Session 2, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 2 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 2do 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]
Vocabulary related to Olympic games. This could be assigned as an investigation to do using the internet (if available) or other sources like books or magazines.
Didactic resources[editar | editar código]
- Board
- Dictionary
- Newspaper or magazine articles on wikipedia:Erick Barrondo and wikipedia:Mirna Ortiz
- Notebooks
- YouTube
Session 2, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Initial phase: The Olympic Games
Divide the class into groups of three. Have each group prepare a presentation on Olympic Games. Allow the use of technology if available. If it is not, show the following video and share the names of the sports in the Olympic Games with students.[1]
Alphabet practice: Have students spell the names of the sports, dictating them to others.
Note: not all students are ready to volunteer to spell or review the alphabet. Usually the extroverts are the ones who want to participate. In case nobody volunteers don't force anyone. Do it yourself as a class activity.
Intermediate Phase[editar | editar código]
Review last session's dialogue about sports. Now ask for a student to follow you.
Teacher: Hello.
Student1: Hello.
Teacher: My name is Teacher ________. My favorite sport is ________ and I don't like _____. What’s your name?
Student 1: My name is ___________.
Teacher (extending hand to Student 1): Nice to meet you ___________. What is your favorite sport?
Teacher tells Student 1: “please repeat” “My favorite sport is ___________)”.
Repeat this dialogue several times (at least 4 times) before breaking into pairs.
Direct student to have this dialogue about sports. Help as necessary.
Wrap up[editar | editar código]
Direct them to the self-assessment session. Ask students to reflect on the lesson. The ones who do not understand clearly should go over the lesson again using his materials.
Session 2, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Activate Prior Knowledge. Ask students if they know who Erick Barrondo and Mirna Ortiz are. If no one in the class knows, have them investigate who they are.[2]
Write on board complete sentences, emphasizing the adjectives:
- “Erick Barrondo walks fast.”
- “Erick Barrondo trains very hard.”
- “Mirna Ortiz is a racewalker.”
Intermediate Phase[editar | editar código]
Elicit at least 6 adjectives related to racewalking. Use dictionaries when available.
Write them on the board. Tell students reading in English is different than reading in Spanish. In English we must listen to a word first, then we relate it to letters.
Provide some examples using complete sentences, underlining the adjectives. Have some volunteers.
Now divide the class into groups of 4. Ask them to write down as many adjectives as they can think of related to athletes.
Use the following vocabulary. Have each group choose 3 sports. If they want to add a sport not included in the following list, allow them to do so. Have them create complete sentences.[3]
- Racewalking
- Archery
- Road cycling
- Track cycling
- Soccer
- Summer Olympics
- Athletics
- Diving
- Golf
- Track and Field
- Winter Olympics
- Badminton
- Basketball
- Handball
- Judo
- Boxing
- Rugby
Verbs: Have groups figure out what actions are performed when each of the 3 sports they have chosen is played.
Ask each pair of students to write 4 complete sentences using sports vocabulary. Model as necessary.
Wrap up[editar | editar código]
Ask: “What did we do today?”
Have students attempts to form sentences for repeat sequences and vocabulary words.
For next period, ask students to bring to class information, cutouts or posters about the characteristics of a player of the game they enjoy.
Session 2, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Start by having students share the information about athletes from their homework.
Use the following teacher rubric:
- Student has not brought any information whatsoever.
- Student has not brought enough information.
- Student has brought information.
Intermediate Phase[editar | editar código]
Spelling dictation: practice sports vocabulary from Period 2.
Dictate each word three times, spelling it. Then write the words on the board and have students correct their work.
Organize students in groups of 3. Have students create a collage to decorate the class with information about the athletes they have brought. Use drawings, newspaper and magazine cutouts. Let students use their creativity. Use recycled material when possible.
Wrap up[editar | editar código]
Ask students to go over each other's group collages.
Have students review the session material by asking each other questions. If they have any doubts they should ask you.
Instruct studuents to take their notebooks home. They should ask their mother, father or other family members who is their favorite athlete and prepare a short presentation for class.
Have students watch this video when Erick Barrondo wins the first Olympic medal for Guatemala.
Notes[editar | editar código]
- ↑ See: https://www.youtube.com/watch?reload=9&v=nUGX9zQg2rs&ab_channel=EnglishSingsing
- ↑ See:
- English language Wikipedia article on Erick Barrondo: https://en.wikipedia.org/wiki/Erick_Barrondo
- English language Wikipedia article on Mirna Ortiz: and https://en.wikipedia.org/wiki/Mirna_Ortiz.
- ↑ See: "Sports" in Olympic Games. Available on: https://www.olympic.org/sports
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.