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

CYCLE 4, SECOND GRADE SCHOOL TERM 2014-2015

GRADE: Second grade UNIT: 3A

SOCIAL PRACTICE: Participate in language games to work with specific linguistic aspects

LEARNING ENVIRONMENT: Literary and Ludic

SPECIFIC COMPETENCY: Participate in language games in order to identify sentence rhythm, stress, and intonation

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT

THE LANGUAGE BEING THROUGH THE

LANGUAGE

Identifies the stress of specific sentence parts.

Reads and writes sentences to practice rhythm, intonation, and stress.

Contrasts the stress of words, both on their own and within sentences.

Use the Hangman game with predetermined sentences to practice their rhythm, stress and intonation.

Identify names of games.

Identify topic, purpose, and intended audience.

Determine the elements that make up the language game.

Identify the function of graphic and textual components.

Define the number of words used in each sentence.

Identify participants and the role they play (e.g., coordinator, players, etc.)

Determine the number of players and their turns of participation.

Identify steps taken by a player and detect the sequence. Understand rhythm, stress, and intonation characteristics in words and sentences involved in the game.

Read a list of sentences aloud.

Identify stress of pronouns and or contractions in sentences.

Identify rhythm, stress, and intonation in sentences.

Guess, infer and discover sentences to practice rhythm, stress and intonation.

Read sentences aloud to practice rhythm, stress and intonation.

Write sentences to participate in language games.

Suggest and complete sentences.

Write sentences

Break up sentences to observe the difference in word stress when words are isolated and when they are in a sentence.

Dictate sentences.

Topic, purpose, and intended audience.

Graphic and textual components.

Acoustic features.

Composition of expressions: grammatical components of expression and statements.

Conventional writing of words.

Punctuation: apostrophe.

Upper and lower case letters.

Diphthongs (e.g., oi, ou, and au)

Use language to foster the enjoyment of schoolwork.

Participate in activities of common among students.

Compete with effort and respect.

HANGMAN GAME

Stage 1 Determine number of teams, players, and turns of participation. Stage 2 Establish rules for the Hangman game using sentences. Stage 3 Propose and select, secretly within each team, a list of sentences with different rhythms, intonation, stress and with/without contractions. Stage 4 Write the sentences. Stage 5 Revise that sentences comply with grammar, spelling, and punctuation conventions. Stage 6 Play Hangman Stage 7 Read the sentences aloud at the end of each round to practice their rhythm, stress, and intonation.

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

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

PRODUCT STAGES SUGGESTED ACTIVITIES

Stage 1 and 2

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).

Stage 3

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.

Stage 4 and 5

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.

Stage 6 and 7

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 speakers 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.

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

Books

Publishing house Teachers Book Activity Book Readers Book

"All Ready"

Macmillan

pp. 75- 87

pp. 66-80 Reader

pp. 59-71

"Brilliant! Teens"

Santillana pp. 94-111 pp. 86-103 Stories

pp. 31- 42

"Crossover 2 University of Dayton pp. 102-121 pp. 49-58

Informative pp. 27-38

Teens Club Castillo pp. 84-92 pp. 70-77

Informative pp. 20-25

"Yes We Can!"

Richmond pp. 44-53 pp. 44-53 Non-fiction pp. 25-36

Other resources

http://www.learn-english-today.com/wordgames.html http://www.funenglishgames.com/activities.html

http://www.vocabulary.co.il/