Session 26, Primer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 26 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 1er grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/09/11 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
This learning session is centered on describing students when they were younger, using adjectives. In addition, a review of days, months and dates is included. The key element is to be able to ask and answer questions about the place and time that the students were born.
Didactic resources[editar | editar código]
- board
- markers
- pen
- notebook
- sheets of paper
- English-Spanish/Spanish-English dictionary
Session 26, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Review months and dates by playing hot potato. Give a student an object that they must pass to another member of the class as long as you are knocking on the board or making any other type of sound. The student that is holding the object has to respond to your command. For example, “Tell me the name of a month” — student will have to answer “December” or “Tell me a year” — student will have to answer “2001”.
Ask questions to the class to check whether they remember how to say a year or a month.
Ask students to review individually the information from session 4 and session 5.
Intermediate Phase[editar | editar código]
You may want to start out by writing your own date of birth on the board. Explain to the students that a date of birth is the day a person is born. This is used to tell how old a person is.
Teach the students to be able to say their date of birth (DOB). Ask the students orally what his date of birth is. Repeat as necessary.
Review how to write a date of birth properly. Make sure to explain the use of the dashes and slashes. Have the students write their date of birth. Give examples on the board, such as:
style="margin:1em auto 1em auto; width:75%"
style="width:33%"| 05-27-1984 | May 27th, 1984 | style="width:33%"| 05/27/84 |
Have students practice saying their date of birth by randomly asking students “What is your date of birth?” and “What is your birth date?”
Editor's note: make sure students notice and understand that month and day order in American English (MM/DD/YYYY) are switched with respect to Spanish and to British English (DD/MM/YYYY).
Wrap up[editar | editar código]
Review When – Where as Wh- questions. <div style="clear:both">
Students individuaally should complete the graphic organizers as instructed in practice 1, then share their answers with a partner. <div style="clear:both">
Ask students different questions at random and also ask for volunteers to ask questions related to the time. Verify that they are able to understand the questions and comply with the answers.
Session 26, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Ask questions about places and times. Ask students to remember the place and time where they were born. Model for the class an example: “I was born in my house in Sololá in July of 1987”.
Ask students to make two circles, one inside the other, facing each other. Each student should ask the student in front of them a question: “When were you born?” When all the students have answered the first question, the whole outside circle moves one position so that the student can ask the next question to another peer.
Intermediate Phase[editar | editar código]
Refer students to Practice 2: When and where were you born?
Students get together and ask each other questions from the Practice 2.
Wrap up[editar | editar código]
As the students: “What did you learn today?” Student should be able to ask and answer questions related to the time and place the student and others he knows was/were born.
Refer students to Practice 3. Now you do it. Ask them to do Square One using as much creativity as possible.
Session 26, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Mimics and gestures: students receive a sentence that the teacher has written. For example, “I was born in my house” or “My brothers were born in Escuintla”.
The students should mimic the sentence and the group must guess the sentence. The group gets a point for each correct guess.
Once the organizer is complete in Practice 4, write a paragraph using the information in it. For example,
My name is Patricia. I was born in Guatemala City in a hospital in zone 2. I don’t remember the name. My family was very happy but especially my two sisters, Nora and Miriam. I was born in August 1965 and my mother said that it was a beautiful sunny day.
Refer students to Practice 5. Writing Workshop.
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.