3.cycle 1 Second Grade Elementary School 2017-2018

CYCLE 1 SECOND GRADE ELEMENTARY SCHOOL
UNIT SOCIAL PRACTICE PRODUCT REFERENCES
Listen to and use every day greetings, Supplemental Educational

1A List of courtesy rules Books and website resources
farewell, and courtesy expressions Materials
Supplemental Educational
Participate in the reading and writing of Recording or performance of Books and website resources
1B Materials
rhymes and stories in verse rhymes or stories in verse
Follow steps in a set of instructions in order Illustrated sequence of an Books and website resources
2A Materials
to make a product experiment
Follow and give instructions in everyday Posters or ads with school Books and website resources
2B Materials
settings instructions
Participate in language games with Books and website resources
3A Verse roulette Materials
expressive and aesthetic purposes
Survey of natural products from Books and website resources
3B Formulate questions about a specific topic Materials
the countryside
Give and receive information about oneself Books and website resources
4A Illustrated bar graph of hobbies Materials
and others
Participate in the reading of literary Supplemental Educational

Books and website resources
4B narratives Hanging mural Materials
and share personal experiences
Books and website resources
5A Share information through graphic resources A puzzle of the Americas Materials
Describe and share information about the Books and website resources
5B Map of a location Materials
place where one lives
CYCLE 1, SECOND GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Second Grade Elementary School UNIT: 1A
SOCIAL PRACTICE: Listen to and use everyday greetings, farewell, and courtesy expressions
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret and produce greetings, farewell, and courtesy expressions
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE PRODUCT
DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Assume the roles of sender and Explore short dialogues • Purpose, sender, • Show a respectful LIST OF COURTESY RULES
intended audience in greetings, • Identify attitudes and non-verbal and intended attitude towards
farewell, and courtesy expressions. language used by the sender and audience. others’ attempts
Stage 1
intended audience. • Non-verbal to use the target
• Use verbal and non-verbal language in language. language. Select expressions to be used in the classroom.
• Identify greetings, farewell, and
dialogues. • Graphic and textual • Use greetings, Stage 2
courtesy expressions.
• Predict greetings, farewell, and components of lists farewell, and Complete sentences with the expressions
• Detect similarities and differences courtesy expressions based on non- of rules: title, list of courtesy selected for the list of rules.
among words. verbal language. rules, numbers or expressions to Stage 3
• Exchange greetings, farewell, and bullets, size and type establish
Check the written form of the sentences.
• Complete sentences with words. courtesy expressions. of letters, etc. coexistence rules.
• Time for the Stage 4
exchange of Decide on the order of sentences for the list of
Participate in the writing of a list of rules rules.
expressions
to use courtesy expressions in class (morning, afternoon Stage 5
• Explore lists of rules to identify their or night). Write the final version of the sentences.
graphic and textual components. • Word formation in
• Point out words used in greetings, Stage 6
expressions.
farewell, and courtesy expressions. Read the sentences aloud.
• Repertoire of words
• Detect differences and similarities necessary for this Stage 7
between words. social practice of the Suggest and add a title for the list of rules.
• Complete words by writing, while language (e.g. modal Stage 8
listening to sentences from a list of verbs: can, may, Display the list of rules in a visible place in the
rules. etc.; personal classroom.
• Complete sentences from a list of rules pronouns).
with greetings, farewell, and courtesy
expressions.
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

UNIT 1A
PRODUCT
SUGGESTED ACTIVITIES
STAGES
• 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).
Stage 1 • 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
Stage 2 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
Stage 3 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.
Stage 4 • 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.
Stage 5 • 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
Stage 6 expressions and read them out loud.
• 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.
Stage 7 • 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.

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.

UNIT 1A
BOOKS
Publishing house Teacher’s Book Activity Book Big Book
"Brilliant! two" pp. 15-25 pp. 8-17 Fact

Santillana pp. 3-6
"Do it! 2" pp. 15-25 pp. 4-9 Fact

University of Dayton pp. 4-16
"English 2" pp. 18-27 pp. 6-15 Fact

Fernández Editores pp. 3-10
"I’m Ready! 2" pp. 24-35 pp. 6-14 Fact

Macmillan pp. 4-13
"Play and Do 2" pp. 15-23 pp. 8-15 Our World

Trillas pp. 3-14
"Play and Play 2" pp. 12-21 pp. 9-15 Non-Fictional
Nuevo México pp. 3-7
"Think! in English" pp. 19-25 pp. 8-11 Fact
Ediciones SM pp. 4-16
"Yes, we can! 2" pp. 4-14 pp. 4-11 Non-Fiction
Richmond 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.

GRADE: Second Grade Elementary School UNIT: 1B
SOCIAL PRACTICE: Participate in the reading and writing of rhymes and stories in verse
LEARNING ENVIRONMENT: Literary and ludic
SPECIFIC COMPETENCY: Read rhymes and stories in verse
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE
DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE
• Identify stanzas and verses. Explore illustrated rhymes and stories in • Topic, purpose, and • Use poems as a RECORDING OR PERFORMANCE OF RHYMES
verse. intended audience. means of OR STORIES IN VERSE
• Follow rhythm while listening to the • Predict topic, purpose, and intended • Acoustic expressing
reading aloud of rhymes and stories in audience based on graphics. characteristics: emotions.
pauses and rhythm. • Show confidence Stage 1
verse. • Distinguish textual components.
• Characteristics of in the use of the Practice the reading aloud of the texts to be
• Recognize topic in rhymes and stories. Listen to and participate in the reading rhymes and stories: target language. recorded or presented in public.
rhyme, verse, and • Appreciate and Stage 2
aloud of rhymes and stories in verse.
• Read aloud rhymes and stories. stanza. enjoy literary Make graphics or produce sound effects for
• Find out the meaning of words. • Textual and graphic expressions in the
• Identify words that rhyme. the recording or performance of the rhymes or
components. English language.
• Match images to stanzas and verses. • Repertoire of words stories in verse.
• Identify changes in intonation. necessary for this Stage 3
social practice of the Show the recording or performance inside or
Participate in the writing of verses. language. outside the classroom.
• Compare the written form of words • Word formation.
that rhyme and words that do not. • Conventional letter-
• Complete words by writing their sound
missing parts. correspondence.
• Find differences and similarities in the • Differences and
written form of verses, number or similarities between
words, words that rhyme, etc. written and oral
• Complete verses using one or more language.
words.
Check legibility and writing conventions.

UNIT 1B
PRODUCT
STAGES
• 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.
Stage 1 • 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
Stage 2 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.
Stage 3
• 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.

UNIT 1B
 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
development.


UNIT 1B
BOOKS
"Brilliant! two" Story Book
pp. 26-34 pp. 18-27
Santillana pp. 3-8
"Do it! 2" Story Book

pp. 26-34 pp. 9-16
"English 2" Tale Book

pp. 28-37 pp. 17-25
"I’m Ready! 2" Story Book 2

pp. 37-44 pp. 17-25
Macmillan pp. 3-12
"Play and Do 2" Favorite Stories
pp. 24-33 pp. 16-22
Trillas pp. 3-12
"Play and Play 2" Fiction
pp. 21-31 pp. 16-25
"Think! in English 2" Story Book
pp. 25-34 pp. 13-18
"Yes, we can! 2" Fiction
pp. 12-19 pp. 12-19
Richmond pp. 3-11
WEBSITE RESOURCES
http://www.anglomaniacy.pl/episode1.htm
http://www.funenglishgames.com/activities.htm

SOCIAL PRACTICE: Follow steps in a set of instructions in order to make a product

LEARNING ENVIRONMENT: Educational and academic
SPECIFIC COMPETENCY: Follow instructions to carry out a simple science-related experiment
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Distinguish instructions Explore simple illustrated texts on experiments. • Purpose and topic. • Use language as a ILLUSTRATED SEQUENCE OF AN EXPERIMENT
from a list of materials. • Identify parts of the text and their distribution. • Textual and graphic means of sharing
• Distinguish instructions from lists of materials. components. knowledge.
Stage 1
• Order words to form • Identify graphic and textual components. • Word and sentence • Show confidence
questions. formation. in the use of the Choose a simple experiment (i.e. germinate a seed).
• Repertoire of English language. Stage 2
Participate in the reading aloud of texts on
• Interpret and follow words necessary • Pay attention to Make or cut out cards.
instructions. experiments. for this social the audience. Stage 3
• Predict the content based on previous practice of the Write the list of materials for the experiment on the
• Identify the order of knowledge, title, and illustrations. language.
• Identify questions about an experiment cards.
instructions in a • Upper and lower-
sequence. • Identify words that form questions. case letters. Stage 4
• Order words to form questions. • Punctuation. Collect the materials and start the experiment under
• Select options to answer questions. teacher’s supervision.
• Practice the pronunciation of questions and Stage 5
answers about an experiment.
Observe the different stages of the experiment.
• Identify and follow instructions to carry out an
experiment. Stage 6
Write sentences (previously written by the teacher) that
Participate in the writing of texts on experiments describe every observed stage.
• Identify names of materials. Stage 7
• Rewrite names of materials. Check that the written form of sentences and materials
• Complete instructions using one or more words. is complete and legible.
• Compare differences and similarities in Stage 8
instructions. Display the illustrated sequence of the experiment
• Identify the logical order of instructions in a
inside or outside the classroom.
sequence.

UNIT 2A
PRODUCT
STAGES
• 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
Stage 1 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.
• 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
Stages 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.
2 and 3 • 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.
Stages • 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
4 and 5 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.
Stage 6 • 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
Stage 7 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
Stage 8 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.

UNIT 2A
 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.
development.


UNIT 2A
BOOKS
"Brilliant! two" pp. 28-39 Fact Book
pp. 35-47
Santillana pp. 7-14
"Do it! 2" Fact

pp. 35-43 pp. 17-24
"English 2" Fact

pp. 38-48 pp. 26-36
"I’m Ready" Fact

pp. 45-55 pp. 26-35
Macmillan pp. 14-23
"Play and Do 2" Our World
pp. 35-43 pp. 23-28
Trillas pp. 15-20
"Play and Play 2" Non-Fictional
pp. 32-43 pp. 26-35
"Think! in English" Fact
pp. 35-44 pp. 19-25
"Yes, we can! 2" Fiction
pp. 20-27 pp. 20-27
Richmond pp. 12-20
WEBSITE RESOURCES
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

SOCIAL PRACTICE: Follow and give instructions in everyday settings

SPECIFIC COMPETENCY: Follow and give instructions that regulate everyday school activities
CONTENTS
LANGUAGE LANGUAGE
• Identify purpose and intended Explore school instructions. • Purpose and • Use instructions to POSTERS OR ADS WITH SCHOOL INSTRUCTIONS
audience. intended audience. regulate activities,
• Identify purpose and intended • Non-verbal instill habits, and Stage 1
• Identify new words. audience. language.
promote a healthy Choose from a set of cards (previously made by
• Identify instructions. • Sentence formation.
• Use a picture dictionary to find out • Upper and lower- form of the teacher) instructions that regulate activities,
• Find out the meaning of words or
the meaning of words. instructions. case letters. coexistence in the instill habits or promote a healthy form of
• Punctuation. school. coexistence in the school.
• Give and follow simple instructions. Rehearse the giving of instructions. • Repertoire of words • Promote a healthy Stage 2
necessary for this coexistence Complete or write the chosen instructions on a
• Complete the writing of instructions • Follow instructions. social practice of the
through posters or poster or ad, based on a model.
using one or more words. • Identify intonation in instructions. language.
• Text and image ads. Stage 3
• Give instructions to carry out or
correspondence. Check the writing of instructions.
prevent specific actions.
Stage 4
Participate in the writing of instructions. Write the final version of instructions on a
poster or ad.
• Identify non-regulated activities or Stage 5
situations in the classroom. Illustrate each instruction in the poster or ad.
• Compare the written form of words. Stage 6
• Complete the writing of specific Check that instructions can be carried out.
instructions.
Stage 7
• Point out specific words
Find places in the school to display instructions
Check upper and lower-case letters, and Stage 8
periods in sentences. Ask for permission to display the poster or ad in
the school

UNIT 2B
PRODUCT
STAGES
• 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.
Stage 1 • 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
Stage 2 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.
Stage 3 • 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
Stages 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
4 and 5 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.
Stage 6 • 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

UNIT 2B
 Big Books
e.g. Faces Big Book 1: Story 1: The ocean school

e.g. Faces Big Book 2: Story 4: Henry´s vacation
Thematic Frame
development.


UNIT 2B
BOOKS
Publishing house Teacher’s Book Activity Book Readers
"Brilliant! two" Story Book

pp. 48-56 pp. 40-49
Santillana pp. 9-14
"Do it! 2" Story Book

pp. 44-52 pp. 25-30
"English 2" Fact

pp. 49-58 pp. 37-46
"I’m Ready! 2" Story

pp. 60-66 pp. 36-45
Macmillan pp. 17-24
"Play and Do 2" Favorite Story
pp. 44-54 pp. 29-36
Trillas pp. 13-28
"Play and Play 2" Fictional
pp. 44-53 pp. 36-45
"Think! in English" Story Book
pp. 45-54 pp. 26-32
"Yes, we can! 2" Non-Fiction
pp. 28-35 pp. 28-35
Richmond pp. 13-20
WEBSITE RESOURCES
http://www.funenglishgames.com/readinggames/directions.html / http://freelanguagestuff.com/following-directions/ http://www.eslkidstuff.com/tips-games-activities.htm#.Ue7DdBiI7IU

SOCIAL PRACTICE: Participate in language games with expressive and aesthetic purposes.
SPECIFIC COMPETENCY: Change verses in a children’s poem
CONTENTS
LANGUAGE LANGUAGE
• Distinguish verses from stanzas. Explore illustrated children’s poems. • Topic and purpose. • Pay attention to VERSE ROULETTTE
• Predict general sense. • Acoustic characteristics: aesthetic purposes
• Distinguish words that rhyme. • Activate previous knowledge to predict rhyme. of poems. Stage 1
topic and purpose. • Textual components. • Use language as a Choose a stanza to create a
• Complete verses orally based on their • Identify graphic and textual components. • Structure of poems: verses means of creation roulette with its verses.
beginning and ending. and stanzas. Stage 2
Participate in the reading aloud of children’s • Correspondence between Make the roulette big enough to
• Rewrite words in verses and stanzas poems. written and oral language. write the verses of the stanza on
• Find out the meaning of words. • Repertoire of words it.
• Identify stanzas and verses. necessary for this social Stage 3
• Identify words that rhyme. practice of the language. Write verses on the roulette
• Identify changes in intonation. • Structure of dialogues. based on a model.
• Practice the spelling and pronunciation of Stage 4
words that rhyme. Check that the written form of
• Complete verses orally based on the the verses is correct and verify
written form of their beginning and the stanza is complete.
ending. Stage 5
Illustrate the roulette.
Complete written verses. Stage 6
• Identify words that form verses. Test the roulette and play by
• Compare the written form of verses making poems with verses of the
based on a number of indicators: words, stanza
rhyme, etc. stage 7
• Select a word to complete written verses Display the roulette in a visible
place in the classroom.
Check writing legibility.

UNIT 3A
PRODUCT
STAGES
 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.
Stage 1  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.
Stages
 Separate the verses into four and ask Ss to identify the rhyming words and encourage Ss to say the rhyming words out loud.
2 and 3  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.
Stages
 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
4 and 5 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.
Stages
 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
6 and 7 modify verses.
 Finally, display the roulettes in the classroom for future participation.

UNIT 3A
 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
development.


UNIT 3A
BOOKS
Publishing House Teacher’s Book Activity Book Big Book
“Brilliant! two” Story
Santillana pp. 57-69 pp. 52-61
pp. 27-38
“Do it! 2” Story
University of Dayton pp. 53-63 pp. 31-37
pp. 26-40
“English 2nd grade” Tale
Fernández Editores pp. 59-69 pp. 47-57
pp. 18-25
“I’m ready 2” Story
Macmillan pp. 67- 57 pp. 46-55
pp.18-25
“Play and do 2” Favorite stories
Trillas pp. 55-66 pp. 37-42
pp. 29-42
“Play and Play 2” Fictional
Nuevo México pp. 54-65 pp. 46-55
pp. 19-27
“Think in English 2” Story
Ediciones SM pp. 55.64 pp. 33-39
pp. 27-38
“Yes, we can! 2” Fiction
Richmond pp. 36-43 pp. 36-43
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

SOCIAL PRACTICE: Formulate questions about a specific topic

SPECIFIC COMPETENCY: Write questions to obtain information about natural products from the countryside
CONTENTS
LANGUAGE LANGUAGE
• Reread words and parts of a text. Browse through illustrated children’s books • Purpose and intended • Use language to SURVEY OF NATURAL PRODUCTS
about natural products. audience. reach agreements. FROM THE COUNTRYSIDE
• Identify some characteristics of natural • Predict the content based on previous • Graphic and textual • Take care of and
products when listening. knowledge and illustrations. components. protect sources to Stage 1
• Identify cover, title, table of contents, • Relation between graphics obtain information. Suggest natural products from the
• Understand some questions about and back cover. and writing. countryside and find out
characteristics of natural products. • Recognize purpose and intended • Question marks. information about them.
audience. • Repertoire of words necessary Stage 2
• Complete questions. for this social practice of the Formulate or write questions on a
Participate in the reading aloud. language. notebook to obtain information.
• Rewrite answers to questions. • Reread words and parts of a text. • Punctuation. Stage 3
• Find out the meaning of words with the Complete or respond the
support of a picture dictionary. questions on the notebook.
• Identify characteristics (size, color, Stage 4
flavor, etc.) of natural products from the Check questions and verify the
countryside while listening. answers.
• Listen and respond to questions about Stage 5
characteristics of natural products (What Order questions and answers in a
is its size?; What color is it?; Does it taste list to make the survey.
ok? etc.). Stage 6
Add illustrations that support the
Explore the written form of questions to information.
obtain information. Stage 7
• Identify the written form of questions Display the survey in the
and question marks. classroom.
• Order words to form questions.
• Select words to form questions.
• Complete questions to obtain
information.
• Respond to short questions based on a
model.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. Fase de expansión. México, 2011

UNIT 3B
PRODUCT
STAGES
• 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.
Stage 1 • 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.
Stage 2
• 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.
Stages
• 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
3 and 4 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.
Stages 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
5 and 6 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.
Stage 7 • 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.

UNIT 3B
 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
Thematic Frame
development.


UNIT 3B
BOOKS
“Brilliant! two” Fact
Santillana pp. 70-78 pp. 62-71
pp. 15-20
“Do it! 2” Fact
University of Dayton pp. 64-71 pp. 38-44
pp. 28-39
“English 2nd Grade” Fact
Fernández Editores pp. 70-79 pp. 58-67
pp. 18-25
“I’m ready 2” Fact
Macmillan pp. 78-88 pp. 56-65
pp. 24-31
“Play and do 2” Our world
Trillas pp. 67-74 pp. 43-50
pp. 21-28
“Play and Play 2” Non-Fictional
Nuevo México pp. 60-75 pp. 56-65
pp. 17-24
“Think in English 2”
Fact
Ediciones pp. 65-74 pp. 40-46
pp. 28-39
SM
“Yes, we can! 2” Non-Fiction
Richmond pp. 44-51 pp. 44-51
pp. 21-28
WEBSITE RESOURCES
http://learnenglishkids.britishcouncil.org/en/category/topics/
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

SOCIAL PRACTICE: Give and receive information about oneself and others
SPECIFIC COMPETENCY: Understand and record one’s own and others’ personal information and hobbies
CONTENTS
LANGUAGE LANGUAGE
• Purpose, topic, and • Behave ethically ILLUSTRATED BAR GRAPH OF
• Identify one’s own and other people’s Explore the writing of people’s personal intended audience. in the use of HOBBIES
personal information and hobbies. information and hobbies. • Graphics: bar one’s own and
• Identify new vocabulary and find out the graphs. others’ personal Stage 1
• Complete questions using one or more meaning of words with the support of a • Repertoire of information. Complete the writing of questions or
words. picture dictionary. words necessary • Appreciate write questions to obtain
• Identify people’s names, last names, and ages. for this social differences information about classmates’
• Write personal information to answer • Identify the name of hobbies. practice of the between hobbies hobbies, based on a model.
questions. • Distinguish people’s names from last names language. of one’s own and Stage 2
and ages. • Word and sentence hobbies of other Formulate questions for classmates.
formation. cultures. Stage 3
Listen to and understand questions and answers • Names and figures Write answers to the questions,
related to personal data and hobbies. that represent based on a model.
• Distinguish differences between questions ordinal numbers. Stage 4
and answers. Write a list of each classmate’s
• Identify differences and similarities between hobbies.
questions and answers. Stage 5
• Complete questions about personal Find out how many students have
information using one or more words. each of the hobbies and write the
• Answer questions using one word (yes, no) or number on the list.
personal information (name, last name, age). Stage 6
• Identify names of hobbies. Draw bar graphs and use different
colors for each hobby.
Participate in the writing of questions and Stage 7
personal information. Add to each bar graph as many
• Order words to form questions. happy faces as there are students
• Complete questions based on a set of words. with that hobby.
• Compare questions and identify the words Stage 8
that form them. Display the bar graph in a visible
• Identify question words. place in the classroom and ask for
• Point out personal information. permission to display it in the school.
• Select and rewrite name of hobbies to answer
questions.
Check upper and lower-case letters and question

marks.

UNIT 4A
PRODUCT SUGGESTED ACTIVITIES

STAGES
• 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.
Stage 1 • 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.
Stage 2 • 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
Stage 3 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.
Stages • 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.
4 and 5 • 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.
Stages • 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.
6 and 7 • 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.”
Stage 8 • 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.

UNIT 4A
 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
development.


UNIT 4A
BOOKS
“Brilliant! two” pp. 79-91 pp. 74-83 Fact

Santillana pp. 21-26
“Do it! 2” pp. 72-81 pp. 38-44 Fact
“English 2” pp. 59-69 pp. 68-78 Fact
“I’m ready 2” pp. 89-99 pp. 66-75 Fact
Macmillan pp. 32-39
“Play and do 2” pp. 75-87 pp. 51-58 Our world
Trillas pp. 29-38
“Play and Play 2” pp. 76-87 pp. 68-75 Non-Fictional
“Think in English 2” pp. 75-84 pp. 47-53 Fact
“Yes, we can! 2” pp. 52-59 pp. 52-59 Non-Fiction
Richmond pp. 29-38
WEBSITES RESOURCES
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/

SOCIAL PRACTICE: Participate in the reading of literary narratives and share personal experiences
SPECIFIC COMPETENCY: Read stories and narrations and associate them with personal experiences
CONTENTS
LANGUAGE LANGUAGE
• Identify topic, purpose, and intended Explore illustrated children’s story books. • Topic, purpose, and intended • Acknowledge the HANGING MURAL
audience. • Activate previous knowledge to predict audience. social use of
topic, purpose, and intended audience. • Parts of a book. stories. Stage 1
• Identify beginning and ending in a story. • Identify cover, title, table of contents, and • Textual and graphic • Respect and Select a story.
back cover. components. appreciate Stage 2
• Find differences and similarities between • Identify graphic and textual components. • Structure of text: beginning, people’s emotions. Select characters’ actions that
actions performed by characters and body, and ending. • Show appreciation are similar to one’s own.
one’s own. Follow the reading aloud of a story. • Repertoire of words to one’s own Stage 3
• Find out the meaning of words with the necessary for this social cultural Write or complete the writing of
• Complete the writing of sentences using support of a picture dictionary. practice of the language. expressions and sentences that describe the
one or more words about one’s own and • Identify beginning and end. • Word division. those of other chosen actions.
the character’s actions. • Identify names of characters. • Upper and lower-case letters. countries. Stage 4
• Perform or make mimics of actions: to Write the final version of the
sleep, to cry, to walk, etc. sentences on a poster.
• Find differences and similarities between Stage 5
actions performed by characters and Check that the sentences are
one’s own actions. legible, complete, and that they
comply with writing conventions.
Participate in the writing of sentences. Stage 6
• Identify words in sentences. Add images, drawings, cut outs,
• Identify words written with an upper-case photographs, etc.
letter. Stage 7
• Complete sentences that refer to one’s Display the hanging mural in the
own and characters’ actions with one or classroom and ask for permission
more words. to display it outside.
• Complete lists of actions.
• Compare words of sentences.
Check writing conventions.

UNIT 4B
PRODUCT
STAGES
• 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.
Stage 1 • 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.
Stages • 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
2 and 3 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.
Stages • 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
4 and 5 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
Stages each team a specific spot to work inside the classroom. Help Ss hang their murals on the wall to exhibit the story’s scenario.
6 and 7 • 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.

UNIT 4B
 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
development.


UNIT 4B
BOOKS
Publishing House Teacher’s Book Activity Book Big Book
“Brilliant! two” pp. 92-100 pp. 84-93 Story
Santillana pp.19-24
“Do it! 2” pp. 82-90 pp. 55-58 Story
“English 2nd Grade” pp. 91-100 pp. 79-88 Tale
“I’m ready 2” pp. 101-110 pp. 76-85 Story
Macmillan pp. 33-40
“Play and do 2” pp. 88-95 pp. 59-64 Favorite stories
Trillas pp. 43-52
“Play and Play 2” pp. 54-65 pp. 76-85 Fiction
“Think in English 2” pp. 85-94 pp. 54-60 Story
“Yes, we can! 2” pp. 60-67 pp. 60-67 Fiction
Richmond 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

SOCIAL PRACTICE: Share information through graphic resources

SPECIFIC COMPETENCY: Record basic information about a geography topic with the support of graphical resources
CONTENTS
LANGUAGE LANGUAGE
• Identify purpose and topic based on Explore illustrated maps with specific • Topic, purpose, and • Use language as a A PUZZLE OF THE AMERICAS
illustrations and information. information about the Americas (i.e. intended audience. means of
languages, currency, flag, etc.). • Textual and graphic appreciating other Stage 1
• Identify words that are similar to one’s • Identify graphic and textual components. components. languages and Get or copy a map of the
own mother tongue. • Locate North America, Central America, • Repertoire of words cultures. Americas.
and South America. necessary for this social • Know and Stage 2
• Name countries and locate them on a • Point out data or information about practice of the language. appreciate Draw and color North America,
map. countries. • Upper and lower-case linguistic diversity. Central America, and South
• Identify topic based on information. letters. America.
• Rewrite information about a country on a Stage 3
chart. Identify information following its reading Look for specific information of
aloud. the three regions and their
• Point out and identify words and phrases countries such as: language,
when listening. currency, flag, etc.
• Point out American countries on a map Stage 4
when listening to their name. Add information about the
• Identify words that are similar to the countries on the back of the
mother tongue. map.
• Say names of countries to practice their Stage 5
pronunciation. Cut out each country to make
the pieces of the puzzle.
Participate in the writing of information. Stage 6
• Write names of regions and countries of Play with the puzzle and choose
the Americas based on a model. a place to keep it in the
• Complete sentences based on a set of classroom.
words.
Check and verify information.

UNIT 5A

STAGES
• 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.
Stages • 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”,
1 and 2 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.
Stage 3 • 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
Stages 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.
4 and 5 • 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
Stage 6 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.

UNIT 5A
 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
development.


UNIT 5A
BOOKS
“Brilliant 2” pp. 101-113 pp. 94-105 Fact
“Do it! 2” pp. 91-100 pp. 59-65 Fact
Univ. of Dayton pp. 52-64
Macmillan pp. 40-48
“Play and do 2” pp. 96-108 pp. 65-70 Our world
Trillas pp. 49-54
“Yes, we can! 2” pp. 68-75 pp. 68-75 Fiction
Richmond pp. 39-48
WEBSITE RESOURCES
http://kids.nationalgeographic.com/kids/places/find/
http://www.sciencekids.co.nz/sciencefacts/countries.html
http://www.timeforkids.com/around-the-world

SOCIAL PRACTICE: Describe and share information about the place where one lives
SPECIFIC COMPETENCY: Understand and record information about locations in the place where one lives
CONTENTS
LANGUAGE LANGUAGE
• Identify the names of locations. Explore illustrated diagrams or maps for • Purpose. • Value and preserve MAP OF A LOCATION
children. • Graphic and textual natural features of the
• Identify natural features and distinguish • Identify uses and purposes of maps or components. place where one lives. Stage 1
them from man-made constructions. diagrams. • Sentence formation. • Appreciate Observe the empty spaces on the map
• Distinguish graphics from textual • Repertoire of words cooperative work. or diagram, previously made by the
• Answer questions about the components. necessary for this teacher of the place where one lives.
characteristics of natural features and • Identify the name of locations (country, social practice of the Stage 2
man-made constructions. ranch, neighborhood, etc.). language. Decide which man-made constructions
• Identify natural features (river, sea, • Differences between or natural features are missing.
• Find differences and similarities woods, etc.) and man-made English and the Stage 3
between words in English and the constructions (hospital, school, office, mother tongue. Draw on the map or diagram the
mother tongue. etc.). natural features and man-made
• Identify signs of places and relate them constructions of the location that are
to the name they represent. missing.
Participate in the reading aloud. Stage 4
• Find out the meaning of words using a Include the corresponding signs.
picture dictionary. Stage 5
• Point out names while they are read Write the name of the location based
aloud. on a model.
• Complete questions. Stage 6
• Answer questions to offer information Write the name of the constructions
about locations, based on a model. and features included, based on a
Explore the written form of words. model.
• Classify names in semantic fields. Stage 7
• Compare the written form of names. Check that the writing is complete and
• Find differences and similarities legible.
between words in English and the Stage 8
mother tongue. Display in the classroom the map of a
• Locate names of places on maps or public place.
diagrams.
Check writing conventions.

UNIT 5B

STAGES
• 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.
Stages • 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
1 and 2 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
Stages 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,
3 and 4 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.
Stages • 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
5 and 6 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…”
Stages
• As a further practice, Ss may role-play either following or giving each other’s instructions to complete a tour.
7 and 8 • 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.

UNIT 5B
 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
development.


UNIT 5B
BOOKS
“Brilliant 2” pp. 114-123 pp. 106-115 Fact
“Do it! 2” pp. 101-109 pp. 66-72 Fact
Macmillan pp. 32-39
“Play and do 2” pp.109-116 pp. 71-78 Our world
Trillas pp. 29-38
“Yes, we can! 2” pp. 76-83 pp. 76-83 Non-Fiction
Richmond pp. 29-38
WEBSITE RESOURCES
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/

3.cycle 1 Second Grade Elementary School 2017-2018

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CYCLE 1 SECOND GRADE ELEMENTARY SCHOOL

UNIT SOCIAL PRACTICE PRODUCT REFERENCES

Listen to and use every day greetings, Supplemental Educational

Participate in the reading of literary Supplemental Educational

GRADE: Second Grade Elementary School UNIT: 1A

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

SUPPLEMENTAL EDUCATIONAL MATERIALS

e.g. Faces Big Book 1: Story 1: The ocean school

 Macmillan Early Learners Flashcards

Programa Nacional de Inglés en la Ciudad de México

Publishing house Teacher’s Book Activity Book Big Book

"Brilliant! two" pp. 15-25 pp. 8-17 Fact

"Do it! 2" pp. 15-25 pp. 4-9 Fact

"English 2" pp. 18-27 pp. 6-15 Fact

"I’m Ready! 2" pp. 24-35 pp. 6-14 Fact

"Play and Do 2" pp. 15-23 pp. 8-15 Our World

Programa Nacional de Inglés en la Ciudad de México

Check legibility and writing conventions.

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

SUPPLEMENTAL EDUCATIONAL MATERIALS

 Macmillan Early Learners Flashcards

Programa Nacional de Inglés en la Ciudad de México

"Do it! 2" Story Book

"English 2" Tale Book

"I’m Ready! 2" Story Book 2

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Elementary School UNIT: 2A

SOCIAL PRACTICE: Follow steps in a set of instructions in order to make a product

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

SUPPLEMENTAL EDUCATIONAL MATERIALS

e.g. Faces Big Book 1: Story 3: Sally´s seeds

 Macmillan Early Learners Flashcards

Programa Nacional de Inglés en la Ciudad de México

"Do it! 2" Fact

"English 2" Fact

"I’m Ready" Fact

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Elementary School UNIT: 2B

SOCIAL PRACTICE: Follow and give instructions in everyday settings

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

SUPPLEMENTAL EDUCATIONAL MATERIALS

e.g. Faces Big Book 1: Story 1: The ocean school

 Macmillan Early Learners Flashcards

Programa Nacional de Inglés en la Ciudad de México

Publishing house Teacher’s Book Activity Book Readers

"Brilliant! two" Story Book

"Do it! 2" Story Book

"English 2" Fact

"I’m Ready! 2" Story

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Elementary School UNIT: 3A

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

SUPPLEMENTAL EDUCATIONAL MATERIALS

e.g. Faces Big Book 1: Story 4: Ricky and the rabbit

 Macmillan Early Learners Flashcards

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Elementary School UNIT: 3B