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CYCLE 2 FOURTH GRADE ELEMENTARY SCHOOL

UNIT SOCIAL PRACTICE PRODUCT REFERENCES

Talk and write to participate in everyday Supplemental Educational


1A Comic strips Books and website resources
dialogues Materials

Supplemental Educational
Books and website resources
1B Read and sing songs Booklet with song lyrics Materials

Supplemental Educational
Give and receive instructions to make objects Books and website resources
2A Annual calendar Materials
and record information

Supplemental Educational
Offer and receive information about oneself Books and website resources
2B Card game to create dialogues Materials
and acquaintances

Supplemental Educational
Play with words, and read and write for Books and website resources
3A Tongue-twister contest Materials
expressive and aesthetic purposes

Supplemental Educational
Formulate and answer questions in order to Books and website resources
3B Questionnaire to study Materials
find information about a specific topic

Supplemental Educational
Listen to and express immediate and Books and website resources
4A Poster with an illustrated dialogue Materials
practical needs

Supplemental Educational
Read narrative texts and recognize cultural Cards with illustrated settings of a Books and website resources
4B Materials
expressions from English-speaking countries legend

Supplemental Educational
Record and interpret information in a graphic Books and website resources
5A Commented diagram Materials
resource

Supplemental Educational
Advertisement of commercial Books and website resources
5B Interpret messages in advertisements Materials
products
CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 1A

SOCIAL PRACTICE: Talk and write to participate in everyday dialogues


LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret a dialogue about school-related concerns
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE
ACHIEVEMENTS DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE

• Identifies speakers and their turns in a Listen to the audio or reading aloud of dialogues • Structure of dialogues. • Show respect COMIC STRIPS
dialogue. about school-related concerns. • Topic, purpose, towards the
• Predict general sense. participants, and participation of Stage 1
• Identifies the structure of a dialogue. • Point out speakers and distinguish their turns of intended audience of others.
Choose a classmate to start a dialogue in
participation. the communicative • Promote the use of
situation. basic norms of which one or more school-related
• Identifies some words to express concerns. • Notice tone, fluency, pauses and intonation.
• Contextual clues. dialogue concerns are expressed.
• Identify structure of dialogues.
• Uses contextual clues to understand • Clarify the meaning of unfamiliar words and • Acoustic interaction: listen Stage 2
meanings. colloquial terms. characteristics. to and look at the Decide on the number of turns each
• List of suitable words. person speaking, speaker will have, the order of the
• Adjectives, personal and respect turns
• Identifies punctuation in the transcription Identify what the speakers express in dialogues. sentence sequence and the materials
pronouns and of participation.
of a dialogue. • Identify greetings and farewell expressions. which will be used to make the comic strip
prepositions.
• Identify words that express concerns. • Conventional spelling (card, poster, etc.).
• Identify sentences to express concerns. of words without Stage 3
• Use contextual clues to understand meaning. alterations, Write the sentences respecting turns of
• Complete sentences orally. substitutions, or participation.
contractions. Stage 4
Participate in the writing of sentences that express • Punctuation.
Add greetings and farewell expressions to
concerns.
the dialogue.
• Dictate and complete sentences.
• Compare sentences. Stage 5
• Identify punctuation and spaces between words. Check that the writing of sentences is
• Write one’s own sentences, based on models. complete and complies with spelling
conventions.
Play the role of speakers in dialogues and read Stage 6
the dialogue aloud. Write the final version of the expressions
• Complete sentences based on a set of words. on the comic strip format.
• Use sentences as a model to express personal Stage 7
concerns.
Read the dialogues aloud respecting turns
of participation; address the concerns of
Check spelling and punctuation conventions.
the members of the team to whom it may
concern (teachers, principal, etc.) so that
they can be resolved.
Stage 8
Share the story with other teams.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 1A

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Ask Ss to work in teams and to brainstorm ideas about different school matters they are concerned about such as homework, recess, exams, festivals, the end of the school
year, not repeating the school year, or possibly a student moving to another school. . Ask them to share ideas about the characteristics of each matter and list them on a
chart (on a separate piece of paper or in their notebooks).
• Provide Ss with question prompts and form teams and encourage them to write questions related to school matters such as “Do you like your English class?, Why?, Do you
Stage 1 have lots of homework?, What subject?”. Then, through mingling Ss complete their quiz. Ask Ss to respect their partners’ opinion as well as their turn to speak.

• Ss are provided with images related to school concerns; use speech bubbles to indicate they have to write a dialogue.
• Ss decide the order of the dialogue and the order in which they will participate. Encourage them to practice it and perform it for other teams. Have Ss decide on the number
Stage 2 of participation turns they will take and the sequence of the comic strip. Monitor as necessary to guarantee equal and even participation.

• Have Ss write personal concerns about school matters in teams. Then, ask them to write a dialogue and use it to make a comic strip. This comic strip must be related to a
school matter they are interested in. Ss decide what kind of vocabulary they will use to create their comic strip as well as the appropriate images. Try to avoid spoon-
Stages feeding; in case they need some help, assist them but remember to promote peer help and the use of different sources in the classroom.
3 and 4

• Ask Ss to work in teams. First, they present their comic to the members of their teams, then they exchange comics so that they can be corrected if necessary (peer
correction). Once the correction is made, Ss return the comics to their owners to realize what they have to improve. Remind them to use different sources in the classroom;
in case they need support, encourage them to do it in English.
Stages • In teams Ss make decisions on the final version of their comic strips. Monitor as necessary to make sure there is a sequence, a balance ,and the relevant language needed.
• Ss incorporate the final version into the comic strip template; they also decide the suitable scenario for their story, colors, graphics, letter size, etc. Suggest to Ss that they
5 and 6 should use a pencil instead of a pen or markers when writing the dialogues until they are sure about spelling conventions, graphic spaces, and sizes.

• Make a class presentation and, if possible, invite parents. Ss present their scenes by teams. Have teams identify the scene and the event. Others could be encouraged to
participate guessing or anticipating the story and characters.
• Paste work around the classroom or the bulletin board and have Ss act out the dialogues.
Stages • Display final versions in the classroom. Have Ss share with other groups and school authorities, so that they step into the classroom to learn about the class concerns shown
7 and 8 on the comic strips displayed.
• Have Ss comment the process they went through and what they did to improve their work. Ask questions to make Ss reflect about their own learning processes.

Programa Nacional de Inglés en la Ciudad de México


UNIT 1A

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Schoolyard games


Thematic frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

e.g. Dangerous Jobs


Thematic frame
➢ Students understand and reflect about the appropriateness about dangerous occupations, as well as of those people who work to protect the community and environment.

✓ Picture Dictionary

e.g. The family


e.g. The house
e.g. School

Thematic frame
➢ The teacher may alter activities which cover the specific competency related to expectations of the school cycle and familiarize students to the learning environments related to their
surroundings such as family and home, adapting the correspondent contents and vocabulary to take advantage of the relevance of the visual aid that the picture dictionary provides.

Programa Nacional de Inglés en la Ciudad de México


UNIT 1A

BOOKS

Teacher’s Activity
Publishing house Readers
Book Book
"Brilliant! four" Stories
pp. 13-24 pp. 6-17
Santillana pp. 5-12
"Do it! 4" Fact
pp. 15-24 pp. 3-9
University of Dayton pp. 6-17
"English 4" Fact
pp. 17-28 pp. 6-16
Fernández Editores pp. 4-7
"Play and Do 4" Reader
pp. 14-27 pp. 9-19
Trillas pp. 9-20
"Play and Play 4” Informative
pp. 11-21 pp. 7-15
Nuevo México pp. 5-14
"Think! in English 4" Reader
pp. 15-24 pp. 5-11
Ediciones SM pp. 5-18
"Yes, we can! 4" Fiction
pp. 4-10 pp. 1-4
Richmond pp. 3-12

WEBSITE RESOURCES

www.teachchildrenesl.com
http://busyteacher.org/classroom_activities-vocabulary/everydaysocial_english-worksheets/
http://www.esl-library.com/lessons.php?section_id=27
http://www.focusenglish.com/dialogues/emotions/emotionsindex.html
http://www.eslfast.com/easydialogs/ec/dailylife003.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 student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 1B

SOCIAL PRACTICE: Read and sing songs


LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Interpret and sing songs of interest to the class
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE PRODUCT
DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE

• Identifies social situations in which songs Listen to and explore song lyrics. • Structure of songs: • Identify song lyrics BOOKLET WITH SONG LYRICS
are performed. • Predict the topic of songs. verses, and stanzas. as a reflection of
• Identify topic, purpose, and intended • Topic, purpose, and emotions and Stage 1
• Uses contextual clues and illustrated audience. intended audience. experiences.
Choose songs.
bilingual dictionaries to clarify the • Identify social situations in which songs • Textual components. • Appreciate the
meaning of words. • Contextual clues. English language. Stage 2
are sung.
• Identify the structure of a song. • Acoustic Design and make the booklet.
• Sings parts of a song. characteristics. Stage 3
Listen to and follow the reading aloud of • List of suitable words. Divide the stanzas among the teams and rehearse
• Follows the rhythm of a song with the • Absent or non- their reading aloud.
songs.
support of a text. frequent vocalic
• Guess the meaning of words according to Stage 4
sounds in the native
context. Rewrite the chorus and stanzas of the song lyrics
language.
• Completes phrases or verses based on a • Identify phonetic aspects and emotional in the booklet.
• Conventional writing
list of words. effects. of words without Stage 5
• Follow the rhythm of a song with the alterations, Check the rewriting of the song to make sure it is
support of a text. substitutions or complete and complies with spelling conventions.
• Identify changes in intonation. contractions.
• Identify rhythm, stress, and intonation of Stage 6
• Upper and lower case
words and phrases in songs. Sing and read along the lyrics of the song.
letters.
• Punctuation. Stage 7
Identify the parts of song lyrics. Display the booklet in an appropriate place inside
• Establish a relationship between reading or outside the classroom.
aloud and writing verses and phrases.
• Complete verses or phrases based on a
list of words.
• Identify specific characteristics in the
writing of words and sentences (words
similar to those in Spanish, letters or
consonant clusters that are less frequent
or absent in the mother tongue, etc.).
• Use punctuation to read or sing a song.

Check spelling and punctuation conventions.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 1B

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Provide Ss with a questionnaire about their favorite music, artist or band. Include questions such as “Where is your favorite artist from?, What is the name of your
favorite song?, “Can you sing it?, etc. Through a mingling activity encourage Ss to ask and answer the question they previously designed.
Stage 1 • Ask Ss to bring along their favorite song and some information about the singer or band, such as nationality, age, or kind of music. If possible, Ss can bring the lyrics as
well. In a plenary session, ask Ss to select 5 songs to work with for a month, one song per team.

• Have Ss explore different musical album covers to get ideas and to analyze the elements, so that Ss are able to design their own cover. Use the ICT lab for this activity.
• In teams Ss design their album cover taking into account the most relevant aspects of the song they chose or the lyrics they created. Ss work in groups. Everybody should
Stage 2 contribute with ideas for the design and the making of the booklet. Monitor as necessary to make sure that the cover page refers to the lyrics of the song they have
chosen in each particular team.

• Use different techniques for Ss to practice their songs, such as dividing the song into stanzas, or playing the song and asking them to put it in order. An alternative activity
could be to ask Ss to underline specific words pronounced in the song. Words can be taken out so that Ss choose some and then play “Bingo”; in order to develop Ss’ sub
skills such as listening for specific information and correct spelling. In addition, organize a memory game in which they have to match sound and words.
Stage 3 • Ask Ss to analyze the lyrics of songs previously rehearsed in the class and divide them into stanzas according to the rhythm of the music. Have Ss rehearse the song out
loud paying special attention to stress, intonation and pronunciation of the lyrics. Make Ss distinguish the chorus from the rest of the lyrics.

• Elaborate different activities to help Ss understand the lyrics of a song such as a crosswords puzzle, an information gap activity or even a gap filling exercise.. Once they
get the lyrics ask Ss to rewrite them on separate pieces of paper and elaborate their cover.
• Ss choose the music or rhythm and create their own lyrics (rhythm can be taken from other popular songs). Each team writes the lyrics on their notebook and share with a
Stage 4 partner so that peer correction is promoted; in case they need more assistance, encourage them to ask for it in English.
• Have Ss rewrite the chorus and stanzas in their booklet. Monitor as necessary to guarantee it has no mistakes, and that Ss handwriting is clear and legible.

• Give Ss work a last revision and let them practice the song and the way they will perform it. Promote different correction techniques such as peer correction, echo
correction and self-correction. Give teams enough time to prepare their song presentation. In case they need a hand, help them with intonation, pronunciation and
rhythm. Promote the use of the different sources they count with inside the classroom: dictionaries, pictures dictionaries, course book, etc.
Stage 5 • Give Ss time to repeat the song and make emphasis on the correct pronunciation of difficult words. Let Ss help each other in this activity; it is important to develop
solving problems skills on Ss so that they become more independent. Help Ss identify writing mistakes and encourage them to look for strategies to get the correct
spelling, asking their partner or consulting different sources.

• Ask Ss to present the song to the rest of the class without saying what song it is, the rest of the students should identify the name of the song. In order to make this
activity more challenging, Ss can perform different tasks while presenting the song such as, writing down the words that express actions or emotions, clapping when a
verse finishes or even making a drawing about the main idea of the song.
Stages • Exploit the lyrics of the different songs in terms of the relationship they found between reading and writing verses and phrases from songs, words that are similar to
6 and 7 Spanish, and the importance of rhythm and rhymes when singing a song so that it sounds natural.
• Teams socialize their album covers describing what it means by their images. Ss reflect upon their own learning processes throughout the social practice and the way they
worked in this unit.

Programa Nacional de Inglés en la Ciudad de México


UNIT 1B

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Schoolyard games


Thematic Frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

e.g. Dangerous Jobs


Thematic Frame
➢ Students understand and reflect about the appropriateness about dangerous occupations, as well as of those people who work to protect community and environment.

✓ Picture Dictionary

e.g. Unit 2: My Family


e.g. Unit 5: Musical Instruments
e.g. Unit 7: Story Time 1, Story Time 2, Toys and Games, At the Fairgrounds, On the Farm, Camping
e.g. Unit 8: In the Rain Forest, In the Grasslands, In the Sea, In the Woodlands, In the Polar Lands, In the Desert, Space

Thematic Frame
➢ Teacher should use different kinds of resources in order to practice traditional songs with audio and video.

Programa Nacional de Inglés en la Ciudad de México


UNIT 1B

BOOKS
Publishing house Teacher´s Book Activity Book Readers
"Brilliant! four" Facts
pp. 27-34 pp. 18-27
Santillana pp. 46-50

"Do it! 4" Fact


pp. 25-33 pp. 10-16
University of Dayton pp. 67-77

"English 4" Fact


pp. 29-39 pp. 17-27
Fernández Editores pp. 67-80

"Play and Do 4" Reader


pp. 28-42 pp. 19-28
Editorial Trillas pp. 73-84
"Play and Play 4” Informative
pp. 22-31 pp. 16-21
Nuevo México pp. 5-14
"Think! in English 4" Reader
pp. 25-34 pp. 13-18
Ediciones S.M. pp. 19-32
"Yes, we can! 4" Non-Fiction
pp. 11-19 pp. 11-19
Richmond pp. 3-12

WEBSITE RESOURCES

www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
http://tefltunes.com
http://www.tuneintoenglish.com/?p=833
http://www.adaptedmind.com
http://www.esl-library.com/blog/2012/03/05/20-tips-language-through-song-lyrics/

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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 2A

SOCIAL PRACTICE: Give and receive instructions to make objects and record information
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Interpret and record information on a calendar
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE
ACHIEVEMENTS DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE

• Identifies the different uses given to Explore calendars and identify the parts that • Textual components. • Show respect ANNUAL CALENDAR
calendars. constitute them. • Graphic distribution towards the
• Identify graphic and textual components in of time units on participation of Stage 1
various calendars. calendars. others.
• Says and writes the names of months • List of suitable words. Design a calendar with all-time units.
• Identify uses and purposes of calendars. • Promote the use
and days. • Use previous knowledge about calendars to • Type of sentences. of basic norms of Stage 2
identify time units. • Upper and lower-case dialogue Write the name of time units
• Records events on calendars. letters. interaction: listen constituting a calendar.
Read time units on a calendar. to and look at the Stage 3
• Writes words in a conventional way. • Identify months of the year based on person speaking, Write the appropriate number of days
questions and on the order they follow. and respect turns
for each month in the corresponding
• Identify names of ordinal numbers of participation.
corresponding to each month. spaces.
• Identify names of days of the week and Stage 4
months of the year. Check the calendar to make sure the
• Identify names of events or happenings. writing of the names of the months
• Understand, when listening, days and months and the letters showing the days of the
on a calendar. week comply with spelling
• Locate and point out month and day of events
conventions; no time unit is missing or
on a calendar.
• Read dates based on specific questions. added; and all information is in the
correct place.
Record dates and events on a calendar. Stage 5
• Complete names of days and months. Use the calendar throughout the year
• Write dates of events based on a model. to record important dates (birthdays,
• Dictate dates of events of interest. holidays, parties, English lessons, etc.).
• Propose dates to record events on a calendar.
• Record events on a calendar.

Check word writing conventions.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 2A

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Provide Ss with sheets containing some questions such as “How old are you?” ”When is your birthday?” “What’s your favorite day of the week? Then, ask them to mingle
around. If they have difficulties expressing months of the year in English, , paste or draw a calendar on the board so that Ss can identify on their own what the month or
the day are. In case they need help, just help them by pointing at the calendar and enhance correct pronunciation through the use of choral drills.
• Use a real calendar to explain the following aspects: distribution of days per week and month, capitalization of days and months in English. Have Ss look at the calendar
on the board. Ask them to point out the different parts of it: a month, a week, a day, and ordinal numbers. Write some uses for a calendar, for instance, to mark
Stage 1 important events and celebrations, to remember a birthday, etc.
• Promote Ss’ creativity by asking them to design an original calendar format by surfing the web and gathering ideas to elaborate their own creation. Ss will share their
calendar with the rest of the group. Then, in teams Ss will decide on how to make a final version integrating the best ideas from each calendar.

• Write the months of the year on pieces of paper. Have Ss put them in order, and then ask some questions like: “How many months are there in a year? Which months
have 30 days? Which months have 31 days? How many days are there in a week?”
Stages • Prepare a list of well-known holidays: New Year’s Eve, Mother’s Day, and so on. Then, ask Ss to fill their calendar by putting the important dates in the correct month. In a
2 and 3 plenary session check what the correct answers are.

• Provide Ss with a memory game with expressions where cardinal and ordinal numbers are used. Then, encourage Ss to find the matching pairs. After that, ask Ss to put
the cards in two columns: one for ordinal and one for cardinal numbers. Make sure Ss understand the use of cardinal and ordinal numbers.
• Encourage Ss to use these numbers to make sentences to express celebrations e.g. May 10th: We celebrate Mother's Day on May (the) tenth.
Stage 4 • As an alternative activity use the ICT lab and ask Ss to look for dates celebrated in different English speaking countries (USA, England, Canada, Australia, South Africa, New
Zealand), and fill their calendar. Then, ask them to present their calendar to the rest of the group.

• Use folding papers and make 12 teams (one per month). Ask Ss to make a design for their month including important dates, e.g. Ss’ birthdays, exam dates, school festivals,
the end of the school term, vacation periods, etc.
• Ask Ss: "When is your birthday?" Throw a soft ball to a student and ask him/her to answer saying the month and day using ordinal numbers. Have him/her ask the same
question and throw the ball to another student. Continue until all Ss have participated.
• Write 3 columns: holidays, months and days. Ask Ss to create sentences to compare different holidays in Mexico and United States. Monitor and check spelling and
Stages punctuation. Revise spelling and make sure months and days start with capital letters.
5 and 6 • Ss post their calendars on the walls of the classroom so that the whole group contributes with corrections and suggestions for improvement. Ss may derive oral practice
from these calendars by calling out dates and associating them to events and important dates or vice versa. Pay special attention to the correct use of numbers and the
order of elements when giving dates in English. Notice the different uses of upper-case and lower-case letters in days of the week and months.

Programa Nacional de Inglés en la Ciudad de México


UNIT 2A

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Dangerous jobs


Thematic Frame
➢ To help students understand and reflect on the importance of a balanced diet and at the same time provide the teacher with a tool to awaken their students' interest in reading and
reflection about basic hygiene measures that will favor a healthy life.

e.g. Explore eclipses


Thematic Frame
➢ Allow students to identify characteristics of an eclipse, while answering the why, when and how this natural phenomenon occurs. A variety of eclipses is included such as partial, sun and
moon.

✓ Picture Dictionary

e.g. The universe


e.g. The earth
e.g. School objects

Thematic Frame
➢ The teacher must link content from other areas of knowledge such as science, in the development of their social practices and the development of corresponding products.

Programa Nacional de Inglés en la Ciudad de México


UNIT 2A

BOOKS
Publishing house Teacher’s Book Activity Book Readers
"Brilliant! four" Fact
pp. 36-47 pp. 28-39
Santillana pp. 51-56

"Do it! 4" Fact


pp.34-44 pp. 17-23
University of Dayton pp. 78-89

"English 4" Fact


pp. 40-51 pp. 28-39
Fernández Editores pp. 8-18

"Play and Do 4" Fact


pp. 43-56 pp. 29-43
Trillas pp. 31-44

"Play and Play 4” Informative


pp. 32-43 pp. 26-35
Nuevo México pp. 15-24
"Think! in English 4" Reader
pp. 35-44 pp. 19-26
Ediciones SM pp. 33-46
"Yes, we can! 4" Non-Fiction
pp. 20-27 pp. 20-27
Richmond pp. 13-20

WEBSITE RESOURCES

www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
www.eslgamesworld.com
http://www.cambridge.org
http://www.eslprintables.com/vocabulary_worksheets/time/dates/
http://www.teachingenglish.org.uk/language-assistant/primary-tips/calendar-based-activities

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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018

GRADE: Fourth Grade Elementary School UNIT: 2B

SOCIAL PRACTICE: Offer and receive information about oneself and acquaintances
LEARNING ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCY: Offer and interpret information about personal experiences
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE

• Understands the main idea of Listen to the audio or the reading aloud of dialogues • Structure of dialogues: • Appreciate and CARD GAME TO CREATE DIALOGUES
a dialogue. about personal experiences. opening, body, and respect personal
closure. Stage 1
• Infer general sense. experiences and
• Reads some sentences that • Topic, purpose, and Write different greetings, and farewell and
• Identify topic and purpose. those of others.
express personal experiences participants. courtesy expressions.
• Identify the speakers and their turns of • Show interest in
to take the role of the speaker • Contextual clues. Stage 2
participation. what other people
in a conversation. • Acoustic Write several sentences expressing different
• Notice tone, rhythm, speed, pauses, and intonation.
characteristics. say. personal experiences.
• Identify the structure of dialogues.
• Dictates and completes • Voicing contrasts of Stage 3
• Clarify the meaning of words and colloquial terms.
sentences and words. consonants. Check that the writing of sentences, greetings, and
• List of suitable words. farewell expressions is complete and complies
Identify what the speakers of dialogues express.
• Respects turn of participation • Verb tense: past. with spelling conventions, first in teams, and then
in a dialogue. • Identify greetings and farewell expressions in a • Punctuation. with the teacher’s help.
dialogue, as well as sentences that express personal • Separation of words. Stage 4
experiences. Write the final version of the sentences, greetings,
• Define the sense and meaning of words that denote and farewell expressions on the cards and form
actions. three decks: one for greetings, one for farewells,
• Use contextual clues to understand the meaning of and one for personal experiences, in order to form
oral expressions. different dialogues.
• Complete sentences. Stage 5
• Complete sentences that express personal Use the three decks of cards to form different
experiences. dialogues and read them aloud.
Stage 6
Participate in the writing of sentences that express Share the game with other classes.
personal experiences.

• Dictate and complete sentences or words.


• Compare the content of sentences.
• Identify punctuation and spaces between words.
• Read aloud sentences that express personal
experiences.
• Take the role of the speaker in a conversation with
the support of sentence reading.
• Use previously written sentences as models to
express a personal experience.
• Write sentences that express personal experiences.

Check spelling and punctuation conventions.


SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 2B

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• In small cards write some farewell and courtesy expressions. Ss can be asked to work in pairs or in teams to play charades. Make sure to give them time to work in teams
and find out together what they want to express. If needed, rephrasing can be a good tool to help Ss clarify meaning; dictionaries or picture dictionaries can also be used by
Ss to find words to express what they want to say.
• Have Ss recognize courtesy expressions from visual aids and write the expressions down. Then, to encourage collaborative work and peer correction, ask Ss to compare
Stage 1 what they have already written so that everybody gets the correct expressions; if needed, provide Ss with support as long as they ask for it in English.
• Ss work in trios. Provide each team with three cue cards (greetings, farewells and courtesy expressions). Call out different expressions so that the trios select and raise the
correct card as fast as they can. After some minutes, switch the sequence of the game, raise one of the three cards (greetings/farewells/courtesy) and the trio writes an
expression suitable to the card.

• In advance, prepare some flashcards with questions that refer to Ss’ life experiences such as: “What do you do in your free time?, When do you spend time with your
family?, Where do you go on weekends?, Who do you visit on weekends?,” etc. Make sure Ss 32 understand what the meaning of the questions is; give them some time
to go over the meaning and if necessary, allow them to use dictionaries or any other source they count with in the classroom. Promote collaborative work, and try to
avoid spoon-feeding or the use of Spanish to clarify language or word meaning. Then, ask them to compare answers with their partners. In a plenary session, check some
Stage 2 of the Ss’ answers.
• As Ss interact, monitor their performance and enhance correct pronunciation, accuracy and fluency; provide them with a model or encourage them to elaborate their
statements as completely as possible.

• Based on the previous class, ask Ss to work trios and make three different charts with the following information: farewell, greetings and courtesy expressions. Ask them to
use these phrases to keep a conversation; as they do this, monitor and assist Ss or teams who have problems writing words or structuring sentences correctly. Encourage
Ss to explain what they previously wrote to the rest of their partners. .
Stages • Distribute a slip of paper to each student. Ask them to write a true sentence about something they did on the weekend. Collect the pieces of paper. Read one of them out
3 and 4 loud and have Ss guess who wrote it. Continue like this until most sentences have been guessed.
• Ask Ss to say what the person did the day before or the previous weekend. Have each student complete the sentences with verbs from the previous activity. Allow them
to compare their answers in pairs

• Form different trios so that Ss have a deck of expressions (farewell, courtesy or courtesy expressions to keep on a conversation).Ask them to make conversations and
practice it for a couple of minutes. They make them change teams and make new conversations; finally, in a mingling activity ask to find two peers to make a new
conversation.
Stages • Ss present their dialogues in teams. Display final versions in the classroom. Encourage Ss to have guests from other groups and community members to step into the
classroom to use their cards for role playing.
5 and 6

Programa Nacional de Inglés en la Ciudad de México


UNIT 2B

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Schoolyard games


Thematic Frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

e.g. Dangerous Jobs


Thematic Frame
➢ Students understand and reflect about the appropriateness about dangerous occupations, as well as of those people who work to protect community and environment.

✓ Picture Dictionary

e.g. The family


e.g. School
e.g. The city
e.g. Jobs
e.g. Transport
e.g. Leisure activities
e.g. Sports

Thematic Frame
➢ In addressing routine activities, teachers must make use of various topics covering both content and cultural aspects related to this varied social practice. These issues must be
complemented with educational resources included in the Pictionary, which is an option that illustrates several of these in a clear and comprehensive manner.

Programa Nacional de Inglés en la Ciudad de México


UNIT 2B

BOOKS
Teacher’s Activity
Publishing house Readers
Book Book

"Brilliant! four" Stories


pp. 48-56 pp. 40-49
Santillana pp. 14-20

"Do it! 4" Stories


pp. 45-53 pp. 24-30
University of Dayton pp. 18-29

"English 4" Creative


pp. 52-62 pp. 40-50
Fernández Editores pp. 82-85

"Play and Do 4" Fiction


pp. 57-72 pp. 38-48
Trillas pp. 45-58
"Play and Play 4" Narrative Texts
pp. 44-52 pp. 36-45
Nuevo México pp.15-24
“Think! in English 4” Fiction
pp. 45-54 pp. 27-32
Editores SM pp. 47-58
"Yes, we can! 4" Fiction
pp. 28-35 pp. 28-35
Richmond pp. 11-20

WEBSITE RESOURCES

www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
www.eslgamesworld.com
http://www.eslkidstuff.com
http://www.eslgamesworld.com/VocabularyGames.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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018

GRADE: Fourth Grade Elementary School UNIT: 3A

SOCIAL PRACTICE: Play with words, and read and write for expressive and aesthetic purposes
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Recreate language games to recite and write tongue-twisters
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE

• Identifies the number of words in a Explore written tongue-twisters. • Purpose of a • Language as a TONGUE TWISTER CONTEST
tongue-twister. • Identify the two words forming up the tongue-twister. means of
name of this game: tongue-twister. • Textual components entertainment.
Stage 1
• Spells words. • Identify purpose. and graphic • Use word
distribution of games as a form Choose some tongue-twisters.
• Identify graphic distribution.
• Dictates and writes words. tongue-twisters. of healthy Stage 2
• Identify textual components.
• Musical elements of interaction Decide on the criteria for the contest; for
• Reads tongue-twisters aloud. Listen to the reading aloud of tongue- literary language: among people. example, who says more tongue-twisters
rhyme and faster, who says the tongue-twister more
twisters.
repeated sounds
• Identify the number of words in tongue- fluently, etc.
• Acoustic
twisters. characteristics. Stage 3
• Associate the reading and writing of • List of suitable Make a list of the contestants and determine
words to each other. words. their order of participation.
• Clarify the meaning of new words. • Word division into Stage 4
syllables. Choose tongue twisters for the contest and
Articulate tongue-twisters. • Phonemes in
• Read tongue-twisters aloud. practice them.
minimal pairs.
• Listen to and identify a number of words • Spaces between
Stage 5
with specific sounds (t-th, f-ph,-ugh, etc.). words. Participate in the tongue-twister contest.
• Repeat the pronunciation of specific
sounds several times.
• Practice the fluent pronunciation of
words.

Participate in the writing of tongue-twisters.


• Spell the words of a tongue-twister.
• Dictate and/or complete the written form
of words in a tongue-twister.
• Identify the spaces between written
words based on their beginning and
ending.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 3A

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Arrange Ss into three groups and assign each group a letter (P, R, and T). Explain to them that you will say different words or short phrases and they should stand up when
they hear the words beginning with the letter they belong to, e.g., if you say “plant" all the members of the P team should stand up. Before you start the activity, make a list
of words so the game runs smoothly. This game will help them become familiarized with some of the sounds they will hear in the tongue twisters.
• Have Ss look at the tongue twister on the board or using the Reader´s Book and discuss the following questions: “Is the text easy or difficult to say? Why? What is a tongue
twister? Why do you think it has that name?”
• Explain a tongue twister is a phrase or group of words specially designed to be difficult to say correctly because it has similar sounds.
Stage 1 • Ask Ss to listen to a tongue twister for the first time and ask them if they noticed something particular about it (the similar sounds it contains). Repeat the tongue twister
again line by line, helping Ss so they can repeat it.
• Have Ss choose a tongue twister from two options and draw their attention to stress on syllables and intonation in the sentence. Have Ss practice in teams and pick the
tongue twister they prefer. You can use visual aids to recall vocabulary from tongue twisters’ content.
• Have Ss play "Broken telephone" using vocabulary for the tongue twister. Make Ss pronounce correctly while playing.

• Once Ss have decided which of the tongue twisters they are able to produce better, they get in the team assigned for each tongue twister. Ss write the tongue twister to
become familiar and produce it verbally. Make sure to pay attention to their fluency and pronunciation; help Ss by modeling intonation and stress for them. Make Ss aware
of the likelihood of success with the tongue twister through practice and repetition; for example: “I wish to wish the wish you wish to wish, but if you wish the wish the
witch wishes, I won't wish the wish you wish to wish” and “Betty Butter bought a bucket of peanut-butter". Repeat as necessary.
Stage 2 • Have Ss cast a vote for the elements they want to take into consideration for the contest.
• Plan a tongue twister contest. Propose different categories. 1. Define the categories, e.g., who says the tongue twisters faster, who says tongue twisters more clearly, who
says longer tongue twisters, etc. 2. Make a list of participants and decide on the order. 3. Make a list of tongue twisters. 4. Practice the tongue twisters before the contest.

• Have a list of the participants on a cardboard, and display it in the classroom so everybody can see it.
Stage 3 • Expose clear rules from the beginning and rehearse. Ss can win 1st, 2nd and 3rd place for each tongue twister. The rest of the class listens and supports the candidates.
Encourage Ss to pay attention and grade each candidate by raising cards with points. As in a real-life contest. You may even practice a little before the event.
• Write the tongue twisters of the contest on a cardboard and display them.
• Make teams and practice by switching tongue twisters; challenge the opposite teams playing “So you think you can tongue twist?” Choose a jury (one S from each opposite
team).
• Have Ss conduct elimination matches among students to obtain the first, the second and third place for each tongue twister. Have the jury grade the contestants
Stage 4 considering the chosen criteria: fluency, pronunciation timing, rhythm, etc. Model intonation and stress for them, only when necessary.
• Have the rest of the Ss listen to the tongue twisters and identify syllables. To check their answers, ask Ss to clap for each syllable identified. Encourage them to clap and
read along. Have Ss listen and repeat the tongue twister at normal speed or as fast as they can.

• Decide where the contest will take place and if possible, invite other groups to see the performance. Ask Ss their opinion of the activity and the context. Have Ss from other
classrooms participate in the actual contest.
Stage 5 • The school can have 1st, 2nd and 3rd place for each classroom. Give out prizes and awards for the winners but also certificates of attendance and participation.
• Have Ss discover the beauty and the fun of playing with tongue twisters and make them reflect upon the contribution this makes to their own language production in
English but also in their mother tongue.

Programa Nacional de Inglés en la Ciudad de México


UNIT 3A

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Melting ice


Thematic Frame
➢ This title identifies some causes and consequences of ecosystem degradation, particularly global warming. It locates the physical changes that occur in the Arctic and Antarctic as well as
living species that are endangered. Promotes self-reflection on the care of the planet taking actions to care home energy, reduce the use of nonrenewable resources and efficient use of
resources through recycling.

e.g. Schoolyard games


Thematic Frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

✓ Picture Dictionary

e.g. The family


e.g. School
e.g. The city
e.g. Jobs
e.g. Transport
e.g. Leisure activities
e.g. Sports

Thematic Frame
➢ The teacher might promote different games related to the correct spelling of words, the most important point in this social practice is to mention the teacher that the contextualization of
the topics makes learning more meaningful.

Programa Nacional de Inglés en la Ciudad de México


UNIT 3A

BOOKS
Publishing House Teacher’s Book Activity Book Readers
"Brilliant! four" Fact
pp. 57-69 pp. 50-61
Santillana pp. 57-62
"Do it! 4" Fact
pp. 54-64 pp. 31-37
University of Dayton pp. 30-41
"English 4th grade" Fact
pp. 63-74 pp. 51-62
Fernández Editores pp. 31-37
"Play and Do 4" Fact
pp. 88-102 pp. 58-68
Trillas pp. 97-108
"Play and Play 4” Informative
pp. 54-65 pp. 46-55
Nuevo México pp. 25-34
"Think! in English 4" Reader
pp. 55-64 pp. 33-39
Ediciones SM pp. 59-72
"Yes, we can! 4" Non-Fiction
pp. 36-43 pp. 36-43
Richmond pp. 21-30

WEBSITE RESOURCES

http.www.teachchildrenesl.com
http.www.learnenglishkids.britishcouncil.org
http.www.teachingenglish.org.uk
http.www.teachingenglishgames.com
Tongue twisters:
http://www.indianchild.com/tongue_twisters.htm
http://learnenglishkids.britishcouncil.org/es/tongue-twisters

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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 3B
SOCIAL PRACTICE: Formulate and answer questions in order to find information about a specific topic
LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Formulate and answer questions to obtain information about a specific topic
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE

• Understands the purpose of Explore a set of illustrated questions about a topic • Contextual clues. • Show interest QUESTIONNARIE TO STUDY
questions. of interest for students. • Graphic towards new
components. knowledge.
• Identify the purpose of questions. Stage 1
• Identifies the content of • Acoustic • Cooperate to
• Predict the content of questions. Select a topic of study and determine the
questions. characteristics. check the
• Identify the structure of interrogative sentences. aspects that will form the questions.
• Types of sentences: finished work.
• Clarify the meaning of unknown words.
• Formulates questions to obtain interrogatives with Stage 2
• Listen to the reading aloud of questions.
information. auxiliaries and with Formulate questions orally and check that
• Identify words used to formulate questions.
the copulative verb they are relevant to obtain the information
• Identifies auxiliaries in questions. (to be).
Read questions aloud. needed.
• Question words.
• Complete questions. • Verb forms: Stage 3
• Understands the use of question • Practice pronunciation of words in interrogative Write questions based on a model.
auxiliaries.
marks. sentences. • List of suitable Stage 4
• Identify words that work as auxiliaries in words. Check that the questions are understandable,
• Writes questions to obtain interrogative sentences. • Word division in the
information. • Read questions. complete and that they comply spelling
acoustic chain. conventions.
• Check intonation when formulating questions. • Punctuation:
Stage 5
question mark.
Write questions to obtain information. • Upper-case letters. Write the final version of the questions on a
• Select and order words to formulate questions. sheet of paper to make a questionnaire.
• Complete interrogative sentences using Stage 6
auxiliaries or question words. Exchange the questionnaires with other
• Identify punctuation in interrogative sentences. teams and practice reading the questions
aloud.
Write questions to obtain information about a Stage 7
specific topic. Request permission to ask students in higher
• Define and list aspects of a topic about which it
grades to answer the questionnaire.
is intended to obtain information.
• Detect the order of words in questions.
• Formulate questions to obtain information
about the topic, based on a model.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 3B

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Introduce the topic by writing on the board the question words what, where, when, who, why and how, and call out some questions related to their favorite cartoon heroes,
pets, movies, e.g., “Who is your favorite superhero? What does he or she do? Where can you see a tiger?” First, have Ss answer these questions, so they get familiar with the
structure. Then, say aloud some animals, places and ecosystems, and have Ss point to and read aloud the corresponding question word used to ask what the T mentioned.
Stage 1 • Have Ss choose a topic from a historic event or natural phenomena like "How does rain happen?” Encourage Ss to think about specific information or give them time to do
some research to answer questions related to the topic (what, where, when, who, why and how). Ss share their ideas in teams and pick a topic. You can use visual aids or
realia to go over vocabulary.

• Make sure the Ss understand the process of gathering important information by playing "Animal Pictionary". Draw parts of the animals (one by one) on the board and have
Ss guess the animal by asking questions like: Where does it live?, What does it eat?, etc.
• Explain the use of question marks and explain that in English they are placed just at the end of the questions; then compare and contrast the difference with questions in
Stage 2 Spanish. Alternatively, present two sets of questions in English and Spanish. Guide the Ss so that they themselves discover the structure of questions in English. Leave those
questions on the board to be used as models.

• Ask Ss to think of icons, symbols, pictograms or other visual resources to identify the concepts of question words, e.g., who (a silhouette of a person), where (a house), etc.
Divide the class in teams of four or five Ss each, and introduce new vocabulary using flashcards showing the following: vertebrates, invertebrates, herbivorous, carnivorous
and omnivorous. Have Ss copy this vocabulary in their notebooks.
• Ask the teams to select their favorite animal and choose one which will represent their team. Give instructions to make a questionnaire about it. Have Ss make a drawing of
the animal they have already chosen. Model some of the questions that will be used in the questionnaire, and encourage Ss to use words from the new vocabulary and as
Stage 3 many question words as they can.
• Have volunteers come to the front and build structure for interrogative sentences using Wh-words. Provide Ss with random pieces of words on attachable cards, to be
exhibited on the board, and have them compete among teams to build up structure accurately (timing them can encourage Ss to compete). Have Ss discuss the answers for
those questions in teams and then elicit possible answers.

• Have Ss get in their working teams and read aloud the questions they formulated. Monitor around the classroom and revise that the questions are well enough to obtain the
required information, as well as pronunciation, intonation and correct structure. Ask each team to come to the front, show their drawing to the rest of the class and ask
Stage 4 questions, e.g., “What animal is this? What do you know about it?” The team invites the rest of the class to answer their questionnaire. If necessary, leave a frame on the
board, on the wall, or on a piece of cardboard to help Ss with the construction of questions. Use it as scaffolding and withdraw as soon as Ss are confident.

• Write questions on strips of paper, large enough to make a questionnaire as in a cardboard size. Have the class divided in teams to work on it. All Ss participate in the
Stage 5 correction of structure, spelling and writing conventions of their own questionnaire. Monitor Ss’ production on the paper strips.

• Reinforce questions by playing Tic-Tac-Toe. First, divide the group in two teams and make them choose X or O; then, draw on the board the tic-tac-toe and write nine
different question words in each square: What, Where, Why, Who etc.; after that, have Ss select one participant from their team, to choose a square and ask a question
related to the animals they have already studied in the previous classes; if the question is right, the other team has to answer it and the team that formulates the question
Stage 6 wins a point (X or 0). Have Ss keep playing until one team completes a horizontal, vertical or diagonal line. Add the competition aspect.
• Once the questions are ready on the strips of paper, peer correction is performed to identify written mistakes, and then the strips can be numbered and glued on
cardboards.

• Teams exchange questionnaires. Ss roll the dice, the number that comes up is the number of question to be read out loud and answered by the chosen member of the team.
Same drill can be done with older classmates from other grades as guests in the classroom. Have them choose a questionnaire and roll the dice for question-answer
interaction.
Stage 7 • Once the questionnaires have been used by all teams, have Ss reflect upon the different stages of the product, what helped Ss socialize this information and ask them to
identify what was easy, difficult, what they liked and did not like, and what can be done to improve their own learning process.

Programa Nacional de Inglés en la Ciudad de México


UNIT 3B

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Explore Eclipses


Thematic Frame
➢ It allows students to identify the characteristics of an eclipse, answering questions why, when and how this phenomenon occurs. Moreover, it includes the various eclipses that can be
observed, partial eclipses, solar and lunar.

e.g. Water for life


Thematic Frame
➢ Students highlight the importance of this element as vital to preserve life on earth, strengthen scientific knowledge from the water cycle and encourage self-reflection on how to use this
element and actions that can be carried out to take care of it. Students appreciate the benefits of caring it, encourage individual and collective participation in the care of water by
recycling as well as the proper use of equipment such as dishwasher, washing machine, even fixing leaks in the house.

✓ Picture Dictionary

e.g. Solar System


e.g. Planets
e.g. Earth
e.g. Environment

Thematic Frame
➢ Choose images on a science topic.
➢ To decide, from the images, the aspects of the topic you want to ask for information.
➢ For this part of the product, depending on it, the teacher can support his practice with the topics included in the Pictionary such as the solar system, planets, earth, environment, etc.
.;linking learning areas and covering the corresponding objective for this block.

Programa Nacional de Inglés en la Ciudad de México


UNIT 3B

BOOKS
Publishing House Teacher’s Book Activity Book Readers
"Brilliant! four" Stories
pp. 70-78 pp. 62-71
Santillana pp. 21-28
"Do it! 4" Fact
pp. 65-72 pp. 38-44
University of Dayton pp. 90-99
"English 4th grade" Fact
pp. 75-85 pp. 63-73
Fernández Editores pp. 22-30
"Play and Do 4" Fiction
pp. 74-87 pp. 49-57
Trillas pp. 31-44
"Play and Play 4” Narrative
pp. 66-75 pp. 56-65
Nuevo México pp. 25-34
"Think! in English 4" Narrative
pp. 65-74 pp. 40-46
Ediciones SM pp. 73-84
"Yes, we can! 4" Fiction
pp. 44-51 pp. 44-51
Richmond pp. 21-30

WEBSITE RESOURCES

http://www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
.www.eslgamesworld.com
Science quizzes:
http://www.sciencekids.co.nz/quizzes.html
http://www.highlightskids.com/science-questions
http://www.funenglishgames.com/quizzes/science.html
http://www.sciencekids.co.nz/quizzes/animal.html
http://animals.nationalgeographic.com/animals/quiz/

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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 4A

SOCIAL PRACTICE: Listen to and express immediate and practical needs


LEARNING ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCY: Interpret and produce expressions to offer help for the school year in a dialogue
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING PRODUCT
LANGUAGE THROUGH THE
LANGUAGE

• Uses non-verbal language Listen to the audio or reading aloud of dialogues • Structure of • Offer POSTER WITH AN ILLUSTRATED DIALOGUE
to offer and ask for help. with expressions to offer and ask for help. dialogues. sincere help
• Topic, purpose, to others.
• Identify sender and intended audience. Stage 1
• Understands expressions to and participants in • Show a kind
• Identify turns of participation. Suggest situations where it is convenient to offer and ask for
offer and ask for help. the and
• Identify non-verbal language. help.
communicative respectful
• Predict the content of dialogues.
• Plays the role of a speaker. situation. attitude Stage 2
• Identify everyday life situations (in a set of
• Contextual clues. when Determine and write questions or sentences that the
illustrations) in which it is suitable to offer
• Identifies questions to offer • Acoustic offering speaker would use to offer and ask for help, based on a
or ask for help.
help. characteristics. and asking
Identify sentences used to offer and ask for help, model.
• List of suitable for help.
while listening to them. words. Stage 3
• Dictates sentences. • Use contextual clues to understand the Determine and write the replies the listener would use to
• Verb forms:
meaning of expressions. modals (shall, respond to the offer of help.
• Clarify the meaning of words using a would, etc.). Stage 4
bilingual dictionary and/or the teacher’s • Personal Check that the writing of the dialogues is complete, without
help. pronouns.
• Identify questions and sentences to offer omissions, replacements or alterations of letters or spaces.
• Consonant sounds.
and ask for help. Stage 5
• Punctuation:
• Read sentences aloud to practice period, questions Design the posters considering the necessary space for the
pronunciation and intonation. mark, and dash. dialogues between the speaker and listener.
• Use written sentences as models to offer Stage 6
and ask for help, orally. Produce posters with the final version of the dialogues.
Participate in the writing of expressions used to Stage 7
offer and ask for help. Practice the reading aloud of the dialogues on the posters.
• Dictate and complete sentences or words.
Stage 8
• Compare sentences.
• Identify punctuation and spaces between Visit other classes to show the poster and read the dialogues
words. aloud.
• Read sentences aloud. Stage 9
Check spelling and punctuation conventions. Display the posters in a visible place in the school.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 4A

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Have Ss look at people and objects from a visual aid (common situations when help is asked for or received), and predict what they might say at that moment. Do the same
with a scene at home and another one showing public areas in their community. Ss’ predictions for dialogues are written on the board. Underline possible vocabulary that
can be substituted. Have Ss share their ideas in teams and pick a dialogue based on the models on the board. Ss pay careful attention to identify who offers and who receives
help in the dialogues.
Stage 1 • Have Ss think of common situations when it is convenient to offer and ask for help, e.g., asking for directions when you are lost, when you have an accident, when you ask for
a service, when you help someone with special needs, etc. Organize Ss in teams of four or five, and ask them to mimic some of the situations mentioned before, and then tell
them to choose one of the situations.

• Ask Ss to bring cutouts as homework, where people are offering and asking for help. If possible, have Ss watch the video “Wubbzy asks for a little help”
(www.youtube.com/watch?v=tazG69TkvTk). Then, with their cutouts or ideas from the video ask Ss to write a dialogue for those images or situations they have seen or
brought.
• Have Ss make a list of questions people might use to offer or ask for help, and another list with the replies to those questions. After that, ask them to match the question with
Stage 2 the best reply (make sure Ss understand the function of each question). Have Ss read aloud the questions and the replies (grammatical structures), or simply acceptable short
utterances.
• Divide the class in two teams, each team seated looking at each other, and have each team read out loud to practice speaker's turns and intonations. Model for Ss and
encourage them to use body language and gestures. Have a couple of volunteers come to the front and model by reading any of the dialogues.

• Dictate different statements and questions related to the topic and have Ss write them down under the right column (asking for help/providing help). Provide cardboard to
create the posters to each team; Ss conclude on the speaker’s turns throughout the dialogue. Encourage Ss to feel free to substitute vocabulary and expressions. Have realia
Stages or flashcards that can help them recall vocabulary. Encourage Ss to use a dictionary, if they need to double check spelling when writing their dialogues.
3 and 4 • Suggest to Ss writing their first version on their notebook to be able to make corrections as a team. Ss should pay attention to punctuation marks.
• Help Ss correct their mistakes and explain new words or sentences’ structure to Ss. Monitor and encourage peer and self-correction.

• Ss write a final version on their posters and practice reading the dialogues. Make sure the sentences comply with writing conventions.
Stage 5 • Ask Ss to illustrate the situation; they have to think of the layout and balance of the drawings or pictures and sentences.

• Monitor the edition of the posters combining pictures and text using appropriated size and font colors.
• Conduct a TPR activity; use it as a strategy for Ss to have a physical response every time the class hears the "magic words" mentioned in the posters: “please, thank you, you
Stage 6 are welcome, may I, etc.”

• Model how tone makes a difference when offering help or asking for it. It is a great moment to remind them of the "magic words". Check Ss’ dialogues while they are reading
Stages aloud.
• Remember to make Ss feel confident enough to use gestures and body language. Repeat as many times as necessary.
7 and 8 • Teams present their posters and dialogues. Invite Ss from other classrooms to listen to your Ss reading their dialogues.

• Display posters in a visible place and ask Ss to place a sign "We invite you to read" to welcome anyone who passes by, and provide incentives and encouragement to foster
Stage 9 for the habit of reading in English.

Programa Nacional de Inglés en la Ciudad de México


UNIT 4A

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. My Community

Thematic Frame
➢ Students will develop a sense of belonging to the community, describing the elements of this and the characters working for the care of people and the environment. Draw attention to
institutions such as schools and hospitals and how they contribute to improve their environment.

e.g. Dangerous Jobs

Thematic Frame
➢ Students understand and reflect about the appropriateness about dangerous occupations, as well as of those people who work to protect community and environment.

e.g. Schoolyard games

Thematic Frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

✓ Picture Dictionary

e.g. The city


e.g. Jobs
e.g. School

Thematic Frame
➢ Throughout this social practice it is of a paramount importance the student be able to recognize the features of a card as well as the information this contains. It can be linked to different
topics on the Picture Dictionary as long as the expected learnings are considered.

Programa Nacional de Inglés en la Ciudad de México


UNIT 4A

BOOKS
Publishing House Teacher’s Book Activity Book Readers
"Brilliant! four" Fact
pp. 73-82 pp. 45-51
Santillana pp. 100-109
"Do it! 4" Non-Fiction
pp. 52-59 pp. 52-59
University of Dayton pp. 31-40
"English 4th grade" Fact
pp. 86-97 pp. 74-85
Fernández Editores pp. 63-70
"Play and Do 4" Fact
pp. 86-97 pp. 74-85
Trillas pp. 38-53
"Play and Play 4” Fact
pp. 103-120 pp. 69-77
Nuevo México pp. 45-58
"Think! in English 4" Informative
pp. 78-87 pp. 66-75
Ediciones SM pp. 35-44
"Yes, we can! 4" Reader
pp. 75-84 pp. 47-53
Richmond pp. 85-98

WEBSITE RESOURCES

www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
www.eslgamesworld.com
Comic creator:
http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html
http://www.garfield.com/fungames/comiccreator.html
Comics:
http://www.gocomics.com/explore/comics
www.youtube.com/watch?v=tazG69TkvTk

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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 4B

SOCIAL PRACTICE: Read narrative texts and recognize cultural expressions from English-speaking countries
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Read children’s legends and appreciate cultural expressions from English-speaking countries
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE

• Identifies parts of a legend. Explore children’s legends. • Legend structure: • Appreciate and CARDS WITH ILLUSTRATED SETTINGS OF A
• Activate previous knowledge to predict the introduction, enjoy literary LEGEND
• Mentions personal experiences related to topic. development, and expressions
the content. • Predict general sense based on graphic ending. and cultural
• Topic, purpose, and traditions in Stage 1
and textual components.
• Describes some features of settings and intended audience. English. Find and choose a legend.
• Relate legends to personal experiences.
characters. • Textual and graphic • Show interest Stage 2
Participate in the reading aloud of legends. components. for reading Determine the number of settings to be
• Distinguishes narrator from characters. • Elements of aloud. illustrated.
• Identify topic, purpose, and intended
legends.
audience. Stage 3
• List of suitable
• Identify and define new words and Describe the characteristics of the settings to
words.
phrases. be included in the cards.
• Verb tenses: past.
• Name the settings in a legend.
• Verb forms: modals Stage 4
• Distinguish main from secondary
(can, could, etc.). Decide which characters will be in the
characters.
• Nouns, adjectives, settings, and their characteristics.
• Identify the narrator and distinguish it
adverbs, and Stage 5
from the characters.
determiners (the, a,
Prepare and order illustrations to make the
an).
Identify the writing components of legends. sequence of the legend.
• Upper and lower-
• Identify settings. case letters. Stage 6
• Identify some characteristics that describe • Punctuation. Show the illustrated sequence and read it
settings.
aloud to an audience chosen by the students
• Identify characters in settings.
• Identify and describe features of and teacher
characters. Stage 7
• Identify definite and indefinite articles. Display the sequence of cards in an
• Determine the time period in which a accessible place in the classroom.
legend occurs.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 4B
PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Ask Ss if they know the story of “La Llorona". Have Ss work in teams. Encourage them to tell the story and draw a picture of "La Llorona". Ask volunteers to tell you the
legend.
• Paste some pictures about legends on the board; ask Ss to match the pictures with the titles. Ss identify the characters in legends. Cast a vote from Ss to choose their
favorite legend using the pictures of the matching game.
Stage 1 • Play “The odd one out” game; exhibit some vocabulary sets on the board (maybe four words in each set). One of the words in each set is not accurate in terms of legends,
for example: the weeping woman, sons, Mexico, sword. Ss then cross out the odd word in the group (sword). Explain why sword is the odd one out with respect to the
other words.

• Have Ss open their Reader’s Book and tell them they are going to listen to a legend. Ask Ss to take a look at the images and elicit ideas about where the story takes place,
what they can see, etc., in order to activate previous knowledge. Read the story to the students slowly, so they can understand the legend. Elicit and explain the meaning of
unknown words to Ss. Encourage Ss to talk about these stages in the story (introduction, development, problem, and ending) or make some drawings on the board and
have Ss write the name of these stages under the correct drawing.
Stage 2 • Place the name of different stories/legends on the board and some visuals regarding each story or legend; include one visual that is not related. Ss play the odd one out on
the board as a whole class. Then, Ss discuss how many settings or scenes are required on cards to describe the plot of the legend. Have Ss decide on the order of the
sequence and how these sequences are going to be illustrated.

• Have Ss stand up, say and mime an action from the legend. Ss mime the action until you clap your hands and they freeze. Anyone who moves is out of the game and helps
you to catch the others.
• Read another legend and mime it. Do a True or False exercise to elicit characteristics and characters in a scene and check comprehension. Once this is identified by Ss,
Stage 3 magazines can be handed out for Ss in teams for the next activity. Then, ask Ss to cut out pictures and glue them onto sheets of paper to illustrate something they liked
from the legend and settings described previously.

• Have Ss work in pairs and write the names of the characters next to the story illustrations previously done. Ask Ss what the difference between a leading and a supporting
character is, and have them give you an example for each. Ss write short sentences on a piece of paper and paste them under the correct picture on the board. Magazine
Stage 4 cutouts can help illustrate settings on cards of scenes of the chosen legend, but also characters. Have teams share their ideas for illustrations and cutouts.
• Ss decide on the leading and supporting characters for their own legend. Encourage Ss to use their imagination. It is not necessary to stick to traditional settings of a legend,
for example: instead of “The Alley of the Kiss” in Guanajuato, Ss can create “The Metro Wagon of the kiss”.
• Ask Ss to illustrate a legend and decide on four or five sentences to caption it. Provide each team with a poster to work on the setting of the scene assigned. Ss should feel
free on decorating and illustrating the poster; they should also be encouraged to use visuals and phrases that are meaningful in that stage of the legend. Remind them to
Stage 5 describe and create a logical sequence for the legend.

• Have teams exchange posters and perform peer-correction of what they have been writing. Have Ss share most common mistakes with the whole group (tell them they do
not need to know who made the mistakes), and avoid pinpointing Ss. Focus on building up their confidence.
Stage 6 • Have Ss check spelling and punctuation among themselves. Have Ss write the final version of their poster. In a plenary session, have some volunteers present each
sequence and narrate it.

• Have Ss decide on the logistics to display the posters of the legends. Posters can be pinned to a string across the classroom, in order for every student to see the sequence
and express an opinion.
• Leave the sequence displayed in the classroom. Go back to it several times until Ss feel confident enough and they do the reading fluently, accurately and without
Stage 7 hesitation.
• Have each team describe the scene done by them to build up the sequence.

Programa Nacional de Inglés en la Ciudad de México


UNIT 4B

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Schoolyard games

Thematic Frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

e.g. Explore eclipses

Thematic Frame
➢ It allows students to identify the characteristics of an eclipse, answering questions why, when and how this phenomenon occurs. Moreover, it includes the various eclipses that can be
observed, partial eclipses, solar and lunar.

✓ Picture Dictionary

e.g. The family


e.g. The house
e.g. School
e.g. Animals
e.g. Plants, etc.

Thematic Frame
➢ By exposing students to representative texts of English culture, the goal is to bring them closer to situations they are familiar with in their own environment so as to make the necessary
cognitive connections to achieve the objective.

Programa Nacional de Inglés en la Ciudad de México


UNIT 4B

BOOKS
Publishing House Teacher’s Book Activity Book Readers
"Brilliant! four" Stories
pp. 92-100 pp. 84-93
Santillana pp. 29-36
"Do it! 4" Stories
pp. 68-72 pp. 83-92
University of Dayton pp. 42-53
"English 4th grade" Creative
pp. 98-108 pp. 86-96
Fernández Editores pp. 88-93
"Play and Do 4" Fiction
pp. 121-132 pp. 80-88
Trillas pp. 109-120
"Play and Play 4” Narrative
pp. 88-97 pp. 76-85
Nuevo México pp. 35-46
"Think! in English 4" Narrative
pp. 85-94 pp. 54-60
Ediciones SM pp. 99-110
"Yes, we can! 4" Fiction
pp. 60-67 pp. 60-67
Richmond pp. 31-40

WEBSITE RESOURCES

www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
www.eslgamesworld.com
Myths and Legends:
http://myths.e2bn.org/mythsandlegends/
http://www.mikids.com/FolkFairyTales.htm
http://reading.pppst.com/myths.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.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 5A
SOCIAL PRACTICE: Record and interpret information in a graphic resource
LEARNING ENVIRONMENT: Educational and academic
SPECIFIC COMPETENCY: Record and interpret information in a graphic
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE

• Identifies topic of illustrated diagrams. Explore illustrated diagrams for children • Topic, purpose, and • Show an COMMENTED DIAGRAM
related to study topics (the cycle of water, intended audience. interest in new
• Understands the main idea of visual and • Graphic and textual knowledge.
metamorphosis, etc.). Stage 1
written information in diagrams. components. • Cooperate to
• Predict topic and purpose based on • Type of sentences: check finished Select a topic for the diagram.
textual and graphic components. declarative. work. Stage 2
• Forms sentences from a list of words.
• Associate visual and written information • List of suitable Plan the writing of sentences for a previously
with each other using connectors. words.
• Checks the writing of sentences. explored diagram.
• Verb tense: present. Stage 3
Interpret written information in diagrams. • Word formation.
• Identify visual information. Determine what comments will be included,
• Upper and lower-
• Clarify the meaning of unknown words or case letters. how many sentences will be written, and in
terms. • Punctuation. what order.
• Find connectors and the visual and Stage 4
written information linked by them. Write the sentences based on a model.
• Listen to the reading aloud of written
Stage 5
information and establish its relation to
visual information. Check that the writing of the sentences is
complete, without omissions, changes or
Write simple sentences describing or alterations.
explaining information shown in a diagram. Stage 6
• Identify sentences. Write the final version of the sentences in the
• Dictate words to complete or form diagram.
sentences. Stage 7
• Notice word order in sentences. Practice the reading aloud of the sentences.
• Complete sentences with written
Stage 8
information in a diagram.
• Order words to form sentences. Show the diagram and sentences that
describe it to other classmates.
Check the writing of sentences by listening Stage 9
to their reading aloud. Display the diagram in a visible place in the
classroom so that it can be checked when
needed.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 5A

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Activate previous knowledge by asking Ss what they know about a process, such as the Water Cycle. Elicit information from Ss about it. Ask Ss what they think a process is.
• Have Ss choose a topic of natural phenomena that occurs in stages and assure comprehension by setting examples, such as: "How does rain happen?” Encourage Ss to think about
Stage 1 specific information that may answer: what, when, where, and how the process occurs. Ss share their ideas in teams. Have Ss pick their topic to be developed in a diagram. Use
visual aids to support ideas, provide options and summarize natural phenomenon processes.
• Introduce vocabulary related to the natural phenomenon to be studied, for example: land, process, water, steam, cloud, rain, Earth, etc. Use index cards with vocabulary and
flashcards to play a memory game in order to ensure and enhance comprehension. Time the activity to encourage Ss’ participation and team work.
• Prepare a set of images and small paragraphs related to a natural phenomenon (Water Cycle). Use mimic to clarify meaning of the text according to your Ss’ needs. Have Ss look at
the images on the board related to the text and have them stick the words in the corresponding places of the pictures to make sure Ss have understood the topic. Have Ss work in
Stage 2 trios and provide them with a water cycle handout to reinforce the information and collect evidence of understanding.
• Use cycles, arrows, charts, or transformation chains to explain the diagrams. Have Ss explain the sequence, and answer some questions that can identify the main information
about the topic. Set this information in a sequence on the board with Ss’ help in order to have them visualize how to design a diagram.
• Suggest Ss’ to create a short glossary as support while presenting their diagrams. Help them include key vocabulary and useful phrases by guiding them thorough appropriate
internet resources and dictionaries. Let them know they will be able to use this glossary while presenting their project.
• Brainstorm words related to the topic WATER and invite Ss to say things they can do to take care of it. Draw on the board three stages of the Water cycle and write some linkers
and phrases related to the complete process. Have Ss read the phrases out aloud and connect them using the linkers written on the board. Ss order the words to produce logical
Stage 3 sentences.
• Call on some volunteers to write them on the board. Use the same phrases to play matching halves of sentences competition. Divide the group into 2 or 4 teams and instruct Ss
they will receive an envelope with sentences cut in halves for them to match as fast as they can. Monitor to make sure Ss proof-read their sentences to prove logical ideas.
• Provide Ss with different models of diagrams, for example: Digestive System, Respiratory System, Circulatory System, Human Skeleton, etc. Have volunteers come to the front and
build sentences as statements for each stage of a diagram (previously checked in class).
Stage 4 • Have a contest to practice writing. Provide Ss with vocabulary related to stages of a topic in the diagram. Then, have them compete among teams to build up structure accurately
(timing them can encourage Ss to compete). Check each sentence with the whole class, and elicit from Ss the sequence of the statements in the diagram. The most accurate team
wins the point.
• Have Ss work in teams to draw a life cycle. Some teams draw plants while others animals. Encourage Ss to incorporate previous knowledge from these topics. Have Ss label the
elements and share their work with the class. Write some sentences on pieces of paper related to the life cycles and ask Ss to paste them under the correct place; then, have Ss
Stage 5 copy the sentences in their notebook. Ask Ss to take turns reading out their complete sentences to their partners. Monitor the activity, correcting pronunciation if necessary.
• Encourage Ss to the challenge of incorporating one extra stage for the diagram. They need to think about what main information can be included in the diagram and where.
Monitor writing conventions and accurate sequence of the statements on their diagrams.
• Ss make a draft version of their diagram and ask them to read their sentences to another group and display their water cycle diagram draft on the classroom walls for peer check.
• After receiving peer feedback ask Ss to get in teams and elaborate the final version of their diagrams, incorporating graphic components (arrows, symbols, links, geometric
Stage 6 shapes, etc.), diagram information (sentences), graphic design (colors, size and type of script), illustrations, organization of all the components, etc. Ss should be aware of a proper
graphic layout of their poster paper.
• Ss take turns reading out their complete diagrams among their teams as practice. Monitor the activity, correcting pronunciation if necessary.
Stages • Teams take turns presenting their diagrams to the rest of the group. The whole class follows stages and explanations. After each presentation a trivia of the topic can be
7 and 8 introduced. The questions are prepared in advance for Ss to pick up from a mystery question bag.
• In order to check comprehension, have teams exchange diagrams and volunteers come to the front with another diagram to present.
• Display diagrams and remind Ss that a diagram is a very helpful tool to understand information about any topic.
Stage 9 • Encourage them to go over the stages and graphic components every now and then to recall information presented by their classmates.

Programa Nacional de Inglés en la Ciudad de México


UNIT 5A

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Explore Eclipses

Thematic Frame
➢ It allows students to identify the characteristics of an eclipse, answering questions why, when and how this phenomenon occurs. Moreover, it includes the various eclipses that can be
observed, partial eclipses, solar and lunar.

e.g. Melting ice

Thematic Frame
➢ This title identifies some causes and consequences of ecosystem degradation, particularly global warming. It locates the physical changes that occur in the Arctic and Antarctic as well as
living species that are endangered. Promotes self-reflection on the care of the planet taking actions to care home energy, reduce the use of nonrenewable resources and efficient use of
resources through recycling.

✓ Picture Dictionary

e.g. The body


e.g. Animals
e.g. Plants
e.g. Health
e.g. The universe and the Earth

Thematic Frame

When teachers make use of visual resources of any Pictionary, he reinforces his teaching exercise creating a positive impact in all areas of the teaching sequence. In this particular example learning
outcomes are reinforced:

➢ It includes some uses that are given to the images.


➢ Difference graphical and textual information.
➢ A general aspect which relates to the expected learning is reading advertisements in public places with which the student is familiar such as security and caution announcements in school
and on the street and even at home.

Programa Nacional de Inglés en la Ciudad de México


UNIT 5A

BOOKS
Publishing House Teacher’s Book Activity Book Readers
"Brilliant! four" Stories
pp. 101-113 pp. 94-105
Santillana pp. 71-78
"Do it! 4" Stories
pp. 93-102 pp. 59-65
University of Dayton pp. 110-120
"English 4th grade" Creative
pp. 109-120 pp. 97-108
Fernández Editores pp. 94-102
"Play and Do 4" Our World
pp. 133-144 pp. 89-95
Trillas pp. 59-70
"Play and Play 4” Narrative
pp. 98-109 pp. 86-95
Nuevo México pp. 45-56
"Think! in English 4" Narrative
pp. 95-104 pp. 61-67
Ediciones SM pp. 111-124
"Yes, we can! 4" Fiction
pp. 68-75 pp. 68-75
Richmond pp. 41-48

WEBSITE RESOURCES

www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
www.eslgamesworld.com
The water cycle:
http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html
http://gpm.nasa.gov/education/images/gpm-water-cycle-droplet-handout
Life cycle:
http://www.oum.ox.ac.uk/thezone/animals/life/produce.htm
http://www.communication4all.co.uk/http/life%20cycles.htm
http://www.internet4classrooms.com/science_elem_general.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 student´s needs and preferences.

Programa Nacional de Inglés en la Ciudad de México


CYCLE 2, FOURTH GRADE ELEMENTARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Fourth Grade Elementary School UNIT: 5B

SOCIAL PRACTICE: Interpret messages in advertisements


LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret messages in advertisements of commercial products
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE

• Identifies purpose of textual and Explore printed ads of commercial products. • Graphic and • Acknowledge the ADVERTISEMENT OF COMMERCIAL
graphic components. • Identify graphic and textual components. textual consequences of PRODUCTS
• Study the distribution of graphic and textual components. the impact of the
• Identifies topic, purpose, and components. • Topic, purpose, language used to
intended audience. and intended advertise Stage 1
• Identify the topic, purpose, and intended audience
audience. products. Choose or invent a product.
based on questions.
• Compares some characteristics of • List of suitable Stage 2
products. words. Create the slogan for the product,
Identify the message in publicity ads.
• Differences according to its purpose, intended
• Select ads and identify commercial products in between English
• Understands the general sense of audience, and message, based on a
them. and the mother
textual information in slogans.
• Predict general sense based on graphic tongue. model.
components. • Types of Stage 3
• Identify characteristics of advertised products. sentences. Check that the writing of the slogan is
• Clarify the meaning of new words. • Nouns and complete, without omissions, changes,
• Compare the characteristics of products. adjectives.
• Identify the characteristics of a product. or alterations in the letters.
• Upper and lower- Stage 4
• Check the veracity of ads based on the case letters.
characteristics of a product. Determine font, colors, and images of
• Punctuation.
the ad.
Identify graphic and textual components in ads of Stage 5
commercial products. Decide on the order and distribution of
• Determine the textual information in a slogan. graphic and textual components in the
• Study font, colors, images, and punctuation. ad.
• Count words used in the slogan and notice their Stage 6
order.
Choose how to advertise the ad (post,
• Determine the function of words in a slogan.
• Determine the textual information in the slogan brochure, etc.) and make the final
that names or describes the product and/or its version on this format.
functions. Stage 7
• Change a slogan by substituting, adding, or omitting Display the advertisements in a visible
words to highlight the advertised product’s place in the classroom.
qualities, characteristics and/or uses.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. 3° y 4° de Primaria. Fase de expansión. México, 2011.

Programa Nacional de Inglés en la Ciudad de México


UNIT 5B

PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Have Ss look at some ads and ask them to describe the products shown.
• Have Ss recognize a variety of ads on media (e.g., TV commercials, posters, flyers, billboards on the streets or on the top of buildings, etc.). Elicit from Ss where they can see
Stage 1 each type of ad. Then, conduct a class discussion on the purpose of an ad.
• Ask Ss to choose a product or encourage them to create a product out of their imagination based on previous visual aids observed.

• Paste some flashcards of products. Point to each picture and have Ss identify the different consumers: “Who is this bicycle for? Who is this ball for? Who is this blender for?”
Finally, have Ss match the objects with the corresponding consumer. Check the answers as a group.
• Ask Ss to choose an object they like without telling his/her partner about it. Have Ss ask each other Yes/No Questions to guess their partner's object. Then, encourage them
to give reasons for their choice.
• In order to explore the purpose and intended audience of ads, have volunteers choose an advertisement from the ones provided earlier on and match question words with
info obtained from the ad, for example: an ad for Gerber- what-food, who-babies, where-kitchen.
• Explain to Ss that when creating an ad some information is provided through phrases. Explain that a slogan is a phrase that catches the audience’s attention to the product.
Stage 2 Elicit from Ss some famous slogans for different products or bring some to the class. Have Ss recognize descriptive words used, for example: tasty, modern, nutritious, light,
etc.
• Provide half of the class with slogans of products written on paper strips and the other half with products. Have them find their match by asking for products and reading
slogans.
• Assign teams and have Ss share their ideas to create a slogan for the product they chose in the previous stage. Encourage Ss to keep in mind information about the product
that may answer intended audience's questions: what, when, where, why and who.

• Encourage Ss to look up in the Picture Dictionary unfamiliar words to edit their slogans if necessary. They can use previous visuals of ads presented as models. Remind them
about the purpose of the slogan and the intended audience.
Stage 3 • Have Ss practice some options for slogans on their notebooks and then exchange them to check writing (peer check). Encourage Ss to give their opinion to their peers about
the best slogans..

• Invite Ss to notice that some ads have illustrations or some ads have a funny font type. Ask them why they think that is (to get the attention from consumers). Have Ss revise
Stages ads about different types of products (food, gadgets, clothes, etc.) in order to notice some similarities in colors and fonts.
• Teams decide on presentation details for their ad, such as letter type (font), colors and pictures.
4 and 5 • Have Ss decide in teams the lay out of the general advertisement components (slogan, illustrations, fonts, colors, information about the product, etc.).

• Provide the material for the final version of the ads; remind Ss they will be displayed. Teams decide on the type of ad (flyer, poster, or drawing of a billboard). Depending on
their choices, text and graphic proportions are considered by the teams. Ss should agree on reasons to select that particular kind of ad, maybe they believe some are more
Stage 6 effective than others, for example: “Flyers are easier to hand in, posters and billboards are easy to notice or find on the streets, etc.”
• Have Ss share opinions while they work about their peers ads.

• Have Ss present their ads and, if possible, their products.


• Display ads and invite other Ss to step into the classroom and decide on the ad or product that convinces them the most and why.
Stage 7 • You may also organize an auction and see which product is the most popular and valuable among visitors.

Programa Nacional de Inglés en la Ciudad de México


UNIT 5B

SUPPLEMENTAL EDUCATIONAL MATERIALS

✓ Readers

e.g. Dangerous jobs

Thematic Frame
➢ Students understand and reflect about the appropriateness about dangerous occupations, as well as of those people who work to protect community and environment.

e.g. Schoolyard games

Thematic Frame
➢ Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own, stimulate
curiosity for different environments from theirs.

✓ Picture Dictionary

e.g. The body


e.g. Animals
e.g. Plants
e.g. Health
e.g. The universe and the Earth

Thematic Frame

➢ A general aspect which relates to the expected learning is reading advertisements in public places with which the student is familiar such as security and caution announcements in school
and on the street and even at home.
➢ As a closure and complement of the block, this section is extended from the previous one moving towards the objectives of community and family atmosphere closer to the student.

Programa Nacional de Inglés en la Ciudad de México


UNIT 5B

BOOKS
Publishing House Teacher’s Book Activity Book Readers
"Brilliant! four" Stories
pp. 114-122 pp. 106-115
Santillana pp. 71-78
"Do it! 4" Stories
pp. 93-102 pp. 59-65
University of Dayton pp. 37-44
"English 4th grade" Fact
pp. 121-131 pp. 109-119
Fernández Editores pp. 54-66
"Play and Do 4" Favorite Stories
pp. 145-159 pp. 98-108
Trillas pp. 121-132
"Play and Play 4” Narrative
pp. 110-119 pp. 96-105
Nuevo México pp. 47-56
"Think! in English 4" Narrative
pp. 105-114 pp. 68-74
Ediciones SM pp. 125-136
"Yes, we can! 4" Fiction
pp. 76-183 pp. 76-83
Richmond pp. 41-48

WEBSITE RESOURCES

www.teachchildrenesl.com
www.learnenglishkids.britishcouncil.org
www.teachingenglish.org.uk
www.teachingenglishgames.com
www.eslgamesworld.com
Advertisements:
http://game.admongo.gov/
http://pbskids.org/dontbuyit/teachersguide/createyourownad.html
Children Stores:
http://tokokoo.com/2010/08/15-beautiful-online-stores-for-your-kids/
Toy Stores:
http://www.toysrus.com/shop/index.jsp?categoryId=2255956

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.

Programa Nacional de Inglés en la Ciudad de México