Session 14, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 14
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 1er grado
Competencia	3. Reads aloud and silently: syllables, common words and phrases in English.
Indicador	3.1. Pronounces common words and phrases when reading.
Saber declarativo	3.1.2. Reading comprehension of simple sentences and personal information., 3.1.3. Description of a person and his likes and dislikes: be + adjectives.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

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Suggested time 3 periods

Introduction

Students will learn that every person has a very special way to be, and that makes every person unique. Also, students will achieve some vocabulary words and use adjectives to describe other people.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• crayons
• English-Spanish/Spanish-English dictionary

Session 14, Period 1

Initial Phase

Ask students to make a list of activities that have been done in the classroom that had to do with describing people in different ways.

Checkpoint

Ask a student to help you write them on the board.

Intermediate Phase

Based on what you did for the initial phase, tell the students to read the information paragraph in their workbook, at the beginning of this learning session. There they will find the definition for the word “unique” and the one for “adjective”.

Checkpoint

Help the students understand these concepts by giving them some close examples, perhaps from a tradition or place that is unique in Guatemala or in your community.

Wrap up

Students will fill in activity 14.1 in their workbook.

Session 14, Period 2

Initial Phase

Write on the board the two key words from the previous period: unique and adjective.

Checkpoint

Ask them to review some adjectives that have they learned.

Intermediate Phase

Each student must interview 4 other students and write once sentence about each of them, for a total of 4 sentences using the chart on activity 14.2.

Checkpoint

Review the way the sentences are written.

Wrap up

Each student will read aloud what they wrote about one of the students they chose to interview.

Session 14, Period 3

Initial Phase

The initial activity for this learning session will be the creation of a class mural. For this activity students will need long sheets of brown paper, paint brushes and paints.

Intermediate Phase

Organize students in groups of three. Each trio will have one long sheet of brown paper, and will make a picture per each member along with phrases like: “I am unique because I ____________________.” They must complete the sentence with whatever quality they believe makes them unique. Write the phrase on the board for everyone to see.

Wrap up

Put up everybody's work in the classroom. You will have a beautiful mural!

Formative assessment

Refer students to the Can Do Statements for learning session 14.

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.