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  1 de Noviembre de 2014
 
 
 
   

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Fecha de publicación: 6 de Junio de 2012

Daily Routines

 

Tipo de actividad:

- Trabajo Grupal - Trabajo en pares - Trabajo Individual

Clasificación curricular

Nivel Asignatura Unidad Temática
Primaria - 2º Conocimiento de Lenguas. Segundas Lenguas y Lenguas ExtranjerasOralidad
Primaria - 2º Conocimiento de Lenguas. Segundas Lenguas y Lenguas ExtranjerasCommunication

Autor:

Mtra. Virginia Canabal

Tiempo de aplicación:

Between 8 and 10 class periods

Fuente:

Uruguay Educa

Descripción:

Esta propuesta didáctica promueve la expresión oral basada en la narración de sucesos cotidianos. Distintos recursos audio visuales, así como una variedad de actividades tanto grupales, en pares y/o en pequeños grupos facilitan el abordaje de la temática desde diferentes perspectivas.

The main objective of this sequence of activities is to enhance students´ speaking skills. Therefore, students are encouraged to share information about their daily routines through a variety of activities implying individual, pair and group work, as well as different audio-visual resources.

Language content: Oralidad - * La narración de sucesos cotidianos.

Language functions: Telling about daily routines expressing frequency. Performing and describing actions.
Recursos relacionados:
Video: Daily Routines

Sonido: Wake Up - Song

Propósitos:

- To enhance students´ speaking skills.
- To promote the use of chunks of language.
- To facilitate the use of language in meaningful communicative situations.

Criterios de evaluación

Contenido:

Segundas Lenguas y Lenguas Extranjeras.
Oralidad. *La narración de sucesos cotidianos.
Language Functions: Performing and describing actions. Telling about daily routines expressing frequency.


Actividades

Sequence of suggested activities

Language Content: Oralidad - * La narración de sucesos cotidianos.
Language functions: Telling about daily routines expressing frequency.


Activity 1 - Video: Daily Routines

To see the video go to the related link: Daily Routines at
www.uruguayeduca.edu.uy/Portal.Base/Web/verContenido.aspx?ID=212733

a) Introduce the expression “daily routines” with examples of routines your students have at school.
Tell students they are going to watch a video about a girl´s daily routine. Let them hypothesis about what they will see on the video. List their ideas on the blackboard.
While watching the video list the routines mentioned on the blackboard. Afterwards compare the students’ hypothesis with the list from the video.

b) Play the video again and stop it each time a new routine appears. Encourage the students to produce sentences about themselves. E.G.: I (usually) get up at 7:30; I go to school at 8:00 every day; etc.

Activity 2 - Routine Verbs Tic-Tac-Toe (See attached file N° 2 Tic Tac Toe Game Board)

Let´s play a game. First you can play as a whole group by drawing a sample game board on the blackboard. Then, when the students learned how to play, you can give out game boards for each team to play on their own, so everybody can have the chance to participate and practice.

Game Instructions

The idea of the game is for groups to link together three squares to win as in normal tic-tac-toe. Groups gain a square by giving a correct sentence for their chosen word. In this way, you can target the game at any level you want for whatever target language you want.

Game can be played in pairs or in small groups. A point is gained when one team uses the word given in each square on a tic-tac-toe grid.


Activity 3 - Creating a memory game

With the Memorize software on the XO´s students will create a memory game to match sentences and pictures. First students will write sentences using the expressions on the Tic - Tac - Toe game board and then they will select the corresponding pictures from the internet.
Once the memory game is ready, they can play with a partner.

Activity 4 - Song: Wake Up  (See attached file N° 3 for the lyrics)

To listen to the song go to the related link: Wake Up Song at
www.uruguayeduca.edu.uy/Portal.Base/Web/verContenido.aspx?ID=212737

Listen to the song while the teacher mimes the actions to help students negotiate the meaning. Play the song several times encouraging the students to act it out.
Once the students are able to act and sing you can use TPR to play “Simon Says” using the expressions from the song: wake up, wash your face, brush your teeth, comb your hair, eat breakfast, and go to school. Different students can say the prompt for their classmates to perform.

Task 5 - Mary´s daily-routine  (See attached file N° 4)

a) Hand out page N°1. Introduce Mary and ask the students to produce sentences according to the pictures. You can guide them by asking questions such as: What is Mary doing?, Is Mary taking a shower?, Touch the picture where Mary is playing with friends.

Make students notice that on every picture there is a time reference. Explain that they have to match each picture with the corresponding caption and then number the pictures in the correct order.

b) Introduce frequency adverbs. To help students visualize their meaning use the graphs included in the attached file N° 5.

c) Play the game: How often do you…? (See attached file n°6) Students can play in groups of 4, so everybody has the chance to participate.

d) Give out page 2 (See attached file N° 4) for students to complete.

Activity 6 - Daily routine card game  (See attached file N°7)

This game is suitable for pair work or small group work. Shuffle the cards and put them face down on the table. On his/her turn each student draws a card and has to ask the appropriate question to his/her partner. The partner answers and draws the following card.

Activity 7 - My daily routine book

a) Hand out the cartoon without the text (See attached file N° 8). Students talk about the pictures working in small groups. Each student has to describe Mr. X´s daily routine. Give out the text and practice silent reading and then reading aloud.

b) Students draw and complete a chart with their own daily routines. Then they write about them on their notebooks. (They can follow the cartoon model)

c) With E-Toy each student will create a book about his/her daily routine on the XO. According to the text they created on stage b) they can either draw or take pictures for each page and then re write the corresponding sentences.


Reminder: On the attached file N° 9 you can find a quick review about daily routines and frequency adverbs. This file is only for teachers and is not intended for students. Remember students will learn the language through a communicative approach, using it in a meaningful context with a real audience and an authentic purpose.

Adjuntos:

N° 1 - Teaching Speaking.
N° 2 - Tic Tac Toe Game Board.
N° 3 - Wake Up Song.
N°4 - Mary daily-routines.
N°5 - Frequency Adverbs Graph.
N° 6 - How often do you Game Board.
N°7 - daily-routine-cards.
N°8 - Daily Routine Cartoon.
N°9 - Teachers´Background Knowledge daily-routines.

 TEACHING SPEAKING.pdf 

 Tic Tac Toe Game Board.pdf 

 Wake Up Song.pdf 

 Mary daily-routines.pdf 

 Frequency Adverbs Graph.pdf 

 How often do you Game board.pdf 

 daily-routine-cards.pdf 

 Daily Routine Cartoon.pdf 

 Teachers´ Background Knowledge daily-routines.pdf 

Sitios sugeridos:

The Great Teachers´ Primary Place

Flashcards

Bibliografía:

Bibliography


ANEP (2008). “Programa de Educación Inicial y Primaria”. Rosgal S.A., Montevideo.


Bailey, K. (2005). “Practical English language teaching: Speaking”. McGraw-Hill,  New York.


Curtain, H. et al (2004). “ Languages and Children - Making the Match”. Pearson Education, Inc., USA.


Thornbury, S. (2008). “How to Teach Speaking”. Pearson - Longman, Malaysia.

Materiales:

XO, game boards, photocopies, daily routine cards, blackboard.

Sugerencias:


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