UNIVERSIDAD AUTNOMA DE BAJA CALIFORNIA

FACULTAD DE IDIOMAS
EDUCACIN CONTINUA

DIPLOMADO:
Inmersin al Ingls conversacional-transversal para docentes
de educacin bsica

INSTRUCTORA:
Mtra. Georgina Arizona Tuells.

INTEGRANTES DEL EQUIPO:

Oscar Eduardo Alejos Aguilar.
Hilda Ramrez Pea.
Paola Lylyana Ramrez Pea.
Vanessa Larez Saldivar.
Janneth Villanueva Moroyoqui.
PRODUCTO # 2
CLIL: Planning a lesson.

Mexicali, B.C. March 12th 2016.

CONTENT: Rhymes
TEACHER AIMS: to enable ls to be familiarized with rhymes; to develop ls abilities to
recognize specific rhymes, completing words with the same ending; to raise ls awareness of
rhymes on poems.
Learning outcomes
Know:
Reinforce the meaning of words
Be able to:
Identify rhyming words.
Be aware:
Repeat aloud the rhyming words and
practice the pronunciation.
Genre: Non-fiction
Instructions / procedure (Teacher)

Assessment
Can the learners
Complete rhyming words.

Match the flashcards with rhyming words.

Say a set of rhyming words.

Language feature: Word level
Sequencing connectives (then, next, after, that,
later)

Discussion (Ls)
Connectives of contrast
Explanation (Teacher/Ls)
Cause-effect connectives (because) (ls)

Communication
Vocabulary
Revisited:
Clown, hand, hat, clothes.

Technical, specialist vocabulary (teacher).

Examples of communication
Saying words and its rhyme.
Brainstorming to find a word that rhymes with
another.

New: rhyme,
Town, fat, nose, adjectives.
Structures:
rhymes with

Stating which words end with the same sound.

Functions:
Find rhyming words.
Cognition
Predict the end of some words.
Identify the sound of the words.
Classify words with similar ending.
Produce rhymes with words they already
know.

Examples of cognition:
Predict the end of the words written on the
board, then identify the sound to classify the
words in groups.
Produce rhymes through their own knowledge.

Citizenship

Example of citizenship

Be aware of the Importance of reading.

Solve the puzzle of the poem.

Resources
Flash cards with incomplete words and with images, letters to stick on the board, puzzle of a
poem (see page 18 of kites 1), worksheets.

Multi-media
Type: CD (Audio), tape recorder.
Purpose: for Ls to identify the phonetic (sound) of the rhymes in the story.
Explanation: The teacher will play the CD with the story and simultaneously show the story
book to Ls in order for them to relate previously acquired rhyming words with the
pronunciation.
Procedure
Whole class: Activating prior knowledge by showing an image of a clown and asking: Where
does a clown live? What kind of clothes does he/she wear? Then a poem with rhymes will be
written.
Groups:
Before the class starts, there will be papers with different colors pasted under
the chairs; this will help team formation. Each team will receive a puzzle of a poem to be
completed. After discussing the poem they will circle the rhyming words.
Individually:

The Ls will write pairs of words in their notebooks.

Whole class:
Every learner will take a flashcard with a word and will match it with a partner
to find rhymes.
Differentiation: In a worksheet Ls will complete other words and match rhymes.
Follow-up:

Read other poems and find rhymes.

Visual organizers
V. O. 1
Topic: Rhymes using a table.
Purpose: To categorise rhyming words according to their ending.
Language: rhymes, down, town, clown, fat, hat, nose, clothes, stand, hand, row,
shout, about, show, adjectives, and every word the Ls can produce (subject
vocabulary or phrases).
Example:

-own
Down
Town
Clown
Show

-out
Shout
About
Blackout
Find out

-and
Stand
Hand
Band
Brand

-at
Fat
Hat
Cat
bat

V. O. 2
Topic: Rhymes using a story board (project the story the clown with the tiny green
hat for the ls to follow along).
Purpose: To identify rhyming words in a story as well as their meaning.
Language: Direct speech (rhymes, down, town, clown, fat, hat, nose, clothes, stand,
hand, row, shout, about, show and adjectives).
Example:

THE CLOWN.
INSTRUCTIONS: Read and underline the rhyming words.
*Down the hill theres a Little
*town,
where lived a little *clown.

The clown is* fat,

and wears a tiny
Green *hat.

Sometimes he
moves a
*hand,
to make the
people

THE CLOWN.

CLEAR
INSTRUCTION
S

HEADING IN
CAPITALS AND IN

INSTRUCTIONS: Read and underline the rhyming words.

CLEAR IMAGES TO
EXPLAIN TEXT
VISUALLY

*Down the hill theres a Little

*town,
where lived a little *clown.

KEY CONTENT WORDS

IN BOLD FONT.

The clown is* fat,

and wears a tiny
Green *hat.

Sometimes he
moves a
*hand,
to make the

(*) WORD

STORY BOARD
ORGANIZER

LEVEL LANGUAGE SUPPORT.