Session 3, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 3
(Selecciona [Contraer] para reducir el recuadro, [Expandir] para ver contenido no mostrado).
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	1.1. Responds to sequence main ideas or events given in classroom., 1.2. Deduces the meaning of basic conversations of known topics., 1.3. Compares grammar structure of simple and compound tenses., 3.1. Finds specific information in short and everyday readings., 4.1. Writes narrations about different topics of the context.
Saber declarativo	1.1.4. Explanation of an injury or pain: use of adverbs., 1.2.3. Lifestyles: modal auxiliaries., 1.3.1. Tense review: past, present or future., 1.3.4. Revisions of past participles of irregular verbs., 3.1.1. Sport descriptions for playing or for practicing a hobby., 4.1.3. Narration or description of accomplishments: present perfect tense.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/06

Califica este recurso:

0.00

(0 votos)

Por favor, califica el recurso solo si lo has revisado y/o o usado.

Suggested time 3 periods

Introduction

Sports news are usually followed by students or teacher. Take the opportunity to make a grammar tense review.

Didactic resources

• Board
• Dictionary
• Notebooks
• Word cards
• YouTube

Session 3, Period 1

Initial Phase

Prior knowledge activation: Students should think about their favorite sport.

Intermediate Phase

Discuss answers about sport with the class. Have students quickly state the sport they think is the most popular. Help them use an electronic or paper dictionary if necessary and available.

Ask students to have notebooks ready to identify the sports shown in the video of Greatest Sports Moments.

Watch the video. It is almost 30 minutes long, so decide when to stop depending on the group. Remember: the purpose of the activity is not to watch the video, but to have students identify the sports and the way they are reported. Consider that some sports are narrated, others are not.

Wrap up

If there is a sport the students do not know anything about, draw the students' attention to it and ask them to research it.

Have students ask people at home what media they regularly use to follow sports, if any.

Session 3, Period 2

Initial Phase

Start the homework review via an informal chat with the students. Have them quickly express whether people at home follow sports using news outlets and media.

Checkpoint

Use the following rubric:

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

Intermediate Phase

Have students work together with a partner to compare the situations at home. Have them write in their notebooks the similarities and differences found.

Have students listen to the soundtrack of the Spotlight segment “Head injuries” while watching the transcript.

Have students write the main ideas in their notebooks.

Wrap up

Have students describe the dangers of concussions and other sports injuries.

Have students research at home about famous players who have suffered concussions.

Session 3, Period 3

Initial Phase

Start the class with the findings of the student's homework. You decide if you want to chat or collect papers from students, depending on your group.

Checkpoint

Use the following rubric:

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

Intermediate Phase

Have your students watch the following video for 2 minutes or more, depending on time available.

Be sure to watch the video yourself first. You can look for other funny sports video, but discretion is emphatically advised.

Wrap up

Have students think why some of the situations were funny and other situations were not.

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.