Session 19, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 19
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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	3.2. Makes inferences about the meaning of very basic texts., 3.3. Analyzes the primarily intention of very basic texts., 4.1. Writes narrations about different topics of the context.
Saber declarativo	3.2.3. Meaning of new words from the context., 3.3.1. Recognition of main points in a report., 3.3.3. Instructions and explanations: Verbs and tenses., 4.1.5. Writing about a process related to work or study.
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

We are using in this and the following unit the integration between hobbies, sports and surveys. This learning session emphasizes research and reporting skills.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Google Translate
• Dictionaries
• Notebooks
• Timer

Session 19, Period 1

Initial Phase

Have students list the names of all the sports they know.

Refer to the following video if needed.

Intermediate Phase

Conduct a survey among students to determine which are the top five sports practiced in the class. Have students organize into 5 teams. If you have a very large group, you can have more teams. Assign each team one sport that has been included in their top five list.

Wrap up

Students should ask parents or guardians which sport they practice, if any.

Session 19, Period 2

Initial Phase

Provide a few minutes for students to share their answers from homework.

Intermediate Phase

Have the teams integrated in the previous class prepare a skit about sports where they can use different verb tenses. Model sentences if needed, but prioritize the students’ creativity.

Example:

A: I love playing soccer. What should I do to play better?

B: You should play as much as you can, and train by exercising.

A: Are you sure?

B: Yes, I am. Practice makes perfect!

Encourage your students to be very creative. One option would be capturing the skit on video, but only if available and if you think it will have learning value.

If appropriate, show the class a sample video. Here are a collection of commercials related to sports:

You can select other commercials, but make sure they are inspirational.

Checkpoint

Circulate among the students helping with vocabulary, and encourage them to use dictionaries, either electronic or printed, when necessary.

Wrap up

Have students list the characteristics of high performing athletes and use these ideas for their skit. Give teams enough time and room for preparation. Respect for classmates should be preserved during the preparation of the skits. Let teams know that they must be ready for the next period.

Session 19, Period 3

Initial Phase

Provide time for students to fine tune any last-minute details before the skit presentation.

Intermediate Phase

Have students present the skits.

Wrap up

Warn student about the risks of doping. For reference use the Wikipedia article on doping in sport.

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.