1. Name of Activity: Tale Classics
Purpose: The aim is for children andthe girls preschool through readings of classic tales in English vocabularies and understand written English
appointedbyperformingnecessaryanalogieswithimagesandcontextwhichisexpressed in the narrative of the story to recognize the significance of
the wordsand evokingthe same phoneme.Thusthe aimisfor studentstotestretention of information (vocabularies expressed in the story) through
recreational activitieswhichexpressthe meaningof the wordsexpressedinwritingandorally.Also,workingsin parallelpromote readingthroughthese
activities in English developed in each of the reading comprehension activities and contributing to interest in reading.
Field training / Aspect Competence: Expected Learning:
Language and communication
Written Language
Interpret or infer the content of texts from
the knowledge he hasof the various carriers
and writing system
Listen to the reading of excerpts from a story and says he
believes will happen in the rest of the text
Ask about words or fragments did not understand while
readingthe textandask the teacher to re-read for meaning
Mainstreaming
Field training
Competence/ Aspect: Expected Learning:
Language and communication
Written Language
Recognizes characteristics of the writing
system to use its own resources to express
their ideas in writing
Use the knowledge you have about certain words that
appear in the story and express written meaning
Recognizes the relationship that exists in the phoneme of
Englishwords and images ascribing meaning to each of the
images submitted
Teaching sequence Means Time
Beginning
1. Theyintroducesstudentstosome classic tales giants and answer the following questions: Do you
knowwhatare ?, Why doyou thinkare stories?, What do youthinkthis story concerned (pointing
each of the stories?, from the inferencesthatstudentsdoin each of the stories will be asked, in a
group,determine whichof these storieswanttobe read by the teacher, emphasizing that reading
will be in English.
Classic Tales 50 - 60
minutes
CENTRO DE ACTUALIZACIÓN DEL MAGISTERIO NEZAHUALCÓYOTL
LICENCIATURA EN EDUCACIÓN PREESCOLAR
SEXTO SEMESTRE
DOCENTEEN FORMACIÓN:ALANIS BARCENAS ANGELLE
2. 2. The story of the story in English most voted by students begins, the story begins to unfold and
certainwordsare emphasizedthroughout the story promoting students to make analogies to the
imagespresentedascribingcertainconventional meaning.Likewisequestions inserted in the story
itself forstudentsinferthe sequence of events and especially to develop reading comprehension
will be made.
3. At the endof the storytheywere made concerningthe storysuchquestionsas: What was the part
you like best? Why ?, What happened with (focus on it or the protagonist of the story)?, etc.,
brainstorming as a group generated guide to understanding the history of the story expressed in
English
Images
words from
the story to
the board
Puzzle
scenes story
Cards and
crayons
Development
1. From the storyin Englishconcerningsome specificquestionswere made using English vocabulary,
ie, mixing the words in Spanish and English, in this sense the students begin to ascribe meaning
more real to relate certainactionsor passagesshowninthe storyto the Englishword they hear for
example: Princess, etc
2. Once studentsdothe first activity will be placed in four collaborative teams, each team will have
certainimages(all accordingtothe story) so that the teachermade a sort of treasure hunt. Will be
issuedanddisplayedinwritingawordinEnglishandstudentswithsupport from his team will find
a picture that this word has meaning, once they find placed in an enclosed space for your
computer; thus students are encouraged to work in teams getting the most correct images
3. Upon completion of this activity verification of analogies made by the students will be made,
making detonators questions as a group to reach a common solution according to the phoneme
and spelling shown with images that students chose to give it meaning. Working in parallel the
pronunciation of such words and spelling image for more meaningful learning
Close
To glimpse learning expectations in each of the two dynamics closure activities are performed, one
showing the reading comprehension of the story and another which shows the acquired knowledge of
vocabulary shown in the development of the activity:
1. Readingcomprehension:questionsdetonators were performed according to the sequence of the
storyand reportedsome importantpassages.Once youanswerthese questions will be placed in 4
collaborative teamstoperform a "puzzle" that material expressed a scene from the story, so that
groupstudentswill determinethe same sequence of the classic tale explaining each of the teams
the scene they happened determining the position it has on the story.
2. Vocabulary in English: a letter was effected by means of drawings which show the educational
issue or a word in English, and students will have to make the drawing is expressing through
3. HEADING OF EVALUATION
Student's name: _______________________________________________________________________
Evaluation of beginningofactivity
Aspects to Consider Acquired In process Not acquired
Listen to the reading of excerpts
from a story and says he believes
will happen in the rest of the text
and the development of the same
questions about words or
fragmentsdidnotunderstand while
readingthe textandask the teacher
to re-read it to find the mean
The studentlistensattentivelythe
narrative of the story in English
and questions about words you
do notunderstandor evenfailsto
give meaning to the images
shown. So that by observing the
images on the following
sequences inferred about the
actions that will happen with
some of the characters evoking
solutions or problems noted in
the story itself.
The studentlistensattentivelythe
storybecause youthinkreadingin
English, so questions about the
words you do not understand or
relate to any of the images found
interesting; however this
information is not sufficient to
answer the questions inserted
hinderingthe student infer about
the actionsthat will happeninthe
sequence of the story.
The student pays no interest for
attending the activity so that their
behavior hampers for the approach to
reading and therefore compressive
English vocabulary shown in the story
itself.
Observation:
detonators questioning the meaning that this has
4. Student's name: _______________________________________________________________________
Evaluation of developmentofactivity
Aspects to Consider Acquired In process Not acquired
Recognizes the relationship that
exists in the phoneme of English
words and images ascribing
meaning to each of the images
presented.
The student being immersed in
detonators questions at the
beginning of activities begins to
ascribe meaning to certain words
inEnglishthat appearinthe story.
Thus the development of play
activitiesistohimyousimple as it
tries alone and in teams to give
real meaning according to the
relation with the narrative of the
story to find the image that is
characteristic of phoneme and
the spelling shown by the
teacher. It also offers the
pronunciation of the same word.
The studentsince he is immersed
in the detonators questions
manifested some confusion with
some words spoken in English so
the interventionof the teacher to
understand the significance of
this is necessary. In this sense,
recreational activities take place
mostlywidelysupportedbypeers
and the teacher, so that both
recognition of word meaning and
pronunciationare shown us quite
significantly
The student has little interest in the
development of activities, so
unresponsive detonators questions
that serve as background knowledge
for the development of recreational
activity and therefore does not offer
support for their peers and fails to
relate the phonemes and graphemes
with images so you do not recognize
the significance of each of the words
shown in the story.
Observation:
5. Student'sname: _______________________________________________________________________
Evaluation of the close of activity: Vocabulary
Aspects to Consider Acquired In process Not acquired
Use the knowledge you have about
certainEnglishwordsthatappear in
the story and express written
meaning
The student through the
development of certain activities
and information retention
phoneme performs written in
English listening attributing a
conventional meaning,expressing
the relationship between
pronunciation (phoneme) -
spelling - meaning of words
showing significant learning.
The student shows some
confusionwhen writing a word in
Englishlistening so it is necessary
to give more examples or give
clues for the student to achieve
relate the conventional meaning
withthe phoneme that manifests
in English
The studenthas great confusion when
writing English words because it has
great disinterest in the activity
hampering your attention and
understanding of it.
Observation:
Evaluation of the close ofactivity: Reading Comprehension
Aspects to Consider Acquired In process Not acquired
Exposes information about a topic,
organizing increasingly better
support their ideas and using
graphics or objects in their
environment
The student exhibits the classic
tale aboutbetterorganizing ideas
usingthe support of the puzzle to
explain the scene that
corresponds to your computer.
Thus the sequence of the story
evoke understandsthe positionin
history to determine actions as a
cause - consequence in the story.
The studentpresentsinformation
about the scene that touched
through interaction with the
teaching material, however not
determine the sequence of the
entire story necessitating the
intervention of the teacher to
determine this story.
The student takes the puzzle with
support from peers, but their shares
are disgusted and little interest
therefore not subject information in
the story and therefore does not
understand the position that this
scene has in the story.
