Session 1, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 1
(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 1er grado
Competencia	1. Responds to basic oral instructions given in English at school.
Indicador	1.1. Distinguishes the meaning of words and phrases related to daily school life.
Saber declarativo	1.1.1. Phrases and gestures to greet, introduce and say farewell., 1.1.3. Useful classroom commands followed through Total Physical Response.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

Califica este recurso:

5.00

(un voto)

Por favor, califica el recurso solo si lo has revisado y/o o usado.

Suggested time 3 periods

Introduction

Student recognizes phrases and gestures related to basic introductions, greeting and saying good-bye in English. When the student can identify and apply the meaning of these phrases, he or she makes the first step to communicate in English in the school setting and transfer the pattern to future real communicative scenarios.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• brown or cardboard paper
• crayons
• English-Spanish/Spanish-English Dictionary
• pictures

Session 1, Period 1

Initial Phase

Ask students if they know of or have heard of someone else greeting someone in a foreign or national language. Make a list of words. They could be in languages different from English.

Checkpoint

Ask students to practice gestures to greet their partner.

Intermediate Phase

Present to the class “hello” and “goodbye”. Walk out of the classroom, wave, and say “goodbye”. Do this five (5) times. Walk back into the classroom, wave, and say hello. Again, do this action five (5) times. Some of the students will respond to your greeting but others will probably just be silent.

On a piece of common brown paper, write as a heading “Greetings”, “Hello”, and “Goodbye” as presented here:

Greetings	Farewells
Hello	Goodbye

Point to each word and say it, having the students repeat each word. Ask student to copy the words in their notebook.

In groups of four (4), have a student walk out of the room and tell the group “goodbye.” The group should respond “goodbye.” Tell them to walk back in and say “hello.” The group should respond “hello.” The group should do this activity until all members of the group have participated.

Checkpoint

Observe that the students are doing the activity. At this point, it is important for them to participate even if they do not pronounce any words. Don’t worry! It is their first day of class and yours too!

Walk out of the room and say “bye.” Walk back in and say, “hi.” Do this several times. Follow the same process as described above. Do the same with “hey.”

Refer student to the Student Guide (Guía del estudiante). Ask student to observe that in the American culture waving is used for greetings as well as for saying goodbye (farewells). Ask the students if there is a difference in gestures used to greet and say goodbye in his culture.

Ask the student to observe the Graphic Organizer on Greetings and Farewells for a couple of minutes and continue to answer yes or no, based on their observation.

Greetings		Farewells
(formal)	Hello	Goodbye
(familiar)	Hi	Bye
(informal)	Hey

Wrap up

Observe that the students are trying to comprehend the organizer. Go around the room and make yourself available if they do not understand the difference between the vocabulary presented.

You can use the following rubric 1= student could not perform the task 3= student performance was ok 5= student performance was excellent If most students don’t understand the difference between these expressions, go back and repeat saying hi and goodbye.

NOTE: Avoid translating the expressions to Spanish. Support yourself by using Total Physical Response (TPR) which is the methodology we are using in this unit.

Formative assessment

“What did we learn today?” You can tell me in Spanish. The student should be able to say hi or hello or hey and goodbye and bye. The student should also be familiar with the gesture wave and with the words “greeting” and “farewell.”

Session 1, Period 2

Initial Phase

Ask students if they know of or have heard of someone else greeting someone in a foreign or national language. Make a list of words. They could be in languages different from English.

Checkpoint

Observe that students are using the expressions to greet and say goodbye.

Intermediate Phase

Draw on the board the following picture to explain the moments of the day. Explain to your students the phrases related to the moments of the day:

a.m.: Morning → Good morning

p.m. afternoon → Good afternoon

late p.m. evening → Good evening

Say farewell at night → Good night

Project: Ask students to draw in groups of four a model that represents four moments of the day / night and connect them with the appropriate expression.

Materials: brown or cardboard paper, crayons, pens

The project should take into consideration:

• All the four members of the group were able to finish the model on time.
• The group posted the model in the classroom.
• Students explain to the other groups the connection between moments of the day and

expressions.

• The model was original and creative but understandable for the purpose it was created.

Refer the student to activity 1.2, “All in a Day”. Ask each student to do what is asked from them.

Checkpoint

Ask students to go over the vocabulary, practice pronunciation and vocabulary by using the TPR.

Wrap up

Students can go over the vocabulary and pronunciation one more time. Circulate around the class and observe if the vocabulary is being used.

Formative assessment

Check students following instructions such as: “Point to,” for example “Point to the picture presenting a day”, “Point to the picture presenting the good morning expression.”

Session 1, Period 3

Initial Phase

Start off the lesson with a friendly greeting (good morning or good afternoon, depending on the time of the day) and then introduce yourself. (You) say “My name is ___________.”

Ask students to stand up and form a circle. Begin this pattern, with the student on your right, and they continue with the next student: Remind students to use different expressions to greet someone, such as hi, hey, hello, good morning, good afternoon, which are appropriate to the time of the day.

Teacher (To Student 1): Hello. My name is ________. What is your name?

Student 1: Hi, ________. My name is __________.

Student 1: (To Student 2): Hey! My name is __________ What is your name?

Student 2: Good morning: My name is ______________.

(continues)

Checkpoint

Model the following commands (using TPR):

• Touch hands with student 1.
• Shake hands with student 2.
• Hi five student 3.

Intermediate Phase

Once you have demonstrated the expressions, tell your students to follow your instructions. Again, as a group, practice, touch hands, shake hands, hi five (someone).

Ask for 4 (four) volunteers to do the same thing you did: When you have the volunteers, divide the class into groups of 4.

Ask a volunteer to incorporate also vocabulary and expressions from the previous classes.

Direct the students to vocabulary section to go over the vocabulary. Ask them to pay attention to the expression. Ask them to read and check their pronunciation.

Using the writing reference section. Write sentences using the expressions below as well as other sentences.

Checkpoint

Walk around the class checking that the students write sentences with I and period at the end.

Wrap up

Ask students to think about the following actions on the rubric:

Can you ask someone for his name? What is your name?

What expression do you use when you shake hands with someone? Nice to meet you.

Tell me three words related to introducing yourself. Shake, hi five, introduce or touch hands.

Formative assessment

Using the reference on writing a sentence. Practice writing 5 different sentences using the pattern presented in the student book.

Ask students what they remember or think about the following video.

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.