Session 22, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
| Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 22 | |
|---|---|
| (Selecciona [Contraer] para reducir el recuadro, [Expandir] para ver contenido no mostrado). | |
| 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
Taking care of our health is an important issue.
Didactic resourcesEditar
- Cardboard
- Recycled sheets of paper
- Google Translate
- Dictionaries
- Notebooks
- Other materials suggested by students
Session 22, Period 1Editar
Initial PhaseEditar
Have students investigate what aspects should be taken into consideration to be healthy. Explain the criteria for the investigation, to prepare for the following phase.
Intermediate PhaseEditar
Assign (preferably at random) one of the following aspects related to taking care of our health. Feel free to include other topics.
- Importance of sleeping well.
- Importance of eating well.
- Importance of exercising regularly.
- Importance of injury prevention.
- Importance of avoiding the use of drugs and alcohol.
Each trio will investigate why the assigned aspect is important for ones’ life, how it relates the school context, and how it benefits them. Students should check their sources. Help them look for appropriate sources.
Students will prepare a presentation to be given to a Primero Básico, Segundo Básico or other Tercero Básico class. Presentations should be no longer than 5 minutes each.
Wrap upEditar
Students should prepare items for a questionnaire to give to their schoolmates during their presentation. Encourage the use of recycled paper.
Allow students to be creative in preparing their presentations. They can use realia, posters or any other prop that can help them present better. Be ready to provide help, but have the students do the work.
Session 22, Period 2Editar
Initial PhaseEditar
In teams, students should put together the questionnaire for their presentation. Give feedback on the sentences they will be using. It should not be longer than 3 questions, and it should have simple language that the students who will see the presentation understand.
Intermediate PhaseEditar
Every group should rehearse their presentation. Depending on the size of your classroom and the number of sections available to make the presentations, have the students organize the logistic for presentation.
Wrap upEditar
Fine tune last-minute details regarding questions, ways of presenting, pronunciations and content.
Session 22, Period 3Editar
Initial PhaseEditar
Start the day with a short positive thought to encourage students to make their best effort when talking about health preservation. Focus students on getting ready to deliver their presentation to schoolmates in other classrooms in Session 23, and encourage them to start thinking about the logistics for it.
Provide feedback to students. Take into consideration that effort is more important than perfection. Tell them the positive things and identify opportunities for improvement. Help them understand the importance of each aspect of health they have researched. Help them check their sources carefully to avoid spreading misinformation. Emphasize personal responsibility and mutual respect.
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.