Session 14, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 14 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 2do grado |
Competencia | 1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences., 2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches., 4. Writes simple sentences and descriptions of his environment by using basic terms.
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Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/09/11 |
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Introduction[editar | editar código]
Every person has a day they considered their happiest. This session celebrates good times and invites to be grateful for them. Respect must be shown during the sharing process. The happiest day in a person’s life is very personal.
Didactic resources[editar | editar código]
- Cardboard paper
- Recycled sheets of paper
- Markers
- Rulers
- Scissors
- Envelope
- Google Translate
- Dictionary
- Notebooks
- Timers
- Other materials suggested by students
Session 14, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Have students think carefully about the happiest day in their lives. Provide them with some time. Have them write some ideas to choose from in their notebooks.
Intermediate Phase[editar | editar código]
Each student should start preparing a presentation of their best day. Provide these guide questions:
- When was it?
- Where was it?
- Who was with you?
- What made you feel happy?
- Why were you feeling happy?
Wrap up[editar | editar código]
Students should ask parents or other members of their family for further details about the day they have chosen as their happiest. Students should add anecdotes collected.
Session 14, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to finish preparing their work.
Intermediate Phase[editar | editar código]
Have students rehearse their presentation with two more classmates.
Circulate and facilitate the process. Provide feedback, vocabulary and encourage students to use tools like dictionaries.
Wrap up[editar | editar código]
Let each student decide how they will make their presentation to the class.
Encourage students to use their creativity to prepare their talk about their happiest day. Remind them they may use posters, PowerPoint presentations, videos and any other means available to them.
Session 14, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Give students time to set up any digital technology or notes, posters and other props they plan to use in their presentations.
Intermediate Phase[editar | editar código]
Have each student present to the class. While not presenting, students should be writing in their notebooks the main idea of each of their classmates' presentation. Students should ask for permission to start each presentation.
Wrap up[editar | editar código]
Provide feedback on any frequently occurring mistakes noted. Make the feedback general and positive, transmitting the idea that the important thing is learning. Congratulate all the students.
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.