Session 12, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 12
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 1er grado
Competencia	2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family.
Indicador	2.3. Provides information orally about very specific phrases.
Saber declarativo	2.3.3. Clothing items: colors and adjectives.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/14

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Suggested time 3 periods

Introduction

Students will be able to combine information about directions, characteristics of products and use of quantities.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• big sheet of brown paper
• crayons
• English-Spanish/Spanish-English dictionary
• 3 banners with pictures or drawings of pieces of clothing
• recorded music

Session 12, Period 1

Initial Phase

Ask students to close their eyes for a moment and think of any city or community in the world. What services must these include? Are shops one of the items that must be present? Write your student's answers on the board.

Checkpoint

Verify that students consider shops in their community and maps.

Intermediate Phase

¿What kind of activity is shopping? For that, have them use their workbooks and complete activity 12.1.

Checkpoint

Verify that students understand the meaning of window shopping. Help out with new vocabulary in the Wikipedia entry.

Wrap up

Write on the board the words: customer, browse, retailer, suitable, leisure. For each word write ideas or examples so students will have a basic idea about their meaning. For the next period ask your students to bring three pictures from newspaper advertisments illustrating items like pieces of clothing, personal objects, or household objects.

Formative assessment

Session 12, Period 2

Initial Phase

Prepare at least 3 banners with pictures or drawings of pieces of clothing, household items, common personal objects, etc. Here is an example, but you must have ready a dictionary in case someone brings

an object that you didn't include on your list.

Ask your students to mark their names with a piece of masking tape on the pictures of items they also included in their illustrations.

Checkpoint

Verify that students brought their picture and perform the task.

Intermediate Phase

Students will make an information display for each of their items, as shown in activity 12.2 in the student workbook. Tell them to look on the banners to find information in case they don't know the name or how to spell the items they brought. If the item is not in the banners that you made they can consult the dictionary.

Checkpoint

Verify that students are classifying the pictures correctly. Be available for vocabulary questions.

Wrap up

Make sure students have completed their displays. Then place all the student's items and displays in a box or a safe place to be used in the next period.

Session 12, Period 3

Initial Phase

Ask the students to take out from the box the pictures and displays they prepared in period 2. When all students have their pictures out, ask them to group the items. For example, they should put blouses in one area, men's pants in another, and watches or jewelery in a third.

Checkpoint

Ask students to listen to your instructions using TPR to create the display. Verify that they follow your instructions.

Intermediate Phase

Once students have grouped all the items and placed them in displays they should make groups of three.

Play some music and ask them to walk in trios around the classroom as if it were a shopping center. They will pretend they are window shopping and looking at all the items.

Write the following expressions on a piece of brown paper. Go over these with the students. Model their use when necessary. Encourage the students to make comments about the items like:

• What a nice shirt!
• What a nice color!
• How much is it?
• What size is it?
• I like those pants!
• I need a watch!
• How much are they?
• I like yellow much better!

Checkpoint

Verify that students are pretending to window shop. Listen for the expressions they are using and how they are using them.

Wrap up

Five minutes before the end of the session, stand in the middle of the classroom and announce: “Time to shop!” This will mean it is time for the students to collect the pictures they brought as homework and take them back.

After everyone has collected their pictures, ask three or four students to tell how they felt doing this activity.

Formative assessment

Refer students to the rubric in the student workbook to evaluate their learning from this session.

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.