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.