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INTRODUCTION Kids need to recognize themselves to be able to learn and assimilate information rapidly. It is necessary to take into account the way in which vocabulary is taught in modern times. The knowledge acquired in L1 helps students to develop new vocabulary in a second language because they have the ability to understand and comprehend it. Learning is one of the primary activities of students in the classroom. Good learning atmosphere and method can guide them to learn more and meaningful. To accomplish such condition, teachers must create a variety of methods for the class. Teaching vocabulary is clearly more than just presenting new words. Teachers need something interesting which can make encourage them new expressions. It is based on the characteristics and attitudes of children that they are curious and often seeks something that the teacher notices them and shows appreciation for what they are doing. So, to inspire them is necessary something new to stimulate their curiosity. To increase the vocabulary we need ITC for instance; interactive games. The definition of game is an activity that you do to have some fun (Hornby; 1995: 486) .They can help teachers to create contexts in which language is useful and significant. It can make students to focus on learning, since they do not feel that they are being forced to learn. We believe that games will help us to integrate students with special games such as attention deficit (Hyperactivity, from now on AD(H)D).

CONTRIBUTION With this project, we expect to provide teachers with helpful and valuable information about different ways of teaching vocabulary, to consider what methods of learning worked for us and for our students. What is more, to increase awareness of obstacles to vocabulary learning.

STATEMENT OF PURPOSE The purpose of this study is to demonstrate that the new methods of teaching through games, ITCS and arts are the most suitable way for encouraging students to speak and participate in class. We suppose that a teacher who applies technology, games and arts can integrate ADHD kids into the class. Hypothesis Activities which involve art, crafts and ITC are the most attractive ones for making kinderganten students to participate in class. As well as to include Hyperactive children in the lesson.

METHODOLOGY It will be observed how the learners answer to our research questions which are: Do games motivate students to speak a second language (L2)? Which are the best activities to develop their skills? Is ITC useful as a tool of teaching in the classroom? Is art an interesting way of motivation to increase their skills?

The data will be collected through observation, taking field notes and recording the English lessons.

The learners
Level: Kindergarten Mother tongue: Spanish Language learning Experience : Classroom context Medium: Oral Production

The subjects
We are going to focus on a kindergarten group (4-5 years old) whose their mother tongue is Spanish and they are going to incorporate English as a second Language. We will work with THE PARTS OF THE BODY.

Procedures Materials: Hector The Puppet Video: Hi 5! (Parts of the body) Puzzle (parts of the body) Plastiline

Activity I We will show the students the video HI 5! Move your body. As we show them the video, we are going to dance so they can recognize the parts of the body with the movements. The purpose of this is that the students learn the choreography and imitate it.

Activity II In this moment Hector The Puppet will be introduced in the dancing. First, it is going to dance with the teacher; then in groups of four children, each of them must hold a part of the body mentioned by the teacher.

Activity III We are going to stick a big puzzle on the blackboard. Each child has to take a part of the body from a box and stick in the correct place on the puzzle.

Activity VI To conclude the activities the children are going to create their own body using Plastiline.