Session 3, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Sports news are usually followed by students or teacher. Take the opportunity to make a grammar tense review.
Didactic resources[editar | editar código]
- Board
- Dictionary
- Notebooks
- Word cards
- YouTube
Session 3, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Prior knowledge activation: Students should think about their favorite sport.
Intermediate Phase[editar | editar código]
Discuss answers about sport with the class. Have students quickly state the sport they think is the most popular. Help them use an electronic or paper dictionary if necessary and available.
Ask students to have notebooks ready to identify the sports shown in the video of Greatest Sports Moments.
Watch the video. It is almost 30 minutes long, so decide when to stop depending on the group. Remember: the purpose of the activity is not to watch the video, but to have students identify the sports and the way they are reported. Consider that some sports are narrated, others are not.
Wrap up[editar | editar código]
If there is a sport the students do not know anything about, draw the students' attention to it and ask them to research it.
Have students ask people at home what media they regularly use to follow sports, if any.
Session 3, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Start the homework review via an informal chat with the students. Have them quickly express whether people at home follow sports using news outlets and media.
Use the following rubric:
- Student has brought sufficient information.
- Student has not brought enough information.
- Student has not brought any information whatsoever.
Intermediate Phase[editar | editar código]
Have students work together with a partner to compare the situations at home. Have them write in their notebooks the similarities and differences found.
Have students listen to the soundtrack of the Spotlight segment “Head injuries” while watching the transcript.
Have students write the main ideas in their notebooks.
Wrap up[editar | editar código]
Have students describe the dangers of concussions and other sports injuries.
Have students research at home about famous players who have suffered concussions.
Session 3, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Start the class with the findings of the student's homework. You decide if you want to chat or collect papers from students, depending on your group.
Use the following rubric:
- Student has brought sufficient information.
- Student has not brought enough information.
- Student has not brought any information whatsoever.
Intermediate Phase[editar | editar código]
Have your students watch the following video for 2 minutes or more, depending on time available.
Be sure to watch the video yourself first. You can look for other funny sports video, but discretion is emphatically advised.
Wrap up[editar | editar código]
Have students think why some of the situations were funny and other situations were not.
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.