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Group members:
Laura Esther Medina Quintana, Aday Santana Medina, Iraya Ramírez Espinosa and Patricia Blanco Medina.

Presentation link:
https://view.genial.ly/63e144872630ff00124d9971/presentation-presentacion-perretes

1. Type of resource The type of resource that we are going to work on with this activities are the flashcards.

2. Skills to be developed (speaking,
listening, writing, reading, interaction)
3. Grade and students’ age
The skills we will develop will be speaking, spoken interaction and listening. Because the
students will have to communicate (taking both roles: speaker and listener) and
understand/follow instructions given by the teacher. Moreover, students will work on their
reading skills when reading some sentences, they will be shown on the board as a guide, as
well as when reading the actions on the flashcards.
These activities are designed for 2nd cycle of Primary Education, to be specific 4th year
students. Therefore, they will be 9-10 years old.

4. Number of students This class consists of 25 students, none of the students have learning disabilities.
We are working at a state school.
5. Topic
6. Title of the task
7. Activity description (including
chronology, pre-activities, post-activities)
We are going to be working on the daily routines, and the parts of the house as a secondary
topic.
“What do you do everyday?”
Pre-activity (10 minutes):
We are going to play a song about the daily routine. The lyrics of the song will repeat the
actions of a common routine several times, making gestures of each one of them
simultaneously. We will play the song three times. At the beginning the students will only
listen to the song, the second time they will have to sing and make gestures. The last time,
we will play the audio without the music. Therefore, the children will have to sing the
complete song, they will have the video as support and the teachers will be also there to guide
them.
https://youtube.com/watch?v=qD1pnquN_DM&feature=shares
Main activity (20 minutes):
In this main activity, the teachers will create a “house” in the classroom. In order to achieve
our objectives with this activity, the students are going to see four different parts of the house
(kitchen, bathroom, bedroom, living room) with real objects (Realia). First of all, the teacher
is going to ask for a volunteer to read one of the sentences on the board (In the kitchen I..., in
the bedroom I..., in the living room I..., in the bathroom I...). Then, the teacher will show
him/her 3 flashcards of 3 different actions of the daily routine (for example, brush my teeth,
have breakfast, watch TV), the student has to take the one that matches the sentence he/she
read, go to the part of the class where that room is recreated and act out/mime the action with
the objects. The rest of the pupils should guess what the action is he/she acting. This activity
will be very intuitive because they are going to see the action in the flashcard, and they are
going to be able to establish the relation with the real objects of our daily routines.

8. Basic knowledge
9. a) General objectives (purpose(s) of the
task
b) Linguistic objectives (grammar,
vocabulary, pronunciation…)
c) Learning outcomes
Post activity (10 minutes):
In pairs they will play the game “Gestures”. We will give them flashcards with actions of the
daily routine, that we have been working on during the class. Firstly, one of them will have
to pick a card and without showing it to the other, he/she must make the action of the verb
that is on the card. The other student should guess the action by seeing the gestures. Once he
has guessed, they will have to switch rolls. The one who is making the gestures cannot speak.
This group of activities will be done in 1 session.
As we will be working on the vocabulary of "daily routine” and using visual support, a high
level of English and advanced vocabulary is not required. However, the students should be
able to follow simple instructions and understand simple words, as well as creating simple
sentences.
a) General objectives:
Differentiate the parts of the daily routine.
Gain confidence speaking up in class.
Enhance listening comprehension.
Create a safe environment in class.
Develop and improve interaction between peers.
b) Linguistic objectives (grammar, vocabulary, pronunciation…)
Be able to form correct grammatically phrases about their daily routine.
Review house vocabulary.
Practice the present simple.
Improve pronunciation and intonation.
c) By the end of this activity learners will be able to...
Talk about their daily routine and ask questions to someone else about theirs.
Be more confident when talking in the target language.
Know more useful vocabulary.
Develop better comprehension.
 Create grammatically simple structures.

10. Interaction (the level of participation
we want to achieve with the students
and how students must interact with
each other)
In this session there will be different types of interaction, so there will be a high level of it:
The pre activity will be carried out with the whole group.
Individually when doing the main activity.
In pairs, in the post activity.

11. Class management resources During the pre-activity, each student will be sitting in his/her seat and the teacher will be
(organization of space, classroom set playing the video.
up, teachers and student´s place,
setting) In the main activity the class will be, once again, sitting on their places but this time, we will
arrange the class in four different parts of a house (Livingroom, bedroom, kitchen, toilet)
with real objects (Realia). Then, we will ask for volunteers to stand up and go to the different
zones depending on the actions.

When the post-activity takes place, students should be standing in pairs, around the class.
The teacher should walk around the class to supervise and check if they are doing what they
are meant to do.

When giving the instructions for each task, the teacher should be at the front of the class so
everyone can see and hear correctly.
12. Use of TPR (total physical response) The total physical response will be used because the main activity will be developed using
method TPR and flashcards. We will ask the students to act depending on what they see in the
flashcards in order to create a fun environment in which students are going to easily identify
the daily routines by the use of the flashcards, TPR and Realia.
13. Key competence(s) The key competences that we are going to work on are:
• Linguistic Competence (LL)
• Personal, Social and Learning to Learn competence (PSL2L)
• Plurilingual Competence (UPF)
• Civic Competence (CC)
14. Specific competence(s)
15. Material needed (include visuals)
16. Global issues
17. Instructions to students
18. Evaluation (insert a rubric)
C1: Making use of different strategies and methods that make students able to understand
oral and written texts about their daily life environment, in the target language.
C2: Produce simple, structured and comprehensible texts using planification and
compensation strategies in order to express brief messages related to immediate needs and
answering to daily communicative purposes.
C3: Interact with other people using daily expressions with cooperative strategies and
analogic or digital resources in order to respond to immediate needs about their interests in
respectful communicative exchanges considering the politeness rules.
For this task we will need: flashcards (about the daily routine), a computer and projector to
show the different backgrounds of the rooms in a house, and to play the song of the pre-
activity. Moreover, a few objects like a pillow, a toothbrush or an apple, to recreate a house
in the class, for the main activity. As well as some desks and chairs for the rooms.
In this lesson we are going to work briefly on gender equality. We will use the daily routines
to show and to explain that the father, as well as the mother, can carry out any type of
housework. The students will have to say their opinions and they will develop critical
thinking.
“Good morning, guys! Today we are going to imagine that we are in our houses, and we are
going to share what we do every single day, but first we are going to sing a song about our
daily routines. Are you a good singer? After that, I have prepared a game, you will have to
concentrate and run a little bit, are you excited? At the end of the class, we will play another
game in which you have to guess something that we are going to explain later, but I am sure
that you will love it. Any questions? Shall we start?”
Go to appendix number 1.