Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 4, SECOND GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
Second grade
SOCIAL PRACTICE:
Participate in language games to work with specific linguistic aspects
LEARNING ENVIRONMENT:
Literary and Ludic
SPECIFIC COMPETENCY:
3A
Participate in language games in order to identify sentence rhythm, stress, and intonation
CONTENTS
ACHIEVEMENTS
PRODUCT
DOING WITH THE LANGUAGE
KNOWING ABOUT
BEING THROUGH THE
THE LANGUAGE
LANGUAGE
Use the Hangman game with predetermined sentences  Topic, purpose, and
 Identifies the stress of
 Use language to
HANGMAN GAME
to practice their rhythm, stress and intonation.
specific sentence parts.
intended audience.
foster the enjoyment
Identify names of games.
of schoolwork.
 Graphic and textual
Stage 1
 Reads and writes sentences Identify topic, purpose, and intended audience.
components.
 Participate in
Determine number of
to practice rhythm,
activities of common
Determine the elements that make up the language
 Acoustic features.
teams, players, and turns
intonation, and stress.
among students.
game.
 Composition of
of participation.
 Compete with effort
Identify the function of graphic and textual components.
expressions:
Stage 2
and respect.
 Contrasts the stress of
grammatical
Define the number of words used in each sentence.
Establish rules for the
words, both on their own
components of
Identify participants and the role they play (e.g.,
Hangman game using
and within sentences.
expression and
coordinator, players, etc.)
sentences.
statements.
Determine the number of players and their turns of
Stage 3
 Conventional writing
participation.
Propose and select,
of words.
Identify steps taken by a player and detect the sequence.
secretly within each team,

Punctuation:
Understand rhythm, stress, and intonation
a list of sentences with
apostrophe.
characteristics in words and sentences involved in the
different rhythms,
 Upper and lower
game.
intonation, stress and
case
letters.
Read a list of sentences aloud.
with/without contractions.
 Diphthongs (e.g., oi,
Identify stress of pronouns and or contractions in
Stage 4
ou, and au)
sentences.
Write the sentences.
Identify rhythm, stress, and intonation in sentences.
Stage 5
Guess, infer and discover sentences to practice rhythm,
Revise that sentences
stress and intonation.
comply with grammar,
Read sentences aloud to practice rhythm, stress and
spelling, and punctuation
intonation.
conventions.
Write sentences to participate in language games.
Stage 6
Suggest and complete sentences.
Play Hangman
Write sentences
Stage 7
Break up sentences to observe the difference in word
Read the sentences aloud
stress when words are isolated and when they are in a
at the end of each round to
sentence.
practice their rhythm,
stress, and intonation.
Dictate sentences.
SEP. Programa Nacional de inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 4. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES


Stage
1 and 2




Stage 3



Stage
4 and 5




Stage
6 and 7


Start the social practice by playing Hangman with sentences and words that are known to Ss but that, at the same time, represent a challenge to them.
With the Ss’ help re-construct the rules, promote the use of English and let Ss use any source they count with in the classroom in case they have
difficulty expressing their ideas in English help them by writing the English version on the board. Leave those rules on a piece of cardboard in a visible
place to consult them at any time during the whole social practice.
Organize teams so that each team selects a topic to play hangman in further sessions, tell them the vocabulary, sentences or expression they chose for
the hangman have to do with topics previously checked in class.
Set up the dynamics of the game, determine the number of participants in the teams (ideally three: one who plays knots, one who plays circles and the
one who keeps a record of letters used to complete the different words that comprise the utterance, the question, the exclamation or the proverb that
have to be completed. This third person is also in charge of placing body parts above the melting pot.
Try not to use Spanish at all. In case of trouble, ask the brighter Ss to help out as necessary. If the teacher deems it necessary, insert an activity to go
through the spelling of letters, in particular those that cause trouble or are confusing. E.g. g/j, k /q, e/i, a/h, r/z (standardize American or English use; zdi
(Am.) zet (British).
In the same trios, ask Ss to select the types of sentences to be completed via Hangman. To avoid repetition, organize a raffle of the sources where Ss
may get the information from, e.g. Unit 1A in the workbook, An Amazing Journey from the Reader and/or other sources.
Ss have to keep this secret to make the game a real competition. Announce to Ss the prize for the winning team. It can range from candies to easy
readers in English or a little diploma to give recognition.
Make sure there is enough variety for all the groups to present their own version of Hangman for completion by all the other teams.
Have Ss write their own sentences in pencil in their notebooks. Make sure Ss copy information with a good degree of accuracy in their handwriting and
without spelling, grammar or punctuation mistakes. As an alternative activity ask Ss to exchange their notebooks and promote peer correction. While Ss
are doing this activity monitor in case they need any support.
Make the necessary changes or corrections so that when they re-write these on to the pieces of cardboard, they become legible and recognizable.
Standardize the font and the size of the strips of cardboard for better presentation.
Do the work in pencil to avoid constant erasures or a messy, uninviting piece where Ss do not even have a clear idea of what they are trying to correct.
For the last three session or so, have the different teams come to the board to present their productions to be completed using the Hangman format.
Keep a record of letters used on the board itself to allow a more dynamic game so that Ss do not lose interest because they find the task impossible to
carry out. Do this with all the teams in the classroom other than the one at the front and try to give this stage a competitive element for Ss to be more
willing to participate and win something.
Once the sentences, questions, exclamations have been completed, read them out loud and have Ss read them with the correct intonation, stress and
expressions needed for each piece. Do this with the whole group or only boys, only girls, out loud, in a low voice to give this repetitive, imitative part
some fun. Once the Ss have mastered this chorally, ask individual Ss to do the reading of the same individually, demanding good pronunciation, good
stress, good intonation and emotion.
Remind them about the falling intonation in open questions, rising intonation in questions beginning with auxiliaries and stress and intonation depending
on the speaker’s intention.
For evaluation purposes have Ss respond a checklist or a rubric where the assessment criteria are clear and accessible for them to measure and so that
they get formative feedback on their work throughout the month, the expected learning outcomes they got, the attitudes and traits they exhibited all the
time they were working in teams.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
BOOKS
Publishing house
"All Ready"
Macmillan
"Brilliant! Teens"
Santillana
"Crossover 2”
University of Dayton
“Teens Club”
Castillo
"Yes We Can!"
Richmond
Reader’s Book
Teacher’s Book
Activity Book
pp. 75- 87
pp. 66-80
pp. 94-111
pp. 86-103
pp. 102-121
pp. 49-58
pp. 84-92
pp. 70-77
Reader
pp. 59-71
Stories
pp. 31- 42
Informative
pp. 27-38
Informative
pp. 20-25
pp. 44-53
pp. 44-53
Non-fiction
pp. 25-36
WEBSITE RESOURCES
http://www.learn-english-today.com/wordgames.html
http://www.funenglishgames.com/activities.html
http://www.vocabulary.co.il/
http://gamestolearnenglish.com/hangman/
http://www.hangman.learningtogether.net/
N.B. Website resources enclosed 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 de Inglés en Educación Básica en el Distrito Federal