CYCLE 1, SECOND GRADE

SCHOOL TERM 2013-2014

GRADE: Second Grade UNIT: 1A

SOCIAL PRACTICE: Listen to and use everyday greetings, farewell, and courtesy expressions.
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret and produce greeting, courtesy, and farewell expressions.

ACHIEVEMENTS
CONTENTS
PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE
LANGUAGE
BEING THROUGH
THE LANGUAGE
Assume the roles of sender
and intended audience in
greetings, farewell, and
courtesy expressions.

Use verbal and non-verbal
language in dialogues.

Detect similarities and
differences among words.

Complete sentences with
words.
Explore short dialogues.
Identify attitudes and non-verbal
language used by the sender and
intended audience.
Identify greetings, farewell, and
courtesy expressions.
Predict greetings, farewell, and
courtesy expressions based on non-
verbal language.
Exchange greetings, farewell, and
courtesy expressions

Participate in the writing of a list of
rules to use courtesy expressions in
class.
Explore lists of rules to identify their
graphic and textual components.
Point out words used in greetings,
farewell, and courtesy expressions.
Detect differences and similarities
between words.
Complete words by writing, while
listening to sentences from a list of
rules.
Complete sentences from a list of rules
with greetings, farewell, and courtesy
expressions.

Purpose, sender, and
intended audience.
Non-verbal language.
Graphic and textual
components of lists of
rules: title, list of
rules, numbers or
bullets, size and type
of letters, etc.
Time for the
exchange of
expressions
(morning, afternoon
or night).
Word formation in
expressions.
Repertoire of words
necessary for this
social practice of the
language (e.g. modal
verbs: can, may, etc.;
personal pronouns).
Show a respectful
attitude towards
others attempts to
use the target
language.
Use greetings,
farewell, and
courtesy
expressions to
establish
coexistence rules.
LIST OF COURTESY RULES

Stage 1
Select expressions to be used in the
classroom.
Stage 2
Complete sentences with the expressions
selected for the list of rules.
Stage 3
Check the written form of the sentences.
Stage 4
Decide on the order of sentences for the list of
rules.
Stage 5
Write the final version of the sentences.
Stage 6
Read the sentences aloud.
Stage 7
Suggest and add a title for the list of rules.
Stage 8
Display the list of rules in a visible place in the
classroom.



SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 1. Fase de expansin. Mxico, 2011





PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
Read the different greetings, farewell or courtesy expressions from the Big Book or other resources, and have Ss act them out. Make sure Ss understand the
meaning of the new vocabulary. Try to avoid the use of Spanish; you can use body language to model the different greeting, courtesy, and farewell
expressions.
Organize Ss in groups. Make them create a non-verbal way to express the next greeting and farewell expressions: Hi! Hello, Give me five! See you tomorrow,
Whats up?, Whats new?, Good morning, Good evening, Good night, and Goodbye (encourage Ss to be original and have fun with this exercise).
Provide Ss with handouts for them to be able to make traceable illustrations, showing situations for courtesy expressions. Alternatively, they may illustrate
others. Make then use the illustrations to interact with other Ss.
Show flashcards to the class and ask them to come up with the right courtesy expression. First as a whole class, later Ss can take turns to flash the cards to
their classmates for them to come up with the courtesy expression. Ss may take turns to play "Guess it through mimicry". One S acts out, and the rest of the
group guesses.
Stage 2
Organize Ss in pairs. With use of puppets, ask them to act out the following courtesy expressions in order to create a short dialogue: Please, Thank you, May I
go to ________?, Can I go to ________?, Can I borrow ___?, May I come in?, Can I have____?, Raise your hand, Excuse me, Nice to meet you, etc. Make
sure Ss understand the instructions as well as the expressions they have to act out.
Organize Ss in teams or pairs, and encourage them to use flashcards to elaborate illustrations on their notebooks; also, provide them with strips of courtesy
expressions to be matched with the flashcard they refer to.
Provide Ss with strips of courtesy expressions to be traced. Ss illustrate the strips on their notebooks or stick the right cutout. Make sure that Ss glue the right
strip according to the illustration in their notebooks. After this, ask them to use their expressions to interact with other Ss.
Stage 3
Have Ss cut out illustrations related to greeting, farewell, and courtesy expressions from magazines. Then, ask them to circle greetings in green color, the
courtesy rules in red, and farewell expressions in blue. Depending on Ss needs, this activity can be performed in pairs or teams.
As an alternative activity, Ss can be given prompts to interact with their peers; they can be provided with a model to follow and then given the chance to work
with different partners. Ss can be monitored while interacting. For those who can barely read, instead of words you can encourage them to read images instead
of words by using illustration instead of prompts.
Stage 4
Have Ss explore different written sets of rules, and ask them to choose one for their list of rules. Gradually, build up a mini book of courtesy expressions. As an
alternative activity, Ss can design a memory game by writing the rules and the picture that represent them on small cards. Then, ask them to form groups and
play the game.
In order to make the difference between courtesy rules, farewell expressions and greetings, sentence or images can be hidden under different pieces of
furniture. Then, Ss can be asked to look for a courtesy rule, a farewell or a greeting expression and paste it on the wall which will have to be divided into three
columns.
Stage 5
Organize the class into four teams. Give a topic to each team (greetings, farewells, asking for a favor, and asking for permission). Have them choose 5
examples of each one.
Ask them to write down the expressions on their mini-book and illustrate them. After that, Ss read the rules out loud. Finally Ss have to place the mini-book in a
visible space.
Stage 6
Encourage Ss to use the list of courtesy expressions written down on the book as much as possible to communicate ideas with others. Encourage Ss to
pinpoint some expressions and read them out loud.
Stage 7
Ss pick a classmate to exchange notebooks. Ss use peer correction to make sure the courtesy expressions are correctly traced and illustrated in their lists.
Ss choose in teams an appropriate title and share with the rest of the group. If possible, choose only one.
Stage 8 Reinforce courtesy expressions throughout the sessions, and make sure Ss identify displayed expressions in the classroom when needed.




BOOKS
Publishing House Teachers Book Activity Book Big Book
"Brilliant! two"
Santillana
pp. 15-25 pp. 8-17 Fact Book
pp. 3-6
"Do it! 2"
University of Dayton
pp. 15-25 pp. 4-9 Fact
pp. 4-16
"English 2"
Fernndez Editores
pp. 18-27 pp. 6-15 Fact
pp. 3-10
"Im Ready! 2"
Macmillan
pp. 24-35 pp. 6-14 Fact
pp. 4-13
"Play and Do 2"
Trillas
pp. 15-23 pp. 8-15 Our World
pp. 3-14
"Play and Play 2"
Nuevo Mxico
pp. 12-21 pp. 9-15 Nonfictional
pp. 3-7
"Think! in English"
Ediciones SM
pp. 19-25 pp. 8-11 Fact
pp. 4-16
"Yes, we can! 2"
Richmond
pp. 4-14 pp. 4-11 Nonfiction
pp. 3-12

Other 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.anglomaniacy.pl/episode1.htm
http://www.funenglishgames.com/activities.html