UNDER TEA ( ALMUDENA ESTEBAN)

 "Undersea Tea". De would draw an octopus with its tentacles bearing the words of the song: "OLIVER THE OCTOPUS UNDERNEATH THE SEA SWIMMING VERY SLOWLY LOOKING FOR HIS TEA MAKES A LITTLE BUBBLE GIVES A LITTLE GRIN, HI THERE, FISHES COME ON IN..."

This is how I would develop the activity: groups of four dancing two by two holding hands, arms straight, and the other pair going under singing and mimicking the words at the same time.
They will get a certain flow in which they will focus on the activity, enjoying it and feeling completely absorbed. This satisfaction isla what I call flow.

THE BUS ( JOSEFINA RODRIGUEZ)

 With students of 6º, I think it would be interesting to make a performance like the one we saw on the video "the bus". We could create a story inside the bus, extending the story using the vocabulary they are learning in class. For example: They are travelling looking at the countryside and they see a castle, animals, people doing different things, a river, a bridge ...etc and while they are in the bus they ask each other a question like :" this thing starts with a B and it´s above a river / this thing starts with a P and it goes along the river and so on.

To make this performance, they have drawn the scenery of this landscape and the audience can see it while they are travelling.
The audience can be involved too

This performance helps them to think about the different words and they make them say properly the sentence to explain "what it is used for, where it is , what they are made of...."

Finally, a song related to travels can be played and sung.

I think that before preparing this short drama, as they are older students, they could write " a Story Map", including signs, gestures, props and materials.

With this same scenary, in the bus, we could change it in another story, for example, they are going to a party and each character has a role in this party.

TEN FAT SAUSAGE (LAURA MINGUÉLEZ)

 Next week, in level 3 Primary, I’m going to use the nursery rhyme “ten fat sausages”. We are in the didactic unit about food and I think this song with its ‘dance’ is going to motivate them a lot. In addition, thanks to it, I am going to introduce the topic about junk food in general and fast food in particular, so then they can prepare a role-play simulating a conversation in a healthy-food restaurant between waiter/waitress and customer/s. To extend the topic, I can do a listening comprehension through extracts from the documentary ‘Super Size Me’, especially the parts when American children are interrogated.

WALKING IN THE JUNGLE ( ANA ESCRIBANO)

 https://youtu.be/GoSq-yZcJ-4

Sog: “Walking in the Jungle”
I really like this song for young children but they also love it.
I would like to get more out of it with the new ideas and resources exposed by Gill.
Thinking about my groups of students and space in the classroom, we are listening to it in 2nd and 3rd year class of Primary.
Allows students to move in a slow and controlled manner within the classroom. (They need to move and nowdays it is quite difficult to do so).
The vocabulary that appears in the song allows you to work on different actions and animals, a topic that they love….
What am I going to improve with Gill's new contributions?
*Make small groups and each one performs an action, according to the corresponding verse.
* Other students can play the different animals in the song and "hide" around the class (imitating the sound of the animal).
* We can expand vocabulary with new actions and animals. We will introduce other different ones to vary and learn new vocabulary.
* Make masks, body parts of animals or other elements that identify each of them in order to revise vocabulary worked in class and they can use it while they sing, too.

A CATERPILLAR´S VOICE (ANA GARCÍA)

 This is an activity designed for students of year 5 in a school with the British Council project. It´s a theatre play called "A Caterpillar´s Voice".

As one of the topics they study in Science is vertebrates, the students are going to act out a piece of theatre about animals.
First, they choose the animal they want to be; it must be a big and strong animal. Once they have decided on the animal, they start making and decorating masks for each of them. They must also practse making the sound of the animal of their choice.
They are given this situation for the play:
A caterpillar gets into a hare´s cave while the hare is taking a walk. As he finds out that the cave has an echo that makes his voice sound loud, he decides to stay there and frighten all the animals that dare to get into the cave, as the hare asks othe strong animals for help. Students are given some clues and structures and with the help of the teacher they have to write a diologue to act out.

THE VERY HUNGRY CATERPILLAR (RAQUEL GONZÁLEZ)

 The story I choose is "the very hungry caterpillar" by Eric Carle. It is a children's book (for children between 3 and 6 years old). It is about an insect that eats different things every day of the week. Over the weeks it also grows in size until it develops into a butterfly with large, gorgeous, multi-colored wings. What activities can we do? Games, songs, or a short theater related to food, days of the week or the life cycle of the butterfly. I think it is a fairly complete book to carry out many activities in the classroom and take advantage of many topics for student learning.

MINDFUL BREATHING WITH MOJO (TERESA VEGA)

 Mindful breathing with Mojo.

Breathing and streching out is of paramount importance for our wellbeing and specially in this uncertain time we are all going through. In my year 6 class we do chair yoga, which is connected to breathing. We found chair yoga dances and have been doing them to strech out in between lessons. Dancing helps us to express ourselves and when it is a combination of dance and yoga the results are amazaing. My students are now able to create their own chair yoga dances and enjoy it a lot. We contacted Sherry Zak Morris, the yoga instructor based in California whose dances we have been using.My students wrote questions for her and she answered and explain to them all the benefits of yoga dance.

WINCY SPIDER (ÁNGELES VALIENTE)

 My favourite song is wincy spider or other animals songs. I am using mime and songs. You can use widly exaggerated actions to keep pupilps´ attention. You may find that younger pupils will enjoy doing these actions with you but teenagers will probably just think you are eccentric.

Wiggle your hand vertically for a fish, dart your hand forward horizontally for a snake, do a rabbit´s ears with your hands, stroke the cat, fill your cheeks, clip on the lead and walk the dog.
Sources can include:
1- Children´s nursery rhymes and action songs such as "head, shouldee, knees and toes"...
2- Familiar songs from pupils´s mother tongue of which you can write a target language version.
3- Songs which already have versions in the target language and the pupils´s mother, for example as "Silent Night"....
4- Songs produced with cousebooks. use the exact vocabulary that to teach.
5- Songs currently in the target language chants, that appropiate language.
6-Disco action songs, that you can sing along to in the target language with actions, such as "Going to the Party"...

TWO DOGS DINING ( ROSARIO SANZ)

 I teach Literacy in Y6 in a BEP school. The story that I will develop is the “Two dogs dining” video ( https://www.dailymotion.com/video/x3011jt).

Presenting: I will stop the video at the very beginning. Children will describe the scene and will predict what they think it’s going to happen. Eventually, I will play the whole video.

Participating: In small groups (4: narrator, dinner 1, dinner 2 and waiter), they will write a script of what happens in the video. Finally, they will act it out for their classmate (props will be needed).

Extending: They will rewrite the scene but with a different ending, an unexpected twist: something hilarious happens, something terrible happens, they leave without paying… They can propose one or I will prompt them with ideas.

MANGO MAKES THREE (PABLO RAMIREZ)

 I choose the story "and mango makes three" because I like the way it speaks about animals, sexual diversity, different kind of families and about ecology and respect for the environment. I think it can be a good starting point to speak about these topics with students in 3rd/4th grade. I’d guide the students to represent the story with puppets and write about the future life of “Tango” and represent her actions with mimics. I’d propose them a game called “professional animals”. In this game, the participants have to represent an animal making a job, but both things together, for example, penguin fireman, but it could be extended to play with other species, like “lion lawyer” or “camel police officer”. Represent the profession and the animal at the same time it’s a challenge based on TPR and can encourage the attention of the public that have to guess what they are representing.

IF YOU HAPPY AND YOU KNOW IT CLAP YOUR HANDS ( ELENA PUENTE)

 If you Happy and you know it clap your hands song. It is aimed at students in the first course of Primary Education in the English area. It is going to be developed in 2 sessions. The objectives on which we are going to base with this song are: To interact with other using English language, be able to represent different feelings, to use and identify adjectives and feelings.

Activities:
We will start the lesson on the vocabulary of the song. I will choose some flashcards with some adjetives.I will show the flashcards and they have to repeat the name after me. When We finish I will ask my students what flashcards they have memorized. Then , I show an image about the song to them and , I ask them some questions: Are you happy? Do you take a siesta? Are you sleepy? Do you like clap your hands? In this activity, students are going to listen a song and they have to answer true or false questions about the adjectives . After that, they listen the song again and they represent it with mimes and gestures. Finally, students colour a mask in a piece of paper about how do they feel today? Then, they wear it on their heads and they said: Iam sleepy, angry, happy . We finish the lesson with a representation which student have to memorise some words such as: Iam happy because I love going to school, another student say I am sleepy because I wake up so early .
In my opinion, working with drama it is very interesting for our students , because they work with some skills : listening, speaking writing and reading. They also develop their imagination and creativity.

LITTLE RED RIDING HOOD ( PILAR PRIETO )

 With my group of fifth year of primary education, we will role play the classic fairytale "Little Red Riding Hood". One student will be the narrator and the others will choose from the following characters: Little Red Riding Hood, Little Red Riding Hood's mother, the Wolf, Little Red Riding Hood's father.

The will play the role play through puppets.

Different activities.

First. In pairs they talk about their grandparents with questions like these.
- What's their name?
- What are they like?
- What do they like?
- How often do you see them?
- Do they live near your house?

Second. Draw a picture of your granny or someone else in your family and write about them.

Third. Put the differente sentences that appear in the role play in forder, for instance:

Little went visit granny. Red One Riding day to Hood her

met One way wolf. she her a

Fourth,.Choose wich character says this:
- Come in. I've been waiting for you.....................................................................................
- Oh, grandmother. What big eyes ears you have!................................................................
- I'm coming Little Red!..........................................................................................................

Fifth. Represent using the TPR method, different words that appear in the role play such as:
smell, eat, nose....

Sixth. Identify in a soupword, differente words that appear in the role play, in order to learn vocabulary such as: basket, ears, hear...

TEN IN THE BED ( IRENE PÉREZ)

 I like the song "Ten in the bed" to work with 6-year-old children at the beginning of Year 1. It is an easy song with marked rhythm and musicality. It has simple grammatical structures and we can sing it accompanied by actions. There are many different videos on the Internet we can work with. I like the video in which ten little bears appear in a bed and at the end the little one says "I'm lonely" (with a sad face).

I would prepare a bed and ten bears for them to colour and cut out. They would perform the action while singing the song and at the end they would imitate the little bear's face and sad voice.
We can prepare a piece of theatre dividing the children into groups of 11 kids. We can make a paper headboard to be put on the wall or a pillow. Ten children would be laying on the floor and another one would be the storyteller. They could wear a sleeping hat.
We could also use the cuttings to do some oral activities. For instance, a child says how many bears were in the bed :"There were 5 bears" and the others have to perform it. They could count from one to ten and then from ten to one using the little bears.

DEAR ZOO ( IRENE PALOMINO)

 I HAVE CHOSEN THE STORY "DEAR ZOO"

Firstly, we have worked through the story introducing the animals and characteristics, singing the rhyme and focusing on the rhythm and pronunctiation. We have developed the rhyme with a maracca (as Tracy did with brown bear, brown bear) and different voices, the teacher said the first part and the children answered.
Then, they worked through farm animals classifying zoo and farm ones with labels on the whiteboard.
When they have acquired the rhyme, we have changed the story taking out the diologue and changing it for "Dear Farm". so, they created a new story with farm animals and their characteristics.
We used finger puppets and discussed about their facts.
Example: How is a pig? It is fat, smelly....
Finally, they sang the rhyme with the new text.

THE GREATEST SHOWMAN ( ALMUDENA SOTO)

 My choice is the musical The Greatest Showman. In this case the activity will be destined for 5th grade students. Each one of them will have a character that will reproduce one of their great and peculiar skills. All our characters will be recreated with various handmade puppets; we will be able to observe a list of characters based on the musical: from dwarfs, balanists to bearded women, as well as our protagonist. Each puppet will represent the different voices and peculiarities of their character.

The development of the activity will be choosing in a random way from a box, the different characters. Depending on the one that perform the student, they will draw and recreate that character.

This activity puts in context the personal ability of the pupils and the ability to perform the musical previously seen in class, where they will be able to understand that appearance is not reason to judge people.

THERE WERE TEN IN BED (SANDRA MARCOS)

 I've chosen the popular rhyme. "There were ten in bed" to performance a classroom show with little children.

It's a great way of introducing counting down and dramatization.
This popular rhyme involves a lot of memory skills and it's repetitive structure helps young children to learn the words quickly.
In the performance they move along using chairs instead of a bed and then roll off when it's their turn.
For the show I'm going to introduce a little musical ensemble for dramatizing the rhyme.
I will need:
Set of maracas and set of single bells.
One child will sing the "Roll over...roll over" part in the song .
A hand drum.
The children are divided into 2 sections:
-the children playing the maracas will sit together and those playing the bells will sit together in another area.
The child who sings "Roll over.." part will sit a little ways from the others.
Lastly the child who plays the drum will be in his/ her area.
I often play the drum myself the first time so that children hear when it is to be played.
The challenging part is that not all instruments play at the same time.
Sometimes only the maracas will play and sometimes only the bells.
Sometimes only the drum and sometimes no one will play when a child is singing Roll over..roll over.
The maraca section only plays on the first two lines of the song " there were ten in the bed...and the little one said" ( signal for musicians Stop)
Nobody plays when a child sings Roll over, roll over..
Then it's the bell section turn.
And one fell out ( signal for musicians Stop).
Everyone stops playing after the word out and only the drummer plays a little boom.
During the performance children can wear an animal mask.

GOLDILOCKS AND NESSY (ANA LÓPEZ)

 I like the idea of mixing stories like "Goldilocks" and Nessy".

We read one story first in class, then play the roles like a little piece of theatre. They might also change some events in the story and play it again. Then we do the same with the other story.
When they perfectly know the stories, they might mix them and create a new one. In groups, they write it creating new dialogues and events.
I also like the idea of trying to guess "what the present is" like Gillian did in the second session. I think it is a funny way to learn the vocabulary of each unit in class. They have to use language and gestures to explain what there is in the box.

THERE WAS AN OLD LADY WHO SHALLOWED A FLY ( MARÍA LLORENTE)

 The story I have selected is titled: THERE WAS AN OLD LADY WHO SHALLOWED A FLY.

It is both a story and a song. I use it to learn and review about animals (jungle and farm animals). After listening to the story and learning the song, children can take diferent roles: one will be the old lady and the rest can choose an animal (the ones in the story or the ones they choose) and play their part. As the old lady shallows them, they will go and hide behind the kid playing the old lady´s role. It can also be done with props such as masks or puppets.

It also can be adapted to special ocasions such as Halloween: There was an old lady who shallowed a cat/spider/monster...

ONE DUCK, TWO LEGS, QUACK (PABLO LLORENTE)

 I used some ice breaking activities such as "one duck, two legs, quack".

These types of activities are very suitable for practicing social skills, for developing language skills and they are also very useful for observing students.

Other types of activities that are very motivating for students are songs.Songs can be used and dramatized with pre-school students. For example, the song "Ten in a bed" is very funny since the students can take an active part in its development.

Lastly I also used role playing. There are plenty of activities involving role- playing. From performing simple actions, such as "sit down, stand up, touch something green" to developing complex dialogues.

WHO WAS IT. ( Mª LOURDES GUTIÉRREZ)

 The chosen song is WHO WAS IT?

Objectives: Have fun learnign english and
Sharing a good time learning the past in the interrogative, affirmative and negative way with a funny song.

1.-We listen to the song:wWho talked to the film star on the radio. Did you talk to the film star on the radio? Who me? On no !Not me!! I didn´t talk to the film star on the radio. It was Gavin! ....

2.-Individually we make up a verse similar to this.wWhen we have to say it was... at the end of the verse they have to say a partner name so that when we sing it the other one could continue.

3.-We read them and decide if we can add or take away something to improve the rhyme and make it easier to sing

4.-We sing our verse individually one after the other.

Final Result
They really enjoy the activity because they have been listening to a spanish version with the same tune every time we went on a excursion and they enjoy making it in english this time so in the future they can sing it in english now that they have learn it .iIt was a little difficult for some of the students so an idea was to give them different verses and them change them or have a similar idea to the one I gave them. tThe funniest part was the final song with all the students being named one after the other saying their verses.

THE WHEELS ON THE BUS ( SARAY GONZÁLEZ)

I have chosen “The wheels on the bus” in order to work with my Infant Education class. Through this song I will introduce many essential words at this level by means of moving around the classroom, jumping and following instructions.

First of all, I will introduce a picture of a bus in which we will point out every part: the wheels, the door, the windows… Once we have worked on the main vocabulary that will appear along the lyrics, we will listen to individual sounds, different means of transports: plane, car, truck, van…apart from this, we will invite them to make different actions with each verse. Finally, we will all practise every action and act out, by means of asking them “Where are we going?” and we will revise the places in a town with a variey of stops: to the cinema, to the library, to the zoo, and so on.

HUMPTY DUMPTY ( LAURA GONZÁLEZ)

 I propose below some activities related to the well-known rhyme Humpty Dumpty, which have been thought for a group of students of third grade of Preschool or first year of Primary Education.

Firstly, I will present the characters of the rhyme to my students with a magic bag, so they will begin to make predictions of what is inside the bag. I will take out an object of the magic bag, and it will be some lego blocks and I will ask the kids what we can build with those blocks, and among the options they might propose a wall! Then, I take another object, in this case it is a boiled egg whose name is Humpty Dumpty! And after it, I take out some horses and some knights.

Now that the kids are familiar with the different characters of the rhyme, I am going to say the rhyme slowly like it was a poem and meanwhile I will be using the characters from the magic bag to interpret it. The second time, I will sing the song for them and use the objects of the characters to illustrate it. Then we will all sing the rhyme watching the video: https://www.youtube.com/watch?v=nrv495corBc

After it, the kids are going to colour and cut out some pictures of the characters of the rhyme and we will glue behind them a paper straw so as to create their own puppets of the rhyme.

Then, we will listen and act out the rhyme twice,using the puppuets and making some gestures and actions of the characters so they will be imitating the actions and movements that I do.

Finally, I will divide the kids in groups and each time a group will come to the front of the class, and we all be singing the rhyme and the members of the group will be acting out the rhyme, doing the actions, gestures and movements that we have practised and using the puppets that they have created.

To end up with the rhyme, the kids can complete a sheet where they have to look at four pictures, cut them out and glue them in the correct order of appearance in the rhyme.

THE SUN AND TE WIND ( MARÍA LOURDES GARCÍA)

 Title: The Sun and the wind, from a fable by Aesop.For the first Level of Primary education.

1.- During some days we were working the words about weather and clothes: such as sunny, cold, hot, cloudy, windy, coat, jacket, hat, sunglasses, trousers, shirt, skirt and shoes.
2.-The children worked that vocabulary with different activities: soup of letters, fill in the blanks, a reading comprehension, listening to a song, match the pictures to the words.
3.- I will present this story at the end of the unit. I will give them some pictures of the sun, the clouds, the wind, it's hot and it's cold.They could colour and cut out them, then, they will stick the pictures to a stick, like a lollipop. That is going to be the part of the dramatization for the whole class. On the another hand, a volunteer can do the play of the man, who is walking wearing a coat and a hat.
4.- They will watch the story at the PDI. Then, we can do the role play in front of the video. This is the link https://youtu.be/0GGvRtuxglM
5.- At the beginning, all the pupils are moving their lollipops of the weather.
_When the wind started to blow. I'm the strongest, it said. ( Only the wind, they are moving the pictures)
_Do you see that man wearing a hat over there?
_The man catches the hat with both hands.
_Do you see that man wearing a coat over there? ( the sun is talking and the children who have the sun can move it)
_The man takes off the coat, because it is very hot.
_So, the sun wins. ( the pupils with the sun pictures are very happy)
That is going to be my activity using drama in the classroom for this week.

WE ARE GOING ON A BEAR HUNT (ALMUDENA GARCÍA)

 I choose "We are going on a bear hunt" story for Kindergarten (5 years old). Children listen to the story in assembly or the teacher tells the story singing.

Then I give them some flashcards with the key vocabulary of the story and when the teacher tells the story the second time they have to raise them or they can act out miming and doing the gestures and sounds and place the flashcard in the poster.
After that, children make binoculars with toilet paper rolls and a rope and we listen to this song from super simple songs: https://youtu.be/5_ShP3fiEhU
We line up and we walk around the classroom with our binoculars. We can also make a cave with brown roll paper in the classroom to make it more real.
We can colour or make a "map"with colored paper with the main words of the story: river, bridge... in next sessions and act out.

TEN FRISKY ANIMALS ( MARÍA JOSÉ GARCÍA)

 Song: "Ten Frisky Animals"

I will introduce the animals topic by asking the students which animal is their favourite. Previously, I will have prepared flashcards with the animals and produce the sound of each. Later, after having practised several times, I will just mime or produce the sound so as the students elicit the animal.
Then, every 2-3 students will be assigned an animal and they will create/imagine the previous moments to get to the pool and write the dialogue.
On a different session, students will act out their dialogue previous to the pool and the part of the pool.So, little by little all will be using TPR at the same time that they are singing the song ( practising phonics, entonation, rhyme and rhythm).
Finally, a book will be made out of the enriched story, story created by the whole class.

THE GAME OF THE BUS ( ARANTZAZÚ FERNÁNDEZ)

 There are many activities that I would choose as for example: The story of the rooster,or the game of the bus but as I work with teenagers I would choose the story of goldilocks and the three bears.

I like the idea of preparing the activity by doing a poster to advertise the play, and also give them money and to sell the tickets but I would have to adapt the story to their age so here is where changing the characters fits better, that way the main character could be 13 years old and not a young girl and she could meet a family of vampires or whatever they like best.
First we would write the scrip, second they would act and afther that we could do any other follow up activity to keep them speaking and to work with the new vocabulary they have learnt.

COCK A MOO MOO (ELENA DE DOMINGO)

 My favourite story was 'Cock a moo moo'. I will use it in class with my students because I teach English in the first course of Primary Education. I will first tell them the story orally without the book so they can imagine the story. The second time I will tell them the story with puppets and a background that I made before. And the last time I will do it with the book and the students have to made the sounds of the animals while I'm telling it. At the end, we could do a brain stormy orally changing the end of the story and a minibook writing and drawing all the characters that appears in the book.

FIVE LITTLE DUCKS ( TATIANA CASTRO)

 My favourite rhyme was "five little ducks" for my class in presschool in 4 years old.My objectives will be :to learn numbers (1-5)and number order,,colours(yellow,red,green,blue and orange) and spring theme(flowers,tree,lake,..).

Start by reading the book Five Little Ducks by Pamela Paparone to my kids.After I read the story, introduce the kids to the concept of using their hands and fingers to act out the rhyme,hence the name fingerplay.Practice the rhyme daily for few days until kids are become familiar with it.

Then ,they will watch the video "Five little Ducks On the Pond" in You tube.
Then, they will draw their favourite duck and I write the numbers 1-5 in each picture.Then they have to put the ducks in order according each number.Children can walk slowly over the ducks,counting,saying the next numer as the child steps on each new duck.

I could add variety or the children who ready for more of a challenge,they can hop or jump from one number next,Additionally, the numbers could be placed on the floor, in close proximity, out of order. Then can step or hop from 1, to 2,find 3, and so on.

Finally ,I could make a duck puppet with paper and sticks ,then they will try telling the rhyme and act it.They could make duck with plastiline too!They will enjoy while they learning and acting too!

BA, BA, BLACK SHEEP (ELENA CALLEJO)

 Ba, ba, black sheep. I think this rhyme is very usefull because it´s a simple rhyme but it contains different characters which can be adapted on a play. The characters can be some sheep, one of them black, the farmer, the master, the dame, the little boy who lives down the lane... you can even add some more animals at the farm, so we can use the topic of farm animals, or the people who live in a village.

You can also use the past tense to talk about old times in a village.
I think chidren like to get involved in the creative process of writting, so I would ask them to write some kind of simple dialogues about farm animals or any other topics I said before.
They can work in groups with a different topic each so at the end we can put them together and form a big play with all the parts. If some children feel shy they can help making decorations.
The final task could be representing the play to the rest of the school at the end of the course, and it could be live or online, even we can record a video of the play.
This would give them a lot of practice and confidence in writting and speaking.

PETE THE CAT I LOVE MY SHOES ( ELVIRA BARTOLOMÉ)

 The song and story that I choose is: Pete the Cat I love my shoes by Eric Litwin. I did not know this story and I have started used it since I discovered it in the course.

Acting: my students pretend to be cats like Pete. There is narrator who tells the story.

Singing: my students walk and sing the song “I love my (colour) shoes”

Activities to extend:

Vocabulary: we review the colours and learn new vocabulary such as, pile of, strawberries, blueberries, puddle of mud, bucket and wet.

Practicing Structures: I love...; Did (Pete) cry?; the moral.

BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE. ( MONICA BARBERO)

 Well, I have always liked the storybook "brown bear, brown bear, what do you see'" by Eric Carle. In fact, I already have some resources sucha s the book itself, and the flashcards. I have always played one of the different version of the song existing in Youtube. But I have never dared to move further like performing the story with puppets like the ones Gillian Fearn showed us. Using popsicle puppets is an easy and quick way to make the puppets. Once the puppets are made, they can be shared among the pupils and each child can perform a character (the different animals that appear in the book) The lines are very simple and easy to remember, so you can can develop i into a piece of drama even with the yougest children: "Brown bear, brown bear, what do you see? I see a red bird looking at me!" And, since there appear many animals, most of trhe class can perform their part, holding the animal puppet happily.

To extend the story, we can create more animals (for example, Artic animals, should the class be working on a project with those animals) or simply exploit the topic of colours or other adjectives placed before the nouns.
Moreover, these days after the course I have been putting into practce the game "Something else" that Gillian showed us. And my pupils liked it a lot. We have had a wonderful time developing the oral skills easily. So thank you so much to Gillian and her brillliant work.

GOLDILOCKS AND THE THRRE BEARDS (ESPERANZA ANTÓN)

 I choose the tail "Goldilocks and the three bears".

This year I´m working in a bilingual school so that, I decide to exploit this story-tail because it´s easier to stablish cross-curricular connections with other subjects such as Natural Science and Arts and Crafts. I´ll carry out following the CLIL approach, where children learn by participating in meaningful interaction in the classroom so communication is essential.
First of all, I will say to my pupils that we are going to performance a story. Two weeks before to act out the scene, I´ll give them the roles and they will make the masks in the Arts and Crafts class. The four main characters are: Goldilocks, Daddy bear, Mummy bear and Baby bear. The rest of students will draw a poster with my help. They have to paint a forest at the bottom, a long-narrow path on the left and in the middle a big house.
In the house there are a hall, a kitchen and a bedroom. Inside the kitchen there is a big table
with three bowls of hot soup and three chairs of different size around it. In the bedroom there are three beds of different size : big, small and tiny. This creative, funny and artistic activity will be the first.
Second activity: Warm up. I´ll ask my pupils to name all the vocabulary that they know about the forest: different types of plants and trees, different types of animals, which can live in this habitat, for example: deers, bears, wolfs, rabbits, birds, owls...etc. Name of materials like wood, stones, bricks, pottery, and vocabulary about parts of a house: hall, kitchen, sitting- room, bedroom, and so on.
Third activity: Listening to the story. I´ll tell tem the story. They have to pay so much attention to the entonation and different voices that they could hear.
Fourth activity: The students who are the main characteres and the narrator acting out the scene. I´ll ask them to be creative and very expresive when doing it.
Fith, Oral activity: pupils describe their house.
Sixth, Writing activity: ( Present Perfect tense). Students have to remember and write some sentences that three bears said:
- Who´s sat on my chair?, - Who´s broken my chair?, - Who´s tasted my soup?...
These activities and more coud be suitable to do with my thirteen pupils of higer level.

FIVE LITTLE MONKEYS (NURIA GONZÁLEZ)

 Five little monkeys is the song I have chosen for infant education. The lyrics un this rhythm give us the opportunity to interpret the word with mimic. The vocabulary include numbers, monkeys, mummy, doctor and bed. Children can agree the gestures for each word and the order they are gong to leave the interpretation, as the song is based on a countdown. To make it more motivating, they can create animal masks to use for the drama game and encourage shy students to participante. We can add activities such as silence a word each round but interpreting them. For example, “four little mmmmmm jumping on the bed; three little mmmmmm jumping on the mmmmmmmm”. One way to extend activities is saying more animals jumping on the bed or changing the relative who calls the doctor, and on the way we show children not only mummy cares about monkeys. A cultural element we can include is the way we put the fingers to show numbers in English, due to in Spanish, to indicate three, de use index, middle and ring finger, and in English we use thumb, index and middle fingers.

Old MacDonald Martín Iguácel

 

Old MacDonald Course 3º de Primaria. Subject: Arts and crafts. Natural Science Aims: 1.- Identify farm animals. 2.- Identify animals by their sounds. Pupils make animals finger pupets and practice the sound and mime them. Revise the external parts of a barn and draw the background. Play the song and perform these activities: 1.- Show the animal as it is said. 2.- Make the sound when they hear the animal and show the finger pupet. 3.- Replace the name of the animal by the sound or finger pupet. 4. Old Macdonald went to ... and he saw... Pupils in groups have to select a habitat (Rainfores, savannah, pond and desert).They decide the animals according to the habitat selected and they can make finger pupets, masks and other tools to represent the animals. Activities: Pupils can mix the animals and build a zoo. Select different tunes, Walking through the desert old MacDonald saw ... or also the can create their own tune. Write the lyrics following differents patterns - Old MacDonald had a zoo and on that zoo he had a ... - Walking through the ... old MacDonald saw... - We are going on a lion hunt (feelings) 5.- Each group will represent the song. Before representing the song, pupils will hand out the masks, finger pupets... that they have made. While they sing the song, the mates show the masks./finger pupets 6.- Assesment Pupils use traffic ligths colours to answer these questions - Did you enjoy the activity? - Did you learn the animals? - Did you feel secure?