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| | {{Calificación de recurso}} | | {{Calificación de recurso}} |
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| − | {{subst:Sesiones Básico Inglés
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| − | | time=3
| + | <div style="border:solid 1px; border-radius:8px; padding:8px; width:25%; margin-bottom:10px"> |
| − | | intro=Student recognizes phrases and gestures related to sports that are popular in Guatemala.
| + | <center>'''Suggested time'''</center> |
| − | | resources=
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| | + | <center>3 periods</center> |
| | + | </div> |
| | + | === Introduction === |
| | + | Student recognizes phrases and gestures related to sports that are popular in Guatemala. |
| | + | |
| | + | === Didactic resources === |
| | * Board | | * Board |
| | * Dictionary | | * Dictionary |
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| | * Notebooks | | * Notebooks |
| | * YouTube | | * YouTube |
| − | | initial 1={{Plantilla:Icono guía docente Básico|nombre=qué debemos saber}}Ask students if they usually watch or listen to the news. If they don't, elicit the name of a news outlet (newspaper, radio or tv news show, etc.). Make sure that all students are included.
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| − | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}Have students ask each other their favorite source of news, or the source of news they are exposed the most. Model complete sentences: | + | === {{SUBPAGENAME}}, Period 1 === |
| | + | <div style="clear:both"></div> |
| | + | ==== Initial Phase ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=qué necesitamos saber}}Ask students if they usually watch or listen to the news. If they don't, elicit the name of a news outlet (newspaper, radio or tv news show, etc.). Make sure that all students are included. |
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| | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Have students ask each other their favorite source of news, or the source of news they are exposed the most. Model complete sentences: |
| | : My favorite (newspaper/ news radio or tv show) is ______. It is from _____. | | : My favorite (newspaper/ news radio or tv show) is ______. It is from _____. |
| | : I don’t like ______________ but I like (name of news outlet). | | : I don’t like ______________ but I like (name of news outlet). |
| | : I can / can’t (read / hear / watch) it on the Internet. | | : I can / can’t (read / hear / watch) it on the Internet. |
| | + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | + | <center>'''Checkpoint'''</center> |
| | + | |
| | + | </div> |
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| − | | check initial 1=
| + | <div style="clear:both"></div> |
| − | | intermediate 1={{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Present to the class pictures from newspapers, magazines, or other sources of news that have happened recently. Include only positive news. Avoid showing political or grotesque content.
| + | ==== Intermediate Phase ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Present to the class pictures from newspapers, magazines, or other sources of news that have happened recently. Include only positive news. Avoid showing political or grotesque content. |
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| | Form criteria inn the students regarding the credibility of a news outlet and what news is important to watch. | | Form criteria inn the students regarding the credibility of a news outlet and what news is important to watch. |
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| | '''Key vocabulary:''' newscaster, camera operator, famous, media, newspaper, news show, podcast, blog, digital newspaper, digital radio, digital tv show. | | '''Key vocabulary:''' newscaster, camera operator, famous, media, newspaper, news show, podcast, blog, digital newspaper, digital radio, digital tv show. |
| − | | check intermediate 1=Observe that the students are doing the activity. At this point, it is important for them to participate even if they can’t name all the characteristics of the media they obtain the news from.
| + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | + | <center>'''Checkpoint'''</center> |
| | + | Observe that the students are doing the activity. At this point, it is important for them to participate even if they can’t name all the characteristics of the media they obtain the news from. |
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| | If they don’t have a favorite news outlet, have them identify the characteristics of a newspaper or news outlet they consider popular in Guatemala. | | If they don’t have a favorite news outlet, have them identify the characteristics of a newspaper or news outlet they consider popular in Guatemala. |
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| | Have students list the words they don’t know and have them look them up in a dictionary. Then help them form complete sentences. Provide patterns on the board. | | Have students list the words they don’t know and have them look them up in a dictionary. Then help them form complete sentences. Provide patterns on the board. |
| − | | wrap 1={{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Refer each student to the Student Book. Ask each student to list famous news outlets they know.
| + | </div> |
| | + | |
| | + | <div style="clear:both"></div> |
| | + | ==== Wrap up ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Refer each student to the Student Book. Ask each student to list famous news outlets they know. |
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| | Ask the students to make a graphic organizer to compare formats, contents, and other aspects they consider important. | | Ask the students to make a graphic organizer to compare formats, contents, and other aspects they consider important. |
| − | | assessment 1=Observe that the students are trying to understand the organizer. Go around the room and make yourself available if they do not understand the difference between the vocabulary items presented.
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| | + | <div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left"> |
| | + | <center>'''Formative assessment'''</center> |
| | + | Observe that the students are trying to understand the organizer. Go around the room and make yourself available if they do not understand the difference between the vocabulary items presented. |
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| | Use the following rubric | | Use the following rubric |
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| | ''“What did we learn today?”'' Students should be able to produce simple sentences stating which their favorite news outlet is, or to use vocabulary related to newscasts and related terms. | | ''“What did we learn today?”'' Students should be able to produce simple sentences stating which their favorite news outlet is, or to use vocabulary related to newscasts and related terms. |
| − | | initial 2={{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}''Activate Prior Knowledge:'' Divide the class into two groups. Ask each group to list as many news outlets as they can. Suggested time: 5 minutes. Name a score keeper.
| + | </div> |
| | + | |
| | + | === {{SUBPAGENAME}}, Period 2 === |
| | + | <div style="clear:both"></div> |
| | + | ==== Initial Phase ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}''Activate Prior Knowledge:'' Divide the class into two groups. Ask each group to list as many news outlets as they can. Suggested time: 5 minutes. Name a score keeper. |
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| | Explain to stuents that they are going to play Pictionary. Have the two groups form a line or assign a number to each member. From the lists they have produced, they must draw on the board one of the section of the news outlets on the list without using any letters. The other team must guess what the news outlet and section is. Each turn should not exceed 30 seconds. If they do not guess, the next team gets the next turn. | | Explain to stuents that they are going to play Pictionary. Have the two groups form a line or assign a number to each member. From the lists they have produced, they must draw on the board one of the section of the news outlets on the list without using any letters. The other team must guess what the news outlet and section is. Each turn should not exceed 30 seconds. If they do not guess, the next team gets the next turn. |
| − | | check initial 2=
| + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| − | | intermediate 2={{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Have Students listen to the soundtrack of the following video. <center>{{Vídeo|450px|g4JuWfxlin0}}</center>
| + | <center>'''Checkpoint'''</center> |
| | + | |
| | + | </div> |
| | + | |
| | + | <div style="clear:both"></div> |
| | + | ==== Intermediate Phase ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Have Students listen to the soundtrack of the following video. <center>{{Vídeo|450px|g4JuWfxlin0}}</center> |
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| | Have them identify the main idea and write down as many words as they can. Stop he audio at 4:21. Explain it is not a dictation, but rather an idea and word identification. | | Have them identify the main idea and write down as many words as they can. Stop he audio at 4:21. Explain it is not a dictation, but rather an idea and word identification. |
| − | | check intermediate 2=
| + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| − | | wrap 2={{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Now show the same video and have students match the letters with the sounds.
| + | <center>'''Checkpoint'''</center> |
| | + | |
| | + | </div> |
| | + | |
| | + | <div style="clear:both"></div> |
| | + | ==== Wrap up ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Now show the same video and have students match the letters with the sounds. |
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| | If it is not possible to show the video, have handouts printed from the transcript for the video. | | If it is not possible to show the video, have handouts printed from the transcript for the video. |
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| | [[Archivo:Open transcript on YouTube.png|thumb|Find the transcript for videos on YouTube by selecting the three dots.]]''Editor's note:'' to see the transcript select the three dots under the video and select “Open transcript”. | | [[Archivo:Open transcript on YouTube.png|thumb|Find the transcript for videos on YouTube by selecting the three dots.]]''Editor's note:'' to see the transcript select the three dots under the video and select “Open transcript”. |
| − | | assessment 2=
| + | |
| − | | initial 3={{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Start the period by watching a video where an extraordinary event is taking place. For example, have them watch the first walk on the moon.
| + | <div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left"> |
| | + | <center>'''Formative assessment'''</center> |
| | + | |
| | + | </div> |
| | + | |
| | + | === {{SUBPAGENAME}}, Period 3 === |
| | + | <div style="clear:both"></div> |
| | + | ==== Initial Phase ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Start the period by watching a video where an extraordinary event is taking place. For example, have them watch the first walk on the moon. |
| | <center>{{Vídeo|450px|gayth1yvG0g}}</center> | | <center>{{Vídeo|450px|gayth1yvG0g}}</center> |
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| | Ask students to write down the main idea from the event you select, as well as the news outlet's name. Have them describe the event they see. | | Ask students to write down the main idea from the event you select, as well as the news outlet's name. Have them describe the event they see. |
| − | | check initial 3=Watch the video again if necessary and have students write short sentences, in chronological order, describing the events.
| + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| − | | intermediate 3={{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Direct students to the vocabulary they have written, and have them say it again, checking their pronunciation.
| + | <center>'''Checkpoint'''</center> |
| − | | check intermediate 3=
| + | Watch the video again if necessary and have students write short sentences, in chronological order, describing the events. |
| − | | wrap 3={{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}
| + | </div> |
| | + | |
| | + | <div style="clear:both"></div> |
| | + | ==== Intermediate Phase ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Direct students to the vocabulary they have written, and have them say it again, checking their pronunciation. |
| | + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | + | <center>'''Checkpoint'''</center> |
| | + | |
| | + | </div> |
| | + | |
| | + | <div style="clear:both"></div> |
| | + | ==== Wrap up ==== |
| | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}} |
| | Ask students to think about the importance of the event they have seen. How can you tell this event was important? | | Ask students to think about the importance of the event they have seen. How can you tell this event was important? |
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| | <div style="clear:both"></div> | | <div style="clear:both"></div> |
| | {{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Students should ask parents or guardians if they remember the day depicted in the news story you have presented in class. Have students write a short comment from the answers they receive. | | {{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Students should ask parents or guardians if they remember the day depicted in the news story you have presented in class. Have students write a short comment from the answers they receive. |
| − | | assessment 3=
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| − | }} | + | <div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left"> |
| | + | <center>'''Formative assessment'''</center> |
| | + | |
| | + | </div> |
| | + | <div style="clear:both"></div> |
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| | + | |
| | + | {{Título y superior}} |
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| | [[Categoría:Recursos]] | | [[Categoría:Recursos]] |