Session 24, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 24 | |
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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.
IntroductionEditar
What we do in an emergency can save lives. In this session your students will try to determine what the most convenient procedure could be to deal with emergencies. A glossary of words in English to provide information to rescuers could save lives also. Listening and speaking skills are essential in accident situations, especially if the victim does not understand Spanish. You can be of help to rescuers! In Segundo Básico they have had this unit too. It is of utmost importance to be prepared. In our country natural disasters are not uncommon.
Didactic resourcesEditar
- Cardboard
- Recycled sheets of paper
- Google Translate
- Dictionaries
- Notebooks
- Other materials suggested by students
Session 24, Period 1Editar
Initial PhaseEditar
Generative question: What is an emergency protocol?
Tell students they will work on one for the following situations. In order to do so, students will investigate the experience in other countries using the internet. If no internet is available they may contact the local CONRED office and/or the Fire Department to learn about what to do in these cases:[1]
- Flood
- Earthquake
- Hurricane
- Volcanic eruption
- Landslide
- Fire
- Car crash
- Poisoning
- Extreme allergy symptoms
- Electric shock
Intermediate PhaseEditar
Assign teams to investigate the best reactions for an emergency. Have Students review information about the 72-hour emergency backpack. They should have covered this topic in Segundo Básico too. If that is the case, a review is in order.
Wrap upEditar
Students should ask parents or guardians if they have helped others when an emergency has happened, and how.
Session 24, Period 2Editar
Initial PhaseEditar
Provide a few minutes for students to compare their answers from homework.
Intermediate PhaseEditar
Students in teams should start writing the protocols. The final product should show concrete steps to take, and vocabulary and phrases to help rescuers and victims.
Wrap upEditar
Inform students that the following class they will be performing short skits related to the emergency they have worked with. Use time to start preparing dialogues for the skits.
Session 24, Period 3Editar
Initial PhaseEditar
Help students address any questions they may have regarding vocabulary and pronunciation.
Intermediate PhaseEditar
Have students present their skits. Emphasize and enforce respect for all participants.
Wrap upEditar
Provide general feedback on language used in the skits. Write on the board the words that have not been well pronounced. Help students pronounce correctly.
NotesEditar
- ↑ Editor's note: see the following resources available on this website:
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.