Session 2, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 2
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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	1.1.2. Classroom objects: whiteboard, markers, desks, chairs., 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

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Suggested time 3 periods

Introduction

Student follows common directions given by the teacher related to basic classroom instructions, as well as classroom vocabulary. The student is in contact with actions and vocabulary from the classroom through TPR (Total Physical Response). The instructions he is interpreting and following from his teacher are actually commands using the imperative.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• Brown or cardboard paper
• crayons
• English-Spanish/Spanish-English Dictionary
• pictures
• posters
• ball
• eraser
• bottle
• cup or seed

Session 2, Period 1

Initial Phase

Divide the class in groups and ask for 6 volunteers. Assign two volunteers to each group. Ask them to give instructions in English to their groups as you have done previously. They can ask you if they have questions or if they need assistance you are walking around the groups.

Note: not all the students are ready to volunteer and start giving instructions. Usually the extroverts are the ones who want to participate. In case nobody wants to volunteer don't force anyone. Do the activity as a whole class.

Checkpoint

Verify that students can follow instructions. Also identify volunteers wanting to give instructions.

Intermediate Phase

Review last time dialogue of introducing yourself. Now ask for a student to follow you.

Teacher: Hello.

Student 1: Hello.

Teacher: My name is Carlos. What’s your name?

Student 1: My name is María.

(Teacher extends hand to María) Teacher: Nice to meet you (María). Teacher says to María “please repeat”: Nice to meet you too.

Teacher and María shake hands.

Repeat this dialogue at least 4 times before breaking into pairs. Direct student to Section a. Hi, my name is Robert. What is your name? from the student book.

Ask the students to read the instructions, and then the dialogue. Let them practice a couple of times. Ask students to do activity c. from the student book. When they have finished, ask students to read their dialogues.

Checkpoint

Listen to students reading and how they pronounce familiar words in English.

Wrap up

Direct them to the self-assessment session in the student book. Ask student to reflect on the lesson. If there are things that are not clear for them, students should go over the lesson using their materials.

Session 2, Period 2

Initial Phase

Activate Prior Knowledge: Party Time

Ask students to stand up and explain that they are pretending to be in an event to celebrate the beginning of the year. They have to say hello and introduce themselves to 5 different people in class. When they finish they go and sit down.

Intermediate Phase

Ask students to observe their classroom. Elicit what objects are in the classroom. Find out what classroom words learners know by holding up (or walking around the room and touching) examples of the objects you have decided to focus on.

• Say the names of the objects and get them to repeat the words they don’t know or have trouble saying.
• Combine the vocabulary with the verbs touch, point, go, walk to.

Samples of TPR sequences to do:

Touch the board

Walk to the door

Point to the ceiling

CheckpointDon’t write the words on the board at this point. If students say the words before they see them written down, it’s easier for them to remember the correct pronunciation.

Now divide the class into 4 groups and ask them to go over the TPR sequence. Go around each of the groups verifying that students are able to follow instructions. Motivate students to volunteer and give at least a TPR sequence to their classmates. After every set of three sequences are finished, go over and provide more.

Use the following vocabulary:

Class:

wall

board

table

desk

window

light switch

floor

ceiling

windows

poster

map

door

chair

Things we use in class:

Book

pencil eraser

notebook

board eraser

marker

pen

chalk

paper

map

pencil

calendar

Verbs:

Stand up
Sit down	on the desk on the floor
Walk to	the door the light switch the poster
Point Touch Open your books

CheckpointAsk each pair of students to write 4 sentences using commands to give using classroom vocabulary.

Wrap up

Student attempts to form sentences or repeat sequences and vocabulary words.

Formative assessment

Ask: “What did we do today?“

Session 2, Period 3

Initial Phase

Students must have some time to think and create two commands and write them on a piece of paper.

Checkpoint

Students read each other sentences and the others must follow the command.

Intermediate Phase

Form groups of 4. Assign to each group 4 classroom objects. Ask them to write the name of objects and place them on/next to the objects for everyone to see. Before the student and his group label the objects, they must go to you and read the assigned classroom vocabulary.

• Student can identify objects within the classroom.
• Student can follow instructions to move around the classroom using TPR sequences.
• Student can read and write the classroom objects assigned to their group.

Direct them to the Student Book to do the activities related to School and Classroom vocabulary.

Wrap up

Go over the Can Do Statements from lesson 2. Review the lesson material. Ask each other and if they have questions, they should ask the teacher.

Instruct students to take their notebooks and draw a sketch of their classroom. Label the important places around the classroom.

Notes

For an extension on greetings and introductions see 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.