Session 33, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 33 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 3er grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/10/08 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Luck has little to do with project management, but sometimes circumstances can be considered lucky or unlucky.
Didactic resources[editar | editar código]
- Folk tales
- YouTube
- Notebooks
- Dictionaries
Session 33, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Have students look on Wikipedia or other sources for the definitions of Luck and Near miss.
Intermediate Phase[editar | editar código]
Show students a segment of the following video or similar resource.
Have students express opinions about which events shown they consider luckier.
Students should write a short paragraph telling about a lucky situation they have lived.
Wrap up[editar | editar código]
Students should ask parents or guardians if they have lived through a lucky situation and what it was.
Session 33, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide time for students to compare their answers from homework and the paragraph they wrote in the previous period.
Intermediate Phase[editar | editar código]
From the information they have brought, have students share events they consider lucky with the class. Divide your group into teams as you see fit.
Wrap up[editar | editar código]
Ask volunteers to share some of the experiences they have talked about in their teams.
Session 33, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Tell students that they will now relate luck with folktales. Generative questions: Are characters in folktales usually lucky or unlucky? Why?
Intermediate Phase[editar | editar código]
Show students the following video with the Hungarian folk tale The Soldier’s luck.
Have students locate Hungary on a physical or digital map.
Have students summarize the folk tale “The Soldier’s Luck”.
Wrap up[editar | editar código]
Select at random students to tell what their opinion about the folk tale is.
Provide students with a rubric to assess their work.
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.