Session 9, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 9 | |
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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 | 2020/10/07 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
IntroductionEditar
Guessing what the future will be is a difficult task. In this unit, the students and teacher will explore some ideas about how phone calls will be in the future.
Didactic resourcesEditar
- Google Translate
- YouTube
- Dictionaries
- Notebooks
- Recycled sheets of paper
- Voice recorder (computer, phone or any other recording device)
- Other materials suggested by students
Session 9, Period 1Editar
Initial PhaseEditar
In preparation for class watch on your own the following video. Then show it to the students 2 or 3 times. Have students take notes about the video.
Intermediate PhaseEditar
If available, let students use dictionaries to clarify terms they did not understand. It is not necessary for them to understand everything, only the main ideas. Have them list the features the “man of the future” presented on the video that did not make sense to the “man of the past”. Provide enough time and help with vocabulary if necessary. Ask students: “Is the situation possible? Do you find it funny?”
Wrap upEditar
Have students compare, contrast and correct information with each other. Encourage them to share with classmates that they usually do not work with. Do this at your discretion; nobody knows how your group works better than you do.
Session 9, Period 2Editar
Initial PhaseEditar
If needed, provide students with more time to check all the words that “the man from the past” most likely did not understand. Watch the video again only if you consider it necessary.
Intermediate PhaseEditar
Have students investigate how long ago these features or appliances were invented and if they are still in use:
- DVD player
- HD DVD player
- Bluray player
- Tweeter
- Cell phones
- Smart phones
- Camera phones
- Wireless
- Wifi
- Silicon
- Data
- iPad
- Other terms in the video
- Additional terms if relevant
Wrap upEditar
At home, students should list and rank 5 things the “man of the future” mentions that could be used to learn English.
Session 9, Period 3Editar
Initial PhaseEditar
Have students compare the lists they have produced. Emphasize the fact that every opinion must be respected, because every person will find some features or applications for learning more useful than others. This is a sharing activity. There is no right or wrong order in each student’s list. Allow enough time for them to share in their groups.
Intermediate PhaseEditar
Tell students they will practice having conversations in English over the phone during the next learning session. You can ask students to manufacture “phones” using recycled material just for practice if you consider it convenient. But beware: sessions are not intended to make students crave for phones, but to practice English using a phone.
Wrap upEditar
Students should start working on topics for conversation for the upcoming activity.
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.