Session 7, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 7
(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	2. Expresses ideas and opinions orally, related to relevant topics through simple sentences., 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	2.1. Makes oral presentations about familiar topics and personal experiences., 2.2. Asks and answers basic questions about different topics using compound tenses., 3.1. Finds specific information in short and everyday readings., 4.1. Writes narrations about different topics of the context.
Saber declarativo	2.1.3. Likes and dislikes: like, prefer, rather., 2.2.3. Offers and responds to basic questions about different topics using compound sentences., 3.1.3. Word recognition within a text that expresses reference in a text., 4.1.5. Writing about a process related to work or study.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/07

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

Students must be able to identify the characteristics of communication.

Didactic resources

• Google Translate
• Dictionary
• Notebooks
• YouTube

Session 7, Period 1

Initial Phase

Explain to students that one of the most important things to have a good classroom environment is having good communications.

What is communication? What are the elements of communication?

Have students write down the characteristics of communication. Refer them to the student’s workbook.

Use the following video on the elements of communication for reference.

Write the following terms on the board and have Students copy them in their notebooks.

1. Message
2. Encoding
3. Channel
4. Decoding
5. Receiver
6. Feedback

Organize students in threes. Each team should find the definition for one of these term. It is ok to have two or more groups working on the same definition. Let students use dictionaries or provide vocabulary as needed.

Intermediate Phase

Have the students write and illustrate one example of the aspect of communication they have been assigned.

Wrap up

Students should ask parents or guardians which rules existed when they were young to communicate with adults. Could they ask questions all the time? Could they interrupt adults when there was a conversation taking place?

Session 7, Period 2

Initial Phase

Provide 10 minutes to have students compare their answers from homework. Have each group present their conclusions to the class.

Intermediate Phase

Have students number themselves from 1 to 6 and get together in 6 groups according to number. The number of the group will mark which aspect of communications they will work on. Every group will write a short proposal for the class on how they can be more courteous when communicating in class. Help them write and mark goals that are objective and can be accounted for. The presentation of the proposal will take place in period 3 of this learning session.

Wrap up

Give students time to organize the presentation material they will need. Let them be creative and encourage them to use recycled material.

Session 7, Period 3

Initial Phase

Have students work with previous knowledge and check the 6 aspects of communication studied during the class. Instruct students to prepare their notebooks. Have students watch again the video above on the elements of communication.

Intermediate Phase

While watching the video have students compare the characteristics they have worked with. Let them point out similarities and differences. For example, how is encoding different from decoding?

Wrap up

Students should make a definitive list of activities to implement to have more courteous communications in the classroom.

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.