Reflect act:

Think of a situation in which you had difficulty getting your message across
to another person (either in your first or second language) what was the
source of the difficulty? How did you resolve it?
We think of a situation in which we wanted to say to an English teacher that we
didnt make certain exercises of vocabulary, but we used the verb REALIZED.
Obviously teacher misunderstood the message and he said to us that it is possible
that we were absent minded, because he had written the exercises down on the
board. This happened because we used the verb REALIZED instead of the verb
MAKE.
The source of the difficulty was that we gave it a different meaning, and the correct
one for REALIZE is: BECOME AWARE. So, we used MAKE and in this way
our message was understood.
2)

Answers
In the second picture there are a lot differences in relation with the first
1) In the first picture the sun is the right part but in the second is in the left part
2) In the first picture we have 2 seagulls but in the second 4 seagulls
3) In the first picture we have 2 sail boats but in the second one sailboat
4) In the first picture the man doesnt have a flower over his hat but in the second
the man has a flower.
5) In the first picture the woman has a flower over her hat but in the second the
women doesnt have
6) In the first part the girl doesnt have an ice cream but in the second the girl has
an ice cream.
7) In the first picture has a glass over the mini table but in the second it doesnt
exist a glass over the mini table.
8) In the first picture we have a ball on the sand but in the second it doesnt exist a
ball on the sand.
9) In the first picture the guy has a cap over his head but in the second picture the
guy doesnt have a cap over his head.
10) In the first picture the girl doesnt have an accessory over her head but in the
second the girl has an accessory.

2) For what age range/ developmental stage do you think the task would be
effective?
This task could be applied for children of five years old (early childhood) because
their vocabulary will grow to approximately 1,500 words. Five years old are also
able to produce five to seven words sentences and tell familiar stories using
pictures as cues. With this task child can develop visual perception and will be able
to strengthen the capability of observation and visual attention.

3) What language (grammar and vocabulary) would learners need in order to

do this task?
Learners need to know about basic topic as there is or there are and what is
this? And what is that? this topic is commonly used when we try to say if there is
something or not.
The vocabulary that learners need to use is basic vocabulary as: accessories,
clothes, , the animals, and vocabulary used in the beach.
4) How would you set up the task? What language would you pre-teach?
The main idea is doing more understandable this task because when we assign
something like this we have to be clear I will teach expressive language and visual
language
4) What problems do you anticipate?
Vocabulary problems, pronunciation, comprehension.

REFLECT/ACT:
1. Carry out an Internet search for ideas and suggestions on teaching
speaking through stories, songs, and rhymes. Evaluate one site,
and share the results of your search in the Discussion Forum, with
your colleagues, or write your results in a journal.
https://www.teachingenglish.org.uk/article/kids-stories

through this web site we can found different activities for teaching speaking,
vocabulary and reading. The site is divide in section where there are activities
depending on what we want to teach. Dynamic activities for children using, total
physical response recommendation for different style of learners.