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: 3A

SOCIAL PRACTICE: Participate in language games with expressive and aesthetic purposes
LEARNING ENVIRONMENT: Literary and ludic
SPECIFIC COMPETENCY: Discover words in a childrens song

ACHIEVEMENTS
CONTENTS
PRODUCT
DOING WITH THE LANGUAGE KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
Repeats words in a song while
listening to it.

Identifies names of objects,
animals, people, etc.

Associates the written form of
names with their images.

Puts letters together to form
words.

Explore written songs.
Identify topic, purpose, and
intended audience.
Observe graphic distribution.
Listen to the reading aloud or
singing of songs.
Mark rhyming words by clapping
or using other sound resources.
Repeat words to practice their
pronunciation.
Identify names of objects,
animals, people, etc.
Select names and match their
written form to their image.
Follow the reading aloud of
songs.
Select names and match their
written form to their image.
Establish correspondences
between written and oral forms
of words.
Identify parts of written names of
objects, animals, people, etc.
and complete them.
Put letters together to form
words.
Choose from a group of words
the name that corresponds to an
illustration.
Graphic distribution of songs.
Topic, purpose, and intended
audience.
Musical elements: rhyme, and
repeated sounds.
Non-verbal language.
Repertoire of words necessary
for this social practice of the
language.
Correspondence between
written and oral language.

Show an appreciation of
cultural expressions particular
to English.
Identify traditional songs from
different countries and the
uses they are given.

MEMORY GAME

Stage 1
Select images of objects, people,
or animals in order to make a
memory game.
Stage 2
Make two sets of cards: one for
names and one for their
corresponding illustrations.
Stage 3
Pair cards with names to their
corresponding illustrations.
Stage 4
Play with the memory game.
Stage 5
Choose a spot in the classroom
to place the game for future use.
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
In order to get Ss attention and involve everyone, ask them to show their partners what they have in their back packs, distribute school objects labels for
them to stick on their belongings. Ask Ss to bring illustrations of their favorite animal or the pet they have at home, Ss can also share with the whole class
who the members of their family are. Previous modeling could help Ss know what they have to do..
Start each session by singing different songs related to classroom objects, people or animals. On subsequent occasions, highlight the words under study by
pausing every time there is a familiar word for Ss. Emphasize its pronunciation.
Select a song and provide Ss with a complete or partial printed version of the song in order for them to become familiar with the graphic presentation of some
words.
Bring along several visual elements for Ss to associate them to the previous vocabulary items. Ask Ss to follow the sequence of the song with the aid of
illustrations.
Act or mime words from the target vocabulary and have Ss do it as well.

Stage 2
Have Ss point at different objects or vocabulary items whenever they listen to them identifying spelling for the target vocabulary
Ask Ss to bring cut outs of the vocabulary items under study to be pasted on pieces of cardboard or provide Ss with magazines to take the cuttings from.
Have Ss retrace and/or complete in one of its letters some chosen words in order for them to identify the written form of them.
Provide Ss with plastic small letters, letters on pieces of paper or cardboard, etc., to form words. Have them work in small groups.
Provide Ss with pieces of cardboard with the written form of words in dotted lines for Ss to re-trace. Walk around monitoring Ss work.
You can even have different lexical sets for different memory card sets, e.g., make different teams and assign each team an element to work on such as
people, classroom objects or animals.
Stage 3
Organize teams so that Ss start learning what collaborative work is, guide the class and say words aloud or use songs so that Ss raise the hand every time
they identify a word and then ask them to show the rest of the class the illustration that correspond to the word they hear.
Encourage Ss to continue working in teams and organize their set of cards in different lexical sets: classroom objects, people or animals.
Hide the cards with illustrations all into the classroom and give the Ss the written version of each card so that they have to find the picture for their card or vice
versa.
Paste the cards randomly on some Ss chest or one or their shoulders and have some other pair them.

Stage 4 & 5
Place some loops, boxes, baskets, etc. on the floor and mix the different lexical sets Ss have done so that they can categorize the pictures or the words
according to some criteria previously established.
Sit along with the Ss as to form a big circle on the floor and play with the big memory game.
Exhibit the different lexical card memory games on one of walls and try to use them on further activities.
Ss may play once with one lexical set of cards and then change to another small group with a different one.
Ss are asked to match the cards with the written form of the objects used for the purpose. Do this in teams for a contest.



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. 53-61 pp. 47-56 Fact Book
pp. 15-20
"Come on! Preschool"
Esfinge
pp. 55-67 pp. 32-38 Non-Fiction
pp. 22-37
Do it! Preschool
University of Dayton
pp. 55-65 pp. 31-37 Fact Book
pp. 26-33
English 3
rd
Grade
Fernndez Editores
pp. 66-78 pp. 55-67 Tale Book
pp. 17- 24
Im ready! P
Macmillan
pp. 67-77 pp. 46-55 Fact Book
pp. 22-31
Play and Do Preschool
Trillas
pp. 59-65 pp. 37-43 Our world
19-28
"Play and Play K"
Nuevo Mxico
pp. 56-65 pp. 48-55 Non-fictional
pp. 19-26
Think! In English P
Ediciones SM
pp. 55-64 pp. 34-39 Fact-Book
pp. 25-33
"Yes, we can! K
Richmond
pp. 36-43 pp. 36-43 Nonfiction
pp. 19-28


Other resources
http://www.learninggamesforkids.com/preschool_games.html
http://www.learnenglishkids.britishcouncil.org
http://www.preschoolexpress.com/music_station.shtml
http://www.preschoolrainbow.org/preschool-rhymes.htm
http://www.songsforteaching.com/preschoolkindergarten.htm