Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
CYCLE 4, THIRD GRADE
SCHOOL TERM 2014-2015
GRADE: Third 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 to comprehend
and write irregular verb forms
ACHIEVEMENTS
CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT
THE LANGUAGE BEING THROUGH THE LANGUAGE
Compares sentences with and without irregular verb forms.
Classifies sentences according to their verb tense.
Uses perfect tenses and simple past in sentences and texts.
Writes and dictates sentences with irregular verb tenses.
Explore word games.
Identify names of games that are suitable to work on irregular
verb forms (e.g.; memory game and lottery).
Identify topic, purpose and intended audience.
Determine elements that make up a language game.
Identify function of graphic and textual components.
Determine number of players and turns of participation.
Identify steps to participate in a game.
Understand the characteristics of irregular verb forms.
Locate sentences with irregular verb forms.
Compare sentence with and without irregular verb forms
Determine simple past, present perfect, past perfect, and future
perfect in sentences.
Classify sentences in simple past, present perfect, past
perfect, and future perfect.
Complete sentences with irregular verb forms.
Compare differences and similarities in the composition of
irregular verb forms.
Organize families of irregular verb forms.
Write sentences with irregular verb forms to create a language
game.
Dictate and enlist sentences with irregular verb forms.
Complete irregular verb forms based on one of their parts.
Order letters and words to write irregular forms.
Textual and graphic components.
Verb tenses: present perfect, past perfect, future perfect, and
simple past.
Verb forms: past and past participle.
Similarities between words.
Digraphs (e.g.; tw and it).
Verbs in past and past participle.
Understand language games as recreational activities.
Foster patience in task performance.
Create environments that foster participation in ludic
activities.
MEMORY GAME
Stage 1 Make a memory game. Stage 2 Identify irregular verbs in
past simple, present perfect, past perfect, and future perfect.
Stage 3 Suggest and select sentences based on the chosen verbs.
Stage 4 Write down irregular verbs on a set of cards and sentences
on another set. Stage 5 Check that verbs and sentences comply with
grammar, spelling, and punctuation conventions. Stage 6 Determine
number of players in each team and their turns of participation.
Stage 7 Establish rules for the game. Stage 8 Play the memory game.
Stage 9 Read verbs and sentences aloud each time a pair is
found.
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
Bring different word games to the class based on vocabulary that
Ss may have learnt in previous sessions (bingo, memory games,
scrabble, board
games, word search puzzle and crossword puzzle). In plenary
decide what the rules of the games are and then give them some time
to play.
Have Ss contribute names of games they know that can be adapted
to learn irregular verbs. Taking into account Ss ideas, design a
word game as a
whole class, start introducing action words and their relation
with the past and/or with action that started in the past and
continue up the present.
Encourage Ss to use bilingual dictionaries and organize games
where Ss have to categorize verbs in regular and irregular. Have a
couple of boxes with
the initials R (regular) and I (irregular). Provide Ss with
action words and ask them to put them in the correct category; once
they do it, ask them to use
the dictionaries and look for the different forms they can be
conjugated.
Have Ss take turns to pick up a card, read the verb out loud,
decide if it is a regular or irregular verb and drop it in the box
that corresponds. If Ss have
no elements to classify the verbs, expose them to examples where
they deduce the type of verb that is.
Stages 2 and 3
Choose a passage or design one where the presence of irregular
verbs is evident. Make sure you include quite a number of adverbs
of time to facilitate
comprehension. Choose a topic that is both, accessible and
interesting for Ss of this age.
If you cant find one, write it yourself. Have Ss read the
passage and using a variety of reading comprehension techniques
such as skimming or,
scanning, get Ss familiarized with the different verb forms. To
facilitate understanding, design a chart where Ss enter the
different verbs they come
across. If you can group verbs by their irregularity, so much
the better, for Ss to associate several verbs and learn them as a
set group, e.g. Verbs that
change one letter: come-came, verbs with no change: put-put,
hit-hit. Complete change: go-went. Verbs with special endings:
bringbrought, buy-
bought. Also ask Ss to rewrite the sentences where those
examples were used. Promote collaborative work, and ask Ss to
analyze the sentences in the
previous exercise and it relation with the past, present and
future.
Ensure even participation, even from the students who are not so
gifted or tend to be rather shy. Remember to carry on adding more
verbs to the list
and leave the list in a visible place in the classroom for Ss to
become used to the different verb forms.
Stages 4 and 5
Bring a good number of cards (preferably Bristol size) for Ss to
write down the irregular verbs they have come across. For better
handling, T and Ss may
decide on a color for the bare form of the verb, a different
color for the past tense and still a different one for the past
participle.
Have a ludic session where Ss associate the three forms of the
verb and try to express in English what the verb means. Use Spanish
as a very last
resort, e.g. grow, grew, grown = become bigger. Become, became,
become= convert into, begin, began, begun = start, initiate, etc.
Have Ss write
sentences about themselves, using the three verb forms. Ex. At
present I speak English and Spanish. Two years ago I spoke only
Spanish. In ten years
time I will have learned / learnt at least three languages.
Having exposed Ss to several examples where the verb forms are
contrasted ask them to attempt writing their own examples.
Monitor as necessary and make sure there are no grammar,
spelling and punctuation mistakes.
Stages 6 and 7
Ideally, teams should design the game they feel happier with and
as far as possible there should be an assortment for Ss to have
more fun and variety
when dealing with the language. Have Ss determine the number of
players in each team and also decide how they are going to interact
and take turns
to participate. Have Ss design the materials needed for each of
the games. Monitor as necessary, making sure there are no mistakes
and that the rules
are clear for all the other teams.
Have Ss play their own games in petit committees so that the
rules and implementation become crystal clear for everyone. In due
course and when all
teams have gone through their own games have each team at a time
conduct their own game with other teams.
Make sure the rules for the different games are accessible and
fully understood by everyone.
Stages 8 and 9
The teacher only acts as an observer gathering information to
complete the evaluation instrument that is deemed convenient this
time round. As soon
as the teams are ready, have Ss play all the games.
Read verbs and sentences aloud from the different games played,
highlighting the verb form and the time expression associated with
the three verb
forms: At present, in the past, for the last two years, in ten
years time, etc. The time element is vital for Ss to deduce the
meaning and concept of the
language under study.
