Session 8, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 8
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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., 3. Reads simple sentences in a given text about his daily life matters., 4. Writes simple sentences and descriptions of his environment by using basic terms.
Indicador	1.2. Responds to greetings, farewells and apologies appropriately., 1.3. Understands sentences about known topics., 2.2. Asks and answers basic questions about familiar topics using simple tenses., 3.2. Makes inferences about the meaning of simple sentences., 4.1. Writes sentences according to the right grammar structure., 4.3. Creates different kind of descriptions using basic terms.
Saber declarativo	1.2.1. Expressions used at the school and with family: statements, negatives, questions, short answers., 1.3.6. Processes: gerunds and infinitives., 2.2.2. Things you enjoy doing: affirmative and negative sentences., 3.2.5. Rules of a game: imperative., 4.1.1. Sentences comparing people, places and objects., 4.1.7. Process to do something using sequencing words., 4.3.2. Description of a sport or hobby including its rules.
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 design a board game where they will apply rules. The number of students is important in order to organize groups. At this stage, it will be convenient for you to let the students choose what kind of board game they want to develop and play.

Didactic resources

• Cardboard
• Paper
• Recycled sheets of paper
• Markers
• Pencils
• Crayons
• Rulers
• Scissors
• Envelopes
• Google Translate
• Dictionary
• Glue
• Notebooks
• Timers
• Dice
• Stapler
• Other materials suggested by students

Session 8, Period 1

Initial Phase

Tell students: “Today we are going to work on designing a board game. A board game must have clear rules and objectives. We will try to design a different board game in each group.”

Show students examples of board games. Ask them if they have played one before.

Explain the steps of this Learning Session.

• Looking at examples
• Brainstorming (respecting every person’s contribution)
• Designing the game (rules and objectives)
• Making the actual board game
• Testing the game
• Making the necessary changes to the game.

Intermediate Phase

Have students write in their notebooks the characteristics of the board games they know about or have seen in the presentation.

Have them state what the purposes board games have. Help them providing vocabulary as needed: entertainment, pastime, learning, compete, indoor activities, group work and other terms you see fit.

Explain the process of brainstorming. Be clear that all ideas must be included.

Watch the following videos if you need further information on brainstorming. Adapt them to your classroom situation.

Wrap up

Students should ask parents or other adults at home which rules existed in their school if they attended one. If not, what rules they have had at home or at work.

Session 8, Period 2

Initial Phase

Provide a few minutes for students to compare theirs answer from homework.

Intermediate Phase

Have students brainstorm in groups of 4 for ideas to be used in their boardgame. Allow them enough time to consider all ideas.

Facilitate the sharing of ideas and encourage teams to go beyond a superficial analysis of the game.

Provide time now for students to design their board game. They should identify:

• Name
• Goals
• Number of players
• Rules
• Mechanics of the game
• Other features.

Students may need orientation regarding the language, but the rules, mechanics, and design of the game in general should be up to each group.

Encourage them to reach agreement on which idea to use for the team’s game, and within the limit you see fit, give them enough time to present a rough blueprint for the game, including rules and design.

Help them make decisions, but don't act as a referee or decide for them. Students should make their own decisions and be responsible for them. If conflict arises in the teams draw attention to keywords: respect, manners and inclusion.

Wrap up

By the end of the period each group should have a list of materials they will need to make the game. Let them be creative and encourage them to use recycled material. Keeping cost down is an important element here as well. Facilitate the process in such a way that all students participate.

Session 8, Period 3

Initial Phase

Have students organize the actual assembly of their board game.

Intermediate Phase

Help students focus on two main activities for this period:

• Writing the final version of the rules clearly enough that anybody else can play the game, and
• Create a working version of the board as neatly as possible, using their chosen medium and materials.

Wrap up

Have students present their results to the whole class.

Formative assessment

Make a checklist or rubric to assess that the game works, is well presented and is complete. Apply it to each presentation.

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.