Session 12, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 12
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 3er grado
Competencia	1. Understands basic sentences in simple and compound tenses., 2. Expresses ideas and opinions orally, related to relevant topics through simple sentences.
Indicador	1.3. Compares grammar structure of simple and compound tenses., 2.1. Makes oral presentations about familiar topics and personal experiences.
Saber declarativo	1.3.5. Giving advice using imperatives and will and might to describe possibility., 2.1.1. Study and work: obligation, connections, simple and compound sentences., 2.1.6. Hypothetical actions: such., 2.1.7. Reporting about what someone said.
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

Personal responsibility is the core of this unit. Giving a proper explanation in a given situation is a skill a student must have. Stating an appropriate excuse might make all the difference in the world. Obligations should be fulfilled whenever possible.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Envelopes
• Google Translate
• Dictionaries
• Notebooks

Session 12, Period 1

Initial Phase

Generative question: What is the meaning of “responsibility”?

Intermediate Phase

Show students a video on personal responsibility, such as the following.

If video is not available in your classroom, prepare an introduction for your students related to this topic.

Wrap up

At home each student will think of a situation where personal responsibility could be shown.

Session 12, Period 2

Initial Phase

Explain to students that some excuses are valid and other excuses are not. Also, that personal responsibility is an important part of a person’s character.

Intermediate Phase

Have each pair of students prepare a skit where an excuse is needed, using their homework material and reaching agreements on which situations in everyday life will require an excuse or show more personal responsibility. Personal responsibility should be the message of the short presentation.

Checkpoint

Help students get the right pronunciation. Remind students to use reported speech: they should report what someone else has said.

Wrap up

Help students discuss and agree on how personal responsibility will be enforced in class.

Session 12, Period 3

Initial Phase

Give students some time to prepare or give the finishing guidelines for their presentations.

Intermediate Phase

Have students role play the situations they have prepared. Students who are not performing should be taking notes in their notebook.

Wrap up

Students should write in their notebook what personal responsibility situations have been presented.

Have some students express their opinion about what examples of personal responsibility they have found interesting. Select them at random, in list order, or as you see fit.

Ask students to write down two ways in which personal responsibility can be applied at home.

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.