Session 27, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 27
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 2do grado
Competencia	2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches., 3. Reads simple sentences in a given text about his daily life matters., 4. Writes simple sentences and descriptions of his environment by using basic terms.
Indicador	2.2. Asks and answers basic questions about familiar topics using simple tenses., 3.2. Makes inferences about the meaning of simple sentences., 4.1. Writes sentences according to the right grammar structure.
Saber declarativo	2.2.3. Life experiences: past, present and future tense., 3.2.1. Daily facts: extract key information., 4.1.4. Facts and opinions about an animal.
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

The previous session covered Guatemala as a country. It is time to focus on students' hometown as a topic. Describing one’s town or city might be important in case a person is abroad and is asked where their hometown is.

Didactic resources

• Cardboard
• Sheets of recycled paper
• Markers
• Rulers
• Scissors
• Google Translate
• Dictionary
• Notebooks
• YouTube

Session 27, Period 1

Initial Phase

If there is a library at school or if there is a library in town or near your school, this will be a very good opportunity to have an outing to it. Learning about their town or city's History will help students practice language related to very concrete things.

Plan a visit to an elder center or other organization where students may interview people who have lived in your town or city for a long time to collect anecdotes.

Remember: any outing with students must be authorized by parents and school authorities.

Intermediate Phase

Have students prepare interviews with people looking for life experiences. Include in the interview questions related to traditions there may be in your town or city. Let students manage the project with your supervision. Establish some ground rules, regarding historic facts about your hometown. Do ask for help from the Social Studies Teacher if available.

Wrap up

Students should ask parents or guardians for anecdotes and stories about the town or city they live in.

Session 27, Period 2

Initial Phase

Provide a few minutes for students to compare their answers from homework.

Intermediate Phase

Visit the people you have agreed to work with and have the students conduct their interviews. Make sure the subjects your students interview feel at ease and consider the activity an invitation to share nice anecdotes about the city or town.

Wrap up

Once back in school students can start putting together the results of their interviews.

Session 27, Period 3

Initial Phase

Finish putting together the results of the interviews. Provide your students with guidance regarding the ideas they will include in their final report. Have them balance positive and negative items.

Intermediate Phase

Have students create a profile of their town or city: year of foundation, former names (if it is the case), interesting places to visit, famous people who have visited or live there, etc.

Checkpoint

Provide feedback on the profiles while you circulate in the class.

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.