Session 18, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

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Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 18
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Autor Ministerio de Educación de Guatemala
Área Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado Básico 2do grado
Saber declarativo
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[editar | editar código]

This Learning Session has the purpose of familiarizing students with health care vocabulary.

Didactic resources[editar | editar código]

  • Google Translate
  • Dictionary
  • Notebooks
  • YouTube

Session 18, Period 1[editar | editar código]

Initial Phase[editar | editar código]

todo el grupo

Tell your students that the topic to work during this session is natural remedies.

Show them the following video or other that you see fit. Try not to make it longer than 5 minutes.

Students write in their notebooks the ingredients shown in the video, and the illness that these natural remedies can help with.

Intermediate Phase[editar | editar código]

trabajo en tríos

Have students share with members of their team what they think about natural remedies.

Wrap up[editar | editar código]

trabajo en casa

At home, students should ask parents or guardians which natural remedies they have used or know.

Session 18, Period 2[editar | editar código]

Initial Phase[editar | editar código]

trabajo en parejas

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

Intermediate Phase[editar | editar código]


Now it is time for your students to research the natural remedies that exist in different cultures. You might want to divide the groups researching Chinese medicine, Japanese medicine, Maya medicine, Russian medicine, American medicine, etc. You decide the number of teams you need to have and assign each a topic of research.

trabajo en equipo

Explain that students will need to present to the class written articles to swap in groups for the next class. This may include articles printed from the internet (if a printer is available) or newspaper or magazine cuttings).

You may want the students to suggest and choose a specific condition or remedy to research. They can also start from their own experience, as well as their families’.

Students should follow adequate research practices, naming sources and authors and detailing the cultural background and the place of origin of the article.

Wrap up[editar | editar código]

todo el grupo

Clarify any questions students might have regarding the assignment.

Session 18, Period 3[editar | editar código]

Initial Phase[editar | editar código]

trabajo en equipo

Give students some minutes to prepare the material they will swap. Have the logistics prepared according to the size of your group.

Intermediate Phase[editar | editar código]

trabajo en equipo

Have students read the information received from the group they have swapped articles with. Have them prepare a summary on the information they have received.

Wrap up[editar | editar código]

trabajo en equipo

Students should present the summary and provide a copy to you.

Formative assessment

Use a rubric to provide feedback.

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.