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Orientaciones para el Desarrollo Curricular

rea de Comunicacin y Lenguaje l3 Ingls

Nivel Medio Ciclo Bsico: Primer Grado

MINISTERIO DE EDUCACIN
Doctor Bienvenido Argueta Hernndez Ministro de Educacin Licenciado Francisco Ricardo Cabrera Romero Viceministro de Diseo y Verificacin de la Calidad Educativa Viceministro Tcnico de Educacin Licenciado Dennis Alonzo Mazariegos Viceministro Administrativo de Educacin M.A. Jorge Manuel Raymundo Velsquez Viceministro Bilinge e Intercultural Director General de Currculo - DIGECUR Licenciado Enrique Cortez Sic Director de la Direccin General de Gestin de la Calidad -DIGECADELicenciado Pedro Us Soc Director General de Educacin Bilinge Intercultural -DIGEBILic. Gerardo Aguirre Oestman Direccin General de Educacin Fsica, DIGEF Lic. Jos Fernando Pineda Ocaa Subdirector de Diseo y Desarrollo Curricular Licda. Mariela Ruedas de Garca Subdirectora de Evaluacin Curricular Lic. Carlos Alfonso Lpez Alonzo Jefe de Departamento Nivel de Educacin Media Ciclo Bsico, DIGECUR Proceso de elaboracin de Orientacin para el Desarrollo Curricular rea Comunicacin y Lenguaje L3 Licda. Vila Morales Hernndez de Cardona Especialista Idioma Ingls DIGECUR Direccin General de Currculo Ministerio de Educacin 6. Calle 1-87 Zona 10, 01010 Telfono: (502) 24119595 www.mineduc.gob.gt / www.mineduc.edu.gt

ODEC rea de Comunicacin y Lenguaje L3 Ingls

Presentacin
El Ministerio de Educacin, a travs de la Direccin General de Currculo presenta a la comunidad educativa del Nivel Medio Ciclo Bsico: Primer grado, las Orientaciones para el Desarrollo Curricular, como herramienta para apoyar a los y las docentes para orientar el proceso de obtencin de aprendizaje por parte de los y las alumnas, al mismo tiempo tiene como funcin principal dar respuesta a los acuerdos y compromisos establecidos en el marco de la Reforma Educativa. Las ODEC, contienen diversas actividades que van dirigidas al y la docente para orientar el desarrollo del proceso de obtencin de aprendizajes por parte de las y los jvenes. Las actividades que en este documento se sugieren estn estrechamente vinculadas con las competencias, indicadores de logro y el desarrollo de los contenidos procedimentales, declarativos y actitudinales que se registran el Currculo Nacional Base del Ciclo Bsico Primer Grado. Las actividades que se contemplan en este documento no son absolutas y nicas, son ejemplos y sugerencias que se le presentan al o a la agente educativo para que de esta manera se contine utilizando la creatividad de introducir actividades contextualizadas en los diferentes mbitos educativos, tomando en cuenta las caractersticas, las necesidades y los intereses de los y las jvenes en la actualidad, de manera que el aprendizaje sea significativo para los y las estudiantes. Las Orientaciones para el Desarrollo Curricular que se presenta a continuacin est destinada para ser utilizada en el desarrollo del rea de Comunicacin y Lenguaje L3 Ingls con los y las estudiantes del Nivel Medio Ciclo Bsico: Primer grado especficamente, se encuentra estructurada en el siguiente orden: las competencias de grado con sus respectivos contenidos procedimentales, declarativos y actitudinales, indicadores de logro de las competencias establecidas, y las actividades que se sugieren. Despus del desarrollo de las actividades, se considera pertinente aplicar una evaluacin, por lo que se sugieren algunos instrumentos que pueden utilizarse para la aplicacin de la autoevaluacin, coevaluacin y la heteroevaluacin, estos instrumentos tambin son sugerencias que pueden ser complementadas o readecuadas con base en las necesidades y caractersticas de las y los estudiantes, para poder apreciar el logro de las competencias por medio de los indicadores de logro. Estimadas y estimados docentes hacemos entrega de este documento para que ustedes lo tomen como una herramienta con procedimientos metodolgicos que los conduzca en la realizacin de sus tareas docentes, por lo que se espera que sea un elemento til y que les pueda servir de base para el desarrollo de su creatividad.

Nivel Medio Ciclo Bsico: Primer Grado

Carta del Seor Ministro de Educacin

ODEC rea de Comunicacin y Lenguaje L3 Ingls

Tabla de contenidos
No. de pgina Crditos Presentacin Carta del Seor Ministro de Educacin reas del Currculo Comunicacin y Lenguaje L3 Idioma Extranjero Ingls Competencia Nmero 1 Contenidos Indicadores de logro Actividades sugeridas para la competencia Nmero 1 Evaluacin Competencia Nmero 2 Contenidos Indicadores de logro Actividades sugeridas para las competencias 2 Evaluacin Bibliografa 01 02 04 06 09 09 09 09 10 15 15 16 16 16 23 24

Nivel Medio Ciclo Bsico: Primer Grado

reas del currculo


El Currculum para el Ciclo Bsico del Nivel Medio se ha estructurado en siete reas, que estn articuladas con las del Nivel Primario. La siguiente tabla muestra la organizacin de reas y subreas de primer grado del Ciclo Bsico.

reas y subreas curriculares para el Ciclo Bsico del Nivel Medio


reas
Matemticas Ciencias Naturales Ciencias Sociales y Formacin Ciudadana Comunicacin y Lenguaje Matemticas 1 Ciencias Naturales 1 Ciencias Sociales y Formacin Ciudadana 1 Comunicacin y Lenguaje L1 Idioma Espaol 1 Comunicacin y Lenguaje L1 Idiomas Mayas 1 ( u otro) Comunicacin y Lenguaje L2 Idioma Espaol 1 Comunicacin y Lenguaje L2 Idiomas Mayas 1 (u otro) L3 Idioma Extranjero Ingls ( u otro) 1 Tecnologa de Informacin y Comunicacin 1 Expresin Artstica Formacin Musical 1 Artes Plsticas 1 Danza y Expresin Corporal 1 Teatro 1 Productividad y Desarrollo I Educacin Fsica Productividad y Desarrollo 1 Educacin Fsica 1

Subreas

Todas las reas curriculares han sido actualizadas en trminos del nuevo paradigma curricular, avances cientficos, tecnolgicos y humansticos, y demandas sociales. Las reas de Matemticas y Ciencias Naturales han sido fortalecidas para que el estudiantado obtenga una formacin matemtica y cientfica ms slida que contribuya a su formacin bsica.

ODEC rea de Comunicacin y Lenguaje L3 Ingls

Atendiendo a la diversidad lingstica y sociolingstica del pas y a la necesidad de fortalecer la comunicacin entre los diferentes Pueblos y con el mundo, el rea de Comunicacin y Lenguaje contempla L1 Idioma Materno, L2 o Segundo Idioma y L3 o Idioma Extranjero. Para el estudiantado maya, L1 puede ser Idioma Maya, o Espaol, si en su comunidad se hubiera dado una situacin de desplazamiento lingstico, como se ha observado en algunos casos en el rea kaqchikel. En el caso de estudiantado ladino que vive en reas indgenas, L1 corresponde a Idioma Espaol y L2 puede ser el Idioma Maya de la comunidad lingstica donde reside. Para los y las estudiantes garfunas, la situacin es similar a la de los y las mayas. Para el alumnado xinka, L1 es Idioma Espaol y L2 puede ser Xinka con una metodologa de recuperacin del idioma. Para 2008 se ha previsto el diseo de L1 Garfuna, L2 Idioma Espaol, L2 Idiomas Mayas y L2 Xinka con metodologa de recuperacin. El idioma extranjero que ms demanda ha tenido para su incorporacin en el Currculum Nacional Base es el ingls. Su diseo curricular no debe confundirse con ingls como segundo idioma, ya que en ambos casos se persiguen competencias comunicativas distintas. En el futuro podrn disearse las mallas curriculares para otros idiomas extranjeros. Tecnologa de Informacin y Comunicacin es una subrea de Comunicacin y Lenguaje. Sin embargo, se concibe como una subrea que tambin constituye una herramienta de apoyo para el aprendizaje de otras reas curriculares. Ciencias Sociales y Formacin Ciudadana constituye una sola rea curricular. Dada la incorporacin de la Formacin Ciudadana en diferentes niveles del sistema educativo. El Ministerio de Educacin ha diseado manuales de apoyo para trabajarla con la comunidad educativa. Los manuales se encuentran citados en la bibliografa especfica. El rea de Expresin Artstica incluye Formacin Musical, Artes Plsticas, Danza y Expresin Corporal y Teatro. La recomendacin tcnica es que el estudiantado, durante los tres aos del Ciclo Bsico, pueda familiarizarse con las cuatro. Sin embargo, su implementacin en cada establecimiento educativo depender de condiciones y factores tales como: (a) disponibilidad de catedrticos o catedrticas especializadas; (b) disponibilidad de instrumentos, laboratorios o equipos especializados requeridos para impartir la subrea; (c) organizacin del tiempo en el horario y jornada diaria y semanal de trabajo; (d) disponibilidad de materiales educativos ad-hoc para las funciones de enseanza y de aprendizaje; y (e) otros criterios y decisiones derivados de las condiciones de trabajo del centro. El rea de Productividad y Desarrollo comprende componentes relacionados con manejo de informacin, calidad y tecnologa, trabajo en comunidad para el desarrollo sostenible y emprendimiento para el desarrollo. Sus contenidos incluyen contenidos seleccionados de asignaturas de planes de estudio anteriores: Artes Industriales, Educacin para el Hogar y Contabilidad. Su metodologa incorpora proyectos de diferentes tipos. Por tratarse de un rea nueva en el Ciclo Bsico, se impulsarn varias estrategias para su implementacin tales como formacin en servicio para docentes con formacin inicial en Artes Industriales,
Nivel Medio Ciclo Bsico: Primer Grado

Educacin para el Hogar y Contabilidad, trabajo en equipo de docentes con diferentes especialidades, articulacin con las Universidades para la creacin de Profesorados para sta rea. El rea de Educacin Fsica ha sido diseada para trabajar dos componentes: condicionamiento fsico/aptitud fsica y coordinacin de la habilidad tcnico -deportiva. La Direccin General de Educacin Fsica (DIGEF) tiene a su cargo la formacin en servicio de los y las docentes de esta rea. Uno de los factores que contribuye a la calidad educativa es el tiempo efectivo de aprendizaje. En la siguiente tabla , se presenta una distribucin ilustrativa de carga horaria semanal por rea. En la primera columna, est el nombre de cada una de las siete reas; en la segunda columna, el nmero de periodos semanales por rea distribuidos entre las siete reas y subrea. En la primera columna, est el nombre de cada una de ellas; en la segunda columna el nmero de perodos semanales. La distribucin en la segunda columna se hizo considerando una jornada de 5 horas y perodos de 40 minutos. Distribucin ilustrativa de carga horaria semanal por rea en establecimientos educativos que trabajen una jornada con modalidad de entrega que incluya docente por rea y subrea

reas
Comunicacin y Lenguaje L1 Espaol Tecnologa de la Informacin y la Comunicacin Idioma Extranjero (Ingls) Matemticas Ciencias Naturales Ciencias Sociales y Formacin Ciudadana Expresin Artstica Productividad y Desarrollo Educacin Fsica

Perodos semanales por Subrea


5 2 3 5 5 5 4 5 2

ODEC rea de Comunicacin y Lenguaje L3 Ingls

Subrea de Comunicacin y Lenguaje l3 Ingls


Competency No. 1
Responds to basic oral instructions in his/her school and social environments

Content
Procedure
Body language use. Identifying message, signs, and symbols.

Cognitive
Commands through total physical response (TPR). Greetings and farewells. Personal introductions. Commands; conjunctions, prepositions, prepositions of time. Contractions. Countable, uncountable nouns (some, any, how much, how many). Can / Cant for ability. Positive, negative questions. Organization of work environment.

Attitude
Maintaining respect while listening and communicating.

Acting in response to given instructions

Discrimination of English proper sounds. Discrimination of different meanings of words with similar sounds. Interpretation of messages, signs, symbols and other resources supporting the graphic or written text. Association of gestures with linguistic expressions.

Word and content recognition. Similar and different sounds in the phonetic inventory of English as an Anglo-Saxon language. Verbal and non-verbal communication. Elocution, fluency, intonation, and loudness, appropriate to each verbal interaction situation as skills for listening and speaking in another language. Expressing willingness to interact.

Performance indicators
Responds appropriately to instructions Recognizes the meaning of different homophonous words using context keys Responds with own oral expressions to texts supported by graphs, music, colors or other educational resources.

Nivel Medio Ciclo Bsico: Primer Grado

Suggested activities for competence No. 1


It is expected that with these activities the students start developing the skills of listening, speaking, reading and writing.

Name of activity: Dialog


Bring a kite to the class to set up the situation
http://images.google.com.gt/images?hl=es&s ource=hp&q=barrilete

Read the dialog for the students to listen Practice choral repetition Have the students practice the conversation in pairs. Ask them to act it out Finally ask the students to write a similar dialog and perform it in class. what are you doing Jos? I am using my new camera. Is it complicated? I dont think so. I just need to follow the instructions. Cool. Can you go outside now? Sure, what do you want to do? I want to go to the park and climb a tall tree to fly a kite. thats a good idea, but we dont have a kite. Lets make one. ok. We need paper, glue, scissors.. ok. lets go!

Carlos: Jose: Carlos: Jose: Carlos: Jose: Carlos: Jose: Carlos: Jose: Carlos:

Name of activity: how to use Total Physical Response (TPR)


There are seven steps for the TPR instructional process: 1. Introduction: The teacher introduces a situation in which students follow a set of commands using actions. Usually props such as pictures or real objects accompany the actions. Some actions may be real while others are pretend.

2 periods of class

2. Demonstration: The teacher demonstrates or asks a student to demonstrate this series of actions. The other students are expected to pay careful attention. At first, students are not expected to talk or repeat the commands. But soon they will want to join in because the commands are easy to follow and the language is clear and comprehensible. For example, the teacher gives a command such as Take out a piece of bread and the students say the sentence and do

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ODEC rea de Comunicacin y Lenguaje L3 Ingls

the action. Now, spread peanut butter on it, and so on until a make-believe sandwich is made and eaten.

3. Group action Next, the class acts out the series while the teacher gives the commands. Usually, this step is repeated several times so that students internalize the series thoroughly before they will be asked to produce it. 4. Written copy Write the series on the chalkboard or chart paper so that students can make connections between oral and written words while they read and copy (or even substitute ingredients of their choice). 5. Oral repetitions and questions: After students have made a written copy, they repeat each line after the teacher, taking care with difficult words. They ask questions for clarification, and the teacher points out grammatical features such as Yesterday we ate half a sandwich. Today we will eat a whole sandwich. Did you notice the difference between ate and eat? Yesterday we spread grape jelly, today we will spread orange jelly. Did you notice that the verb spread didnt change? Lets say the words soap and soup. Lets say the words cheap and sheep. 6. Student demonstration Students can also take turns playing the roles of the reader of the series and the performer of the actions. Meanwhile, the teacher can check on individual students for comprehension and oral production. 7. Partner activities Finally, students work in pairs or teams of four to tell or read the series. In teams of four, two students give commands and two respond physically. Meanwhile, the teacher monitors each team and suggests ways to elaborate on the vocabulary by adding new words.

2 periods of class

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Here is one example of the process: 1. Lets go to the zoo. Open the door and get in your car. 2. Turn on the engine in your car. 3. Drive to the zoo. 4. Park the car. 5. Get out of the car. 6. Buy your ticket with a $5.00 dollar bill. 7. Hold out your hand for your change. 8. Walk to the entrance. 9. Give your ticket to the person at the gate. 10. Open the gate and go in. 11. Wave at the giraffes. 12. Walk like a giraffe. 13. Wave at the monkeys. 14. Laugh like a monkey. 15. Wave at the elephants.

Name of activity: Countable, uncountable nouns (some, any, how much, how many). What are Uncountable nouns?
Uncountable nouns are nouns that can not be represented in the plural form, such as milk, cheese, butter. They cannot be represented by a number. Its not possible to say I need four milk, or six cheese. Uncountable nouns are nouns that can not be counted. Examples of uncountable nouns are: water, air, grass, paint, oil etc. Rules for Using Uncountable Nouns: Uncountable nouns are only used in the singular tense. A or an can not be used with uncountable nouns. Certain quantifiers can be used with uncountable nouns, such as some, any, much, a lot, are some examples of the quantifiers that can be used with uncountable nouns. Also the question word How much is used with uncountable nouns. Quantity of uncountable nouns is expressed by the expression a. ....of....... (Examples: a bar of butter, a pound of cheese, a bottle of milk)

Cheese

Milk

Butter

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Countable nouns What are countable nouns:


A countable noun is a type of noun that can be presented in both the singular form and the plural form represented by a number, such as two cats, five books Rules For Using Countable Nouns The articles a or an cant be used. Any number bigger than two can be used to state an amount Quantifiers can be used, such as some, any, many, a lot etc. The question word How many is used with countable nouns.

2 periods of class

Oranges

Plums

Apples

Name of activity: homophones


Homophones are words that have the same sound and a different combination of letters. Examples: 1. ad, add 2. all, awl 3. bare, bear 4. bean, been 5. cheap, chip 6. chord, cord 7. die, dye 8. dear, deer 9. flea, flee 10. hear here Game to practice homophones or any vocabulary: hangman Hangman is a game to practice vocabulary. In pairs, one student thinks of a word and the other one tries to guess it by suggesting letters. The word to guess is represented by a row of dashes, giving the number of letters. If the guessing player suggests a letter which
2 periods of class

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occurs in the word, the other player writes it in all its correct positions. If the suggested letter does not occur in the word, the other player draws one element of the hangman diagram as a tally mark. The game is over when the guessing player completes the word, or guesses the whole word correctly or the other player completes the diagram.

Name of activity: picture description


Picture description can serve for both young and adult learners to enhance vocabulary and also speaking. This activity can be used in pairs as role playing or with the whole class. The teacher will begin this activity by showing a picture The students will generate a list of phrases describing the picture, and the teacher will write the phrases on the board. The students will be asked the following questions as they generate the descriptive phrases about the picture: What do you see? Where are they? Whats the weather like?

2 periods of class

Once a list has been generated, the students will be asked to work individually to write a short description for the picture using as many of the phrases generated to make their description clear and concise, containing the specific details to identify this picture.

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Evaluacin
Se debe llevar a cabo una evaluacin constante, para comprobar si los y las estudiantes han alcanzado la competencia, en funcin de los indicadores de logro. Es necesario recordar que el aprendizaje de un segundo idioma requiere que el alumno tenga una participacin activa, que las formas de aprendizaje sean variadas y que el proceso de aprendizaje sea tanto a nivel individual como grupal. Entre las tcnicas de evaluacin ms comunes estn las siguientes: Rbrica o portafolio Listas de cotejo Cuestionarios Entrevistas estructuradas Presentaciones orales Narracin de historias cortas Composiciones Dictados Ejercicios o pruebas estandarizadas

Bibliography / @ reference
1. 2. 3. 4. 5. http://www.colorincolorado.org/educators/content/oral http://www.english-the-easy-way.com/Nouns/Uncountable_Nouns.htm http://www.morewords.com/word/homophonous/ http://www.bifroest.demon.co.uk/misc/homophones-list.html http://www.idmyo.bilkent.edu.tr/SpeakingC409/FinalELMSPEAKWEBDOC_June09.pdf

Competency No. 2
Writes sentences and paragraphs related to personal and family life using adequate grammatical structure based on written texts and graphics.

Content
Procedure
Use of idea organization and word order in writing sentences and simple paragraphs about personal and family life.

Cognitive
Purposes of writing. Parts of speech: Nouns (proper, common) Sentence completeness. Relationship

Attitude
Expressing enthusiasm for writing

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Content
Procedure
Use of details that adequately explain the topic.

Cognitive
Between ideas in a sentence. Paragraph. Topic sentence. Paragraph development. Description elements: Comparisons with adjectives, adverbs. Simple present tense positive, negative, Questions, Statements /-es and/-ies endings. Verbs: to be, to have, can. Pronouns. Personal, Demonstrative (this, these, that, those), Possessive. Countable, uncountable nouns (some, any, how many), can/ Cant for ability present continuous, positive, negative questions. Simple past tense. Paragraphs, short stories, and articles suitable to students and levels. Syntax: word order. Adjective+ noun. Types of adjectives. Comparative and superlative. Adverbs of frequency.

Attitude

Acquainting with the grammatical structure of English as a foreign language. Writing questions in present, past, and present continuous tense.

Writing sentences with demonstrative pronouns. Identifying main idea, main character and cause-effect relationships in short paragraphs. Differentiating types of adjectives.

Respecting other peoples ideas, points of view and life styles.

Performance indicators
2.1 Writes sentences and short paragraphs in logical sequence. 2.2 Reads and understands short readings based on written texts and graphics.

Suggested activities for competence No. 2


It is expected that with these activities the students start developing the skills of listening, speaking, reading and writing. 1 period of classes. Flashcards are suggested. Teaching vocabulary Practice pronunciation of each word and definition. Students listen and repeat. (If the words are recorded is better).

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ODEC rea de Comunicacin y Lenguaje L3 Ingls

Im thinking of give the students a description of the word youre thinking of. The students guess the word.
1 Period of classes.

The teacher spells the word backwards and the students try and recognize the word

1 Period of classes.

Bingo using the words. The teacher calls out the definitions and the students mark de word. The students who have all the words marked are the winners.

2 periods Of classes

Group the words where they belong: living room, dining room, kitchen, bedroom, bathroom, hall, and backyard, and garage, garden. Students can create their own picture dictionary.

1 Period of classes.

House related words

Armchair An armchair is a chair with arms.

dresser A dresser is a piece of furniture where you can keep clothes, jewelry, etc

Bench A few people can sit on a bench

Bookcase Books are stored in bookcases.

Broom You can sweep the floor with a broom.

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chair A chair is a piece of furniture that people sit on.

curtains Curtains are cloth hung on and around a window.

Cupboard Things are stored in cupboards

door You can go in and out through a door

bathtub You take a bath in a bathtub

Grammar structure
Affirmative sentences
Singular form: there is There There There There There There Contracted form: theres a stove a bed a table in the kitchen in the bedroom in the dining room
1 Period of classes.

Negative sentences
There There There isnt isnt isnt a radio a chair a picture in the bathroom in the garden in the hall
1 Period of classes.

Questions
is is is There There There a telephone a refrigerator a television in the living room? in the dining room? in the bedroom
Answer Yes, there is. No, there isnt. Yes, there is. No, there isnt. Yes, there is. No, there isnt.

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Affirmative sentences Plural form: there are


There There There are are are dishes pictures chairs in the kitchen in the bedroom in the dining room
1 Period of classes.

Negative sentences
There There There are are are Flowers bookcases cabinets in the kitchen in the bedroom in the dining room

Questions
Answers Are Are Are There There There lamps curtains carpets in the living room? in the bedroom in the bathroom? Yes, there are No, there arent Yes, there are No, there arent Yes, there are No, there arent

Name of the activity: Cloze Procedure


Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used to introduce writing in beginners. It is used to encourage students to think critically and analytically about text and content.

1 Period of classes.

To prepare materials for cloze exercises, any of the following techniques may be used: Delete content words which carry meaning, such as nouns, main verbs, adjectives,
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adverbs, conjunctions, prepositions, auxiliary words and general vocabulary which have been previously practiced in class. Have the students read the entire passage before they fill in the blanks. Encourage the students to fill each blank if possible. Although there should be no time limit for this exercise, the time necessary for completion should be noted.

Examples of cloze exercises Myself


My name is ______________. I was born on ____________ _____________ ____________. I am ____________years old. Im from _______________ I have _______________sisters and _______________brothers. I live with my _______________ My house is __________________. I have ___________cousins. I like to play _______________and _____________. My favorite color is___________ and my favorite food is __________. Im _________________.

Months and Seasons


In our country there are two seasons: the dry season and the rainy season. The dry season is on _________, __________,____________ 2 Periods of ,__________ __________,,___________,____________ and classes. _____________. The rainy season is on __________, ___________,__________, _________, __________ and __________. Guatemala is the Land of____________ Spring. In other countries there are four seasons: The spring months are ____________, ____________ and_______________. The summer months are __________, ___________, and________________. The fall months are _______________, ____________, and______________. The winter months are _______________, ___________,and ____________.

Days of the Week


There are __________days in a week. The________ day of the week is ___________. The last day of the week is ____________. The other days of the week are _________________, __________________, ___________________, ___________________ and___________________. My favorite day is _________ _____________.

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Name of the activity: Reading


Like listening, reading is a receptive skill. It would normally occur after listening and speaking in the sequence of learning a language. Reading helps to reinforce and fix in the memory what has already been heard and practiced orally. There are many strategies to practice reading, here are some of them: Set up the situation Before presenting a conversation or text for the first time, it should be placed in some kind of setting, rather than just presented cold. Illustrations are usually used as a pre-reading strategy and help to engage students in thought and discussion about ideas concepts, expressions and vocabulary that they will encounter in the text. Retelling Technique Retelling is a technique where a student makes a mental representation of the text and uses this to orally retell the text in his/her own words. When the retelling is complete, the teacher can ask direct questions about important information omitted Application/pair work Students read in pairs and ask questions to each other Sample of lesson presenting a reading: a) Introduce the following expressions and vocabulary. b) Practice pronunciation c) Demonstrate some actions with the students.
Expressions Thats right Listen to me thats great fantastic be careful turn off turn on Come back open the door close the window go out take your jacket off put your shoes on Vocabulary Go walk right soldier help find left stop save fast vacuum cleaner

d) Tell the students to work with a partner. Your partner is a robot. Give her/him instructions.

1 Period of classes.

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Example of a short reading Robbie the Robot Good. Listen to me, Robbie. Turn the vacuum cleaner off. Thats right. Now, turn the TV onThats great. Now turn the TV off. Go to the door. Open it. Fantastic! Come here. Give me the newspaper. Thank you Go to the window. Close it. Now go to the door. Go out. Walk to the from door. Open it. Go out and Robbie! Robbie! Come back here! Robbie! Where are you! Robbie.! e) Now students practice real situations giving instructions to each other using the vocabulary and expressions above.

2 Periods of classes.

Name of the activity: writing


The skill of writing in a beginning level is developed through controlled exercises, so that the structures and vocabulary are carefully chosen. Students work from a model, but they are encouraged to relate to their own situation. a) Writing a postcard b) Present the model of a postcard to the students. Read it out 2 Periods of classes. loud c) Have students ask each other questions about the postcard d) Ask them to bring a blank postcard from different tourist places of Guatemala e) Students will write a postcard and send it to a relative or friend who lives out of the country.

Jose Campos 2345 Main Avenue Oakwood Blvd. California, 10240


Hello from Guatemala. Im in Antigua. Its a small colonial town, 40 kms from the capital city. The weather is nice. Im having a good time with my classmates and teachers. This is a picture of the Colonial Museum. During the colonial time this was the building of the University of San Carlos, built in 1676. Love, Carlos

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ODEC rea de Comunicacin y Lenguaje L3 Ingls

Name of the activity: description (writing exercise)

Describe what you see in this photo. Describe what you dont seethe interior. Describe the person who comes out of the place. What does the person do?

Name of the activity: controlled writing (Coat of Arms)


Who are you? On each square of the coat of arms draw a picture or a symbol that represents the important people and events in your life. (family, friends, hobbies, animals, goals, sports) Choose one of them and write a paragraph about it. Show your pictures to your classmates and share your composition.

2 Periods of classes.

Evaluacin
Se debe llevar a cabo una evaluacin constante, para comprobar si los y las estudiantes han alcanzado la competencia, en funcin de los indicadores de logro. Es necesario recordar que el aprendizaje de un segundo idioma requiere que el alumno tenga una participacin activa, que las formas de aprendizaje sean variadas y que el proceso de aprendizaje sea tanto a nivel individual como grupal. Entre las tcnicas de evaluacin ms comunes estn las siguientes: Rbrica o portafolio Listas de cotejo Cuestionarios Entrevistas estructuradas Presentaciones orales
Nivel Medio Ciclo Bsico: Primer Grado

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Narracin de historias cortas Composiciones Dictados Ejercicios o pruebas estandarizadas

Bibliografa
http://www.thesolutionsite.com/lesson/857/retelling.doc (http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html) http://www.meredithsuewillis.com/writingexercises1-20.html http://wiki.bssd.org/index.php/coat_of_arms http://www.bced.gov.bc.ca/esl/policy/classroom.pdf http://lesson-plan-help.suite101.com/article.cfm/how_to_use_vocabulary_activities

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ODEC rea de Comunicacin y Lenguaje L3 Ingls