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CYCLE 1, PRESCHOOL

SCHOOL TERM 2014-2015


GRADE:

UNIT:

Third Grade Preschool

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:

ACHIEVEMENTS
Names illustrated elements of
the natural world, based on a
model.
Finds differences and
similarities between written
names.
Identifies the name of several
states in a map of Mexico.

5A

Share information through graphic resources


Educational and academic
Read basic information about specific geography topic with the support of a grammatical resource.
CONTENTS
DOING WITH THE LANGUAGE
Explore a specific topic related to
the Mexican natural world,
through illustrations.
Identify illustrations (animals,
vegetation, etc.) and distinguish
them from written texts.
Identify topic based on name,
illustrations, and previous
knowledge.
Listen to the reading aloud of
information.
Explore the written form of names.
Listen to names of the natural
world and associate them with
their written form.
Find differences and similarities
between the written forms of
names (long short, start with...,
ending with..., etc.).
Find illustrated elements of the
natural world in a map of Mexico.
Check writing legibility.

KNOWING ABOUT THE


LANGUAGE
Topic.
Graphic components:
charts, maps, illustrations,
etc.
Graphic page design.
Repertoire of words
necessary for this social
practice of the language.
Correspondence between
text and images.
Word formation.
Correspondence between
letters and sounds.

BEING THROUGH THE


LANGUAGE
Use language as a means of
sharing information.
Appreciate Mexicos and the
worlds natural environment.

PRODUCT
LARGE MAP OF THE MEXICAN
NATURAL WORLD
Stage 1
Color a map of Mexico.
Stage 2
Include drawings or images of
previously selected natural
elements.
Stage 3
Find the name of natural elements
in the map, previously written by
the teacher on small pieces of
paper.
Stage 4
Paste the names of natural
elements on the map.
Stage 5
Display the map inside or outside
the classroom.

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

Fomento a los procesos de estudio de una segunda lengua (ingls)


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PRODUCT
STAGES

Stage 1

Stages
2&3

Stages
4 and 5

SUGGESTED ACTIVITIES
Previously ask Ss to bring a model map of Mexico and show them an oversize map (with or without names) eliciting information just to know how much they can
say about it. As you show the map, ask Ss questions about their country such as: where are you from? Whats your favorite place to visit? e.g. the beach,
the forest, the desert, the mountain, etc. while this activity is in progress, show Ss flashcards about the places they mentioned, try to avoid the use of Spanish
and in case Ss use Spanish encourage them to repeat the words in English so that they become more familiarized with the new terms.
Divide the classroom into four parts; give each section of the classroom a cardinal direction: North, South, East and West. Organize a game to help Ss
understand what a cardinal point is, ask Ss to choose a flashcard and ask them to go to the cardinal direction showed on it. In case any S fails to guess the
correct cardinal position, promote collaborative work so that the whole group provides support to the S who needs it.
Use the map to signalize the cardinal points: north, south, east, west and even center. Mention some states located in those points as examples and have Ss
come to the front and point at some other states; it is not necessary for them to know the names, just make sure to indicate how the cardinal axes work.
Sit Ss in small groups and provide each of them with a regular size map of Mexico. Have them select, as a team, a different color for each cardinal point. It could
also be a good idea to assign them a color previously in order to avoid misbehavior.
Previously select some natural elements to be taught e.g. mountain, lake, valley, river, desert, etc. as well as some of the most common animals in those
habitats. Ask Ss to bring cut outs to illustrate their work or provide them with magazines so that they can select illustrations on their own.
Have Ss match the animal cut outs with the habitat they think they belong to. This activity may be developed in pairs as to promote collaborative work.
Have Ss play Hangman with animal and/or natural element names in order for the Ss to focus on the spelling and the number of letters in a word. At the same
time Ss may also identify different sounds for the same letters as well associate them with the correct pronunciation.
Provide Ss with the vocabulary under study written on cards of paper so that Ss can retrace and/or complete words, this can work as an activity for the Ss to
consolidate the new acquired knowledge and to have a reference of written and oral forms.
Using the same oversize map from stage 1, randomly have some Ss come to the front and instruct them to paste a signal with a cardinal sign in the correct
position.
Have Ss work in small groups and provide each group with a map, tell they have to create a puzzle and then exchange it with other team, in that way there will
be a series of different puzzles tp play and interact with. Help Ss produce sentences related to the location of different states such as: Quintana Roo is in the
south of Mexico, Zacatecas is in the center. Colima is a small state. Sonora is a big state, etc. As an extension activity have Ss recognize images of animals
and/or natural elements and take turn to stick them where they belong to on the map depending on the habitat. Develop this activity through a contest in order to
foster collaborative work.
Display somewhere in the classroom enhanced maps of some states of Mexico. Write the names of the animals on small pieces of paper. Ask Ss to relate
images of animals to their written form and have them stick the names and animals on the state they belong to. This activity may be developed in pairs so that
Ss learn to exchange ideas.
Ss exhibit their maps and have a short simple presentation. E.g. This is Durango. The weather is hot. There are snakes in the desert.
Ss exhibit their maps in the playground and take turns to talk about their work or visit other groups to present their work in English to the community.

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Books
Publishing house

Teachers Book

Activity Book

Big Book

"Brilliant K"
Santillana
"Come on! Preschool"
Esfinge
Do it! Preschool
University of Dayton
rd
English 3 Grade
Fernndez Editores|
Im ready! P
Macmillan
Play and Do Preschool
Trillas
"Play and Play K"
Ed. Nuevo Mxico
Think! In English P
Ediciones, S.M.
"Yes, we can! K
Richmond

pp. 90-97

pp. 87-94

pp. 104-115

pp. 60-66

pp. 97-107

pp. 60-65

pp. 120-133

pp.105-117

pp. 112-121

pp. 86-95

pp. 87-97

pp. 65-72

pp.100-109

pp. 88-95

pp. 95-104

pp. 62-67

pp. 68-75

pp. 68-75

Fact Book
pp. 25-30
Non-fiction
pp. 38-51
Fact Book
pp. 44-56
Fact Book
pp. 33- 47
Fact Book
pp. 40-48
Our World
pp. 41-52
Non-fictional
pp. 35-48
Fact-Book
pp.46-56
Nonfiction
pp. 39-48

Other resources
http://www.teachpreschool.org/2010/04/morning-greeting-and-calendar-and-weather-time-in-preschool/
http://www.preschooleducation.com/shello.shtml
http://www.teachingenglish.org.uk/teaching-kids
http://www.teachingenglishgames.com/3-5.htm
http://busyteacher.org/4944-teaching-english-to-children-under-5-fallow-land.html
http://www.ecofriendlykids.co.uk/WeatherObservationChart.html
http://www.teachkidshow.com/teach-your-child-about-nature/
http://www.ehow.com/how_8427157_teach-nature-year-preschoolers.html
http://www.toolsforeducators.com/writing/nature1.php
http://bogglesworldesl.com/kids_worksheets/cityplaces.htm

Fomento a los procesos de estudio de una segunda lengua (ingls)


antes PNIEB