Session 19, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 19 | |
---|---|
(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 | 2020/10/08 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
We are using in this and the following unit the integration between hobbies, sports and surveys. This learning session emphasizes research and reporting skills.
Didactic resources[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Markers
- Rulers
- Google Translate
- Dictionaries
- Notebooks
- Timer
Session 19, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Have students list the names of all the sports they know.
Refer to the following video if needed.
Intermediate Phase[editar | editar código]
Conduct a survey among students to determine which are the top five sports practiced in the class. Have students organize into 5 teams. If you have a very large group, you can have more teams. Assign each team one sport that has been included in their top five list.
Wrap up[editar | editar código]
Students should ask parents or guardians which sport they practice, if any.
Session 19, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to share their answers from homework.
Intermediate Phase[editar | editar código]
Have the teams integrated in the previous class prepare a skit about sports where they can use different verb tenses. Model sentences if needed, but prioritize the students’ creativity.
Example:
- A: I love playing soccer. What should I do to play better?
- B: You should play as much as you can, and train by exercising.
- A: Are you sure?
- B: Yes, I am. Practice makes perfect!
Encourage your students to be very creative. One option would be capturing the skit on video, but only if available and if you think it will have learning value.
If appropriate, show the class a sample video. Here are a collection of commercials related to sports:
You can select other commercials, but make sure they are inspirational.
Circulate among the students helping with vocabulary, and encourage them to use dictionaries, either electronic or printed, when necessary.
Wrap up[editar | editar código]
Have students list the characteristics of high performing athletes and use these ideas for their skit. Give teams enough time and room for preparation. Respect for classmates should be preserved during the preparation of the skits. Let teams know that they must be ready for the next period.
Session 19, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Provide time for students to fine tune any last-minute details before the skit presentation.
Intermediate Phase[editar | editar código]
Have students present the skits.
Wrap up[editar | editar código]
Warn student about the risks of doping. For reference use the Wikipedia article on doping in sport.
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.