Session 27, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 27 | |
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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]
In the previous Learning Lesson, we talked about Guatemala as a country. It is time to have our hometown as a topic. Describing one’s town or city might be important when a person is abroad and is asked where their hometown is.
Didactic resources[editar | editar código]
- Editor's note: missing in the original.
Session 27, Period 1[editar | editar código]
Initial Phase[editar | editar código]
If there is a library at school or if there is a library in town or near your school, this will be a very good opportunity to have an outing to it. Students will research the context of historical events when their parents and grandparents were growing up.
Alternatively the class may visit an elder center and interview people who have lived in your town or city for some time to collect anecdotes. Students can use the opportunity to perform for them, for example by singing a song in English or organizing some other enjoyable activity to perform in English. Please take notice that any outing with students must have authorization from parents and school authorities.
Intermediate Phase[editar | editar código]
Have students prepare the first draft of their family history as a resource for their family tree presentation.
Establish ground rules regarding historic facts of your students’ families. Do ask for help from the Social Studies teacher if available. The Science or Biology teacher can also help your students understand inheritance and inherited characteristics from ancestors, perhaps explaining what DNA is.
Consider how the family tree presentation will be made: use posters or technology-based presentations.
Wrap up[editar | editar código]
Students should ask parents or guardians for anecdotes and stories about their ancestors. Encourage students to use dictionaries or technology to check their own work.
Session 27, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to compare their answers from homework. Have them share their stories in a relaxed environment.
Intermediate Phase[editar | editar código]
Have students write a paragraph stating what would have happened if one of their ancestors had not come to live in their city or town when they did. Ask students to be as creative as possible.
Help students with vocabulary or grammar concerns.
Wrap up[editar | editar código]
Students should finish at least a first draft of their work.
Session 27, Period 3[editar | editar código]
Initial Phase[editar | editar código]
In teams, students finish putting together their essays. Provide extra time to polish the first draft. Remind students to check they have included a main idea, supporting ideas and conclusion.
Intermediate Phase[editar | editar código]
Have students create a profile of one of their ancestors. As a suggestion, they can use a social media outlet profile format for their ancestor’s information. This should include information such as year of birth, name, interests, hobbies, accomplishments, etc.
Wrap up[editar | editar código]
Provide feedback on the profiles while you circulate in the class.
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.