Session 28, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 28
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 1er grado
Competencia	3. Reads aloud and silently: syllables, common words and phrases in English., 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	3.1. Pronounces common words and phrases when reading., 4.2. Writes phrases with the right grammar structure.
Saber declarativo	3.1.4. Readings and extraction of information from a chat dialogue., 4.2.1. Descriptions: personal pronouns, possessive adjectives, nouns as a complement, me, my classroom and my community.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

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Suggested time 3 periods

Introduction

During this learning lesson, student will be able to talk about, read about and write a simple blog entry about his childhood using specific verbs in the past.

Didactic resources

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

Session 28, Period 1

Initial Phase

Write a list of words related to the word “childhood.” Some examples: parents, toys, milk.

Students complete the list up to 12 words.

Checkpoint

Walk around and become available to help out when a student requests your help.

Intermediate Phase

Refer students to section a. memories from my childhood. Explain to the students that we are referring to activities that happen in the past. Model with the students information from your own life. For example, “I remember a friend I had. Her name was Laura”. “I don’t remember a toy”.

Students individually should fill out the information requested in their workbook. They should complete the columns using real information.

Each student should find two other students and use the information to make sentences built as the model.

Refer the students to the verbs in section b. Grammar Reference Using the Past Tense to talk about events from my life. Explain that in order to make a complete sentence you need the following pattern:

I liked Incaparina.

I didn't like coffee.

Did you like Incaparina?

Students should talk about things done in the past using the grammar reference.

Checkpoint

Verify that students are on task.

Wrap up

Ask the students to go over what they have learned with you. This is an excellent opportunity for students to ask questions about how to begin using the past tense with the verbs presented in this learning session.

Ask students to make sentences with the verbs presented using section b as reference.

Session 28, Period 2

Initial Phase

Ask students if they've heard of a timeline, or a series of events in order of time.

Talk about what a timeline is and how it is used. Ask students how they think a timeline may be useful.

Checkpoint

Model your own timeline.

Intermediate Phase

Refer student to section c. Make a timeline. Ask students to complete the timeline.

Ask students to be prepared to present their timeline. They should include at least 10 moments from childhood that they remember. The verbs to be used are was/were, had, liked, watched. Students should present a poster to the class where they talk about their childhood in the next class.

Checkpoint

Refer students to section d. Reading comprehension. See the answer key.

These are the answers:

1. My best friend is Carlos (a. True / b. False)
2. We were in the same class (a. True / b. False)
3. Her pet was a cat (a. True / b. False)
4. We watched TV programs during the rainy season (a. True / b. False)
5. We didn’t play together in school (a. True / b. False)

Wrap up

Go over the activities students did in this period. Explain that they will present their timeline in the next period. Explain the assessment rubric.

Session 28, Period 3

Initial Phase

Check that everyone is ready for the presentation and that they understand how they will be evaluated.

Ask students to present one at a time. They should use their timeline as a support.

Checkpoint

Make sure each student participates and is evaluated using the scoring rubric presented in the workbook. Take notes to give feedback individually.

Intermediate Phase

Wrap up

Give feedback to each student individually. Make positive comments as well as point out things to improve. Keep it in a positive tone.

Have students review the can-do statements based on the feedback given.

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.