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.

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.

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"...

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.

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.

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.

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.

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.