Session 27, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 27
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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., 3. Reads aloud and silently: syllables, common words and phrases in English.
Indicador	2.3. Provides information orally about very specific phrases., 3.2. Recognizes the meaning of common words and phrases in his readings.
Saber declarativo	2.3.7. My future plans: future simple “will”., 3.2.2. Description of places, homes, neighborhoods, towns that appear in his readings: nouns.
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

This lesson focuses on going over the vocabulary used to describe a city or a town. The emphasis is on comparing the same place in the past and now. The past tense of the verb to be (was and were) is included, as are the appropriate vocabulary and expressions to describe places.

Session 27, Period 1

Initial Phase

Review with the class some adjectives that describe places. Emphasize pronunciation. Give examples of cities and towns that they know or know of.

Refer to the student book and the vocabulary section on learning session 27.

Checkpoint

For every word. Students should make a sentence using a real city or town as reference.

Intermediate Phase

Ask students to stand up and form a circle. Students must choose the name of their favorite city or town. Pretend you are that place. Walk around the class introducing yourself to other “cities” or “towns”. Ask each other questions and talk about what makes you a great place and why people should come to visit or live in you.

Students can use expressions and questions such as the following:

• Why are you great place to live/visit?
• Why should people come and visit you?

Stress the use of Because:

• Because I am peaceful
• Because I have many touristic places

Observe the pictures and write down sentences in which the difference between a town and city is registered.

My city and my town: Talk with your group about the capital city of your own country. Is it the best city in your country? What do you know about the history of the city and its name? Do you like its name? What does its name mean to you? What is the city famous for?

Refer to students to workbook activity c.

Checkpoint

Verify that students understand the difference between why and because.

Wrap up

Think about the place you live in: Is it a town or city? Why? How would you describe it?

Teacher makes sure if students are able to understand the questions and use the vocabulary to describe a place he knows.

Session 27, Period 2

Initial Phase

World Capitals: Instruct students to talk with their partners and make a list of countries and world capital cities. For example, Guatemala City is the Capital of the Republic of Guatemala. List other countries.

Review nationalities: “Citizens from Guatemala are Guatemalans”.

Checkpoint

Student connect adjectives to the cities in the student workbook.

Intermediate Phase

Request students to ask each other the question: “In which countries are these Capital Cities?” “What images do you have when you hear the name?” “Which three are you interested in?” and “In which three are you not interested at all”? “Can you give a reason why?”

Washington D.C.

Paris

Berlin

London

Cairo

Nairobi

Guatemala

Beijing

Brasilia

Buenos Aires

Lima

New Delhi

Buenos Aires

Bangkok

Tokyo

Pyongyang

Students form a semi-circle when the groups from activity c. in the workbook are ready to present the answer to their questions.

Refer students to the form and uses of the verb to be in the past to describe places. With the students go overthe information from the pattern to describe aspects of a city. Model the place where you were born following this example:

“I was born in Retalhuleu. When I was little, there weren’t many cars. The streets were not so busy. The city was clean and there weren't many visitors.”

Checkpoint

Check that students understand how to say things about places using the past tense.

Wrap up

Explain to students the assignment for next class. The instructions are in Activity e. Think about your city in the student workbook. Verify that the instructions are clear for the students to try to do the activity by themselves.

Refer the students to Think about your own city. Students must write a short paragraph and then be ready to read it class over the next period of class.

Session 27, Period 3

Initial Phase

Students play hot potato. The student who has the object when you command “stop” should make up a sentence in the past about a city or town they are familiar with.

Intermediate Phase

In a semicircle, students prepare to read the paragraph they created on the description of their birthplace when they were 10 years old.

Remind students that now represents the present. Therefore, the verb is used in the present. Review it with the group. Then describe the past, and use the past tense.

Refer students to activity f. Quetzaltenango now and then. Students need to observe the pictures and organize the information in the graphic organizer.

Students need to get together with two other students and get ready to organize an oral presentation on Quetzaltenango now and then.

Wrap up

Provide feedback to students and refer them to Can Do Statements.

Formative assessment

Assess the oral presentation based on the following aspects:

1. Students describe Quetzaltenango using both in past and present.
2. Students use adjectives to describe the city and objects in it appropriately.
3. All the three members participated in the presentation.
4. The presentation has a beginning, middle and end.
5. The presentation is coherent and logical related to the instruction

Each descriptor can be given:

1 point: The presentation was a combination of phrases in Spanish and was not understandable.

3 points: The presentation was understandable but needed improvement.

5 points: The presentation was clear and understandable.

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.