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You are concerned about your students' attitudes toward English and toward language learning. You try to promote positive attitudes toward learning English. You wish to find out what your students' attitudes are and whether they change throughout the duration of a language course

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Teaching journal.

Sincerely in class the most of students felt boring or tired, a long of duration of language course, the most is the  levels of school in child or teenagers is possible they are very young and they want to play all time, for that reason I divide in three moments, initial activity, explain, evaluations, intermediate of every process I make a short activity as sing a song,  game, or teach a tongue twister in the initial activity I always start with song related with the topic, or play for do good to study in the middle of the process I remember the activity initial. Teaching journal is useful because I jot down the reaction of activity initial and the reaction of my students and how many times I remember that activity.

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- We as teacher always think how motivate our student we try of the kinds possible, in those attempts we jot down in our teaching journal. - In a meeting of English collective, we can show our teaching journal. -  In the case when we search job the teaching journal is useful. -  In big events as teaching our teaching journal is useful for show our experience.- In every class, we improve the process already we review, the teaching journal, and improve the process.

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-  The teaching journal is so good we can put pictures, but we cannot put videos.
- The teaching journal requires work every day and every class we must jot down.
- It possibly wet or danger the teaching journal is better make in computer and keep it.
-It is keeping journal if no organize well only the creator understand it.

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You are concerned about one of your students who always avoids sitting near the front of the class. This student seems to be paying attention, but rarely participates actively in lessons. You are not sure why. Since you have a large class, it is difficult for you to monitor individual students. You want to find out what this student's attitude is toward the class.

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* Find the rationale for x behavior.
* Discerning such behavior.
* Make comparisons between different events of each day, which one or which ones are really significant and / or correct.
* Discover strategies to motivate students, getting them to participate and join the group
*  Reorganize situations to experience possible changes in the desired attitude whenever the changes are positive
*  Find out if the behavior is really with just cause.
* Being able to recognize that the implemented strategy is a mistake and the student expresses her disagreement as she is a critical student and it is demonstrated by her attitude towards the class.
* Establish reference patterns that allow us to determine a child's particular attitudes to specific situations.
*  Find student preferences in your learning  Identify precisely if the level of development of the student, her personality, and behaviors in general are appropriate with respect to her age.
* Find out if your difficulties are due to possible conflicts, both in your family and in your school context.
* With the help of videos I can corroborate the behaviors and support the observation process so I can draw conclusions.

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* Handle the situation individually, when there is a group to be attended to.
* Lack of time to study individual cases.
* The necessary importance is not given to these cases, and the study that is made is very superficial and is abandoned without having delved into it.        * Student behaviors can be underestimated, since it is generally intended that they behave the same as the whole group, when it is possible that said behavior is due to a way of expressing their disagreement with the mismanagement of strategies because they do not achieve motivate him.
* A sensation of signaling and discrimination can be generated when taking the case in isolation, because the student will notice that she is classified as someone who is not the same as the others.

* By using cameras or recording devices you can generate discomfort and a feeling of persecution in the student, to avoid it is necessary to communicate it.

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You have been teaching English to elementary students for several years, and colleagues point out that you have developed a special kind of "teacher's English." You want to investigate whether this is true, what these features are, and whether it helps or hinders your teaching.

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Allowing the collection of important information to recognize if a special type of English teaching for teachers has been developed, are characteristic, and if this helps or hinders their teaching.

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Surveys
- Respondents are unable or unwilling to provide the information.
- That structured questions and fixed answer alternatives can result in the loss of validity in certain types of data, such as beliefs and feelings.
- It is not easy to write questions appropriately.

Questionnaires
- Lack of depth in the answers and you cannot go beyond the questionnaire.
- A good choice of the universe and the samples used is needed.

- They can cause the wrong data to be obtained.

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Surveys
- They are easy to apply.
-  The data obtained is reliable because the answers are limited to the alternatives mentioned. -  -- Coding, analysis, and interpretation are straightforward.

Questionnaire
- They facilitate information gathering.
- They avoid the dispersion of information.
- You can project the data and make graphs.
- They make the contribution of answers impersonal.

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I propose the topic teach English with songs, but in the beginners we must teach slowly song as song for kids, Christians songs, or other kind slow, because the begins can to pronounce and learn easily, it uses in as activity initial in the part the student taller of long explication grammatical for example we can practice a song again for motivate the student and continue the explain. How we motivate our students learn English with song, how we can teach the four competences of English, and what our results are.

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Disinterest in learning English as a second language is a problem.

I have spent a lot of time trying to discover in the educational context which of all the knowledge acquired can become indispensable in our lives, and which of all of them we were not able to take advantage of at the time. In that order of idea I think that the learning of a second language should be essentially necessary from a very early age, since the little ones are like sponges that absorb what is around them more easily. Today the learning of English as a second language has become a necessity and a great opportunity in our life project and the children are not aware of this reality, hence as a teacher I am concerned about the lack of interest in this learning, because it is less and less attractive for many students, the problem is that children do not seem to be motivated by the content, nor do they give added value to the efforts that teachers make to transmit knowledge of the second language, but it may be that the student is not the problem and as teachers we find it difficult to understand. It is part of our responsibility as educators, interested in seeking the causes that generate this lack of interest and to implement strategies to find a rapid solution to this problem and become the main actors of exhaustive research that leads us to mitigate this problem and in the future to see the results satisfactory, convinced that changing a traditional method for an innovative method, fun and inclusive, will be the real solution and ideal response to many questions that arise daily when experiences of disinterest in learning a second language, such as English. This will become a thing of the past in our educational context,

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Strengthening listening, reading and speaking skills in the acquisition of English.

INTRODUCTION

It is known that English currently has great value within the classroom, developing in students different skills that will serve them at school, in their daily and professional life. This is why this investigation is directed mainly in the development and strengthening of the students' oral production through play, music, conversations, and playful pedagogical activities. Where you will find specific contributions on the importance of vocabulary and the development of oral ability for teaching-learning a foreign language (English). Seeking that this research serves as a model for teachers and future teachers, to provide playful strategies in the teaching process of learning a foreign language (English) and thus achieve a better educational environment. This project aims to motivate students to learn English through play, music, role-plays of conversations, playful activities and at the same time enrich their vocabulary so that they can cope in a communicative situation especially of oral ability. This requires having activities that are applied in context and didactic activities that motivate students in their learning and thus, break down the barriers that limit and frighten students in the face of the acquisition of this second language.