Session 22, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 22
(Selecciona [Contraer] para reducir el recuadro, [Expandir] para ver contenido no mostrado).
Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 2do grado
Competencia	4. Writes simple sentences and descriptions of his environment by using basic terms.
Indicador	4.1. Writes sentences according to the right grammar structure., 4.2. Interprets the several meanings of a text.
Saber declarativo	4.1.5. Topic sentence to develop a paragraph., 4.2.1. Extraction of key information from a text to answer questions.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

Califica este recurso:

0.00

(0 votos)

Por favor, califica el recurso solo si lo has revisado y/o o usado.

Suggested time 3 periods

Introduction

Many gadgets nowadays are invented by teams or corporations who remain anonymous. This unit focuses on inventors who made themselves famous thanks to their inventions. The general purpose of this session is to help students use the past tense, while they discover the importance of perseverance.

Editor's note: results of this session will be presented in Session 23.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Google Translate
• Dictionary
• Notebooks
• Other materials suggested by students

Session 22, Period 1

Initial Phase

Write the name of the following inventions on the board:

light bulb
telephone
refrigerator
braille writing
thermometer
microscope
printing press
gasoline engine

Have students copy the names in their notebooks.

Intermediate Phase

Organize students in threes. Assign (preferably at random) one invention to each team. Students will investigate who the inventors are, what the inventor’s life context was, and how their inventions benefited humanity. They should check their sources. Help them looking for appropriate sources.

Teams will prepare a presentation to be given to their whole section or students in another another section. If you have 2 or more classes, assign different inventions to each class. Do not repeat inventions. Presentation should be no longer than 3 minutes each.

Wrap up

Have students prepare at home a questionnaire to give to their classmates during their presentation. Encourage the use of recycled paper.

For their presentations allow students to be creative. They can use costumes, realia, posters or any other prop that can help them present better. Be ready to provide help, but have the students do the work.

Session 22, Period 2

Initial Phase

Have students prepare the questionnaire for their presentation with the questions prepare at home. Give feedback on the sentences they will be using. The questionnaire should not be longer than 3 questions, and should have simple language that the students who will see the presentation understand.

Intermediate Phase

Teams should rehearse their presentation. Have students organize the logistic for presentation depending on the size of your classroom and the number of sections available.

Wrap up

Have students fine tune last-minute details regarding questions, ways of presenting, pronunciations and content.

Session 22, Period 3

Initial Phase

Begin the day with a short positive thought encouraging students to make their best effort when talking about the topic at hand. Explain that they will use Session 23 to plan and deliver their presentation to classmates in other classrooms, and that they need to start thinking about logistics.

Checkpoint

Provide feedback. Take into consideration that effort is more important than perfection. Give positive feedback and highlight opportunities for improvement when you see them.

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.

Sistema de lectura basado en puntos que sobresalen del papel. Las letras se forman mediante diferentes combinaciones de puntos. La persona ciega lee pasando los dedos sobre las líneas de puntos.