Session 32, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 32 | |
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(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 | |
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]
Folk tales are part of our culture. In order to know our culture better and to practice English, it is convenient to learn how to express the basic argument of a traditional Guatemalan folktale.
Didactic resources[editar | editar código]
- Internet articles
- YouTube
- Notebooks
Session 32, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Generative question: What popular folk tales from Guatemala do we know?
Intermediate Phase[editar | editar código]
Brainstorm with students on the most popular folktales and legends in Guatemala.
Wrap up[editar | editar código]
Have students ask parents or guardians what Guatemalan folktales they know or are aware of.
Session 32, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to compare their answers from homework.
Intermediate Phase[editar | editar código]
Have students express which is their favorite folktale. Help students with vocabulary and pronunciation. Allow the use of dictionaries.
Wrap up[editar | editar código]
Tell students that for Session 35 they will be presenting a folk tale from Guatemala. For the next period they should bring ideas to class to start the selection process.
Session 32, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Provide students time to share their ideas for representing the folktale. Set rules for the project: students will have to develop roles and dialogues. Will they present only one folk tales or several? Facilitate the discussion and be sure to ask for quality work. Students should do most of the work. Ensure the activity is inclusive of the whole class.
Intermediate Phase[editar | editar código]
Define a decision-making process that works for your group. Help students decide which folk tale or folk tales will be presented. Have students investigate and put together the basic outline of the folk tale(s) from Guatemala they will act out.
Wrap up[editar | editar código]
Have students write a paragraph stating why folk tales from Guatemala need to be preserved as part of our culture.
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.