Session 24, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 24 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 2do 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]
Knowing what to do in case of emergency can save lives. In this session students will try to determine what are the most convenient procedures to deal with emergencies. A glossary of words in English to provide information to rescuers could save lives also. Listening and speaking skills are essential in accident situations, especially if the victim does not understand Spanish. Students can be of help to rescuers!
Didactic resources[editar | editar código]
- Cardboard
- Sheets of recycled paper
- Google Translate
- Dictionary
- Notebooks
- Other materials suggested by students
Session 24, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Pose a generative question: What is an emergency protocol?
Explain that students will work on one of the following emergency situations. Students will research the experience in other countries using the internet. If no internet is available, they can contact CONRED or the closest Fire Department.
Flood
Earthquake
Hurricane
Volcano eruption
Landslide
Fire
Car crash
Poisoning
Extreme allergy symptoms
Electric shock
Intermediate Phase[editar | editar código]
Assign teams to investigate the best reactions for an emergency.[1]
Wrap up[editar | editar código]
Students should ask parents or guardians if they have lived through an emergency, and write down the advice they would give them to survive or help others.
Session 24, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students in pairs to compare theirs answer from homework.
Intermediate Phase[editar | editar código]
In the teams formed during the previous period students should start writing their emergency protocols. Final products should show concrete steps to take, and vocabulary and phrases to help rescuers or victims.
Wrap up[editar | editar código]
Inform students that the following period they will be performing short skits related to the emergency they have worked with. They should start preparing dialogues for the skits.
Session 24, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Help students with any questions they might have regarding vocabulary or pronunciation for their skits.
Intermediate Phase[editar | editar código]
Each team presents their skit. Emphasize the need for respect and be sure to enforce it as needed.
Wrap up[editar | editar código]
Provide general feedback on the language used in the skits. Write on the board the words that have not been well pronounced. Help students pronounce them correctly.
Notes[editar | editar código]
- ↑ Editor's note: see the following resources available on this website:
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.