Session 27, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 27
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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., 4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
Indicador	1.3. Compares grammar structure of simple and compound tenses., 3.1. Finds specific information in short and everyday readings., 3.2. Makes inferences about the meaning of very basic texts., 4.3. Creates own narrations taking into account accurate spelling.
Saber declarativo	1.3.1. Tense review: past, present or future., 3.1.2. Order of events in a story: connectors., 3.2.9. Recognizing the moral or main message of a story., 4.3.4. Description of an enjoyable journey.
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

In the previous Learning Lesson, we talked about Guatemala as a country. It is time to have our hometown as a topic. Describing one’s town or city might be important when a person is abroad and is asked where their hometown is.

Didactic resources

• Editor's note: missing in the original.

Session 27, Period 1

Initial Phase

If there is a library at school or if there is a library in town or near your school, this will be a very good opportunity to have an outing to it. Students will research the context of historical events when their parents and grandparents were growing up.

Alternatively the class may visit an elder center and interview people who have lived in your town or city for some time to collect anecdotes. Students can use the opportunity to perform for them, for example by singing a song in English or organizing some other enjoyable activity to perform in English. Please take notice that any outing with students must have authorization from parents and school authorities.

Intermediate Phase

Have students prepare the first draft of their family history as a resource for their family tree presentation.

Establish ground rules regarding historic facts of your students’ families. Do ask for help from the Social Studies teacher if available. The Science or Biology teacher can also help your students understand inheritance and inherited characteristics from ancestors, perhaps explaining what DNA is.

Consider how the family tree presentation will be made: use posters or technology-based presentations.

Wrap up

Students should ask parents or guardians for anecdotes and stories about their ancestors. Encourage students to use dictionaries or technology to check their own work.

Session 27, Period 2

Initial Phase

Provide a few minutes for students to compare their answers from homework. Have them share their stories in a relaxed environment.

Intermediate Phase

Have students write a paragraph stating what would have happened if one of their ancestors had not come to live in their city or town when they did. Ask students to be as creative as possible.

Checkpoint

Help students with vocabulary or grammar concerns.

Wrap up

Students should finish at least a first draft of their work.

Session 27, Period 3

Initial Phase

In teams, students finish putting together their essays. Provide extra time to polish the first draft. Remind students to check they have included a main idea, supporting ideas and conclusion.

Intermediate Phase

Have students create a profile of one of their ancestors. As a suggestion, they can use a social media outlet profile format for their ancestor’s information. This should include information such as year of birth, name, interests, hobbies, accomplishments, etc.

Wrap up

Provide feedback on the profiles while you circulate in the 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.