Microsoft Word J. Enrique Agudo, Mercedes Rico, Héctor Sánchez Multimedia games for fun and learning English in preschool- maquetat doc

Concepts 
3 
4 
5 
Colours 
Greetings and introductions 
Numbers 
Sizes and shapes 
The weather 
Feelings (love, hate …) and likes - (I like/ I don’t like) 
Specific Vocabulary of unit 
Simple descriptions of objects, people ... 
Space /time orientation (up, down, near ...) 
Actions (read, jump, run) 
Relatives (family, friends) 
Sensations, states of mind (happy, bored, I am cold…) 
Daily routines (wash one’s hands, have breakfast…) and parts of the 
day 
Linguistic content 
Like/ Dislike 
Prepositions 
Commands (Imperative) - Let’s 
To be 

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Multimedia games for fun and learning English in preschool 
J.E. Agudo, M. Rico & H. Sánchez
 
 
 
 
 

 

Digital Education Review - Number 27, June 2015- http://greav.ub.edu/der/ 
It is … 
Are you ….? 
To have 
Personal and possessive pronouns 
Can/Could - Would you like … 
Adjectives - Comparative and superlative 
These is/are 
Do/does - Yes/no questions 
Wh/ open questions - Interrogative pronouns 
Vowels 
 
 
 
Table 2: Content exploited according to age levels 
IV. Adaptative games for primary school children 
a. Arquitecture 
 
The architecture (Agudo, Sánchez, Rico & Domínguez, 2007:3850; Agudo, Sánchez, & Rico, 2010) 
is divided into three different levels: 
• 
The user interface executed by the user in the navigator. 
• 
The Intelligent Server for the Adaptive Selection of Educational Tasks (SISATE – Servidor 
Inteligente para la Selección Adaptiva de Tareas Educativas) which are executed in the 
Server. 
• 
The resource stockroom which holds the user data, the contents of the tasks, and the tasks 
themselves with their corresponding rules. 
The user interface shows the learner the adaptive activities and scenes, as well as supplying the 
means of navigation through the contents. The intelligent Server makes the decisions on which 
particular tasks are those which are adequate for the individual user by calculating his/her 
characteristics. Furthermore, it completes the job of storing the learner’s progress. 
Last but not least, the resource stockroom is a database, which as its name suggests, stores all the 
data necessary for the correct functioning of the system, which includes user reference data, the 
content of the teaching units of the pedagogical domain, and the tasks and rules which will 
ultimately determine the content that will be visualized by each learner. 

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