Session 3, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 3
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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., 2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family.
Indicador	1.3. Follows responsibly common directions given orally by the teacher., 2.2. Asks and answers respectfully basic questions about needed information.
Saber declarativo	1.3.1. Commands through total physical response (TPR)., 1.3.2. Instructions, orders, commands and requests given in class using imperatives., 2.2.3. My family community celebrations: Months of the year and days of the week.
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 must be able to read and write simple sentences using imperatives and TPR sequences related to classroom objects. In addition, students recognize cardinal and ordinal numbers 0-7 and relate them to the days of the week. Students understand before and after.

Didactic resources

• board
• markers
• pen
• notebook
• sheets of paper
• ball or an eraser
• crayons
• English-Spanish/Spanish-English Dictionary
• pictures
• posters
• bottle
• cups
• seeds

Session 3, Period 1

Initial Phase

Draw stick figures related to classroom and objects in order to review them.

• 

  Walk

• 

  Point

• 

  Introduce “draw”

• 

  Sit down on the floor

Ask them to get together and in their notebooks create and illustrate five TPR sequences, using the following components:

• Stick figures
• Include an action learned in class
• Also include a classroom object

Checkpoint

Verify that students are creating sequences according to the indications.

Intermediate Phase

Take a pen, a crayon and pencil. Introduce the vocabulary. Ask the students:

What is this? It's a pen

What is this? It's a crayon

What is this? It’s a pencil

Ask students to follow the pattern and the students must take a pen, a crayon, a pencil and another classroom object. Students should take turns and ask each other: : What is this?

and answer

It's a __________________.

Explain to them what is an imperative. Direct the student to the Communicative Pattern Reference on Imperatives. Go over the information with the students as they observe it.

Checkpoint

Ask each student to do activity 3.1. Answers are presented below:

Command, Order, Request or Instruction

1. Please, don't close the window (Request)
2. Open your books on page 5 (Instruction)
3. Go to your desk! (Order)
4. Point to the English Poster (Command)
5. It is cold! Close the windows (Instruction / Order)
6. Don't drink water from that place! (Order)

Wrap up

Ask four questions related to classroom objects using the pattern:

What's this?

Student must respond

It's a ___________.

Formative assessment

Ask students to create four questions using the pattern presented above.

Ask students to illustrate the answer.

Session 3, Period 2

Initial Phase

Go back to exercise 3.1. and ask the students to create four imperative sentences: an order, a request, an instruction, and a command.

Students should get together with a partner a compare their sentences (both function and sentence).

Checkpoint

Verify that students differentiate request, instruction and command.

Intermediate Phase

Read the number words and numerals again and have students repeat them in unison or name them as you point to the number words or numerals.

Repeat the above exercise except this time, ask for individual responses.

Erase the board and write numerals, one at a time and in random order, on the board and ask for oral responses. To increase/enhance participation, call on students for answers.

Erase the board and write the number words on the board, one at a time and in random order, and ask for oral responses. To increase/enhance participation, call on students for answers.

Refer students to activity 3.2. and ask them to work as pairs in activity a.

After 5 minutes do the number dictation on letter b. Check answers and give them some 2-3 minutes to go over the numbers and how they are written. Do activity c. with the whole class.

Explain that there are seven (7) days in a week and that each of the days begins with a capital letter. Write the days of the week in sequence on the board and read each day to the students.

Read the days of the week again and have students repeat them in unison or name them as you point to them.

Repeat the above exercise except this time, ask for individual responses.

Using a current monthly calendar, point to each of the days of the week asking for responses from the class. (You can draw a calendar on the board if necessary or you can use a pocket chart.)

Explain the vocabulary word “today”.

Ask the students, “What day is today?” Have them give answers orally and ask them to put a check mark next to the day on the calendar.

Explain the vocabulary words “tomorrow” and “yesterday”. Make sure students understand these words before proceeding. Write on the board “Yesterday it was _____________________________. Today is _________________. Tomorrow will be ________________________.”

Ask students to give the correct day of the week orally or you may ask that they write the answer on the board.

Emphasize and show that the days of the week begin with a capital letter. Review the concept as many times as necessary.

Direct student to student book activity 3.3. and ask to review vocabulary and writing of the days of the week.

Checkpoint

Students should study the chart and review the information given by the teacher.

Wrap up

Student should go over all the class, reviewing together the vocabulary, the pronunciation and the order of the numbers as well as the days of the week.

Students should write the names of the days of the week using colors and their own design.

Formative assessment

Student should present and read the days of the week to the teacher in the next period.

Session 3, Period 3

Initial Phase

Pitch a ball or clean eraser to a student and count “one”. He or she must throw it to another student and count “two”, etc. Repeat numbers 1 through 7 as necessary.

Give each student a handful of counting objects (bottle caps or seeds could work). Taking turns in small groups, have each student practice counting aloud. Those students who are listening to the counter should be instructed to listen carefully to recognize correct counting and pronunciation as well as to recognize any mistakes.

Checkpoint

Verify the correct number is being said related to a certain quantity.

Intermediate Phase

Explain the ordinal numbers and connect each cardinal number to its corresponding ordinal number.

1 - 1st - One - First

2 - 2nd - Two - Second

3 - 3rd - Three - Third

4 - 4th - Four - Fourth

5 - 5th - Five - Fifth

6 - 6th - Six - Sixth

7 - 7th - Seven - Seventh

Refer students to 3.3. activity b. which is a reading. Ask them to silently

try to understand what is written. Read with them if necessary but do not translate. Explain to them the use of which to indicate more specific information within a group. Google “esl which vs what” if you have problems understanding the difference. Ask them to answer the questions related to the reading segments.

Checkpoint

Circulate around verifying that students understand the task.

Wrap up

Direct student to review the whole lesson and check yes or no the can-do statements. If they have problems they should ask you.

Formative assessment

Students reviews the Can Do Statements.

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.