Session 24, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 24
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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., 4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
Indicador	1.1. Responds to sequence main ideas or events given in classroom., 2.1. Makes oral presentations about familiar topics and personal experiences., 4.1. Writes narrations about different topics of the context.
Saber declarativo	1.1.5. Emergency situations: Suggestions and recommendations., 2.1.7. Reporting about what someone said., 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

What we do in an emergency can save lives. In this session your students will try to determine what the most convenient procedure could be to deal with emergencies. A glossary of words in English to provide information to rescuers could save lives also. Listening and speaking skills are essential in accident situations, especially if the victim does not understand Spanish. You can be of help to rescuers! In Segundo Básico they have had this unit too. It is of utmost importance to be prepared. In our country natural disasters are not uncommon.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Google Translate
• Dictionaries
• Notebooks
• Other materials suggested by students

Session 24, Period 1

Initial Phase

Generative question: What is an emergency protocol?

Tell students they will work on one for the following situations. In order to do so, students will investigate the experience in other countries using the internet. If no internet is available they may contact the local CONRED office and/or the Fire Department to learn about what to do in these cases:

• Flood
• Earthquake
• Hurricane
• Volcanic eruption
• Landslide
• Fire
• Car crash
• Poisoning
• Extreme allergy symptoms
• Electric shock

Intermediate Phase

Assign teams to investigate the best reactions for an emergency. Have Students review information about the 72-hour emergency backpack. They should have covered this topic in Segundo Básico too. If that is the case, a review is in order.

Wrap up

Students should ask parents or guardians if they have helped others when an emergency has happened, and how.

Session 24, Period 2

Initial Phase

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

Intermediate Phase

Students in teams should start writing the protocols. The final product should show concrete steps to take, and vocabulary and phrases to help rescuers and victims.

Wrap up

Inform students that the following class they will be performing short skits related to the emergency they have worked with. Use time to start preparing dialogues for the skits.

Session 24, Period 3

Initial Phase

Help students address any questions they may have regarding vocabulary and pronunciation.

Intermediate Phase

Have students present their skits. Emphasize and enforce respect for all participants.

Wrap up

Provide general feedback on language used in the skits. Write on the board the words that have not been well pronounced. Help students pronounce correctly.

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.