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 4, THIRD GRADE
SCHOOL TERM 2015-2016
GRADE:
Third Grade
UNIT:
SOCIAL PRACTICE:
Participate in language games to work with specific linguistic aspects.
LEARNING ENVIRONMENT:
Literary and Ludic
SPECIFIC COMPETENCY:
Participate in language games to comprehend and write irregular verb forms
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT
THE LANGUAGE
Explore word games.
 Textual and graphic
components.
 Identify names of games that are suitable to work
on irregular verb forms (e.g.; memory game and
 Verb tenses: present
lottery).
perfect, past perfect,
 Identify topic, purpose and intended audience.
future perfect, and
simple past.
 Determine elements that make up a language
game.
 Verb forms: past and
past participle.
 Identify function of graphic and textual components.
 Similarities between
 Determine number of players and turns of
words.
participation.
 Digraphs (e.g.; tw and
 Identify steps to participate in a game.
it).
Understand the characteristics of irregular verb
 Verbs in past and past
forms.
participle.
 Locate sentences with irregular verb forms.
 Compare sentence with and without irregular verb
forms
 Determine simple past, present perfect, past
perfect, and future perfect in sentences.
 Classify sentences in simple past, present perfect,
past perfect, and future perfect.
 Complete sentences with irregular verb forms.
 Compare differences and similarities in the
composition of irregular verb forms.
 Organize families of irregular verb forms.
ACHIEVEMENTS
 Compares sentences with
and without irregular verb
forms.
 Classifies sentences
according to their verb
tense.
 Uses perfect tenses and
simple past in sentences
and texts.
 Writes and dictates
sentences with irregular
verb tenses.
BEING THROUGH
THE LANGUAGE
 Understand
language games as
recreational
activities.
 Foster patience in
task performance.
 Create
environments that
foster participation
in ludic activities.
PRODUCT
MEMORY GAME
Stage 1
Make a memory game.
Stage 2
Identify irregular verbs in past
simple, present perfect, past
perfect, and future perfect.
Stage 3
Suggest and select sentences
based on the chosen verbs.
Stage 4
Write down irregular verbs on
a set of cards and sentences
on another set.
Stage 5
Check that verbs and
sentences comply with
grammar, spelling, and
punctuation conventions.
Stage 6
Determine number of players
in each team and their turns of
participation.
Stage 7
Establish rules for the game.
Stage 8
Play the memory game.
Stage 9
Read verbs and sentences
aloud each time a pair is
found.
Write sentences with irregular verb forms to
create a language game.
 Dictate and enlist sentences with irregular verb
forms.
 Complete irregular verb forms based on one of their
parts.
 Order letters and words to write irregular forms.
SEP. Programa Nacional de inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 4. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
3A
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
PRODUCT
STAGES
SUGGESTED ACTIVITIES

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Stage 1
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Stages
2 and 3
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Stages
4 and 5

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Stages
6 and 7
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
Stages
8 and 9
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Bring different word games to the class based on vocabulary that Ss may have learnt in previous sessions (bingo, memory games, scrabble, board
games, word search puzzle and crossword puzzle). In plenary decide what the rules of the games are and then give them some time to play.
Have Ss contribute names of games they know that can be adapted to learn irregular verbs. Taking into account Ss’ ideas, design a word game as a
whole class, start introducing action words and their relation with the past and/or with action that started in the past and continue up the present.
Encourage Ss to use bilingual dictionaries and organize games where Ss have to categorize verbs in regular and irregular. Have a couple of boxes with
the initials R (regular) and I (irregular). Provide Ss with action words and ask them to put them in the correct category; once they do it, ask them to use
the dictionaries and look for the different forms they can be conjugated.
Have Ss take turns to pick up a card, read the verb out loud, decide if it is a regular or irregular verb and drop it in the box that corresponds. If Ss have
no elements to classify the verbs, expose them to examples where they deduce the type of verb that is.
Choose a passage or design one where the presence of irregular verbs is evident. Make sure you include quite a number of adverbs of time to facilitate
comprehension. Choose a topic that is both, accessible and interesting for Ss of this age.
If you can’t find one, write it yourself. Have Ss read the passage and using a variety of reading comprehension techniques such as skimming or,
scanning, get Ss familiarized with the different verb forms. To facilitate understanding, design a chart where Ss enter the different verbs they come
across. If you can group verbs by their irregularity, so much the better, for Ss to associate several verbs and learn them as a set group, e.g. “Verbs that
change one letter: come-came, verbs with no change: put-put, hit-hit. Complete change: go-went. Verbs with special endings: bring–brought, buybought”. Also ask Ss to rewrite the sentences where those examples were used. Promote collaborative work, and ask Ss to analyze the sentences in the
previous exercise and it relation with the past, present and future.
Ensure even participation, even from the students who are not so gifted or tend to be rather shy. Remember to carry on adding more verbs to the list
and leave the list in a visible place in the classroom for Ss to become used to the different verb forms.
Bring a good number of cards (preferably Bristol size) for Ss to write down the irregular verbs they have come across. For better handling, T and Ss may
decide on a color for the bare form of the verb, a different color for the past tense and still a different one for the past participle.
Have a ludic session where Ss associate the three forms of the verb and try to express in English what the verb means. Use Spanish as a very last
resort, e.g. grow, grew, grown = become bigger. Become, became, become= convert into, begin, began, begun = start, initiate, etc. Have Ss write
sentences about themselves, using the three verb forms. Ex. At present I speak English and Spanish. Two years ago I spoke only Spanish. In ten years’
time I will have learned / learnt at least three languages.
Having exposed Ss to several examples where the verb forms are contrasted ask them to attempt writing their own examples.
Monitor as necessary and make sure there are no grammar, spelling and punctuation mistakes.
Ideally, teams should design the game they feel happier with and as far as possible there should be an assortment for Ss to have more fun and variety
when dealing with the language. Have Ss determine the number of players in each team and also decide how they are going to interact and take turns
to participate. Have Ss design the materials needed for each of the games. Monitor as necessary, making sure there are no mistakes and that the rules
are clear for all the other teams.
Have Ss play their own games in “petit committees” so that the rules and implementation become crystal clear for everyone. In due course and when all
teams have gone through their own games have each team at a time conduct their own game with other teams.
Make sure the rules for the different games are accessible and fully understood by everyone.
The teacher only acts as an observer gathering information to complete the evaluation instrument that is deemed convenient this time round. As soon
as the teams are ready, have Ss play all the games.
Read verbs and sentences aloud from the different games played, highlighting the verb form and the time expression associated with the three verb
forms: At present, in the past, for the last two years, in ten years’ time, etc. The time element is vital for Ss to deduce the meaning and concept of the
language under study.
Programa de Inglés en Educación Básica en el Distrito Federal
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
BOOKS
Publishing house
Teacher’s Book
Activity Book
Reader’s Book
"All Ready”
Macmillan
pp. 75- 87
pp. 66-81
Reader
pp. 59-71
"Brilliant! Teens!”
Santillana
pp.93-111
pp. 88-103
Facts
pp.101-114
"Crossover 3”
University of Dayton
pp.102-121
pp. 49-58
Informative
pp.31-40
“Teens Club”
Castillo
“Yes, We Can”
Richmond
pp. 82-91
pp. 72-87
pp. 44-53
pp.44-53
Informative
pp. 16-19
Non-fiction
pp.25-36
WEBSITE RESOURCES
http://www.learninggamesforkids.com/memory_games.htmlhttp://a4esl.org
http://www.thekidzpage.com/learninggames/memory-games/
http://www.kidsmathgamesonline.com/memory.html
http://iteslj.org/c/jokes-riddles.html
http://www.eslgamesplus.com/action-verbs-memory-game-for-esl-learning-very-low-beginners/
http://www.manythings.org/wbg/verbs_past1-mw.html
N.B. Website resources enclosed 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