled up: glug, glug, glug, glug Annas mother jumped up and ran around the bathroom three times and went back to bed. Anna said, This house is going crazy. I am going to do something. So she got a long rope and tied one end to her mothers bed and one end to her mothers big toe. Anna went to sleep: Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz. One Saturday night, Anna was asleep: She woke up! She heard a sound. She said, Whats that? Whats that? Whats that? She opened the bedroom doorand there was her mother, laid down in the middle of the floor because 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 Sunday night, Annas father was asleep: Zzzzzzzzzzz---zzzzzzzzzzzzzzzzzzzzz-zzzzzzzzzzz. He woke up! He heard a sound. He said, Whats that? Whats that? Whats that? He opened the kitchen door 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: 2st Cycle, 4st Grade. 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 give them 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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Contents: Vocabulary/Grammar 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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Using Games Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. Hansen (1994) holds that most language games make learners use the language instead of thinking about learning the correct forms. He also says that games should be treated as central not peripheral to the foreign language teaching program. A similar opinion is expressed by Lewis (1999), who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games. Games can lower anxiety, thus making the acquisition of input more likely. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen 1994). They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, they add diversion to the regular classroom activities, break the ice, but also, they are used to introduce new ideas. In the easy, relaxed atmosphere which is created by using games, students remember things faster and better. Silvers3 says many teachers are enthusiastic about using games as "a teaching device," yet they often perceive games as mere time-fillers, "a break from the monotony of drilling" or frivolous activities. He also claims that many teachers often overlook the fact that in a relaxed atmosphere, real learning takes place, and students use the language they have been exposed to and have practiced earlier. Further support comes from Zdybiewska (1994), who
S. M. Silvers (2008) in: Help! They dont speak English: starter kit for primary teachers . Eastern Stream Center on Resources and Training. Texas: UT.
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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: 2st Cycle, 4st Grade. 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. Contents: Vocabulary/Grammar 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 gaps The healthy rap
I love _______ Every day I eat them I eat ______ and ______ twice a week Bread, rice and _______ are Always in my meal And because of that I feel so great! Dont forget the _______ Dont forget the ______ But careful with the Candies and ________ _______, rice and pasta are Always 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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times over so that they have opportunities to became familiar, it called The Healthy Rap.
Bibliography
Chastain, K. (1975) Affective and Ability Factors in Second Language Acquisition Language Learning, vol.25. Decreto n. 286/2007 de 7 de septiembre, por el que se establece el currculo de la educacin primaria en la Comunidad Autnoma de la Regin de Murcia. Gardner, R. C., Smythe, P. C. & Lalonde, R. N. (1984). The nature and replicability of factors in second language acquisition. Research Bulletin N 605. Canada: University of Western Ontario, Department of Psychology. Hamilton M. and Weiss M. (1998).Children tell stories: Teaching and using storytelling in the classroom. NY: Owen Publishers. Hansen, A. (1994) Activities for Early Years Mathematics. UK: Pearson Hilgard, E. (1963). Motivation in Learning Theory. Koch S. (Ed.) Psychology: A Study of Science, vol. 5. U.S.A.: McGraw-Hill Keene E. and Zimmermann S. (1997). Mosaic of Thought: The power of comprehension strategy instruction. Portsmouth: Heinemann. Lewis, G. (1999). Games for Children. NY: Oxford University Express. Medina, s. (1993). The effect of music on second language vocabulary acquisition. FEES News (National Network for Early Language Learning). Mendoza, A.; Lpez Valero, A & Martos, E. (1996): Didctica de la lengua para la enseaza primaria y secundaria. Madrid: Akal. Rodrguez, M (2004). La Teora del Aprendizaje Significativo. Centro de Educacin a Distancia. Espaa Retrieved 10/28/2013, from
http://cmc.ihmn.us/papers/cmc2004-290.pdf
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Sagawa, M. (1999) TESOL: The use of arts in language teaching. Retrieved 10/28/2013, from http://homepage3.nifty.com/mmsagawa/hooked/tesol_art.html
Silvers, S.M. (2008). Help! They dont speak English: starter kit for primary teachers in Eastern Stream Center on Resources and Training. Texas: UT.
Zdybiewska, M (1994). 100 Language games. Varsovia: Wyawnictwa Szkolne i Pedagogiczne.
Recourse Online 1. http://gamestolearnenglish.com/fast-hands/ 2. http://gamestolearnenglish.com/compare/ 3. http://gamestolearnenglish.com/falling-clouds/ 4. http://www.seussville.com/ 5. http://www.poissonrouge.com/ 6. A) http://www.angles365.com/classroom/fitxers/5e/feelings01.swf B) http://home.nordnet.fr/~rmaufroid/pupitre/description/howdotheyfeel.htm 7. http://www.thekidzpage.com/freekidsgames/flashwordsearch/veggies.html 8. http://www.thekidzpage.com/freekidsgames/flashwordsearch/veggies.html 9. http://www.thekidzpage.com/freekidsgames/games/ngames/crossword2/html 10. http://miclase.wordpress.com/category/4-ingles/ 11. http://clic.xtec.cat/db/act_es.jsp?id=1267 12. http://educanave.com/ingles/cancionesingles.htm
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UNIVERSIDAD DE MURCIA-ISEN- FACULTAD DE EDUCACIN.

GRADO DE MAGISTERIO DE EDUCACIN PRIMARIA

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

Didctica del Ingls en la Educacin Primaria

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

RESOURCE N1: FAST HANDS

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

RESOURCE N 3: FALLING CLOUDS

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

RESOURCE N 5: THE RED FISH

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

RESOURCE N 7: WORD SEARCH

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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RESOURCE N 8: THE HANGMAN GAME

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

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Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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

Didctica del Ingls en la Educacin Primaria

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RESOURCE N 10: SING THE STORY

Didctica del Ingls en la Educacin Primaria

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Didctica del Ingls en la Educacin Primaria

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Repetici n e imitaci n de determinados aspectos sonoros, r tmicos, de

Didctica del Ingls en la Educacin Primaria

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