Session 14, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 14
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 3er grado
Competencia	2. Expresses ideas and opinions orally, related to relevant topics through simple sentences., 3. Reads very basic texts concerning the immediate environment and background., 4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
Indicador	2.3. Shares information about different topics in several contexts., 3.2. Makes inferences about the meaning of very basic texts., 4.1. Writes narrations about different topics of the context.
Saber declarativo	2.3.2. Relevant experiences in the past: the speech., 2.3.3. How to give excuses., 3.2.4. Extracting facts from a short article., 3.2.7. Understanding the order of events in a narrative story., 4.1.4. Writing a brochure giving information about a specific topic.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/08

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Suggested time 3 periods

Introduction

Every student should have a study schedule. There in no better way to learn something than by teaching it. This learning session should prepare your students to give a short, practical workshop to their Primero Básico classmates. That should provide an excellent platform for using real English.

Make sure to have all the proper administrative permissions and logistics before holding the workshops.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Envelopes
• Google Translate
• Dictionaries
• Notebooks
• Timers
• Other materials suggested by student

Session 14, Period 1

Initial Phase

Have students think carefully about the best way for them to select one or two time-management tools they may use. Tell students that they will prepare a workshop for their Primero Básico classmates, to help them organize their schedule.

Intermediate Phase

Each student should start preparing a presentation for the next period.

Use the following questions as guidance:

• What time management tool will I present?
• How will I present it to the Primero Básico students?
• What (recycled) materials do I need to present the time management tool? * How will I show respect for my Primero Básico schoolmates?

The length of each presentation should be such that they all students will be able to present in one period. Define this based on the number of students in your class.

Wrap up

Students should ask parents or guardians if they use or have used a time management tool.

Session 14, Period 2

Initial Phase

Provide students a few minutes to share the findings of their homework.

Intermediate Phase

Have students rehearse their time management tools presentation with two classmates. Circulate and facilitate the process. Provide feedback and vocabulary, and encourage them to use tools like dictionaries.

Wrap up

Give students individual time to decide how they will conduct the presentation to the Primero Básico students.

Students should use their creativity to write and illustrate the time management tools they will show during their presentation. Encourage students to use posters, PowerPoint presentations, videos or any means available to them. Encourage the use of recycled material.

Session 14, Period 3

Initial Phase

Provide a few minutes for students to finish preparing for their presentations.

Intermediate Phase

Each student should rehearse their presentation in front of the class. Students who are not presenting should writing in their notebooks the main idea of each of their classmate’s presentation. Students should ask for permission to start each presentation.

Wrap up

Provide feedback on commonly occurring mistakes. Make the feedback general and positive, emphasizing the idea that the important thing is learning. Help students realize that helping other to organize their time is a way for them to practice doing it themselves as well. Congratulate them all.

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.