Session 17, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 17
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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., 4. Writes simple sentences and descriptions of his environment by using basic terms.
Indicador	1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics., 1.2. Responds to greetings, farewells and apologies appropriately., 1.3. Understands sentences about known topics., 4.2. Interprets the several meanings of a text.
Saber declarativo	1.1.6. Shopping: count and noncount nouns + quantifiers (much-many)., 1.2.3. Suggestions: how about and why don’t …, 1.3.3. Numbers, fractions and math symbols., 1.3.4. Life experiences: present continuous tense., 4.2.2. Difference between facts from opinions., 4.2.3. Literal, subliminal and symbolic meanings.
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

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

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Envelope
• Google Translate
• Dictionary
• Notebooks
• YouTube

Session 17, Period 1

Initial Phase

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.

Intermediate Phase

Explain what are literal and subliminal messages.

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

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.

Wrap up

Students should ask parents or guardians if they have seen the techniques learned in class in a store in our town or somewhere else.

Session 17, Period 2

Initial Phase

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.

Intermediate Phase

Explain the difference between fact and opinion.

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.

Wrap up

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.

Session 17, Period 3

Initial Phase

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.

Intermediate Phase

Students should present the role plays to the whole class.

Checkpoint

Take note of mistakes and identify the ones made most frequently.

Wrap up

Give feedback to the group. Without mentioning specific students, go over the most frequent mistakes made.

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.

Proceso en que los estudiantes participan en la evaluación de su propio proceso de aprendizaje y determinan de manera consciente qué pueden y qué no pueden hacer.

Proceso en que los estudiantes que participan en el proceso de aprendizaje evalúan el desempeño de otros estudiantes y reciben de ellos retroalimentación sobre su propio desempeño.