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{{Recurso educativo AEIF
|Autor=Ministerio de Educación de Guatemala;
|Área=Comunicación y Lenguaje Idioma Extranjero
|Grado=Básico 3er grado
|Competencia=3. Reads very basic texts concerning the immediate environment and background.;
4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
|Indicador=3.2. Makes inferences about the meaning of very basic texts.;
3.3. Analyzes the primarily intention of very basic texts.;
4.1. Writes narrations about different topics of the context.
|Saber declarativo=3.2.3. Meaning of new words from the context.;
3.3.1. Recognition of main points in a report.;
3.3.3. Instructions and explanations: Verbs and tenses.;
4.1.5. Writing about a process related to work or study.
|Tipo de licencia=Derechos reservados con copia libre
|Formato=HTML; PDF
|Responsable de curación=Editor;
|Última actualización=2020/10/08
}}
{{Calificación de recurso}}
<div style="border:solid 1px; border-radius:8px; padding:8px; width:25%; margin-bottom:10px">
<center>'''Suggested time'''</center>
<center>3 periods</center>
</div>
=== Introduction ===
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 ===
* Cardboard
* Recycled sheets of paper
* Markers
* Rulers
* Google Translate
* Dictionaries
* Notebooks
* Timer
=== {{SUBPAGENAME}}, Period 1 ===
<div style="clear:both"></div>
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=qué necesitamos saber}}Have students list the names of all the sports they know.
Refer to the following video if needed.
<center>{{Vídeo|450px|i2yhyaNb4ac}}</center>
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}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.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Students should ask parents or guardians which sport they practice, if any.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 2 ===
<div style="clear:both"></div>
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Provide a few minutes for students to share their answers from homework.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}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.
<div style="clear:both"></div>
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}If appropriate, show the class a sample video. Here are a collection of commercials related to sports: <center>{{Vídeo|450px|zOtEeTGCd_E}}</center>
You can select other commercials, but make sure they are inspirational.
<div style="clear:both"></div>
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Circulate among the students helping with vocabulary, and encourage them to use dictionaries, either electronic or printed, when necessary.
</div>
<div style="clear:both"></div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}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.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 3 ===
<div style="clear:both"></div>
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}Provide time for students to fine tune any last-minute details before the skit presentation.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabo en equipo}}Have students present the skits.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Warn student about the risks of doping. Use this Wikipedia article for reference: [[wikipedia-en:Doping in sport|Doping in sport]]
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
<div style="clear:both"></div>
{{Título y superior}}
[[Categoría:Recursos]]