COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS”
JEFATURA DE ENSEÑANZA DE INGLÉS SECUNDARIA
Cycle: 4
Grade: 2nd
Unit: 3.1 / Weeks: 1-4
Days: 12
Teacher:______
Social Practice of the language: Participate in language games to work with specific linguistic aspects
Specific Competency: Participate in language games in order to identify sentence rhythm, stress and intonation
Environment: Literary and Ludic
Product: Hangman game
STEPS OFTHE PRODUCT / cURRICULUM CONTENTS / ACHIEVEMENTS / SUGGESTED
ASSESSMENT / ACTIVITIES-IDEAS
DOING / KNOWING / BEING
1.Determine the number of teams, players and turns of participation.
Establish rules for the Hangman game using sentences.
3 SESSIONS / *Identify names of games.
*Identify topic, purpose and intended audience.
*Determine the elements that make up the language game.
*Identify the function of graphic and textual components.
*Determine the number of players and their turns of participation.
*Identify steps taken by a player and detect the sequence. / *Topic, purpose and intended audience.
*Graphic and textual components. / *Use language to foster the enjoyment of school work.
*Participate in activities of common interest among students.
*Complete with effort and respect. / Think aloud
Demonstration
Explanation
2. Propose and select, secretly within each team, a list of sentences with different rhythms, intonations, stress and with/without contractions.
4SESSIONS / *Define the number of words used in each sentence.
*Identify participants and the role they play (e.g., coordinator, players, etc.).
*Determine the number of players and their turns of participation.
*Identify steps taken by a player and detect the sequence.
*Read a list of sentences aloud.
*Identify stress of pronouns and/or contractions in sentences.
*Identify rhythm, stress and intonation in sentences.
*Guess, infer and discover sentences to practice rhythm, stress and intonation.
*Suggest and complete sentences.
*Break up sentences to observe the difference in word stress when words are isolated and when they are in a sentence. / *Acoustic features.
*Composition of expressions: grammatical components of expressions and statements. / *Use language to foster the enjoyment of school work.
*Participate in activities of common interest among students.
*Complete with effort and respect. / *Identifies the stress of specific sentence parts.
*Reads and writes sentences to practice rhythm, intonation and stress.
*Contrasts the stress of words, both on their own and within sentences. / Team participation
3.Write the sentences.
Revise that sentences comply with grammar, spelling and punctuation conventions.
3SESSIONS / *Identify stress of pronouns and/or contractions in sentences.
*Identify rhythm, stress and intonation in sentences.
*Suggest and complete sentences
*Write sentences. / *Conventional writing of words.
*Punctuation: apostrophe.
*Upper and lower case letters.
*Diphthongs (e.g., oi, ou and au). / *Use language to foster the enjoyment of school work.
*Participate in activities of common interest among students.
*Complete with effort and respect. / *Contrasts the stress of words, both on their own and within sentences. / Jumbled sentences
4. Play Hangman.
Read the sentences aloud at the end of each round to practice their rhythm, stress and intonation.
2 SESSIONS / *Read a list of sentences aloud.
*Read sentences aloud to practice rhythm, stress and intonation.
*Dictate sentences. / *Diphthongs (e.g., oi, ou and au). / *Use language to foster the enjoyment of school work.
*Participate in activities of common interest among students.
*Complete with effort and respect. / *Identifies the stress of specific sentence parts.
*Reads and writes sentences to practice rhythm, intonation and stress.
*Contrasts the stress of words, both on their own and within sentences. / Alphabet quiz
/ or review