Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal

CYCLE 1, PRESCHOOL
SCHOOL TERM 2013-2014


GRADE: Third Grade Preschool UNIT: 4B

SOCIAL PRACTICE: Participate in the reading of literary narratives and share personal experiences
LEARNING ENVIRONMENT: Literary and ludic
SPECIFIC COMPETENCY: Listen to stories or narratives and associate them with personal feelings

ACHIEVEMENTS
CONTENTS

PRODUCT DOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
Distinguishes some parts of
a childrens book.

Identifies topic, purpose,
and intended audience
based on images.

Rewrites words that name
moods.

Identifies how many and
which letters the names of
one or several characters
have.


Explore story books.
Identify graphic and textual components
(text, illustrations, page numbers, etc.) in
pages of tales or stories.
Choose a story considering likes,
preferences, and interests.
Identify what can be read (text) and what
cannot (images).
Identify topic, purpose, and intended
audience.
Predict content based on images.
Listen to and follow the reading.
Identify words that name characters
moods.
Represent with an image or an illustration
the names of moods.
Relate characters moods to ones own.
Recognize the written form of mood
names.
Classify words according to the number of
letters they have (long words and short
words).
Find the letters included in ones own
name.
Complete the writing of mood names and
illustrate them.

Reading orientation of books.
Graphic components: images.
Textual components: title, text,
and authors name.
Repertoire of words necessary
for this social practice of the
language.
Directionality of the text.

Appreciate literature as a
reflection of emotions and
experiences of people and
their cultures.
Respect cultural
expressions particular to
the English language.




BOOK OF MOODS

Stage 1
Identify characters moods in the
story or narrative.
Stage 2
Copy on a sheet of paper a
statement such as Today I
feel______ (happy, sad, angry,
etc.) for each mood.
Stage 3
Draw, for each statement, the
character that represents the
written mood.
Stage 4
Order the pages to put the book
together.
Stage 5
Include page numbers.
Stage 6
Make a cover and write the
names of the authors.
Stage 7
Read the book aloud.
Stage 8
Choose a spot for the book in the
classroom library.

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



Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
At the beginning of the class ask Ss how they feel, model some gestures for them to know different emotional states; if possible, show them
flashcards so that Ss can easily identify the different types of feelings. Encourage them to participate and answer the question How do you feel?
They can also be provided with different mood flashcards and be asked about how an imaginary character or a puppet feels like. Every time they
want to answer theyll have to show the flashcard that represents the correct feeling.
Divide the group into two teams. Ss in one team take turns to make faces showing different emotions and the Ss in the other team guess what the
feeling is. Do some drilling so that everybody repeats. Monitor intonation and pronunciation. Keep adding emotions.
Paste some flashcards or pictures of happy, sad, mad, sleepy, scared and surprised faces on the bb. Ss may imitate the faces and / or repeat the
words.
Ask a volunteer to come to the front and whisper an emotion for a peer to perform it. Everybody tries to guess, e.g. he's happy / shes sad, etc. Ss
may come up with different emotions. Explore some tale books. Have Ss identify and comment on the characters mood just by looking at the
pictures.
Stage 2
Select feelings previously checked in class to be matched with different moments and situations that Ss go experiment in daily basis, such as: lunch
time, or when they are thirsty, when they get a scolding from their parents, etc. Have them act out the emotions.
Have Ss draw, retrace or copy the corresponding words for feelings. Little by little have Ss complete their drawings and corresponding labels. Elicit
oral production from them so that know how to express their mood.
Ask Ss how they feel. Model if necessary, e.g., Today I feel happy because its my birthday. Today I feel sad because its cloudy.
Stage 3
With the aid of a big book, a poster, flashcards, or a puppet, expose Ss to longer pieces of language from a tale, e.g., The pig is sad because he's
sick. Take full advantage of the previous illustrated stories.
Elicit several feelings from Ss and have someone draft them on the board or use different visual aids proving understanding, e.g., pasting images or
flashcards on the board, sticking figures, showing images from the books, miming etc.
Prepare handouts of emoticons showing a variety of emotions in one column and words in a second column, instruct Ss to match them. Another
alternative is to provide handouts with feelings lexis in order to have Ss draw the corresponding faces.
Stage 4 & 5
Provide Ss with some simple illustrated stories to cut them out in trios. Have them scramble the scenes and exchange pieces with another trio for
them to reorganize in a logical sequence.
Have Ss spell one or two-syllable words for moods in small teams, then after enough practice provide each Ss in the team with a plastic letter so
that they can hold it up until they all work together to organize the letters and form the complete word.
Use the illustrated jigsaw pieces of the stories and number them in the correct sequence. Instruct Ss to scramble the story once again and have
them reorder it so that they can discover numbers practicality.
Stage 6
Expose Ss to some different readers editions so they can notice the differences between cover pages and authors names.
Have Ss create different covers for the story in pairs. Display the different options on the board and have them comment on their peers creations.
Have Ss identify who the author is, and select, if possible, some Ss who are able to write the name of the author on the board. Then, all the
students should copy the authors name for their own stories.
Stages
7 and 8
Have Ss take turns to make faces showing different emotions while the rest of the class guesses. Everybody repeats. Keep adding emotions.
Have Ss act parts of the story. Guide them and use silent error correction methods to help them while performing. Identify Ss needs and
improvement areas; do not have them all participate in the same session it could be tiring and tedious.
Have Ss share their finished storybooks with other groups.
Read the story now and then during the following month.
Keep the storybooks in a place where Ss can have easy access. Use them as additional didactic resources for different activities to come.




Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal



Books
Publishing house Teachers Book Activity Book Big Book
"Brilliant K"
Santillana
pp. 80-88 pp. 77-86 Fact Book
pp. 19-24
"Come on! Preschool"
Esfinge
pp. 94-102 pp. 54-59 Non-Fiction
pp. 52-58
Do it! Preschool
University of Dayton
pp. 87-95 pp. 52-58 Story Book
pp. 30-38
English 3
rd
Grade
Fernndez Editores
pp. 106-117 pp. 93-104 Tale Book
pp. 25- 32
Im ready! P
Macmillan
pp. 100-110 pp. 76-85 Story Book
pp. 39-46|
Play and Do Preschool
Trillas
pp. 73-83 pp. 55-62 Favorite Stories
pp. 31-40
"Play and Play K"
Nuevo Mxico
pp. 88-97 pp. 76-85 Fictional
pp. 28-35
Think! In English P
Ediciones SM
pp. 85-94 pp. 54-60 Story Book
pp. 33-45
"Yes, we can! K
Richmond
pp. 60-67 pp. 60-67 Fiction
pp. 31-38

Other resources
http://fit.webmd.com/jr/mood/story/story-sad-mood-abby
http://www.englishexercises.org/buscador/buscar.asp?nivel=any&age=0&contents=feelings
http://www.eslprintables.com/Vocabulary_worksheets/Describing_people/Feelings/
http://www.teachingenglish.org.uk