Session 13, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 13
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 3er grado
Competencia	3. Reads very basic texts concerning the immediate environment and background., 4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
Indicador	3.3. Analyzes the primarily intention of very basic texts., 4.2. Applies different grammar rules in writing.
Saber declarativo	3.3.4. Reading comprehension: magazine article., 4.2.2. Description of current trends of different age groups., 4.2.3. Advice for traveling to a region of Guatemala., 4.2.5. Narration or travel article about an imaginary trip.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/08

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Suggested time 3 periods

Introduction

Time management is a key tool for success. Students are encouraged to learn how to use time management tools to organize their academic and personal life the best way possible. It is also convenient for them to include recreational activities in their schedule. All is possible if time is well organized.

Didactic resources

• Recycled sheets of paper
• Google Translate
• Google Calendar
• Printed dictionaries
• Electronic dictionaries
• Notebooks

Session 13, Period 1

Initial Phase

Have students work on an imaginary trip they would like to take. For example:

1. “Let's imagine that we will go to Panajachel, Atitlán.”

Reference the following video about Panajachel.

2. “Let's imagine that we will go to Alta Verapaz.”

Reference the following video about Alta Verapaz.

3. “Let's imagine that we will go to Tikal”

Reference the following video about Tikal.

Intermediate Phase

Have students write a paragraph requesting and providing information to prepare to go on this imaginary trip.

Have them use dictionaries if necessary. Facilitate the process. Model some examples, such as:

“Is this place in the North of Guatemala?”

“Is this place in the West of Guatemala?”

“Are there many people there?”

Let them be creative, but ensure they are courteous and respectful of each other’s privacy.

Refer students to their workbook.

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Wrap up

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Formative assessmentEditor's note: content missing in the original.

Session 13, Period 2

Initial Phase

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CheckpointEditor's note: content missing in the original.

Intermediate Phase

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Wrap up

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Session 13, Period 3

Initial Phase

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CheckpointEditor's note: content missing in the original.

Intermediate Phase

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Wrap up

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Formative assessmentEditor's note: content missing in the original.

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.