pp.

CYCLE 1, FIRST GRADE

SCHOOL TERM 2013-2014

GRADE: First Grade UNIT: 2A

SOCIAL PRACTICE: Follow steps in a set of instructions in order to make a product
LEARNING ENVIRONMENT: Educational and academic
SPECIFIC COMPETENCY: Read illustrated sets of instructions in order to assemble an object

ACHIEVEMENTS
CONTENTS
PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
Identify topic, purpose, and
intended audience.

Recognize names and figures
that represent cardinal
numbers.

Select words to complete
instructions.

Establish correspondences
between the writing and
reading of words.

Explore instruction manuals.
Recognize topic, purpose, and
intended audience.
Find graphic and textual
components.
Differentiate instructions or
steps from a list of materials.

Participate in the reading aloud
of an instruction manual.
Find out the meaning of words.
Recognize names of cardinal
numbers.
Count steps or instructions.
Distinguish the order of
instructions or steps in a
sequence.

Participate in the writing of
instruction manuals.
Compare the writing of words.
Find familiar letters.
Choose words to complete
instructions.
Order the instructions or steps
in a sequence.
Find correspondences between
the writing and reading of
words.

Topic, purpose, and intended
audience.
Graphic and textual
components: illustrations,
title, text.
Repertoire of words necessary
for this social practice of the
language.
Names and figures that
represent cardinal and ordinal
numbers.
Identify the social use of
instruction manuals.
Show attention to reading.



ILLUSTRATED INSTRUCTION
MANUAL TO MAKE AN
OBJECT (KITE, ORIGAMI,
MASKS)


Stage 1
Choose an instruction manual to
put together an object.
Stage 2
Identify the instructions and the
list of materials.
Stage 3
Follow the steps in the instruction
manual to make an object.
Stage 4
Use the object.



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

pp.



PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
Show Ss some models of crafts and ask them about ideas on the materials needed and how to build them. Emphasize the idea of following a series of
instructions.
Give Ss different simple manuals in order to explore them, and identify its parts. Have Ss identify the order of the steps to build or construct something. Make
sure the manuals include simple instructions and are accompanied by clear visuals.
Provide Ss with a handout that displays an instruction manual to create a piggy bank craft. Go over it with the whole class, distinguishing instructions from
materials in each step to elaborate the craft.

Stage 2
Divide the class into teams; have Ss ask questions in order to decide what kind of craft they want to make, e.g.: a super hero, a mask, a monster or their
favorite cartoon character.
Have them decide the list of materials they are going to use. Have them count the steps they have to follow in order to make it.
Have a matching exercise with images from different products and their corresponding materials.
Have Ss put together actions words, materials and other linguistic elements to make their instruction manual.
Give instructions using symbols to make the craft. Scramble all the instructions. Have Ss come to the board to unscramble the instructions for them to
remember the order of steps to make the product.
Have Ss express verbally the steps followed to make the craft.
Volunteers stand in front of the class holding cards or strips with a different step. Ss are asked to stand in order of steps.
Have the class go over the steps and call out the corresponding action for the elaboration, while the volunteers display the strips and point out the
corresponding stage.

Stage 3
Provide Ss with the material (for the piggy bank: glue, a balloon, newspaper cut outs, metal soda caps for nose and feet and paint). Ss gather material for
their teams. T makes sure everyone in the team gets a responsibility with different tasks and steps, e.g.: a couple of Ss cut out pieces from the news paper,
while others prepare glue and a brush to cover the piggy with these pieces. While some apply the glue, others can help holding the balloon, making sure it
doesnt blow up. Ss may go over the vocabulary to use it for the activity. Make sure Ss follow steps

Stage 4
Have Ss color their crafts and hang them around the classroom to share them with their classmates, for example: First, cut the paper, then, glue the sticks.
Have Ss place their crafts around the classroom or on their desks. Explain to Ss they will pitch in token money in their piggy bank while they express what
they are saving for.



pp.


BOOKS
Publishing House Teachers Book Activity Book Big Book
Brilliant!
Santillana
pp. 36-47 pp. 28-39 Fact
pp. 7-10
Do it!
University of Dayton
pp. 34-42 pp. 17-23 Fact
pp. 14-21
English
Fernndez Ed.
pp. 38-51 pp. 30-42 Fact
pp. 10-16
English and me
Cengage
pp. 22-29 pp. 18-27 Fact
pp. 10-14
Im ready
Macmillan
pp. 37-43 pp. 26-35 Fact
pp. 8-15
Kites
Macmillan
pp. 43-53 pp. 26-35 Fact
pp. 12-21
Play and Play
Nuevo Mxico
pp. 32-43 pp. 26-35 Non fictional
pp. 3-10
Play and Do
Trillas
pp. 33-41 pp. 23-28 Our World
pp. 11-16
Think! in English
Ediciones S. M.
pp. 35-44 pp. 20-25 Fact
pp. 16-27
Yes, we can!
Richmond
pp. 20-27 pp. 20-28 Non-fiction
pp. 11-18

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.activityvillage.co.uk/masks_for_kids_to_make.htm
http://bigspringenvironmental.com/20-toys-to-make-from-trash/
http://www.redtedart.com/2012/10/15/musical-instrument-crafts-for-kids/
http://tlc.howstuffworks.com/family/paper-masks3.htm