Daily Activities

Introduction

https://www.youtube.com/watch?v=zzdz7mDW0eI

 

Welcome children! We are going to learn a lot of things about "Daily Routines"

Now it's time to learn.



                                                                  LET'S GO! 

Task

                                                                             What time do you have breakfast?      

                          Work individually  and make the following activities in order to reach the final activity:



1.A Poster about Daily Routines.



2. You have to read Julia's Dairy, then write a similar text about your Daily Routines and finally make the poster.

3. You have to record a video in Flipgrid about your daiy routine. 

 

HAVE FUN!

Process

                                                                           

                                                                     What time do you have lunch?

LET'S GO!

To begin you are going to follow the next steps:

 

  • STEP ONE: You have to see a video about "Time and Daily Routines".   Video

     

  • STEP TWO: You have to do an exercise where you have to choose the correct expression for each picture  Activity       .

 

 

  • STEP FIVE: Answer the following questions: 
  • What does she usually have for breakfast?  
  • Where does she have lunch? 
  • Who does she have lunch with? 
  • What days does she go to the gym? 
  • When does she go out with her friends? 
  • Who does she often visit at the weekend?

 

 

  • STEP SEVEN: Finally you have to make a poster about more usual daily routines to hang in the class.

You can look for more pictures in the next page Google.



Follow the arrow.

 

Evaluation

                                  

  •  
  • Your participation and contribution to the final task.
  • Your interest in the use of different sources of information apart from those provided by the teacher.
  • Your use of the written and oral language using expressions about Daily Routines and Time.
  • Your interest for widening your knowledge using expressions about Daily Routines and Time and to compare them with your own.
  • There is a ribric for particpiation.
  • There is rubric for the poster.
  • There is a rubric for the video recording. 

INDIVIDUAL EVALUATION RUBRIC

 

 

 

100%-75%

75%-50%

50%-25%

- 25%

I have participated actively in all the tasks

 

 

 

 

I have contributed to the final product according to the task I have been commended

 

 

 

 

I have looked for sources of information different from those provided by the teacher

 

 

 

 

I have used the English language in the class and within my group

 

 

 

 

I have shown interest in widening my knowledge in Daily Routines expressions and use it with time

 

 

 

 

Making A Poster: Poster rubric

Student Name _______________________________ Class Period:________________________________

 

CATEGORY

4

3

2

1

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Labels

All items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away.

Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away.

Labels are too small to view OR no important items were labeled.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.

All graphics relate to the topic. One or two borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout, and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Grammar

There are no grammatical/mechanical mistakes on the poster.

There are 1-2 grammatical/mechanical mistakes on the poster.

There are 3-4 grammatical/mechanical mistakes on the poster.

There are more than 4 grammatical/mechanical mistakes on the poster

 



Oral Presentation Rubric : Sample Oral Presentation Rubric

Teacher Name: 8th Grade 





Student Name:     ________________________________________

 

CATEGORY

4

3

2

1

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Content

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Conclusion









When you finish this project, you will know the expressions about Daily Routines better.



You will know how to relate the Time with the Daily Routines



You will also improve your oral and written expression in English.



Besides, you will have used new technologies, finding and selecting some important information on the Internet.





SEE YOU SOON!!!



 

Credits

Teacher Page

 Title  DAILY ROUTINES and action verbs 
 teacher   Melissa Acuña Araya
 Content  English
 Level   Fifth Grade Elementary
 Time    Four lessons 
Main  objectives 
  • Understand general and specific information in oral and written texts produced in communication situations.
  • Work with daily routines and speaking action verbs in a daily conversation. 
  • Produce oral and written texts in the English language, which are brief and simple, within real or simulated communication situations.
  • Orally use the English language in the classroom to communicate with others.
  • Show  attitudes of understanding and respect towards the L2.
Didactic Objectives 
  • Orally express your own and others' daily routines.
  • Produce short written texts related to daily routines using the English language.
  • Understand simple oral and written texts about other people's daily routines.
  • Express orally and in writing the time correctly in English
 Considerations   

The teacher´s role is as a guide, organizer and facilitator of the teaching-learning process, the student being the protagonist of your own learning.The sessions and the time required will depend on the level of the group-class.

You can apply this to different skills and levels just by asking them to create a journal of the week . It can be doing a power point presentation instead of a poster.