Session 13, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 13
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 1er grado
Competencia	4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
Indicador	4.3. Creates simple phrases valuing his own culture and context.
Saber declarativo	4.3.1. Description and explanation of who people are in a photo: possessive adjectives.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/14

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Suggested time 3 periods

Introduction

Students must be able express facts about themselves, from physical features to biographical episodes. In addition, students will practice the value of respect and appreciation for others, as well as practicing basic questions and giving answers.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• big sheet of brown paper
• English-Spanish/Spanish-English dictionary

Session 13, Period 1

Initial Phase

Tell the students that for this learning session they will have fun talking about themselves; they have been learning several words and communicating a bit during the first sessions. This time they'll talk about

themselves, about the things they like, their family, friends and people they know. They will be playing a game called Talking Cards.

Or/and

Write on the board some key phrases:

May I use your...?

Can I borrow your...?

Do you have a...?

Can you share your.... with me?

Do you need help?

Checkpoint

Check that the students are familiar with the questions presented in the lesson.

Intermediate Phase

This session will be oriented to the making of the cards, so students will need the following material:

• blank sheets of paper (preferably card stock)
• scissors
• glue
• crayons
• pencils and
• enthusiasm!

The four suits: spades, diamonds, clubs, and hearts. (Source: https://pixabay.com/es/tarjetas-coraz%C3%B3n-pala-club-159600/).

Divide the class into four groups, and assign them one of the following suits: spades, diamonds, clubs, and hearts.

Each group can start by making 5 cards each: Jack, Queen, King, and Ace. They can also make number cards or use other symbols. Remind them: this activity is not meant to promote betting, only to promote learning!

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Checkpoint

Make sure all the groups complete their cards. They must keep the cards for the next session, in which they will write down questions.

Initial Phase

Have the students gather their groups again with their material. As soon as the groups are formed give them the instruction for the day's work.

Checkpoint

Verify that students have finished preparing at least five cards.

Intermediate Phase

Each group will prepare questions based on the following instructions:

• Hearts: ask for descriptions of people in your classroom or your community (for example: please describe your best friend, or the English teacher, or your big brother, how tall you are, etc.)
• Spades: ask questions with what is your favorite... (food, place, day, song, etc.)
• Clubs: ask questions with who... (is your mother, your favorite actor, etc.)
• Diamonds: ask questions with do you like... (swimming, studying, reading, etc.)

You can help your students by writing a vocabulary list which they can use to enrich their questions.

Checkpoint

Make sure all the groups have completed their five cards and questions, so next lesson it will be time to play!

Wrap up

Ask the students if they have any doubts on how to make a question.

Session 13, Period 3

Initial Phase

How to play:

Set up four stations and assign two students responsible for each station. The stations correspond to the 4 suits: hearts, diamonds, spades and clubs.

Set up 4 groups of students who must go around the stations in order. Each student picks a card and must answer the question for that card. The student will be awarded 4 points for a complete answer, 3 points for a reasonable answer and 1 point for any answer at all. The group with the highest score wins the game.

Wrap up

At home students will reflect on today's session and will complete activity 13.1 in their workbook.

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.