Session 11, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 11
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 3er grado
Competencia	1. Understands basic sentences in simple and compound tenses., 2. Expresses ideas and opinions orally, related to relevant topics through simple sentences., 3. Reads very basic texts concerning the immediate environment and background.
Indicador	1.2. Deduces the meaning of basic conversations of known topics., 1.3. Compares grammar structure of simple and compound tenses., 2.1. Makes oral presentations about familiar topics and personal experiences., 3.2. Makes inferences about the meaning of very basic texts.
Saber declarativo	1.2.4. Bad habits: use of would., 1.3.2. School regulations: have to, can, and can’t., 2.1.1. Study and work: obligation, connections, simple and compound sentences., 3.2.9. Recognizing the moral or main message of a story.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/07

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Suggested time 3 periods

Introduction

Reading maps is a useful skill. Also, all cities and 1. towns have people who work together with the educational community. The purpose of this unit is to help students state who the people that have 2. relation with the school are and some reference points to give directions if necessary

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Envelopes
• Google Translate
• Google Earth or Google Maps
• Dictionaries
• Notebooks
• Timers
• Other materials suggested by students

Session 11, Period 1

Initial Phase

Generative question: What school regulations do we live every day in our class?

Have students research: Who makes the laws and rules in education in Guatemala? What functions does the Ministry of Education have in our country?

Intermediate Phase

Have students visit the Ministry of Education portal and search for the organization's mission and vision. If no internet is available for students to find them, share the following texts with them.

Misión del Ministerio de Educación

Somos una institución evolutiva, organizada, eficiente y eficaz, generadora de oportunidades de enseñanza-aprendizaje, orientada a resultados, que aprovecha diligentemente las oportunidades que el siglo XXI le brinda y comprometida con una Guatemala mejor.

Visión del Ministerio de Educación

Formar ciudadanos con carácter, capaces de aprender por sí mismos, orgullosos de ser guatemaltecos, empeñados en conseguir su desarrollo integral, con principios, valores y convicciones que fundamentan su conducta.

Wrap up

Have students ask parents or guardians who was the most famous or exemplary teacher they had, if any. Students should collect anecdotes during the activity if possible.

Session 11, Period 2

Initial Phase

Provide a few minutes for students to compare their answers from homework. They should share with the class the people their parents think are exemplary teachers. Tell them they will use the information in the following period.

Intermediate Phase

Have teams of students decide and write down one or two classroom rules that have helped them learn English.

Checkpoint

Provide feedback regarding the classroom rules you have. Encourage students to be realistic about their application if you see it fit. Nobody knows your students better that you do!

Initial Phase

Generative question: Who are exemplary teachers in our school?

Intermediate Phase

Have students elaborate a diploma or a way to distinguish some teachers they may respect and deem esteemed in the school. Allow them to be creative but respectful. Decide if this activity is appropriate for your environment or substitute it with a different one.

Formative assessment

Use a rubric to grade the tokens of appreciation the students prepared for teachers.

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.