Session 3, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 3
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 2do grado
Competencia	1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences., 2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches.
Indicador	1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics., 1.2. Responds to greetings, farewells and apologies appropriately., 2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences.
Saber declarativo	1.1.5. Word formation: nouns., 1.2.5. Expressions of disbelief: negatives., 1.2.6. Recalling an event: Past and past continuous., 2.1.1. Cities and places around the world: Phrases.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

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Suggested time 3 periods

Introduction

Students must be able to read and write simple sentences using adjectives. Students use adverbs of frequency. Students will get familiar with world famous competitions.

Didactic resources

• Board
• Dictionary
• Notebooks
• Word cards
• YouTube

Session 3, Period 1

Initial Phase

Prior Knowledge activation: Direct students’ attention to different sports they have learned. Ask them to write a list in order of popularity.

Intermediate Phase

Check answers with the class. Have students quickly state the sport they think is the most popular. Help them use the dictionary if necessary.

Write a model sentence on the board and have each student state what his or her opinion is.

Editor's note: make sure to clarify with students the difference between facts and opinions.

Model the sentence for pronunciation. Help students with pronunciation of the name of sports.

“I think the most popular sport in the world is___________.”

Play “hot potato” with all the class. The student who gets the potato says the sentence.

Wrap up

Do a quick class survey to determine which sport they think is more popular in the world.

Ask students to create at home 5 word cards depicting a sport they think is popular in the world, and have them illustrate them. Each student must bring the cards to the class for the next period.

Session 3, Period 2

Initial Phase

Students show the word cards they've prepared with the sport they think is the most popular in the world. Do this in a quick fashion, as a review. Ask them to use complete sentences.

Model again if necessary.

“I think the most popular sport in the world is___________.”

Intermediate Phase

Instruct students to get together with a partner and compare their word cards. Each pair should have 10 cards in total. Have them compare which are different and same.

Have the students write in their notebooks the list of sports they come up with in order of popularity.

Wrap up

Students should go over all the session, reviewing together the vocabulary, the pronunciation and the order of the sports, comparing their work with other groups.

Discuss the difference between “wikt:soccer” and “wikt:football” in English.

Session 3, Period 3

Initial Phase

Pitch a ball or clean eraser to a student and have the student say: “I think the most popular sport in the world is____________.” He/she must throw the item to another student who will state which their own opinion.

Write model sentences on the board. Model them for the students.

“I think the most popular sport in the world is____________________.”

“I think the second most popular sport in the world is______________.”

“I don’t think the most popular sport in the world is________________.”

Have students compare their lists of 5 most popular sports in the world and check the similarities and differences using the model sentences.

Intermediate Phase

Watch two videos related to most popular sports in the world. Each student writes takes notes on his or her notebook.

Suggested videos:

Wrap up

Have students compare the two videos. Emphasize their similarities and differences. Have them compare each video with their own list of sports.

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.