Session 7, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 7
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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	4.1. Writes words with accurate spelling.
Saber declarativo	4.1.2. Short email giving personal information, describing family: phrases and sentences.
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

Students will be able to give information about themselves. This activity will help students in the communicative skills needed in legal and formal contexts. Additionally, students will become familiar with some standard questions on information formats.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• big sheet of brown paper
• crayons
• English-Spanish/Spanish-English dictionary
• pictures
• posters
• ball or eraser

Session 7, Period 1

Initial Phase

Start this session by asking your students what information is commonly asked when they go to a bank or to any other institutions (hear some answers and if possible write them on the board). After this, ask them to go to activity 7.1 in their books, where they will find ideas for giving personal information.

Checkpoint

Walk around the classroom solving questions. Verify that students are asking questions using the correct pattern.

Intermediate Phase

Have students read activity 7.1 and tell them copy it in their

notebook. In pairs, they will write down at least five questions asking for personal information and they will fill answers out with their own data.

Checkpoint

Check on the pairs' work and verify that they are trying to create questions in order to get information.

Wrap up

Review with students some of the questions that were created. Explore possible correct responses to the questions.

Session 7, Period 2

Initial Phase

Ask up to three students to recall what they worked on in the previous period. Now show them this list of items that are commonly present in personal information

forms for a variety of purposes (such as applications for school, work or sports teams, religious or social groups, medical care, etc.), for example:

• Name
• Phone number
• Age
• Height
• Eye color
• Etc.

Checkpoint

Ask questions to activate prior knowledge of personal questionnaires in different settings, as well as the correct form of presenting the question.

Intermediate Phase

In this period each group will create a Personal Information Sheet. They will choose its purpose or use. Each group will prepare a sample on a large sheet of brown paper.

Checkpoint

Verify that students follow the instructions for the task:

1. Work in trios.
2. Create a personal information sheet.
3. Choose a purpose for the information.

Wrap up

Each group will paste their Personal Information Sheet on the wall of the classroom and explain it to the whole class.

Formative assessment

Verify that students are ready to present the purpose and questions they will include as a group in their personal information sheet.

Session 7, Period 3

Initial Phase

Play the hot potato game and have at least 6 students talk about the importance of knowing how to give or ask for personal information, its use, and the elements that should be considered.

Checkpoint

Ask questions to check with students the importance of asking and responding to personal information for different purposes: social, medical, school, etc.

Intermediate Phase

Now it's time to make some funny thing using their personal information. Ask them how many of them use a social network. Briefly explain to them the concept of social network, based on what's written in their workbook activity 7.2. When they finish reading and commenting on this theme ask them to invent a name for a social network. Focus on one of the 3 categories, and create their personal profile on sheet of paper.

Checkpoint

Verify that students complete activity 7.2 in the workbook as well as the extra activity on a social network.

Formative assessment

Verify that students not only create a poster with their own version of a social network but also are ready to present it to the rest of the group. Refer students to the Can Do Statements on the Student Book from this lesson.

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.