Session 2, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 2
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 2do grado
Competencia	1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences., 2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches.
Indicador	1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics., 2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences., 2.2. Asks and answers basic questions about familiar topics using simple tenses.
Saber declarativo	1.1.3. Routines: Adverbs of frequency., 1.1.4. Technology, actions, people and popular sports: Vocabulary related., 1.1.5. Word formation: nouns., 2.1.7. Preferences: likes and dislikes., 2.2.2. Things you enjoy doing: affirmative and negative sentences.
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

Vocabulary related to Olympic games. This could be assigned as an investigation to do using the internet (if available) or other sources like books or magazines.

Didactic resources

• Board
• Dictionary
• Newspaper or magazine articles on wikipedia:Erick Barrondo and wikipedia:Mirna Ortiz
• Notebooks
• YouTube

Session 2, Period 1

Initial Phase

Initial phase: The Olympic Games

Divide the class into groups of three. Have each group prepare a presentation on Olympic Games. Allow the use of technology if available. If it is not, show the following video and share the names of the sports in the Olympic Games with students.

Alphabet practice: Have students spell the names of the sports, dictating them to others.

Note: not all students are ready to volunteer to spell or review the alphabet. Usually the extroverts are the ones who want to participate. In case nobody volunteers don't force anyone. Do it yourself as a class activity.

Intermediate Phase

Review last session's dialogue about sports. Now ask for a student to follow you.

Teacher: Hello.

Student1: Hello.

Teacher: My name is Teacher ________. My favorite sport is ________ and I don't like _____. What’s your name?

Student 1: My name is ___________.

Teacher (extending hand to Student 1): Nice to meet you ___________. What is your favorite sport?

Teacher tells Student 1: “please repeat” “My favorite sport is ___________)”.

Repeat this dialogue several times (at least 4 times) before breaking into pairs.

Direct student to have this dialogue about sports. Help as necessary.

Wrap up

Direct them to the self-assessment session. Ask students to reflect on the lesson. The ones who do not understand clearly should go over the lesson again using his materials.

Session 2, Period 2

Initial Phase

Activate Prior Knowledge. Ask students if they know who Erick Barrondo and Mirna Ortiz are. If no one in the class knows, have them investigate who they are.

Write on board complete sentences, emphasizing the adjectives:

“Erick Barrondo walks fast.”

“Erick Barrondo trains very hard.”

“Mirna Ortiz is a racewalker.”

Intermediate Phase

Elicit at least 6 adjectives related to racewalking. Use dictionaries when available.

Write them on the board. Tell students reading in English is different than reading in Spanish. In English we must listen to a word first, then we relate it to letters.

Provide some examples using complete sentences, underlining the adjectives. Have some volunteers.

Now divide the class into groups of 4. Ask them to write down as many adjectives as they can think of related to athletes.

Use the following vocabulary. Have each group choose 3 sports. If they want to add a sport not included in the following list, allow them to do so. Have them create complete sentences.

• Racewalking
• Archery
• Road cycling
• Track cycling
• Soccer
• Summer Olympics
• Athletics
• Diving
• Golf
• Track and Field
• Winter Olympics
• Badminton
• Basketball
• Handball
• Judo
• Boxing
• Rugby

Verbs: Have groups figure out what actions are performed when each of the 3 sports they have chosen is played.

Ask each pair of students to write 4 complete sentences using sports vocabulary. Model as necessary.

Wrap up

Ask: “What did we do today?”

Have students attempts to form sentences for repeat sequences and vocabulary words.

For next period, ask students to bring to class information, cutouts or posters about the characteristics of a player of the game they enjoy.

Session 2, Period 3

Initial Phase

Start by having students share the information about athletes from their homework.

Checkpoint

Use the following teacher rubric:

1. Student has not brought any information whatsoever.
2. Student has not brought enough information.
3. Student has brought information.

Intermediate Phase

Spelling dictation: practice sports vocabulary from Period 2.

Dictate each word three times, spelling it. Then write the words on the board and have students correct their work.

Organize students in groups of 3. Have students create a collage to decorate the class with information about the athletes they have brought. Use drawings, newspaper and magazine cutouts. Let students use their creativity. Use recycled material when possible.

Wrap up

Ask students to go over each other's group collages.

Have students review the session material by asking each other questions. If they have any doubts they should ask you.

Instruct studuents to take their notebooks home. They should ask their mother, father or other family members who is their favorite athlete and prepare a short presentation for class.

Have students watch this video when Erick Barrondo wins the first Olympic medal for Guatemala.

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.