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{{Recurso educativo AEIF
|Autor=Ministerio de Educación de Guatemala;
|Área=Comunicación y Lenguaje Idioma Extranjero
|Grado=Básico 1er grado
|Competencia=3. Reads aloud and silently: syllables, common words and phrases in English.;
4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
|Indicador=3.3. Analyzes the meaning of common words and phrases when reading.;
4.3. Creates simple phrases valuing his own culture and context.
|Saber declarativo=3.3.3. Locating information on a poster or infographic: meaning of symbols.;
4.3.3. Diary entries related to feelings and occupations: Adverbs of frequency.
|Tipo de licencia=Derechos reservados con copia libre
|Formato=HTML; PDF
|Responsable de curación=Editor;
|Última actualización=2020/09/11
}}
{{Calificación de recurso}}
<div style="border:solid 1px; border-radius:8px; padding:8px; width:25%; margin-bottom:10px">
<center>'''Suggested time'''</center>
<center>3 periods</center>
</div>
=== Introduction ===
In this lesson, students will be introduced to people’s hopes, dreams, and ambitions. They will be given a set of vocabulary/expressions related to this topic. They will work on producing sentences about their own hopes, dreams, and ambitions with these expressions. Finally, they will discuss their own definitions of a successful person and then share these with the class.
=== Didactic resources ===
* board
* markers
* pen
* notebook
* sheets of paper
* big sheet of brown paper<ref>''Editor's note:'' Resource list is missing in the original.</ref>
* English-Spanish/Spanish-English dictionary
=== {{SUBPAGENAME}}, Period 1 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Brainstorm a list of people that are ambitious, that have dreams and hopes. Emphasize that to be ambitious in not a negative aspect of a person character.
'''Model: Erick Barrondo.''' He is ambitious. He has dreams and hopes. Ask students to complete the conversation and name two other people on the list.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Help students discuss the dreams, hopes and ambitions of the people that were selected.
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en tríos}}Refer students to ''section a. ambitions, hopes and dreams''. Look for the information of what are ambitions, hopes, and dreams. Ideally they should be able to consult a dictionary. If not available they can move on to the next section, which is a reading that gives more information on the vocabulary.
In the same groups, students should try to answer the three questions related to their own ambitions, hopes and dreams for the future.
They should have collected enough information to present a very short introduction on one of the members of the group. They must introduce the person and present the results of the questions that they discussed as a group.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Verify that students are completing the task at hand. Be available to answer their questions.
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Remind students that they are now ready to start thinking about their dreams, hopes and ambitions. They should be clear on their ideas. Ask if they have any questions about the task.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 2 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Ask different questions to verify if students are clear on the issues of ambitions, hopes and dreams.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Elicit answers from students related to ambitions, hopes and dreams of their own.
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Refer students to the workbook and the two pictures on success and failure. What is the difference?
'''Reflection and writing'''
Ask students to observe the pictures and write a journal entry describing them. Encourage them to reflect on the important parts of the pictures and consider aspects such as:
* ¿What happened?
* ¿Who was involved?
* ¿Where did the event take place?
* ¿What feelings does the picture provoke in you?
* ¿Did you learn something new from watching the pictures?
* ¿Why was this picture important to you?
Give them a 10-minute time limit to craft their entries. You might want to play soft music if possible.
''The journal entry should be a regular practice that is very personal for the students. It is important to assign time to practice this habit.''
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Motivate students to write and do it as a personal activity. Don't emphasize grammar or vocabulary. The important thing is to begin writing!
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Explain that the journal entry can be about different topics and that the student is required to write about pictures or conversations they have had in the English class. They can complement it with drawings and creativity.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 3 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Ask students: ¿Why is it important to consider hopes, dreams and success at your age?
Open the discussion and emphasize the importance of thinking about the future in a very positive way.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Refer to the infographic on the key to being successful. Students should observe and understand the information presented in the infographic.
<div style="clear:both"></div>
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}In groups, students should make an interpretation of the infographic and present their conclusions to the class. Together, students and teacher discuss the infographic and try to identify important information from it.
<div style="clear:both"></div>
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Individually, students prepare a note on the importance of achieving their own dreams. They should use the model presented in the student workbook.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo individuaal}}
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
Ask the students to check their work and the can-do statements presented in the learning lesson.
</div>
{{Título y superior}}
==== Notes ====
<references />
[[Categoría:Recursos]]