Session 2, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 2
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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., 3. Reads very basic texts concerning the immediate environment and background.
Indicador	1.2. Deduces the meaning of basic conversations of known topics., 3.2. Makes inferences about the meaning of very basic texts.
Saber declarativo	1.2.1. Good and bad news., 3.2.2. Extraction of facts from news or a story.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/06

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Suggested time 3 periods

Introduction

This session is about vocabulary related to ways of telling the news used by different media outlets. Have Students compare the number of good news versus the number of bad news presented on a given media outlet. Give them criteria related to ethics in journalism. Use the RTDNA-CTDNA Code of Ethics or other material as reference.

Didactic resources

• Board
• Dictionary
• Newspaper or magazine cutouts
• Internet access
• Website: naturalreaders.com
• Notebooks
• YouTube

Session 2, Period 1

Initial Phase

Divide the class into groups of three. Have each group prepare a presentation about current news that are good or positive. Ask students to concentrate on achievements people have obtained as well as charitable work. The presentation should be short, with very specific parts:

1. Source
2. Contents and
3. Conclusions.

They can add other parts as they see fit. If technology is available, have students use a text to voice program such as Natural Reader to prepare their presentation.

Intermediate Phase

Have students take turns to make their presentations.

Usually, finding good news is harder in news outlet, so you may wish to direct students to sources where they can find it.

Still in groups of three have students prepare a glossary of words that are used to report the news.

Checkpoint

Make sure all students are working.

Wrap up

Have students reflect on the lesson. Those who do not understand clearly should go over the lesson again using their materials.

Session 2, Period 2

Initial Phase

Activate Prior Knowledge. Ask Students if they know names of news outlet. Write down on the board the names they say. If some of the students mention CNN (Cable News Network), ask the student(s) to tell what kind of news they show. If nobody mentions this specific news outlet, introduce it yourself. Be emphatic in explaining that you are not saying that it is the best source of news, but rather focus the activity on the idea of a person becoming a successful entrepreneur. Highlight that Ted Turner started CNN when technology challenged competitors, and now it is a worldwide corporation.

Intermediate Phase

Have students prepare their notebooks and ask them to write as many words as they can related to the news while watching the following video and after viewing it. Use the closed caption option if available.

Now divide the class into groups of 4. Ask them to compare the words they have written. Have them put together a list of words for the group. Allow them to use Google Translate or dictionaries if available.

Wrap up

Ask students their opinion about the way they started to work. Was it easy? Was it difficult? Why?

For the next period students should bring to class a list of 3 news items related to Guatemala and materials related to news in Guatemala (such as newspaper and magazine cutouts or printed material from the internet}.

Session 2, Period 3

Initial Phase

Give students organized in groups of three a few minutes to start by sharing the information about the news related to Guatemala they have watched, listened to or read at home.

Checkpoint

Use this rubric with the students:

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

Intermediate Phase

Spelling dictation: The News.

Dictate each word three times, spelling it. Then write the words on the board and have students correct their work. Use words related to news outlets:

Radio
Television
Blogs
Twitter
Newspaper

And other words as appropriate.

Keeping the same groups of 3, have students create a collage related to the news outlets they are familiar with to pin up in class. They can use drawings, newspaper and magazine cutouts or printed material from the internet. Let students use their creativity. Use recycled material when possible. Students should hang the completed collages on the wall.

Wrap up

In pairs, students should look at the other group’s collages and review the lesson material. If they have questions they should ask the teacher.

Have students take their notebooks home, ask parents or guardians what is their favorite news outlet and for how long they have followed it and prepare a short presentation for class.

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.