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CYCLE 1 SECOND GRADE ELEMENTARY SCHOOL UNIT

SOCIAL PRACTICE

PRODUCT

1A

Listen to and use every day greetings, farewell, and courtesy expressions

1B

Participate in the reading and writing of rhymes and stories in verse

2A

Follow steps in a set of instructions in order to make a product

Illustrated sequence of an experiment

2B

Follow and give instructions in everyday settings

Posters or ads with school instructions

3A

Participate in language games with expressive and aesthetic purposes

3B

Formulate questions about a specific topic

Survey of natural products from the countryside

4A

Give and receive information about oneself and others

4B

Participate in the reading of literary narratives and share personal experiences

5A

Share information through graphic resources

5B

Describe and share information about the place where one lives

REFERENCES Supplemental Educational Materials

Books and website resources

Supplemental Educational Materials

Books and website resources

Supplemental Educational Materials

Books and website resources

Supplemental Educational Materials

Books and website resources

Supplemental Educational Materials

Books and website resources

Supplemental Educational Materials

Books and website resources

Illustrated bar graph of hobbies

Supplemental Educational Materials

Books and website resources

Hanging mural

Supplemental Educational Materials

Books and website resources

A puzzle of the Americas

Supplemental Educational Materials

Books and website resources

Map of a location

Supplemental Educational Materials

Books and website resources

List of courtesy rules

Recording or performance of rhymes or stories in verse

Verse roulette

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS

•

•

Assume the roles of sender and intended audience in greetings, farewell, and courtesy expressions. Use verbal and non-verbal language in dialogues.

•

Detect similarities and differences among words.

•

Complete sentences with words.

UNIT:

Listen to and use everyday greetings, farewell, and courtesy expressions Familiar and community Interpret and produce greetings, farewell, and courtesy expressions CONTENTS KNOWING ABOUT THE BEING THROUGH THE DOING WITH THE LANGUAGE LANGUAGE LANGUAGE Explore short dialogues • Identify attitudes and non-verbal language used by the sender and intended audience. • Identify greetings, farewell, and courtesy expressions. • Predict greetings, farewell, and courtesy expressions based on nonverbal language. • Exchange greetings, farewell, and courtesy expressions. Participate in the writing of a list of rules to use courtesy expressions in class • Explore lists of rules to identify their graphic and textual components. • Point out words used in greetings, farewell, and courtesy expressions. • Detect differences and similarities between words. • Complete words by writing, while listening to sentences from a list of rules. • Complete sentences from a list of rules with greetings, farewell, and courtesy expressions.

• • •

•

• •

Purpose, sender, and intended audience. Non-verbal language. Graphic and textual components of lists of rules: title, list of rules, numbers or bullets, size and type of letters, etc. Time for the exchange of expressions (morning, afternoon or night). Word formation in expressions. Repertoire of words necessary for this social practice of the language (e.g. modal verbs: can, may, etc.; personal pronouns).

•

•

Show a respectful attitude towards others’ attempts to use the target language. Use greetings, farewell, and courtesy expressions to establish coexistence rules.

PRODUCT

LIST OF COURTESY RULES Stage 1 Select expressions to be used in the classroom. Stage 2 Complete sentences with the expressions selected for the list of rules. Stage 3 Check the written form of the sentences. Stage 4 Decide on the order of sentences for the list of rules. Stage 5 Write the final version of the sentences. Stage 6 Read the sentences aloud. Stage 7 Suggest and add a title for the list of rules. Stage 8 Display the list of rules in a visible place in the classroom.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

1A

UNIT 1A PRODUCT STAGES

SUGGESTED ACTIVITIES • •

Stage 1

• •

•

Stage 2

• • •

Stage 3

•

•

Stage 4

•

•

Stage 5

•

Read the different greetings, farewell or courtesy expressions from the Big Book or other resources, and have Ss act them out. Make sure Ss understand the meaning of the new vocabulary. Try to avoid the use of Spanish; you can use body language to model the different greeting, courtesy, and farewell expressions. Organize Ss in groups. Make them create a non-verbal way to express the next greeting and farewell expressions: Hi! Hello, Give me five! See you tomorrow, What’s up?, What’s new?, Good morning, Good evening, Good night, and Goodbye (encourage Ss to be original and have fun with this exercise). Provide Ss with hand outs for them to be able to make traceable illustrations, showing situations for courtesy expressions. Alternatively, they may illustrate others. Make then use the illustrations to interact with other Ss. Show flashcards to the class and ask them to come up with the right courtesy expression. First as a whole class, later Ss can take turns to flash the cards to their classmates for them to come up with the courtesy expression. Ss may take turns to play "Guess it through mimicry". One S acts out, and the rest of the group guesses. Organize Ss in pairs. With use of puppets, ask them to act out the following courtesy expressions in order to create a short dialogue: Please, Thank you, May I go to ________?, Can I go to ________?, Can I borrow ___?, May I come in?, Can I have____?, Raise your hand, Excuse me, Nice to meet you, etc. Make sure Ss understand the instructions as well as the expressions they have to act out. Organize Ss in teams or pairs, and encourage them to use flashcards to elaborate illustrations on their notebooks; also, provide them with strips of courtesy expressions to be matched with the flashcard they refer to. Provide Ss with strips of courtesy expressions to be traced. Ss illustrate the strips on their notebooks or stick the right cut-out. Make sure that Ss glue the right strip according to the illustration in their notebooks. After this, ask them to use their expressions to interact with other Ss. Have Ss cut out illustrations related to greeting, farewell, and courtesy expressions from magazines. Then, ask them to circle greetings in green color, the courtesy rules in red, and farewell expressions in blue. Depending on Ss’ needs, this activity can be performed in pairs or teams. As an alternative activity, Ss can be given prompts to interact with their peers; they can be provided with a model to follow and then given the chance to work with different partners. Ss can be monitored while interacting. For those who can barely read, instead of words you can encourage them to read images instead of words by using illustration instead of prompts. Have Ss explore different written sets of rules, and ask them to choose one for their list of rules. Gradually, build up a mini book of courtesy expressions. As an alternative activity, Ss can design a memory game by writing the rules and the picture that represent them on small cards. Then, ask them to form groups and play the game. In order to make the difference between courtesy rules, farewell expressions and greetings, sentence or images can be hidden under different pieces of furniture. Then, Ss can be asked to look for a courtesy rule, a farewell or a greeting expression and paste it on the wall which will have to be divided into three columns. Organize the class into four teams. Give a topic to each team (greetings, farewells, asking for a favor, and asking for permission). Have them choose 5 examples of each one. Ask them to write down the expressions on their mini-book and illustrate them. After that, Ss read the rules out loud. Finally Ss have to place the mini-book in a visible space.

•

Encourage Ss to use the list of courtesy expressions written down on the book as much as possible to communicate ideas with others. Encourage Ss to pinpoint some expressions and read them out loud.

Stage 7

• •

Ss pick a classmate to exchange notebooks. Ss use peer correction to make sure the courtesy expressions are correctly traced and illustrated in their lists. Ss choose in teams an appropriate title and share with the rest of the group. If possible, choose only one.

Stage 8

•

Reinforce courtesy expressions throughout the sessions, and make sure Ss identify displayed expressions in the classroom when needed.

Stage 6

Programa Nacional de Inglés en la Ciudad de México

UNIT 1A SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 1: The ocean school e.g. Faces Big Book 2: Story 4: Henry’s vacation e.g. Faces Big Book 3: Story 4: Raymond’s restaurant Thematic Frame 





Seek to promote the learning of English language through the contents of different areas, the exploration of each unit, making it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them of the importance of issues such as the appreciation of music, painting as artistic expressions. Big Books also awaken the student to analytical thinking so as to identify the differences between forms and colors. Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development.

Macmillan Early Learners Flashcards     

Motivate students to relate the images and texts through diverse activities Implement dynamic and games according to their level increasing the degree of complexity. Perform reviews of the vocabulary learned during the sessions. Invite students to repeat the words learned making it visible their pronunciation. Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 1A BOOKS Publishing house

Teacher’s Book

Activity Book

Big Book

"Brilliant! two" Santillana

pp. 15-25

pp. 8-17

Fact pp. 3-6

"Do it! 2" University of Dayton

pp. 15-25

pp. 4-9

Fact pp. 4-16

"English 2" Fernández Editores

pp. 18-27

pp. 6-15

Fact pp. 3-10

"I’m Ready! 2" Macmillan

pp. 24-35

pp. 6-14

Fact pp. 4-13

"Play and Do 2" Trillas

pp. 15-23

pp. 8-15

Our World pp. 3-14

"Play and Play 2" Nuevo México

pp. 12-21

pp. 9-15

Non-Fictional pp. 3-7

"Think! in English" Ediciones SM

pp. 19-25

pp. 8-11

Fact pp. 4-16

"Yes, we can! 2" Richmond

pp. 4-14

pp. 4-11

Non-Fiction pp. 3-12

WEBSITE RESOURCES http://www.teachchildrenesl.com http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk http://www.teachingenglishgames.com http://www.eslgamesworld.com http://www.anglomaniacy.pl/episode1.htm http://www.funenglishgames.com/activities.html

N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS

•

Identify stanzas and verses.

•

Follow rhythm while listening to the reading aloud of rhymes and stories in verse.

•

Recognize topic in rhymes and stories.

•

Read aloud rhymes and stories.

UNIT:

Participate in the reading and writing of rhymes and stories in verse Literary and ludic Read rhymes and stories in verse CONTENTS KNOWING ABOUT THE DOING WITH THE LANGUAGE LANGUAGE Explore illustrated rhymes and stories in verse. • Predict topic, purpose, and intended audience based on graphics. • Distinguish textual components. Listen to and participate in the reading aloud of rhymes and stories in verse. • Find out the meaning of words. • Identify words that rhyme. • Match images to stanzas and verses. • Identify changes in intonation.

Participate in the writing of verses. • Compare the written form of words that rhyme and words that do not. • Complete words by writing their missing parts. • Find differences and similarities in the written form of verses, number or words, words that rhyme, etc. • Complete verses using one or more words.

• • •

• •

• • •

Topic, purpose, and intended audience. Acoustic characteristics: pauses and rhythm. Characteristics of rhymes and stories: rhyme, verse, and stanza. Textual and graphic components. Repertoire of words necessary for this social practice of the language. Word formation. Conventional lettersound correspondence. Differences and similarities between written and oral language.

BEING THROUGH THE LANGUAGE •

• •

Use poems as a means of expressing emotions. Show confidence in the use of the target language. Appreciate and enjoy literary expressions in the English language.

PRODUCT RECORDING OR PERFORMANCE OF RHYMES OR STORIES IN VERSE

Stage 1 Practice the reading aloud of the texts to be recorded or presented in public. Stage 2 Make graphics or produce sound effects for the recording or performance of the rhymes or stories in verse. Stage 3 Show the recording or performance inside or outside the classroom.

Check legibility and writing conventions.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

1B

UNIT 1B PRODUCT STAGES

SUGGESTED ACTIVITIES • •

Stage 1

• •

• •

Stage 2

•

• • •

Stage 3

•

Ask Ss if they know what a rhyme is. Invite them to think about why rhymes are special and if they like them. Encourage Ss to say a rhyme in their own language, and explain to Ss that rhymes are fun because they have words that sound the same. Read the different rhymes from the Big Book or check the websites suggested. As you do so, encourage Ss to stamp their feet or clap their hands in time with the rhythm when they identify words that rhyme. As a variation, have Ss stand up every time they hear the rhyming words. Ask Ss to predict the meaning of the words in the rhyme. You can use TPR activities according to the rhyme Ss are performing. Read a complete rhyme. At the end of the first rhyme line, toss the ball to a student and have Ss repeat the rhyme, toss the ball to another student at the end of the second line and so on, until the rhyme is over. Invite different volunteers to say the verse to the class and some others the stanza in order to explain both meanings to the Ss.

Choose words from a rhyme, write them on the board, and make drawings of them or use previously elaborated flashcards that describe the meaning of the words. Invite some volunteers to match the words with the pictures on the board and copy them on their notebooks. As an alternative activity Ss can be provided with a set of words and pictures to match in teams as a memory game. As a listening activity, Ss can be provided with a set of words or flashcards and be asked to listen to the recording and put the rhyming words in the correct order according to the sound they hear, you can ask them to work individually, in pairs or teams. Have Ss work in teams in order to make cards to play Snap! First, Ss choose some rhyming words from the book or from the previously checked exercise and write them on cards. In order to illustrate them, they can use cut-outs or drawings pasted on different cards. Once the cards are finished, they play in teams. Ss take turns to drop cards on two piles (words and images). They have to pronounce the words so that the rest can identify the sound. The first S to identify a match, has to place his/her hand on top and shout Snap!, then, he or she takes all the cards. The winner is the S with the bigger number of rhyming words. For this activity is important to set the rules in a very clear way so that Ss are capable of preforming the activity and reach the expected learning outcomes.

Write a rhyme on the board and leave some spaces in blank to be completed. Have Ss work in groups, and complete the words in the rhyme. Make sure they can copy the words from the completed rhyme. Make your Ss count the lines in verses and decorate their rhymes. Have Ss play charades to practice the verbs and act the rhyme. Put Ss into groups. Have them read and act out their rhymes to the rest of the group members. Ask them to organize themselves on how they would like to present the rhyme (acting, reading or reciting) and the type of presentation they would like to give. They can make the performance of a song or a poem or they can also be encouraged to invent a game in which they can use rhymes. If they want to record the rhyme or present it live, they would have to include drawings or sound effects. Decide who they are going to invite and where they are going to perform. In groups Ss present scenes and record them. Ss make sure to have practiced sound effects and their lines for the recording to be clear enough. Ss may invite other groups to enjoy their performance or the recording. The class listens to the recorded performance of the scenes.

Programa Nacional de Inglés en la Ciudad de México

UNIT 1B SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1 Story 2: Jimmy can jump! Story 4: Ricky and the rabbit e.g. Faces Big Book 2 Story 1: Are you my mom? Story 2: Toby´s toys e.g. Faces Big Book 3 Story 3: Eddie Elephant

Thematic Frame  Seek to promote the learning of English language through the contents of different areas, the exploration of each unit, making it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them of the importance of issues such as the appreciation of music, painting as artistic expressions. Big Books also awaken the student to analytical thinking so as to identify the differences between forms and colors.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development.



Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 1B BOOKS Publishing house

Teacher’s Book

Activity Book

Big Book

"Brilliant! two" Santillana

pp. 26-34

pp. 18-27

Story Book pp. 3-8

"Do it! 2" University of Dayton

pp. 26-34

pp. 9-16

Story Book pp. 3-14

"English 2" Fernández Editores

pp. 28-37

pp. 17-25

Tale Book pp. 3-9

"I’m Ready! 2" Macmillan

pp. 37-44

pp. 17-25

Story Book 2 pp. 3-12

"Play and Do 2" Trillas

pp. 24-33

pp. 16-22

Favorite Stories pp. 3-12

"Play and Play 2" Nuevo México

pp. 21-31

pp. 16-25

Fiction pp. 3-10

"Think! in English 2" Ediciones SM

pp. 25-34

pp. 13-18

Story Book pp. 3-14

"Yes, we can! 2" Richmond

pp. 12-19

pp. 12-19

Fiction pp. 3-11

WEBSITE RESOURCES http://www.teachchildrenesl.com http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk http://www.teachingenglishgames.com http://www.eslgamesworld.com http://www.anglomaniacy.pl/episode1.htm http://www.funenglishgames.com/activities.htm

N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS •

Distinguish instructions from a list of materials.

•

Order words to form questions.

•

Interpret and follow instructions.

•

Identify the order of instructions in a sequence.

UNIT:

Follow steps in a set of instructions in order to make a product Educational and academic Follow instructions to carry out a simple science-related experiment CONTENTS KNOWING ABOUT THE DOING WITH THE LANGUAGE LANGUAGE Explore simple illustrated texts on experiments. • Identify parts of the text and their distribution. • Distinguish instructions from lists of materials. • Identify graphic and textual components. Participate in the reading aloud of texts on experiments. • Predict the content based on previous knowledge, title, and illustrations. • Identify questions about an experiment • Identify words that form questions. • Order words to form questions. • Select options to answer questions. • Practice the pronunciation of questions and answers about an experiment. • Identify and follow instructions to carry out an experiment.

• • • •

• •

Purpose and topic. Textual and graphic components. Word and sentence formation. Repertoire of words necessary for this social practice of the language. Upper and lowercase letters. Punctuation.

BEING THROUGH THE LANGUAGE • • •

Use language as a means of sharing knowledge. Show confidence in the use of the English language. Pay attention to the audience.

Participate in the writing of texts on experiments • Identify names of materials. • Rewrite names of materials. • Complete instructions using one or more words. • Compare differences and similarities in instructions. • Identify the logical order of instructions in a sequence.

PRODUCT

ILLUSTRATED SEQUENCE OF AN EXPERIMENT Stage 1 Choose a simple experiment (i.e. germinate a seed). Stage 2 Make or cut out cards. Stage 3 Write the list of materials for the experiment on the cards. Stage 4 Collect the materials and start the experiment under teacher’s supervision. Stage 5 Observe the different stages of the experiment. Stage 6 Write sentences (previously written by the teacher) that describe every observed stage. Stage 7 Check that the written form of sentences and materials is complete and legible. Stage 8 Display the illustrated sequence of the experiment inside or outside the classroom.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

2A

UNIT 2A PRODUCT STAGES

Stage 1

SUGGESTED ACTIVITIES • • • • • •

Stages 2 and 3

• • • •

Stages 4 and 5

• • •

Stage 6

• •

Prepare a list of experiments for your Ss to choose from during the class, then in groups Ss brainstorm a list of things and materials they would need for the experiment, and discuss the steps to follow. TPR can be used to make Ss understand instructions at the same time they perform them. Organize Ss into teams in order to read and illustrate the vocabulary necessary for the experiment. Depending on the kind of experiment, Ss may be encouraged to use the ICT to prepare cutouts related to the experiment they have chosen. Make a Word search with the vocabulary of the material of the experiment and have Ss find and circle the words. Sit with Ss in a circle to play Hot potato with a paper ball. Show cards with drawings of material used for an experiment for Ss to say the corresponding names. Have Ss organize and assign responsibilities for the material needed for the experiment (e.g., for the invisible ink experiment: a lemon, water, a spoon, a bowl, cotton buds). Ss carry out the experiment chosen in teams. For example: First, Ss squeeze the lemon juice into the bowl, and add some drops of water. Then, they dip the cotton into the mixture and use it to write a message on a sheet of paper. Once the paper is dry, Ss watch the effect of the invisible ink when heated. They can hold the piece of paper close to a light bulb to discover the hidden message. Ss exchange messages with other teams. Make sure to do the experiment in front of the class with clear instructions and demonstration. During the experiment, expose Ss to English and make sure they are able to put together as much language as they possibly can. For examples, have Ss have to predict what the next step to follow is. If they are able to guess, continue with the experiment; if not, ask Ss to continue making predictions. After doing the experiment, each team makes sense out of the sequence to follow. Using the vocabulary practiced before, write four or five steps you followed to complete the experiment, but not in order; then, invite Ss to reflect on the following questions: Which is the first step and which is the last one? How many steps are necessary to be followed for the experiment? Are all the steps necessary for the experiment? Why? Ask Ss to complete instructions for the experiment and to add drawings for each step in sequenced cards. Ss are divided in teams. Each team is handed a scrambled sequence of instructions to carry out an experiment. Ss work in their teams to put the instructions in order. Then, choose Ss from each team randomly to read aloud what the correct order of the instructions is. Help Ss get the correct order by focusing their attention on the results and effects of each step.

•

Ss match sentences to a drawing or pictorial representation of every step of the experiment. Have the class go over the steps and call out the corresponding action for the elaboration, while some volunteers display and point out the card representing the different stages of the experiment.

•

With the use of technology, ask Ss to take photographs of the experiment they carried out and share those with their classmates via e-mail or any social network platform. The objective is to make Ss interact by showing each other their experiments. If it is difficult for Ss to use technological aids, ask them to illustrate their experiment and display it somewhere in the classroom or school so that their peers are allowed to see it. Cards can be displayed hanging from a string in a sequence. Have Ss use the cards to describe the sequence of the experiment verbally.

Stage 7

Stage 8

Ask Ss if they know what an experiment is, and ask them to mention some examples. Have Ss explore different written experiments in order to identify the elements and the order of the steps Have Ss mention similar experiments they know about. Show Ss the way in which some experiments work as well as the results, and analyze the different elements to consider as well as the repertoire of words most commonly used. Use the ICT lab for Ss to look for different experiments and choose the one they like the most. Also ask them to look for vocabulary related to the experiment they chose.

•

Programa Nacional de Inglés en la Ciudad de México

UNIT 2A

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 3: Sally´s seeds e.g. Faces Big Book 2: Story 5: Emily´s ice creams e.g. Faces Big Book 3: Story 4: Raymond´s restaurant Thematic Frame  Seek to promote English learning through the contents of different areas, the exploration of each unit makes it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 2A BOOKS Publishing house

Teacher’s Book

Activity Book

Big Book

"Brilliant! two" Santillana

pp. 35-47

pp. 28-39

Fact Book pp. 7-14

"Do it! 2" University of Dayton

pp. 35-43

pp. 17-24

Fact pp. 16-21

"English 2" Fernández Editores

pp. 38-48

pp. 26-36

Fact pp. 11-17

"I’m Ready" Macmillan

pp. 45-55

pp. 26-35

Fact pp. 14-23

"Play and Do 2" Trillas

pp. 35-43

pp. 23-28

Our World pp. 15-20

"Play and Play 2" Nuevo México

pp. 32-43

pp. 26-35

Non-Fictional pp. 8-16

"Think! in English" Ediciones SM

pp. 35-44

pp. 19-25

Fact pp. 16-27

"Yes, we can! 2" Richmond

pp. 20-27

pp. 20-27

Fiction pp. 12-20

WEBSITE RESOURCES http://www.teachchildrenesl.com http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk http://www.teachingenglishgames.com http://www.eslgamesworld.com http://www.sciencekids.co.nz/experiments.html http://www.sciencebob.com/experiments/ http://www.kidspot.com.au/kids-activities-and-games/Science-experiments+10/Absorption-experiment+10985.htm N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS

UNIT:

Follow and give instructions in everyday settings Familiar and community Follow and give instructions that regulate everyday school activities CONTENTS KNOWING ABOUT THE DOING WITH THE LANGUAGE LANGUAGE

•

Identify purpose and intended audience.

Explore school instructions.

•

•

Identify new words.

•

•

•

Use a picture dictionary to find out the meaning of words.

•

Give and follow simple instructions.

Rehearse the giving of instructions.

• •

•

Complete the writing of instructions using one or more words.

• • •

•

• •

Identify purpose and intended audience. Identify instructions. Find out the meaning of words or instructions.

Follow instructions. Identify intonation in instructions. Give instructions to carry out or prevent specific actions.

• •

Purpose and intended audience. Non-verbal language. Sentence formation. Upper and lowercase letters. Punctuation. Repertoire of words necessary for this social practice of the language. Text and image correspondence.

BEING THROUGH THE LANGUAGE •

•

Participate in the writing of instructions. • • • •

Identify non-regulated activities or situations in the classroom. Compare the written form of words. Complete the writing of specific instructions. Point out specific words

Check upper and lower-case letters, and periods in sentences.

Use instructions to regulate activities, instill habits, and promote a healthy form of coexistence in the school. Promote a healthy coexistence through posters or ads.

PRODUCT

POSTERS OR ADS WITH SCHOOL INSTRUCTIONS Stage 1 Choose from a set of cards (previously made by the teacher) instructions that regulate activities, instill habits or promote a healthy form of coexistence in the school. Stage 2 Complete or write the chosen instructions on a poster or ad, based on a model. Stage 3 Check the writing of instructions. Stage 4 Write the final version of instructions on a poster or ad. Stage 5 Illustrate each instruction in the poster or ad. Stage 6 Check that instructions can be carried out. Stage 7 Find places in the school to display instructions Stage 8 Ask for permission to display the poster or ad in the school

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

2B

UNIT 2B PRODUCT STAGES

SUGGESTED ACTIVITIES •

Stage 1

•

• •

Stage 2

•

•

Stage 3

• • •

Stages 4 and 5

• •

•

Stage 6

• •

In plenary ask Ss to brainstorm ideas about necessary instruction for the classroom and school. Also ask Ss how important rules or instructions are for the class. Instead of expressing their ideas with words (Ss might not kwon the words in English), some Ss can use mimicry to perform the rules or the instructions for the classroom and school and the others guess what the rule is. This activity can be done in team or as a whole group activity. Have Ss suggest one topic related to discipline, cleanliness in the classroom, good eating habits and respect and consideration towards one another. Play the "Odd One Out" game. Ss are shown sets of rules on cards, maybe 4 of them in each set. One of the rules in each set does not make sense for school habits or behavior. After playing several sets of "Odd One Out" on the board as a whole class, have Ss list school instructions or rules with T’s help. Use short but complete utterances. Have Ss write the school rules through visual aids and ask Ss to come to the board and match them with the visuals on the board. Then Ss complete a fill in the blank instructions statements by teams. Make sure exercises are handed out on strips and that everybody is doing it right. Organize a T or F exercise to identify good habits, rules and common instructions at school for healthy coexistence. Visual aids are recommended to clarify meaning. Ss concentrate on standing for True and False statements. In order to make students interact and use the rules and instructions in the previous session, Ss can be asked to exchange cards with different rules or instructions. For them to get a card from another student, they must act out the rule or command and vice versa. Divide the group in three teams and have them design the game “Snakes and ladders” using instructions with school objects with prepositions. They have to describe the drawing with a complete sentence (e.g. The book is on the shelf. The pencil is on the desk), if the answer is correct they advance to the drawing, if not they go backwards. Have them play the game at the end of the class. Have Ss write an instruction such as "Brush your teeth" and place it under the correct flashcard or drawing. Have Ss write the sets of instructions based on a model, copying from a model or guided at all times to avoid mistakes or mixing irrelevant information. Play "Miming" with instructions; divide the class in two teams (girls and boys). One team mimes the rule or instruction and the other team has to guess, but they aren’t allowed to speak. The team has to write the rule or instruction and give it to the spokesperson in the team to read it aloud. If the team guesses the correct answer, they continue their turn; if not, they are given the answer and it is time for them to mime the next rule or instruction. Monitor Ss while they are writing so as corrections come immediately in case of any mistake. As they guess the instruction ask them to elaborate their own poster about instruction and rules. Ss glue a strip of paper with rules and magazine cutouts to come up with a poster with rules and instructions which will be useful in the classroom for the rest of the school year. Monitor Ss while they are writing so as corrections come immediately in case of any mistake. As they guess the instruction ask them to elaborate their own poster about instruction and rules. Ss are asked to illustrate their posters with magazine cutouts or drawings. Again, take advantage to make Ss produce the language under study verbally.

Ss are asked to work in pairs so that they correct their respective posters or ads. Monitor as necessary to make sure the poster or ad contains correct, catchy and memorable language for Ss of this age. Carry out the instructions and rules with the whole group to make sure the actions can be carried out and that they are all clear to everybody. Later on, they can be used as a behavior code for the rest of the school year by simply pointing to the respective poster or ad. Display some of the posters or ads in a visible place in the classroom and exhibit some others outside the classroom in a visible place for the whole community to look at.

Stages 7 and 8

Programa Nacional de Inglés en la Ciudad de México

UNIT 2B SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 1: The ocean school e.g. Faces Big Book 2: Story 4: Henry´s vacation e.g. Faces Big Book 3: Story 4: Raymond´s restaurant Thematic Frame  Seek to promote English learning through the contents of different areas, the exploration of each unit makes it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 2B BOOKS Publishing house

Teacher’s Book

Activity Book

Readers

"Brilliant! two" Santillana

pp. 48-56

pp. 40-49

Story Book pp. 9-14

"Do it! 2" University of Dayton

pp. 44-52

pp. 25-30

Story Book pp. 15-25

"English 2" Fernández Editores

pp. 49-58

pp. 37-46

Fact pp. 11-17

"I’m Ready! 2" Macmillan

pp. 60-66

pp. 36-45

Story pp. 17-24

"Play and Do 2" Trillas

pp. 44-54

pp. 29-36

Favorite Story pp. 13-28

"Play and Play 2" Nuevo México

pp. 44-53

pp. 36-45

Fictional pp. 11-18

"Think! in English" Ediciones SM

pp. 45-54

pp. 26-32

Story Book pp. 15-26

"Yes, we can! 2" Richmond

pp. 28-35

pp. 28-35

Non-Fiction pp. 13-20

WEBSITE RESOURCES http://www.teachchildrenesl.com http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk http://www.teachingenglishgames.com http://www.eslgamesworld.com http://www.funenglishgames.com/readinggames/directions.html / http://freelanguagestuff.com/following-directions/ http://www.eslkidstuff.com/tips-games-activities.htm#.Ue7DdBiI7IU

N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS •

Distinguish verses from stanzas.

•

Distinguish words that rhyme.

•

Complete verses orally based on their beginning and ending.

•

Rewrite words in verses and stanzas

UNIT:

Participate in language games with expressive and aesthetic purposes. Literary and ludic Change verses in a children’s poem CONTENTS KNOWING ABOUT THE DOING WITH THE LANGUAGE LANGUAGE Explore illustrated children’s poems. • Predict general sense. • Activate previous knowledge to predict topic and purpose. • Identify graphic and textual components.

• •

Participate in the reading aloud of children’s poems. • Find out the meaning of words. • Identify stanzas and verses. • Identify words that rhyme. • Identify changes in intonation. • Practice the spelling and pronunciation of words that rhyme. • Complete verses orally based on the written form of their beginning and ending.

•

• •

• •

Topic and purpose. Acoustic characteristics: rhyme. Textual components. Structure of poems: verses and stanzas. Correspondence between written and oral language. Repertoire of words necessary for this social practice of the language. Structure of dialogues.

Complete written verses. • Identify words that form verses. • Compare the written form of verses based on a number of indicators: words, rhyme, etc. • Select a word to complete written verses

BEING THROUGH THE LANGUAGE • •

Pay attention to aesthetic purposes of poems. Use language as a means of creation

PRODUCT

VERSE ROULETTTE Stage 1 Choose a stanza to create a roulette with its verses. Stage 2 Make the roulette big enough to write the verses of the stanza on it. Stage 3 Write verses on the roulette based on a model. Stage 4 Check that the written form of the verses is correct and verify the stanza is complete. Stage 5 Illustrate the roulette. Stage 6 Test the roulette and play by making poems with verses of the stanza stage 7 Display the roulette in a visible place in the classroom.

Check writing legibility. SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

3A

UNIT 3A PRODUCT STAGES

SUGGESTED ACTIVITIES  

Stage 1

    

Stages 2 and 3

    

Stages 4 and 5

 

Stages 6 and 7

    

Expose Ss to different types of roulettes and explain their purpose so that Ss understand what it is. Let them play for a while and as soon as they are familiarized, tell them they will have to create their own. Encourage Ss to remember what a rhyme is by saying rhyming words and ask them to stomp their feet or clap their hands whenever they hear a pair of rhyming words. Use small cards to make the game a little bit more fluent and dynamic. Every time they identify a set of rhyming words give them the chance to spin the roulette and see what task they have to develop. Make a contest and organize several teams. Write a word on the board or say it aloud, the S who writes or says a rhyming word first, wins the first round; do several rounds to have a winner team. You may also ask teams to create their own rhyming words and take turns leading the competition. Prepare six stanzas for the class, and divide the group into six teams. Encourage Ss to read the verse chorally exaggerating the pronunciation and creating a new rhythm with the verse: rap, rock, salsa, etc. Ask Ss to choose a stanza and copy it in their notebooks before attempting the roulette. Have Ss illustrate the verse, encouraged them to identify descriptive words to have a visual idea of what they are saying. Provide Ss with a model of a stanza so that they understand what it is. Encourage them to practice the stanza, equip your Ss with different stanzas so that they can tell each other their stanza by switching turns. Distribute materials to elaborate the roulette and monitor while they are creating their own. Have Ss design a cardboard roulette that is big enough to write the stanza on for everyone to see. Separate the verses into four and ask Ss to identify the rhyming words and encourage Ss to say the rhyming words out loud. Have Ss point at the rhyming words on the board and include some of these rhymes in a short stanza, practice with activity books, big books, or check the websites suggested in the didactic suggestions section underneath. Ss work in trios to choose different stanzas. Some members of each team have to write one of each pair of rhyming words on pieces of paper. Once Ss have designed their roulette, let them share their work with other partners, monitor and promote self-correction; if it is too difficult for Ss to identify mistakes, provide them with the correct spelling by modeling the word, words or stanzas so that they have the chance to compare their work with the provided model . Prepare a handout so that Ss match visual elements to words. Ss may perform this activity as a whole group or in teams. Ask Ss to follow a model so that they get a clear idea of what to do. Ss copy verses from their notebooks into the roulette and illustrate them by drawing, or with cutouts. This craft must be enriched with oral repetition of the verses or stanzas. Ss paste the rhyming words and the illustrations to finish the roulette and the rest of the team should contribute making sure illustrations are complete and located logically next to the written forms. Encourage Ss to share their roulettes, promote an adequate and organized atmosphere so that Ss have the opportunity to play with them. Ss may sit in a circle on the floor, use a color die to coordinate turns of participation, to produce a piece of the verse or stanza in the roulette. Tell Ss to spin the roulette; then, with the words selected have them say a verse in different rhythms, switching teams and using different roulettes. Modify the activity through the use of a common die to decide turns of participation to produce the complete verse or stanza. They may even change the order of lines or modify verses. Finally, display the roulettes in the classroom for future participation.

Programa Nacional de Inglés en la Ciudad de México

UNIT 3A

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 4: Ricky and the rabbit e.g. Faces Big Book 2: Story 5: Emily’s ice cream e.g. Faces Big Book 3: Story 1: Felicity and the fairies Thematic Frame  Seek to promote English learning through the contents of different areas, the exploration of each unit makes it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 3A BOOKS Publishing House

Teacher’s Book

Activity Book

Big Book

“Brilliant! two” Santillana

pp. 57-69

pp. 52-61

Story pp. 27-38

“Do it! 2” University of Dayton

pp. 53-63

pp. 31-37

Story pp. 26-40

“English 2nd grade” Fernández Editores

pp. 59-69

pp. 47-57

Tale pp. 18-25

“I’m ready 2” Macmillan

pp. 67- 57

pp. 46-55

Story pp.18-25

“Play and do 2” Trillas

pp. 55-66

pp. 37-42

Favorite stories pp. 29-42

“Play and Play 2” Nuevo México

pp. 54-65

pp. 46-55

Fictional pp. 19-27

“Think in English 2” Ediciones SM

pp. 55.64

pp. 33-39

Story pp. 27-38

“Yes, we can! 2” Richmond

pp. 36-43

pp. 36-43

Fiction pp. 23-28

WEBSITE RESOURCES http://learnenglishkids.britishcouncil.org http://www.esl-galaxy.com/children.htm www.kidsfront.com/rhymes-for-kids.html www.bussongs.com http://pbskids.org/ http://grimmfairytales.com/en/main www.dltk-cards.com

N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY:

Formulate questions about a specific topic Educational and academic Write questions to obtain information about natural products from the countryside CONTENTS KNOWING ABOUT THE DOING WITH THE LANGUAGE LANGUAGE

ACHIEVEMENTS •

Reread words and parts of a text.

•

Identify some characteristics of natural products when listening.

•

UNIT:

Understand some questions about characteristics of natural products.

•

Complete questions.

•

Rewrite answers to questions.

Browse through illustrated children’s books about natural products. • Predict the content based on previous knowledge and illustrations. • Identify cover, title, table of contents, and back cover. • Recognize purpose and intended audience. Participate in the reading aloud. • Reread words and parts of a text. • Find out the meaning of words with the support of a picture dictionary. • Identify characteristics (size, color, flavor, etc.) of natural products from the countryside while listening. • Listen and respond to questions about characteristics of natural products (What is its size?; What color is it?; Does it taste ok? etc.).

• • • • • •

Purpose and intended audience. Graphic and textual components. Relation between graphics and writing. Question marks. Repertoire of words necessary for this social practice of the language. Punctuation.

Explore the written form of questions to obtain information. • Identify the written form of questions and question marks. • Order words to form questions. • Select words to form questions. • Complete questions to obtain information. • Respond to short questions based on a model.

BEING THROUGH THE LANGUAGE • •

Use language to reach agreements. Take care of and protect sources to obtain information.

PRODUCT

SURVEY OF NATURAL PRODUCTS FROM THE COUNTRYSIDE Stage 1 Suggest natural products from the countryside and find out information about them. Stage 2 Formulate or write questions on a notebook to obtain information. Stage 3 Complete or respond the questions on the notebook. Stage 4 Check questions and verify the answers. Stage 5 Order questions and answers in a list to make the survey. Stage 6 Add illustrations that support the information. Stage 7 Display the survey in the classroom.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. Fase de expansión. México, 2011 SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

3B

UNIT 3B PRODUCT STAGES

SUGGESTED ACTIVITIES • •

Stage 1

• • • • •

Stage 2

• • •

•

Stages 3 and 4

• • • •

•

Stages 5 and 6

• • • • •

Stage 7

• • •

Contextualize the topic, encouraging Ss to do home research about the differences between the city and the countryside. Ask Ss to collect material in order to create a small countryside or city mockup; assign them which to elaborate or let them choose it freely. Ask Ss to label the different elements in their mockup. While doing this, instruct Ss to ask for help if needed and write difficult or new words on the board so that Ss can get familiarized with them or even have them copy the word they need to label for the project from the text book or using a picture dictionary as a reference. Ask them to work in groups and find out what the differences between the country and the city are. Using the information in the Student’s book, ask Ss to circle or point at natural products from the books. They can also be asked to bring realia to the classroom, since it might be more meaningful and memorable Ask Ss to identify natural products from different sources of information. Have them work in groups and describe the product they brought to class. Remember to encourage Ss to use the language as much as possible. Bring elements from the countryside and from the city and ask Ss to group them according to where they belong to. Then, in order to get information about those elements, expose Ss to questions such as: “What color is it? Is it big or small? How does it taste or smell? Is it delicious? Do you like it?” Model some of the answers so that Ss know what they refer to. Then, form teams and help Ss interact with each other in order to get information about the products they have been working with. Try to draw Ss’ attention to the written form of questions and punctuation. Ask Ss to copy the questions into small cards, and then interact with their partner by asking and answering questions. Once they feel comfortable with this vocabulary, have Ss play "Stop" with the same three columns: vegetables, fruits and animal products. After playing “Stop” several times have Ss paste or draw the products mentioned on a flipchart provided for that purpose. As an extension activity, add a column on the flipchart for Ss to provide additional information. Write some individual letters on index cards; tell Ss they will have to say the name of a natural product starting with the letter on the card. Make a list with the words obtained. Have questions ready to focus Ss’ attention on the characteristics of the target language, e. g., “Is a tomato a fruit or a vegetable? What color are tomatoes? Where do tomatoes grow?” Do the same with all the target language. Play “Guess what!” so that Ss can get information about different products. Use the questions from previous class; if necessary, model some answer for Ss to remember what they mean. Arrange Ss into teams; assign different natural products to each group so that they find out their characteristics. Assign one product for each S at least. Write some questions on the board to guide Ss’ research, include the questions used in previous sessions, e.g. “What color is it? What is its size? How does it taste or smell? Does it taste good? Where does the product grow? What color is it? Is it an animal or a plant product?” Ss copy the questions in their notebooks. Monitor, checking that the spelling and punctuation are accurate. Supervise that Ss are copying the right questions and that the answers are correct as well. Make sure Ss exchange relevant questions and they get relevant answers. Provide or ask Ss to bring a product from the country or the city. Ask them to identify the characteristics of those products in teams. Once they finish the activity, recycle some of the questions studied in previous sessions and ask them to identify the ones they can use to obtain information about the different products. Also, ask them to write the information down on a piece of paper or cardboard. Ask Ss to gather different pieces of information from the practice of previous stages. Guide Ss on how to prepare a draft, they will have to use their notebooks to write and draw. Ask them to use the flipchart to present illustrated information. In case more practice is required, have Ss divide a page in their notebooks. Have them write on one side "My favorite fruits" and on the other side "My favorite vegetables." Ss paste the cutouts on the appropriate column. Using the flipchart, ask Ss to form teams and write the title: "Natural products from the Countryside". Help Ss to divide the cardboard in three columns: animal products, fruits and vegetables. Ask them to organize the information according to the answers obtained from the survey. Ask some members of each group to illustrate their flipcharts with colors, magazines cut outs, supermarket flyers, images of fruits and vegetables or any other graphic and visual material that may be useful for this activity. Other members of each team can be in charge of labeling the products. Have Ss check each other’s work encouraging peer correction if necessary and fostering respect. Have Ss work in pairs to role play a survey; make sure they switch roles every once in a while, so they both have the chance to ask and answer. Monitor ways and quality of interaction. Organize an exhibition of everyone’s works in stands such as: fruits, vegetables and animal products. Simulate a street market where prospective buyers visit the different stands looking for the best products exhibited there. If possible, invite other groups to the street market simulation and practice with the same exchange of information.

Programa Nacional de Inglés en la Ciudad de México

UNIT 3B

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 3: Sally´s seeds e.g. Faces Big Book 2: Story 3: The pig´s tail e.g. Faces Big Book 3: Story 4: Raymond´s restaurant Thematic Frame  Seek to promote English learning through the contents of different areas, the exploration of each unit makes it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 3B BOOKS Publishing house

Teacher’s Book

Activity Book

Big Book

“Brilliant! two” Santillana

pp. 70-78

pp. 62-71

Fact pp. 15-20

“Do it! 2” University of Dayton

pp. 64-71

pp. 38-44

Fact pp. 28-39

“English 2nd Grade” Fernández Editores

pp. 70-79

pp. 58-67

Fact pp. 18-25

“I’m ready 2” Macmillan

pp. 78-88

pp. 56-65

Fact pp. 24-31

“Play and do 2” Trillas

pp. 67-74

pp. 43-50

Our world pp. 21-28

“Play and Play 2” Nuevo México

pp. 60-75

pp. 56-65

Non-Fictional pp. 17-24

pp. 65-74

pp. 40-46

Fact pp. 28-39

pp. 44-51

pp. 44-51

Non-Fiction pp. 21-28

“Think in English 2” Ediciones SM “Yes, we can! 2” Richmond

WEBSITE RESOURCES http://learnenglishkids.britishcouncil.org/en/category/topics/ http://www.esl-galaxy.com/children.htm www.smart-central.com/index http://pbskids.org/ http://www.nourishinteractive.com/kids/healthy-games/6-kevins-build-a-meal-game-balanced-meals http://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities.aspx N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS •

Identify one’s own and other people’s personal information and hobbies.

•

Complete questions using one or more words.

•

Write personal information to answer questions.

UNIT: Give and receive information about oneself and others Familiar and community Understand and record one’s own and others’ personal information and hobbies CONTENTS KNOWING ABOUT THE BEING THROUGH THE DOING WITH THE LANGUAGE LANGUAGE LANGUAGE • Purpose, topic, and • Behave ethically Explore the writing of people’s personal intended audience. in the use of information and hobbies. • Graphics: bar one’s own and • Identify new vocabulary and find out the graphs. others’ personal meaning of words with the support of a • Repertoire of information. picture dictionary. words necessary • Appreciate • Identify people’s names, last names, and ages. for this social differences • Identify the name of hobbies. practice of the between hobbies • Distinguish people’s names from last names language. of one’s own and and ages. • Word and sentence hobbies of other formation. cultures. Listen to and understand questions and answers • Names and figures related to personal data and hobbies. that represent • Distinguish differences between questions ordinal numbers. and answers. • Identify differences and similarities between questions and answers. • Complete questions about personal information using one or more words. • Answer questions using one word (yes, no) or personal information (name, last name, age). • Identify names of hobbies. Participate in the writing of questions and personal information. • Order words to form questions. • Complete questions based on a set of words. • Compare questions and identify the words that form them. • Identify question words. • Point out personal information. • Select and rewrite name of hobbies to answer questions.

PRODUCT ILLUSTRATED BAR GRAPH OF HOBBIES Stage 1 Complete the writing of questions or write questions to obtain information about classmates’ hobbies, based on a model. Stage 2 Formulate questions for classmates. Stage 3 Write answers to the questions, based on a model. Stage 4 Write a list of each classmate’s hobbies. Stage 5 Find out how many students have each of the hobbies and write the number on the list. Stage 6 Draw bar graphs and use different colors for each hobby. Stage 7 Add to each bar graph as many happy faces as there are students with that hobby. Stage 8 Display the bar graph in a visible place in the classroom and ask for permission to display it in the school.

Check upper and lower-case letters and question marks. SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011. Programa Nacional de Inglés en la Ciudad de México

4A

UNIT 4A PRODUCT STAGES

SUGGESTED ACTIVITIES •

Stage 1

• • • •

Stage 2

• •

Stage 3

• •

Stages 4 and 5

Stages 6 and 7

• • • • • • • • •

Stage 8

• •

Introduce the topic by bringing to the classroom flashcards about hobbies, and then tell the Ss what your hobbies are. After this activity, ask Ss what their favorite hobby is. Use questions with who, what and why Invite Ss to share information about their hobbies with their classmates. Ask questions about personal information like: name, age, gender, likes, dislikes and hobbies. Go over illustrations several times and instruct Ss to ask and answer with complete sentences like “What's your name? My name is…” “How old are you? I am … years old.” Bring visual aids of different hobbies and activities Ss of this age enjoy. Ask Ss to bring photos or objects they collect or play with. Leave the question words on the board or a visible spot in the front of the class, using symbols or icons to represent the concept of the questions, e.g. “who” for people, “where” for places, “when” for dates. Ask Ss how they would like to illustrate the question words that are required for this social practice. Keep a model of each question visible for the Ss, so that every time they need to make question they can take advantage of the models. Once Ss have had enough practice asking and answering questions, break the group into teams so that they can exchange questions and give short answers. Elicit hobbies from Ss by asking them what they like to do and show them pictures of some activities. Make sure Ss understand the meaning of hobbies. Write on the board: "What’s your favorite hobby?" Explain the meaning of the question. Show some Ss the question and have them answer it. Ask Ss to create a table in which to keep record of their partners’ hobbies Have Ss write questions and answers in their notebooks, invest time checking Ss’ production. At the beginning, accept one-word answers; gradually move into phrases, and then sentences. Elicit hobbies by asking Ss what they like to do using visuals from some activities to support oral production. Choose one S to come to the front, point to a hobby and ask him/her to act it out. The rest of the group has to guess the hobby. Once Ss have got all the information about each other’s hobbies, ask them to register the information on their notebook in the table, so that it is easy for them to identify everybody’s hobbies. Encourage Ss to come to the front and share their work with their classmates. Show a bar graph illustration to Ss. Explain the correct usage of a bar graph. Ask Ss to copy down a hobby list. Have Ss walk around the classroom and count how many Ss have each hobby, and put it down on the list. Model the design of bar graphs with the use of happy face stickers or filling out rectangles that form a bar. Make sure Ss understand that every sticker represents one student. Make groups of four; distribute cardboard or Kraft paper, colors, and pieces of paper to each group. Monitor Ss when they are labeling the actions to make their hobby bar graph. Gradually leave Ss alone so that they conclude designing their own bar graph. Let them use their imagination to create an original graph. Ss display their bar graphs in a visible place inside the classroom in order to recall information when necessary. Provide students with the necessary vocabulary tools to express their ideas with words referring to numbers and quantities, e. g., “Five girls like playing with Barbie dolls. Four boys like playing soccer. Nobody likes cooking.” If the group is skillful, you may attempt more sophisticated language like: “10 girls out of 30 like chatting.” Find a place to exhibit the bar graphs both inside and outside the classroom and make arrangements for Ss to visit other groups and explore other peer´s bar graphs. Whenever possible acknowledge your Ss’ efforts and accomplishments.

Programa Nacional de Inglés en la Ciudad de México

UNIT 4A

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 2: Jimmy can jump! Story 3: Sally´s seeds e.g. Faces Big Book 2: Story 2: Toby´s toys Story 4: Henry’s vacation e.g. Faces Big Book 3: Story 2: The dragon and the drum Thematic Frame  Seek to promote the learning of English language through the contents of different areas, the exploration of each unit, making it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them of the importance of issues such as the appreciation of music, painting as artistic expressions. Big Books also awaken the student to analytical thinking so as to identify the differences between forms and colors.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 4A

BOOKS Publishing house

Teacher’s Book

Activity Book

Big Book

“Brilliant! two” Santillana

pp. 79-91

pp. 74-83

Fact pp. 21-26

“Do it! 2” University of Dayton

pp. 72-81

pp. 38-44

Fact pp. 41-51

“English 2” Fernández Editores

pp. 59-69

pp. 68-78

Fact pp. 26-32

“I’m ready 2” Macmillan

pp. 89-99

pp. 66-75

Fact pp. 32-39

“Play and do 2” Trillas

pp. 75-87

pp. 51-58

Our world pp. 29-38

“Play and Play 2” Nuevo México

pp. 76-87

pp. 68-75

Non-Fictional pp. 25-33

“Think in English 2” Ediciones SM

pp. 75-84

pp. 47-53

Fact pp. 40-51

“Yes, we can! 2” Richmond

pp. 52-59

pp. 52-59

Non-Fiction pp. 29-38

WEBSITES RESOURCES http://www.esl-galaxy.com/children.htm http://www.learning-english-online.net http://pbskids.org/ http://www.esolcourses.com/content/topicsmenu/beginners.html http://www.eslprintables.com http://www.esltower.com/VOCABSHEETS/hobbies%20holidays/hobbies.html http://www.colorincolorado.org/article/43814/

N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

UNIT:

SOCIAL PRACTICE: LEARNING ENVIRONMENT:

Participate in the reading of literary narratives and share personal experiences Literary and ludic

SPECIFIC COMPETENCY:

Read stories and narrations and associate them with personal experiences CONTENTS KNOWING ABOUT THE DOING WITH THE LANGUAGE LANGUAGE

ACHIEVEMENTS

•

Identify topic, purpose, and intended audience.

•

Identify beginning and ending in a story.

•

Find differences and similarities between actions performed by characters and one’s own.

•

Complete the writing of sentences using one or more words about one’s own and the character’s actions.

Explore illustrated children’s story books. • Activate previous knowledge to predict topic, purpose, and intended audience. • Identify cover, title, table of contents, and back cover. • Identify graphic and textual components.

•

Follow the reading aloud of a story. • Find out the meaning of words with the support of a picture dictionary. • Identify beginning and end. • Identify names of characters. • Perform or make mimics of actions: to sleep, to cry, to walk, etc. • Find differences and similarities between actions performed by characters and one’s own actions.

•

• • •

• •

Topic, purpose, and intended audience. Parts of a book. Textual and graphic components. Structure of text: beginning, body, and ending. Repertoire of words necessary for this social practice of the language. Word division. Upper and lower-case letters.

Participate in the writing of sentences. • Identify words in sentences. • Identify words written with an upper-case letter. • Complete sentences that refer to one’s own and characters’ actions with one or more words. • Complete lists of actions. • Compare words of sentences.

BEING THROUGH THE LANGUAGE

• • •

Acknowledge the social use of stories. Respect and appreciate people’s emotions. Show appreciation to one’s own cultural expressions and those of other countries.

PRODUCT

HANGING MURAL Stage 1 Select a story. Stage 2 Select characters’ actions that are similar to one’s own. Stage 3 Write or complete the writing of sentences that describe the chosen actions. Stage 4 Write the final version of the sentences on a poster. Stage 5 Check that the sentences are legible, complete, and that they comply with writing conventions. Stage 6 Add images, drawings, cut outs, photographs, etc. Stage 7 Display the hanging mural in the classroom and ask for permission to display it outside.

Check writing conventions. SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

4B

UNIT 4B PRODUCT STAGES

SUGGESTED ACTIVITIES • •

Stage 1

• • • •

Stages 2 and 3

• • • • • • •

Stages 4 and 5

• • • •

Stages 6 and 7

• •

Expose Ss to different kinds of stories, horror, romantic, fairy tales, and ask them for their favorite one. They can be asked to bring their favorite story book; it can be in English or in Spanish. Organize an activity in which they identify the different parts of a book such as cover, title, characters, etc. After exposing Ss to different stories, provide them with a model to follow, including vocabulary. Make sure Ss have enough tools to perform the activity. Activate previous knowledge by asking Ss to predict what the model story is about, and take advantage of this activity to provide Ss with vocabulary and expressions. Show Ss pictures and ask them what they think about the story. Then, as a whole group talk about the characters in the story, identify key words and look them up in a dictionary. Ask Ss to choose a story and draw the scenes in a big piece of paper or cardboard. Let them use different material to create their story, you may ask them to work in teams and transform a known story into a new version by changing the characters, the setting, and even creating new situations and alternative endings. Elicit feelings by making gestures or doodling faces on the board. Name a feeling and encourage Ss to represent them with gestures. Ask several Ss if they are happy or sad. Ask them to respond by making a happy or sad face. Have the class look at the face the S is making and call out the mood, e.g., happy, sad. Draw an angry face and a bored face (yawning with its mouth open) on the board; helps Ss to identify each mood. Ask: “Is he bored? Is he angry?” have Ss answer the questions with the correct mood, a coherent tone and complete sentences. Encourage Ss to identify actions in the story, common actions as house chores. Actions may be: prepare, clean, organize, wash, sweep, dust, buy, and make the bed. Ss match sentences with images (actions) that are the ones they identify as house chores. In teams, Ss share their ideas about these actions to see if they have chores in common. Encourage them to make a list of those actions to be used as additional support in further lessons. To make sure Ss have understood the action chosen, let Ss play a mimicry game by taking turns to guess what the action is. As they do so, ask them to write the action on their notebook or in a cardboard so that they start organizing their story. Give teams time to organize pieces of sentences, monitor teams organizing the pieces, and encourage peer correction among teams. Have Ss recall on sentence’s models from the selected story. When Ss are ready, they take turns coming to the front to check on detachable cards to complete their sentences. Have teams compete to build up structures accurately (timed activity). Check with the whole class. Provide teams with large paper strips to help them out with space distribution. Provide each team with the following material: colored sheets of paper, cardboard and white paper. Ss will also use: pencil, colors or crayons, scissors, glue etc. Have Ss work in teams to create a short story similar to the one they just listened, and using the main parts of a story: title, author (have Ss write their own names), main characters, main idea of the story, ending and a drawing. Monitor Ss to check writing and spelling of all words to make sure there are no mistakes. Invite Ss in teams to distribute the actions each one will do to elaborate the hanging mural. Ask Ss to take the cardboard and write the title of their own story on the top. Then write the author’s name under the title. Have Ss in charge of drawing; draw the scenes of the story on the colored paper sheets. Ss are in charge of writing the rest of the information, characters and development of the story. Monitor and assess them if needed. Promote peer correction and if they continue having difficulties use direct correction by modeling what they need to know. Make sure Ss are working properly and that the drawings and captions of the story are arranged in a logical sequence. Ss come to the front of the classroom and act out their story for their classmates, making sure they emphasize the emotions practiced during the social practice. Assign each team a specific spot to work inside the classroom. Help Ss hang their murals on the wall to exhibit the story’s scenario. Encourage Ss from other teams to walk around the classroom, and look at the other hanging murals. If possible exhibit the hanging murals outside the classroom Have Ss from other groups, look at them and listen to the Ss’ explanations and descriptions of their story main events.

Programa Nacional de Inglés en la Ciudad de México

UNIT 4B

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 1: The ocean school Story 4: Ricky and the rabbit e.g. Faces Big Book 2: Story 1: Are you my mom? Story 3: The pig’s tail e.g. Faces Big Book 3: Story 1: Felicity and the fairies Story 5: Scott’s scarf Thematic Frame  Seek to promote the learning of English language through the contents of different areas, the exploration of each unit, making it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them of the importance of issues such as the appreciation of music, painting as artistic expressions. Big Books also awaken the student to analytical thinking so as to identify the differences between forms and colors.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 4B BOOKS Publishing House

Teacher’s Book

Activity Book

Big Book

“Brilliant! two” Santillana “Do it! 2” University of Dayton “English 2nd Grade” Fernández Editores “I’m ready 2” Macmillan “Play and do 2” Trillas “Play and Play 2” Nuevo México “Think in English 2” Ediciones SM “Yes, we can! 2” Richmond

pp. 92-100

pp. 84-93

pp. 82-90

pp. 55-58

pp. 91-100

pp. 79-88

pp. 101-110

pp. 76-85

pp. 88-95

pp. 59-64

pp. 54-65

pp. 76-85

pp. 85-94

pp. 54-60

pp. 60-67

pp. 60-67

Story pp.19-24 Story pp. 41-52 Tale pp. 26-32 Story pp. 33-40 Favorite stories pp. 43-52 Fiction pp. 28-35 Story pp. 39-50 Fiction pp. 29- 38

WEBSITE RESOURCES http://learnenglishkids.britishcouncil.org http://freestoriesforkids.com/ http://grimmfairytales.com/en/main http://talltales.englishforyounglearners.org/easyreaders/lionandmouse.html http://www.really-learn-english.com/english-short-stories.html

N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS •

Identify purpose and topic based on illustrations and information.

•

Identify words that are similar to one’s own mother tongue.

• •

Name countries and locate them on a map. Rewrite information about a country on a chart.

UNIT: Share information through graphic resources Educational and academic Record basic information about a geography topic with the support of graphical resources CONTENTS KNOWING ABOUT THE BEING THROUGH THE DOING WITH THE LANGUAGE LANGUAGE LANGUAGE Explore illustrated maps with specific information about the Americas (i.e. languages, currency, flag, etc.). • Identify graphic and textual components. • Locate North America, Central America, and South America. • Point out data or information about countries. • Identify topic based on information.

• • • •

Topic, purpose, and intended audience. Textual and graphic components. Repertoire of words necessary for this social practice of the language. Upper and lower-case letters.

Identify information following its reading aloud. • Point out and identify words and phrases when listening. • Point out American countries on a map when listening to their name. • Identify words that are similar to the mother tongue. • Say names of countries to practice their pronunciation. Participate in the writing of information. • Write names of regions and countries of the Americas based on a model. • Complete sentences based on a set of words.

•

•

Use language as a means of appreciating other languages and cultures. Know and appreciate linguistic diversity.

PRODUCT

A PUZZLE OF THE AMERICAS Stage 1 Get or copy a map of the Americas. Stage 2 Draw and color North America, Central America, and South America. Stage 3 Look for specific information of the three regions and their countries such as: language, currency, flag, etc. Stage 4 Add information about the countries on the back of the map. Stage 5 Cut out each country to make the pieces of the puzzle. Stage 6 Play with the puzzle and choose a place to keep it in the classroom.

Check and verify information. SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México

5A

UNIT 5A

PRODUCT STAGES

Stages 1 and 2

SUGGESTED ACTIVITIES • • • • • • •

Stage 3

• • • • •

Stages 4 and 5

• • • •

Stage 6

• • •

To contextualize, show Ss a big map of the Mexican Republic. Have Ss name different states on the map. Draw a simple outline map of North, Central and South America on the board. Ask Ss to identify each region. Elicit the countries they know in North America, for example: “What country is this? It's Canada.” Do the same for Central America. “What country is this? It's Guatemala”, and finally, for South America: “What country is this? It's Argentina”. Familiarize Ss with the correct pronunciation of the countries. Expose Ss to a map of the Americas; ask them to locate North, South and Central. At first, ask for volunteers; then choose the Ss that require more practice. In the context of the next Soccer World Cup, ask Ss about the country where it will be (Brazil) and what they know about this country (flag, language, etc.). Then, show flags from different countries in America for Ss to match them with the name of the country. Ask them to locate the countries in the map. Ideally, expose Ss to different objects such as souvenirs, posters or realia from the countries to make this social practice memorable. If possible, show posters with the main tourist attractions or landmarks from these countries. Name different countries in America and elicit languages spoken, for example: English, French, Spanish, Portuguese, etc. Familiarize Ss with words or phrases in these languages, or words borrowed that we use in Spanish, e.g., chef, hot dog, piranha. Provide Ss with handouts with specific data about the countries from the Americas, such as: language, flag, and tourist attractions. Ask Ss to match or the data of each country. Then, ask Ss to write sentences about the countries: “Canada is in North America. They speak French and English”: Play "Hot Potato" with Ss to practice characteristics of the countries. Ask Ss to stand in a circle, start passing around the “hot potato” and say a country e.g. : “Colombia”, when a S has the “hot potato”, take out a paper with a question and ask the S to answer the question (language, location). The game goes on until all the Ss have participated. Show Ss a map of Mexico and elicit names of different states. Then, ask Ss if they know what languages besides Spanish are spoken, e.g., mayan, nahuatl, otomi, zapotec, etc. Take advantage of this opportunity to instill in Ss the idea of cultural and linguistic diversity. Review with Ss the information given with the support of visual aids (flashcards, flags, posters, etc.). Ss form three lines. Say a country and the Ss at the front of the lines have to run to the board and find the flag of the country. When they do so, elicit more information about the country. The team with more flags wins the game. Ask Ss to gather in groups. Give a flag to them in order to write the data of each country on separate pieces of paper to add to the puzzle. After Ss have finished their cards, ask them to color and decorate their country assigned for the map. Ask Ss to cut the sheet of paper with the country assigned for the puzzle. Help each team to cut the pieces so they match. Then, Ss color and decorate their map. Ask Ss to put their piece of the puzzle in the correct place. Ss may put the piece together following instructions, such as: “Canada is in the north, on the border with the United States. Ecuador is in Central America”. To vary, Ss may play with their puzzle either following each other’s instructions or listening to the teacher giving instructions to complete a puzzle. Have Ss play with the puzzles in order to reinforce knowledge. Ask Ss to place their cards with information next to the corresponding countries on the map. Ask them to read the information aloud. Help Ss to choose a place within the classroom to place their puzzles and refer to them later on for production and reference.

Programa Nacional de Inglés en la Ciudad de México

UNIT 5A

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 4: Ricky and the rabbit Story 5: Gerald Giant and Monty Mouse e.g. Faces Big Book 2: Story 4: Henry’s vacation e.g. Faces Big Book 3: Story 1: Felicity and the fairies Story 4: Raymond´s restaurant Thematic Frame  Seek to promote the learning of English language through the contents of different areas, the exploration of each unit, making it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them of the importance of issues such as the appreciation of music, painting as artistic expressions. Big Books also awaken the student to analytical thinking so as to identify the differences between forms and colors.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 5A

BOOKS Publishing house “Brilliant 2” Santillana

Teacher’s Book

Activity Book

pp. 101-113

pp. 94-105

Big Book Fact pp. 27-36

“Do it! 2” Univ. of Dayton

pp. 91-100

pp. 59-65

Fact pp. 52-64

“English 2” Fernández Editores

pp. 101-111

pp. 89-99

Fact pp. 33-40

“I’m ready 2” Macmillan

pp. 111-120

pp. 86-95

Fact pp. 40-48

“Play and do 2” Trillas

pp. 96-108

pp. 65-70

Our world pp. 49-54

“Play and Play 2” Nuevo México

pp. 76-87

pp. 86-95

Non-Fictional pp. 34-43

“Think in English 2” Ediciones SM

pp. 95-104

pp. 61-67

Fact pp. 52-64

“Yes, we can! 2” Richmond

pp. 68-75

pp. 68-75

Fiction pp. 39-48

WEBSITE RESOURCES http://www.teachchildrenesl.com http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk http://www.teachingenglishgames.com http://www.eslgamesworld.com http://kids.nationalgeographic.com/kids/places/find/ http://www.sciencekids.co.nz/sciencefacts/countries.html http://www.timeforkids.com/around-the-world N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México

CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL SCHOOL TERM 2017-2018 GRADE:

Second Grade Elementary School

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS •

Identify the names of locations.

•

Identify natural features and distinguish them from man-made constructions.

•

Answer questions about the characteristics of natural features and man-made constructions.

•

Find differences and similarities between words in English and the mother tongue.

UNIT:

Describe and share information about the place where one lives Familiar and community Understand and record information about locations in the place where one lives CONTENTS KNOWING ABOUT THE BEING THROUGH THE DOING WITH THE LANGUAGE LANGUAGE LANGUAGE Explore illustrated diagrams or maps for children. • Identify uses and purposes of maps or diagrams. • Distinguish graphics from textual components. • Identify the name of locations (country, ranch, neighborhood, etc.). • Identify natural features (river, sea, woods, etc.) and man-made constructions (hospital, school, office, etc.). • Identify signs of places and relate them to the name they represent. Participate in the reading aloud. • Find out the meaning of words using a picture dictionary. • Point out names while they are read aloud. • Complete questions. • Answer questions to offer information about locations, based on a model. Explore the written form of words. • Classify names in semantic fields. • Compare the written form of names. • Find differences and similarities between words in English and the mother tongue. • Locate names of places on maps or diagrams. Check writing conventions.

• • • •

•

Purpose. Graphic and textual components. Sentence formation. Repertoire of words necessary for this social practice of the language. Differences between English and the mother tongue.

• •

Value and preserve natural features of the place where one lives. Appreciate cooperative work.

PRODUCT

MAP OF A LOCATION Stage 1 Observe the empty spaces on the map or diagram, previously made by the teacher of the place where one lives. Stage 2 Decide which man-made constructions or natural features are missing. Stage 3 Draw on the map or diagram the natural features and man-made constructions of the location that are missing. Stage 4 Include the corresponding signs. Stage 5 Write the name of the location based on a model. Stage 6 Write the name of the constructions and features included, based on a model. Stage 7 Check that the writing is complete and legible. Stage 8 Display in the classroom the map of a public place.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. 3° de Preescolar. 1° y 2° de Primaria. Fase de expansión. México, 2011. Programa Nacional de Inglés en la Ciudad de México

5B

UNIT 5B

PRODUCT STAGES

SUGGESTED ACTIVITIES • •

Stages 1 and 2

• • • • •

Stages 3 and 4

• • • • •

Stages 5 and 6

Stages 7 and 8

For introducing the topic, ask Ss to analyze the area on their way to school and back home from school. Ask Ss: "What's your hometown like? What are your favorite places in your neighborhood?" Provide vocabulary as necessary. Show Ss a drawing of a hometown map that includes public places nearby, e.g., a hospital, a convenience store, a fire department, a bank, a school, etc. Make sure Ss know the meaning of all the places. With the aid of pictures or toys, simulate a town or a neighborhood where the Ss clearly distinguish places and their location. Add more vocabulary related to natural features (woods, river, mountain, etc.). Show flashcards and have Ss explain the differences between a city, a town and a village. Divide Ss in teams, have Ss make a chart to compare things they find in a city, in a town and in a village. Try to use visual aids to make it more attractive. Have Ss write those places on pieces of paper. Divide the class in teams; as a kind of contest have Ss take a piece of paper and point at the place written on it. Have Ss contribute with different pieces to make a 3D map. The pieces can be made of card-board, plastic, dough, a drawing or Ss own toys of what is needed to complete the map or diagram of our neighborhood. Help Ss explain some signs and symbols to show where some places are located on a map. Use flashcards or other visual aids to make it clear and attractive. Draw some examples of those symbols on the board, and make sure Ss understand them. Divide the class in teams, give each team a map or diagram prepared on stage one. Ask Ss to complete their map or diagram by adding the different buildings: school, hospital, bank, etc. Ask Ss to describe the maps in short sentences, e.g., “There is a river. There is a supermarket.” Give Ss set phrases with the question: “Is there a…?” Have Ss ask and answer about locations in their neighborhood: "Yes, there is/are - No, there isn't/ aren’t".

•

Write on the board the places previously taught and draw their symbols and signs. Make sure Ss understand them. Ask Ss to copy the names and match symbols for different locations (restaurant, hospital, bank, supermarket, park, police station, fire station, zoo, etc.) in their notebooks. Ss work in groups of three or four. Provide each group with the material to make the map of their location. Ask Ss to label their buildings, and write on the actual map even the names of main public places. If necessary, have Ss use small boxes to make up the buildings they will put on their maps: a school, a coffee shop, a grocery store, a supermarket, etc. In groups, ask Ss to complete their map writing their corresponding labels and characteristics.

• • • • • •

Have Ss display their maps in the classroom and look at one another’s work encouraging peer correction and fostering respect with each other. Have Ss recognize some places or buildings by pointing to and giving references of different places. Encourage Ss to describe their map using complete sentences: “In my neighborhood, there is a…” As a further practice, Ss may role-play either following or giving each other’s instructions to complete a tour. If the group is ready to be challenged, organize a rally in teams, so they can practice in a fun way what they have learned. Help Ss to choose a place within the classroom to place their maps and refer to them later on for production and reference.

•

Programa Nacional de Inglés en la Ciudad de México

UNIT 5B

SUPPLEMENTAL EDUCATIONAL MATERIALS 

Big Books

e.g. Faces Big Book 1: Story 3: Sally´s seeds Story 4: Ricky and the rabbit e.g. Faces Big Book 2: Story 4: Henry´s vacation Story 5: Emily´s ice creams e.g. Faces Big Book 3: Story 2: The dragon and the drum Story 4: Raymond´s restaurant

Thematic Frame  Seek to promote the learning of English language through the contents of different areas, the exploration of each unit, making it possible to develop language skills in tandem to create an interest in issues that promote the imagination of students and sensitize them of the importance of issues such as the appreciation of music, painting as artistic expressions. Big Books also awaken the student to analytical thinking so as to identify the differences between forms and colors.  Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key in all areas of development. 

Macmillan Early Learners Flashcards  Motivate students to relate the images and texts through diverse activities  Implement dynamic and games according to their level increasing the degree of complexity.  Perform reviews of the vocabulary learned during the sessions.  Invite students to repeat the words learned making it visible their pronunciation.  Encourage students to classify images according to the topics covered.

Programa Nacional de Inglés en la Ciudad de México

UNIT 5B

BOOKS Publishing house

Teacher’s Book

Activity Book

Big Book

“Brilliant 2” Santillana “Do it! 2” University of Dayton “English 2” Fernández Editores “I’m ready 2” Macmillan “Play and do 2” Trillas “Play and Play 2” Nuevo México “Think in English 2” Ediciones SM “Yes, we can! 2” Richmond

pp. 114-123

pp. 106-115

pp. 101-109

pp. 66-72

pp. 113-121

pp. 101-109

pp. 120-132

pp. 96-105

pp.109-116

pp. 71-78

pp. 76-87

pp. 96-105

pp. 105-114

pp. 69-74

pp. 76-83

pp. 76-83

Fact pp. 21-26 Fact pp. 41-51 Fact pp. 26-32 Fact pp. 32-39 Our world pp. 29-38 Non-Fictional pp. 25-33 Fact pp. 40-51 Non-Fiction pp. 29-38

WEBSITE RESOURCES http://www.teachchildrenesl.com http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk http://www.teachingenglishgames.com http://www.eslgamesworld.com Locations and giving directions: http://englishkidsfun.blogspot.mx/2011/01/giving-directions-online-worksheets.html http://www.eslprintables.com/vocabulary_worksheets/the_city/city_map/ http://www.good.is/posts/exploratory-learning-a-toolkit-to-turn-elementary-school-kids-into-neighborhood-detectives http://eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/ N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom reality and student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México