Authors: Sun Jing & Xie Lin

Learning Chocolate


Learning Chocolate

2.Ubicación URL

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Educational games

4.Área /Temática

(Englsih, Chinese, Spanish and Japanese) vocabulary Learning


This site is designed to help learners memorize English, Chinese, Japanese or Spanish vocabulary in an easy and fun way. The exercises use pictures, sounds and games to make learning a new language as fun as enjoying a piece of chocolate.
Generally speaking, all the activities on this web site are not confined to a specific age group. All the activities are available in four languages, English, Chinese, Spanish and Japanese, that is to say, the activities are designed for learners of these four languages of all ages. The vocabulary presented on the page is with an extent, approximately, from elementary to upper intermedium (A1-B2). There are six tasks in each topic and the six tasks integrate the development of four skills: listening, speaking, reading and writing at the same time.

6.Objetivos educativos/de aprendizaje

Teaching Objectives:

To understand the meaning of the vocabulary of each topic
To memorize both the spelling and the pronunciation of the vocabulary
To listen and match the pronuciation with the corresponding spelling, vice versa
To listen and identify the proper spelling as well as the pronunciation of the vocabulary
To listen and write out the corresponding words
To have a full comprehension of the meaning, the pronunciation as well as the spelling.

After doing the activities, learners will:

Be able to understand the meaning of the words
Be able to memorize both the pronunciation and the spelling of the words
Be able to identify the correct spelling
Be able to identify the correct pronunciation
Be able to write out the corresponding vocabulary

7.Contenidos que se tratan y estructuración de los mismos

So far there are totally 146 vocatulary topics prepared for learners and new topics are being added constantly. Each topic contains a series of tasks for learners to work on the vocabulary related to the topic. All the topics are available in English, Chinese, Spanish and Japanese. Each word is illustrated by a fine picture, under which there is the spelling of the word, and the pronunciation is also provided by clicking the button aside of the picture.

8.Tipo de estrategias, secuencia de actividades y tareas de aprendizaje que propone. Relación de las actividades con los objetivos

There are six tasks within each vocabulary topic. The six tasks are as follows:

  • Review the whole vocabulary within the topic
  • Match 1- to match pronunciation with spelling
  • Match 2- to match spelling to picture (meaning)
  • Match 3- to match pronunciation to picture (meaning)
  • Gap-filling-to practice spelling
  • Dictiation-to practice listening and spelling

The sequence of the tasks within the topic escalates from low order thinking skills, like understanding the meanings of the vocabulary, to high order thinking skills, such as identifying the corresponding words according to spelling or pronunciation.
The first task is designed to review the whole vocabulary within each topic by listening to the words. During this task, learners can listen to the words and repeat them as many times as possible. For the second task, learners are supposed to match the pronunciation of the words with the corresponding spelling. The third task is to match the spelling with the correct pictures. And the third one is to match the pronunciation with the proper pictures. The following task is to fill in the gap with correct spelling of the words. The last task, learners are required to do a word dictation. They listen to the pronunciation and write out the corresponding spelling. Through all these six tasks, learners can practice and develop listening, speaking, reading and writing skills in a logic way.

9.Actividad cognitiva que comportan las tareas propuestas (memorización, comprensión, comparación, análisis-síntesis, creatividad, exploración, expresión, resolución de problemas, etc.)

All the tasks will help learners:

  • Understand meanings of the words
  • Memorize, both pronunciation and spelling
  • Match spelling with pronunciation
  • Match spelling with meaning
  • Identify the corresponding words
  • Enhance orthography
  • Comprehend meanings, pronunciation and spelling of the vocabulary

10.Tipo de y/o sistema de seguimiento y evaluación que propone

The activity provide learners with instant feedback right after finish the activity by clicking the button of complete. The learner will get feedbacks, which are shown as red ticks or crosses. Learners will get 10 points for each correct answer and the score is shown at the top right corner 1.png.

11.Facilidad de uso

To get stared, learners choose their language preferences. 2.pngThen choose any vocabulary topic link from the hompage to start learning new words. After reviewing the vocabulary, learners can play up to 5 fun games to see what they have memorized.
During the learning process, learners can turn to help by clicking "help" button 3.pngat top right corner.
New learners can consult the "help" right below the web page. Learners will get a general idea of this web page as well as the activity at this page.

12.Posibilidad de control por parte de los usuarios (navegación, personalización, interrupción, repetición, configuración itinerarios, etc.)

Four languages are available for learners to work on. Learners can change the instructional language which they prefer. They can turn to "help" whenever they want. They are allowed to go back and forward among the tasks. And they can choose to do the tasks as many times as possible.
Learners can propose the topics which they are interested in to the administrator of this page and the vocabulary within this topic will be designed into six tasks as the previous so that other learners can practice with. What's more, learners and teachers can contribute the activities they have designed to the administrators.

13.Nivel de interactividad que permite (ordenador-alumno; alumno-alumno; alumno-docente, etc.)

Until now, the interactivity is only available between students and computers. However, the possibility is that, teachers can use the activities in class, and shift the interactivity to students-students.

14.Diseño gráfico y recursos expresivos

First, White and green as the main colors, Using the simple clear images which full with childlike, the images with bright color and high contrast Screen layout rules, every illustrations with the Table 3 cm ×ed 3 cm grid,
flash interactive tool.
Second, Graphical images (symbols, diagrams, and illustrations) are useful for attracting and maintaining attention and facilitating learning from text.
Symbols clear and easy to read.
Meanwhile, the web provides the students the best audio-visual effect.15DC8DF3-BD5E-4385-9D3D-BCFE3478B010.jpg
At last, Resource access stably,resource accurate, appropriate use by students.

15.Atractivo y motivación del entorno, las actividades

All vocabulary presented at this page is illustrated with fine pictures. Learners, particularly young learners will be attracted by these colorful images.
The pronunciation, spelling and the meanings are provided at the same time. Learners can have a comprehension of the vocabulary at a single time.
The tasks within the topics are simple and straight. The level of difficulty escalates little by little, so the learners will meet the challenge with a logic process.

16.Orientaciones para su aplicación/uso (si las proporciona)

Below the page, there is an orientation of this web page. New learners can have a look at "About" and "Help" to get a general understanding of this page. The characteristics are introduced in the orientation.

17.Adecuación a los destinatarios (selección y secuenciación de contenidos, distintos estilos de aprendizaje, tipo de diseño, etc.)

Website of the function name matches the content, teaching structure is simple, the site's content easy to understand. It is suitable for students to use. It can help learners understand the learning content. The teaching materials adapted to the specific student characteristics , (differences in learning styles, abilities ...) Vocabulary topics, content rich and diverse, and complete. Good multimedia design. Using pictures and audio-visual media as a supplement caused the children interested. And with the good quality. , The convergence of other web sites are reference values​​. Online test content to be substantial.

18.Concepción o perspectiva teórica sobre el aprendizaje en que se basa (Asociacionista o conductista? Cognitivista? Constructivista? Conectivista?)

Constructivism advocates : the learning process is under the guidance of teachers, learner-centered, that is not only to the main role of the learner's knowledge, nor ignore the teacher's guide. Learner self-discovery, exploration, Analysis and process. Learning is a interactive, progressive, innovative process , Constructed in the students's existing cognitive structure ,Used information technology , letting the appropriate content to repeat, to help students remember the knowledge .

Cognitivism : the cognitive learning theory guided role is to stimulate student interest in learning to control and maintain their motivation to learn.

19.Aspectos críticos y propuestas de mejora

In my opinion, there are some aspects which can be improved, the first aspect is that all the tasks aim to enhance the understanding and memorizing of the vocabulary, there lack of an application of the vocabulary. The best solution is to add another task to help students practice applying the words in sentences or in text, such as short dialogue or cloze.

Second part is the evaluation model. There should be a general evaluation model, for example, after doing all the tasks, it's highly recommended to provide learners with a chart or a form with concrete percentage of the score of each task to sum up learners perfomance so that learners will have a integrated understanding of their present competence.