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Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 17 (editar)

Revisión del 09:54 28 sep 2020

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|Área=Comunicación y Lenguaje Idioma Extranjero

|Grado=Básico 1er grado

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|Competencia=

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|Competencia=1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences.;

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|Indicador=

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4. Writes simple sentences and descriptions of his environment by using basic terms.

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|Saber declarativo=

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|Indicador=1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics.;

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1.2. Responds to greetings, farewells and apologies appropriately.;

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1.3. Understands sentences about known topics.;

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4.2. Interprets the several meanings of a text.

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|Saber declarativo=1.1.6. Shopping: count and noncount nouns + quantifiers (much-many).;

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1.2.3. Suggestions: how about and why don’t …;

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1.3.3. Numbers, fractions and math symbols.;

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1.3.4. Life experiences: present continuous tense.;

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4.2.2. Difference between facts from opinions.;

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4.2.3. Literal, subliminal and symbolic meanings.

|Formato=HTML; PDF

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</div>

=== Introduction ===

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Comparing quality and prices are skills that students should acquire. Considering if something is necessary or not could be if you see it convenient, part of this unit. Quantifiers should have special emphasis during this learning session.

=== Didactic resources ===

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*

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* Cardboard

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* Recycled sheets of paper

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* Markers

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* Rulers

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* Scissors

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* Envelope

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* Google Translate

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* Dictionary

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* Notebooks

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* YouTube

=== {{SUBPAGENAME}}, Period 1 ===

==== Initial Phase ====

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{{Plantilla:qué necesitamos saber|nombre=todo el grupo}}Marketing is a full time job! Experts are all the time thinking how to can sell more. To see the viewpoint of people who want to sell something to you, show your students the following YouTube video or one that you see fit for this purpose.

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<center>{{Vídeo|450px|ghTCtf1yNTk}}

<center>'''Checkpoint'''</center>

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==== Intermediate Phase ====

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{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Explain what literal and subliminal messages are.

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Have students take note of the different merchandising techniques shown on the video.

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{{Plantilla:Icono guía docente Básico|nombre=trabajo en tríos}}Organize students in threes. Have students compare the merchandising techniques shown on the video with the ones used in the stores they visit in their town or city. Do merchants in our area use these techniques? Explain why yes or no. Have they seen subliminal marketing? Give each trio a checklist.

<center>'''Checkpoint'''</center>

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==== Wrap up ====

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{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Students should ask parents or guardians if they have seen the techniques learned in class in a store in our town or somewhere else.

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=== {{SUBPAGENAME}}, Period 2 ===

==== Initial Phase ====

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{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Provide some minutes for students to compare theirs answers from homework. Use any technique of co evaluation for them to correct and account for their homework.<ref>''Editor's note:'' You will find a variety of tools for coevaluation in [[Capítulo IV. Actividades e instrumentos de autoevaluación y coevaluación (Herramientas de Evaluación)#Actividades de coevaluación|chapter IV]] of ''Actividades e instrumentos de autoevaluación y coevaluación'' available on this website.</ref>

<center>'''Checkpoint'''</center>

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==== Intermediate Phase ====

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{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Explain the difference between fact and opinion.

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Ask students in teams to list 10 reasons why it is important to compare and contrast prices and quality in any product you buy. Have them check they they apply to any items they can come up with. Students should make a list of 3 things that are regularly bought in their households, and ask themselves if they have any chance to compare quality and price.

<center>'''Checkpoint'''</center>

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==== Wrap up ====

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{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Have students put together a list of reasons why math helps to compare quality and price. Have them describe which arithmetic procedures they use to compare prices of goods.

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=== {{SUBPAGENAME}}, Period 3 ===

==== Initial Phase ====

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{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Prepare a role play to bargain for a product or products available in your town or city. Let students use their imaginations and creativity. It is not necessary to bring things to sell, an image or a representation can be used. Manage the logistics of your class as you see fit.

<center>'''Checkpoint'''</center>

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==== Intermediate Phase ====

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{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Students should present the role plays to the whole class.

<center>'''Checkpoint'''</center>

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Take note of mistakes and identify the most frequent.

</div>

==== Wrap up ====

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{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Give feedback to the group. Without mentioning specific students, go over the most frequent mistakes made.

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==== Notes ====

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[[Categoría:Recursos]]

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