Archive for the ‘Mejora de la competencia comunicativa en Inglés’ Category


Ángel y Rosario nos hacen esta propuesa como trabajo práctico del curso “Mejora de la competencia comunicativa en inglés”:


Sense of the unit: make the students sensitive towards the comic production in English as a way of understanding the culture, tradition or way of life of English speaking countries.
. Level: 3 E.S.O. Age: 15 to 16.
. Approximate length: 1 session.
. Grammar: Colloquial vocabulary, form and use.
. Functions: talking about present and immediate future actions.
. Vocabulary: Colloquial vocabulary.

1. To increase their interest in comic reading as a source of pleasure and leisure
2. To discern between colloquial language and formal language.
3. To understand global and specific information from written texts
4. To use different strategies in order to achieve an autonomous learning of the language
5. To fulfil their potential language skills in order to ACQUIRE language proficiency.
6. To improve their conversation skills, stressing the need of intonation patters of speech.
7. To develop their potential creativeness.

1- Become acquainted with colloquial vocabulary.
2- Invest the expressive capabilities of an image.
3- Get fluency on public speaking.
4- Extraction of specific information
5- Extraction of implicit information
6- Attention and respect for those messages expressed in English
7- Interest in writing texts and understanding in an autonomous way

. Time (see *) :time sequence
. Space : configuration of the class
. Groups: (see +)

1. Activities:

  • Evaluation of previous knowledge (10 min.)
  • Presentation ( 5min.)
  • Predictions about the content of the text based on the title, pictures, representative expressions.
  • Presentation of the necessary vocabulary and grammatical structures to understand the comic.

2.Exercise: WHAT IS GOING ON? (25 min.)
Here we have a picturesque scene extracted from  a  comic. Students add captions using at least  8 of the following expressions, which  come from British street slang. Then you will read out loud your captions to your partners .
-TO DROP IN: Presentarse , Pasar.
-IT´S A SCREAM: Es de troncharse.
-HOLY GHOST: ¡Caramba!
-ON YOUR BIKE! : ¡A freir espárragos!
-NO ROOM TO SWING A CAT: No caber ni un  alfiler.
-TO NAG: Dar la lata.
-TO HAVE A SCREW LOSE: Faltar un tornillo.
-TO BE CHEESED : Estar hasta las narices.
-NOT A DROP OFF: Ni una chispa de.
-TO HAVE NO CLUE: No tener ni idea.
-THUMBS HIS/HER NOSE AT: Hacer caso omiso /mofarse de.
-TO BE NARKED: Estar cabreado.
-HUNKY DORY: Requetebien.
-IT´S UNHEARD OF!: ¡Es increible!
-TO MUMBLE: Murmurar entre dientes.
-TO GO HAYWIRE: Volverse loco.

– Analysis of the text in order to distinguish between facts and opinions and to identify the writer´s goal (+ groups of four):

3. Materials and resources:
. Means: photocopier, overhead projector.
. Materials: book, newspapers, dictionaries, comics, exercise sheets

. By means of the evaluation we check that the objects are being achieved
. The evaluation must take place:
– during the process of learning, to readjust the process: formative
– at the end of the unit: summative (*10 minutes).

Valuation criteria:
1- Correct use of vocabulary as appropriate.
2- Correct use of grammatical structure.
3- Writing skills. (Including originality)
4- Speaking skills.

Instruments of evaluation:
– Teacher´s diary
– Student´s diary
– Analysis of students´homework
– Observation guides
– Co-evaluation and self-evaluation

Angel Albaladejo / Rosario Bayo


UK Rules

Amparo y Ana han preparado esta presentación como práctica del curso “Mejora de la competencia comunicativa en inglés”. Al subirla se han perdido algunas animaciones que hacían que la actividad fuese autocorrectiva, pero podéis jugar a comprobar la respuesta navegando en Internet.

Music in English

Como trabajo práctico del curso “Mejora de la competencia comunicativa en Inglés” y para su posible aplicación en el aula, Delia nos plantea esta actividad de Música en Inglés dirigida a alumnos de 4º ESO.


Main objectives:

  • Listening to a song in a conscious way, especially to the lyrics in English.
  • Making an effort to improve the pronunciation, attending to the stress of the word employed in the lyrics of a song.
  • Talking about a subject and trying to maintain an opinion.
  • Being conscious about the problems of racial segregation in the 50’s in the USA.
  • Recognizing some features of  “black” music, mainly blues.
  • Discussing the problems that immigrant people have nowadays in our country, in our town.


  • The blues, musical features, hearing recognition.
  • Identification of easy English words in a song
  • Situation of the black community in the USA in the first half of the 20th century.
  • Analysis of the situation of immigrant people in our country.


First, students have to listen to the song and fill in the gaps from the lyrics. If this activity is not too difficult for them, they  invent other words in this gaps paying attention to the number of syllables and the stressed ones. Afterwards, they discuss some facts or subjects already proposed, related to the song.


  • Filling in the gaps in the song.
  • Using the most suitable words in the gaps of the song.
  • Speaking fluently English.
  • Describing main music features of the song.

First activity: Fill in the gaps in the lyrics.

Billie Holiday “Strange Fruit” Lyrics

Songwriters: Allan, Lewis; Pearl, Maurice; Wiggins, Dwayne P.

Song: A strange fruit

Singer: Billie Holiday

Southern trees bear strange fruit
Blood on the leaves and blood at the root
Black bodies swinging in the southern breeze
Strange fruit hanging from the popular trees
Pastoral scene of the gallant south
The bulging eyes and the twisted mouth
Scent of magnolias, sweet and fresh
Then the sudden smell of burning flesh
Here is a fruit for the crows to pluck
For the rain to gather, for the wind to suck

For the sun to rot, for the trees to drop

Here is a strange and bitter cry

Southern trees bear strange fruit
Blood on the ______ and blood at the ________
Black bodies swinging in the southern breeze
Strange fruit hanging from the popular _______
Pastoral scene of the gallant south
The bulging _______ and the twisted mouth
Scent of magnolias, sweet and fresh
Then the sudden smell of burning ________
Here is a fruit for the crows to pluck
For the rain to gather, for the wind to suck

For the _______ to rot, for the trees to _______
Here is a strange and ________ cry

Second activity: Fill in the gaps with words so as to make sentences which make sense. (you cannot use the original words).

Third  activity: .Imagine you are an immigrant in an foreign country. Try to explain to your classmates your personal situation.

Delia López de Murillas

Off with his head!

Beatriz y Chema nos plantean esta actividad como trabajo práctico del curso “Mejora de la competencia comunicativa en Inglés” y para su posible aplicación en el aula.



  • Acknowledgement of the History sources in the native language.


  • This activity is destined for students of 4th ESO in a bilingual school.


  • Reading and comprehension of an English text.
  • Expression of your  ideas.
  • Location of the main text idea.
  • Acknowledgement of the French Revolution.


  • Read the text.
  • Write the main idea.
  • Explain the words underlined.
  • Answer these questions:
    • How did the news arrive to London?
    • Where was the king executed?
    • How did the king die?
    • How was he dressed?
    • Explain the Civil Constitution of the Clergy and the relation with this text.
    • In groups of four, take the role of royalist or republican members of Parliament and explain the others why you are for or against the king´s execution.
    • The newspaper:
      • What is the newspaper´s function?
      • Search information about The Times.
      • Are they agreeing with the king´s execution? Find in the text expressions to support your opinion.
      • Why they have such an opinion?


By an express which arrived yesterday morning from Messrs. Fector and Co. at Dover, we learn the following particulars of the King’s execution:

At six o’clock on Monday morning, the KING went to take a farewell of the QUEEN and ROYAL FAMILY. After staying with them some time, and taking a very affectionate farewell of them, the KING descended from the tower of the Temple, and entered the Mayor’s carriage, with his confessor and two Members of the Municipality, and passed slowly along the Boulevards which led from the Temple to the place of execution. All women were prohibited from appearing in the streets, and all persons from being seen at their windows. A strong guard cleared the procession.

The greatest tranquillity prevailed in every street through which the procession passed. About half past nine, the King arrived at the place of execution, which was in the Place de Louis XV. between the pedestal which formerly supported the statue of his grandfather, and the promenade of the Elysian Fields. LOUIS mounted the scaffold with composure, and that modest intrepidity peculiar to oppressed innocence, the trumpets sounding and drums beating during the whole time. He made a sign of wishing to harangue the multitude, when the drums ceased, and Louis spoke these few words. I die innocent; I pardon my enemies; I only sanctioned upon compulsion the Civil Constitution of the Clergy. He was proceeding, but the beating of the drums drowned his voice. His executioners then laid hold of him, and an instant after, his head was separated from his body; this was about a quarter past ten o’clock.

After the execution, the people threw their hats up in the air, and cried out Vive la Nation! Some of them endeavoured to seize the body, but it was removed by a strong guard to the Temple, and the lifeless remains of the King were exempted from those outrages which his Majesty had experienced during his life.

The King was attended on the scaffold by an Irish Priest as his Confessor, not choosing to be accompanied by one who had taken the National oath. He was dressed in a brown great coat, white waistcoat and black breeches, and his hair was powdered.

When M. de Malsherbes announced to LOUIS, the fatal sentence of Death, “Ah!” exclaimed the Monarch, “I shall then at length be delivered from this cruel suspense.”

The decree was imported that LOUIS should be beheaded in the Place de Carousel, but reasons of public safety induced the Executive Council to prefer the Place to la Revolution, formerly the Place de Louis XV.

Since the decree of death was issued, a general consternation has prevailed throughout Paris;—the Sans Culottes are the only persons that rejoice.—The honest citizens, immured within their habitations, could not suppress their heart-felt grief, and mourned in private with their families the murder of their much-loved Sovereign.

The last requests of the unfortunate LOUIS breathes the soul of magnanimity, and a mind enlightened with the finest ideas of human virtue. He appears not to be that man which his enemies reported. His heart was sound—his head was clear—and he would have reigned with glory, had he but possessed those faults which his assassins laid to his charge. His mind possessed the suggestions of wisdom; and even in his last moments, when the spirit of life was winged for another world, his lips gave utterance to them, and he spoke with firmness and with resignation.

Thus has ended the life of LOUIS XVI. [ . . . ]

From the London Times, January 25, 1793

Beatriz Pérez/ José Mª Navarro

Recursos para aprender, enseñar y repasar inglés

Enlazamos algunas de las mejores páginas para la enseñanza del Inglés desde edades tempranas:


Sitio creado para niños de habla inglesa de entre 1 y 5 años, tambén susceptible de ser empleado para enseñar inglés en Infantil. Incluye contenidos que van desde los alimentos hasta los animales pasando por los colores, sonidos, números…


Web del British Council ideal para amplicar vocabulario, con juegos, historias y actividades para escuchar y hablar, lectura, adivinanzas…


Videos, juegos y canciones en  una página en la que los tipos de palabras se convierten en personajes.


Minijuegos en inglés para practicar todas las asignaturas.


Juego on line para mejorar en Matemáticas e Inglés.


Juegos educativos en varios idiomas para menores de 10 años.


Un juego de preguntas y respuesta para ampliar vocabulario (require registro).


Animaciones en flash y otros ODEs para un nivel de Primaria.


Para ampliar vocabulario: se trata de un juego que nos enseña la primera letra de una palabra y su definición. Se puede adivinar o buscar rápidamente en el diccionario.


Aprende como se deletrea y pronuncia una palabra concreta y eschúchala en una oración que la contextualice.


Reproduce aleatoriamente palabras o expresiones en español o en inglés y comprueba si se han escrito correctamente. Si es así muestra la defición de la palabra del diccionario de la R.A.E. o la traducción (si es en inglés) y dicta la siguiente. Desarrollado por Sergio Abad Gómez-Pastrana, del CEIP “Inocente Martín”, de Villamayor de Calatrava, Ciudad Real.


Para mejorar la pronunciación y la escritura.


Diccionario que permite escuchar la pronunciación de las palabras.


Previo registro, podemos usar este asistente que nos enseña a pronunciar bien en inglés con imágenes sobre la correcta posición de lengua, labios, etc.


Una herramienta colaborativa para repasar vocabulario.


Conjugador de verbos en inglés.


Web desarrollada dentro del proyecto Leonardo da Vinci para aprender inglés, portugués, rumano y español.


Cursos y recursos de todo tipo (previo registro).


Videos y vocabulario bien clasificados para la práctica oral y la mejora de la pronunciación. Nivel de Secundaria en adelante.


Aventuras gráficas o juegos conversacionales desarrollados por el CATEDU (Centro Aragonés de Tecnologías Educativas).


O cómo aprender inglés dedicando tres minutos al día a leer las noticias que te interesen.


Aprende inglés escuchando podcast.


La radio del popular método para aprender inglés.


Para aprender inglés a partir de las letras de canciones que puedes escuchar, interpretar o completar.


Audio libros gratuitos en inglés. Haz oído mientras lees.

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