Session 9, Primer Grado – Comunicación y Lenguaje Idioma Extranjero
| Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 9 | |
|---|---|
| (Selecciona [Contraer] para reducir el recuadro, [Expandir] para ver contenido no mostrado). | |
| Autor | Ministerio de Educación de Guatemala |
| Área | Comunicación y Lenguaje Idioma Extranjero |
| Nivel y/o grado | Básico 1er grado |
| Competencia | |
| Indicador | |
| Saber declarativo | |
| Tipo de licencia | Derechos reservados con copia libre |
| Formato | HTML; PDF |
| Responsable de curación | Editor |
| Última actualización | 2020/09/11 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Students will learn to write words and simple phrases in English with the right spelling and grammar structure.
Didactic resources[editar | editar código]
- soft ball or an eraser
- board
- markers
- pen
- notebook
- sheets of paper
- big sheet of brown paper
- crayons
- English-Spanish/ Spanish-English dictionary.
Session 9, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Say the alphabet together as a class, you could put some rhythm to make it attractive for young learners.
Verify that students are able to relate the letter names to the correct spelling.
Intermediate Phase[editar | editar código]
Focus on any letters that are particularly different from other Spanish in the way they are pronounced, such as E, I, G, J, C, Z and other letters you notice your students need practice with.
Model and request choral repetition (do not force, but encourage your students to pronounce correctly).
Wrap up[editar | editar código]
Use a soft ball or a small object that can be thrown without harming. Throw the ball first to someone, they will say the first letter of the alphabet, then they will throw the object to someone else and that person will say the second letter, and so on until they finish the whole alphabet.
Having fun while practicing is the key here; do not expect perfect pronunciation.
Session 9, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Review the spelling of the letters of the alphabet.
Explain that you will be working on three groups of words; these groups of words relate to sounds, and the sounds are very similar to the sound of the vowels in Spanish.
Observe students while working and be available to address questions about spelling.
Intermediate Phase[editar | editar código]
ach group of words has a similar sound. Start by having the students pronounce them many times. Use choral repetition; if some students are willing, try to do it individually or in pairs. Encourage them to do so.
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Initial letter sounds like a in Spanish |
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Initial letter sounds like d in Spanish |
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Initial letter sounds like j in Spanish |
Motivate students to practice.
Wrap up[editar | editar código]
Play again the game with the soft ball or small object used for wrapping up period 1, but this time each student will say words from one of the groups of words from this period. This can also be done in small groups.
Errors or pauses may occur but it is important for students to keep practicing at pronouncing sounds.
Session 9, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Ask students to repeat and spell the 3 groups of words seen during Period 2. Repetition is key to learning. Provide more examples if you consider it necessary.
Intermediate Phase[editar | editar código]
Have students do activity 9.1 from the student workbook.
Wrap up[editar | editar código]
Instruct students to write the twelve words when the teacher says them.
Ask students to bring pictures or images of the people of Guatemala for the next class.
Discuss with students the can-do statements related to Learning Session 9.
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.