Administracin Federal de Servicios Educativos en el Distrito Federal Direccin General de Innovacin y Fortalecimiento Acadmico Direccin de Programas de Innovacin Educativa

Coordinacin del Programa de Ingls en el Distrito Federal

CYCLE 1, SECOND GRADE SCHOOL TERM 2013-2014

GRADE: Second Grade Participate in the reading and writing of rhymes and stories in verse Literary and Ludic. Read rhymes and stories in verse. CONTENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE LANGUAGE Explore illustrated rhymes and Topic, purpose, and stories in verse. intended audience. Predict topic, purpose, and intended Acoustic characteristics: audience based on graphics. pauses and rhythm. Distinguish textual components Characteristics of rhymes and stories: rhyme, verse, Listen to and participate in the and stanza. reading aloud of rhymes and stories Textual and graphic in verse. components. Find out the meaning of words. Repertoire of words Identify words that rhyme. necessary for this social Match images to stanzas and verses. practice of the language. Identify changes in intonation. Word formation. Conventional letter-sound Practice the pronunciation of verses. correspondence. Participate in the writing of verses. Differences and similarities Compare the written form of words between written and oral that rhyme and words that do not. language. Complete words by writing their missing parts. Find differences and similarities in the written form of verses, number of words, words that rhyme, etc.). Complete verses using one or more words. Check legibility and writing conventions. UNIT: 1B

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.

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.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 1. Fase de expansin. Mxico, 2011


Administracin Federal de Servicios Educativos en el Distrito Federal Direccin General de Innovacin y Fortalecimiento Acadmico Direccin de Programas de Innovacin Educativa Coordinacin del Programa de Ingls en el Distrito Federal

PRODUCT STAGES

SUGGESTED ACTIVITIES
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.

Stage 1

Stage 2

Stage 3


Administracin Federal de Servicios Educativos en el Distrito Federal Direccin General de Innovacin y Fortalecimiento Acadmico Direccin de Programas de Innovacin Educativa Coordinacin del Programa de Ingls en el Distrito Federal

BOOKS Publishing House "Brilliant! two" Santillana "Do it! 2" University of Dayton "English 2" Fernndez Editores "Im Ready! 2" Macmillan "Play and Do 2" Trillas "Play and Play 2" Nuevo Mxico "Think! in English 2" Ediciones SM "Yes, we can! 2" Richmond Teachers Book pp. 26-34 pp. 26-34 pp. 28-37 pp. 37-44 pp. 24-33 pp. 21-31 pp. 25-34 pp. 12-19 Activity Book pp. 18-27 pp. 9-16 pp. 17-25 pp. 17-25 pp. 16-22 pp. 16-25 pp. 13-18 pp. 12-19 Big Book Story Book pp. 3-8 Story Book pp. 3-14 Tale Book pp. 3-9 Story Book 2 pp. 3-12 Favorite Stories pp. 3-12 Fiction pp. 3-10 Story Book pp. 3-14 Fiction pp. 3-11

Other 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.childrens-stories.net/poems-and-rhyming-stories/poems-and-rhyming-stories.htm http://www.learnenglishkids.britishcouncil.org/en/short-stories