Regresar
Contenido del curso
FIRST PERIOD
In this first unit, students will explore the foundations of communication by learning how to greet others and express their identity and feelings in English. Through a "Learning by Doing" approach, the children will use mimes and role-playing to practice greetings like Good Morning and Good Night according to the time of day.They will also connect colors with emotions, allowing them to describe their internal state—such as feeling Happy, Surprised, or Angry—and engage in basic social interactions like asking and answering "What is your name?". This topic focuses on building confidence and empathy, ensuring that students see the English language as a real tool for connecting with their peers and their teacher.
0/4
GREETINGS AND EMOTIONS (Saludos y Emociones)
00:00
COLORS AND NUMBERS (Colores y Números)
00:00
FAMILY AND THE BODY (Familia y el Cuerpo)
00:00
SCHOOL OBJECTS AND COMMANDS (Útiles y Comandos)
00:00
SECOND PERIOD
In this second unit, students will expand their horizons by exploring transportation, community roles, and environmental awareness. Moving beyond personal feelings, they will now learn to describe the dynamic "gears" that make their society function.Through an active and kinesthetic approach, children will analyze the speed and cost of different ways to travel, using the Present Continuous to describe actions happening in real-time, such as "The hero is driving a fast car" or "The bus is moving through the city."They will also discover the community as a living engine, identifying public places and the professions that inhabit them. By using existence structures like "There is" and "There are", students will populate their own "Transportation Maps" and connect these roles to their own families.This period focuses on civic responsibility and critical thinking, encouraging students to compare transportation methods based on their environmental impact. By the end of the unit, students will not only use English to communicate but also to project themselves as active citizens who care for their planet and understand their future role in the professional world.Key Pillars of this Period (Lo que se aprenderá): The Power of Action: Mastery of the Present Continuous to narrate events as they happen, fostering fluency and quick thinking.The Social Gear: Identification of professions and public places, linking vocabulary with the concept of service and community.Logical Structures: Professional use of "There is / There are" and the auxiliaries "Do and Does" to describe how things work and ask technical questions.Eco-Consciousness: Using the First Conditional to understand consequences, such as: "If we ride bicycles, we protect the environment."
0/4
IDENTITY AND FOUNDATIONS: MY FIRST STEPS
MY IMMEDIATE ENVIRONMENT: THE CLASSROOM
EXPLORING THE WORLD: FARM AND CITY
POINTING TO MY WORLD: DEMONSTRATIVES & QUESTIONS
English Second Grade

SCHOOL OBJECTS AND COMMANDS (Útiles y Comandos)

  • Objetivo: Reconocer el vocabulario relacionado con los objetos del aula y seguir instrucciones o comandos sencillos de clase para responder adecuadamente a la dinámica escolar.

 

  • Concepto: Los School Objects son las herramientas de aprendizaje en el aula (Pencil, Notebook, Eraser). Para su correcta designación se utilizan artículos indefinidos (A/An). Los Commands son instrucciones imperativas (Stand up, Sit down) que permiten la gestión del grupo y la comprensión de órdenes directas en el idioma extranjero.

 

Fecha: 23 de marzo del 2026

Actividad: Iniciamos identificando objetos del aula: Desk, Chair, Book, Pencil, Board. Posteriormente, se hace una competencia de «exploradores» que deben tocar el objeto que Sharon ordene; al concluir, se dibuja la maleta escolar y se redacta: «In my classroom I see a desk and a chair».

Fecha: 24 de marzo del 2026

Actividad: Damos inicio al uso de artículos indefinidos A y AN. Posteriormente, los niños juegan a ser «secretarios» clasificando tarjetas de útiles: «A pencil», «An eraser»; al finalizar, pegan recortes de útiles en el cuaderno y escriben la frase correcta usando el artículo correspondiente.

Fecha: 25 de marzo del 2026

Actividad: Establecemos de entrada comandos básicos: Stand up, Sit down, Open your book. Enseguida, cada uno inventa un personaje de robot y se hace un juego de roles donde intercambian estas órdenes; finalmente, los comandos mencionados se agregan en el cuaderno con dibujos descriptivos.

Fecha: 30 de marzo del 2026 

Actividad: Partimos asociando objetos con comandos. A continuación, La docente entrega un objeto y los niños deben realizar la acción correspondiente (ej. si reciben un libro, deben decir «Open the book»); al terminar, redactan las parejas de objeto-comando en su cuaderno.

Fecha: 31 de marzo del 2026

Actividad: Primeramente aprendemos la pregunta: «What is this?». Enseguida, se hace un juego de roles de «misterio» donde un niño tiene un objeto oculto en una bolsa y los demás deben preguntar hasta adivinar qué es; por último, redactan el diálogo: «A: What is this? B: It is a pencil».

Fecha: 01 de abril del 2026

Actividad: se ejecuta juegos de roles. Más adelante, los niños actúan situaciones diarias pidiendo permiso para usar útiles o siguiendo instrucciones de clase en inglés; para finalizar, redactan una lista de las 5 cosas que más les gusta hacer en el salón.

Anterior
Siguiente
Inicio