TASK 3

Carolina Félix AlfonsoLourdes Flores Castillo Elisa Del Rosal Sánchez

TASK 3

LISTEN AND DO

TEACHING AND LEARNING ENGLISH

3º Educación Primaria Grupo 1 Prof. David Sotoca Fernández Curso 2023 - 2024

1. Introduction

6. Bibliography

2. First cycle

3. Second cycle

4. Third cycle

5. Conclusions

CONTENTS

• This Task 3 focuses on the preparation of three activities to be conducted in our future Primary Education classes as English teachers.
• The primary goal of these games is to enhance speaking skills.
• Thoughtfully designed to cater to the unique stages of Primary Education.
• These "listen and do" activities offer a wide range of benefits:

• Opportunities for exercise in the classroom
• The fostering of teamwork and cooperation
• The boost in students' confidence and self-esteem
• The maintenance of students' interest

• The enhancement of listening skills
• Improved focus and concentration
• The promotion of interactive learning
• Contributions to language acquisition
• The development of problem-solving skills

INTRODUCTION

What time is it, Mr. Wolf?

Materials

FIRST Cycle

Specific objectives

General objectives

What is this game about?

It's an enjoyable classroom activity in English. This game provides an entertaining way to practice English and learn about telling time. It’s called What time is it, Mr. Wolf?

What time is it, Mr. Wolf?

FIRST Cycle

• However, if the wolf declares, It's lunchtime! It's a signal for the children to run and avoid being caught, as the wolf intends to have them for lunch.
• The first child to reach the wolf is the winner!
• The role of the wolf can be taken on by either the teacher or one of the children.

• The wolf stands at one end of the room, while the other children stand at the opposite end. The non-wolf children ask, What's the time, Mr. Wolf? The wolf responds with a specific time or part of the day, like It's one o'clock.
• The children then take a step forward, getting closer to the wolf. If the wolf says, It's two o'clock, the children take two steps forward.

FIRST CYCLE

What is this game about?

No material is needed, just a large area to play the game.Although, for greater ease for the students, the "wolf" can hold a clock to show the marked times.

MATERIALS

• Recognize the communicative value of the language you are learning.
• Use the new language to communicate with teachers and classmates.
• Support speaking skills.
• Be able to understand some words related to the game such as the different times of the day.
• Be able to tell the different times of the day.

OBJECTIVES

FIRST CYCLE

• It’s important to start with a simple command like, Simon says, jump.
• Demonstrate the action yourself while saying it aloud, and make sure all kids follow along.
• This reinforces the connection between listening and speaking.
• It’s vital to add a speaking component.
• After the kids have successfully followed the command, ask each one to say something related to the action.
• For example, if the command was Simon says, jump, they can say, I jumped high!, or I love jumping.

SECOND CYCLE

What does this game entail? This game could be an effective and enjoyable way to improve speaking skills in kids, specifically it’s suitable for 9-year-olds. This activity is called Simon Says with a Twist, it engages children in active listening, speaking, and following instructions.

• It’s highly recommended to add more complex commands as the game progresses.
• Simon says, clap your hands. Kids respond with something like, I clapped my hands loudly!
• Simon says, touch your toes. Kids respond with something like, I touched my toes with my fingers!
• Simon says, hop on one foot. Kids respond with something like, I hopped on one foot like a kangaroo!

SECOND CYCLE

After getting the hang of playing this version of the game,

Finally,

• You can include commands where you don't say Simon says before.
• If you give a command without Simon says, the kids should not perform the action or speak,
• Moreover, you can rotate the leader, allowing each child to take turns being the leader (Simon) and giving commands while the others respond and speak.

SECOND CYCLE

It’s only needed a group of kids (at least two players), and some space to move around.

To improve speaking and listening skills while having fun.

• Keep the commands age-appropriate and consider the physical abilities of the children.
• Encourage kids to use full sentences when responding to commands.
• Praise their efforts and creativity in their responses.
• Make it a relaxed and enjoyable experience, emphasizing that mistakes are okay and part of the learning process.

THE MAIN OBJECTIVE

MATERIALS

TIPS

• Explain to the students they will be exploring hypothetical scenarios which involve imagining “what if” situations.

• Emphasize there are no right or wrong answers, as they should use their creativity and reasoning skills to respond.

What if...?

THIRD Cycle

who should give an answer. Then the game will continue clockwise, with each student providing their own imaginative response to the scenario.

• After each student shares their answer, we’ll encourage a brief discussion asking them questions like, “Why do you think that could happen?” or “How would that change the world as we know it?”.

• Prepare a list of hypothetical situations. To do this, each child will have to write one on a piece of paper and introduce it into a box the teacher will provide. These can be related to science fiction, history, everyday life, or any interesting topic. For example, “What if humans could fly?” or “What if dinosaurs never went extinct?”.
• Tell the students to sit in a circle. One of them will take a piece of paper and will read the “what if” question is written on it. They will start by asking one classmate

third CYCLE

They are just a piece of paper and a box

MATERIALS

• Improve creative thinking and speaking and listening skills.
• Encourage problem solving and critical thinking.
• Enhance communication and reasoning abilities.

THE MAIN OBJECTIVES

Third CYCLE

Teachers should create a positive and dynamic learning environment that encourages active participation, and builds confidence

The ability to communicate effectively in a foreign language opens doors to countless opportunities and enriches one's overall education.

CoNCLUSIONS

This task serves as a valuable opportunity for us to develop engaging and effective activities for Primary Education classes.

• As future educators, it's our responsibility

The main objective of improving speaking skills is not only commendable but also highly relevant in today's educational context.

• Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17. https://www.jstor.org/stable/32209
• Dalvinder, K., & Abdul, A. (2020). The use of language game in enhancing students’ speaking skills. International Journal of Academic Research in Business and Social Sciences, 10(12), 687-706. https://cutt.ly/7wWlXgY0
• Huri, A., & Sezgin, Z. (2020). Effects of the educational games on primary school students’ speaking skills and speaking anxiety. Journal of Theoretical Educational Science, 13(4), 685-700. https://doi.org/10.30831/akukeg.707517
• Hussain, S. (2017). Teaching speaking skills in communication classroom. International Journal of Media, Journalism and Mass Communications, 3(3), 14-21. 3.pdf (arcjournals.org)
• Seaton, J. y. S. (2010). Games in English for the classroom. Twinkl. https://www.twinkl.es/blog/juegos-en-ingles-para-el-aula
• Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language (Vol. 1). Oxford University Press.
• Smith, S. (2017). Games in English for children from 6 to 12 years old. British Council. https://www.britishcouncil.es/blog/juegos-ingles-primaria
• Syafii, M. L., Kusnawan, W., & Syukroni, A. (2020). Enhancing listening skills using games. International Journal on Studies in Education (IJonSE), 2(2), 78-107. ISTES (semanticscholar.org)
• Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning. Cambridge university press.

Bibliography

THANK YOUFOR YOUR ATTENTION

TEACHING AND LEARNING ENGLISH

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