Session 7, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 7 | |
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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.
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Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/10/07 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Students must be able to identify the characteristics of communication.
Didactic resources[editar | editar código]
- Google Translate
- Dictionary
- Notebooks
- YouTube
Session 7, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Explain to students that one of the most important things to have a good classroom environment is having good communications.
What is communication? What are the elements of communication?
Have students write down the characteristics of communication. Refer them to the student’s workbook.
Use the following video on the elements of communication for reference.
Write the following terms on the board and have Students copy them in their notebooks.
- Message
- Encoding
- Channel
- Decoding
- Receiver
- Feedback
Organize students in threes. Each team should find the definition for one of these term. It is ok to have two or more groups working on the same definition. Let students use dictionaries or provide vocabulary as needed.
Intermediate Phase[editar | editar código]
Have the students write and illustrate one example of the aspect of communication they have been assigned.
Wrap up[editar | editar código]
Students should ask parents or guardians which rules existed when they were young to communicate with adults. Could they ask questions all the time? Could they interrupt adults when there was a conversation taking place?
Session 7, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide 10 minutes to have students compare their answers from homework. Have each group present their conclusions to the class.
Intermediate Phase[editar | editar código]
Have students number themselves from 1 to 6 and get together in 6 groups according to number. The number of the group will mark which aspect of communications they will work on. Every group will write a short proposal for the class on how they can be more courteous when communicating in class. Help them write and mark goals that are objective and can be accounted for. The presentation of the proposal will take place in period 3 of this learning session.
Wrap up[editar | editar código]
Give students time to organize the presentation material they will need. Let them be creative and encourage them to use recycled material.
Session 7, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Have students work with previous knowledge and check the 6 aspects of communication studied during the class. Instruct students to prepare their notebooks. Have students watch again the video above on the elements of communication.
Intermediate Phase[editar | editar código]
While watching the video have students compare the characteristics they have worked with. Let them point out similarities and differences. For example, how is encoding different from decoding?
Wrap up[editar | editar código]
Students should make a definitive list of activities to implement to have more courteous communications in the classroom.
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.