Session 32, Primer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 32
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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., 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	3.3. Analyzes the meaning of common words and phrases when reading., 4.3. Creates simple phrases valuing his own culture and context.
Saber declarativo	3.3.3. Locating information on a poster or infographic: meaning of symbols., 4.3.3. Diary entries related to feelings and occupations: Adverbs of frequency.
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 lesson, students will be introduced to people’s hopes, dreams, and ambitions. They will be given a set of vocabulary/expressions related to this topic. They will work on producing sentences about their own hopes, dreams, and ambitions with these expressions. Finally, they will discuss their own definitions of a successful person and then share these with the class.

Didactic resources

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

Session 32, Period 1

Initial Phase

Brainstorm a list of people that are ambitious, that have dreams and hopes. Emphasize that to be ambitious in not a negative aspect of a person character.

Model: Erick Barrondo. He is ambitious. He has dreams and hopes. Ask students to complete the conversation and name two other people on the list.

Checkpoint

Help students discuss the dreams, hopes and ambitions of the people that were selected.

Intermediate Phase

Refer students to section a. ambitions, hopes and dreams. Look for the information of what are ambitions, hopes, and dreams. Ideally they should be able to consult a dictionary. If not available they can move on to the next section, which is a reading that gives more information on the vocabulary.

In the same groups, students should try to answer the three questions related to their own ambitions, hopes and dreams for the future.

They should have collected enough information to present a very short introduction on one of the members of the group. They must introduce the person and present the results of the questions that they discussed as a group.

Checkpoint

Verify that students are completing the task at hand. Be available to answer their questions.

Wrap up

Remind students that they are now ready to start thinking about their dreams, hopes and ambitions. They should be clear on their ideas. Ask if they have any questions about the task.

Session 32, Period 2

Initial Phase

Ask different questions to verify if students are clear on the issues of ambitions, hopes and dreams.

Checkpoint

Elicit answers from students related to ambitions, hopes and dreams of their own.

Intermediate Phase

Refer students to the workbook and the two pictures on success and failure. What is the difference?

Reflection and writing

Ask students to observe the pictures and write a journal entry describing them. Encourage them to reflect on the important parts of the pictures and consider aspects such as:

• ¿What happened?
• ¿Who was involved?
• ¿Where did the event take place?
• ¿What feelings does the picture provoke in you?
• ¿Did you learn something new from watching the pictures?
• ¿Why was this picture important to you?

Give them a 10-minute time limit to craft their entries. You might want to play soft music if possible.

The journal entry should be a regular practice that is very personal for the students. It is important to assign time to practice this habit.

Checkpoint

Motivate students to write and do it as a personal activity. Don't emphasize grammar or vocabulary. The important thing is to begin writing!

Wrap up

Explain that the journal entry can be about different topics and that the student is required to write about pictures or conversations they have had in the English class. They can complement it with drawings and creativity.

Session 32, Period 3

Initial Phase

Ask students: ¿Why is it important to consider hopes, dreams and success at your age?

Open the discussion and emphasize the importance of thinking about the future in a very positive way.

Intermediate Phase

Refer to the infographic on the key to being successful. Students should observe and understand the information presented in the infographic.

In groups, students should make an interpretation of the infographic and present their conclusions to the class. Together, students and teacher discuss the infographic and try to identify important information from it.

Individually, students prepare a note on the importance of achieving their own dreams. They should use the model presented in the student workbook.

Formative assessment

Ask the students to check their work and the can-do statements presented in the learning lesson.

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.