Session 33, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 33
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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.
Indicador	2.3. Shares information about different topics in several contexts.
Saber declarativo	2.3.1. Reports of situations considered lucky or unlucky.
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

Luck has little to do with project management, but sometimes circumstances can be considered lucky or unlucky.

Didactic resources

• Folk tales
• YouTube
• Notebooks
• Dictionaries

Session 33, Period 1

Initial Phase

Have students look on Wikipedia or other sources for the definitions of Luck and Near miss.

Intermediate Phase

Show students a segment of the following video or similar resource.

Have students express opinions about which events shown they consider luckier.

Students should write a short paragraph telling about a lucky situation they have lived.

Wrap up

Students should ask parents or guardians if they have lived through a lucky situation and what it was.

Session 33, Period 2

Initial Phase

Provide time for students to compare their answers from homework and the paragraph they wrote in the previous period.

Intermediate Phase

From the information they have brought, have students share events they consider lucky with the class. Divide your group into teams as you see fit.

Wrap up

Ask volunteers to share some of the experiences they have talked about in their teams.

Session 33, Period 3

Initial Phase

Tell students that they will now relate luck with folktales. Generative questions: Are characters in folktales usually lucky or unlucky? Why?

Intermediate Phase

Show students the following video with the Hungarian folk tale The Soldier’s luck.

Have students locate Hungary on a physical or digital map.

Have students summarize the folk tale “The Soldier’s Luck”.

Wrap up

Select at random students to tell what their opinion about the folk tale is. 

Formative assessment

Provide students with a rubric to assess their work.

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.