Manual de actividades, recurso creado como actividad complementaria de las PPD III por dos de las practicantes.

1. UNIVERSIDAD DE LOS ANDES
FACULTAD DE HUMANIDADES Y EDUCACIÓN
ESCUELA DE EDUCACIÓN
DEPARTAMENTO DE PEDAGOGÍA Y DIDÁCTICA
PRÁCTICA PROFESIONAL DOCENTE III.
Made by:
Luzbany Mora.
Reina Rivas.

2. It is a book designed with the aim to describe some strategies
and activities to make English’s class more dynamic and
interactive.
It shows five different activities –chosen according to EFL
methods- that involve each communicative skills: oral and
written expression and listening and reading comprehension.
Its purpose is to bring other resources to students getting them
out of routine and making they enjoy their classes learning
having fun.
Let’s go!

3. Description:
Songs allow teachers make theirs classes more
interactive and dynamic. Through their practice
teachers have the opportunity to show their
students an easy way to learn another language.
Children:
In this kind of activities, teachers can use TPR
(Total Physical Response) as a method of EFL to
develop communicative skills like: listening
comprehension and oral expression.
Teachers can choice funny songs like: Head,
shoulders, knees and toes, if you’re happy , what
color are you wearing? to join grammar and
vocabulary at the same time.
Teens:
In this case, according to the level, teens can
develop each one of four language skills;
Listening and Reading Comprehensions, Oral and
Written Expressions.
Teachers can choose songs depending on verbal
tenses, vocabulary and other topics. This activity
would be categorized into pre-listening
(predictions), while listening (fill gaps) or after
listening activities (composing extra verses).

4. Head, shoulders, knees and toes,
knees and toes.
Head, shoulders, knees and toes,
knees and toes.
And eyes, and ears, and mouth and
nose.
Head, shoulders, knees and toes,
knees and toes.
One more time!
(Bis 2).

5. If you’re happy, happy, happy clap your hands (clap the hands twice) (repeat).
If you are happy, happy, happy clap your hands (clap the hands once), clap your hands
(clap the hands once).
If you’re happy, happy, happy clap your hands (clap the hands twice).
If you’re angry, angry, angry stomp your feet (stomp the feet twice) (repeat).
If you are angry, angry, angry stomp your feet (stomp the feet once), stomp your feet
(stomp the feet once).
If you’re angry, angry, angry stamp your feet (stomp the feet twice).
If you’re scared, scared, scared say oh no! (say oh no!) (repeat).
If you’re scared, scared, scared say oh no! (Say oh no! once) say oh no! (say oh no!
once).
If you’re scared, scared, scared say oh no! (say oh no! once).
If you’re sleepy, sleepy, sleepy take a nap (take a nap) (repeat).
If you’re sleepy, sleepy, sleepy take a nap (take a nap), take a nap (take a nap).
If you’re sleepy, sleepy, sleepy take a nap (take a nap).
If you’re happy, happy, happy clap your hands (clap the hands twice) (repeat).
If you are happy, happy, happy clap your hands (clap the hands once), clap your hands
(clap the hands once).
If you’re happy, happy, happy clap your hands (clap the hands twice).

6. This is the song about the color of your clothes. What color are you wearing today?
If you’re wearing red (repeat). If you are wearing red jump up and down! Jump! (bis 5).
Jump up and down!
If you’re wearing orange (repeat). If you are wearing orange turn around! Turn (bis 3)
around!
If you’re wearing blue (repeat). If you are wearing blue tap your toes! Tap! (bis 5). Tap
your toes!
If you’re wearing purple (repeat). If you are wearing purple stomp your feet! Stomp!
(bis 5). Stomp your feet!
And if you’re wearing green, if you’re wearing green. If you are wearing green touch
your nose! Touch! (bis 5). Touch your nose!
And if you’re wearing yellow and if you’re wearing yellow. If you are wearing yellow
shout hurray! Hurray! (bis 2). Shout hurray!

7. Description:
Flash cards are illustrative resources that can be
used by teachers to describe and explain any
situation. It is common to use them to introduce
new vocabulary and grammar structures.
Children:
It is an excellent resource to join with kids.
Teachers can employ them to show and teach new
vocabulary about any content. Through their use
they can help to improve abilities such as:
memorization, association, identification and
categorization; and communicative skills like: oral
expression and reading comprehension.
Teens:
It is common to employ recycled flash cards in
teen’s classes. Starting from one of them, students
can express whole sentences in any situation
developing their oral and written expression.

8. Description:
This game consist to guess the objet or person
that you are in a determined quantity of time. It
allows that students employ question and answers
structures depending on teacher’s aims.
Children:
Through this game students can put in practice
abilities such as: identification, association,
categorization and description. Besides, they
would learn new vocabulary and improve
communicative skills such as: oral comprehension
and oral expression.
Teens:
This game could be used on each class if
teachers/students want. For example, one student
can guess while their partners give him/her
descriptions, abilities and recommendations.
Depending on the level, the student who is
guessing can ask short or long questions.

9. Description:
Through group dynamics students can represent different roles -such as professions-
and situations – for example, in places such as: restaurants, hospitals, hotels and
classrooms-. These activities can help students to leave behind affective filter, and
besides they promote the use of cooperative and collaborative approach in EFL
learners.
Children:
Represent different roles improve the
communicative abilities too. Using short
dialogues children can develop their oral
expression and reading comprehension. In this
case, students may play simple roles such as:
mom and dad, teacher and students -join the
vocabulary related with family and school-.
Teens:
For teens is easier to follow examples and change
words. For example, teacher can give them a
dialogue as a model and starting from their, they
can create an own dialogue -practicing written
expression- and acting according different roles -
practicing oral expression-.
This play can be adapted in relation to the
situation or verbal tenses. It is useful to reinforce
understanding, encourage creativity through a
foreign language, and introduce TPR techniques.

10. Description:
This activity is a perfect opportunity to incorporate ICTs in EFL
teaching and learning process. Through its use students have the
chance to record their voices, and then listen to themselves to
recognize and improve their mistakes.
Children:
In this case, kids just have to record themselves
-with teacher’s or parent’s help- saying simple
words –vocabulary- or phrases –such as
dialogues-. This strategy help them to learn new
vocabulary, put in practice grammar structures,
and improve their fluency and pronunciation.
Teens:
Nowadays, because of the easy access to
cellphones, people can make recordings wherever
they want, making this an excellent tool for
English for Academic Purposes. For example,
teachers can ask to record a dialogue, then they
listen and provide feedback on their oral
performance or get students to peer review.
As well, students can use this resource to practice
an auto-check pronunciation, intonation, stress
and so on. They can record just phases, single
words, songs, presentation and others.