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1) Advantages and disadvantages of the use of songs in Nursery.

Song is important tool in learning English. Because, song can help are the students in learning
process. The advantages of song according to Brewster (2002: 162) as follows:

1) Song could become a media introduction of new languages

2) Songs can improve students‟ pronunciation

3) Song could be give good contribution in increasing students motivation in speaking

4) Song can strengthen memory of students

Meanwhile, the disadvantages of using song in YLs classroom Murphey (1992: 103) are:

1) Their differences of characteristics young learner, because not all children can
receive which will delivered by their teacher.

2) It can disturb adjacent lessons.

3) You can lose control of the class

4) The vocabulary of the songs is too poor.

2) Why to use games?

Playing is a child’s natural way of learning. A game with all its rules and interaction is a mini
social world in which children prepare themselves, little by little, to enter society. Through
games and play, children learn to accept rules (e.g. not to cheat), how to work with others and
how to behave (e.g. how to lose), -all in an friendly and relaxed atmosphere-. Games also
develop the child’s automatic use of a FL, coordination, cognitive thought, etc.

There are some special reasons for using games in the FL class, as follows:

Games create a significant context in which our pupils´ attention is focus on the task without
realising the language that is being practised. For example, in tongue twisters, such as, “She
sells, sea shells on the sea shore”, they practise the English sounds / / and /s/ but they are not
really conciuos of this.

The language used in games is repetitive and/or uses basic structures.

Children bring an enormous variety of games into class, they are familiar with the rules and
they know how to behave when playing them. For instance, in the game of Simon Says, they
know that they must follow the instructions of “Simon” and not those of another partner.

Pupils at primary level are also aware of the need to cooperate, that is, games create a sense
of closeness with the class.

Games can also provide learning experiences in which children practice and review language in
a meaningful way, therefore creating a positive attitude towards the EL.

The use of games may also give our pupils the opportunity to explore other cultures and life-
styles, thus promoting an attitude of acceptance and respect towards the other language, its
speakers and its culture.

3) Considerations using The Intenet in class.


According to Windeatt et al in their work The Internet, we must consider the following rules
for using the Internet for L2 Learning:

Be prepared: As with all classes we must prepare them as carefully as possible. It is a good idea
to check web pages before a lesson even if we have used them before, as they may have
changed. It is also a great idea to have some alternative activities in case technical problems
occur.

Be patient: Sometimes the web can be very slow or we can not gain access to a particular site.
We must postpone the activity until a later time when the site may suddenly become
accessible and/or the web is less crowded.

Be organised: We must be careful not to open pages and later forget where they are when we
need to find them again. We must keep a record of pages which we think might be useful in
the future.

Be realistic: As I said before, computers are only a resource, they cannot replace us.

Be exploratory: The NET is constantly developing and presents many possibilities for language
learning. We must use our imagination, find out things and, sometimes, take risks.

Be critical: The Internet has a lot of information available on almost any subject. It also means
that some of it is rubbish. We must help our students to be critical with what they see and
read as with books, magazines, newspapers, and so on.

Be co-operative: Exchanging information about web pages in class: teacher-students, students-


teacher, students-students and teacher-teacher.

4) Objetivos del aprendizaje de una Lengua Extranjera (LE) a edades tempranas.

Aprender “EN” lengua extranjera, más que aprender una LE: lengua como vehículo de
aprendizaje.

Una metodología adecuada propiciará actitudes positivas hacia el aprendizaje de la lengua y


cultura extranjera.

Adquisición de destrezas de comprensión y de expresión oral en el idioma en situaciones


contextualizadas y propias del mundo infantil.

5) Advantages and disadvantages of the use of textbooks.

Advantages:

Coursebooks are convenient because:

- save time

- activities are prepared.

Lots and varied additional materials.

Related to General Objectives, Education in Values…

Security for novices.

Lessons are well sequenced.


Attractive.

Written by very experienced teachers.

Disadvantages.

Become monotonous.

Inhibit and impede teachers:

Creativity.

Progress.

They are not written for our teaching situation.

- Expensive.

6) Types of songs. Examples.

Lúdicas: Su función es entretener o divertir al niño.

Didacticas: En ellas el niño aprende algo, desde las partes del cuerpo, saludos y rutinas,
conceptos y vocabulario.

De habilidad: En ellas los niños demuestran alguna habilidad, ejemplos son los trabalenguas o
las adivinanzas.

Motrices: interactivas, gestos y movimientos.

7) Practical considerations when using games.

According to Alburquerque et al. in En el Aula de Inglés, we as EL teachers must take into


account some practical points before using games, as follows:

Set up routine in the L2 class.

Change the distribution of the class if it is necessary, for instance, in U-shape, in pairs, in
groups, and so on.

Name the teams with original names, such as, “The Incredibles” and “Shreks”.

Gradually using pair work and familiar games for the pairs.

Take care with explanations or instructions and using demonstrations in order for our pupils to
know exactly what they have to do.

Avoid too much noise and excitement. This is sometimes very difficult in primary.

Try to score in an imaginative way, such as,

 with drawings, e.g. spiders (the teacher clean a part of the spider when the answer is
incorrect), a ladder or a line.
 with forfeits, e.g. when the answer is right nothing occurs, however, when it is wrong
the team loses, for instance, a shoe.

We must incorporate the games into the syllabus, not only at the end of the week.
Help weaker students and give them hints. This will ensure a more exciting contest.

After the game doing a self-evaluation in order for students to participate into the
teaching/learning process and it is a help for us for improving what is wrong.