Session 29, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 29
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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., 4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
Indicador	2.3. Provides information orally about very specific phrases., 4.3. Creates simple phrases valuing his own culture and context.
Saber declarativo	2.3.7. My future plans: future simple “will”., 4.3.5. Note or email with suggestions for an event: demonstrative 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

In this learning session you will give students a chance to speak freely about different aspects of their future life while guiding them (with their help) to use the future grammar forms will and won’t. Students will learn to talk and write sentences about the future and improve skills to communicate authentic ideas.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• big sheet of brown paper
• English-Spanish/Spanish-English dictionary

Session 29, Period 1

Initial Phase

Tell students that they are going to talk about birthday parties. Ask the students, “When is your birthday?”, “How do you like to celebrate your birthday?”

Then ask, “What are the common elements of a birthday party?”

With your student collaborate to complete a graphic organizer about actions and elements of a birthday party.

[Editar]

Checkpoint

Verify that students understand the use of the graphic organizer and complete the task at hand.

Intermediate Phase

Students in pairs will explain their experiences about birthday parties. Students will use the graphic organizer to describe a common birthday celebration.

Explain that birthday parties must be planned before for the actual event takes place. When people plan events like birthday parties or weddings or when people talk about things that will happen in the future they speak in the future tense.

Present future expressions such as tomorrow, next year, next week, next day, next month.

Direct students to activity a. where they will need to identify the time expressions in each case, and then draw a real activity of what they will do at that time.

Refer student to activity b. Grammar Reference use of will to describe future plans. In groups of five, students will try to make affirmative and negative sentences using will as a way to express the future.

Student will go back to section a. Future and expressions and will try to create sentences using the time expressions as well as the information from section b.

Checkpoint

Reviews with students if they have understood the future tense and the time expressions.

Wrap up

Instruct students to create sentences about their dreams and goals for the future using will and won’t.

Session 29, Period 2

Initial Phase

With your help, ask students to create a story based on the following situation:

In the year 2050, there will be more planes than cars in Guatemala. (...)

Students must continue with the story trying for it to make sense.

Checkpoint

Verify that students make use of will and won’t.

Intermediate Phase

Refer students to the graphic organizer in section c “ My Next Birthday”.

Each student must complete the organizer thinking about what will happen on their next birthday. Texts should include at least:

1. Students present themselves to the class and mentions when their birthday will be.
2. Students describe 3 activities that they will do on their next birthday.
3. Students mention 2 activities that they won’t do on their next birthday.
4. Students will give a simple description of what next birthday will be like.
5. The presentation has a beginning, a middle and an ending.

Checkpoint

Make sure students understand what is asked of them in the presentation.

Wrap up

Assign each student a partner to practice and prepare their texts. The round of student reading notes may begin in period 2.

Formative assessment

The student's text may be evaluated based on the following aspects:

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.

Session 29, Period 3

Initial Phase

Encourage students to have a mini-session where they can talk about their experiences on writing their texts.

Intermediate Phase

Students who have not done their presentation will complete it at this time.

Refer students to vocabulary section d. The vocabulary will help them to go over the reading.

Refer student to section e. Reading Comprehension. Student must read the story and check the statements choosing True or False.

Key

1. True
2. False
3. False
4. True
5. False

Wrap up

Refer students to Can Do Statements. Ask them to review them and verify if they are able to do the statements presented there.

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.