Session 32, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 32
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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.
Indicador	1.1. Responds to sequence main ideas or events given in classroom., 2.1. Makes oral presentations about familiar topics and personal experiences.
Saber declarativo	1.1.1. A folk tale: Surprise expressions., 2.1.3. Likes and dislikes: like, prefer, rather.
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

Folk tales are part of our culture. In order to know our culture better and to practice English, it is convenient to learn how to express the basic argument of a traditional Guatemalan folktale.

Didactic resources

• Internet articles
• YouTube
• Notebooks

Session 32, Period 1

Initial Phase

Generative question: What popular folk tales from Guatemala do we know?

Intermediate Phase

Brainstorm with students on the most popular folktales and legends in Guatemala.

Wrap up

Have students ask parents or guardians what Guatemalan folktales they know or are aware of.

Session 32, Period 2

Initial Phase

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

Intermediate Phase

Have students express which is their favorite folktale. Help students with vocabulary and pronunciation. Allow the use of dictionaries.

Wrap up

Tell students that for Session 35 they will be presenting a folk tale from Guatemala. For the next period they should bring ideas to class to start the selection process.

Session 32, Period 3

Initial Phase

Provide students time to share their ideas for representing the folktale. Set rules for the project: students will have to develop roles and dialogues. Will they present only one folk tales or several? Facilitate the discussion and be sure to ask for quality work. Students should do most of the work. Ensure the activity is inclusive of the whole class.

Intermediate Phase

Define a decision-making process that works for your group. Help students decide which folk tale or folk tales will be presented. Have students investigate and put together the basic outline of the folk tale(s) from Guatemala they will act out.

Wrap up

Have students write a paragraph stating why folk tales from Guatemala need to be preserved as part of our culture.

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.