SSC_01_Children routinesGuia del Professor

1. ObjectiusEls objectius (generals i/o específics) d’aquesta Activitat Formativa són:

Conèixer la terminologia d’algunes rutines diàries pròpies de l’escola i la llar d’infants. Expressar amb fluïdesa frases senzilles relacionades amb el temps i les rutines diàries. Comprendre textos senzills. Millorar la competència escrita. Llegir contes tradicionals en anglès. Poder aplicar els aprenentatges de la llengua amb infants de llar d’infants i escoles . Escriure textos relacionats amb la tasca diària. Treballar activitats plàstiques a partir de senzilles explicacions fetes en anglès.

2. Ús dels materials i recomanacions al professorA través d’aquesta acció formativa treballarem amb l’alumnat del cicle d’educació infantil aquelles rutines que posteriorment podran portar a la pràctica amb nens d’educació infantil i llar d’infants. Les activitats estan programades amb una dificultat progressiva i amb un ordre. A continuació proposo una temporització, algunes recomanacions per a cada activitat i les solucions. Algunes activitats són de resposta oberta i per tant no hi ha les solucions.

3. MetodologiaLa metodologia ha de ser molt participativa i lúdica, creant un clima de confiança on l’alumnat vegi la importància i la utilitat dels aprenentatges de l’anglès.

4. AvaluacióEs valorarà el treball a classe, l’interès i la participació de l’alumnat. Les activitats podran servir per a pujar la nota del mòdul.

SSC_01_Children routines 1

ACTIVITY1/ SUGGESTIONS

Activity Time Suggestions Groups

Act 1.1 15’We give them 5 minutes to think about the question and to do the exercise.

Then we correct the exercise writing the answers in the blackboard.

Individual

Big group

Act 1.2 30’Learn and sing the song. We could play it twice. We could use some dictionaries. After answering their questions we could make them ask these questions to their classmates.

Big group

Act 1.3 10’ Speaking activity. In pairs

Act 1.4 15’ They have to write their answers. Then they could read them out. Individual

Act 1.5 15’ We do the listening twice. First time they have to answer the activity 1.5.1. Then we do the listening again and they have to do the activity 1.5.2. then we correct them altogether.

Big group

Act 1.6 60’They have to write and memorize the forecast and prepare the drawings. They could use computers to search for new vocabulary they want to use and they will need some crayons and D3 papers to make their drawings. We could review it while they are working.

3-4 people

Act 1.7 30’They have to read and fill in the gaps. Then we correct it. After that they have to write what their favorite season is and explain why. We could make groups of 5 people and they have explain it to the rest of the group.

Individual

5 people

Act 1.8 30’ Listen and sing the song. Then we could ask them the questions and write their answers in the blackboard Big group

Act 1.9 30’Depending on the level of our students we could review the present tense with the entire group or just giving them the link to do it at home.

Individual/big group

Act 1.10

120’First of all we ask them the questions. Then we watch the video and they have to take some notes to know how to mix colors. They have to draw the color wheel and write the information. They could use computers to search for the Colors’ meaning. When they finish the task, we could hang the drawings in the wall.

Individual

Act 1.11 30’They choose one picture and they have to describe it to their partner who has to figure out what drawing he is talking about. We could make them change the partner 3 or 4 times to improve their speaking.

Pairs

SSC_01_Children routines 2

ACTIVITY 1/ KEYS

Act 1.1 What is the weather like today?

Introduction

One of the first daily routines that children do when they get to the kindergarten or to the primary school is talking about what the weather is like. This kind of routines helps children to orient themselves in time.

What other routines can help children to feel oriented? Write a list of them.

Some examples:

- Start the class rolling the call

- Sing a song to say good morning

- Sit on the same table

- Leave their clothes on the same coat hanger

- Be with the same teacher during all the day

- Wash their hands after having the breakfast

To be able to talk about routines in English, we will start doing a review of phrases and vocabulary about the weather.

When we want to learn about the weather we could ask these two questions:

How is the weather today? Or what is the weather like today?

Act 1.2 Watch the next video, practice the question and sing the song. Then complete the table below.

https://www.youtube.com/watch?v=hQCt_tDh3s4

What is the weather like today? A song on Youtube

Do you know the meaning of all of them? Translate them into Catalan and draw a picture for each of them.

Act 1.4 Do you know the meaning of all of them? Translate them and make a drawing for each of them.

Sunny: Assoleiat

SSC01_Children Routines 3

Windy: Ventós

Cloudy: Ennuvolat

Rainy: Plujós

Snowy: Nevós

Foggy: Boirós

Thunderstorm: Tempesta

Act 1.3 Look through the window and answer the question with one of the following options. Ask the question to your classmates and answer it with those.

Free answer

How is the weather like today?

It’s sunny

It's windy

It’s cloudy/ it’s overcast

It’s rainy

It’s snowy

It’s foggy

There is a thunderstorm

It’s stormy

Act 1.4 Answer the question: How is the weather in your town in summer, in spring, in autumn and in winter? Write it.

Free answer

Act 1.5 Listening: “Here is the weather in Spain”

Check your understanding:

1.5.1 Are the next sentences true or false? Write the sentences again with the correct answer.

1. The weather in the north is mostly windy. T

2. The weather in the east is mostly foggy. F It’s rainy

SSC01_Children Routines 4

3. The weather in the west is mostly dry and cloudy. T

4. The weather in the south is mostly rainy and stormy. F It’s cloudy and sunny.

1.5.2 Do this exercise while you listen. Write the word to fill the gap.

1. Welcome to the weather forecast. Now, let’s see what the weather is like today.

2. In the north of the Spain it’s very windy and cold. There is a chance of some rain too

3. The temperature is around 10 degrees centigrade.

4. In the east it’s rainy all day today, I’m afraid. There may be a thunderstorm in the afternoon. The temperature is a bit higher, at around 13 degrees.

5.The south of the country has the better weather today. It’s cloudy most of the time but sunny this afternoon.

Act 1.7 Write the seasons and then write which season you prefer and why. Then talk to your partners and explain them.

1.Spring 2. Summer 3.Autumn 4.Winter

I like. summer. It is hot and sunny. I go on holiday with my family.I like winter. It is very cold. I play snowball with my friends.I like spring. It is not very cold. I like the flowers but I hate the flies.I like autumn. The students go back to school. The leaves fall from the trees.

MariaMy favorite season is summer. I love long and hot days and I love long holidays. I like playing in the park and eating ice creams. I sometimes go to the beach in Tarragona with my family. Last year in August I went to Madrid to visit my sister and my cousins.

Marco I like autumn best. The weather is sometimes very beautiful in November. I think the trees are very pretty when the leaves go red and brown and yellow. I like starting in a new class at school and learning new things. PauMy favorite season is spring. I like it because winter is finished and the evenings are light again. I don’t like the dark evenings. I love the flowers in the parks and gardens and seeing the leaves grow on the trees. I like playing outside in the evenings again.

Sara I love winter. I really like waking up in the morning and seeing new snow outside in the garden. My children love going outside and making a snowman. I also like seeing all my friends and family at Christmas.

SSC01_Children Routines 5

Act 1.8. Listen and repeat the rainbow song:

https://www.youtube.com/watch?v=tRNy2i75tCc

Answer these questions:a. What could we work on while teaching this song to children? The coloursb. When does the rainbow raise? When it’s rainy and sunnyc. Which is your favorite colour? Do you know the meaning of it? Free answer

Act 1.9. Grammar revision

Visit this page if you need to review the present simple.

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/present-simple

Act 1.10 Colour wheel

Do you know what primary and secondary colors are?Primary colors: yellow, blue, red (or magenta)Secondary colors: green, orange, purple.

- Watch the video and draw your color wheel mixing primary colours to get the secondary and tertiary colours.

https://www.youtube.com/watch?v=a1R92StQHhs

- Write the names of the colors beside the wheel and the meaning of primary and secondary colours.

- Which is your favorite colour? Do you know the meaning of it?

- Visit this page if you want to have more information about the meaning of the colours

http://www.color-wheel-pro.com/color-meaning.html

http://www.empower-yourself-with-color-psychology.com/meaning-of-colors.htmlMore information from the link above

SSC01_Children Routines 6

The meaning of colors can vary depending on culture and circumstances. Each color has many aspects to it but you can easily learn the language of color by understanding a few simple concepts which I will teach you here. Color is a form of non verbal communication. It is not a static energy and its meaning can change from one day to the next with any individual. For example, a person may choose to wear red one day and this may indicate they are ready to take action, or they may be passionate about what they are going to be doing that day, or again it may mean that they are feeling angry that day, on either a conscious or subconscious level.

Orange is the color of social communication and optimism. From a negative color meaning it is also a sign of pessimism and superficiality.

In the meanings of color in color psychology, yellow is the color of the mind and the intellect. It is optimistic and cheerful. However it can also suggest impatience, criticism and cowardice

Green is the color of balance and growth. It can mean both self-reliance as a positive and possessiveness as a negative, among many other meanings.

Blue is the color of trust and peace. It can suggest loyalty and integrity as well as conservatism and frigidity.

Indigo is the color of intuition. In the meanings of colors it can mean idealism and structure as well as ritualistic and addictive.

Purple is the color of the imagination. It can be creative and individual or immature and impractical.The color meaning of turquoise is communication and clarity of mind. It can also be impractical and idealistic. The color psychology of pink is unconditional love and nurturing. Pink can also be immature, silly and girlish. In the meaning of colors, magenta is a color of universal harmony and emotional balance. It is spiritual yet practical, encouraging common sense and a balanced outlook on life. The color brown is a serious, down-to-earth color that relates to security, protection and material wealth. From a color psychology perspective, gray is the color of compromise - being neither black nor white, it is the transition between two non-colors. Silver has a feminine energy; it is related to the moon and the ebb and flow of the tides - it is fluid, emotional, sensitive and mysterious. Gold is the color of success, achievement and triumph. Associated with abundance and prosperity, luxury and quality, prestige and sophistication, value and elegance, the color psychology of gold implies affluence, material wealth and extravagance. White is color at its most complete and pure, the color of perfection. The color meaning of white is purity, innocence, wholeness and completion. Black is the color of the hidden, the secretive and the unknown, creating an air of mystery. It keeps things bottled up inside, hidden from the world.

SSC01_Children Routines 7

Act 1.11. SpeakingFree answer

Choose one of the photos and describe it to your partner. Tell him/her about the weather, the temperature, the season and where it takes place.

A B

C D

E F

SSC01_Children Routines 8

ACTIVITY 2/ SUGGESTIONS

SSC01_Children Routines 9

Activity Time Suggestions Groups

Act 2.1 15’The first time they hear the song they have to write the actions and the objects related to every routine. Then we correct them, for the

second time they have to sing the song doing some mime.

Individual/ Big

group

Act 2.2 15’

First of all we could pronounce the routines and they have to repeat them. Then they have to translate and answer the questions. We

could make them some questions related to daily routines and if they if have already done it they have to clap their hands once, but if they

haven’t they clap their hands twice. This method could be done with children.

Big group

Act 2.3 15’They could speak in groups of 3 people describing all the routines they normally practice. Then they talk about what routines do children

and they have to write them in order. Then we could correct all together.3 people

Act 2.4 5’ We could use dictionaries. When they finish we correct all together. Individual

Act 2.5 10’ We could do it individually or in pairs. Then we correct it all together. Individual

Act 2.6 60’Before starting with the reading we could ask our students about the benefits that telling stories has. Then we could read out together and

then they could read it again individually and write the main ideas. After this they could share their answers.3-4 people

Act 2.7 20’They have to read the story “Little Red Riding Hood” and try to fill the gaps. Then we watch the video without the subtitles and they have

to check their answers. We could put it for second time with the subtitles.

Individual

Act 2.8 10’First of all they have to search for past irregular and regular verbs and then they have to complete the present and participle. We could

correct in the blackboard.Individual

Act 2.9 60’We could do groups of 5 people and everybody has to play one role. They have to learn the text and act. They could represent twice in

different days to improve their representation.

Groups of 5

people

Act 2.10 30’ Depending on the level of our students we could review the past tense with all the group or just giving them the link to do it at home. Individual

Act 2.11 30’

For first time we could read out the story “ The three little pigs” and then the students could read it again. They could answer the questions

individually and then sharing their answers in groups. Finally every group will read their answers and they will write them in the

blackboard.

Individual 3

people

Act. 2.1 5’ They have to match the adjectives with the characters and then we correct all together. Individual

Act 2.13 45’ They have to write their story and read it out. They could also prepare some drawings. Individual

Act2.14

60’ Class quiz. This activity is a revision of the two units. 4 people

ACTIVITY 2/ KEYS

Act 2.1 Listen to the following song and sing it twice. First write the daily actions that you hear and then the objects that you watch on the video.

Daily routine song http://www.youtube.com/watch?v=eUXkj6j6Ezw

- Wake up: an alarm clock , sun

- Wash my face: towel, bathroom

- Brush my teeth: brush, toothpaste, cup,

- Comb my hear: comb, mirror

- Have breakfast: cereals, orange juice, fried egg

- Go to school: backpack, school

Act 2.2 Read the routines list and translate them to Catalan. Then answer these questions.- If it’s necessary use the online dictionary.

Online dictionary: http://www.wordreference.com

English Catalan Questions

Wake up Despertar-se What time do you usually wake up? Do you need an alarm clock?

Get up Aixecar-se What is the first thing you do when you get up?

Have a shower Dutxar-se When do you have a shower? After getting up or before go-ing to sleep?

Have breakfast Esmorzar What do you eat for breakfast?

Drink Beure What do you usually drink when you go out?

Watch TV Veure la tv Do you watch TV every day?

Go to bed Anar a dormir What time do you go to bed?

Sleep Dormir How many hours do you usually sleep?

Go back home Tornar a casa What time do you go back home during the week? And at the weekend?

Get undressed Desvestir-se Have you ever slept without getting undressed?

Go to work Anar a trebal-lar

How do you get to work? By car? Walking? By bus? By bicy-cle?

Brush my teeth Rentar-se les dents

How often do you brush your teeth?

Comb my hair/ brush my hair

Pentinar-se Do you often brush your hair?

Put on Posar-se la roba

Do you put on clothes just after getting up?

Put on make-up Maquillar-se How often do you put on make-up?

Shave Afaitar-se How often do you shave?

Dry my hair Secar-se els cabells

Do you usually dry your hair after washing it?

Have dinner Sopar What’s your favorite dinner?

Cook Cuinar Do you like cooking? What's your specialty?

Get dressed Vestir-se How do you usually get dressed to stay at home? And to go out?

Act 2.3 Speaking. Free answer

What routines do you usually do? Ask your partner about the routines he/she does. Use the the table below.

Which ones of these routines do children do at school? Talk to your partner and write them in order.

Act 2.4.Write other possible daily routines that children do at school.Some examples:to go to the playground, to have breakfast, to make a drawing, to have lessons, to have a nap, to learn English, to sing songs...etc.

Act 2.5 Put in order and write the time that every activity is done in the kindergarten.

a) Get ready to go home 7 - 4 pmb) Dismissal 8 - 4:30 pmc) Have lunch 5 - 1 pmd) Rest 6 - 2 pme) Morning meeting 1 - 9:15 amf) Wash your hands and your face 4 -11 amg) Do the activity 2 - 9:30 amh) Free time 3 – 10:15 am

Act 2. 6. Telling stories.

Telling stories is one of common activities we do at school. Not only children love them but they could be used to work language, the logic-mathematical concepts, and body language etc.Read the text below and sum up the main ideas. Then read them out and share them with your classmates.

http://www.prokerala.com/kids/activities/storytelling-to-children.php

Free answer

Act 2. 7. Little Red Riding Hood

Little Red Riding Hood is one of the traditional loved stories that we still tell children. Try to fill the gaps without watching the video. Then check your answer with the video.

http://learnenglishkids.britishcouncil.org/en/short-stories/little-red-riding-hood

Little Red Riding Hood lived in wood with her mother. One day Little Red Riding Hood went

to visit her granny. She had a nice cake in her basket. On her way Little Red Riding Hood met a wolf “Hello!” said the wolf. “Where are you going?” “I’m going to see my grandmother. She lives in a house behind those trees.” The wolf ran to Granny’s house and ate Granny up. He got into Granny’s bed. A little later, Little Red Riding Hood reached the house. She looked at the wolf. “Granny, what big eyes you have!” “All the better to see you with!” said the wolf. “Granny, what big ears you have!” “All the better to hear you with!” said the wolf. “Granny, what a big nose you have!” “All the better to smell you with!” said the wolf. “Granny, what big teeth you have!” “All the better to eat you with!” shouted the wolf. A woodcutter was in the wood. He heard a loud scream and ran to the house. The woodcutter hit the wolf over the head. The wolf opened his mouth wide and shouted and Granny jumped out. The wolf ran away and Little Red Riding Hood never saw the wolf again.

Act 2. 8 Grammar activity. When we tell stories we usually use past and present simple. Search in the text 10 verbs in past tense. Are they regular or irregular? Write them in the correct column and fill the table. Here we have some of them.

Present Regular verbs Irregular verb Past ParticipleLive Lived lived

Go went gone

Have/has Had had

Say said said

Run ran ran

Shout Shouted shouted

See Saw seen

Eat Ate eaten

Get Got Got

Act 2.11 The three little pigs.

Read the text and answer the questions:

- How do we start to tell a tale?

Once upon a time

- What materials did the pigs use to build their houses?

They used straw, sticks and bricks.

- Describe the three pigs and the wolf. Use adjectives.

The youngest pigs were very lazy, they didn’t spend many time building their houses. They spent their time dancing and singing.

The oldest pig is very hardworking and responsible.

- The wolf is wicked and furious.

- Which is the tense used in the story?

- Past tense

- Write the new vocabulary you’ve learned.

Free answer

- What is the moral of the story?

- The more effort you make the better results you can get.

What of the stories did you like when you were a child? Why?

- Free answer

Act 2.12 Match the characters with the adjectives that define them better.

Act 2.13 Write a story talking about the daily children routine. Use the present simple. Read it out.

Free answer

Act 2.14 Class quiz

We are going to create and take part in a contest about the routines that we have worked in these two activities.

1. Work in teams of four people 2. Create 2 multiple choice questions about both activities each group.

For example:

1 When it’s rainy and sunny…a. There’s thunderstormb. It’s overcastc. The rainbow raises d. It’s foggy

2 To get the green colour we need…a. Blue and yellow b. Red and yellowc. Purple and redd. Orange and yellow

3. Write the question on the piece of paper your teacher is going to give you.4. Present your questions in turn. 5. Answer the questions in turn.

Adjectives Characters

Lazy The younger pig

Furious The wolf

Hardworking The older pig

Brave The woodcutter

Scared Granny

6. Discuss why only one of the answers is correct.