DESCRIBING DAILY ACTIVITIES/LIKES AND DISLIKES

LUZ ANGELA CHINOME AVENDAÑO

UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

ESCUELA DE CIENCIAS HUMANÍSTICAS Y DE EDUCACIÓN

LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN MATEMÁTICAS,

HUMANIDADES Y LENGUA CASTELLANA

CREAD - DUITAMA

2019
 DESCRIBING DAILY ACTIVITIES/LIKES AND DISLIKES

LUZ ANGELA CHINOME AVENDAÑO

PRESENTADODO A LA PROFESORA: DORIS ELIANA BOHORQUEZ

UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

ESCUELA DE CIENCIAS HUMANÍSTICAS Y DE EDUCACIÓN

LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN MATEMÁTICAS,

HUMANIDADES Y LENGUA CASTELLANA

CREAD - DUITAMA

2019
 INTRODUCTION

in the following work, each of the learning strategies will be analyzed, which are
defined as the processes through which the skills addressed in planned activities are
chosen, coordinated and applied to achieve learning. These are the processes that allow
the achievement of a proposed goal. It can be said that the learning strategies have the
following characteristics:

They are procedures. They can include several specific techniques, operations or
activities.
They pursue a service purpose: learning and solving academic problems and / or those
other aspects related to them.
They are sociocultural instruments learned in contexts of interaction with someone who
knows more.
 OBJECTIVES

 Describe your daily routine using the frequency words.

 Write and talk about their preferences, likes and dislikes.
 Describe, orally and in writing, the preparation of a recipe using quantifiers
 Ask for and give information about real communication situations.
 Identify and design teaching activities according to direct and indirect strategies.
“GOING TO”

LEARNING STRATEGIES

 DIRECT

MEMORY STRATEGIES

These strategies specialize in the memory of what they have learned in the
language, they are intellectual actions that focus on the creation of links that favor
the memory of information.

ACTIVITY
This activity is to memorize new vocabulary

There are several expressions, try to memeorize them.

 Match the images with the words

I am going to study.

He is going to watch a movie

We are going to go to a party.

They are going to buy a new house.

She is not going to talk about it.

My family is going on vacations in summer.

_________________ __________________
__________________ ____________________

__ _________________ ___________________

COGNITIVE STRATEGIES

Intellectual actions implemented to reflect on one's own learning, analyze and

synthesize what has been learned.

ACTIVITY

find in the soup of letter, the form of the verb to be, accompanied by the expression that
goes to ...
COMPENSATORY STRATEGIES

Include the use of actions such as guessing / guessing the meaning of what is
communicated in the foreign language through the use of clues

ACTIVITY

 activity called the hanged

Play the game Hangman to improve your vocabulary and spelling in English.
INDIRECT STRATEGIES

METACOGNITIVE STRATEGIES

These strategies allow the student to direct their own learning and the actions to be
undertaken for it.

ACTIVITY DENOMINATED “STAIRS OF METACOGNITION”

What other occasions can i use it?

For what it has served me?

How i have learned?

I’ve learned?
AFFECTIVE STRATEGIES

These strategies help you identify and effectively manage your feelings,
motivations, interests and emotions.

ACTIVITY
CREATE YOUR OWN EMOTIONS DICTIONARY:

It consists of taking several photographs with people, children or characters expressing

a wish or dream they want to make in the future.

the photographs will be pasted in a notebook and the name of the emotion that each one
represents will be written very large, and how it manifests physically in our body, what
is born, what we are told, what makes us feel, what we can to feel,

happiness

I'm not going to play soccer in the park sad

SOCIAL STRATEGIES

Allow to see, in the learning process, the role played by interaction with others

ACTIVITY

MUSICAL HUGS

Objectives: belong to a group and enrich social relationships.

Materials: musical instrument
Development: Music plays at the same time as the participants dance, When the music
stops, each person embraces another. The music continues, the participants dance again
(if they want, with their partner). The next time the music stops, three people hug each
other. The embrace is getting bigger, until you reach the end. (At all times no child can
be left without being hugged.

MY DAILY ROUTINE

MORNING

I wake up at five and quarter

I brushes my tecth

I drink coffe

I take a shower

I take breakfast whith bread chocolate and eggs

I combs my hair

I go out at six a half

AFTERNOON

I start working at eight oh five.

I organize my work agenda

I make to workers at nine oclock.

I talk about ot personal protection

At a quarter to twelve, I perform active breaks in the company

I has a break

I eat lunch: rice, potato, meat, juice at one o’clock

I take a nap

I review the emergency plan of the company at two and a half

I go out at four oclock.

EVENING

I go back to the hause at five oclock

I take a shower

I get dresses with the pajama

I have dinner oat and cookies at a quarter to seven

I read a book from seven oclock to seven and a half.

I go to sleep at eight oclock

 CONCLUSIONS

With the elaboration of the work it was concluded that the choice of a good study
strategy can be very significant in the results obtained, how many times we face in our
study stage issues that we could not understand, however we never thought if the How
we were dealing with the content was the right one.

The contents have structures and degrees of complexity which will determine the
strategy that is adapted to be able to break down and analyze the topic. It is important to
know and know how to choose the most appropriate learning strategies for our study, as
far as this will be the results obtained.

It is also very important to handle different learning strategies since it is a different

form of routine work in class. It also serves for the student to test their abilities, develop
skills that allow them to develop, build and modify their learning making it meaningful
and allows interaction with their peers.
 BIBLIOGRAPHIC REFERENCES

Sentence connectors [Online] referenced 6 de mayo, de 2019 Available online

https://www.gvsu.edu/mll/swc/sentence-connectors6.htm

English Vocabulary - Vocabulario de inglés [Online]referenced 6 de mayo, de 2019

Available online
http://www.saberingles.com.ar/lists/describing.html