Session 16, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 16
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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.
Indicador	1.3. Understands sentences about known topics., 2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences., 4.1. Writes sentences according to the right grammar structure., 4.3. Creates different kind of descriptions using basic terms.
Saber declarativo	1.3.2. Jobs and responsibilities at the work place: zero and first conditional., 1.3.5. Comparison and contrast of people and places: comparative adjectives., 2.1.5. Future plans: future tense review., 4.1.5. Topic sentence to develop a paragraph., 4.3.1. Description of a routine or a job description.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

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Suggested time 3 periods

Introduction

Setting goals is an important part of our students’ lives. Seeing themselves as productive members of society might be of capital importance at this time in their lives. Help them think of positive role models. Let them be creative, facilitate the process and allow all students to express any dream they may have.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Envelope
• Google Translate
• Dictionary
• Notebooks
• YouTube
• Other materials suggested by students

Session 16, Period 1

Initial Phase

Tell students: “We do not know what the future holds. But we have established some goals for the future in session 4 and session 5. We live in a world that is quickly changing, so we will imagine how life will be different in 10 years.”

Intermediate Phase

Have your students research one or more of the following websites or similar pages as you see fit.

• Peter Diamandis: ‘In the next 10 years, we’ll reinvent every industry’
• The Most Futuristic Developments We Can Expect in the Next 10 Years
• Top 10 Economic Predictions for the Next 10 Years

Have teams list 10 ways in which life will be different in 10 years. Facilitate the use of dictionaries and appropriate vocabulary as necessary. Use ideas from the websites visited to complement their own.

Wrap up

Students should ask parents or guardians what changes they have seen in the last 10 years in Guatemala regarding communications and technology.

Session 16, Period 2

Initial Phase

Provide students with a few minutes to compare theirs answer from homework.

Intermediate Phase

Have the teams assembled in period 1 of this learning session compare their predictions with other teams regarding changes in the following ten years. Ask them to compare and contrast their opinions, as well as the homework results. Emphasize that everyone’s ideas must be respected.

Wrap up

Ask students individually to envision themselves 10 years from now. Each student should prepare a short presentation answering the following questions:

What will I be doing 10 years from now?

Where will I be working 10 years from now?

Students can add other questions as you see fit.

Allow them to use PowerPoint of recycled paper for presentations when available.

Session 16, Period 3

Initial Phase

Give students time to set up their presentation.

Intermediate Phase

Every student will present to the class or to their team, depending on time available and logistic of your classroom.

Wrap up

Provide some time for questions, observations or contributions. Facilitate the process making students feel comfortable using the English language.

Formative assessmentStudents who are not presenting should be taking notes and using a simple rubric to check that that the main questions proposed for the class have been answered by each presenter.

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.