cycle 1, first grade school term 2015-2016

Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 1, FIRST GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
First Grade
SOCIAL PRACTICE:
Participate in language games with expressive and aesthetic purposes
LEARNING ENVIRONMENT:
Literary and ludic
SPECIFIC COMPETENCY:
Compare words in a children’s story
ACHIEVEMENTS
 Distinguish letters from
numbers.
 Classify names according
to what they refer to.
 Group different and similar
words based on their
written form.
CONTENTS
KNOWING ABOUT THE
LANGUAGE
DOING WITH THE
LANGUAGE
Explore short stories.
Identify where it can be
read (text) and where it
cannot (images).
Differentiate letters from
numbers and punctuation.
Listen to the reading aloud
of stories.
 Activate previous
knowledge to identify
characters, objects, and
places.
 Associate the reading of
names of characters,
objects, and places with
their writing.
 Topic.
 Graphics components
 Textual components:
title and paragraphs.
 Repertoire of words
necessary for this
social practice of the
language.
BEING THROUGH THE
LANGUAGE
 Use reading as a source of
entertainment.
 Appreciation of cultural
expressions particular to the
English language.
 Interest in the reading aloud
of stories.
PRODUCT
INTERACTIVE ILLUSTRATED STORY
Stage 1
Choose the scene from a story as well as the people,
animals, and objects that will participate in it.
Stage 2
Draw the scene and its elements.
Stage 3
Cut out the pieces and paste them on cardboard or
laminate them so they can be used without being torn.
Stage 4
Write on a sheet of paper the names of the elements
based on a model.
Stage 5
Cut out the names and paste them on cardboard or
laminate them so they can be used without being torn.
Stage 6
Put the elements and their names in different places to
make the scene interactive.
Stage 7
Order the scenes to make an interactive story where
the scenes and their elements can be moved.
Stage 8
Make sure that elements and names are matched
correctly.
Stage 9
Ask for permission to share the interactive story with
other classes and find the place where it will be
displayed in the classroom.
Check the written text of a
story
 Classify names according
to what they refer to:
objects; characters, and
animals.
 Compare the written form of
words.
 Group different and similar
words based on their
written form.
 Spell words.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
3A
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES


Stage 1




Stage 2


Stage 3



Stage 4


Stages
5 and 6





Stage 7
Stage 8
Stage 9




Ask Ss if they know stories about animals. Encourage them to share their ideas with the rest of the group. Since animals are very appealing to Ss at this age,
it is highly recommended to work with this type of stories.
Choose a story to be read. Encourage volunteers to comment on the characters. Leaf through the story and have children make predictions based on the
scenes. Point out other things in the picture.
Have Ss choose a scene from a traditional tale and draw their attention to people and objects in the scene. You can use visual aids to recall vocabulary for
items from scenes. While reading the story, isolate words under study and present them to Ss graphically on pieces of cardboard or on the board, so that they
can identify them.
Show Ss some images from an illustrated story in which they can identify animal characters. Ask them to find and point at small/big animals. Make some
questions such as “How many animals can you see?” When everyone has identified the characters, count chorally in English (one, two, three, four, etc.), and
have children point at them. Show the story from the book and /or any other sources. Ask your Ss to comment on the pictures.
Show Ss some pictures about different habitats. Ask Ss to look at the illustrations to elicit animals that live in the ocean, near rivers, in the savannah and in the
jungle.
Have Ss follow a “Listen and draw” activity. Choose a story or scene that is very descriptive and contains several adjectives. If necessary, add descriptions in
order to make it clear for Ss. Ask Ss to create a drawing to recreate a scene from the story without seeing the illustrations. Ask Ss to focus on the most
important actions or characters of the story, but tell them there are no correct or incorrect answers.
Have students play "Chinese whisper" using vocabulary for the realia items that are appropriate for the scenes in the stories they read, e.g., a red hood, a
mirror, a poisoned apple etc.
Ask children to draw their own scenes about the chosen story. Compare drawings.
Have Ss find illustrations for the previous reading or chosen story; or draw them.
Arrange Ss’ desks as to have two stations: one for cutting the illustrations, and the second for pasting the illustrations on cardboard in order to make harder
material to work with.
Start associating sounds to the graphic representation of words by showing them on pieces of cardboard, on the board, or forming the words out of alphabet
sets (e.g., T-i-t-t-l-e).
Have Ss mind map names of characters and related objects of stories on sheets of paper.
Hand out strips of traceable vocabulary to Ss, so that they can write words naming characters or items from the story on them. Exhibit the strips to encourage
Ss to recall different scenes of a specific story or stories.
Ss put together word strips and drawings to come up with their own scenes or versions of scenes.
Have Ss participate in an interactive version with the chosen vocabulary and scenes.
Instruct Ss to exchange word strips and drawings and organize them as they wish, sequencing scenes and being able to move items or events.
Have Ss realize they can come up with a different, more modern and humorous version of a story by moving characters, objects and/or scenes around.
Have Ss draw items and characters of different scenes out of different stories. Make a memory game to match the object or character to a specific story or
tale, e.g., a mirror-Snow White, an apple-poison for Snow White’s story.
Provide Ss with a matching exercise on scenes snapshots (images) and the name of familiar stories for them (written form).
Organize trios and have Ss share their story versions with their classmates. Monitor accurate matches stimulating the use of their imagination as well as
creativity.
Towards the end of the month, have Ss present their projects and use as much language as possible. Display final versions inside the classroom.
Have Ss socialize the product in pairs by walking around identifying scenes, events, objects and reading captions, as if they were visiting a famous tale´s
museum. Establish roles, one Ss can be the tour guide and the other an art critic. Monitor Ss to give opinions on one another’s work.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
SUPPLEMENTAL EDUCATIONAL MATERIALS
 Big Books
e.g. Bounce now Big Book Builder 1: L1 Unit 7: In the farm, L2 Unit 2: The zoo
e.g. Bounce now Big Book Builder 2: L3 Unit 6: At the hospital , L4 Unit 3: At the circus
e.g. Bounce now Big Book Builder 3: L5 Unit 7: International celebrations, L6 Unit 8: Animals at work
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
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 de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
BOOKS
Publishing House
“Brilliant! one”
Santillana
Teacher’s Book
pp. 58-69
Activity Book
pp. 52-61
Big Book
Story Book
pp. 11-20
“Do it! 1”
University of Dayton
pp. 53-61
pp. 32-37
Story Book
pp. 23-36
“English and Me 1”
Cengage
pp. 58-69
pp. 52-61
Fiction
pp. 16-21
“English 1 Grade”
Fernández Editores
pp. 66-78
pp. 55-67
Tale Book
pp. 17-24
“I’m ready 1”
Macmillan
pp. 52-57
pp.46-55
Story Book
pp. 19-28
“Kites 1”
Macmillan
pp. 68-77
pp. 46-55
Story Book
pp. 21-30
“Play and Do 1”
Trillas
pp. 62-72
pp. 43-49
Favorite Stories
pp. 17-30
“Play and Play 1”
Nuevo México
pp. 56-65
pp. 48-55
Fictional
pp. 18-25
“Think! in English 1”
Ediciones S. M.
pp. 55-64
pp. 34-40
Story Book
pp. 27-38
“Yes, we can! 1”
Richmond
pp. 36-44
pp. 36-44
Fiction
pp. 21-28
st
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.storynory.com/
http://www.storyplace.org/eel/eel.asp
http://storiesandchildren.com/draw-what-you-hear/
N.B. Website resources and supporting materials enclosed 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 de Inglés en Educación Básica en el Distrito Federal