Presco Unit 5A

Fomento a los procesos de estudio de una segunda lengua (inglés) antes PNIEB

CYCLE 1, PRESCHOOL SCHOOL TERM 2014-2015

GRADE: Third Grade Preschool UNIT: 5A

SOCIAL PRACTICE: Share information through graphic resources

LEARNING ENVIRONMENT: Educational and academic

SPECIFIC COMPETENCY: Read basic information about specific geography topic with the support of a grammatical resource.

ACHIEVEMENTS

CONTENTS

PRODUCT DOING WITH THE LANGUAGE

KNOWING ABOUT THE LANGUAGE

BEING THROUGH THE LANGUAGE

Names illustrated elements of the natural world, based on a model.

Finds differences and similarities between written names.

Identifies the name of several states in a map of Mexico.

Explore a specific topic related to the Mexican natural world, through illustrations.

Identify illustrations (animals, vegetation, etc.) and distinguish

them from written texts.

Identify topic based on name, illustrations, and previous

knowledge.

Listen to the reading aloud of information.

Explore the written form of names.

Listen to names of the natural world and associate them with their written form.

Find differences and similarities between the written forms of names (long short, start with..., ending with..., etc.).

Find illustrated elements of the natural world in a map of Mexico.

Check writing legibility.

Topic.

Graphic components: charts, maps, illustrations,

etc.

Graphic page design.

Repertoire of words necessary for this social practice of the language.

Correspondence between

text and images.

Word formation.

Correspondence between letters and sounds.

Use language as a means of sharing information.

Appreciate Mexico’s and the world’s natural environment.

LARGE MAP OF THE MEXICAN NATURAL WORLD

Stage 1 Color a map of Mexico. Stage 2 Include drawings or images of

previously selected natural

elements. Stage 3 Find the name of natural elements in the map, previously written by

the teacher on small pieces of

paper. Stage 4 Paste the names of natural

elements on the map.

Stage 5 Display the map inside or outside

the classroom.

SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 1. Fase de expansión. México, 2011


PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Previously ask Ss to bring a model map of Mexico and show them an oversize map (with or without names) eliciting information just to know how much they can say about it. As you show the map, ask Ss questions about their country such as: “where are you from?” “What´s your favorite place to visit?” e.g. “the beach, the forest, the desert, the mountain, etc.” while this activity is in progress, show Ss flashcards about the places they mentioned, try to avoid the use of Spanish and in case Ss use Spanish encourage them to repeat the words in English so that they become more familiarized with the new terms.

Divide the classroom into four parts; give each section of the classroom a cardinal direction: “North”, “South”, “East” and “West”. Organize a game to help Ss understand what a cardinal point is, ask Ss to choose a flashcard and ask them to go to the cardinal direction showed on it. In case any S fails to guess the correct cardinal position, promote collaborative work so that the whole group provides support to the S who needs it.

Use the map to signalize the cardinal points: north, south, east, west and even center. Mention some states located in those points as examples and have Ss come to the front and point at some other states; it is not necessary for them to know the names, just make sure to indicate how the cardinal axes work.

Sit Ss in small groups and provide each of them with a regular size map of Mexico. Have them select, as a team, a different color for each cardinal point. It could also be a good idea to assign them a color previously in order to avoid misbehavior.

Stages 2 & 3

Previously select some natural elements to be taught e.g. “mountain, lake, valley, river, desert, etc.” as well as some of the most common animals in those habitats. Ask Ss to bring cut outs to illustrate their work or provide them with magazines so that they can select illustrations on their own.

Have Ss match the animal cut outs with the habitat they think they belong to. This activity may be developed in pairs as to promote collaborative work.

Have Ss play Hangman with animal and/or natural element names in order for the Ss to focus on the spelling and the number of letters in a word. At the same time Ss may also identify different sounds for the same letters as well associate them with the correct pronunciation.

Provide Ss with the vocabulary under study written on cards of paper so that Ss can retrace and/or complete words, this can work as an activity for the Ss to consolidate the new acquired knowledge and to have a reference of written and oral forms.

Stages 4 and 5

Using the same oversize map from stage 1, randomly have some Ss come to the front and instruct them to paste a signal with a cardinal sign in the correct position.

Have Ss work in small groups and provide each group with a map, tell they have to create a puzzle and then exchange it with other team, in that way there will be a series of different puzzles tp play and interact with. Help Ss produce sentences related to the location of different states such as: “Quintana Roo is in the south of Mexico, Zacatecas is in the center. Colima is a small state. Sonora is a big state, etc.” As an extension activity have Ss recognize images of animals and/or natural elements and take turn to stick them where they belong to on the map depending on the habitat. Develop this activity through a contest in order to foster collaborative work.

Display somewhere in the classroom enhanced maps of some states of Mexico. Write the names of the animals on small pieces of paper. Ask Ss to relate images of animals to their written form and have them stick the names and animals on the state they belong to. This activity may be developed in pairs so that Ss learn to exchange ideas.

Ss exhibit their maps and have a short simple presentation. E.g. “This is Durango. The weather is hot. There are snakes in the desert”.

Ss exhibit their maps in the playground and take turns to talk about their work or visit other groups to present their work in English to the community.


Books

Publishing house Teacher’s Book Activity Book Big Book

"Brilliant K"

Santillana pp. 90-97 pp. 87-94 Fact Book

pp. 25-30

"Come on! Preschool"

Esfinge pp. 104-115 pp. 60-66 Non-fiction

pp. 38-51

“Do it! Preschool”

University of Dayton pp. 97-107

pp. 60-65 Fact Book

pp. 44-56

“English 3rd

Grade”

Fernández Editores| pp. 120-133 pp.105-117 Fact Book

pp. 33- 47

“I’m ready! P”

Macmillan pp. 112-121 pp. 86-95 Fact Book

pp. 40-48

“Play and Do Preschool”

Trillas pp. 87-97 pp. 65-72 Our World

pp. 41-52

"Play and Play K"

Ed. Nuevo México pp.100-109 pp. 88-95 Non-fictional

pp. 35-48

“Think! In English P”

Ediciones, S.M. pp. 95-104 pp. 62-67 Fact-Book

pp.46-56

"Yes, we can! K”

Richmond” pp. 68-75 pp. 68-75 Nonfiction

pp. 39-48

Other resources

http://www.teachpreschool.org/2010/04/morning-greeting-and-calendar-and-weather-time-in-preschool/

http://www.preschooleducation.com/shello.shtml

http://www.teachingenglish.org.uk/teaching-kids

http://www.teachingenglishgames.com/3-5.htm

http://busyteacher.org/4944-teaching-english-to-children-under-5-fallow-land.html

http://www.ecofriendlykids.co.uk/WeatherObservationChart.html http://www.teachkidshow.com/teach-your-child-about-nature/

http://www.ehow.com/how_8427157_teach-nature-year-preschoolers.html http://www.toolsforeducators.com/writing/nature1.php

http://bogglesworldesl.com/kids_worksheets/cityplaces.htm

Documents

Presco Unit 5A