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:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
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4A
Understand and produce oral exchanges related to leisure situations
Familiar and Community
Share personal experiences in a conversation
CONTENTS
ACHIEVEMENTS
PRODUCT
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH THE
LANGUAGE
LANGUAGE
AUTOBIOGRAPHICAL
Listen to and explore a conversation about
Seeks confirmation.
 Topic, purpose, and
 Show empathy in oral
ANECDOTE
personal experiences.
intended audience.
interactions.
 Observe and understand non-verbal language.
Enunciates personal
 Contextual clues.
 Collaborate and
Stage 1
experiences spontaneously.
 Identify form of communication.
communicate
 Form of communication.
Select some personal
successfully with the
 Detect rhythm, speed, and intonation.
 Acoustic features.
experiences.
speaker.
Organizes sentences in
 Verbs: modals and
Stage 2
sequence.
Understand the general meaning, main ideas
 Value language as a
causative (e.g., have and
Write sentences to express the
and some details.
means for sharing
get).
personal experiences.
common experiences.
Adapts verbal and non-verbal  Clarify meaning of words.
 Adverbs of time.
Stage 3
patterns of behavior for a
 Anticipate the general meaning and main ideas.
 Connectors.
Check that sentences are
specific audience.
 Identify words used to link ideas together.
 Language formulate (e.g.
understood when said and
 Identify composition of expressions.
greetings, and courtesy
heard.
Anticipates the general
and farewell expressions).
 Determine sequences of enunciation.
Stage 4
meaning and main ideas to
 Repertoire of words
Organize sentences into a text
keep a conversation going.
Share personal experiences in a conversation.
necessary for this social
to put together the
 Write sentences to share personal experiences.
practice of the language.
autobiographical anecdote.
Uses direct and indirect
 Organize sentences into a sequence.
 Direct and indirect
Stage 5
speech to share personal
speech.
 Incorporate details to main ideas.
Practice the enunciation of
Experiences
 Syntactic differences
 Formulate questions to clear out doubts, broaden
autobiographical anecdotes.
information and confirm understanding.
 between British and
Stage 6
 Use expressions and linguistic resources to
 American variants: use of
Establish turns of participation.
restore communication.
 prepositions
Stage 7
 Express personal experiences using direct and
Have a conversation about
indirect speech.
autobiographical anecdotes.
 Enunciate personal experiences spontaneously.
 Use expressions to offer turns of participation.
 Use strategies to emphasize meaning.
 Start a conversation
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
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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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Stage 5
Stages
6 and 7
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Share with your Ss a special anecdote. It could be yours or of someone they may be interested in. The web site http://history.inrebus.com/index provides a
whole variety of anecdotes of politicians, singers, sports people artists, etc. Motivate Ss to do some research on anecdotes about famous people. Encourage
the use of dictionaries and peer work to help each other.
Have your Ss remember an anecdote from their personal experience and share it with the whole class. Try the narration in English.
Elicit from Ss a possible layout for writing an anecdote. If Ss are not able to do so, paste expressions used to tell anecdotes on the walls or board. Make sure
to include the sequence: 1.- Introduction of the story using expression such as: I’ll never forget.. Did I ever tell you, etc.,
2.- Specifying the people involved, e.g. My mother and I, I was with… 3.- Giving details about what happened, e.g., I said… Suddenly.. 4.- Giving details about
the place (where) It was at--- This happened at.. 5.- Giving and ending. Finally… , At the end…
Practice the phrases by playing Chain story: Have a tape recorder ready to record what students say and have them sit in a horse shoe arrangement. Have
one student say a sentence using the previous written chunk, then another student has to continue the story following the same procedure until everyone has
added information to the story.
Have the whole class listen to the recording as they do this ask them to identify mistake and encourage self and peer correction.
Have your Ss decide if they want to write about a personal anecdote or about something that happened to them as a group. Depending on it, arrange teams or
have SS work individually.
Have Ss take a look at Reader’s Digest magazine or any other source where Ss can find interesting anecdotes. Have them analyze the parts of it and relate
them to the previous expressions or discover new ones they can use to write their own anecdote.
Have your Ss circle the connecting words and observe how ideas are linked, organized and sequenced.
In order to make sure Ss understood the expressions, organize teams and ask them to act out the sentences they wrote before, assign each team at a time a
sentence, an expression or even a word related to life experiences, then by taking turns ask each team to guess.
Check sentences are understood when said and heard by having your Ss read them aloud. This should be done in teams. Make corrections and encourage
the use of adverbs of time and connectors.
Place a resource word box on the wall for your Ss to check and add details to their anecdotes.
Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.
Have your Ss organize their sentences into a text to put together the autobiographical anecdote.
Emphasize the relevance of having a coherent story
Help Ss structure their paragraphs in a way that the sentence holding the main idea is the first one, and the rest of the sentences provide the complementary
details. Make emphasis on the importance of writing logical sentences. Assist Ss in case they need it but try to omit spoon feeding.
Remind Ss that their anecdotes should be able to answer who, what, where, when and why. Walk around the class offering help but do not stop to check
unless you are required to do so.
Ask SS to exchange their texts, proofread it and provide feedback
Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups. The idea is that Ss work with different classmates. Have Ss
prepare their narrations in good English, correct stress and intonation and on top of that take care of good reading techniques or making use of their notes to
extend them to help with the oral presentation in front of an audience.
Have Ss establish the turns of participation to share their anecdotes in their groups.
Have every team share their favorite anecdote and explain why. Was it fun? Was it scary? Were they sympathetic to the anecdote?
Ask Ss to make follow up questions to get more details and get to know better their classmates through anecdotes.
Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy..
Back in a plenary session, ask Ss to give their comments on the autobiographical anecdotes just heard. If time allows, ask them meta-cognitive questions to
focus on their learning processes and what they learnt.
If time allows, prepare ahead of time a rubric, checklist or any other evaluation instrument Ss may use quite comfortably for feedback.
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
Santillana
Crossover
University of Dayton
Teens Club
Castillo
Yes we can
Richmond
Teacher´s
Book
pp.101-113
Activity
Book
pp.96-111
pp.131-149
pp.124-141
pp.142-161
pp.69-78
pp.108-118
pp.106-123
pp.T64–T73
pp.64-73
Reader´s
Book
Reader
pp.85-97
Stories
pp.43-56
Informative
pp.39-50
Informative
pp.26-30
Non-fiction
pp.37-48
WEBSITE RESOURCES
http://www.factmonster.com/people.html
http://www.readwritethink.org/files/resources/interactives/comic/index.html
http://www.enchantedlearning.com/essay/writing.shtml
http://www.education.com/activity/writing/
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