Session 14, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 14 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 3er grado |
Competencia | 2. Expresses ideas and opinions orally, related to relevant topics through simple sentences., 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.
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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]
Every student should have a study schedule. There in no better way to learn something than by teaching it. This learning session should prepare your students to give a short, practical workshop to their Primero Básico classmates. That should provide an excellent platform for using real English.
Make sure to have all the proper administrative permissions and logistics before holding the workshops.
Didactic resources[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Markers
- Rulers
- Scissors
- Envelopes
- Google Translate
- Dictionaries
- Notebooks
- Timers
- Other materials suggested by student
Session 14, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Have students think carefully about the best way for them to select one or two time-management tools they may use. Tell students that they will prepare a workshop for their Primero Básico classmates, to help them organize their schedule.
Intermediate Phase[editar | editar código]
Each student should start preparing a presentation for the next period.
Use the following questions as guidance:
- What time management tool will I present?
- How will I present it to the Primero Básico students?
- What (recycled) materials do I need to present the time management tool? * How will I show respect for my Primero Básico schoolmates?
The length of each presentation should be such that they all students will be able to present in one period. Define this based on the number of students in your class.
Wrap up[editar | editar código]
Students should ask parents or guardians if they use or have used a time management tool.
Session 14, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide students a few minutes to share the findings of their homework.
Intermediate Phase[editar | editar código]
Have students rehearse their time management tools presentation with two classmates. Circulate and facilitate the process. Provide feedback and vocabulary, and encourage them to use tools like dictionaries.
Wrap up[editar | editar código]
Give students individual time to decide how they will conduct the presentation to the Primero Básico students.
Students should use their creativity to write and illustrate the time management tools they will show during their presentation. Encourage students to use posters, PowerPoint presentations, videos or any means available to them. Encourage the use of recycled material.
Session 14, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to finish preparing for their presentations.
Intermediate Phase[editar | editar código]
Each student should rehearse their presentation in front of the class. Students who are not presenting should writing in their notebooks the main idea of each of their classmate’s presentation. Students should ask for permission to start each presentation.
Wrap up[editar | editar código]
Provide feedback on commonly occurring mistakes. Make the feedback general and positive, emphasizing the idea that the important thing is learning. Help students realize that helping other to organize their time is a way for them to practice doing it themselves as well. Congratulate them all.
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.