Session 27, Primer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 27 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 1er grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/09/11 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
This lesson focuses on going over the vocabulary used to describe a city or a town. The emphasis is on comparing the same place in the past and now. The past tense of the verb to be (was and were) is included, as are the appropriate vocabulary and expressions to describe places.
Didactic resources[editar | editar código]
Session 27, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Review with the class some adjectives that describe places. Emphasize pronunciation. Give examples of cities and towns that they know or know of.
Refer to the student book and the vocabulary section on learning session 27.
For every word. Students should make a sentence using a real city or town as reference.
Intermediate Phase[editar | editar código]
Ask students to stand up and form a circle. Students must choose the name of their favorite city or town. Pretend you are that place. Walk around the class introducing yourself to other “cities” or “towns”. Ask each other questions and talk about what makes you a great place and why people should come to visit or live in you.
Students can use expressions and questions such as the following:
- Why are you great place to live/visit?
- Why should people come and visit you?
Stress the use of Because:
- Because I am peaceful
- Because I have many touristic places
Observe the pictures and write down sentences in which the difference between a town and city is registered.
My city and my town: Talk with your group about the capital city of your own country. Is it the best city in your country? What do you know about the history of the city and its name? Do you like its name? What does its name mean to you? What is the city famous for?
Refer to students to workbook activity c.
Verify that students understand the difference between why and because.
Wrap up[editar | editar código]
Think about the place you live in: Is it a town or city? Why? How would you describe it?
Teacher makes sure if students are able to understand the questions and use the vocabulary to describe a place he knows.
Session 27, Period 2[editar | editar código]
Initial Phase[editar | editar código]
World Capitals: Instruct students to talk with their partners and make a list of countries and world capital cities. For example, Guatemala City is the Capital of the Republic of Guatemala. List other countries.
Review nationalities: “Citizens from Guatemala are Guatemalans”.
Student connect adjectives to the cities in the student workbook.
Intermediate Phase[editar | editar código]
Request students to ask each other the question: “In which countries are these Capital Cities?” “What images do you have when you hear the name?” “Which three are you interested in?” and “In which three are you not interested at all”? “Can you give a reason why?”
Washington D.C.
Paris
Berlin
London
Cairo
Nairobi
Guatemala
Beijing
Brasilia
Buenos Aires
Lima
New Delhi
Buenos Aires
Bangkok
Tokyo
Pyongyang
Students form a semi-circle when the groups from activity c. in the workbook are ready to present the answer to their questions.
Refer students to the form and uses of the verb to be in the past to describe places. With the students go overthe information from the pattern to describe aspects of a city. Model the place where you were born following this example:
- “I was born in Retalhuleu. When I was little, there weren’t many cars. The streets were not so busy. The city was clean and there weren't many visitors.”
Check that students understand how to say things about places using the past tense.
Wrap up[editar | editar código]
Explain to students the assignment for next class. The instructions are in Activity e. Think about your city in the student workbook. Verify that the instructions are clear for the students to try to do the activity by themselves.
Refer the students to Think about your own city. Students must write a short paragraph and then be ready to read it class over the next period of class.
Session 27, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Students play hot potato. The student who has the object when you command “stop” should make up a sentence in the past about a city or town they are familiar with.
Intermediate Phase[editar | editar código]
In a semicircle, students prepare to read the paragraph they created on the description of their birthplace when they were 10 years old.
Remind students that now represents the present. Therefore, the verb is used in the present. Review it with the group. Then describe the past, and use the past tense.
Refer students to activity f. Quetzaltenango now and then. Students need to observe the pictures and organize the information in the graphic organizer.
Students need to get together with two other students and get ready to organize an oral presentation on Quetzaltenango now and then.
Wrap up[editar | editar código]
Provide feedback to students and refer them to Can Do Statements.
Assess the oral presentation based on the following aspects:
- Students describe Quetzaltenango using both in past and present.
- Students use adjectives to describe the city and objects in it appropriately.
- All the three members participated in the presentation.
- The presentation has a beginning, middle and end.
- The presentation is coherent and logical related to the instruction
Each descriptor can be given:
- 1 point: The presentation was a combination of phrases in Spanish and was not understandable.
- 3 points: The presentation was understandable but needed improvement.
- 5 points: The presentation was clear and understandable.
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.