ORDER, COLOR AND SHAPE - Mineduc

UNIT

70 On going/En marcha

4

When I finish this unit, I will be able to:

-Express personal opinions, feelings, and ideas.

-Write sentences and short paragraphs in logical sequence.

ORDER, COLORAND SHAPE

SESSION 1

The Dice

The teacher brings a dice with numbers, colors and shapes.We sit forming a circle with our classmates.We throw the dice and name the number, color or shape that the dice shows us.

We answer the questions:- Do you like the activity? Why? - What would you change about the activity?

Activity 1

UNIT4

71En marcha/On going

UNIT 4

72 Tool backpack/Mochila de herramientas

Activity 1

SESSION 1CARDINAL NUMBERS

Step 1 Solve I work with my partner and solve the following problem:

A female cat and a male dog weigh a total of 15 kg. If the dog’s weightis an odd number and, the male weights is the double than the female.How much do each animal weigh?

Cardinal Numbers are numbers that indicate how many of something there are like such as one, two, three, four, etc.It is used in counting to indicate quantity not order. The cardinal numbers can refer to the size of a group.

Step 4 Information We read and copy the next information.

Step 2 Spelling I make a spelling of numbers competition with my partner.We write the numbers up to 100 in our notebook and then practice the pronunciation of all the numbers we wrote.I compare with the vocabulary chart.

Step 3 CompareWe compare the writing similarities and differences between the numbers in Spanish, English and a Mayan language.

We read aloud the chart of the numbers. We pay attention to the right spelling.

Cardinal Numbers

123456789101112131415161718192030405060708090100

Vocabulary

one twothreefourfivesixseveneightnine teneleventwelvethirteenfourteenfifteensixteen seventeen eighteennineteentwentythirtyfortyfiftysixtyseventyeightyninetyone hundred

At Home - With my family, I practice to count usingthe numbers I have already learned.

- I use the vocabulary chart.

UNIT4

73 Mochila de herramientas/Tool backpack

SESSION 2CARDINAL NUMBERS

Activity 2

Step 6 Coevaluation On a sheet of paper, I write the numbers shown by my classmate.I evaluate my classmate by showing him ten flashcards and he has to write the numbers. We give our written answers to the teacher.

Step 5 MemoryI use recyclable material to make flashcards.I make flashcards to play memory with my classmates. I draw on each card the quantity through images, and in others, I use the written form of the number. I use the vocabulary chart on cardinal numbers.I visit the website “watch it” to improve my knowledge. Go out! I go around the school.I interview some students or teachers. I use the following questions:

- What is your name? - How old are you? - Do you have brothers or sisters? - How many brothers/ sisters do you have? - At what age did you start going to school?

I try to use the vocabulary to fill in the blanks.

Watch it! - I visit this website.- I use the numbers and try to practice the correct pronunciation of the cardinal numbers:

1 23

4 5

ONETWOTHREEFOURFIVE

http://www.pitenglish.com/es/numbers/572-1-30-talking-flashcards

UNIT 4


SESSION 3

Activity 3

ORDINAL NUMBER

Step 2 RememberingEach one of us writes about a couple of experiences in the past when we had won a first place at any contest and another experience when we had lost.I share them with the group, and tell them how I felt at that moment and if this affected me in the future.

Step 1 DiscussionI analyze and write my conclusion whether if it is right or wrong,to make contests or competitions in class. What are the advantagesor disadvantages of these actions?I share my conclusions with the rest of the class.

Step 3 CompareI copy the list of ordinal numbers and beside them the cardinal numbers. I compare both lists and see the differences between them.I use both vocabulary charts about ordinal and cardinal numbers.I visit the website “watch it” to improve my pronunciation.

Ordinal Numbers

1st2nd3rd4th5th6th7th8th9th10th11th12th20th21st22nd23rd24th30th100th

Vocabulary

FirstSecondThirdFourthFifthSixthSeventhEighthNinthTenthEleventhTwelfthTwentiethTwenty-firstTwenty-secondTwenty-thirdTwenty-fourthThirtiethHundredth

Watch it! - I visit this website. - I listen to the correct

pronunciation of the ordinal numbers: http://www.theyellowpencil.com/losnumeros2.html

UNIT4


SESSION 4ORDINAL NUMBER

Activity 4

Answer: - During the race,

before to pass the finish line, I passed the runner who won the second place.

- What place did I win?

- What is the ninth letter of the alphabet?

- What is the third day of the week?

- What is the eighth month of the year?

Step 4 Grammar The ordinal number indicates the position or order in relation to other numbers such as first, second, third, etc. All ordinal numbers have to add a suffix nd, rd, st, or th to the cardinal numbers.

ValuesI do research about the difference between being competitive and wanting to win at any price.I discuss with a classmate about the values we should practice when participating in a contest.

Step 5 Order We form a line from the shortest to the tallest student.We write in our notebooks the ordinal number and the names of my classmates in the order they had on the line we made.

Step 6 Write I copy the following numbers in my notebook.I write in letters the ordinal number of the cardinal numbers shown here:

8 5 1 20 5165 40 100 24 79 3 80 95 336 15 32 44 66

AnswerI read the questions of beside and I write them in my notebook.I answer the questions without help.I share the results with my classmates.

Order - I read the vocabulary chart on ordinal numbers.- I write in my notebook the name of my classmates and the ordinal number they have in the line. - I follow the example.

Jorge - first María - second

UNIT 4


SESSION 5

Activity 5

SHAPES

Step 1 TangramAt the less time we form three figures of animals with a Tangram puzzle.

Step 2 Go Out We go out of the classroom.We observe and write in our notebook all the shapes that we findin the school; we use the vocabulary shapes.

Step 3 DrawingI draw a landscape and I include all the geometric shapes I can, then I share my drawing with the rest of the class.

Step 4 Watch it! I visit the following links. I listen to the correct pronunciation of the shapes. I practice the pronunciation.https://www.youtube.com/watch?v=-vNCufV27Tkhttps://www.youtube.com/watch?v=k7oLm94kQEE

Step 5 WriteI read the vocabulary of shapes.I work in my notebook.I write in English the name of each shape.

Step 6 BuildI choose to build a foamy Tangram Puzzle or a collectionof polyhedron (using recyclable materials).I answer a quiz about geometric shapes.I visit the website “watch it” to improve my knowledge.

Shapes

Vocabulary

Play - I make 10 flashcards with different geometric shapes.- I play with a classmate showing him a card, and in a second, he has to say the name of the shape, if he delays three seconds or more to answer, he loses one point. The winner is the one who gets more points.

Watch it! - I visit this website.- I practice online about shapes: http://www.storyplace.org/preschool/activities/shapesonact.asp

- Triangle - Circle - Square - Rectangle - Cube - Oval - Diamond - Pentagon - Hexagon - Cylinder

UNIT4


SESSION 6COLORS

Activity 6

Step 3 CompareI do research and then make a comparison about the usage of different colors in the (U.S) American and Guatemalan cultures.

Step 1 Describe We discuss and write what could be the meaning of each primary and secondary color.We exchange our writings with other groups.

Step 2 Comment I comment with my partner on my favorite color.I explain why it is my favorite color.I tell my partner what color I don’t like and why.I talk with my classmate the usage of some colors according to tradition.

Step 4 Watch it! I visit the next link and I listen to the correct pronunciation of the colors. I practice the pronunciation. http://www.pumarosa.com/ingles/nouns_adj/colors_shapes/load.htm?f

Step 5 Got a Pain I make a circle with my classmates.Each one of us selects a color different from the others.I can start crying aloud: Ouch! I got a pain! The rest of the class asks what color is it.Who has the color you said starts crying and mentions another color etc.

Step 6 Draw and Color I listen to what the teacher dictates. I draw the shape of the list and I color it with the color that the teacher indicates.

redblack

green

purpleblue

orange

yellow white

grey pink

violetbrown

UNIT 4


SESSION 7

Activity 7

SIMPLE PAST

Step 1 Observe

I observe carefully the following sentences:

I wanted an apple. You played soccer. He watched T.V. She studied English. I try to find out the difference from the other that I already read. I write it in my notebook, color or circle the differences I find. I talk with my classmate about the differences everybody finds.

Step 2 CreateI think of my first day of school this year.I write about it.I tell the story of my first day of school. My classmates have to draw about my story, while I tell it.

Step 3 ComparisonsI write a comparative table of verbs in simple present and simple past tense.I observe the root and ending in both cases.

UNIT4


SESSION 8

Step 5 Rewrite I read the following sentences:

- I go to school in the morning. - She has breakfast.

I change them from present tense to past tense. I check the regular and irregular verbs.I work in my notebook.

WriteI read the following verbs and write them in my notebook.I use my English dictionary and write the meaning of the verbs.

Activity 8

SIMPLE PAST

Step 4 Grammar I read and analyze the following explanation and copy it in my notebook.The simple past expresses the idea that an action started and finished at a specific time in the past.The affirmative simple past sentences differ from the simple present by the verb. The statements are built using the infinitive form and adding ed or adding d when they are ended with e. (Regular Verbs)I follow the link “watch it” to improve my knowledge.

Step 6 Correct I exchange with a classmate the story I wrote before on the section Create.I correct the story of my partner, check the verbs in past.

begin become buildbuy come cutchoose

Watch it! - I follow these links. I learn more about the simple past:https://www. youtube.com/watch?v=ZWZ6cNq6bEY

- I notice that some verbs in English don’t follow the simple system of adding ed or d to the end of the verb to form the past, their spelling a little tricky. (Irregular verbs)- I also learn some irregular verbs and its meanings:http://www.mansioningles.com/ gram53.htm

Self Evaluation - I check out my

participation in all activities.

- I assign myself a score from 1 to 10.

- I explain why I am giving me that score.

UNIT 4


SESSION 9

Activity 9

NEGATIVE SIMPLE PAST

Step 1 RuleI observe the following sentence:

I did not drink coffee yesterday.

I create a rule for negative simple past tense, and then I discussit with a classmate.

Step 3 Analyze and Answer What type of auxiliary verb does the third person use?How does the main verb should be written when the auxiliarydid is used? What is the difference between affirmative and negative statementsin simple past tense?

At Home - I read the words from the pronunciation activity.- I look for the meaning in the dictionary, and I write it in my notebook.

eatstudied

talked took

Step 2 When I was a Child I think when I was a child and I try to remember what kind of things I liked to do, that no longer I do now?I write in my notebook, some sentences about it.I share with my classmates and find out who liked the same things than me.

UNIT4


SESSION 10

Activity 10

NEGATIVE SIMPLE PAST

Step 4 Pronunciation I work with a classmate. I practice my pronunciation and then we help each otherby checking our pronunciation. I pronounce the words in the box.

Step 5 Choose the Verb I read the sentences and I copy them in my notebook.I complete the blanks with the correct form of the verb thatis in parentheses.I use the list of irregular verbs.I follow the example:

Step 6 Write Sentences I observe the pictures and I imagine that I am the model of the picture.I write sentences using negative form of the simple past. I work in my notebook.

Pronunciation

Siempre que encuentres una th en palabras escritas en inglés, no olvides colocar la punta de tu lengua ligeramente aprisionada entre los dientes inferiores y superiores. Emite un sonido como la z de zapato.

- that - then - these - think - thanks - theater - thin - they - sixth - three - mother

Change into Negative

- I read Choose the Verb sentences.

- I change these sentences into the negative form of the simple past.

- I draw the sentences. - I work in my

notebook. - I follow the example.

Pablo and Sofia did not take three books from library last week.

- Pablo and Sofía (take) took three books from the library last week. - Mariam (buy) _____ a new dress yesterday.- They (go) _____ to the supermarket last night. - You (read) _____ in an hour.- They (study) ____ all night.

UNIT 4


SESSION 11

Activity 11

QUESTIONS SIMPLE PAST

Step 1 Write Questions from Words I read the following words:

Carmen / on a chair / sit Lidia / the door/ look Ana / home / walk Carol / the window / open

I use the words to make questions in simple past.I have to use auxiliary and main verbs and work in my notebook.

Watch it! - I visit this website.- Here I can practice online about simple past:http://www.ego4u.com/en/cram-up/tests/simple-past-1

Step 3

CompareI analyze the difference between the structure of questions in present and past tense then I look for the differences and the similarities. I visit the website “watch it” to improve my knowledge.

Step 2

Interviewing my Grandparents I think about my grandfather or grandmother.I write in my notebook and create six questions that I want toask to my grandparents.

UNIT4


SESSION 12

Activity 12

QUESTIONS SIMPLE PAST

Step 4

GrammarTo ask questions you need to use the auxiliary did before the subject.

Watch it! I read the information above. I visit this link and I listen to the conversation and the explanation about how to do question in simple past.https://www.youtube.com/watch?v=eOPcE695rRo

Step 5 Around the Class We go around the classroom and we ask to our classmates these questions.

- Did your teacher open the door in your class? - Did you listen to music yesterday evening? Why? - Did you and your family take pictures on holidays? Why? - Did you study last night? What did you study? -DidyoueatFiambrethelastNovemberfirst? - Who prepared it?

We work in our notebook.

At Home - I work the “Collage

of Words”.

Replace - I did not write the

letter. - She did not wash the

dishes. - They did not speak

French. - He liked his last

dancing class.

Step 6 Time to Dialogue I form a group of four and write a dialogue using the simple past and contractions.I present my dialogue with two other friends.

ReplaceI read the sentences on the right, then I replace the extended negative form with the one using the contraction and I write a complement for the sentences.I work in my notebook and follow the example.

- You did not buy the ingredients. - You didn’t buy the ingredients. Because you didn’t have enough money.

Grammar

Contraction

Did Didn’t

UNIT 4


I illustrate 10 of the following words; With the pictures I create a collage and I present after placing it on the wall.I use this vocabulary to work the next two projects.

Seventh

Seventy

Six

Sixteen

Sixth

Sixth

Sixty

Square

Ten

Tenth

Thanks

That

Theater

Then

These

They

Thin

Think

Third

Thirteen

Thirtieth

Thirty

Three

Triangle

Twelfth

Twelve

Twentieth

Twenty

Twenty-first

Twenty-fourth

Twenty-second

Twenty-third

Two

Circle

Cube

Cylinder

Diamond

Eight

Eighteen

Eighth

Eighty

Eleven

Eleventh

Fifteen

Fifth

Fifty

First

Five

Forty

Four

Fourteen

Fourth

Hexagon

Hundredth

Mother

Nine

Nineteen

Ninety

Ninth

One

One hundred

Oval

Pentagon

Rectangle

Seven

Seventeen

SESSION 12

COLLAGE OF WORDS

Cont. Activity 12

UNIT4


SESSION 13

Activity 13

ORAL PROJECT

Market Day I bring some pictures of things that I would like to buy in the market. I help prepare the classroom to practice and present with my classmates.I choose a name for my shop. I use the vocabulary from the unit.I pretend to pay my classmates for the things I buy.

UNIT 4

86 Work table/Mesa de trabajo

SESSION 14

Project 4 Activity 14

Presentation of the Diagnosis of my Community Stage II

Consensos en los Planes de Acción 30 minutos

¿Qué es la presentación del diagnóstico de nuestra comunidad?Es una forma de socializar (dar a conocer) la descripción de nuestra comunidad en la actualidad.

¿Cuáles son los propósitos?Generar espacios de diálogo y propuestas para abordar necesidades, problemas y proponer soluciones de forma participativa, cooperativa, inclusiva, útil, con compromiso, sinceridad y honradez. Contextualizar los proyectos para resolver problemas que afectan nuestra comunidad.

¿Qué necesitamos?Mapa de la comunidad con identificación de los lugares y puntos clave, enriquecido con datos e información actualizada. Registros y resúmenes de las entrevistas realizadas.Registro de las prioridades detectadas de nuestra comunidad, con posibles acciones y soluciones. Análisis FODA, esquemas integradores, cronogramas, planes de acción según las áreas de salud, emprendimiento y arte-cultura-recreación y deporte (a cargo de la comisión correspondiente)Calendario anual del Modelo Renovado de Telesecundaria.Participación comprometida y leal de todos los estudiantes, para la realización de los proyectos integradores.

Con mi comunidadNivel Aula: Demostración Pública de lo Aprendido -DPA-

SinceridadExpresarse con verdad y sencillez.

Compromiso Asumir libremente responsabilidades.

Lealtad Cumplir con los compromisos asumidos, digna y efectivamente.

Guía del Contenido de los Planes de Acción (según el área que corresponde: salud, emprendimiento y arte-cultura- recreación y deporte)- Carátula (nombres de los integrantes de la comisión)- Índice- Introducción- Descripción de las necesidades prioritarias detectadas.- Análisis FODA - Descripción de las posibles soluciones y acciones propuestas.- Actividades a realizar como parte de la realización del área de proyectos (Cronograma con relación al Calendario Anual Escolar)- Presupuesto proyectado- Relación de las actividades a realizar y posibles soluciones a las necesidades prioritarias (Esquema integrador) - Vincular a los miembros de la comunidad para el alcance de los Proyectos.

Necesitamos- Elaborar el mapa de la comunidad enriquecido con datos e información.- Registrar las entrevistas realizadas.

Paso 2 30 minutosConsensos, orientados por el facilitadorCon ayuda del facilitador: Validamos las propuestas generadas en los Planes de Acción, realizados por cada comisión (salud, emprendimiento, arte-cultura-recreación y deporte).Establecemos los objetivos comunes con el fin de proponer una visión integrada de los proyectos. Buscamos consensos mediante el diálogo. El resultado del trabajo cooperativo serán tres planes de acción, que corresponden a las áreas de salud, emprendimiento arte-cultura-recreación y deporte, generados por la Comisión correspondiente.

¿Cómo realizamos la presentación del diagnóstico de nuestra comunidad?

Paso 1 120 minutos Presentación de nuestros Planes de acción Según la Comisión a la que pertenezcamos:Socializamos nuestros Planes de acción con los compañeros de clase, utilizando la presentación que diseñamos.

UNIT4

87Mesa de trabajo/Work table

Mi ruta de salud Tríceps- De pie: alineo los pies con el ancho de los hombros.- Levanto el brazo derecho, flexiono el codo y apoyo la mano sobre la espalda.- Coloco la mano izquierda sobre el codo derecho para mantener la postura.- Mantengo la posición durante 30 segundos.- Cambio de brazo y repito el ejercicio.

Evaluación 30 minutos Portafolio educativo Para evaluar este proyecto, utilizamos el instrumento que nuestro facilitador proporcione. Lo generado en este proyecto, integra nuestro Portafolio Educativo.

SESSION 15

Con mi comunidadNivel Aula: Demostración Pública de lo Aprendido -DPA-

Paso 4 50 minutosPreparativos para la presentación pública Para la presentación pública de los planes de acción, según las áreas de salud, emprendimiento, arte-cultura-recreación y deporte, utilizamos la presentación que se diseñó y validó previamente. Invitamos a miembros de nuestra comunidad (familias, autoridades educativas, expertos que pueden colaborar con la realización de los proyectos, autoridades comunitarias e invitados especiales). Enviamos las invitaciones con antelación para confirmar la participación en la actividad. El gobierno escolar del aula, organiza y dirige el programa de la actividad, así como la ubicación, orden y tiempo asignado a cada Comisión, para promover la participación de todos los involucrados.

Paso 3 100 minutosElaboración de boletines informativosCon la orientación del facilitador: Proponemos modelos y formatos para el diseño de trifoliares o boletines informativos. Cada comisión elabora trifoliares o boletines informativos, para socializar nuestras propuestas.

Presentación pública

Paso 5 240 minutosConsiste en socializar los planes de acción, detallados según el área de salud, emprendimiento y arte-cultura-recreación y deporte. El propósito esencial es vincular a los miembros de la comunidad, para el logro de los Proyectos.

Distribuimos los trifoliares informativos entre los asistentes.Para dinamizar la actividad, utilizamos los recursos generados en los Proyectos 3 y 4, que sustentan el contenido de los planes de acción. El programa de la actividad, debe incluir: bienvenida, presentación de la actividad, presentación de cada plan de acción según el área en que se desarrolla, retroalimentación mediante preguntas, observaciones y propuestas por parte de la audiencia. Cada comisión debe tener a disposición el informe escrito que generó y utilizar la presentación que diseñó y validó para socializar su plan de acción. Como conclusión de la actividad, se espera alcanzar consensos y compromisos con los miembros de la comunidad, según nuestros planes de acción.

Activity 15

Sitios Web sugeridos - Instituto Nacional de Estadística www.ine.gob.gt- Banco de Guatemala www.banguat.gob.gt- Secretaría de Planificación y Programación de la Presidencia, SEGEPLAN www.segeplan.gob.gtRuta de la salud

Con la orientación del facilitador realizo mi ruta de la salud. En esta oportunidad flexionaré los tríceps.

88

UNIT 4

Work table/Mesa de trabajo

SESSION 16

Mobile Shapes I bring to the classroom a hanger and other recycled material.I draw in flash cards, shapes painted from different colors.Then I tie the shapes to the hanger.

I ask to my partner: - What shape is this? - What color is it?

Then I answer to my partner the same questions about his/her mobile.

Answer the Questions I read the following questions:

- Did you go to the movies last night? - Did you play baseball last week? - Did you practice English yesterday? - Did you help your mother today? - Did you do your homework?

I answer them in my notebook using my own information.I share my work with my classmates.

Activity 16

QUIZ

89

UNIT4

Mesa de trabajo/Work table

SESSION 16

What Color …? I observe the picture.In my notebook I color:

Complete I read the following sentences and I complete them using negative form of the simple past tense.I work in my notebook.

If I don’t have a measuring tape or scale, I can use an additional measures such as hand, foot, etc. I work in my notebook.

Height and Weight As a group we look for: commercial or bathroom scale and measuring tape.I measure and weigh 10 of my classmates and complete the following chart.

Name Height (in numbers) Height (In Letters) Weight (in numbers) Weight (in Letters)My teacher

- They swam on Fridays but my brother __ on Sunday.- I studied English in high school. She __ English in primary school.- She got up early yesterday. We __ early yesterday.- My mother slept well last night but my father __ well the night before. - My aunt cooked pizza for dinner but I __ anything for lunch.

The hat, brown.The pants, blue.The sweater, yellow.The shoes, green.The socks, white.The hair red.

I remember, analyze and write my progress

90 a 100: I did it with excellence. Dark green

76-89: I succeeded. Light green

60-75: I can improve. Yellow

0-59: In process. Red

ORDER, COLOR AND SHAPE - Mineduc

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