Pincha en la imagen para ver el documento Beatriz Miguélez Sandoval

We have chosen the option 3 where we are going to create a musical instrument   and relate it to a story , song or rhyme to work with. In our case, we are going to relate it with a story. The best way to learn a language is to do it in the same way that we learned our mother tongue, that is, by receiving a constant INPUT (Krashen language acquisition hypothesis). Stories respects the natural language form and is a huge source of input in classrooms.   Finally, this resource will help us to work on values and will be a tranversal axis in the education of students, being able to work with it, such as: environmental education, educación for peace or for equality. Stories can link not only between the world of the classroom and beyond. Stories provide a common thread that can help unite cultures and provide a bridge across the cultural gap.   We would like to create a positive attitude on our students related to the stories. Some stories for children of the third course of primar

Level: 6-year-old primary students Activity 1: Crafts – How to make a flute Materials: - Kitchen roll cardboard or roll cling film - Ruler or measuring tape - Glue - Coloured pencils, felt-tip pens, scrap polka dots Description: Make several flutes following the instructions on website below or any other of your interest. Children on their spots will observe how you do it and collaborate giving you the materials you need. Call out the material you need and children will give it to you. Once made, the students will be in charge of decorating them. Activity 2: Reading and Performing The Pied Piper of Hamelin Materials: - Flutes made from the previous activity - Story The Pied Piper of Hamelin (Children book or adapted story below) Description: Teacher tells the children the story of The Pied Piper of Hamelin. Children and teacher move around the classroom or the gym acting out the story as the teacher is telling it. Children and teacher t

  Humpty Dumpty is a nursery rhyme that I usually use for a STEAM lesson plan because it is a great way to incorporate science, technology, engineering, art, and math, but also, literacy and music. On the one hand, you can do different experiments to reinforce the concepts of sinking and floating. For example, I fill a clear jar with water and place Humpty in, as you know, he should go right to the bottom. Then, I ask the students what they think will happen if you add some salt to Humpty’s water and stir each time to dissolve the salt. As we know, the salt makes the water denser than the contents of the egg, so Humpty will float to the top of the jar. Another experiment that could be used to introduce the concept of solids, liquids and gases is to place Humpty into some vinegar in a see-through container and leave him for a few days and do some regular observations. There would be bubbles forming around the egg within an hour, so we can ask our students what they think the bubbles

  Singing Christmas songs is a great part of the Christmas celebration! As we are soon on holidays, carols are perfect to put you in the right Christmas mood. So I will make a tambourine using this link. It is taken from the web Hamish gave us https://www.seispinguinos.com/reciclinstrumentos.html I will song Twelve Days of Christmas, which is a very fun song to sing with kids but also with some teens! I will use it with my group of PMAR students. It is a cumulative song, which means that each verse is built on top of the previous verses. So this song has got 12 verses -12 days. The first verse is short, but the following verses are getting longer and longer. It seems simple but it isn't. The song is perfect to help my students count, revise numbers as well as learning vocabulary. On the other hand, it hasn't got any religious content so this song is perfect for diversity and my students always have fun! I will use make the tambourine with them and I will use it while sin

I will make a small banjo with my students. They will need some roll cardboard, 3 chopsticks, 1 icecream stick, rubber bands, ballons and scissors. You can see the steps in this webpage https://www.seispinguinos.com/uploads/4/9/1/6/49163843/mini_banjo.pdf Once the banjo is made, we can let the students to play it and experience their sound. Next, I will teach the students a traditional American song Oh Susana!! We can do a gap filling activity and comprehension questions. Finally we can all sing the song playing the banjo because the character ofthe song plays it as well. Belén Zamanillo

  I have decided to choose option 1 and 2 to carry out this activity. I am going to use a widely known rhyme, “Who stole/took the cookie from the cookie jar?” As a first step, I am going to follow Hamish instructions to make a rainstick and I will display this video of YouTube , so that the pupils can follow the indications easily. Then I am going to teach the learners the rhyme and each time we say the name of a student, we will make our rainstick sound and the chosen student will answer making his/her rainstick sound as well. Finally, we will listen to the read-aloud story "Who Took the Cookie from the Cookie Jar?" using our rainsticks to highlight the phoneme /k/ “c”. Carolina Mediero

  In this project, we will create percussion tubes, that is, boomwhackers tubes (they are sound tubes that when struck emit a certain tone) and then we will use them to reproduce a song with English lyrics. We will start by creating the percussion tubes. To do so, we will need PVC tubes of different sizes so that each one sounds in a different way. We will make seven different sizes to simulate the 7 musical notes, and each one will be painted in a different color, to better differentiate the sounds. We will create at least two tubes for each student. Then we will start practicing the song that in this case I have chosen "In the Jungle, the mighty jungle ...". We will have the lyrics printed so that we can work on their vocabulary and learn it together with the melody. Later we will try to recreate the song with the boomwhackers tubes, while the melody of the song plays in the background and we sing the lyrics all together. Next I leave the link of this project that we are

I have always used songs in classes at any level. They allow you to work on so many issues, such as vocabulary, structures, grammar, not to mention the Listening skill, if it's a gap filling, or the fact that students tend to unwind when listening to a song. This last idea made me think it would be a great idea to use The Colour Monster song as a relaxing activity in my classes. I have to mention I used it for second graders of ESO in a highschool last year and they loved it. We worked on feelings and wordbuilding and from that moment on I received a different answer than "I'm good" to my question "How are you feeling today?" They started to use: upset, worried, thrilled, calm or sleepy. I even recommended the same song to one of my tutoring students, whose teacher at school (1st of BACH) asked them to look for a song that uses colours in it. We linked colours to feelings and came up with a list of feelings, using both nouns and adjectives (anger/angry). N

  I would choose the story: " Elmer's special day. " It's almost Elmer's Day again and the elephants have begun their preparations. But in all the excitement they are making an awful lot of noise and upsetting the other animals. The activity that he would carry out would be the elaboration of a party blower decorated as the students want. Materials: Paper sheet Straw Scissor Scotch tape Elastic band Steps: 1) Cut about four centimeters from the paper. 2) Fold one side of the paper to the center. 3) We do the same with the opposite side. 4) We stick the paper with the adhesive tape so that the folds made do not come apart. 5) Now we fold the corners of one of the ends inwards. 6) Achieving that it ends in a semi-triangular point. 7) We fold the tip and stick with adhesive tape. 8) We roll up the piece of paper that you have formed with the help of the straw. We use the elastic band to hold the roll. 9) Put the straw into the paper roll, fold the excess material

  This activity about the Rhyme: Rain on me . It is aimed at students in the second grade of Primary Education. The objectives that I want to work are: - To produce short and simple familiar rhyme. To understand oral and written rhyme. To learn different vocabulary. To be able to use written foreign language. ACTIVITY: I give to my student a paper with the rhyme: Rain on the grass and rain on the tree. Rain on the top house but no on me. First, I recite the words students make some music with the rainstick. Second, I recite the Rhyme and my students repeat after me and play with the rainstick. Third,some students recite the rhyme and other play the rainstick. Finally,they learn it they have to change some words from the rhyme using the model the teacher writes on the digital board using the rainstick, for example: Rain on the grass they say: Rain on the plants . Rain on the tree they say: rain on the fields . As a conclusion ,I would like to say learning a rhyme us

  *After attending this course I thought that one of the stories I normally tell my infant students every year in autumn would be perfect to add some sounds to it. The story chosen is " We are going on a bear hunt ". Normaly I just make the sound effects myself using my mouth or I find the sounds effects online. I've already done it this year but for the next I think it would be great to prepare some materials, not sure if you could call them musical instruments, for the sound effects. The first time I would make the noises but for the next retelling sessions, kids could make the sounds themselves: -Grass "swishy swashy": ran a broom or dusting brush along the floor. -River "splash splosh": throw something in a bucket with water -Mud "squelch squerch": shake a bottle with soil and water. -Forest "stumble trip": hit stisks together (like brunshes in the forest) -Snowstorm "hoooo woooo!": blow air into a cup -Cave "ti