Task 3 - Design Reading Activities - Sara Herves Fernández

Asignatura Datos del alumno Fecha
Advanced Didactics of Apellidos: Herves Fernández

02/12/23
the English Language Nombre: Sara
Task: Design reading activities
Choose an appropriate written text you can use for three activities. You can choose
a text online or any written text from a book or other source (remember to include it
in the task sheet).
Objectives
In this activity you will have the opportunity to:
 Revise and apply the theoretical contents included in unit 5 and 6.

 Reflect on how to exploit a written text.
 Design interactive activities to work on reading comprehension.
 Work with a text in three different ways.
Description of the assignment
Design and explain in detail three activities with the same text and the same group
of students:
 One activity to work the text as a linguist element (TALO).

 One activity to work the text as a vehicle of information (TAVI).
 One activity to use the text as a stimulus for production (TASP).
© Universidad Internacional de La Rioja (UNIR)
Your activity must include:
 A brief description of the target group.

 Length of time for the activity.
Unit 6. Practical cases 1

02/12/23
 Materials used (include appendixes if necessary).

 Classroom arrangement.
 Detailed lesson’s procedure: explain all the steps you will follow, explain how you
would present the activity, what you will do and say, what you expect your
students to do, and their possible outcomes.
 An explanation of the type of activity (TALO, TAVI, TASP) you are developing.
Assessment criteria
 The task fulfils all the objectives.

 The task follows the steps described, especially regarding the lesson’s procedure.
 The task presents original ideas.
 The task is well supported by additional material.
 The task follows APA style and shows cohesion and coherence. Academic style.
 Spelling or grammar mistake (per mistake) -0.05.
 Sense mistake (per mistake) -0.10.
Length: 3-10 pages (including annexes if necessary). Calibri 12, 1.5 line spacing.
The three activities that I have designed are aimed at children in 4th year of Primary
B. It is a class with 27 children with different levels of learning but even so they do
not usually present great difficulty when it comes to understanding the contents and
carrying out the activities. Moreover, we have a girl with ADHD and a repeater. None
of them have a curricular adaptation and can carry out the activities like the rest of
their classmates.
In the three proposed activities, the students have an active role.
The three activities last three sessions, 45 minutes long, since each one begins with
the learning routine.

02/12/23
Our learning routine lasts about 5-8 minutes, the first activity lasts 35-40 minutes
(with brainstorming), the second activity carried out on the second day lasts a 45-
minute session, with the learning routine included. The last activity also lasts 45
minutes (with the learning routine included), since as I will explain later, the students
go to the computer room and the computers have to be turned on.
As our classroom is very large, two of the activities that will be explained below, have
been developed within the classroom. Conversely, the third activity has been
developed in the computer classroom.
Before beginning the explanation of the activities, I would like to explain that, as
Halloween is approaching and we are going to have a parade with all the students
and teachers dressed in costumes and then a costume contest, their interest at this
moment is all anything related to Halloween.
Below I explain the activities that I do in three sessions of 45 minutes each.

As we always have the English subject either before recess which the children begin
to be tired or after recess, so they are very nervous, we start with mindfulness and/or
yoga as our learning routine. To do this, we have placed ourselves in a large circle.
Teacher: Good morning guys! How are you today?

Children: Good morning teacher. Good!
Teacher: I hope you have learned something.
Children: Yes!!!
Teacher: Okay, like every day, we are going to relax and place ourselves in a big circle
and do mindfulness.
Once all the children are arranged in a circle, I stand in the middle of them and sit on
the floor.

02/12/23
Teacher: Ok, let's sit on the floor and stay silent for a few seconds. Now let's start
with the elephant. We slowly raise our right hand and place it in front of our nose
while we breathe in, as if it were the elephant's trunk, we wait a few seconds and
lower it, expelling the air. We slowly raise our left hand and place it in front of our
nose while we breathe in, as if it were the elephant's trunk, we wait a few seconds
and lower it, expelling the air.
Children: The children look at each other and sometimes a few laughs escape them.
Now let's go with the ears. We raise our right arm while breathing in and touch our
right ear. After a few seconds we lower our arm while expelling the air. We raise our
left arm while breathing in and touch our left ear. After a few seconds we lower our
arm while expelling the air.
*All of this is repeated once again, always accompanied by the teacher.
Teacher: Very good, now we all stand face down and we are going to start with the
snake posture. First we place our palms near our shoulders. We take a breath and
press towards the ground with both hands, raise our head and chest at the same time
and release the air between our teeth (through the mouth) making the sound of the
snake (sh, sh, sh, sh...). We maintain the posture for five seconds. Now we return to
our initial position, face down.
*All of this is repeated two more times, since more time begins to become tiresome
and they lose interest. It is always done accompanied by the teacher.
*For the snake posture we have based ourselves on the explanation in the following
video: https://www.youtube.com/watch?v=2ynxTDloqBo
Teacher: Now I am going to explain to you what we are going to do today. Since I
know you are very excited about the topic, today we are going to work on Halloween
based on three activities that we carry out over several days. First of all, let's

02/12/23
brainstorm on the board to see what we know about the topic. You are going to go
out one by one to write something you know about Halloween.
*While they are writing their ideas (words, phrases, drawings...), I am handing out a
poem to each one about Halloween where the first activity appears behind.
Teacher: Very good! Now that we have finished brainstorming, do you see that each
of you has a text on your table? It is a poem about Halloween. You are going to read
it silently and try to understand it. When you finish, you turn the poem over and,
behind it, you have your first activity. It consists of filling in both the crossword
puzzle and the phrases that appear below (both made by me) with words that appear
in the poem.

02/12/23
The same words from the crossword puzzle are the ones you have to use to place
them in the sentences.

02/12/23

02/12/23
Teacher: We have to write all those words that we don't know in our cauldron-shaped
cut-out book.
Teacher: You have worked very well today and you have been very attentive to the
text and the activity. Good job! We will continue in tomorrow's class!
This is the TALO activity (text as a linguistic object) because the students work on
Halloween vocabulary by doing the crossword puzzle and completing the sentences
with the vocabulary words and meaning of new words that they write in the cauldron.
They decode all the words themselves.
Students work individually both on reading the text and on completing the crossword
puzzle, sitting at their tables arranged in rows. The previous brainstorming is done in
groups on the blackboard to see the knowledge that the students have on the topic.


02/12/23
Teacher: Okay, like every day, we are going to relax and place ourselves in a big circle
and do mindfulness. (The same dynamic explained above is repeated)
Teacher: Now we are going to continue with yesterday's class. For this we will need
the text of the Halloween poem.
You are going to read the text again silently and, then, you are going to copy the
following questions that I am going to put on the board. You must answer them by
writing very simple answers, that is, in a single sentence.
You can discuss them with the partner you have next to you and then write the
answer on the sheet.
*While they read the text silently, I write the following questions on the board to
work on the second activity:
1. Do you like Halloween?
2. What do you like most about Halloween?
3. What is your favorite Halloween costume?
4. Write at least two different customs that are used on Halloween.
5. What food is used on Halloween?
Child 1: What is the difference between costume and custom?

Teacher: Ok! It’s a very good question. A costume is a style of clothing that we wear
for a special occasion, in this case for Halloween, and a custom is the usual way of
acting that a person has. Do you undesrstand now?
Child 1: I think so.
*Once the students read the text again and copy the questions, they begin to talk to
the partner next to them to answer them on the sheet of paper.

Some students speak in Spanish because there are words that they do not know how
to say in English.

02/12/23
Teacher: Do you already have the answers?

Children: yes!
Child 2: Not all.
Teacher: While some classmates finish writing, I am going to name question by
question and each of you is going to read to your classmates what your answer was
(one at a time).
Teacher: Ok guys! You have done a good job. We will continue in tomorrow's class in
the computer room!
This is the TAVI activity (text as a vehicle for information) because the students
analyse the global meaning of the text through individual reading of the poem and
compare the culture of the British with ours in the celebration of Halloween, in
addition to working on the culture through simple questions which are later
presented to the rest of their classmates. The knowledge they have of the world is
put into practice, in this case of the celebration of Halloween.
Students work individually reading the text and in pairs when they reason and answer
simple questions, sitting at their tables arranged in rows. Finally, each person
presents their answers to the rest of their classmates.

Teacher: As I told you in the last class, today we are going to the computer room. But
for this you must be silent because they are teaching next door.
I need you to take the Halloween poem, the case and a sheet of paper to write on it.
Now we are going to form a line to go to the other classroom. Once there you can sit
with the partner you want.

02/12/23
*Once they are seated in groups of five (the arrangement of the tables in that
classroom is like this) and each one has a computer, I explain to them what today's
activity will consist of.
Teacher: You will wonder why we are in the computer classroom today. I am going
to explain to you what the activity you are going to do today consists of.
First of all you must read the Halloween poem again. Next, you have to focus on a
specific food that appears in the text. It doesn't have to be written in word form. Once
you have identified it, you should look for a ready-made recipe or ideas to make your
own recipe that includes that food that appears in the text, of course in English. The
recipe must be related to Halloween, which is the topic we are working on, it is not
worth making a stew.
*The students begin to read the text. The recipe they must create has to include
pumpkin. This food does not appear in the text in word form but through an image.
*From time to time I see that a student searches for something that is Spanish.
Teacher: If someone finishes first they can make a drawing of their recipe.
*Some write a recipe found directly from the internet while others put their
imagination into practice and just get some ideas. ideas that later become their own
when they adapt their own recipes.
*When each student has written his or her own recipe, it is read to the rest of the
classmates.
Teacher: To finish with the class, I liked your recipes so much that I am going to create
a recipe book. It will always be on my table and, if one of you wants to take it home
one day to prepare a recipe that a colleague has written, you can do so.

02/12/23
Teacher: Ok children, you have done a fantastic job today. See you in the next class!
Bye bye!
This is the TAPS activity (text as a stimulus for production) because the students use
the text of the poem as a starting point to carry out the activity. Then there is a search
for information, in which the reading skill is put into practice and, finally, that
information is read to classmates.
Students work individually both reading the text and searching for information.
Finally, each person reads their personal recipe to the rest of their classmates.
References:
Halloween night when the witches run. Github.Io. Retrieved November 30, 2023,
from https://adowlin.github.io/spookathon-team7/
Online puzzlemaker. Discoveryeducation.com. Retrieved November 30, 2023, from

https://puzzlemaker.discoveryeducation.com/
Pin on Halloween. Pinterest. Retrieved November 30, 2023, from

https://www.pinterest.es/pin/halloween--81557443244193326/
Smile and learn (2019, May). Yoga for kids – The cobra pose – Yoga practice tutorial
[Video]. Link: https://www.youtube.com/watch?v=2ynxTDloqBo

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Asignatura Datos del alumno Fecha

Advanced Didactics of Apellidos: Herves Fernández

Task: Design reading activities

In this activity you will have the opportunity to:

 Revise and apply the theoretical contents included in unit 5 and 6.

Description of the assignment

 One activity to work the text as a linguist element (TALO).

Your activity must include:

 A brief description of the target group.

Unit 6. Practical cases 1

 Materials used (include appendixes if necessary).

 The task fulfils all the objectives.

In the three proposed activities, the students have an active role.

Unit 6. Practical cases 2

Below I explain the activities that I do in three sessions of 45 minutes each.

Teacher: Good morning guys! How are you today?

Unit 6. Practical cases 3

Unit 6. Practical cases 4

Unit 6. Practical cases 5

Unit 6. Practical cases 6

Unit 6. Practical cases 7

Teacher: Good morning guys! How are you today?

Unit 6. Practical cases 8

Child 1: What is the difference between costume and custom?

the partner next to them to answer them on the sheet of paper.

Unit 6. Practical cases 9

Teacher: Do you already have the answers?

Teacher: Good morning guys! How are you today?

with the partner you want.

Unit 6. Practical cases 10

Unit 6. Practical cases 11

Online puzzlemaker. Discoveryeducation.com. Retrieved November 30, 2023, from

Pin on Halloween. Pinterest. Retrieved November 30, 2023, from

Unit 6. Practical cases 12

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