Session 11, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 11 | |
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(Selecciona [Contraer] para reducir el recuadro, [Expandir] para ver contenido no mostrado). | |
Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 3er grado |
Competencia | |
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.
IntroductionEditar
Reading maps is a useful skill. Also, all cities and 1. towns have people who work together with the educational community. The purpose of this unit is to help students state who the people that have 2. relation with the school are and some reference points to give directions if necessary
Didactic resourcesEditar
- Cardboard
- Recycled sheets of paper
- Markers
- Rulers
- Scissors
- Envelopes
- Google Translate
- Google Earth or Google Maps
- Dictionaries
- Notebooks
- Timers
- Other materials suggested by students
Session 11, Period 1Editar
Initial PhaseEditar
Generative question: What school regulations do we live every day in our class?
Have students research: Who makes the laws and rules in education in Guatemala? What functions does the Ministry of Education have in our country?
Intermediate PhaseEditar
Have students visit the Ministry of Education portal[1] and search for the organization's mission and vision. If no internet is available for students to find them, share the following texts with them.
Somos una institución evolutiva, organizada, eficiente y eficaz, generadora de oportunidades de enseñanza-aprendizaje, orientada a resultados, que aprovecha diligentemente las oportunidades que el siglo XXI le brinda y comprometida con una Guatemala mejor.
Formar ciudadanos con carácter, capaces de aprender por sí mismos, orgullosos de ser guatemaltecos, empeñados en conseguir su desarrollo integral, con principios, valores y convicciones que fundamentan su conducta.
Wrap upEditar
Have students ask parents or guardians who was the most famous or exemplary teacher they had, if any. Students should collect anecdotes during the activity if possible.
Session 11, Period 2Editar
Initial PhaseEditar
Provide a few minutes for students to compare their answers from homework. They should share with the class the people their parents think are exemplary teachers. Tell them they will use the information in the following period.
Intermediate PhaseEditar
Have teams of students decide and write down one or two classroom rules that have helped them learn English.
Provide feedback regarding the classroom rules you have. Encourage students to be realistic about their application if you see it fit. Nobody knows your students better that you do!
Session 11, Period 3Editar
Initial PhaseEditar
Generative question: Who are exemplary teachers in our school?
Intermediate PhaseEditar
Have students elaborate a diploma or a way to distinguish some teachers they may respect and deem esteemed in the school. Allow them to be creative but respectful. Decide if this activity is appropriate for your environment or substitute it with a different one.
Use a rubric to grade the tokens of appreciation the students prepared for teachers.
NotesEditar
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.