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 3, SIXTH GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
Sixth Grade
SOCIAL PRACTICE:
Participate in language games with expressive and aesthetic purposes
LEARNING ENVIRONMENT:
Literary and ludic
SPECIFIC COMPETENCY:
Discriminate stress of specific words in language games
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
ACHIEVEMENTS
 Reads a list of previously
selected words aloud.
 Spells words with different
number of syllables.
 Classifies words based on
number of syllables.
 Divides words into syllables to
identify stress.
 Identifies stress on different
types of words while listening.
 Spells, pronounces, and
stresses previously selected
words.
Explore suitable word games for practicing
stress and pronunciation of specific English
words
Identify names of games activate previous
knowledge to predict purpose.
Identify number of words involved.
Identify participants and the roles they play (e. g.
coordinator, players).
Determine the number of players and turns of
participation.
Identify steps followed by players.
Understand characteristics of the type of words
involved in the game
Read a list of words aloud.
Spell words with different number of syllables.
Identify words with two, three, or more syllables.
Classify words according to the number of syllables
in them.
Point out syllables.
Divide words into syllables to identify stress
patterns.
Identify the stressed syllable in the word.
Identify stress in different types of words.
Indicate stress by clapping contrasting words.
Spell, pronounce, and stress previously selected
words.
 Purpose and intended
audience.
 Graphic and textual
components.
 Acoustic characteristics:
stress.
 Conventional letter-sound
correspondences.
 Repertoire of words necessary
for this social practice of the
language.
 Differences between English
and the mother tongue.
BEING THROUGH THE
LANGUAGE
 Use language as a means
and goal of entertainment.
 Exchange activities of
common interest among
students.
 Learn to compete against
others with dedication and
respect.
PRODUCT
WORD GAME
CONTEST
Stage 1
Determine the day and
time of the contest, as
well as the number of
participants and their
ages.
Stage 2
Establish the type of
words allowed and not
allowed.
Stage 3
Set rules of
participation and
mechanics of the word
game to practice word
stress and
pronunciation.
Stage 4
Organize the contest
and invite students
from other groups to
participate.
Participate in a word game to practice stress and
pronunciation of words.
Determine characteristics of the type of words.
Set game rules and procedure.
SEP. Programa Nacional de inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
3A
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
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Stage 1
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Stage 2
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Stage 3
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
Stage 4
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Write the word "Game" on the board. Encourage Ss to write a semantic map of this word by naming one and writing them on the board, e.g. Snakes and
Ladders, Memory, Goose Game, Hangman, Spelling Bee, etc. Underline the word games.
Ask a volunteer to explain the rules of the game "Hangman" to the group. Have Ss play "Hangman" in pairs. Ask them to spell the word when guessing it. As
a follow up, have Ss make a sentence with the guessed word.
Have Ss play "Word Search"; include no more than 10 words of the same lexical set. In teams have Ss ask each other: “Which is the first/the second/the third
letter of the word?” Pronounce the words included in the activity so that Ss locate where the stress is being placed. Have them categorize the words
according to the number of syllables.
In order to explore pronunciation features, make a dictation of homophones or have Ss match words that sound the same through images, e.g. write-right,
pair-pear, one-won, here-hear, there-their, be-bee, I-eye, to-two, etc.
Have Ss play with word families. Give them a set of words so that they find the ones with similar pronunciation, e.g. sharing the same vowel sound- in order to
form families of four members (e.g. friend-send-head-bed, night-bike-size-tie, skirt-milk-shirt-six, etc.
Start playing "Spelling Bee." Use flashcards to prompt the words, and have Ss tell the word and spell it. Do the same for a couple of rounds.
In teams of four, have Ss propose and decide on the final contest features such as: time, dates, number of participants and prizes. Publish this information on
pieces of cardboard at a visible spot.
Write scrambled words on the board from vocabulary used in previous units (e.g. family members, clothes, gadgets, etc.). Have Ss unscramble the words,
and make a drawing for each of them in small cards. With these images, Ss can play “Spin and spell” in teams. Ss paste the images on a circle. A member of
each team takes turns to use a pencil as a spinner to indicate the word to be spelled. If the word is spelled correctly, the team scores a point. If Ss have
difficulties, use a set of printed letters for Ss to spell the word first.
Bring some riddles to the class and have Ss read them from the board. Leave a space and write the scrambled word beside for Ss to unscramble, e.g. “What
two a) keys (yeks) can't open any b) doors (odros)? The two keys that can't open any doors are c) monkey (onemky) and d) donkey (odneyk).” Plan similar
ones.
Decide on the lexical set and length of words for the” Spelling Bee” contest. Set the number of syllables allowed for the final word list.
Have Ss look up "Spelling Bee Contest" on the web to know the procedure of the contest. Have a volunteer explain the general procedures and have the
group set the rules for it.
Have Ss practice spelling with words from the list in pairs. Encourage them to help each other to improve, and to select and highlight those words that are
difficult to spell. Then, ask Ss to practice in teams of four. Monitor the group in order to plan further practice and share tips on how to acquire difficult words.
Plan a rehearsal before the contest, to make sure Ss are familiarized with the rules and procedure.
Have Ss invite another group to participate in the contest, establish the date and file the names of participants, as well as the names of the judges. Ask them
to vote on the prize for the winners, e.g. a cup, a figure like the "Oscar", or a Diploma.
Have Ss play the word game in the group. On subsequent occasions, invite other groups to the classroom to play the game under some monitors’
supervision.
If possible, have teams present their word game describing its rules to some of the school community members, ask participants to give their opinions on the
mechanics of the game and possible prizes or awards.
Ask Ss meta-cognitive questions to make them reflect upon the different stages of the product and their own learning processes.
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
SUPPLEMENTAL EDUCATIONAL MATERIALS
 Readers
e.g. Why Volcanos Erupt
Thematic Frame
 With the support of this material students will be able to understand what there is inside of earth and how volcanoes are formed, it is explained why volcanoes erupt
and show the process of how lava is transformed into volcanic rock. Beside this, it shows the different kinds of eruptions and which the effects of an eruption are on
the population´s everyday life. The Vesuvius Volcano is taken as an example to study different situations associated to natural phenomena.
e.g. Animals in Captivity
Thematic Frame
 Students count on the necessary tools for being able to identify different purposes by which animals are found in captivity; A distinction among pets, farm animals,
wild animals, circus animals is made. Furthermore, awareness about the importance of caring for animals and encouraging their fostering is raised.
e.g. Radical Robots
Thematic Frame
 This material shows different types of robots, from working robots, creative robots, to robotic arms to perform different tasks. It is highlighted that the robots can
execute tasks which require extreme precision; including the dangerous ones for human beings. To conclude, a prediction about the possible uses of robots in the
future is established.
 Picture Dictionary
e.g. Unit 1: In, On, Over
e.g. Unit 4: In the Park, At the Library, At the Mall, At the Restaurant, At the Daycare Center, At the Construction Site, Jobs
e.g. Unit 5: In My Classroom
e.g. Unit 6: Fruit, Vegetables, Food 1, Food 2
e.g. Unit 7: At the Beach, At the Fairgrounds, At the Street Fair, On the Farm, Camping, Sports,
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
 Retake actions of everyday life from pupils to take them back with puns.
 Make games that allow the association between the image and the word.
 Work using the spelling focusing activities towards the achievement of the expected learning.
 To promote interaction among students, encouraging them to practice between them, following each of the dynamics for games that were proposed.
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
Teacher’s Book
Activity Book
Readers
“Brilliant! six”
Santillana
"Do it! 6"
University of Dayton
"I’m Ready! 6"
Macmillan
"Play and Play 6"
Nuevo México
"Sunshine 6"
Pearson
"Think! in English 6"
Ediciones SM
"Yes, we can! 6"
Richmond
pp. 57-69
pp. 50-61
pp. 61-71
pp. 31-37
pp. 68-77
pp. 50-59
pp. 56-70
pp. 48-55
pp. 42-51
pp. 42-51
pp. 55-64
pp. 34-39
pp. 36-43
pp. 36-43
Facts
pp. 91-102
Reader
pp. 26-35
Reader
pp. 60-72
Informative
pp. 27-40
Fact
pp. 14-19
Non Fiction
pp. 57-70
Non Fiction
pp. 23-30
WEBSITE RESOURCES
http://www.teachchildrenesl.com,
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Word games
http://www.puzzle-club.com/word-searches-for-kids.html
http://www.funenglishgames.com/wordgames.html
http://www.learner.org/interactives/spelling/
http://www.timesspellingbee.co.uk/
http://www.englishclub.com/pronunciation/homophones.htm
N.B. Website resources and supporting materials 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