1. READING SAM A learning product by Milton Jiménez

2. This activity is planned for students with A1 level. You will read about a boy’sroutine. This activity is planned for students with A1 level. You will read about a boy’s routine. At the end of this SAM you will be able to: 1.Get the main idea of the reading paragraphs. 2.Make a difference between true and wrong statements about the reading. 3.Answer with short answers some questions for comprehension about thereading. 3.Answer with short answers some questions for comprehension about the reading.

3. A. Write 5 actions that are part of your daily routine. For example: I have breakfast. 1. ________________________________________  1. ________________________________________ 2. ________________________________________  2. ________________________________________ 3. ________________________________________  3. ________________________________________ 4. ________________________________________  4. ________________________________________ 5. ________________________________________  5. ________________________________________

4. B. Now read the following text and see if your actions arepart of Peter’s daily routine. B. Now read the following text and see if your actions are part of Peter’s daily routine.

5. Peter’s Daily Routine Peter is an American boy. He lives in Los Angeles, California.He lives with his family in a modern house. He is eleven yearsold and he has got an older brother, David, and a youngersister, Emma. Peter is an American boy. He lives in Los Angeles, California. He lives with his family in a modern house. He is eleven years old and he has got an older brother, David, and a younger sister, Emma.livesolderlivesolder He starts his day at about half past seven. He gets up, goes tothe bathroom, takes a shower, brushes his teeth and getdressed. Then he has breakfast and at a quarter to eight heleaves home and catches the bus to school. He starts his day at about half past seven. He gets up, goes to the bathroom, takes a shower, brushes his teeth and get dressed. Then he has breakfast and at a quarter to eight he leaves home and catches the bus to school.aboutThenleavesaboutThen leaves

6. Classes begin at half past eight. He usually haslunch at the school canteen at half past twelve.After school, at a quarter past five, he goeshome. There he does his school homework andwhen he finishes it he helps his Mum laying thetable. At half past seven the family dinestogether. Classes begin at half past eight. He usually has lunch at the school canteen at half past twelve. After school, at a quarter past five, he goes home. There he does his school homework and when he finishes it he helps his Mum laying the table. At half past seven the family dines together.canteenlayingdinescanteenlayingdines Peter is a very helpful boy, so he helps hismother cleaning up everything after dinner. Peter is a very helpful boy, so he helps his mother cleaning up everything after dinner. He usually watches TV for a while afterdinner and at about ten o’clock he brusheshis teeth again, puts on his Spider Manpajamas and goes to bed. His parentsalways kiss him good night before he getsasleep. Alfred is a very happy boy! He usually watches TV for a while after dinner and at about ten o’clock he brushes his teeth again, puts on his Spider Man pajamas and goes to bed. His parents always kiss him good night before he gets asleep. Alfred is a very happy boy!while

7. How many of the actions you wrote before are in Peter’sroutine? How many of the actions you wrote before are in Peter’s routine?

8. C. Now choose the main idea for each paragraph of Peter’s daily routine.  Paragraph 1: A) Peter’s family description. B) Peter’s daily routine.  Paragraph 2: A) Peter starts a weekend B). Peter starts a normal day.  Paragraph 3: A) Peter’s routine at school. B) Peter’s best friends  Paragraph 4: A) Peter has a good night. B) The end of Peter’s day.

9. D. Write true or false for the following sentences:

10. E. Answer the following questions.

11. It is time to check your answers. E. It is time to check your answers.

12. Answer Key  C. 1: A  2: B  3: A  4: B   D. 1. true  2 false  3. true  4. true  5. false  6. false  7. true  8. true   E. 1. He lives in Los Angeles  2. Emma  3. he wakes up at about half past seven  4. yes, he does.  5. He leaves home at a quarter to eight  6. he has lunch at the school canteen  7. he returns home at a quarter past five  8. he does homework at home  9. Yes, he is. Tell your teacher and classmates the number of good answer to know your grade and comment the mistakes in the classroom.

13. References Reinders, H. and Lewis, M. (2005). How well do self-access callmaterial support self-directed learning? The JALT CALL Journal.University of Auckland. New Zealand. Volume 1 N 2, p. 46-63. Reinders, H. and Lewis, M. (2005). How well do self-access call material support self-directed learning? The JALT CALL Journal. University of Auckland. New Zealand. Volume 1 N 2, p. 46-63. Reinders, H. & Lewis, M. (2006). An evaluative checklist for self-access materials. ELT Journal, Volume 60 (3), p.272-278. Reinders, H. & Lewis, M. (2006). An evaluative checklist for self- access materials. ELT Journal, Volume 60 (3), p.272-278.An evaluative checklist for self-access materialsAn evaluative checklist for self- access materials Tomlinson, B. (2010). Principles and procedures for self-accessmaterials. Studies in Self-Access Learning Journal, 1(2), 72-86.Online Available:http://sisaljournal.org/archives/sep10/tomlinson/ Tomlinson, B. (2010). Principles and procedures for self-access materials. Studies in Self-Access Learning Journal, 1(2), 72-86. Online Available: http://sisaljournal.org/archives/sep10/tomlinson/Principles and procedures for self-accessmaterialsPrinciples and procedures for self-access materials Wharton, S. and Race, F- (2002). Designing self-access materials in500 Tips for TESOL. Chapter 4, p.56-60 Wharton, S. and Race, F- (2002). Designing self-access materials in 500 Tips for TESOL. Chapter 4, p.56-60Designing self-access materialsDesigning self-access materials Zmarques. (2011). Alfred’s daily routine. Rethrieved from:http://en.islcollective.com/worksheets/worksheet_page?id=8093 Zmarques. (2011). Alfred’s daily routine. Rethrieved from: http://en.islcollective.com/worksheets/worksheet_page?id=8093