Session 9, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 9
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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.
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., 2.3. Shares information about different topics in several contexts.
Saber declarativo	2.1.4. Description about how people spends time: present perfect continuous., 2.2.2. Dialogues: short answers to questions., 2.3.2. Relevant experiences in the past: the speech.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/07

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Suggested time 3 periods

Introduction

Guessing what the future will be is a difficult task. In this unit, the students and teacher will explore some ideas about how phone calls will be in the future.

Didactic resources

• Google Translate
• YouTube
• Dictionaries
• Notebooks
• Recycled sheets of paper
• Voice recorder (computer, phone or any other recording device)
• Other materials suggested by students

Session 9, Period 1

Initial Phase

In preparation for class watch on your own the following video. Then show it to the students 2 or 3 times. Have students take notes about the video.

Intermediate Phase

If available, let students use dictionaries to clarify terms they did not understand. It is not necessary for them to understand everything, only the main ideas. Have them list the features the “man of the future” presented on the video that did not make sense to the “man of the past”. Provide enough time and help with vocabulary if necessary. Ask students: “Is the situation possible? Do you find it funny?”

Wrap up

Have students compare, contrast and correct information with each other. Encourage them to share with classmates that they usually do not work with. Do this at your discretion; nobody knows how your group works better than you do.

Session 9, Period 2

Initial Phase

If needed, provide students with more time to check all the words that “the man from the past” most likely did not understand. Watch the video again only if you consider it necessary.

Intermediate Phase

Have students investigate how long ago these features or appliances were invented and if they are still in use:

• DVD player
• HD DVD player
• Bluray player
• Facebook
• Google
• Tweeter
• Cell phones
• Smart phones
• Camera phones
• Wireless
• Wifi
• Silicon
• Data
• iPad
• Other terms in the video
• Additional terms if relevant

Wrap up

At home, students should list and rank 5 things the “man of the future” mentions that could be used to learn English.

Session 9, Period 3

Initial Phase

Have students compare the lists they have produced. Emphasize the fact that every opinion must be respected, because every person will find some features or applications for learning more useful than others. This is a sharing activity. There is no right or wrong order in each student’s list. Allow enough time for them to share in their groups.

Intermediate Phase

Tell students they will practice having conversations in English over the phone during the next learning session. You can ask students to manufacture “phones” using recycled material just for practice if you consider it convenient. But beware: sessions are not intended to make students crave for phones, but to practice English using a phone.

Wrap up

Students should start working on topics for conversation for the upcoming activity.

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.