Session 3, Primer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 3 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 1er grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/09/11 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Students must be able to read and write simple sentences using imperatives and TPR sequences related to classroom objects. In addition, students recognize cardinal and ordinal numbers 0-7 and relate them to the days of the week. Students understand before and after.
Didactic resources[editar | editar código]
- board
- markers
- pen
- notebook
- sheets of paper
- ball or an eraser
- crayons
- English-Spanish/Spanish-English Dictionary
- pictures
- posters
- bottle
- cups
- seeds
Session 3, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Draw stick figures related to classroom and objects in order to review them.
Ask them to get together and in their notebooks create and illustrate five TPR sequences, using the following components:
- Stick figures
- Include an action learned in class
- Also include a classroom object
Verify that students are creating sequences according to the indications.
Intermediate Phase[editar | editar código]
Take a pen, a crayon and pencil. Introduce the vocabulary. Ask the students:
- What is this? It's a pen
- What is this? It's a crayon
- What is this? It’s a pencil
Ask students to follow the pattern and the students must take a pen, a crayon, a pencil and another classroom object. Students should take turns and ask each other: : What is this?
and answer
- It's a __________________.
Explain to them what is an imperative. Direct the student to the Communicative Pattern Reference on Imperatives. Go over the information with the students as they observe it.
Ask each student to do activity 3.1. Answers are presented below:
Command, Order, Request or Instruction
- Please, don't close the window (Request)
- Open your books on page 5 (Instruction)
- Go to your desk! (Order)
- Point to the English Poster (Command)
- It is cold! Close the windows (Instruction / Order)
- Don't drink water from that place! (Order)
Wrap up[editar | editar código]
Ask four questions related to classroom objects using the pattern:
- What's this?
Student must respond
- It's a ___________.
Ask students to illustrate the answer.
Session 3, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Go back to exercise 3.1. and ask the students to create four imperative sentences: an order, a request, an instruction, and a command.
Students should get together with a partner a compare their sentences (both function and sentence).
Verify that students differentiate request, instruction and command.
Intermediate Phase[editar | editar código]
Read the number words and numerals again and have students repeat them in unison or name them as you point to the number words or numerals.
Repeat the above exercise except this time, ask for individual responses.
Erase the board and write numerals, one at a time and in random order, on the board and ask for oral responses. To increase/enhance participation, call on students for answers.
Erase the board and write the number words on the board, one at a time and in random order, and ask for oral responses. To increase/enhance participation, call on students for answers.
Refer students to activity 3.2. and ask them to work as pairs in activity a.
After 5 minutes do the number dictation on letter b. Check answers and give them some 2-3 minutes to go over the numbers and how they are written. Do activity c. with the whole class.
Explain that there are seven (7) days in a week and that each of the days begins with a capital letter. Write the days of the week in sequence on the board and read each day to the students.
Read the days of the week again and have students repeat them in unison or name them as you point to them.
Repeat the above exercise except this time, ask for individual responses.
Using a current monthly calendar, point to each of the days of the week asking for responses from the class. (You can draw a calendar on the board if necessary or you can use a pocket chart.)
Explain the vocabulary word “today”.
Ask the students, “What day is today?” Have them give answers orally and ask them to put a check mark next to the day on the calendar.
Explain the vocabulary words “tomorrow” and “yesterday”. Make sure students understand these words before proceeding. Write on the board “Yesterday it was _____________________________. Today is _________________. Tomorrow will be ________________________.”
Ask students to give the correct day of the week orally or you may ask that they write the answer on the board.
Emphasize and show that the days of the week begin with a capital letter. Review the concept as many times as necessary.
Direct student to student book activity 3.3. and ask to review vocabulary and writing of the days of the week.
Students should study the chart and review the information given by the teacher.
Wrap up[editar | editar código]
Student should go over all the class, reviewing together the vocabulary, the pronunciation and the order of the numbers as well as the days of the week.
Students should write the names of the days of the week using colors and their own design.
Student should present and read the days of the week to the teacher in the next period.
Session 3, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Pitch a ball or clean eraser to a student and count “one”. He or she must throw it to another student and count “two”, etc. Repeat numbers 1 through 7 as necessary.
Give each student a handful of counting objects (bottle caps or seeds could work). Taking turns in small groups, have each student practice counting aloud. Those students who are listening to the counter should be instructed to listen carefully to recognize correct counting and pronunciation as well as to recognize any mistakes.
Verify the correct number is being said related to a certain quantity.
Intermediate Phase[editar | editar código]
Explain the ordinal numbers and connect each cardinal number to its corresponding ordinal number.
- 1 - 1st - One - First
- 2 - 2nd - Two - Second
- 3 - 3rd - Three - Third
- 4 - 4th - Four - Fourth
- 5 - 5th - Five - Fifth
- 6 - 6th - Six - Sixth
- 7 - 7th - Seven - Seventh
Refer students to 3.3. activity b. which is a reading. Ask them to silently
try to understand what is written. Read with them if necessary but do not translate. Explain to them the use of which to indicate more specific information within a group. Google “esl which vs what” if you have problems understanding the difference.[1] Ask them to answer the questions related to the reading segments.
Circulate around verifying that students understand the task.
Wrap up[editar | editar código]
Direct student to review the whole lesson and check yes or no the can-do statements. If they have problems they should ask you.
Students reviews the Can Do Statements.
Notes[editar | editar código]
- ↑ Editor's note: here are two explanations.
- What vs. which on learningenglish.de
- Which vs. what on persongman.com
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.