Session 1, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 1 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 3er grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/10/05 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Student recognizes phrases and gestures related to sports that are popular in Guatemala.
Didactic resources[editar | editar código]
- Board
- Dictionary
- Graphic organizer charts
- Newspaper or magazine cutouts
- Notebooks
- YouTube
Session 1, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Ask students if they usually watch or listen to the news. If they don't, elicit the name of a news outlet (newspaper, radio or tv news show, etc.). Make sure that all students are included.
Have students ask each other their favorite source of news, or the source of news they are exposed the most. Model complete sentences:
- My favorite (newspaper/ news radio or tv show) is ______. It is from _____.
- I don’t like ______________ but I like (name of news outlet).
- I can / can’t (read / hear / watch) it on the Internet.
Intermediate Phase[editar | editar código]
Present to the class pictures from newspapers, magazines, or other sources of news that have happened recently. Include only positive news. Avoid showing political or grotesque content.
Form criteria inn the students regarding the credibility of a news outlet and what news is important to watch.
Point to each item and have the students say what they are about. Try to include new from Guatemala and other countries.
In groups of four (4), students should discuss what the best source of news is, and what activities they usually report.
Key vocabulary: newscaster, camera operator, famous, media, newspaper, news show, podcast, blog, digital newspaper, digital radio, digital tv show.
Observe that the students are doing the activity. At this point, it is important for them to participate even if they can’t name all the characteristics of the media they obtain the news from.
If they don’t have a favorite news outlet, have them identify the characteristics of a newspaper or news outlet they consider popular in Guatemala.
Have students list the words they don’t know and have them look them up in a dictionary. Then help them form complete sentences. Provide patterns on the board.
Wrap up[editar | editar código]
Refer each student to the Student Book. Ask each student to list famous news outlets they know.
Ask the students to make a graphic organizer to compare formats, contents, and other aspects they consider important.
Observe that the students are trying to understand the organizer. Go around the room and make yourself available if they do not understand the difference between the vocabulary items presented.
Use the following rubric
- 1 = student could not perform the task
- 3 = student performance was ok
- 5 = student performance was excellent
Note: Support yourself by using different kinds of news available over the internet when possible; encourage students to use printed or electronic dictionaries when available.
“What did we learn today?” Students should be able to produce simple sentences stating which their favorite news outlet is, or to use vocabulary related to newscasts and related terms.
Session 1, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Activate Prior Knowledge: Divide the class into two groups. Ask each group to list as many news outlets as they can. Suggested time: 5 minutes. Name a score keeper.
Explain to stuents that they are going to play Pictionary. Have the two groups form a line or assign a number to each member. From the lists they have produced, they must draw on the board one of the section of the news outlets on the list without using any letters. The other team must guess what the news outlet and section is. Each turn should not exceed 30 seconds. If they do not guess, the next team gets the next turn.
Intermediate Phase[editar | editar código]
Have Students listen to the soundtrack of the following video.
Have them identify the main idea and write down as many words as they can. Stop he audio at 4:21. Explain it is not a dictation, but rather an idea and word identification.
Wrap up[editar | editar código]
Now show the same video and have students match the letters with the sounds.
If it is not possible to show the video, have handouts printed from the transcript for the video.
Editor's note: to see the transcript select the three dots under the video and select “Open transcript”.
Session 1, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Start the period by watching a video where an extraordinary event is taking place. For example, have them watch the first walk on the moon.
If you do not have access to video in class, you can watch the video first and use another option to present content, such as screenshot images of the video.
Ask students to write down the main idea from the event you select, as well as the news outlet's name. Have them describe the event they see.
Watch the video again if necessary and have students write short sentences, in chronological order, describing the events.
Intermediate Phase[editar | editar código]
Direct students to the vocabulary they have written, and have them say it again, checking their pronunciation.
Wrap up[editar | editar código]
Ask students to think about the importance of the event they have seen. How can you tell this event was important?
Students should ask parents or guardians if they remember the day depicted in the news story you have presented in class. Have students write a short comment from the answers they receive.
Sistema social para expresar ideas y manifestarlas al prójimo. Este sistema existe dentro de un entorno social (sistema social) y un sistema lingüístico (ejemplos son el español, francés, k’iche’, kaqchikel, etc.) Tienen que existir ambos sistemas para que pueda existir la comunicación.