Session 34, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 34
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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., 4.2. Applies different grammar rules in writing.
Saber declarativo	1.1.1. A folk tale: Surprise expressions., 2.1.3. Likes and dislikes: like, prefer, rather., 4.2.2. Description of current trends of different age groups.
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

Acting is a very effective tool for English Learning and practice. The whole process of acting preparation should be an opportunity to practice the English students have learned. Allow them to use their creativity. Respect and common sense, as well as the use of recycled materials, should be key guidelines of this project.

Didactic resources

• Dictionary
• Notebooks
• YouTube

Session 34, Period 1

Initial Phase

Take a final vote on what folk tale the students will present during the next learning session, if they have not already decided.

Divide the class into teams to organize the presentation. This may include a welcome committee, actors, narrators, props managers, decorators, and others they and you see fit. A director may be named, if appropriate.

Delegate as much work as possible to the students, but be sure not to leave them entirely on their own. Do remember that you are the responsible adult for this activity. Involve other teachers if necessary.

Preparations must take place in English. Not doing so would defeat the purpose of the activity.

Start rehearsals if you have not done so already. Otherwise continue with these.

If that is not the case, the moment to get it all together is now.

Intermediate Phase

Refer students to the 5 tips on acting shown in the following video.

Discuss with students which of these they should be applying during the presentation.

Do a final check of the dialogues that will be used for the presentation.

Wrap up

At home, students should practice and memorize their lines of dialogue, if any.

Session 34, Period 2

Initial Phase

Students should rehearse their folk tale presentation. Emphasize the need for silence and respect from those not directly involved at a given time.

Intermediate Phase

Have students identify and write down in their notebooks any details that should be improved.

Wrap up

Have students take pictures or video if possible. Use the pictures or videos to provide feedback and improve the project. If this is not possible, have the class suggest improvements as needed.

Session 34, Period 3

Initial Phase

Have students run a last rehearsal. Request help from another teacher as needed for any final check. Every student should be involved in the process.

Intermediate Phase

Have students take a break. Do point out all the good things they are doing. Do not expect perfection but ask them to give the presentation their best effort.

Wrap up

Have students write a short reflection on the process of enacting a folk tale.

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.