TEACHER’S GUIDE/GUÍA DIDÁCTICA Emphasize on the phrases: “This is my…”,

“ I like to…” Have the students practice

MODULE 4 orally with a partner.

Page 1 Teacher Tip: Remind the students to read

the glossary words. They can create a word
Area: Foreign Language / Lengua wall or an album with the unit vocabulary.
extranjera
Teacher Tip: Critical Thinking. Have the
Subject: English / Inglés students discuss about the school. Talk
about the importance to attend to school.
Grade: 2 Ask students what activities they do at this
place.
Lesson Title: My School
Exercise 2
Grammar and vocabulary content Teacher Tip: Teamwork. Have the
students draw their school in a big paper.
● Vocabulary for clasrroom objects, Each group can make an oral presentation
schools supplies, school clothes about it. Have the students explain what
● Describe people and objects activities they like to do at school.
● Letters of the alphabet Book Activity: Remind the students to say
● Negative and affirmative sentences the phrase “It’s your turn”.

Interdisciplinarity Page 3: Language Through the Arts

● Literature: understand the main Classroom Objects and School Supplies

idea of the story. Exercise 1
● Mathematics: numbers 11 to 20 Teacher Tip: Have the students point at
each picture with the finger. Have
Values individual students ask and answer the
question. What is this? This is a/an….
● Permanent learning
● Creativity Script:
1. This is a table.
Lesson A 2. This is a desk.
3. This is a pencil.
Page 2: Communication and Cultural 4. This is a ruler.
Awareness 5. This is a pencil case.
6. This is an eraser.
Teacher Tip: Have the students repeat the 7. This is a marker.
dialogue after listening.
Exercise 2
Script: Teacher Tip: Circle Time. Tell the
Scene 1 students to collect school supplies and point
Javier: I like my school. at classroom objects. Have them say the
Tamia: Yeah! Me too! I like to draw with name of each object and the sentence “This
my markers. is a/an…”
Scene 2
Tamia: What do you like to do at school? Page 4: Reading
Javier: I like to write with my pencil.
Storytelling Time
Exercise 1
Teacher Tip: Read the story and have the Exercise 1
students repeat the dialogue orally after Teacher Tip: Have the students look at the
listening. They can act out the story. story scenes and ask them what classroom
objects and school supplies they see. Read 2. The girl is dry.
the story, have the students follow the 3. The glass is full.
reading with the finger and repeat the 4. The boy is wet.
dialogues later on. 5. The ice cream is cold.
6. The glass is empty.
Script:
Going Home Page 6: Phonics

Scene 1 Teacher Tip: Make flash cards with the

Ruler: Como on, Pencil! We have to go vocabulary (letter / picture/ word). Have the
home. students practice the phonics vocabulary
Pencil: No, Ruler! Five more minutes, with them. Students can play card games
please! such as memory games, match the picture
Scene 2 to the correct letter, etc. Students can create
Ruler: Where is Marker? a word wall or album with this material.
Marker: I am here, in the backpack!
Scene 3 Exercise 1
Ruler: Are you ok Pencil and Marker? Teacher Tip: Create with the students a
Pencil and marker: Yes, we are ok! poster about vowels. Ask them to name
Scene 4 examples of words with each letter.
Ruler, pencil and marker: Hello, family! Team Work. Students can create mini
We are finally home! posters in construction paper with each
letter and draw objects with its sound
Exercise 2 around them.
Teacher Tip: Create with the students an
anchor chart about characters and the main Script:
idea of a story. Have individual students 1. (Sound of phoneme) /a/ (Word) - ant
read the story again. Ask the questions: 2. (Sound of phoneme) /e/ (Word) -
Who are the characters? What is the story eggplant
about? 3. (Sound of phoneme) /i/ (Word) - igloo
4. (Sound of phoneme) /o/ (Word) – octopus
Exercise 3 4. (Sound of phoneme) /u/ (Word) –
Teacher Tip: Ask students about their underwear
favorite school supply. Talk about their use
too. Have the students point to each picture Exercise 2
with the finger and recall the information Teacher Tip: Have the students play with
before working on the book. the vocabulary card and read again the
information in the book. Make sure they
Page 5: Listening understand the vocabulary before working
on this activity.
Teacher Tip: After listening to each word.
Have the students read the information with Script and answers:
a partner. Make adjectives flashcards 1. (Sound of phoneme) /o/ (Word) – octopus
picture- word to practice. Play games with 2. (Sound of phoneme) /u/ (Word) -
the material. underwear
3. (Sound of phoneme) /a/ (Word) - ant
Exercise 2 4. (Sound of phoneme) /i/ (Word) -
Teacher Tip: Have the students recognize igloo
each picture from exercise 1 and name the 5. (Sound of phoneme) /e/(Word) - eggplant
images out loud. Have individual students
read their answers after completing the Exercise 3
activity. Teacher Tip: Create with the students a
poster about consonants. Ask them to name
Answers: examples of words with each letter.
1. The coffee is hot.
Team Work. Students can create mini Javier: I glue pictures with my glue.
posters in construction paper with each
letter and draw objects with its sound Exercise 2
around them. Teacher Tip: Circle Time. Before working
on the book, have the students answer the
Script and answers: questions orally. What do you like to do at
1. (Sound of phoneme) /f/ (Word) - fish school? Talk about activities and
2. (Sound of phoneme) /h/ (Word) - hand experiences at school. Remind the students
to answer the question with the phrase “I
3. (Sound of phoneme) /m/ (Word) - monkey like to…”
4. (Sound of phoneme) /p/ (Word) – panda Book Activity: Have the students present
4. (Sound of phoneme) /t/ (Word) – tomato their work in pairs to the class.

Page 7: Oral Communication Page 9: Language Through the Arts

Exercise 1 School Supplies

Teacher Tip: Circle Time. Have the Exercise 1
students take some school supplies, one Teacher Tip: Teamwork game. Play the
student will ask to the rest of the students game “Scavenger Hunt”. Draw the
the question Is this a…? the rest of the class vocabulary words on the board or in
should answer Yes, it is. / No, it isn’t. After construction papers. Hide around the
that activity Have them practice in pairs. classroom the real school supplies or
pictures instead. Tell the students they have
Exercise 2 to search for the objects. The group that
Teacher Tip: Monitor the accuracy in oral finds more objects wins the game.
communication.
Script:
Exercise 3 1. This is a pen.
Teacher Tip: Circle Time. Ask students to 2. This is a book.
name the vocabulary that they know. If 3. This is glue.
possible, work on this exercise one to one. 4. These are scissors.
5. This is a notebook.
Lesson B 6. This is a backpack.
7. This is a sharpener.
Page 8: Communication and Cultural
Awareness Exercise 2
Teacher Tip: Ask students what supplies
Teacher Tip: Critical Thinking. Read and they have at school. Remind them to say
discuss with the students the information in complete phrases while asking and
the values box. Ask what they think about answering. Monitor the accuracy in oral
reading books. Is this activity important? communication.
Why?
Page 10: Reading
Have the students practice the action words
through mimics and games. They can create Storytelling Time
posters with the drawing and word to paste
around the classroom or in the word wall. Exercise 1
Teacher Tip: Have individual students
School Supplies read out loud the dialogues. Have them
Exercise 1 point with the finger and follow the story.
Teacher Tip: Model the dialogues. Have After reading, tell them to find and say the
the students repeat them after you. vocabulary words they find in the story.
Script: Take out the anchor chart about characters
Scene 1 and main idea of a story made previously.
Tamia: I cut paper with my scissors.
Have the students read the information and Let them be creative. Use construction
ask questions about it. paper and paint or any material. Have them
write the name of each number and paste
Script: their work in the walls.
The Empty Pencil Case
Scene 1 Script:
Boy: I need a sharpener. Do you have a 1. eleven
sharpener? 2. twelve
Girl: Yes, I do. Here you go! 3. thirteen
Scene 2 4. fourteen
Boy: I need an eraser. I’m sorry! Do you 5. fifteen
have an eraser? 6. sixteen
Girl: Sure, here! 7. seventeen
Scene 3 8. eighteen
Boy: I need a black marker. I’m sorry 9. nineteen
again. Do you have a black marker? 10. twenty
Girl: Just take my pencil case.
Boy: Ok, thank you! Exercise 2
Teacher Tip: Have the students trace the
Exercise 2: numbers with different materials and using
Teacher Tip: Readers Workshop. Have the their bodies.
students read the story in four small groups
(reading aloud, shared reading, independent Script and answers:
reading and guided reading). One group 1. fifteen
will read the story aloud all together. 2. twelve
Another one will read independently in 3. fourteen
silent reading. In the third group one 4. eighteen
student reads while the rest are listening to 5. twenty
the story and they take turns. Work with the
last group in guided reading. Students will Exercise 3
read the story while you are correcting Teacher Tip: Have the students recall the
pronunciation mistakes. Ask questions: numbers with the information they pasted
Who are the characters in the story? What in the walls.
is the story about? Have them express their
ideas. Switch groups and do the same Page 12: Phonics
activity.
Additional activity: Give the groups two Teacher Tip: Make flash cards with the
papers with the questions written (Who are vocabulary (picture/ word). Have the
the characters in the story? What is the students practice the phonics vocabulary
story about?). Tell students to draw or write with them. Students can play card games
to answer the questions. such as memory games, match the picture
to the correct letter, etc. Students can create
Exercise 3 a word wall or album with this material.
Teacher Tip: Before working on the book
make sure the students know the Exercise 1: Short vowel a
vocabulary. Have them recall it using the Teacher Tip: Have the students use the
visual material they created previously. flash cards and play rhyming games. Have
After completing the activity in the book, them classify the words by the ending
have them share their answers. sounds (an, ap, at)

Page 11: Writing Script:

1. can
Exercise 1 2. pan
Teacher Tip: Have the students create 3. cap
numbers with different shapes and colors. 4. map
5. bat Teacher Tip: Have the students recall the
6. mat vocabulary with real objects.
Answers: 1. eraser 2. notebook 3. Scissors
Exercise 2 4. Ruler 5. sharpener
Script and answers:
1. pan Exercise 2: Adjectives
2. can Teacher Tip: Tell students to use different
3. cap colors to match each word.
4. mat
Exercise 3: Vowels and consonants
Exercise 3 Teacher Tip: Have the students recall
Script and answers: about the letters with the posters made
1. bat previously.
2. cap
3. pan Exercise 4: Short vowel a
4. mat Teacher Tip: Have the students recall the
5. can information using flashcards. They can play
6. map memory games in groups.

Page 13: Oral Communication Exercise 5: Numbers

Teacher Tip: Have the students recall the
Teacher Tip: Create with the students an information with the numbers pasted in the
anchor chart about the verb to be with wall.
affirmative and negative sentences. Ask
them to name examples of words with each Have the students complete the self-
letter. evaluation and share their answers.

Exercise 1 Lesson C
Teacher Tip: Have the students create
flashcards of adjectives (tall, short, old, Page 17: Communication and Cultural
young, dirty, clean) using old magazines or Awareness
drawings. Have individual students read the
short sentences and practice in pairs. Exercise 1: School Clothes
Teacher Tip: Have the students read the
Exercise 2 dialogue after listening.
Teacher Tip: Have the students present the
activity in pairs. Script:
Scene 1
Exercise 3 Tamia: I don’t know what to wear today!
Teacher Tip: Circle Time. Have the Mother: Tamia, get ready for school. Hurry
students describe themselves using up!
adjectives. They can describe a partner, too. Scene 2
Tamia: I can wear jeans, a skirt or a dress,
Page 14: Project 1 a jacket, socks and shoes. Oh no! I can’t
Teacher Tip: Have them practice the choose.
vocabulary before using visual aids. Scene 3
Encourage students to make an oral Mother: Tamia, I don’t like those clothes.
presentation about their project. Guide them Go change!
to be creative using different material and Tamia: Mom, I’m wearing a t-shirt and
art strategies. shorts. I have gym today.
Mother: Ah ok! You are right, then.
Page 15: Assessment
Exercise 2
Exercise 1: Classroom objects and school Teacher Tip: Circle Time. Have the
supplies. students describe their clothes. Ask them:
What are you wearing? What do you like to Older brother: Look, Max! You can have
wear? What do you wear to go to the park? this t-shirt if you want.
To a birthday party?, etc. Have them Younger brother: Yes, I want it. It’s very
answer with the phrase “I like to wear…”, nice.
“I am wearing…”. Scene 2
Critical Thinking. Have the students Older brother: Try this shoes on.
express their ideas about wearing or not a Younger brother: I think they are too big.
uniform. Do you wear one? Why? Scene 3
Younger brother: Wow! They fit me!
Page 18: Language Through the Arts Older brother: Those shoes are the best!

Exercise 1 Exercise 2
Teacher Tip: Create with the students an Teacher Tip: Readers Workshop. Have the
anchor chart about singular and plural students share the reading in four small
(What is this? This is a … / What are these? groups. One group will read the story aloud
These are… ) Have the students point with all together. Another one will read
the finger at the picture and repeat the independently in silent reading. Give the
sentences. third group two papers with the questions
Have the students ask and answer in pairs. written (Who are the characters in the
story? What is the story about?). Tell
Script: students to draw or write to answer the
1. This is a t-shirt. questions. Work with the last group in
2. This is a jacket. guided reading. Students will read the story
3. These are jeans. while you are correcting pronunciation
4. These are socks. mistakes. Ask questions: Who are the
5. These are shoes. characters in the story? What is the story
6. This is a skirt. about? Have them express their ideas.
Switch groups and do the same activity.
Teacher Tip: Have the students bring
“Cucas” or create ones, to play and practice Exercise 3
the clothes vocabulary. Teacher Tip: Before working on the book
make sure students know the vocabulary.
Exercise 2 Have them recall it using the visual material
Teacher Tip: Circle Time. Have them they created previously. After completing
describe the clothes they are wearing and the activity in the book, have them share
have them say “This is a…”, “These are…” their answers.
Have them show their drawing to the class.
Teamwork: Have the students draw some Page 20: Writing
friend’s silhouettes in big papers or on the
floor with chalks. Then, they have to draw Teacher Tip: Make flashcards with the
clothes on them and label the names. vocabulary (picture-sentence). Make sure
the students understand the information.
Page 19: Reading Have them play games with the cards.
Charades game: One student holds the
Storytelling Time flashcard look at the image but doesn’t let
the classmates see. The student express the
Exercise 1 action with mimics, while the classmates
Teacher Tip: Circle Time. Have the are guessing.
students mention the clothes they wear to
school. Exercise 1
Teacher Tip: Have the students repeat the
Script: sentences after you.
Clothes for you
Scene 1 Script
1. I wear a t-shirt.
2. I ask questions.
3. I play soccer. Exercise 1
4. I study English. Teacher Tip: Circle Time. Model the
5. I give a book to my friend. questions and answers with some students
standing in front of their classmates. While
Exercise 2 pointing at one student´s clothes ask: Is this
Teacher Tip: Word puzzle. Before a t-shirt? Have the student answer saying:
working on the book, write the sentences on Yes, it is. No, it isn’t.
construction paper and cut out each word. Have the students practice these questions
Group game: Give one cut sentence to each and answers in pairs.
group. The group that order the sentence
correctly first, wins. Exercise 2
Teacher Tip: Teamwork. Have the
Page 21: Phonics students create a clothes drawer or closet.
Have them cut out images from magazines
Teacher Tip: Make flash cards with the or draw the pictures. Give them a big paper
vocabulary (picture/ word). Have the to draw the closet. They have to paste or
students practice the phonics words with draw the clothes. Have them make an oral
them. Students can play card games such as presentation about their favorite clothes.
memory games, match the picture to the Have them say “This is a…”, “These are…”
correct letter, etc. Students can create a
word wall or album with this material. Exercise 3
Teacher Tip:
Exercise 1: Short vowel e If possible, work on this activity one to one.
Teacher Tip: Have the students use the
flash cards and play rhyming games. Have Page 23: Assessment
them classify the words by the ending
sounds (et, ed, en) Teacher Tip: Show the students the
vocabulary flashcards to practice the
Exercise 1 information before working on the book.
Script: Have the students share their answers after
1. pet completing the assessment and complete
2. net the self-evaluation chart.
3. bed
4. red Exercise 1: School Clothes
5. hen Answers: 1. socks 2. pants 3. jacket 4.
6. pen dress 5. t-shirt 6. skirt

Exercise 2 Exercise 2: Short vowel e

Script and answers: Answers: 1. bed 2. hen
1. net
2. hen Exercise 3: Action words
3. bed Answers: 1. I wear a t-shirt. 2. I study
4. pet English.

Exercise 3 Page 24: Project

Script and answers: Teacher Tip: Encourage students to show
1. net their work to the class to develop oral
2. red communication skills.
3. hen
4. bed Vocabulary
5. pet
6. pen ask (20)
backpack (9)
Page 22: Oral Communication book (9)
cold (5)
desk (3)
dry (5)
empty (5)
eraser (3)
fit (19)
twenty (11)
full (5)
give (20)
glue (9)
hot (5)
learn (2)
marker (3)
notebook (9)
pen (9)
pencil (3)
pencil case (3)
play (2)
play (20)
ruler (3)
scissors (9)
sharpener (9)
study (20)
table (3)
eleven (11)
twelve (11)
thirteen (11)
fourteen (11)
fifteen (11)
sixteen (11)
seventeen (11)
eighteen (11)
ninteen (11)
try on (19)
uniform (17)
wear (20)
wet (5)