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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 FIFTH GRADE ELEMENTARY SCHOOL
UNIT
SOCIAL PRACTICE
PRODUCT
REFERENCES
Supplemental Educational
Materials
Books and website resources
Collage of magical objects
Supplemental Educational
Materials
Books and website resources
Participate in formal communicative events
Exhibition museum cards
Supplemental Educational
Materials
Books and website resources
2B
Listen to, read, and record information from
diverse media
News summary
Supplemental Educational
Materials
Books and website resources
3A
Participate in language games with
expressive and aesthetic purposes
Word game
Supplemental Educational
Materials
Books and website resources
3B
Read and record information to solve a
problem
Brief illustrated guide
Supplemental Educational
Materials
Books and website resources
4A
Read and write notes and letters
Message mailbox
Supplemental Educational
Materials
Books and website resources
4B
Read and compare aspects of Mexico and
english-speaking countries
Comparative chart
Supplemental Educational
Materials
Books and website resources
5A
Read and record information to design
questionnaires and reports
Questionnaire
Supplemental Educational
Materials
Books and website resources
5B
Follow and give directions to go to places
Supplemental Educational
Materials
Books and website resources
1A
Participate in commercial transactions
1B
Read stories and legends aloud
2A
Classified advertisement
Quick guide to walk from one
place to another within the
community
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
•
Identifies function, purpose, and
intended audience.
•
Identifies graphic and textual
components.
•
Reads prices, telephone numbers, and
e-mail and/or home addresses aloud.
•
Dictates and enlist names and
characteristics of products.
•
Completes sentences to form the
content of ads.
•
Writes classified ads.
UNIT:
Participate in commercial transactions
Familiar and Community
Identify and interpret transaction-related expressions in classified ads
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore classified ads of products for children.
• Identify function, purpose, and intended
audience.
• Identify characteristics of graphics.
• Examine graphic and textual distribution.
•
Read out loud.
• Interpret the message based on contextual
clues and previous knowledge.
• Identify advertised products.
• Clarify the meaning of new words and
phrases.
• Classify ads according to the product they
sell.
• Identify general characteristics of products.
• Read price, telephone numbers, and e-mail
and/or home addresses aloud.
• Identify the use and proportion of
typography and punctuation.
• Identify and spell words used to express
characteristics and qualities of products.
• Interpret abbreviations and signs that
indicate price.
•
•
•
•
•
•
•
•
Topic, purpose, and
intended audience.
Graphics components:
images, typography, etc.
Textual components:
text, figures, and
typographic symbols.
Repertoire of words
necessary for this social
practice of the language.
Differences in lettersound correspondences
between the mother
tongue and English.
Adjectives: qualitative.
Conventional writing of
words.
Punctuation: upper-case
letters, exclamation
marks, period, comma,
and hyphen.
Abbreviations.
Write information.
• Dictate and make a list of names and
characteristics of products.
• Write prices, telephone numbers, and email and/or home addresses.
• Reorganize previously scrambled classified
ads.
• Complete sentences to form the content of
ads.
• Choose graphic information to make an ad.
BEING THROUGH THE
LANGUAGE
•
•
Identify
consequences in
the use of
language to
advertise
products.
Value honesty in
commercial
transactions.
PRODUCT
CLASSIFIED ADVERTISEMENT
Stage 1
Select a product and determine general
characteristics, price, and data to obtain
it.
Stage 2
Determine typography, colors and
images of the advertisement
considering its purpose, intended
audience and message, based on a
model.
Stage 3
Establish order and proportion of
graphic and textual components.
Stage 4
Elaborate the advertisement
incorporating all of its elements.
Stage 5
Check that graphic and textual
information is complete, reliable, and
credible.
Stage 6
Display the ads in a visible place in the
classroom.
Check spelling and punctuation conventions.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
1A
UNIT 1A
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
Stage 1
•
•
•
•
Stage 2
•
•
Stage 3
•
•
Stage 4
•
•
Stage 5
•
•
Have Ss think of objects they would like to buy. They can be toys or anything valuable Ss have at home or school. Then, explain what an illustrated advertisement is, and its
components.
Show different advertisements and have Ss take a look at them in order to identify the object they would like to buy or sell, special features, the price, and the contact
details.
In groups Ss talk about the advertisements they would be interested in buying. Encourage them to explain why. On the board, list characteristics of different products for Ss
to use as references to talk about them (size, colour, etc.). Use the list to introduce vocabulary and have Ss copy the words.
Ss share their experience on their last purchase, help them by eliciting information from them, e.g. colour, price, etc.
Bring hand outs so Ss look at different ads. Ask Ss to name things they can remember about the elements of ads. Have Ss work in teams to find graphic and textual
components with the pictures of the advertisements (prices, telephone numbers, e-mails, symbols, and other numerical information).
On a globe or map, elicit different countries and points out the currencies used there. Have Ss research on not well-known symbols such as yens, pounds, or euros. Ask Ss to
draw colourful typography to make currency and other important symbols ($, £, €, @). Have Ss produce language discourse like: “This is England. They use pounds”. Ss will
identify those useful symbols to use in their ads.
Ask Ss to bring several cut outs of symbols from newspapers and ads from supermarket or stores they are familiar with. Have Ss work in groups and ask them to rank the
components they will use in their ads from the most to the least important (price, description, image, telephone, etc.). Once they have decided on the importance of the
elements, ask them to present the graphic components they found in the ads. Point out the use of different punctuation elements such as exclamation and question marks.
Have Ss talk about the impact of ads on people, and if the characteristics specified in the ad are true. Reflect with your Ss on the importance of honesty in any kind of
commercial transaction, either if you are the one who sells or buys.
Have Ss make an advertisement for an object they want to sell, ask them to use attractive illustrations and some effective language. Remind Ss to use appropriate graphic
information, font size and colours to make an impact on the buyer.
Ask Ss to reflect on the product they will sell, and if the information provided in the ad is accurate and reliable.
Display all the ads around the classroom and have Ss decide which item to buy. Have Ss interact with each other to buy and sell their products using toy bills. Ask them to
share the reason why they decided to buy that object.
Ss may also have an assessment instrument such as a checklist to verify if the ads have the elements they have learned about through this social practice (image, description,
price, contact information, etc.)
For further practice, in case they want to make real transactions, they can display their ads in the schoolyard and invite other Ss to buy their products (candies, popcorn, fruit
etc.).
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 1A
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. On Safari
Thematic Frame

The book shows students the biodiversity in the context of African countries such as Kenya, where the appreciation for natural resources and species that are different from their own is
favored. Moreover, it stimulates observation of relevant characteristics of elements of the African savannah and promotes the care of living things such as impalas, zebras, rhinos and
more. Furthermore, it also fosters an appreciation for cultures and environments others than their own.

Picture Dictionary
e.g. Unit 1: Numbers
e.g. Unit 2: Clothes 1, Clothes 2
e.g. Unit 4: Around Town, Pets at the Vet, At the Mall, At the Restaurant
e.g. Unit 5: In My Schoolbag, Arts and Crafts, Musical Instruments
e.g. Unit 6: Fruit, Vegetables, Food 1, Food 2
e.g. Unit 7: Toys and Games
Thematic Frame

From the contents that favor the development of this social practice, to invite students to explore and decide which item they would choose to make the ad.

Identify which products could be announced.

Retake the content of numbers to write prices and phone numbers.

It is recommended that based on the free ad a catalogue be produced so as to verify students learning.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 1A
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Readers
“Brilliant! five”
Santillana
pp. 13-25
pp. 6-17
Fact
pp. 58-68
“Do it! 5”
University of Dayton
pp. 15-25
pp. 3-9
Fact
pp. 5-16
“Play and Play 5”
Nuevo México
pp. 10-21
pp. 6-15
Non-Fictional
pp. 3-10
“Sunshine 5”
Pearson
pp. 2-10
pp. 2-10
Fact
pp. 2-7
“Think! in English 5”
Ediciones SM
pp. 15-24
pp. 5-11
Fact
pp. 5 to 18
“Yes, we can! 5”
Richmond
pp. 4-11
pp. 4-11
Non-Fiction
pp. 3-10
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
http://learnenglishkids.britishcouncil.org/en/category/topics/shops
http://www.learning-english-online.net/skills/speaking/dialogues/going-shopping/
http://www.esl-galaxy.com/children.htm
Online shopping websites:
http://www.amazon.com
http://www.ebay.com
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
•
Identifies plot, climax, body, and
ending.
•
Uses contextual clues and bilingual
dictionary to find the meaning of
words and phrases.
•
Associates elements of legends to
personal experiences.
•
Completes and writes sentences to
describe the properties and
characteristics of an imaginary object.
•
Reinforces knowledge of spelling and
punctuation.
UNIT:
Read stories and legends aloud
Literary and ludic
Read legends of interest to students and stimulate creativity
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore children’s legends.
• Activate previous knowledge.
• Identify topic, purpose and intended
audience.
• Predict the content of legends based
on images and titles.
• Associate legends to personal
experiences.
Read legends aloud.
• Select legends.
• Identify and define new words and
phrases.
• Mention settings.
• Compare differences and similarities
of specific patterns of behavior,
values, and settings in Englishspeaking countries.
• Contrast the setting of a legend with
familiar settings.
• Read names of magical objects.
• Identify properties, uses, functions and
characteristics of magical
• Objects.
Make a written description of magical
objects in a legend.
• Write names of magical objects.
• Complete and write sentences to
describe properties and characteristics
of magical objects
•
•
•
•
•
•
•
•
•
Topic, purpose, and
intended audience.
Graphic
components:
images, typography,
etc.
Textual components:
text, figures, and
typographic
symbols.
Repertoire of words
necessary for this
social practice of the
language.
Differences in lettersound
correspondences
between the mother
tongue and English.
Adjectives:
qualitative.
Conventional writing
of words.
Punctuation: uppercase letters,
exclamation marks,
period, comma, and
hyphen.
Abbreviations.
BEING THROUGH THE
LANGUAGE
•
•
•
Understand
legends as a
reflection of the
emotions and
experiences of
people and their
cultures.
Appreciate oral
tradition in one’s
culture and in
English-speaking
countries.
Show Interest in
the reading aloud
of children’s
legends
PRODUCT
COLLAGE OF MAGICAL OBJECTS
Stage 1
Select a magical object from the read legends
or suggest one.
Stage 2
Point out the characteristics of the magical
object and its owner.
Stage 3
Describe the magical object orally and in
writing, based on a model.
Stage 4
Check that the writing is complete and
complies with spelling and punctuation
conventions
Stage 5
Illustrate magical objects and write their
description.
Stage 6
Read the description of the magical object
aloud to other classmates.
Stage 7
Display the descriptions in a visible place in the
classroom.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
1B
UNIT 1B
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
•
Stage 1
•
•
•
Stage 2
•
•
Stage 3
•
•
Stage 4
Stage 5
Stage 6
Stage 7
Ask Ss to mention what a legend is, its characteristics and structure (setting, narrator, plot, climax, body and ending). Elicit different popular legends, and have Ss
remember if they know different versions of the same legend.
Have Ss explore the Reader’s book or other sources, and make predictions about the first chapter by looking at the title and images. Ss may express their ideas in Spanish
because they are not able to use the structures. Provide any necessary help to motivate Ss to express their ideas in English.
Ss work in groups so they can talk about legends and have them share their versions. On the board have some examples of local legends for Ss to use as reference
(Excalibur, La Llorona, The Popo volcano, etc.). Have Ss tell the characteristics of the magic objects mentioned in the legends they have explored; then, look at the visuals
in their books and identify the legends mentioned. Brainstorm new vocabulary and have Ss copy it for further use when talking about legends.
Ask Ss to mention what a legend is, its characteristics and structure (setting, narrator, plot, climax, body and ending). Elicit different popular legends, and have Ss
remember if they know different versions of the same legend.
Have Ss explore the Reader’s book or other sources, and make predictions about the first chapter by looking at the title and images. Ss may express their ideas in Spanish
because they are not able to use the structures. Provide any necessary help to motivate Ss to express their ideas in English.
Ss work in groups so they can talk about legends and have them share their versions. On the board have some examples of local legends for Ss to use as reference
(Excalibur, La Llorona, The Popo volcano, etc.). Have Ss tell the characteristics of the magic objects mentioned in the legends they have explored; then, look at the visuals
in their books and identify the legends mentioned. Brainstorm new vocabulary and have Ss copy it for further use when talking about legends.
Do a multiple-choice exercise to describe the magic objects seen in previous lessons, e.g. The magic wand can: a) help the prince to convert animals into humans, b) help
the prince to make him invisible, c) help the prince to be stronger.
Give Ss a matching exercise handout to relate drawings of magic objects with a word or have them draw the object and add notes to make sure all the information is
included, e.g. Name of object ____________ Material___________ Magic powers__________ Drawing__________.
•
Organize groups and ask each of them to choose one legend or fairy tale they want to work with for the final product. In their teams Ss find the common elements (main
characters, plot, climax, body, and ending) in the legend or fairy tale they have chosen.
Ask Ss to design their own magic object. Ask them to reflect why they would like to have it and how they would use it. Ask Ss to write the characteristics and the
description of their magical object, based on the model previously worked in stage 3. Make sure Ss mention name, material and aim.
•
Ask Ss to illustrate the magic object they have designed and write its description. Ss exchange their texts to do peer correction.
•
•
Have a competition so that the group chooses the most ingenious magic object. Have Ss read in groups somebody else's description of their magic object. Have Ss guess
who the object belongs to and why. Correct mistakes in any respect when Ss read their descriptions of objects: pronunciation, correctness of vocabulary, structure and
how attractive and convincing their objects seem to be.
Wrap up this activity with the fact that cultures are expressed through legends according to their origin.
•
•
Display the descriptions around the classroom and if time allows, Ss may make the object out of reusable materials.
Invite other groups to see their magic objects collection.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 1B
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. Experiment with Magnets
Thematic Frame

It expresses elementary explanations of natural phenomena and physical observations as magnetism, it applies scientific knowledge in the context of various experiments and encourages
rational thought using as evidence objects from everyday life.
e.g. Recycling Race
Thematic Frame

It promotes responsible use for items that can be recycled for environmental conservation, it promotes strategies for action in the immediate environment such as home and school
community to reduce, reuse and recycle those objects used by students in use everyday life.

Picture Dictionary
e.g. Unit 2: My Family
e.g. Unit 5: Musical Instruments
e.g. Unit 7: Story Time 1, Story Time 2, Toys and Games, At the Fairgrounds, On the Farm, Camping
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



To include the description of magical objects in stories.
To create own stories, split them according to the structure of beginning, middle and end; to mix the stories and present them to the group.
To associate personal and fantastic experiences in a creative way from the variety of words chosen for the development of this social practice.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 1B
BOOKS
Publishing house
Teacher’s Book
Activity Book
Readers
“Brilliant! five”
Santillana
pp. 18-27
pp. 18-27
Stories
pp. 5-17
“Do it! 5”
University of Dayton
pp. 26-36
pp. 10-15
Fiction
pp. 60-71
"Play and Play 5”
Nuevo México
pp. 22-33
pp. 16-23
Narrative
pp. 5-16
“Sunshine 5”
Pearson
pp. 12-21
pp. 12-20
Story
pp. 32-37
“Think! in English 5”
Ediciones SM
pp. 25-34
pp. 12-17
Narrative
pp. 19-32
“Yes, we can! 5”
Richmond
pp. 12-19
pp. 12-19
Fiction
pp. 3-12
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Legends:
http://www.inside-mexico.com/legends/legends.htm
http://www.worldoftales.com/folktales.html
http://www.legendsofamerica.com/ah-legends.html
http://www.robinhood.ltd.uk/robinhood/index.html
http://www.mythencyclopedia.com/index.html
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
•
Identifies function and purpose.
•
Formulates questions to look for
information about a specific topic.
•
Chooses from various information
sources.
•
Clarifies the meaning of words using
contextual clues or a bilingual
dictionary.
•
Identifies main and supporting ideas in
a paragraph.
•
Selects and organizes information to
make cards.
UNIT:
Participate in formal communicative events
Academic and Educational
Look for and select information about a topic of interest to make cards and set up an exhibition
CONTENTS
KNOWING ABOUT THE
BEING THROUGH THE
DOING WITH THE LANGUAGE
LANGUAGE
LANGUAGE
Explore information cards from a museum
exhibition.
• Determine function and purpose.
• Predict topic.
• Examine order in which information is
presented.
• Examine distribution of graphics
components.
Look for information about a topic.
• Select suitable topics for an exhibition.
• Identify appropriate reference sources,
based on a list.
• Formulate questions about a topic.
• Explore table of contents in various
printed sources to find information.
•
•
•
•
•
•
•
Topic, purpose, and
intended audience.
Textual and graphic
components.
Repertoire of words
necessary for this
social practice of the
language.
Type of sentence.
Connectors.
Abbreviations.
Punctuation.
•
•
•
Use of language as
a means of
obtaining and
disseminating
knowledge.
Respect other
people’s opinions.
Use language as a
means of reaching
agreements
through dialogue.
Read informative texts.
• Understand topic and general idea.
• Clarify the meaning of words.
• Identify main ideas by answering
questions.
• Complete general and specific
information orally.
Record information.
• Select and organize information.
• Paraphrase main ideas through writing.
• Organize sentences in a paragraph.
PRODUCT
EXHIBITION MUSEUM CARDS
Stage 1
Collect materials that will be exhibited
illustrations, pieces, etc.).
Stage 2
Look for and read information about the
materials that will be exhibited.
Stage 3
Write a museum exhibition card for each object
that will be exhibited, based on a model.
Stage 4
Suggest a title for the exhibition and write it
down.
Stage 5
Check that text on cards is complete and
complies with writing conventions
Stage 6
Establish the order of the exhibition objects and
their cards.
Stage 7
Set up the exhibition in an appropriate place.
Stage 8
Invite other classes to the exhibition.
Check spelling and punctuation
conventions
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
2A
UNIT 2A
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
Stage 1
•
•
•
•
Stage 2
•
•
Stage 3
•
•
Provide Ss with different models to be used in their cards. Elicit from them the information they will need: (Name) _________ lived around_______ million years ago in
____________. Make sure that all relevant is included.
Point out the importance of organizing the information into different paragraphs (introduction, development, and conclusion). Have Ss write the information of the
exhibition cards as a first draft. Monitor around and provide any necessary help.
In case Ss need to complete the materials, they may find illustrations on internet or make the drawings.
Have students come up with many different ideas to decide the title for the exhibition, and organize a brainstorming activity. Encourage Ss to find an attractive or catchy
phrase to invite their school community to visit the exhibition. Ss vote for the most original phrase, and decide on the typography, colors and images to be used in the
placard.
•
Have Ss revise the draft previously done in stage 3. Focus Ss’ attention to the structure of the paragraph they wrote, analyze if the title indicates the topic of the text, and if
the paragraphs contain main and secondary ideas. Encourage Ss to make a final version of their cards.
•
•
Revise the comprehension and internalization of the knowledge by organizing a contest. Divide the group into three teams: carnivores, herbivores and omnivores. Write
questions and information related to the exhibition cards on strips of paper, and put them inside small envelopes and stick them on the board. The groups will run, pick up
one envelope, and read the question to the team. If they can answer correctly, they win a point.
The class decides the order of the exhibition.
•
Have Ss set up the exhibition in the classroom, and invite Ss from other grades to the exhibition. Socialize the practice by giving short explanations to the visitors.
Stage 5
Stages
7 and 8
Ask Ss to think about what information they want to find about their topic; for example, if the topic is dinosaurs, they can list: weight, height, color, behavior, etc. In a mind
map organize the different sources of information they may consult to elaborate their exhibition cards (books, encyclopedias, magazines or internet).
Have Ss work in groups so they can choose the topics they want to know more about; each team can have a KWL chart to organize their ideas and thoughts. Ask them to
bring all the necessary information (texts and images). Once they gather the information, ask them to underline the main ideas following the pattern of the exhibition cards
previously explored in stage 1.
Make sure each team has their material prepared to make their exhibition cards. Encourage Ss to make sketches of cards in order to agree on the size of the cards.
•
Stage 4
Stage 6
Write on the board the word MUSEUM and ask Ss to come up with the names of museums they have visited or heard about. Activate previous knowledge by asking them
about the objects that can be found, the organization of a museum, and the behavior or rules to be followed when visiting one. Stimulate Ss’ curiosity by mentioning some
of the museums that may be attractive for children in Mexico City (Universum, Papalote, MUTEC-Technologic Museum of CFE, Wax Museum, Ripley Museum, Natural
History Museum or Antique Toy Museum). If possible, make knowledge memorable by: 1) Asking them to visit one during the weekend 2) Making a virtual visit at
http://cliotropos.wordpress.com/2009/08/29/recorridos-virtuales-por-museos-y-zonas-arqueologicas/ (in case you have access to the media room) or 3) Bringing leaflets
from museums you have already visited.
Ask Ss about how objects are shown in an exhibition. Point out that objects have exhibition cards; explain the distribution and graphic information, purpose and order in
which information is presented. Bring some examples so Ss can explore them and identify the components of exhibition cards (search for fichas museográficas in Google).
Have Ss think about materials which can be exhibited in museums. Invite the class to vote for the topic of the exhibition they will present, and ask them to collect the
materials that will be exhibited, e.g. toy dinosaurs.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 2A
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. Experiment with Magnets
Thematic Frame

It expresses elementary explanations of natural phenomena and physical observations as magnetism, it applies scientific knowledge in the context of various experiments and encourages
rational thought using as evidence objects from everyday life.
e.g. Endangered Animals
Thematic Frame

It promotes participation in actions related to nature-care including five species of animals in danger of extinction; this reinforces students critical thinking to evaluate situations that
modify different ecosystems.
e.g. On Safari
Thematic Frame

The book shows students the biodiversity in the context of African countries such as Kenya, where the appreciation for natural resources and species that are different from their own is
favored. Moreover, it stimulates observation of relevant characteristics of elements of the African savannah and promotes the care of living things such as impalas, zebras, rhinos and
more. Furthermore, it also fosters an appreciation for cultures and environments others than their own.
e.g. Recycling Race
Thematic Frame

It promotes responsible use for items that can be recycled for environmental conservation, it promotes strategies for action in the immediate environment such as home and school
community to reduce, reuse and recycle those objects used by students in use everyday life.

Picture Dictionary
e.g. Unit 2: Face and Hair, Body
e.g. Unit 4: Pets at the Vet
e.g. Unit 6: Fruit, Vegetables, Food 1,Food 2
e.g. Unit 7: At the Fairgrounds, At the Street Fair, 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
Thematic Frame

Focus on the development of one topic or choose different topics and work in teams in order to make it more attractive for students.

Check different kinds of sources of information, and complement the information of the selected words.

Use the dictionary to verify the writing of the selected words and clarify meaning.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 2A
BOOKS
Publishing house
Teacher´s Book
Activity Book
Readers
"Brilliant! five"
Santillana
pp. 36-47
pp. 28-39
Fact
pp. 69-78
"Do it! 5"
University of Dayton
pp. 18-23
pp. 18-23
Fact
pp. 16-30
"Play and Play 5”
Nuevo México
pp. 32-41
pp. 28-35
Informative
pp. 17-28
"Sunshine 5"
Pearson
pp. 22-30
pp. 22-30
Fact
pp. 8-13
"Think! in English 5"
Ediciones SM
pp. 35-44
pp. 20-25
Informative
pp. 33-44
"Yes, we can! 5"
Richmond
pp. 20-27
pp. 20-27
Non-Fiction
pp. 11-20
WEBSITE RESOURCES
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Museums:
http://cliotropos.wordpress.com/2009/08/29/recorridos-virtuales-por-museos-y-zonas-arqueologicas/
www.chapultepec.org.mx/web2010/chapultepec/2secc/2secc_sitios/museo_historia_natural.php
http://www.ejemplode.com/13-ciencia/3007-ejemplo_de_ficha_museografica.html
http://www.mnh.si.edu/panoramas/ (Smithsoniac Panoramic Virtual Tour)
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
•
Understands function and purpose.
•
Identifies structure of the news.
•
Identifies contextual clues while listening
to the news.
•
Answers questions about main and
supporting ideas.
•
Writes sentences to make a note.
UNIT:
Listen to, read, and record information from diverse media
Familiar and Community
Identify and comprehend the topic and general idea of news in audio format
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Listen to and explore news on recent topics.
• Predict topic.
• Identify topic, purpose, and intended audience.
• Identify the structure of news.
Identify contextual clues when listening to the news.
• Clarify the meaning of words.
• Identify rhythm, voice speed, and intonation.
• Distinguish the tone used.
• Distinguish pauses that indicate a change of idea.
Understand news in audio format.
• Identify and express the main idea.
• Identify words with similar meanings (synonyms).
• Answer questions (orally) about main ideas.
• Select a suitable title for a piece of news from a list
provided.
•
•
•
•
•
•
•
•
•
Structure of news:
invented pyramid.
Topic, purpose, and
intended audience.
Sound resources:
pauses, sound tracks,
and sound effects.
Speech register.
Repertoire of words
necessary for this
social practice of the
language.
Synonyms.
Acoustic
characteristics:
rhythm, voice, speed,
intonation, and tone.
Question words.
Punctuation.
Write specific information about previously heard news.
• Complete the writing of sentences with main ideas.
• Provide written answers to questions about main
characters, events, places, moment, motives,
objectives, and how the reported event happened.
• Write sentences with general information to make a
note.
Check spelling and punctuation conventions.
BEING THROUGH THE
LANGUAGE
•
•
Use language as a
means of
transmitting and
disseminating
information.
Acknowledge the
influence of the
media in the
community.
PRODUCT
NEWS SUMMARY
Stage 1
Listen to and select news of
interest.
Stage 2
Formulate questions about the
chosen news using the
following question words: what,
who, why, when, how, where
and for what.
Stage 3
Write answers to questions to
make the news summary.
Stage 4
Write the news summary.
Stage 5
Check that the summary
complies with spelling
conventions, that it is complete
and shows no omissions or
alterations.
Stage 6
Record or deliver the news
summary in public.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
2B
UNIT 2B
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
•
•
Stage 1
•
•
Stage 2
•
•
•
•
Stages
3 and 4
Stage 5
•
•
•
•
•
•
•
•
•
Stage 6
•
•
Ask Ss where they can find useful information about events that happen in Mexico City, their neighborhoods or around the world. Invite Ss to come up with many different
ideas about media sources such as newspapers, radio, internet, or magazines. Have Ss explore some of these sources and examine the structure of news.
Write the words “News programs” on the board, and ask Ss to mention the most famous TV news programs in Mexico. Ask for the names of broadcasters they know.
Expose Ss to different pieces of news both in newspapers and on tapes. Ss listen once for general gist, and twice to answer specific questions, such as: who, what, when,
where, how, and why. The third time would be to help Ss reconstruct the news in as much detail as possible.
Have Ss analyze different formats for presenting information. In teams Ss decide about two interesting kinds of news they would like to research about. They can choose
from different categories, such as: sports, culture, entertainment, politics, economy, etc.
Draw on the board a web diagram with the question words Who?, What?, Where?, When?, How?, Why? Ask Ss to read and underline in different colors the answers to
those questions in one of the pieces of news they brought.
As an alternative, ask Ss to fill in the gaps an incomplete piece of news (with information related to people, actions, places or time).
Regarding question formation, help Ss with graphic organizers on the board where they see the visual presentation of word formation: 1st column: question words; 2nd
column: auxiliaries; 3rd column: subjects; 4th column: verbs; 5th column: complements.
Get short pieces of news on different topics (without a title), and have Ss read them out loud in pairs or trios or small groups in order to think of a title to insert.
Use Wh Questions to gather information on the news, e.g. where, when, why, what. Have groups of Ss write notes to ask questions using question words under study.
Leave questions words exposed.
Have Ss work in groups to answer the questions from different pieces of news. Ss can be teamed according to a question word and compete to answer their corresponding
question.
Ss answer the questions from their own pieces of news in order to write a summary that includes the essential information.
Have Ss correct the content of their summary by taking care of punctuation, spelling, etc. Monitor as necessary.
Have groups present their pieces of news before exhibiting them. Together, check that information is complete.
Ask Ss to look for suitable illustrations for their news summaries.
Ss exchange their news with other classmates and verify that the structure of their news is complete. Display the news summary around the classroom, and give Ss an
assessment instrument, such as a checklist, so they can walk around and make sure the summaries contain all the elements of news.
Clarify to your Ss the goals of journalism (inform, educate and entertain). Ask them to identify which category each news corresponds to.
Monitor and correct any spelling mistakes or omissions in the structure of the news. Ask Ss to pay attention to the details.
Ss organize themselves in pairs and simulate they are reporters. They choose the type of news they want to share with the rest of the class. It is important that Ss show
their pictorial contents while telling their news. All teams get the chance to come to the front and take turns to present their pieces of news and show their pictures.
After listening to the news, Ss are encouraged to ask questions to extend, amplify or deepen the information given. Monitor the production of questions.
Have Ss reflect upon the process and verbalize the steps or procedures they went through.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 2B
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. Wild Windstorms
Thematic Frame

This material supports the observation of important characteristics of environmental elements and natural phenomena; for example, hurricanes and tornados, it reinforces the protection
actions in emergency environmental situations, it also helps the rational thinking using evidence as natural disasters occurred in other nations.
e.g. Endangered Animals
Thematic Frame

It promotes participation in actions related to nature-care including five species of animals in danger of extinction; this reinforces students critical thinking to evaluate situations that
modify different ecosystems.
e.g. Experiment with Magnets
Thematic Frame

It expresses elementary explanations of natural phenomena and physical observations as magnetism, it applies scientific knowledge in the context of various experiments and encourages
rational thought using as evidence objects from everyday life.

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

To retake the use of a dictionary to choose vocabulary related to news of interest to students and clarify the meaning of the selected words.

To create own news so that students make use of vocabulary.

To conduct a newscast so socialize and practice a communicative exchange among participants.

To develop questions so that students provide answers and develop news from these, preferably recording the conversation from this first moment and retaking them for listening to
news.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 2B
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Readers
“Brilliant! five”
Santillana
pp. 40-56
pp. 40-49
Stories
pp. 18-26
“Do it! 5”
University of Dayton
pp. 48-47
pp. 24-29
Fact
pp. 16-29
"Play and Play 5”
Nuevo México
pp. 44-61
pp. 36-43
Narrative
pp. 17-28
“Sunshine 5”
Pearson
pp. 32-40
pp. 32-40
Story
pp. 38-43
“Think! in English 5”
Ediciones SM
pp. 45-54
pp. 26-31
Narrative
pp. 45-56
“Yes, we can! 5”
Richmond
pp. 28-35
pp. 28-35
Fiction
pp. 13-20
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
News:
http://www.bbc.co.uk/newsround/
http://www.timeforkids.com/news
http://teachingkidsnews.com/
http://www.sciencenewsforkids.org/
http://teacher.scholastic.com/activities/scholasticnews/index.html
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
UNIT:
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
Participate in language games with expressive and aesthetic purposes
Literary and ludic
SPECIFIC COMPETENCY:
Identify and practice specific sounds in language games
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
ACHIEVEMENTS
•
•
•
•
Identifies specific sounds in word
pronunciation.
Identifies regular patterns in word
spelling.
Spells words.
Dictates words.
Explore examples of word games.
• Identify words in the name of the game
to predict what it is about (e.g. hangman).
• Identify and describe the distribution of
graphic and textual components.
• Identify the function of graphic and
textual components in game
mechanics.
• Understand the purpose of a game.
Understand the characteristics of words
used in the game.
• Identify the sounds of words with a
specific ending.
• Suggest words with a specific ending.
• Classify words according to their
ending.
• Read words with a specific ending
aloud to practice their pronunciation.
• Discriminate sounds of specific
endings.
• Spell words.
• Compare the sound of words with
specific endings.
•
•
•
•
•
•
•
•
•
•
Intended audience and
purpose.
Textual and graphic
components.
Repertoire of words
necessary for this social
practice of the language.
Differences between
English and the mother
tongue.
Acoustic characteristics.
Verb tense: past (with -ed
ending).
Verb form: gerund.
Nouns: plurals (with -s/-es
ending).
Conventional writing of
words.
Spelling and punctuation
conventions.
BEING THROUGH THE
LANGUAGE
PRODUCT
WORD GAME
•
•
•
Use language as a means
and purpose of
entertainment.
Share activities of common
interest among students.
Learn to compete with
dedication and respect.
Stage 1
Suggest, select and write plural
words with s/es/-ies endings.
Stage 2
Suggest and select regular verbs
in simple past with –ed ending
and gerund -ing.
Stage 3
Check that word spelling
complies with writing
conventions.
Stage 4
Design graphics for each word
that will be guessed while
playing hangman.
Stage 5
Invite a team to play hangman
with previously selected words
Write words with specific endings (e.g.
plural words with -s/-es, regular verbs in
simple past –ed, and gerunds -ing).
• Divide words into syllables to identify
word stress.
• Dictate and spell complete words.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
3A
UNIT 3A
PRODUCT
STAGES
SUGGESTED ACTIVITIES


Stage 1


Stage 2



Stage 3


Have Ss go on a scavenger hunt around the classroom looking for nouns they already know or have studied in previous social practices. Make sure each noun has a
plural form, and provide visual support by adding an image to the plurals.
On the board have a T-chart; label one column with singular nouns and the other column with plural nouns. Ask Ss to give examples of common nouns found on the
scavenger list and write them on the chart. Encourage Ss to identify the plural forms by guessing the rule, give examples like dog-dogs, boy-boys, candy-candies, etc.
Give Ss a blank T-chart so they can work in groups with new words. After Ss have completed the activity, gather and reflect with them on plural nouns and how they
are formed. Ask Ss to close their eyes. Say a word e.g. “cats,” and ask Ss what sound they hear at the end of the word. Continue saying other plural nouns; enunciate
the word clearly for students to hear and identify the “s” sound at the end of the word.
Have Ss recognize the formation of past tenses by identifying the verbs that finish with -e or -ed. Expose them to a few irregular verbs like: to be, run, write, read, ring,
write, and sing, in the context of a short narration of a past event. Do the same with the past continuous and objects in the context of phrases or sentences that Ss
identify well.
Have Ss read a story from their Reader or from a provided handout. Ask them to identify the verbs in past tense and copy them in their notebooks. If time allows, add
some kind of illustration or cutout to make the meaning more memorable.
Set a situation in which Ss can recognize the form of regular verbs in past.
Play "Six objects" game. Hold up 6 flashcards, one by one, so that all students can see them (make sure Ss know the words for all the objects and verbs). Have Ss write
the name of the objects adding the corresponding ending "-s", "-es" or the irregular plural form that corresponds. The one to have all with no mistakes wins.
Make a chart with five columns and label them as followed: first column-plurals with “s”, second column-plurals with “es”, third column-irregular plurals, fourth
column-regular verbs in past tense with only “d” and fifth column-regular verbs with “-ed” ending. Ask Ss to write the words or use cards with verbs and nouns. This
activity can be played as if it were “Stop”. Set a time limit and the ones who finish first and have no mistakes, win the competition. Give out little tokens in recognition.
Monitor around and promote peer correction.
Stage 4

Have Ss work in teams, they must choose words, from all the vocabulary used during the social practice; to organize a contest. Ss will design rules, graphics, and images
for the contest.
Ss verify the spelling and correct if necessary.
Stage 5



Play "Hangman" using regular verbs and when once they guess the verb, ask Ss to call out the verb with -ing ending and vice versa.
To upgrade the difficulty of the game, ask Ss to think of a sentence in past including verbs and nouns in plural, e.g. “Yesterday I checked my notebooks.”
Leave a model on the board or lead Ss to discover the order of words in sentences.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 3A
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. On Safari
Thematic Frame

The book shows students the biodiversity in the context of African countries such as Kenya, where the appreciation for natural resources and species that are different from their own is
favored. Moreover, it stimulates observation of relevant characteristics of elements of the African savannah and promotes the care of living things such as impalas, zebras, rhinos and
more. Furthermore, it also fosters an appreciation for cultures and environments others than their own.
e.g. Recycling Race
Thematic Frame

It promotes responsible use for items that can be recycled for environmental conservation, it promotes strategies for action in the immediate environment such as home and school
community to reduce, reuse and recycle those objects used by students in use everyday life.

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
UNIT 3A
BOOKS
Teacher’s
Book
Activity
Book
Readers
“Brilliant! five”
Santillana
pp. 57-69
pp. 50-61
Facts
pp. 79-88
“Do it! 5”
University of Dayton
pp. 58-68
pp. 31-37
Reader
pp.30-39
"Play and Play 5”
Nuevo México
pp. 44-61
pp. 46-55
Informative
pp. 29-40
“Sunshine 5”
Pearson
pp. 42-51
pp. 32-40
Story
pp. 38-43
“Think! in English 5”
Ediciones SM
pp.55-64
pp. 33-39
Informative
pp. 57-70
“Yes, we can! 5”
Richmond
pp.36-44
pp.36-44
Non-Fiction
pp. 21-30
Publishing house
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
http://www.esl-galaxy.com/children.htm
Word games:
http://www.hangman.learningtogether.net
learn englishkids.britishcouncil.org/es/category/1-game-type/hangman‎
http://www.spellingcity.com/hangmouse-kids-hangman-online
http://www.sensorystreet.com/uploads/Three_Brain_Gym_Movements_to_help_you_lower_stress__calm_downand_learn_anything_easily.pdf
www.ego4u.com/en/chill-out/games/hangman
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
UNIT:
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
Read and record information to solve a problem
Academic and educational
SPECIFIC COMPETENCY:
Identify and classify information from an illustrated guide to solve a specific problem
CONTENTS
KNOWING ABOUT THE
BEING THROUGH THE
DOING WITH THE LANGUAGE
LANGUAGE
LANGUAGE
ACHIEVEMENTS
•
Distinguishes graphic and textual
components.
•
Formulates questions about a problem to
solve.
•
Mentions steps to be followed in a guide.
•
Identifies the order of steps to be followed in
a sequence.
•
Writes sentences describing steps to be
followed.
Explore brief illustrated guides.
• Identify purpose and intended audience.
• Identify names of illustrated objects or
devices.
• Name places where objects or devices are
used.
• Detect situations where brief illustrated
guides are used.
• Name jobs in which objects or devices are
used.
• Examine the order in which information is
presented.
• Identify words similar to those from the
mother tongue.
• Identify graphic and textual components.
Interpret information.
• Interpret actions represented through graphic
means.
• Formulate questions about a problem to be
solved.
• Associate steps with their illustrations.
• Clarify meaning of words.
• Complete orally modeled sentences that
describe steps.
• Practice pronunciation.
Write information.
• Write sentences that describe steps.
• Link sentences together, using connectors to
order them.
• Order sentences based on images.
• Match scrambled images with steps to
assemble objects or make a device work.
Check spelling and punctuation conventions.
•
•
•
•
•
•
•
•
•
•
Purpose and intended
audience.
Graphic and textual
components.
Contextual clues: nonverbal language.
Repertoire of words
necessary for this
social practice of the
language.
Connectors.
Type of sentences:
interrogative and
declarative.
Question words.
Verb forms: auxiliaries
and passive.
Verb tenses: present
and past.
Punctuation
•
•
•
Use language as a
means of obtaining
information.
Value the acquisition
of new knowledge to
solve problems.
Cooperate to work
on the solution to
problems.
PRODUCT
BRIEF ILLUSTRATED GUIDE
Stage 1
Select an object that needs
to be assembled or a device
to be fixed.
Stage 2
Complete model sentences
that describe the steps to be
followed in order to solve
the problem.
Stage 3
Create an illustration to
represent the sentences
described.
Stage 4
Match steps by using
connectors and ordering
them in a sequence.
Stage 5
Check that sentences are
legible, provide a solution to
problems, and make sure
that they comply with writing
conventions.
Stage 6
Make the final version of the
guide and images.
Stage 7
Use the guide to solve the
problem described.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
3B
UNIT 3B
PRODUCT
STAGES
SUGGESTED ACTIVITIES


Stage 1



Stage 2



Stage 3



Stages
4 and 5


Stages
6 and 7

Design an exercise to order texts, follow steps and convey the idea of a sequence, e.g., “How to install a new telephone set.” Join the ideas with first, then, next, after
that, finally, etc. Ss may be given the steps so that they can order them, verbally first, and then into writing. Ss may bring along manuals of gadgets they have bought
recently.
In teams have Ss choose the object they would like to make or a device they would like to repair. Encourage them to be realistic and resort to real objects they have
access to.
In a plenary session and with everybody’s contributions ask Ss to provide ideas on how to change a light bulb or use the previously chosen gadget which is out of order
as an example.
Show Ss three or four illustrated guides; elicit the purpose, intended audience and the objects or devices in each instructive text. Ask Ss to mention other cases where
instruction guides are required and how they can be useful when repairing items. In order to contextualize, ask them to think and share about real situations they have
experienced and how they managed to solve the problem or situation.
Elicit from Ss steps to install a bulb. Provide cohesive devices, verbs and vocabulary as needed so that Ss are able to complete the sequence, e.g., A) First, turn off the
light switch. B) Then, unscrew the light bulb. C) After that, unpack the new light bulb. D) Next, place the new light bulb. E) Finally, turn on the light to check the new
light bulb works.
In pairs, trios or small teams, have Ss play "Guess it with Mimic", whereby some Ss call out the actions in a sequence one by one, while others act them out with mimic.
Make sure Ss take turns so that everyone has the chance to speak, act and have fun.
Provide Ss with a model, for example: “First, we _______.Then, we ________. After that, we _________. Finally, we __________”. Have Ss complete the sentences
following the correct sequence in order to fix the chosen gadget.
Have Ss mime out the actions described in stage 2 in a way that is meaningful to them, so that later on they can take these representations as the platform from which
they can reconstruct the sequence in visual forms.
Ask Ss to bring cutouts related to the steps and materials mentioned in the steps for their guide. Have them work in teams to choose the best illustrations, and to
decide on the sequence.
Remind Ss about the importance of using connectors to make sequencing more meaningful. Provide them with connectors written on strips of paper. Have a 6 image
story or cartoon, and instruct Ss to order them and create a story in six sentences using connectors.
Have Ss recall the different connectors used and write them on the board. Divide the group in two teams; have one participant from each team choose the first
connector. Make Ss follow the steps in the process or the sequence by selecting the suitable connector. The participant who omits a step on the right sequencing loses
points for the team. Repeat this activity at least one more time so that both teams get the chance to either provide the connectors or the sequences. The team that
does not miss any step wins.
Introduce the concept of "Edit skills" to Ss. Tell Ss these are very useful in real life because they will always have something to correct or edit. Provide Ss with a handout
of a sequence to fix a broken item (the one Ss have previously chosen and illustrated), that requires revision, analysis and editing. If Ss seem weak in this respect,
attempt the exercise with the whole group as an example of what needs to be done. Ss may then do this individually in their own notebooks. Set a time limit and when
everybody has finished, have Ss exchange notebooks so that they can correct each other’s work. Have Ss provide clear corrections so that when they return this to the
author, he/she may find them easy to understand in order to make the changes.
Provide Ss with a checklist so that the correction is complete and accurate, e.g., punctuation, capitalization, order of ideas and solutions in the case of problems.
Display the illustrated guides around the classroom and schedule demonstrations, in which students socialize this social practice by explaining to their classmates or
other members of the school community, how to fix gadgets or solve specific problems according to their age and interests.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 3B
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. Experiments with magnets
Thematic Frame

It expresses elementary explanations of natural phenomena and physical observations as magnetism, it applies scientific knowledge in the context of various experiments and encourages
rational thought using as evidence objects from everyday life.
e.g. Recycling Race
Thematic Frame

It promotes responsible use for items that can be recycled for environmental conservation, it promotes strategies for action in the immediate environment such as home and school
community to reduce, reuse and recycle those objects used by students in use everyday life.

Picture Dictionary
e.g. Unit 1: Basic words
e.g. Unit 2: Me
e.g. Unit 3: At home
e.g. Unit 4: In the neighborhood
e.g. Unit 5: At school
e.g. Unit 6: Food
e.g. Unit 7: Having fun
e.g. Unit 8: The world
Thematic Frame




To explore text diversity from which it is possible to identify problems of interest to students.
To pick any particular problem in the classroom or the school.
To conduct a brainstorming that allows students to capture ideas to solve the situation in question.
If there are various alternatives to solve these situations, invite students to the expose them socializing the practice.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 3B
BOOKS
Teacher’s
Book
Activity
Book
Readers
“Brilliant! five”
Santillana
pp. 70-78
pp. 62-71
Facts
pp. 27-36
“Do it! 5”
University of Dayton
pp. 69-78
pp. 38-44
Fiction
pp. 84-95
"Play and Play 5”
Nuevo México
pp. 66-75
pp. 46-55
Narrative
pp. 29-40
“Sunshine 5”
Pearson
pp. 42-51
pp. 42-51
Stories
pp. 44-49
“Think! in English 5”
Ediciones SM
pp. 65-74
pp. 40-46
Narrative
pp. 71-84
“Yes, we can! 5”
Richmond
pp. 45-51
pp. 45-51
Fiction
pp. 21-30
Publishing house
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
http://www.esl-galaxy.com/children.htm
Sequencing activities:
http://www.eslkidsworld.com/worksheets/Adverbs%20of%20sequence%20worksheets/Gingerbread%20man%20adverbs%20of%20sequence%20storyboard.pdf
http://www.eslkidsworld.com/worksheets/Adverbs%20of%20sequence%20worksheets/Adverbs%20of%20sequence%20daily%20routine%20worksheet.pdf
http://www.superteacherworksheets.com/sequencing/sequence-snowman_SNOWM.pdf
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
UNIT:
4A
Read and write notes and letters
Familiar and community
Interpret and write notes about everyday life
CONTENTS
ACHIEVEMENTS
•
Identifies purpose, function, intended
audience, and sender.
•
Identifies parts of messages.
•
Reads and interprets the content of notes.
•
Identifies expressions that show what is
expected by the sender.
•
Writes dates and times.
•
Writes a complete message.
DOING WITH THE LANGUAGE
Explore messages.
• Predict topic based on previous knowledge and
familiar words.
• Identify parts of a message.
• Identify purpose, function, sender, and intended
audience.
• Identify situations in which they are used.
Read aloud and interpret content.
• Clarify new words or sentences.
• Identify allusions to people.
• Detect speech register.
• Identify expressions that indicate actions expected by
the sender.
• Identify moments or times of the day when the
mentioned actions are expected to happen.
• Unscramble a previously jumbled message.
Write messages, based on a model and with the teacher’s
help.
• Determine intended audience and action(s) expected
by the sender.
• Answer questions about how or why is the intended
audience expected to respond with certain actions.
• Complete expressions that indicate actions.
• Practice the writing of hours and/or dates and
determine their adequacy in a message.
• Write appropriate greetings, and farewell and
courtesy expressions.
• Write a complete message including all of the studied
parts.
KNOWING ABOUT THE
LANGUAGE
• Structure of
messages: opening,
message, and
closure.
• Topic, purpose, and
intended audience.
• Register.
• Verbs: modals
(would, could, can,
etc.).
• Type of sentence:
interrogative.
• Repertoire of words
necessary for this
social practice of
the language.
• Verb form:
infinitive.
• Pronouns: personal
(me, you, it, him,
her, them, etc.).
• Punctuation.
BEING THROUGH THE
LANGUAGE
• Use language as
means of making
requests.
• Make requests with
courtesy.
PRODUCT
MESSAGE MAILBOX
Stage 1
Select an action to
request from someone
and determine its
characteristics
(moment, place, etc.).
Stage 2
Write information about
the intended audience,
and the date and time
of the message.
Stage 3
Write content of the
message based on a
model and using
bilingual dictionaries
Stage 4
Check that the message
has all the necessary
information, that it is
clear, and that its words
comply with spelling
and punctuation
conventions
Stage 5
Send the final version to
the intended audience.
Check that writing is complete and complies with spelling
and punctuation conventions.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 4A
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
•
Stage 1
•
•
Stage 2
Stage 3
•
•
•
In trios have Ss analyze several messages previously prepared. Ss identify and discriminate different elements in the texts using a checklist on a separate piece of paper.
When all trios have finished, check with the whole class to make sure they have no trouble identifying the elements.
•
Organize Ss in groups of four; provide them with pieces of cardboard that they have to divide into 4 columns: greetings, farewell, courtesy expressions and time. Have Ss
categorize a jigsaw message into the columns, and then instruct Ss to organize the jumbled message in a logical sequence. While they are ordering the different elements,
encourage them to talk about what they are doing and why the elements go in the order they decided. Walk around helping only if required.
Have Ss write a message of their own; intervene only if mistakes interfere with communication. Encourage Ss to use a bilingual dictionary if needed.
•
•
•
Stage 5
With the whole group analyze the parts of messages and talk about how relevant they are for this type of text. Identify opening and closing phrases. Lead Ss to discover
the register used in the text. Introduce could and would for asking favors as well as requesting information; exemplify the type of questions where these words are used.
In a ludic activity, play with subject and object pronouns so that Ss establish a difference.
Comment on punctuation marks and their functions. Exercise as required. Compare the use of punctuation and capitalization between English and Spanish.
Have a short review of months of the year and days of the week by giving them calendar based activities in order to practice the dates they will use in their messages and
notes.
•
•
Stage 4
Have Ss explore messages including daily routines’ lexis. Show one message to the Ss and make sure they identify purpose, function, sender and intended audience. Ask
Ss to whom they have sent messages and when. Have Ss identify the actions that result from the messages.
Read several messages to Ss and check comprehension with the whole group. Remind Ss to interpret the contents so that they are in a position to answer comprehension
questions later on or even pose the questions themselves.
Ask Ss to think individually on requests or invitations they would like to send to their classmates, encourage them to send a note to their teachers, parents or friends for
something nice they have done lately or to thank them.
•
Have Ss design two colorful and attractive messages to exchange with other classmates; monitor around and correct any spelling or grammar mistakes, make sure all Ss
receive a note with a positive message.
Ss proofread and correct any spotted mistake, either by the teacher or a peer. Then, they write a second draft and include the images or any other visual aid to reinforce
the message they are sending to a classmate.
Have Ss read the messages they receive, and ask them to reply in the same way. If possible, try to extend this activity (writing positive messages to other classmates) to
the school community.
As an extension task, have Ss record some reminders for their peers in the classroom. The reminders may be about the uniform, material, entrance schedule, special
activities, etc.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 4A
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. Endangered Animals
Thematic Frame

It promotes participation in actions related to nature-care including five species of animals in danger of extinction; this reinforces students critical thinking to evaluate situations that
modify different ecosystems.
e.g. On Safari
Thematic Frame

The book shows students the biodiversity in the context of African countries such as Kenya, where the appreciation for natural resources and species that are different from their own is
favored. Moreover, it stimulates observation of relevant characteristics of elements of the African savannah and promotes the care of living things such as impalas, zebras, rhinos and
more. Furthermore, it also fosters an appreciation for cultures and environments others than their own.

Picture Dictionary
e.g Unit 2: My Family, My Day
e.g Unit 3: In the Kitchen, In the Living Room, In the Bedroom, In the Bathroom, Outside de House, In the Garage
e.g Unit 4: In the Park, At the Library, Pets at the Vet, At the Mall
e.g Unit 6: Fruit, Vegetables, Food 1, Food 2
Thematic Frame



To carry out a brainstorm in which situations and aspects of their everyday lives are taken into account.
To socialize the practice, invite students to role play the situation and give answer to a proposed approach.
To invite students to make a team competition in ordering the parts of messages clarifying their organization.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 4A
BOOKS
Publishing House
“Brilliant! five”
Santillana
“Do it! 5”
University of Dayton
“Play and Play 5”
Nuevo México
“Think! in English 5”
Ediciones SM
“Sunshine 5”
Pearson
“Yes, we can! 5”
Richmond
Teacher’s Book
Activity Book
pp. 79-91
pp. 72-83
pp. 79-89
pp.45-51
pp.78-87
pp.66-75
pp. 75-84
pp. 45-51
pp. 62-71
pp. 62-71
pp.52-59
pp.52-59
Readers
Fact
pp. 89-98
Non-Fiction
pp. 40-49
Informative
pp. 41-52
Informative
pp. 41-52
Fact
pp. 20-25
Non-Fiction
pp.31-38
WEBSITES RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
http://www.esl-galaxy.com/children.htm
http://www.abcteach.com/documents/postcard-you-are-a-star-student-12017
http://www.cardsinthepost.com/postcard#makepostcard
http://bogglesworldesl.com/telephone_roleplay.htm
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
UNIT:
4B
SOCIAL PRACTICE:
Read and compare aspects of Mexico and English-speaking countries
LEARNING ENVIRONMENT:
Literary and ludic
SPECIFIC COMPETENCY:
Read a short travel story (travelogues) in order to discover aspects of nature and cultural expressions particular to English-speaking countries
CONTENTS
ACHIEVEMENTS
•
•
•
•
•
Identifies topic, purpose, and
intended audience.
Clarifies new sentences and words
with the help of bilingual
dictionaries.
Mentions aspects of nature and
cultural expressions in the
travelogue.
Answers questions about the
sequence or simultaneity of
actions.
Compares aspects and elements of
nature similar and different to
one’s own.
KNOWING ABOUT THE
LANGUAGE
DOING WITH THE LANGUAGE
Explore brief illustrated travelogues.
• Activate previous knowledge.
• Predict the content of a travelogue based on images and
titles.
• Relate travelogues to personal experiences.
• Mention suitable situations for the telling of travelogue
stories.
•
Do a guided reading.
• Identify, define, and clarify new words.
• Read out loud.
•
Identify intended audience and purpose.
• Unscramble paragraphs from a jumbled travelogue.
• Point out and name aspects of nature and cultural
expressions.
• Identify actions, place and moment in which they take
place.
• Answer questions about the sequence and/or simultaneity
of actions.
•
•
•
•
•
•
Structure of
travelogues.
Purpose and intended
audience.
Textual and graphic
components.
Elements of
travelogues.
Repertoire of words
necessary for this
social practice of the
language.
Verb tenses: past,
present perfect, and
simple present.
Punctuation.
Upper-case letters.
Identify and name differences and similarities in natural
aspects and cultural expressions in English-speaking countries
and in Mexico.
• Write descriptive phrases based on a model.
• Complete a graphic resource with differences and
similarities of aspects of nature and cultural expressions.
• Read the information included in a graphic resource aloud.
• Check the information included in a graphic resource to
make sure it is adequate
Check spelling and punctuation conventions.
BEING THROUGH THE
LANGUAGE
•
•
•
Use language as a
means of
discovering other
people and valuing
their cultures.
Understand
travelogues as a
reflection of
emotions,
experiences and
values of people and
their cultures.
Participate with
interest in the
reading aloud of a
travelogue.
PRODUCT
COMPARATIVE CHART
Stage 1
Read a travelogue.
Stage 2
Write descriptive phrases to
compare and contrast
differences and similarities in
aspects of nature and
cultural expressions of the
trip (people, vegetation,
weather, clothes, food,
customs, etc.) between
English-speaking countries
and Mexico.
Stage 3
Check that the writing is
complete and complies with
spelling conventions.
Stage 4
Include images to illustrate
descriptive phrases.
Stage 5
Make a chart and complete it
with descriptive phrases.
Stage 6
Display the chart in an
appropriate place in the
classroom.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 4B
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
Stage 1
•
•
•
•
•
•
Stage 2
•
•
Stage
3 and 4
•
•
•
•
Stages
5 and 6
•
•
Have Ss explore illustrated travelogues, describing experiences, aspects of nature and culture in English speaking countries. Elicit information about the topic of the text
based on visual and written clues, images and titles.
Relate travelogues to personal experiences. Mention personal situations that can be narrated in a travelogue.
Read aloud a travelogue so that Ss get the right pronunciation, stress and intonation.
Elicit from Ss the different parts of a travelogue: introduction, body and conclusion.
Have Ss identify cultural differences and similarities between Mexico and some English speaking countries. Mention some aspects of mexican cultural expressions so that
Ss complete the list with their own contributions if they know them. In case Ss cannot provide examples, explain some to Ss. In a plenary session check all the features and
aspects of this type of texts.
In groups of four, Ss associate vocabulary related to different aspects of travelling, e.g., types of accommodation, means of transport, eating codes and manners, etc.
In trios Ss prepare a short presentation for the rest of the group about the information which can be found in a travelogue, brought by the teacher or by Ss themselves.
Prepare a handout with columns that Ss have to complete while listening to the presentation of each group. This vocabulary will be used when Ss write their own
descriptive phrases.
By means of questions or incomplete phrases Ss get the information to put together several facts of the countries under study. Ss are asked to fill out a handout with
incomplete phrases about the USA, Canada, England, Ireland, Scotland, Australia, or New Zealand contrasting Mexico´s facts, e.g., “In Mexico the weather in winter is
_____ but in Australia it is _____. In Mexico people eat at midday but in the USA people eat _____,”
In small teams Ss complete a chart using a plan sphere or a globe where they point out the countries mentioned and the differences that have been found out and
discussed so far. Ss record the information in the chart while they express the discovered contrasts.
Have Ss work in pairs in order to complete sentences about Mexico and another country following a model. Monitor and correct only when necessary.
Ss put together all the information that is relevant taken from the contents, the structure, the different components, and the vocabulary learned, verifying conventions
(punctuation, typography), and core aspects worth checking.
Have Ss color and paste images to illustrate their written work. Ss create a cover of their writing using a special sentence or phrase.
Encourage Ss to come to the front in groups and show their charts or posters to the rest of their classmates. Ask Ss to point out, name and describe phrases and images
they created for their travel brochure.
Help Ss decide on the strategic space to display their brochures around the classroom. Have Ss go round the classroom and compare other Ss’ charts, e.g., “Are they
similar? What similarities and differences between Mexico and other countries are there in the charts?”
Prepare some meta-cognitive questions that would naturally lead to a reflection upon Ss' own learning process.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 4B
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. On Safari
Thematic Frame

The book shows students the biodiversity in the context of African countries such as Kenya, where the appreciation for natural resources and species that are different from their own is
favored. Moreover, it stimulates observation of relevant characteristics of elements of the African savannah and promotes the care of living things such as impalas, zebras, rhinos and
more. Furthermore, it also fosters an appreciation for cultures and environments others than their own.
e.g. Wild Windstorms
Thematic Frame

This material supports the observation of important characteristics of environmental elements and natural phenomena; for example, hurricanes and tornados, it reinforces the protection
actions in emergency environmental situations, it also helps the rational thinking using evidence as natural disasters occurred in other nations.

Picture Dictionary
e.g Unit 2: My Family, My Day
e.g Unit 3: In the Kitchen, In the Living Room, In the Bedroom, In the Bathroom, Outside de House, In the Garage
e.g Unit 4: In the Park, At the Library, Pets at the Vet, At the Mall
e.g Unit 6: Fruit, Vegetables, Food 1, Food 2
Thematic Frame



To invite students to investigate short illustrated travel stories in which from what they observe they be able to recognize natural and cultural aspects of English-speaking countries.
To make games that allow students to give a coherent sequence to paragraphs of the story, adding an association to a variety of images that illustrate the actions of the story.
To emphasize the use of punctuation promoting cognitive challenges in which students identify the importance of proper their proper use.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 4B
BOOKS
Publishing House
Teacher’s Book
Activity Book
Readers
“Brilliant! five”
Santillana
pp. 92-100
pp. 84-93
Stories
pp. 37-46
"Do it! 5"
University of Dayton
pp. 90-99
pp. 52-58
Fiction
pp. 96-107
"Play and Play 5”
Nuevo México
pp. 88-97
pp. 76-85
Narrative
pp. 41-52
pp. 72-81
pp.72-81
Story
pp. 50-55
pp. 85-94
pp. 53- 60
Narrative
pp. 99-112
pp. 60-67
pp. 60-67
Fiction
pp. 96-107
“Sunshine 5”
Pearson
“Think! in English 5”
Ediciones S.M
“Yes, we can! 5”
Richmond
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Travelogues:
http://outdooruae.com/kiddie-travelogues-2/
http://www.wisegeek.com/what-is-a-travelogue.htm
http://blog.pic4pass.com/travel-tips/how-to-create-a-personal-travelogue/
http://video.nationalgeographic.com/.../cultural-differences
http://www.mexconnect.com/articles/3194-comparing-cultural-differences-mexico-with-canada-and-the-united-states
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
•
Identifies purpose and intended audience
for questionnaires.
•
Identifies parts of questionnaires.
•
Locates and discriminates sources for
finding information.
•
Uses table of contents, titles, and key words
in sources to locate information.
•
Completes open-ended and close-ended
questions about the main ideas of a topic.
UNIT:
Read and record information to design questionnaires and reports
Academic and educational
Record information about a topic to design a questionnaire
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore questionnaires with different types of
• Structure of
questions.
questionnaires:
• Identify the parts of a questionnaire.
instructions and
• Identify purpose and intended audience.
questions sequences.
• Mention uses of questionnaires.
• Topic, purpose, and
• Distinguish open-ended questions from closedintended audience.
ended questions.
• Types of questions:
Read questionnaires with different types of questions.
closed (true and false,
• Predict topic.
multiple choice) and
• Identify auxiliaries and question words.
open
• Identify expressions used to distinguish types of
(comprehension,
questionnaire questions (“true and false”, “multiple
opinion).
choice”, “comprehension”, and “opinion”) while
• Acoustic
listening.
characteristics.
• Identify the types of questions a questionnaire may • Questions words.
present.
• Verb forms:
• Clarify the meaning of words in different questions
auxiliaries.
to understand the expected answer.
• Verb tenses: present
• Ask oral questions about aspects of a specific topic.
and past.
• Answer close-ended questions.
• Punctuation.
Find and interpret printed information about a topic.
• Activate previous knowledge.
• Identify consultation sources for the search of
information.
• Use tables of contents, titles, and key words in
sources to find specific information.
• Identify key words.
• Interpret visual aids that support content.
Write questions about a topic.
• Highlight main ideas.
• Complete a pattern to write open-ended and
closed-ended questions about the main ideas of a
topic.
• Classify open-ended and close-ended questions
about a specific topic to design questionnaires.
Check spelling and punctuation conventions.
BEING THROUGH THE
LANGUAGE
• Value and respect
questions
formulated by
others.
• Cooperate to work in
the solution of
problems.
PRODUCT
QUESTIONNAIRE
Stage 1
Select a topic of interest
to ask questions.
Stage 2
Decide how many and
which questions will be
included in the
questionnaire.
Stage 3
Find and select useful
information to ask
questions about the topic.
Stage 4
Write open-ended and
close ended questions.
Stage 5
Determine the order of
questions and put the
questionnaire together.
Stage 6
Check that the writing of
questions complies with
writing conventions.
Stage 7
Make the final draft of the
questionnaire, exchange it
with another team, and
answer it.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
5A
UNIT 5A
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
Stage 1
•
•
•
•
Stages
2 and 3
•
•
•
Stage 4
•
•
•
Stage 5
•
•
•
Stage 6
•
•
•
•
Stage 7
•
•
Ask Ss to brainstorm the different texts they can recognize and which have been used in previous social practices, such as: letters, notes, news, ads, exhibition cards, messages
etc. Elicit information from Ss and write answers on the board. Focus Ss attention on questionnaires by asking them to explore their Spanish and English books. Guide Ss to
describe the characteristics, purpose and use of this kind of text. Have Ss find one questionnaire in their English book and verify if it complies with the previously explained
characteristics.
Group Ss and have them decide on a specific academic topic of their interest; so that they can make their own questionnaire and administer it to other Ss. Use this activity as a
reinforcement of other subjects studied in class, like Science, Spanish, Social Studies etc.
Introduce Ss to the two types of questions (closed and open), and practice them verbally. Have Ss explore different questionnaires in order to discover the differences and
structure of both types of questions.
It would be of great help if Ss are provided with several types of graphic organizers to decide the correct word order of questions.
Have Ss play in teams to practice the structure of questions. Organize a question-answer matching activity. Put slips of paper with questions in a box, and place pieces of paper
with their corresponding answers on the floor. One S takes a slip of paper with a question, while other classmates look for the answer on the pieces of paper. The one who
recognizes the answer first, picks it up from the floor and wins a point.
Have Ss work with their assigned groups. Monitor around and make sure all members of the team cooperate in the negotiation of the topic and the number of questions their
questionnaire will have.
Ss work in teams in order to find the information to be used in the design of their questionnaire. Ss work in teams in order to find the information to be used in the design of
their questionnaire, if possible use the ICT lab and/or their text books. Ask Ss to highlight the main ideas of the selected information. Monitor around and provide any
necessary help.
Design and provide Ss with a questionnaire which include open questions (comprehension and opinion) and close questions (true/false and multiple choice). Guide Ss to
discover how these questions differentiate from one another, and the importance of including some of these types in the questionnaire they will design.
Provide Ss with a model to write open-ended and close-ended questions and elicit examples from Ss. Model the questions and answer as much as necessary. Model the
questions and have them practice the structure using activities like scrambled sentences or word search provide any necessary help and correct mistakes.
Have Ss write close-ended questions and open-ended questions for their questionnaires using the model previously provided. If necessary, leave a frame on the board or use
cue cards to help Ss.
Ss review the questions they have already written in teams in order to determine the order for the questionnaire. Help Ss to consider grouping the questions depending on the
type of question: comprehension, true/false, etc. Encourage Ss to consider what order will imply less time to be answered, and remind them to follow these criteria when
organizing the questions: go from easy to difficult, go from factual to abstract, and start questions relevant to the main subject.
Ask Ss to look for visual aids that support their questionnaire content; all members of the team may draw and color the illustrations.
Monitor around and use an assessment instrument, e.g., anecdotal notes, checklist or rubrics, to register if all the members of the team cooperate to work in the solution of
problems and respect others’ opinions.
Have Ss identify the sources of information used in the design of the questionnaire (books, internet, encyclopedia, etc.), and ask them to integrate this information to their
questionnaire){
Check and correct spelling or grammar errors if needed, clarify doubts related to the formation of questions.
Provide Ss with a questionnaire handout and ask them to label its parts.
Have Ss write the final draft of the questionnaire and incorporate the illustrations. When they are ready, have Ss exchange the questionnaires and ask other groups to solve
them.
Verify with the whole class if the answers to the different questions are accurate. If necessary, contrast the answers with the sources which were used in the design of the
questionnaires.
In a plenary session, analyze the whole process they have gone through for the design, organization and application of the questionnaires. Prepare a series of metacognitive
questions to make Ss reflect upon their own learning processes. Gradually, Ss pose the questions themselves with little or no help from the teacher.
As extra practice, ask Ss to write a question on a piece of paper for everybody to listen to and state if it is right, wrong, complete or incomplete. The team that gets the most
answers wins the contest. If necessary, have Ss verbalize the rules for question formation.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 5A
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. Endangered Animals
Thematic Frame

It promotes participation in actions related to nature-care including five species of animals in danger of extinction; this reinforces students critical thinking to evaluate situations that
modify different ecosystems.
e.g. Wild windstorms
Thematic Frame

This material supports the observation of important characteristics of environmental elements and natural phenomena; for example, hurricanes and tornados, it reinforces the protection
actions in emergency environmental situations, it also helps the rational thinking using evidence as natural disasters occurred in other nations.

Picture Dictionary
e.g Unit 1 Basic words
e.g Unit 2 ME
e.g. Unit 3 At home
e.g. Unit 4 In the neighborhood
e.g. Unit 5 At school
e.g. Unit 6 Food
e.g. Unit 7 Having fun
e.g. Unit 8 The world
Thematic Frame

To retake various questionnaires in which students are able to identify their characteristics and components.

To inquire about a variety of professions in which students depict interest.

Using the dictionary, to make a connection between the words and their corresponding images.

To generate oral questions from the professions in which students showed interest, encouraging students to assume roles and socialize the quiz questions.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 5A
BOOKS
Publishing House
“Brilliant! five”
Santillana
“Do it! 5”
University of Dayton
“Play and Play 5”
Nuevo México
“Think! in English 5”
Ediciones SM
“Sunshine 5”
Pearson
“Yes, we can! 5”
Richmond
Teacher’s Book
Activity Book
pp. 102 to 113
pp. 94 to 105
pp.101 to 110
pp. 59 to 65
pp. 100 to 109
pp.88 to 95
pp. 95 to 104
pp.62 to 67
pp. 82 to 91
pp. 82 to 91
pp. 68 to 75
pp. 68 to 75
Readers
Fact
pp. 99 to 110
Non-Fiction
pp. 50 to 58
Informative
pp. 53 to 64
Fact
pp. 5 to 18
Fact
pp. 26 to 31
Non-Fiction
pp. 39 to 48
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Questionnaires:
http://www.wikihow.com/Make-a-Questionnaire
http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/CKC-questionnaire.pdf
N.B. Website resources and supporting materials enclosed in this file 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
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
•
•
Identifies the names of cardinal points and
other points of reference, orally and in
writing.
Formulates questions to ask for directions
to get from one place to another.
•
Completes sentences to describe a person’s
location in relation to a point of reference.
•
Understands and gives oral and written
directions to go from one place to another.
UNIT:
Follow and give directions to go to places
Familiar and community
Comprehend and ask for directions to walk from one place to another
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore dialogues.
• Purpose and
• Identify, when hearing it, the name of the
intended audience.
place one intends to visit.
• Dialogue structure.
• Identify words used to confirm what another • Graphic resources:
speaker last said in a dialogue (tag
maps and sketches.
questions).
• Tag questions (..., do
Describe immediate surroundings as a point of
you? ..., don’t you?,
reference to move from.
etc.).
• Identify the names of cardinal points in
• Type of sentences.
speaking and of points of reference (forth,
• Repertoire of words
back, left, right).
necessary for this
• Complete sentences to describe the position
social practice of the
of a person or place in reference to a place
language (distance
or a man-made construction.
units).
Understand oral directions to walk from one
• Adverbs: of place
place to another.
(behind, across,
• Identify words that indicate distance to be
near, among others).
covered in order to reach a point.
• Connectors.
• Identify words and/or phrases that indicate
• Punctuation.
locations and near-by points of reference.
• Abbreviations: (m.• Identify words that indicate distance to a
meter; ft.-feet; mi.specific point.
mile, etc.).
• Ask questions to get to a place.
Offer directions to move to a different place.
• Identify the place where one starts and the
place where one is going to.
• Complete sentences that give directions to
follow a route to move from one place to
another.
Write directions to go from one place to
another.
• Complete model sentences to indicate how
to walk from one place to another.
• Verify directions by tracing the route in a
map or sketch.
BEING THROUGH THE
LANGUAGE
• Show
assertiveness and
confidence in the
use of English.
• Use language as a
means to establish
interpersonal
relationships.
• Show courtesy and
respect when
requesting for
help.
PRODUCT
QUICK GUIDE TO WALK FROM ONE
PLACE TO ANOTHER WITHIN THE
COMMUNITY
Stage 1
Make a sketch of the community.
Stage 2
Select locations you want to go to,
considering the school as the point of
departure
Stage 3
Check natural features or man-made
constructions that can be used as
points of reference on the map.
Stage 4
Trace a route to go from the school to
the selected location on the map.
Stage 5
Write sentences with directions to
follow a route and go from one place
to another, based on a model.
Stage 6
Check that directions are clear and
offer the shortest route, that they are
complete, and that words comply
with
writing conventions and have
accurate punctuation.
Stage 7
Prepare a quick guide with directions
to move around the community and
present it to the class and other
classes.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. 5° y 6° de Primaria. Fase de expansión. México, 2011.
Programa de Inglés en Educación Básica en el Distrito Federal
5B
UNIT 5B
PRODUCT
STAGES
SUGGESTED ACTIVITIES
•
Stage 1
•
•
•
•
•
Stage 2
•
•
•
Stage 3
•
•
•
Stage 4
•
•
•
•
Stages
5 and 6
•
•
•
•
Stage 7
•
•
Put up signs in the classroom indicating north, south, east, west, park, library, bank, etc. Have Ss stand up in a circle and give instructions to play Simon Says, e.g. “Simon says...
move north!” Ss walk towards the north of the room. Once in a while tell them to go somewhere (or move left for example), but without saying “Simon Says”, Ss who do it will
lose and sit down; continue until there is only one S standing.
Have Ss name the different places and buildings which are near the school community (grocery store, bakery, bank, drugstore, etc.). Encourage Ss to use a bilingual dictionary
to look for unknown words.
Have Ss work in groups and draw their school and its surroundings on a piece of cardboard.
Ask each group to compare and contrast with other groups their community sketch to be enriched.
Ask Ss “Where are you going to go next weekend?” Elicit answers from the class and ask the following questions “Are you going to travel by car? By bus? By subway?”
Encourage Ss to tell which means of transportation they use.
Divide the group in two teams. Write on the board the prepositions “by” and “on”. Explain the use of these prepositions when you are talking about transportation,
brainstorm means of transport and write the examples on the board, e.g. car, bicycle, subway, foot, etc. Have Ss write the means of transport under the correct preposition
and check answers with the whole class.
Considering the school as the point of departure, select some places of Ss’ interest they would like to go to from their original sketch.
Recall how they get to each of those places and provide a model if necessary e.g. “I can go to the subway station by car”.
As a reinforcement activity, prepare a map of the neighborhood and have Ss recognize: north, south, east, west, and center. Consider beforehand the places Ss would like to
go to. Have Ss practice the vocabulary used to designate different types of buildings, natural features or man-made constructions in their community. Ask Ss to follow the
routes on the map and practice the language verbally.
Ss are exposed to language used for asking for and giving directions through the use of a map on a handout. Have Ss trace the routes to go to the places which are near the
school and previously identified.
Think of an activity where the vocabulary needed for this social practice is revised and practiced. For example, have Ss match words to definitions. Have a poster and/or
handout of a neighborhood and label the public places shown on it. Play a guessing game; e. g, “You may buy medicines in this place: drugstore. You buy bread and cakes in
this place: bakery. You deposit money and cash checks: Bank. You buy fresh vegetables, fruits, meat, plants, and flowers: market”.
Introduce words for location, such as: across: along, around, towards, down, in front of, turn right / left, at, between, behind, in front of, etc. In a short dialogue have a formal
presentation of how to ask and give directions to go to the different places previously identified in their maps. In pairs have Ss practice the dialogues, and then ask them to
compare the routes they traced with their classmates.
Have Ss trace routes to go to different places from school. Expose Ss to the same exchange of questions and answers for checking.
In a situation that is common to everybody start with statements Ss know to be true and then display how to incorporate questions into these statements e. g. “We are in
English class, aren’t we?” Point out you are essentially making sure that you are correct about something by confirming what you think or assume to be true. Introduce Ss to
the idea of tag questions guide them so that they discover the grammar behind tag questions.
Have Ss complete statements with the elements seen so far.
Move the tables and chairs by rows to simulate real blocks of buildings. To make this more realistic, ask Ss to give the real names to blocks. Have Ss design the facades of wellknown buildings in the neighborhood and take them as reference to give directions. In pairs, Ss simulate they are walking along, across the streets and round the corners so
that they experience what it is like to ask for directions and follow instructions. Have Ss place themselves in front, next to, or behind buildings or well-known places so that
they are in a position to describe exactly where they are and how they are going to move to go to a different place. Have Ss describe their location with respect to each other.
In pairs ask Ss to write a short dialogue similar to the ones they practiced to ask for and give directions; encourage Ss to include in their dialogues tag questions. Have Ss come
to the front and read their dialogue aloud so that everybody else listens to it, and contributes with ideas to make it better or clearer.
Have Ss illustrate in their maps the directionality of prepositions previously studied with the aid of arrows.
In teams Ss may actually walk along, across, round corners on their adapted map in the classroom. Label the different tables with names of real places they are familiar with.
Once they have experienced moving in “their neighborhood,” ask them to compare the different routes they chose and identify which is the shortest or the shortcuts they can
use if necessary.
Have Ss exchange their quick guides or display them in the classroom in order to share and check them. Using this information, Ss act out dialogues in pairs; while the rest of
the group checks if these dialogues have an introduction, body and conclusion.
Guide Ss reflection upon their learning processes and the benefit of asking directions and giving instructions appropriately in real-life situations.
If possible present the quick guides to sixth graders and link this knowledge to instructions to use means of transportation.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 5B
SUPPLEMENTAL EDUCATIONAL MATERIALS

Readers
e.g. On Safari
Thematic Frame

The book shows students the biodiversity in the context of African countries such as Kenya, where the appreciation for natural resources and species that are different from their own is
favored. Moreover, it stimulates observation of relevant characteristics of elements of the African savannah and promotes the care of living things such as impalas, zebras, rhinos and
more. Furthermore, it also fosters an appreciation for cultures and environments others than their own.
e.g. Recycling Race
Thematic Frame

It promotes responsible use for items that can be recycled for environmental conservation, it promotes strategies for action in the immediate environment such as home and school
community to reduce, reuse and recycle those objects used by students in use everyday life.

Picture Dictionary
e.g Unit 1 Basic words
e.g Unit 2 ME
e.g. Unit 3 At home
e.g. Unit 4 In the neighborhood
e.g. Unit 5 At school
e.g. Unit 6 Food
e.g. Unit 7 Having fun
e.g. Unit 8 The world
Thematic Frame

To browse maps of other cities identifying tourist sites that are of interest for the development of routes to follow.

To divide the group into teams, invite them to establish common reference points from which it is possible to generate indications to exchange them so as to follow the routes proposed by
other teams to check its clarity.

To socialize the practice producing oral and written proposals.

To check the structures used in the indications as well as the repertoire of words used for this social practice.
Programa de Inglés en Educación Básica en el Distrito Federal
UNIT 5B
BOOKS
Publishing house
Teacher’s Book
Activity Book
Reader’s Book
"Brilliant! five"
Santillana
pp. 114-122
pp. 106-115
Stories
pp.47-56
"Do it! 5"
University of Dayton
pp. 111-120
pp. 66-72
Reader
pp.108
"Play and Play 5”
Nuevo México
pp. 110-119
pp. 96-105
Narrative
pp. 53-64
“Sunshine 5”
Pearson Education
"Think! in English 5"
Ediciones S.M
pp. 92-101
pp. 92-101
Stories
pp. 56-61
pp. 106-114
pp. 68-74
Narrative
pp. 125-136
pp. 76-83
pp. 76-83
Non-Fiction
pp. 21-30
"Yes, we can! 5"
Richmond
WEBSITE RESOURCES
http://www.teachchildrenesl.com
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Giving directions:
http://busyteacher.org/3609-how-to-teach-directions.html
http://mapzone.ordnancesurvey.co.uk/mapzone/PagesHomeworkHelp/mapability/compassesanddirections
http://www.intercambioweb.org/four-fun-activities-for-teaching-prepositions/
http://education.nationalgeographic.com/education/multimedia/interactive/maps-tools-adventure-island/kd/?ar_a=3
N.B. Website resources and supporting materials enclosed in this file 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