Session 23, Primer Grado – Comunicación y Lenguaje Idioma Extranjero
| Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Primer Grado/Session 23 | |
|---|---|
| (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 1er grado |
| Competencia | |
| Indicador | |
| Saber declarativo | |
| Tipo de licencia | Derechos reservados con copia libre |
| Formato | HTML; PDF |
| Responsable de curación | Editor |
| Última actualización | 2020/09/11 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Students will use vocabulary related to food and the cooking process and will communicate in an organized and basic way a recipe.
Editor's note: learn more about reading and writing discontinuous texts in Manual de buenas prácticas para el desarrollo de la lectoescritura funcional con jóvenes (in Spanish) available in this website.
Didactic resources[editar | editar código]
- board
- markers
- pen
- notebook
- sheets of paper
- big sheet of brown paper
- crayons
- English-Spanish/Spanish-English dictionary
- ingredients of a recipe
Session 23, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Tell students they have been learning a lot of skills during this course: they can write different kinds of sentences, they can make a description, they can ask for things and buy them, etc. Now they will be getting familiar with cooking.
Ask questions related to preferences of food and whether they like to cook and why.
Intermediate Phase[editar | editar código]
Read the information in activity 23.1 and do what is asked.
Verify that students read and compare the student's answers with the key.
- Answer key for French toast: 1c. 2b. 3c. 4d. 5c.
- Answer key for pizza: 1c. 2c. 3a. 4b. 5c.
- Answer key for spice cookie: 1d. 2b. 3d. 4a. 5d.
- Answer key for spice latkes: 1d. 2b. 3c. 4d. 5a.
Wrap up[editar | editar código]
Ask each student to share one of the vocabulary words new for them and make a list of the most common new words. Also each student will read one sentence according to the instructions given by the teacher.
Session 23, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Ask students if they have ever read a recipe. Ask them what a recipe includes, and write their answers on the board (e.g., ingredients, directions, oven temperature, utensils, etc.).
Verify that the students understand the concept of recipe and the important elements to follow a recipe to cook.
Intermediate Phase[editar | editar código]
Each group will receive a recipe, they must read it and together, answer the worksheet.
Students must follow the recipe step by step.
Don’t encourage translation. Get the steps to cook.
Wrap up[editar | editar código]
Each group is going to think of a food they can be prepared the next period, for that they must
bring the ingredients to prepare it during the class, and during the class as well they must make a display of the recipe.
Session 23, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Now it is time to prepare the dish. Good luck! Remind the students that they must write the recipe of their dish.
Check that students follow the pattern for a recipe: Ingredients and Steps.
Intermediate Phase[editar | editar código]
All team members must help in order to finish on time.
Ensure that all students are working on the task.
Wrap up[editar | editar código]
The teacher will pass in every group to taste the dish and read the recipe, also to give the students feedback about their work.
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.