First Grade Elementary School Social Practices and Products

CYCLE 1 FIRST GRADE ELEMENTARY SCHOOL
UNIT SOCIAL PRACTICE PRODUCT REFERENCES
Listen to and use every day greetings, Illustrated cards with courtesy Supplemental Educational
1A Books and website resources
farewell, and courtesy expressions expressions Materials
Supplemental Educational
Participate in the reading and writing of Books and website resources
1B File holder with words that rhyme Materials
rhymes and stories in verse
Illustrated instruction manual to Supplemental Educational

Follow steps in a set of instructions in order Books and website resources
2A make an object (kite, origami, Materials
to make a product
masks)
Follow and give instructions in everyday Books and website resources
2B Labeled model of a house Materials
settings
Participate in language games with Books and website resources
3A Interactive illustrated story Materials
expressive and aesthetic purposes
Books and website resources
3B Formulate questions about a specific topic Illustrated informative chart Materials
Give and receive information about oneself Books and website resources
4A Presentation cards Materials
and others
Participate in the reading of literary Supplemental Educational

4B narratives Literary mobile Materials
and share personal experiences
5A Share information through graphic resources Map of biodiversity in Mexico Materials
Lottery game with names and Supplemental Educational

Describe and share information about the Books and website resources
5B images of occupations and Materials
place where one lives
professions
CYCLE 1, FIRST GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: First Grade Elementary School UNIT: 1A
SOCIAL PRACTICE: Listen to and use every day greetings, farewell, and courtesy expressions
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Understand and respond to greetings, farewell, and courtesy expressions
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE
DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE
Identify sender and intended Listen to and observe short dialogues. Purpose and Show respectful ILLUSTRATED CARDS WITH COURTESY
audience. Identify purpose. participants in the attitude towards EXPRESSIONS
Differentiate sender from intended communicative others attempts
Stage 1
Distinguish verbal from non-verbal audience. situations. to understand and
language. Non-verbal use the foreign Classify greetings, farewell, and courtesy
Distinguish non-verbal language.
language. language. expressions in everyday communication,
Select greetings, farewell, and courtesy
Respond to greetings, farewell, and expressions. Word formation. Use of greetings, previously written by the teacher.
courtesy expressions using non-verbal Play the roles of sender and intended Repertoire of words farewell, and Stage 2
language. audience. necessary for this courtesy Paste expressions on cards.
Respond to greetings, farewell, and social practice of the expressions in
Stage 3
Complete words by writing. courtesy expressions. language. everyday
communication Add illustrations to the expressions.
Stage 4
Explore the written form of words. Use cards to communicate with classmates and
Compare similarities and differences in
the teacher.
words.
Complete words. Stage 5
Display the cards in a visible place in the
classroom.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 1. 3 de Preescolar. 1 y 2 de Primaria. Fase de expansin. Mxico, 2011.
Programa Nacional de Ingls en la Ciudad de Mxico

UNIT 1A
PRODUCT
SUGGESTED ACTIVITIES
STAGES
Read the different greetings, farewell or courtesy expressions from your Big Book or other sources and have Ss act them out.
Organize Ss into groups. Make them create a non-verbal way to express the next greeting and farewell expressions: Hi!, Hello, Give me five!, Whats up? Whats new?,
Good morning, Good afternoon, Good night, See you tomorrow and Goodbye (encourage Ss to be original and have fun with this exercise).
Stage 1 Make Ss aware of the different forms to address family and friends, and other people.
Show the writing of greetings and courtesy expressions. Have Ss complete the writing of greetings where one or two letters are missing.
Asks Ss to cut out the letters from magazines to form those words, and then paste them on small cardboards (15cm x 15cm). After that, have them trace the whole word
Stage 2 following directionality. Do choral repetition with the words.
Have Ss cut out from magazines illustrations related to greeting, farewell, and courtesy expressions (or to draw the illustrations themselves) to paste them on their cards.
Then, ask them to circle greetings in green, farewells in red and courtesy expressions in blue.
Review vocabulary related to classroom objects. Play I spy with Ss by saying I spy with my little eye something beginning that begins with W and Ss try to guess the
object (e.g. window).
Stage 3 Have Ss familiarize with the writing of classroom objects. Then, label the classroom pasting the names of different objects incorrectly. Ss work in teams to stick the labels
to the correct objects.
Divide the group into two teams, boys and girls. Tell them they are going to play a game in which they have to look for the same phrase using their greeting and courtesy
cards. Explain that a girl turns over a card and the rest of the girls find their match. If they dont find the match, its the boys turn to play. Tell them to continue until all
cards have been matched. The winner is the team with the most pairs at the end of the game
Stage 4 Organize Ss in pairs. Ask them to take their puppets out and act out and repeat courtesy expressions in order to create a short dialogue: Please, Thank you, May I go to
________? Can I go to ________? Nice to meet you, Youre welcome, How are you?, Fine, thank you, and Welcome.
Have Ss display the cards around the classroom and encourage them to use the cards as much as possible to communicate ideas among Ss and teacher.
Stage 5

UNIT 1A
SUPPLEMENTAL EDUCATIONAL MATERIALS
Big Books
e.g. Bounce now Big Book Builder 1 L1-L2: L1 Unit 1: Family Unit 4: At school L2 Unit 4: Ready for school Unit 6: Feelings and Appearances
e.g. Bounce now Big Book Builder 2 L3-L4: L3 Unit 2:The Weather Unit 7: At the restaurant L4 Unit 2: At School and at Work Unit 3: Start the Day
e.g. Bounce now Big Book Builder 3 L5-L6: L5 Unit 5: Town and Country Unit 7: International Celebrations L6 Unit 3: Families Past and Present Unit 5: Changing Weather
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 their pronunciation visible.
Encourage students to classify images according to the topics covered.

UNIT 1A
BOOKS
Publishing house Teachers Book Activity Book Big Book
Brilliant Nonfiction
pp. 4 -14 pp. 4 -11
Santillana pp. 3-12
Do it! Fact Book
pp. 15-25 pp. 8 -17
University of Dayton pp. 3-6
English Nonfictional
pp. 12-21 pp. 9-15
Fernndez Editores pp. 3-7
English and me Our World
pp. 15-23 pp. 8-15
Cengage pp. 3-14
"Do it! 2" Fact
pp. 15-25 pp. 4-9
"Think! in English" Fact
pp. 19-25 pp. 8-11
Ediciones SM pp. 4-16
"English 2" Fact
pp. 18-27 pp. 6-15
"Im Ready 2" Fact
pp. 24-35 pp. 6-14
Macmillan pp. 4-13
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.englishvideolesson.com/categories/Greetings
http://www.eslprintables.com/vocabulary_worksheets/greetings/
http://www.funenglishgames.com/videos/vocabulary/greetings.html
http://www.eslkidstuff.com/worksheets/school-classroom-objects.htm
N.B. Website resources and supporting materials enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic
sequence according to every particular classroom reality and students needs and preferences.

GRADE: First 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: Understand rhymes and stories in verse
CONTENTS
LANGUAGE LANGUAGE
Identify that a text is read from left to Explore rhymes and stories in verse. Topic, purpose, and Show an interest FILE HOLDER WITH WORDS THAT RHYME
right and from top to bottom. Activate previous knowledge based on intended audience. in learning the
images. Graphic and textual English language.
Stage 1
Identify graphics in a text. Distinguish purpose and intended components: Show respect
illustrations, title, towards what Complete words that rhyme previously written
audience.
Detect words that rhyme. text. others do with by the teacher, on cards.
Observe graphic and textual
components. Musical elements: and know about Stage 2
Recognize the meaning of several rhythm, rhyme, the target Illustrate the cards.
words when listening. repetitive sounds. language. Stage 3
Listen to the reading of rhymes and
Correspondence Appreciate and
stories in verse. Organize the cards in a file holder.
between oral and enjoy literary
Spell words. Find out the meaning of words. Stage 4
written parts of expressions in the
Identify words that rhyme. texts. target language. Check the words written on the cards.
Complete words that rhyme. Repertoire of words Stage 5
Recognize rhyme and rhythm through necessary for this Play with the cards.
sound resources. social practice of the Stage 6
Identify changes in intonation. language.
Repeat words that rhyme to practice Sort out the files in a file holder.
their pronunciation. Stage 7
Spell words that rhyme. Invite another class to play.
Stage 8
Explore the written form of rhymes and Find a place in the classroom to keep the file
stories in verse. holder.
Recognize writing directionality (left to
right, top to bottom).
Compare similarities and differences
among words that rhyme.
Complete the written form of words
that rhyme.

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.
Have Ss stamp their feet or clap their hands in time with the rhythm.
Ask Ss to predict the meaning of the words in the rhyme, you can use your books or visual aids according to the rhyme you are teaching.
Stage 1 Have Ss stand up every time they hear the rhyming words (for variety, they can raise their hands, arms, clap or stand up).
Write a rhyme on the board and leave some blank spaces to be completed. Have Ss work in groups and complete the words in the rhyme. Make sure they can copy all
words from the completed rhyme. If Ss are not able to write, have them trace over the letters.
Ss choose some rhyming words they know, or from the previously checked exercise. In order to illustrate them, Ss can use cutouts or drawings and then write the words
Stages on another card. Ask Ss to keep their cards and images in folders or boxes.
2 and 3
Ask Ss to recognize and color in yellow the words that rhyme, and to color in green the words that do not rhyme.
Have Ss match rhymes and visuals by connecting columns with a line. They may do this on the board.
Stage 4
Ss match their cards to the corresponding illustrations by looking at the examples on the board. Ss can play a memory game with rhyming words on the board or the floor.
Young learners like to work around large pieces and be able to manipulate them.
Stages Draw a Bingo Board and write words on the squares according to the rhymes; then, have one S in turn read out the words and encourage other Ss to respond with a word
that rhymes. Ss cover their words with their drawings until they finish all their words. The winner is the team that finishes first.
5 and 6
Play hangman on the board with a set of rhyming words; make sure everyone in the class gets to see the blanks and number of letters missing. Add an element of
competition.
Stages Ask Ss to put their cards in the boxes for further use. Provide paper clips or rubber bands to keep the cards in sets.
7 and 8

UNIT 1B
Big Books
e.g. Bounce now Big Book Builder 1 L1-L2 L1 Unit 9: Numbers and Shapes L2 Unit 5: Toys and Snacks Unit 9: Around Town
e.g. Bounce now Big Book Builder 2 L3-L4 L3 Unit 3: Leisure Time Unit 4: On Vacation L4 Unit 5: At the Circus Unit 9: At the Vets
e.g. Bounce now Big Book Builder 3 L5-L6 L5 Unit 4: Dinosaurs L6 Unit 3: Pirates and Piracy
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.
development.

UNIT 1B
BOOKS
Brilliant! Fact Book
pp. 26-34 pp. 18-27
Santillana pp. 3-6
Do it! Story Book

pp. 28-33 pp. 10-16
English Tale
pp. 25-35 pp. 18-29
English and me Fiction

pp. 22-33 pp. 18-29
Cengage pp. 4-9
Im ready Story Book
pp. 30-36 pp. 16-25
Macmillan pp. 3-12
Kites Story Book
pp. 30-42 pp. 16-25
Macmillan pp. 3-10
Play and Play Fiction
pp. 16-25 pp. 16-25
Nuevo Mxico pp. 3-10
Play and Do Story Book
pp. 26-32 pp. 16-21
Trillas pp. 3-10
Think! in English Story Book
pp. 25-34 pp. 12-19
Yes, we can! Fiction
pp. 11-19 pp. 11-19
Richmond pp. 3-9
WEBSITE RESOURCES
://,
http://www.kidsfront.com/rhymes-for-kids.html
http://www.teachchildrenesl.com/songs.htm
http://www.neok12.com/Rhymes.htm
http://www.bbc.co.uk/schools/teachers/ks1_lessonplans/english/rhymes.shtml

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
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
Identify topic, purpose, and intended Explore instruction manuals. Topic, purpose, and Identify the social ILLUSTRATED INSTRUCTION MANUAL TO
audience. Recognize topic, purpose, and intended audience. use of instruction MAKE AN OBJECT (KITE, ORIGAMI, MASKS)
intended audience. Graphic and textual manuals.
Stage 1
Recognize names and figures that Find graphic and textual components. components. Show attention to
represent cardinal numbers. Repertoire of words reading. Choose an instruction manual to put together
Differentiate instructions or steps from
necessary for this an object.
a list of materials.
Select words to complete instructions. social practice of the Stage 2
language. Identify the instructions and the list of
Participate in the reading aloud of an
Establish correspondences between Names and figures materials.
instruction manual. that represent
the writing and reading of words. Stage 3
Find out the meaning of words. cardinal and ordinal
Recognize names of cardinal numbers. numbers. Follow the steps in the instruction manual to
Count steps or instructions. make an object.
Distinguish the order of instructions or Stage 4
steps in a sequence. Use the object.
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.

UNIT 2A
PRODUCT
STAGES
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
Stage 1 each step to elaborate the craft.
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
Stage 2 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.
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 cutout pieces from the newspaper, while others prepare glue and
a brush to cover the piggy with these cutouts. While some apply the glue, others can help holding the balloon, making sure it doesnt blow up. Ss may go over the
Stage 3 vocabulary to use it for the activity. Make sure Ss follow steps
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
Stage 4 for.

UNIT 2A
Big Books
e.g. Bounce now Big Book Builder 1: L1 Unit 2: Toys and Colors Unit 9: Numbers and Shapes, L2 Unit 1: The Alphabet Unit 8: School Subjects
e.g. Bounce now Big Book Builder 2: L3 Unit 5: Numbers, L4 Unit 2: At School and at Work Unit 3: Start the Day
e.g. Bounce now Big Book Builder 3: L5 Unit 2: Responsible Camping, L6 Unit 2: An Inventions Time Capsule
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! Fact Book
pp. 36-47 pp. 28-39
Santillana pp. 7-10
Do it! Fact Book

pp. 34-42 pp. 17-23
English Fact Book

pp. 38-51 pp. 30-42
English and me Fact Book

pp. 22-29 pp. 18-27
Cengage pp. 10-14
Im ready Fact Book
pp. 37-43 pp. 26-35
Macmillan pp. 8-15
Kites Fact Book
pp. 43-53 pp. 26-35
Macmillan pp. 12-21
Play and Play Non-Fictional
pp. 32-43 pp. 26-35
Play and Do Our World
pp. 33-41 pp. 23-28
Trillas pp. 11-16
Think! in English Fact
pp. 35-44 pp. 20-25
Yes, we can! Non-fiction
pp. 20-27 pp. 20-28
Richmond pp. 11-18
WEBSITE RESOURCES
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

SOCIAL PRACTICE: Follow and give instructions in everyday settings

SPECIFIC COMPETENCY: Understand and follow instructions to carry out everyday home activities
CONTENTS
LANGUAGE LANGUAGE
Identify sender and intended Explore instructions in everyday home Purpose. Follow oral LABELED MODEL OF A HOUSE
audience. activities. Non-verbal directions when
language. necessary.
Identify purpose, sender and intended Stage 1
Understand and follow instructions. Correspondence Attention to the
audience. Write on the labels instructions and names of
between written and sender.
Listen to instructions. areas at home based on a model.
Recognize names of specific places at oral parts of the Willingness and
home. language. interest in Stage 2
Follow the reading aloud of instructions. Repertoire of words understanding Put together a model with places and objects
Recognize number and type of letters Point at specific words while listening. necessary for this instructions in the at home.
used to write the names of places at Distinguish intonation. social practice of the English language.
Identify new vocabulary and find out Stage 3
home. language.
its meaning. Text and image Check the model and verify that labels are
Match names of areas or specific correspondence. placed correctly.
places at home (bedroom, dining Stage 4
room, etc.) to their image. Show the model to the class or the school
Classify illustrated instructions
community.
according to the area or specific place
at home where they are performed.
Participate in the writing of names of

places at home and instructions.
Compare similarities and differences in
the written form of words (how many
and what letters they have).
Complete the writing of words.

UNIT 2B
PRODUCT
STAGES
Take a tour around your school in order to recognize the different rooms and areas in it (school yard, classroom, auditorium, teachers room, principals office, restroom,
etc.). Once in the classroom, elicit from Ss the number of rooms at home. Admit different types of houses since Ss ideas of a household may differ.
Expose Ss to cutouts of the different rooms in a house. Also expose Ss to the written form of these rooms to pre-read and match.
Show Ss pictures with furniture. Draw a house frame with different rooms on the board and ask Ss where different pieces of furniture belong to. Have several Ss come to
Stage 1 the front to place the cards. Then, write the words next to or under the drawings and ask Ss to match them with the pictures.
Ask Ss to draw the most common pieces of furniture in each room and label them copying from a model.
Ss can practice vocabulary for rooms, furniture or home items by playing a memory game on the board with flashcards or visuals. Ss match furniture, objects and rooms.
Another option is to ask Ss to match rooms or furniture with typical actions in these rooms, e.g. bed-sleep, kitchen-cook.
Make a model of a house following teachers instructions using a shoe box. Give clear instructions to Ss, e.g. Lets paint the front of the house in green. Now, lets draw
the windows; they are rectangles. Lets draw the door, its an oval. Divide the box into different sections with little pieces of cardboard and label the rooms with the
corresponding names. Ss place the cut outs of items on the corresponding rooms in a house model (a doll house kind of visual aids). T makes sure Ss communicate
language in a given context.
Stage 2 Another option is to organize Ss into teams and assign each team (or ask them to choose) a room in a house. First, they identify the type of furniture found in each. Then,
they cut the necessary images from magazines for the different rooms or areas in a house. Bring some extra images with all kinds of options for furniture and decoration
items (lamps, mirror, etc.). Make sure cutouts are of a convenient size to form a whole house with clearly defined area. Monitor as necessary and encourage Ss to use the
necessary vocabulary.
Ss are provided with the traceable vocabulary strips to be used as labels for items and rooms in their own houses. Have Ss complete the words and paste them to the
house model.
Give examples of specific activities you do in each different room in order to find out the name of it: kitchen, bathroom, bedroom, etc. Have Ss mime out one action and
the rest of the group guesses the action and the room, for example: you sleep in the bedroom.
Stage 3
Have Ss display their model and feel free to decorate or add any other idea. Insist on Ss deriving language out of these visual aids they have been making.
The different teams share their houses with the rest of the group. Make sure they mention the names of the rooms, some furniture and at least one action carried out in
each room.
Stage 4

UNIT 2B
Big Books
e.g. Bounce now Big Book Builder 1: L1 Unit 6: At home L2 Unit 5: Toys and snacks
e.g. Bounce now Big Book Builder 2: L3 Unit 5: Numbers, L4 Unit 3: Start the day
e.g. Bounce now Big Book Builder 3: L5 Unit 3: Houses and Homes, L6 Unit 3: Families Past and Present
Thematic Frame
development.


UNIT 2B
BOOKS
Brilliant! Story Book

pp. 48-56 pp. 40-49
Santillana pp. 7-10
Do it! Story Book

pp. 43-51 pp. 24-30
English Tale
pp. 52-63 pp. 43-54

pp. 30-33 pp. 28-29
Cengage pp. 10-14
Im ready Story Book
pp. 44-50 pp. 36-45
Macmillan pp. 13-18
Kites Story Book
pp. 54-65 pp. 36-45
Macmillan pp. 11-20
Play and Do Favorite Stories
pp. 42-52 pp. 29-36
Trillas pp. 17-26
Play and Play Fictional
pp. 44-53 pp. 36-45
pp. 45-54 pp. 26-32
pp. 29-35 pp. 29-35
Richmond pp. 13-20
WEBSITE RESOURCES
http://www.teachingenglish.org.uk/teaching-kids/homes-furniture
http://www.anglomaniacy.pl/furnitureMatching.htm
http://bogglesworldesl.com/kids_worksheets/house.htm
http://www.planetpals.com/craft_recycle_doll_house.html
SOCIAL PRACTICE: Participate in language games with expressive and aesthetic purposes
SPECIFIC COMPETENCY: Compare words in a childrens story
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH THE PRODUCT
LANGUAGE LANGUAGE
Distinguish letters from Explore short stories. Topic. Use reading as a source of INTERACTIVE ILLUSTRATED STORY
numbers. Identify where it can be Graphics components entertainment.
read (text) and where it Textual components: title Appreciation of cultural Stage 1
Classify names according cannot (images). and paragraphs. expressions particular to Choose the scene from a story as well as the people,
to what they refer to. Differentiate letters from Repertoire of words the English language. animals, and objects that will participate in it.
numbers and necessary for this social Interest in the reading Stage 2
Group different and similar punctuation. practice of the language. aloud of stories. Draw the scene and its elements.
words based on their Stage 3
written form. Listen to the reading aloud of Cut out the pieces and paste them on cardboard or
stories. laminate them so they can be used without being torn.
Activate previous Stage 4
knowledge to identify Write on a sheet of paper the names of the elements
characters, objects, and based on a model.
places. Stage 5
Associate the reading of Cut out the names and paste them on cardboard or
names of characters, laminate them so they can be used without being torn.
objects, and places with Stage 6
their writing. Put the elements and their names in different places to
make the scene interactive.
Check the written text of a Stage 7
story Order the scenes to make an interactive story where the
Classify names according scenes and their elements can be moved.
to what Nacional
SEP. Programa they refer to: en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 1. FaseStage
de Ingls 8
de expansin. Mxico, 2011
objects; characters, and Make sure that elements and names are matched
animals. correctly.
Compare the written Stage 9
form of words. Ask for permission to share the interactive story with
Group different and other classes and find the place where it will be displayed
similar words based on in the classroom.
their written form.
Spell words.

UNIT 3A
PRODUCT
STAGES
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.
Stage 1 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.
Stage 2 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.
Stage 3 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.
Stage 4 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.
Stages Ss put together word strips and drawings to come up with their own scenes or versions of scenes.
5 and 6 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.
Stage 7 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 Whites story.
Stage 8 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.
Stage 9 Have Ss socialize the product in pairs by walking around identifying scenes, events, objects and reading captions, as if they were visiting a famous tales museum. Establish roles,
one Ss can be the tour guide and the other an art critic. Monitor Ss to give opinions on one anothers work.

UNIT 3A

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
development.


UNIT 3A
BOOKS
Publishing House Teachers Book Activity Book Big Book
Brilliant! one Story Book
Santillana pp. 58-69 pp. 52-61
pp. 11-20
Do it! 1 Story Book
University of Dayton pp. 53-61 pp. 32-37
pp. 23-36
English and Me 1 Fiction
Cengage pp. 58-69 pp. 52-61
pp. 16-21
English 1st Grade Tale Book
Fernndez Editores pp. 66-78 pp. 55-67
pp. 17-24
Im ready 1 Story Book
Macmillan pp. 52-57 pp.46-55
pp. 19-28
Kites 1 Story Book
Macmillan pp. 68-77 pp. 46-55
pp. 21-30
Play and Do 1 Favorite Stories
Trillas pp. 62-72 pp. 43-49
pp. 17-30
Play and Play 1 Fictional
Nuevo Mxico pp. 56-65 pp. 48-55
pp. 18-25
Think! in English 1 Story Book
Ediciones S. M. pp. 55-64 pp. 34-40
pp. 27-38
Yes, we can! 1 Fiction
Richmond pp. 36-44 pp. 36-44
pp. 21-28
WEBSITE RESOURCES
http://www.storynory.com/
http://www.storyplace.org/eel/eel.asp
http://storiesandchildren.com/draw-what-you-hear/

SOCIAL PRACTICE: Formulate questions about a specific topic

SPECIFIC COMPETENCY: Formulate questions to obtain information about a topic of nature
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE LANGUAGE BEING THROUGH THE LANGUAGE PRODUCT
Identify written and oral Explore illustrated materials about IILUSTRATED INFORMATIVE CHART
living beings. Graphic distribution of charts: Recognize the social use of
questions. Activate previous knowledge. Stage 1
rows and columns. questions.
Identify physical characteristics Textual components: title, Use of language to give and Make a two-column chart: one for
Look up words in a picture of living beings (size, color, headlines, and content. share information. questions and one for answers.
dictionary. parts of their body). Word formation: types and Stage 2
quantity of letters. Include questions about living
Participate in the formulation of Correspondence between beings as headlines for the chart.
Respond questions about the questions. written and oral parts of the Stage 3
names of several living beings. Differentiate questions based language. Add the information that responds
on their intonation. Text and image correspondence to the questions in the correct
Find out the meaning of words. Repertoire of words necessary place.
Identify words that form Respond to questions about the Stage 4
for this social practice of the
questions. names of living beings. language. Get or prepare images that show
Complete questions. information about living beings and
Point at images that respond to include it in the chart.
questions about characteristics Stage 5
of living beings. Check the chart to verify that the
written form of questions is
Explore the written form of complete and legible and that the
questions and answers. information responds to the
Identify words that form questions.
questions. Stage 6
Display the illustrated informative
chart in the classroom.

UNIT 3B
PRODUCT
STAGES
Write seven dashes on the board for Ss to guess the name of the new topic which will be "animals". In teams, play "Hangman" using previous animal vocabulary (activate
previous knowledge). Have Ss point at each animal in visuals, say its name and identify parts of its body, its size, its habitat and check Ss pronunciation. Repeat the same
procedure with different animals.
Play the "Odd one out" game. Show Ss sets of vocabulary on the board, include four words per set. One of the words will not belong to the category of living things, e.g., insect-
plant-book-flower. Ss cross out and pinpoint the odd word in each set. Ask Ss to create new sets following the model and present them to the group.
Stage 1 Show Ss some pictures of different animals at different places. Ask them to look at the photos and ask them different questions such as: What animal is this? Where does it
live? What story do you remember with this animal? Elicit some simple information about those animals and their habitat. Distribute the pictures among SS and ask them to
hold up the correct animal after listening to a short description, e.g. It is big, green, and lives in the desert.
Draw a chart with two columns one for animals and another for their habitat. Ss place cards which contain illustrated information for the columns in the corresponding one. Do
this until all animals and habitats have been placed.
Divide the class in 2 teams. Use posters or stuffed animals, point at different animals and elicit vocabulary from Ss.
Ask Ss in team number one to close their eyes; a volunteer from team number two removes one of the visuals or stuffed animals. Members from team 1 open their eyes and
attempt to guess which animal is missing. A member from team 2 gives a hint if necessary. Recycle vocabulary. The team that guesses more animals wins. Ask Ss to take out their
animal cards and call out the animal names.
Stage 2 Place a set of animal flashcards on the board. Ask questions and review body parts, sizes and colors; e.g. What is this? It is a_____. What color is it? It is ____. Focus on
intonation. These questions can be included in the chart for Ss product.
Use body language and provide options to help Ss produce the expected answers when the information is enquired, e.g., Is a donut a living being? Is a bird ? etc.
Have Ss classify living and non-living things on a chart using visuals with peers help if necessary. Monitor even interventions for Ss.
Elicit information from Ss on living things to match questions on the board. Make sure Ss go over questions; provide enough practice and lots of modeling on intonation.
Do a Yes/No question exercise to help Ss identify useful information for the chart. Make sure Ss record relevant information (knowledge input), to practice the questions Ss were
exposed to before, and organize ideas in a logical layout in the chart. Engage Ss in pair work so that they get massive practice of the language involved. Signal rising or falling
Stage 3 intonation.
Suggest extra questions to find out more information on living and non-living things: color, size, habitat and body. Ss investigate the required information to provide answers
and enrich their charts.
Write names of animals on the board. Randomly say the name of an animal and have some Ss from each team come to the front and point at it. Distribute copies of different
animal shapes and have Ss complete and color them. Have Ss cut out the animal shapes and paste on pieces of cardboard to create their own visual aids.
Stages Call out names of the different animals and have Ss hold up the corresponding card.
Have Ss identify which animal names are similar to the Spanish names (cognates), e.g. puma, flamingo, iguana. Collect animal cards and store for further use, e.g. a memory
4 and 5 game.
Have Ss exchange and check charts (peer correction) using the provided model as a guide.
Form trios and have Ss compare their charts in terms of visual components and encourage them to include their peers ideas and suggestions to make it more attractive and eye
catching. Help them get organized and prepared to present their product to other teams in the same group. Make sure they feel comfortable and confident while presenting the
information to others. Promote and monitor the use of longer pieces of language discourse (how to link ideas to present information), e.g., Penguins are black and white and,
they are short. They live in the Antarctica. Palm trees are tall. They are green. They grow in tropical areas. Camels are tall and strong. They live in the desert. Rocks are non-living.
Stage 6 They are everywhere.
Ask Ss how they feel, what activities they liked the best, which was the most difficult or the easiest activity, and have them reflect upon their own learning process. Let them
share the positive aspects of collaborative work.

UNIT 3B
Big Books
e.g. Bounce now Big Book Builder 1: L1 Unit 3: Animals, L2 Unit 7: Wild animals
e.g. Bounce now Big Book Builder 2: L3 Unit 4: On vacation, L4 Unit 9: At the vets
e.g. Bounce now Big Book Builder 3: L5 Unit 4: Dinosaurs, L6 Unit 8: Animals at work
Thematic Frame
development.


UNIT 3B
BOOKS
Brilliant! one Fact Book
pp. 70-78 pp. 62-71
Santillana pp. 11-20
Do it 1! Fact Book
pp. 62-71 pp. 38-44
English and Me 1 Non-Fiction
pp. 70-81 pp. 62-73
Cengage pp. 16-21
English 1st Grade Fact Book
pp. 79-90 pp. 68-79
Fernndez Editores. pp. 17-24
Im ready 1 Fact Book
pp. 58-63 pp. 56-65
Macmillan pp. 16-29
Kites 1 Fact Book
pp. 78-87 pp. 56-65
Macmillan pp. 22-29
Play and Do 1 Our World
pp. 54-62 pp. 37-42
Trillas pp. 17-30
Play and Play 1 Non-Fictional
pp. 66-75 pp. 56-65
Think! in English 1 Fact Book
pp. 65-74 pp. 41-46
Ediciones S. M. pp. 28-39
Yes, we can! 1 Non-Fiction
pp. 45-51 pp. 45-51
Richmond pp.19-28
WEBSITE RESOURCES
Animals:
http://kids.nationalgeographic.com/kids/animals/

SOCIAL PRACTICE: Give and receive information about oneself and others
SPECIFIC COMPETENCY: Give and receive information about ones own and others likes, preferences, and personal data
CONTENTS
Identify orally and in writing Explore information about personal Purpose and topic. Ethics in the use of their ones PRESENTATION CARDS
their own name and the names data, likes and preferences Repertoire of words necessary own and others personal
of their classmates. Identify ones own and others for this social practice of the information. Stage 1
names (name, age, date of language. Show courtesy when making Cut out paper or cardboard pieces
Complete orally questions to birth). Writing of proper names. questions. the size of a presentation card.
obtain personal information. Recognize cardinal numbers in Cardinal numbers. Stage 2
age. Write on the cards personal data and
Participate in the writing of Identify likes or preferences. personal likes.
questions and answers. Stage 3
Listen to and recognize questions to Decorate the card.
obtain information. Stage 4
Find out the meaning of words Decide and comment on to whom it
Complete questions to obtain is convenient to give a card and to
information. whom it is not.
Stage 5
Check the written form of questions Give presentation cards to the
and answers. appropriate people.
Compare words (which one is
long, which one is short, etc.)
Group words based on their
similarities and differences:
beginning, letters, syllables, total
number of letters, number of
letters that are different, etc.
Complete words from one of its
roots.
Follow the Reading out loud.

Point at words.
Repeat words to practice their
pronunciation.

UNIT 4A
PRODUCT
STAGES
Have Ss walk around the classroom in any direction. Ask them to stop walking whenever they hear "Hello" and to continue walking whenever they hear "Hi". The Ss who
make a mistake have to sit down.
Walk around the classroom, talk to a student and say: Hi, my name is ______. What is your name? _____ How old are you? ____________ Do it several times. Have Ss
Stage 1 follow your example.
Walk around the classroom and point at a student as you say: "Hi, my name is ______. My favorite color is ______. Whats your favorite color?
Distribute different color cardboards to Ss and have them sit in groups according to the color they got. Help children draw small squares the size of business cards.
Distribute cards or flashcards of different lexical sets, e. g., fruit, sports, vegetables, etc. Draw the corresponding columns on the board for Ss to paste accordingly. Ask
them to pronounce the names out loud.
Write on the board the questions: What is your favorite sport / fruit / vegetable? Have them write and draw their answers. Ask Ss these questions and elicit complete
answers: My favorite fruit is ______. / I like ______.
Ask Ss questions about the importance of having a name, to know where we live, our age, and to identify our likes and dislikes.
Stage 2 Have Ss write the information on their notebooks following a model or retracing dotted words as a draft for their cards. Have them include: name, age, nationality, school
grade, date of birth and one thing they like and one they dislike. A suggested discourse for Ss to introduce themselves would be: Hello, my name is Patty. Im 7 years old.
I am Mexican. Im in first grade primary. I like ice-creams but I dont like spinach.
Monitor to make sure Ss are not making mistakes which would lead to misunderstanding.
Ss copy the complete information from their drafts to their cards. Suggest them to create two presentation cards, one to keep and one to exchange.
Encourage Ss to decorate their cards with drawings, stamps, or stickers related to the information included in their cards.
Stage 3 Promote peers help, collaborative work and be sure to monitor constantly.
Ask Ss if they know the month in which they celebrate their birthdays. Write down information in columns or on a big calendar. Have Ss repeat the months after you, and
then, if possible, move on to complete dates. Ask and model the question When is your birthday? Elicit answers from different Ss.
Stage 4 Group Ss whose birthdays are the same month, to begin practicing on the correct way to introduce themselves and how to introduce each other exchanging presentation
cards.
Ask Ss to tell you the name of two classmates to whom they hardly talk to and invite them to give a presentation card to them.
Encourage Ss to practice with different classmates exchanging information; this is an excellent opportunity for Ss to get to know their peers better.
Stage 5 Have Ss exchange their presentation cards with other groups to foster comradeship.

UNIT 4A
Big Books
e.g. Bounce now Big Book Builder 1 L1-L2: L1 Unit 2: Toys and Colors Unit 3: Animals Unit 4: At school Unit 6: At home L2 Unit 2: The Zoo Unit 3: Professions
e.g. Bounce now Big Book Builder 2 L3-L4: L3 Unit 2: The Weather Unit 9: The Time L4 Unit 1: Clothes Unit 5: At the Circus Unit 9: At the Vets
e.g. Bounce now Big Book Builder 3 L5-L6: L5 Unit 4: Dinosaurs Unit 7: International Celebrations L6 Unit 1: Pirates and Piracy Unit 2: An Inventions Time Capsule
Thematic Frame
development.


UNIT 4A
BOOKS
Brilliant! one Fact Book
pp. 80-91 pp. 74-83
Do it 1! Fact Book
pp. 73-81 pp. 46-51
English and Me 1A Non-Fiction
pp. 82-93 pp. 74-83
Cengage pp. 22-27
English 1st Grade Fact Book
pp. 93-105 pp. 81-92
Fernndez Editores. pp. 25-32
Im ready 1 Fact Book
pp. 66-71 pp.66-75
Macmillan pp. 30-35
Kites 1 Fact Book
pp. 92-101 pp. 66-75
Macmillan pp. 31-39
Play and Do 1 Our World
pp. 75-83 pp. 51-56
Trillas pp. 31-44
Play and Play 1 Non-Fictional
pp. 78-87 pp. 68-75
Think! in English 1 Fact Book
pp. 75-84 pp. 48-53
Yes, we can! 1 Non-Fiction
pp. 52-58 pp. 52-58
Richmond pp.29-38
WEBSITE RESOURCES
http://www.dreamenglish.com/basickidsenglish
http://www.anglomaniacy.pl/foodTopic.htm
http://www.eslkidslab.com/lessons/index.html

SOCIAL PRACTICE: Participate in the reading of literary narratives and share personal experiences
SPECIFIC COMPETENCY: Understand stories and narrations and associate them with personal experiences
CONTENTS
Identify topic, purpose, and Explore illustrated childrens story Topic and purpose. Appreciate literature as a LITERARY MOBILE
intended audience from tittles books. Textual components. reflection of emotions, and
and images. Identify graphic and textual Graphic components. experiences. Stage 1
components. Repertoire of words necessary Appreciate cultural expressions Explore stories and choose
Rewrite words to name moods Use previous knowledge to for this social practice of the particular to the English sentences for the mobile.
and characters. predict topic and purpose. language. language. Stage 2
Sentence formation. Write the final version of the
Select words to complete Follow closely the reading aloud of sentences on the cards.
sentences. a story. Stage 3
Find out the meaning of words. Add images or drawings to each
Recognize letters that form Point at images of characters sentence.
several words. when listening to their names. Stage 4
Identify characters moods and Organize the cards to make the
compare them to ones own. mobiles.
Role play ones own and Stage 5
characters moods. Display the mobiles inside or outside
Associate characters names and the classroom.
moods with their writing.
Explore the written form of

sentences.
Identify words that express
moods.
Compare similarities and
differences in sentences.
Complete sentences.
Check the writing of sentences.

UNIT 4B
PRODUCT
STAGES
Greet Ss and ask them if they feel happy or sad. Elicit answers. Have Ss mime being happy, sad, and angry, and other emotions if possible. Conduct a substitution drill activity
while asking Ss as you make faces.
Show the cover of a fictional story. Ask Ss to make predictions about it. Ask them if they think the story is about: a girl, or a boy, if he/she is sad, if it is for fun or educational,
Stage 1 etc. Ask them to identify the characters, the title of the story, the setting, the name of the author, the mood of the characters and objects they observe in the illustrations as
you go through the pages with them.
Use the Ss textbook to show pictures or illustrations of mobiles to Ss, in order to give them different ideas on how to produce a nice, attractive mobile later on.
Choose another story to read aloud. While reading it, point out to the pictures to support the meaning. Make Ss repeat after you. Make sure you mime the sentences while
reading. Be sure to check comprehension before moving along to the next part of the story.
Ask Ss to stand up. Mention and mime some actions using can, e.g., "I can run / I can jump / I can draw." or a structure used in the story. Have children form small groups
and choral drill the phrases and mime the activities too.
Stage 2 Encourage Ss to make their own story. For starters, have the first participant share some personal information, e. g., their name, age, nationality, etc. Then, they can name an
action they are able and/or not able to perform, e.g., I can/cant ride a bike. Ss create a sequence of ideas in order to create a story.
Have Ss record the sentences from the story in their notebooks. If children are still struggling to write, give them cards with dotted words for them to retrace.
After writing the sentences, go over the cards with Ss, have them read each idea out loud; ensure comprehension of what the story is about by stating incorrect data for
them to correct it. Monitor to check Ss comprehension of the story all along. Invite them to express how the actions in the story make them feel.
Stage 3 Ask Ss imagine the most creative images or drawings to illustrate the story. Ask Ss to elaborate the art. Walk around the class to help when needed and to check if the
drawings match with the written text.
Working in the same teams have Ss organize the final version of the cards to arrange the story in a logical sequence. Take full advantage of this Ss handcraft to encourage
oral production from them.
Allow Ss to edit their stories if the feel is necessary (different beginning, end or the sequence of the story). Have them draw on a piece of paper those story alterations. Ask
some Ss to stand at the front of the class to share the new information. Display the new changes around the classroom. In the case of the stories the Ss liked, ask them why
Stage 4 the liked them and share what they learned from them.
With the help of visual aids lead Ss to tell the story in a sequence. Intervene only if the mistakes or omissions interfere with communication.
After some practice the Ss themselves should be able to correct each other. Take a part in this activity only if the type of mistakes interfere with communication.
Ss decide on places to display the mobiles and exploit them whenever necessary. Some mobiles may be exhibited inside the classroom and others can be placed outside.
Organize a "Mobile Exhibition". Invite other groups to come and look at the mobiles and listen to the descriptions.
Encourage Ss to compare on what others can or are not able to do with their own abilities. Make each team come to the front and share what they can or cant do.
Stage 5 Make sure you acknowledge your Ss efforts.

UNIT 4B
Big Books
e.g. Bounce now Big Book Builder 1 L1-L2: L1 Unit 3: Animals Unit 8: In the country Unit 9: Numbers and shapes L2 Unit 7: Wild animals Unit 3: Around town
e.g. Bounce now Big Book Builder 2 L3-L4: L3 Unit 6: At the hospital Unit 8: The concert Unit 9: The time L4 Unit 2: At school and at work Unit 5: At the Circus
e.g. Bounce now Big Book Builder 3 L5-L6: L5 Unit 4: Dinosaurs Unit 8: Entertainment with a difference L6 Unit 4: Solving crime Unit 6: World records
Thematic Frame
development.


UNIT 4B
BOOKS
Brilliant! one Story Book
pp. 92-100 pp. 84-93
Do it 1! Story Book
pp. 82-89 pp. 52-58
University of Dayton pp.37-48
English and Me 1A Fiction
pp. 94-105 pp. 84-92
Cengage pp. 22-27
English 1st Grade Tale Book
pp. 106-117 pp. 93-104
Fernndez Ed. pp. 25-32
Im ready 1 Story Book
pp. 72-77 pp.76-85
Macmillan pp. 29-38
Kites 1 Story Book
pp. 102-111 pp. 76-85
Macmillan pp. 31-38
Play and Do 1 Favorite Stories
pp. 83-92 pp. 57-63
Trillas pp. 43-52
Play and Play 1 Fictional
pp. 88-97 pp. 76-85
Think! in English 1 Story Book
pp. 85-94 pp. 54-59
Yes, we can! 1 Fiction
pp. 59-67 pp. 59-67
Richmond pp.29-38
WEBSITE RESOURCES
http://www.starfall.com/n/level-a/learn-to-read/load.htm?f
http://www.starfall.com/n/level-c/index/load.htm?f
http://www.magickeys.com/books/
http://www.bbc.co.uk/cbeebies/stories/

SOCIAL PRACTICE: Share information through graphic resources

SPECIFIC COMPETENCY: Interpret basic information about a geography topic based on a graphical resource
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH THE PRODUCT
LANGUAGE LANGUAGE
Identify by name animals and/or Explore illustrated maps. Topic and purpose. Use of language to MAP OF BIODIVERSITY IN
plants, and locate them on a map of Predict the topic. Graphic distribution. appreciate Mexico and the MEXICO
Mexico. Identify components of a map of Repertoire of words worlds natural
Mexico. necessary for this social environment. Stage 1
Complete orally the names of Recognize by name the northern, practice of the language. Use of language as a means Get or make a map of Mexico.
different plants and animals. central and southern regions of of stating ones view on a Stage 2
Mexico on a map, coloring the problem and raising Do research about which
Rewrite the names of plants and/or regions where flora and fauna are awareness about it. animals are from the northern,
animals. found. central, or southern regions of
Point at animals and plants on a map Mexico.
Recognize words that form when listening to their names. Stage 3
sentences. Color the regions of Mexico on
the map with the information
Listen to the reading out loud of the
about its flora and fauna.
information.
Stage 4
Identify plants and/or animals by
Add names of animals and
name.
plants.
Complete the names of different
Stage 5
elements of the natural world.
Display the map inside or
Identify, by name, the regions of
outside the classroom.
Mexico.
Check written information.
Identify the written information on a
map.
Rewrite names of animals, plants or
other elements of flora and fauna in
Mexico.
Recognize words that form
sentences.
Rewrite the names of animals or
plants on a map of Mexico.

UNIT 5A
PRODUCT
STAGES
Place a map of the Mexican Republic at the front of the class (some schools are provided with these large didactic maps). Have children look at it. Ask them if they recognize
the place. After identifying what it is, explain to them that maps have borders or limits, also that there are four cardinal points: North, South, West, and East. Invite some Ss to
the front to trace the limits of the Mexican Republic with their fingers. Point at some states and elicit from Ss where they are, (North, South, etc.) Give Ss some more
Stage 1 information about Mexico. Ask them if they have been to any other state.
Provide Ss with enlarged shapes of some states of Mexico and ask them to put them together to make their own map, they can also be asked to color the state they were
assigned.
Previously ask Ss to search information about the characteristics of Mexicos flora and fauna in different parts of the country, divide the class into four and assign a cardinal
point to each group and ask Ss to share the information they found. Provide Ss with flash cards or illustration with animals and plants from different states in Mexico and ask
them to put those illustrations in the correct region in the map.
Show Ss pictures of different flora and fauna environments and ask them to identify the differences and or similarities among them. Elicit where those species of animal,
plants and flowers are found and ask Ss to write down the information. Ask Ss to bring some cardboard and cut-outs of animals and plants for next class.
Stage 2 Draw a wind rose. Divide Ss into 5 groups (one for each cardinal point and another for the center of the country). Ask each group to copy and color the wind rose in their
notebooks. Help Ss when necessary.
In different parts of the classroom hide flashcards of different animals, plants and flowers that belong to different states of the country and play treasure hunter, randomly ask
Ss to come to the board and follow your instruction to find the flashcard, use the words north, south, west, east, etc. so that students can follow directions. Prize the ones
who find the treasure.
Provide each S with the pieces of a complete map and ask them to put it in the correct order to create a map of Mexico, and then tell them that they have to color their map,
assign different colors for each cardinal point. Encourage Ss to say where some estates are e.g. Sonora is in the north, Mexico City is in the center, organize groups and ask
them to write down the location of some states by following the models then ask them to read aloud their sentences to their partners. While Ss do the activity, monitor their
progress, make any correction if necessary and make emphasis on correct pronunciation.
As an alternative activity organize groups of four or five and tell Ss they will elaborate a large map of the Mexican flora and fauna. Assign each team cardboard and a space to
outline their maps and states. Help Ss draw their maps. Ask Ss to color the areas of the map, according to previous information about Mexican flora and fauna. Tell them to
Stages draw or paste the cut-outs of animals and plants corresponding to each area.
3 and 4 Complement information about the flora and fauna in each region of the country e.g. Chiapas is in the south. It's hot. Jaguars and monkeys can be found here
While Ss complete their maps in teams, walk round the classroom making sure that Ss are doing what they were told and help them produce the language needed to describe
their work.
Organize teams and ask Ss to exhibit their maps inside the classroom and describe the different areas they have studied, their location, the climate and the flora and fauna.
Stage 5 Promote respect while Ss make their presentations, invite Ss from other groups or even parents in order to promote interaction.

UNIT 5A
Big Books
e.g. Bounce now Big Book Builder 1 L1-L2: L1 Unit 3: Animals Unit 6: At Home L2 Unit 7: Wild Animals Unit 9: Around Town
e.g. Bounce now Big Book Builder 2 L3-L4: L3 Unit 2: The Weather Unit 9: The Time L4 Unit 6: Families around the World Unit 7: Different Lifestyles
e.g. Bounce now Big Book Builder 3 L5-L6: L5 Unit 3: Houses and Homes Unit 5: Town and Country L6 Unit 3: Families Past and Present Unit 5: Changing Weather
Thematic Frame
development.


UNIT 5A
BOOKS
Brilliant Fact Book
pp. 28-34
Do it! Fact Book
Univ. of Dayton pp. 91-99 pp. 60-65
pp.40-48
English and me Non-Fiction
Cengage pp. 106-117 pp. 96-105
pp. 28-33
English Fact Book
Fernndez Ed. pp. 120-132 pp. 106-117
pp. 33-37
Im ready Fact Book
pp. 36-48
Kites Fact Book
pp. 40-48
Play and Do Our World
Trillas pp. 105-114 pp. 71-78
pp. 45-54
Play and Play Non-Fictional
pp. 35-43
Think! in English Fact Book
pp. 52-64
Yes, we can! Non-Fiction
pp.39-48
WEBSITE RESOURCES
http://www.thewildclassroom.com/expeditions/mexico/index.html
http://geo-mexico.com/?p=2765
http://www.biodiversidad.gob.mx/v_ingles/index.html
http://www.bing.com/images/search?q=printable+animals+for+kids&qpvt=printable+animals+for+kids&FORM=IGRE
http://www.bing.com/images/search?q=weather+images+printable&qpvt=weather+images+printable&FORM=IGRE
http://www.dltk-kids.com/crafts/weather/index.htm
http://www.bing.com/images/search?q=Map+Of+M%c3%a9xico+States&qpvt=Map+Of+M%c3%a9xico+States&FORM=IGRE#view=detail&id=0C0AE999B8A857564756149E33173DEC5113B216&s
electedIndex=117

SOCIAL PRACTICE: Describe and share information about the place where one lives
SPECIFIC COMPETENCY: Describe and interpret information about people in the community and their activities
CONTENTS
Recognize orally and in writing Explore previously prepared or Topic and intended. Appreciate cultural expressions LOTTERY GAME WITH NAMES AND
the names of objects, clothes, collected illustrated materials or Parts of books: covers, title, related to jobs and professions. IMAGES OF OCCUPATIONS AND
and tools used in occupations books with information about table of contents, page number, Use of language as a means of PROFESSIONS
and professions. occupations. back cover, etc. promoting gender equality. Stage 1
Predict the topic based on Repertoire of words necessary Make one lottery board for each
Classify written words according previous knowledge and for this social practice of the student in class.
to their semantic field. images. language. Stage 2
Recognize intended audience. Conventional letter-sound Write a name of an occupation, a
Compare their own writing to Point at names of objects, correspondence. profession, a tool, a piece of
conventional writing. clothes, and tools. clothing, an object, etc., on each
Participate in the reading aloud. lottery box and make sure all lottery
Relate names of occupations boards have different combination
and professions to their image. of words.
Complete words based on its Stage 3
parts. Make cards for the lottery game.
Answer questions about the Stage 4
spelling of words (it begins Draw an image of a name on each
withit sounds like, etc.) card of the lottery boards.
Explore the written form of words. Stage 5
Play the lottery once to verify there
Classify written words in are not too many cards and that no
semantic fields: objects, tools, card is missing; that the words
clothes, occupations, written on the lottery boards are
professions. legible, and that all lottery boards
Form words by writing their have different combination of
missing parts. words.
Interpret ones own written Stage 6
form of names of occupations Invite another class to play this
and professions (here it lottery game.
says).

UNIT 5B
PRODUCT
STAGES
Show Ss flashcards with words such as doctor, hospital, nurse, firefighter, police officer, etc. Ask Ss to describe what they see. Help them notice the kind of clothes each
one is wearing. Ask Ss to match the pictures: e.g. doctor/hospital, teacher/school, mechanic/car, etc.
Ask Ss about their parents occupations and write them on the board. Divide the class into teams. Ask a volunteer from one team to come to the front and act out an
occupation from the board. Invite his/her team members to guess the occupation. If their team guesses correctly, they get a point. They have two minutes to guess. If
they are unable to do it, the other teams get the opportunity.
Have Ss in different groups. Have them look at the pictures again and decide which ones are common in their community. Read aloud the words under the photos and
Stages have Ss repeat them. Emphasize the fact that many men and women have the same profession e.g. singers, actors, doctor.
1 and 2 Bring pieces of cardboard with squares pre-traced for Ss to re-trace. You may guide this activity by pointing out directionality: up /down, left/right until they have re-
drawn all squares. Ask Ss to bring cut-outs of occupations, related clothes and objects. Divide your class into groups. Assign material and ask Ss to create a lottery board.
Ask them to draw in each box of the lottery board a profession, a tool, a piece of clothing, an object, etc. together with the written form. Pay attention to Ss written and
oral production, encourage them to help each other to correct themselves or use direct correction in case they need it.
Put a piece of tape in the middle of the floor to divide the room in two areas. Designate one side as "Yes" and the other as "No". Line up the children and show them a
flashcard of a profession, for instance, a doctor. Tell them "a doctor works in a hospital". Since the answer is "yes", students must jump to the "yes" side but If you say "a
doctor works in a fire station", they must jump to the "no" side. Ss who jump to the wrong side can be asked some questions to review vocabulary and/ or profession
Stages associations.
Provide Ss with materials to create the lottery cards, check the images in the lottery boards match with the images in the lottery cards so that Ss can play with it. This
3 and 4 activity will take some time; so if there are fast finishers, ask them to help their partners.
While Ss perform the activity, monitor and provide them with support in case they need it. Make set of complete lotteries so that Ss can play and exchange sets.
Give instructions and a brief demo for all Ss to understand the game. Ask them to take turns to play their lottery game with their classmates. Have teams switch their
lottery boards.
Play the lottery with the whole group. The teacher calls out the different names showing the card of the image that corresponds. Do this several times to equip the Ss
Stages well enough to embark upon the game by themselves. Make sure there is English production and that several Ss get the chance of calling out the names with a
5 and 6 reasonable degree of accuracy and fluency. You may invite other groups to come and play this lottery game. Ask your own Ss to function as game monitors. Equip them
with language to give instructions and be ready to monitor the game, so that no Ss cheat or misuse the material.

UNIT 5B
Big Books
e.g. Bounce now Big Book Builder 1 L1-L2: L1 Unit 7: On the Farm Unit 8: In the Country L2 Unit 3: Professions Unit 9: Around Town
e.g. Bounce now Big Book Builder 2 L3-L4: L3 Unit 6: At the Hospital Unit 7: At the Restaurant L4 Unit 2: At School and at Work Unit 7: Different Lifestyles
e.g. Bounce now Big Book Builder 3 L5-L6: L5 Unit 1: Money Unit 5: Town and Country L6 Unit 3: Families Past and Present Unit 4: Solving Crime
Thematic Frame
development.


UNIT 5B
BOOKS
Brilliant Story Book
pp. 25-32
Do it! Story Book
Univ. of Dayton pp. 100-108 pp. 66-71
pp.49-64
Cengage pp. 118-129 pp. 106-117
pp. 28-33
English Fact Book
Fernndez Ed. pp. 133-144 pp. 118-129
pp. 38-40
Im ready Story Book
pp. 39-48
Kites Story Book
pp. 39-48
Play and Do Favorite Stories
Trillas pp. 96-104 pp. 65-70
pp. 53-64
Play and Play Fictional
pp. 35-43
pp. 51-64
pp. 39-48
WEBSITE RESOURCES
http://www.edupics.com/coloring-pages-professions-c67.html
http://busyteacher.org/9445-jobs-and-occupations.html
http://www.eslprintables.com/vocabulary_worksheets/jobs_occupations_professions/
http://www.kids-pages.com/folders/colpages/Jobs/index.htm
http://www.writingwizard.longcountdown.com/wizards/multi_word.php
http://spoonful.com/printables/printable-games-and-puzzles

First Grade Elementary School Social Practices and Products

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CYCLE 1 FIRST GRADE ELEMENTARY SCHOOL

UNIT SOCIAL PRACTICE PRODUCT REFERENCES

Illustrated instruction manual to Supplemental Educational

Participate in the reading of literary Supplemental Educational

Lottery game with names and Supplemental Educational

GRADE: First Grade Elementary School UNIT: 1A

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

SUPPLEMENTAL EDUCATIONAL MATERIALS

Macmillan Early Learners Flashcards

Programa Nacional de Ingls en la Ciudad de Mxico

Publishing house Teachers Book Activity Book Big Book

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

SUPPLEMENTAL EDUCATIONAL MATERIALS

Macmillan Early Learners Flashcards

Programa Nacional de Ingls en la Ciudad de Mxico

Do it! Story Book

English and me Fiction

Programa Nacional de Ingls en la Ciudad de Mxico

GRADE: First Grade Elementary School UNIT: 2A

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

Participate in the writing of instruction

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

SUPPLEMENTAL EDUCATIONAL MATERIALS

Macmillan Early Learners Flashcards

Programa Nacional de Ingls en la Ciudad de Mxico

Do it! Fact Book

English Fact Book

English and me Fact Book

Programa Nacional de Ingls en la Ciudad de Mxico

SOCIAL PRACTICE: Follow and give instructions in everyday settings

Participate in the writing of names of

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

SUPPLEMENTAL EDUCATIONAL MATERIALS

Macmillan Early Learners Flashcards

Programa Nacional de Ingls en la Ciudad de Mxico

Publishing house Teachers Book Activity Book Big Book

Brilliant! Story Book

Do it! Story Book

English and me Fiction

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

SUPPLEMENTAL EDUCATIONAL MATERIALS

Macmillan Early Learners Flashcards

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

GRADE: First Grade Elementary School UNIT: 3B

SOCIAL PRACTICE: Formulate questions about a specific topic

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

SUPPLEMENTAL EDUCATIONAL MATERIALS

Macmillan Early Learners Flashcards

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico

GRADE: First Grade Elementary School UNIT: 4A

Follow the Reading out loud.

Programa Nacional de Ingls en la Ciudad de Mxico

Programa Nacional de Ingls en la Ciudad de Mxico