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{{Recurso educativo AEIF
|Autor=Ministerio de Educación de Guatemala;
|Área=Comunicación y Lenguaje Idioma Extranjero
|Grado=Básico 1er grado
|Competencia=2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches.
|Indicador=2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences.;
2.2. Asks and answers basic questions about familiar topics using simple tenses.;
2.3 Builds short speeches about his context or basic topics.
|Saber declarativo=2.1.2. Daily life: sentences.;
2.2.2. Things you enjoy doing: affirmative and negative sentences.;
2.3.2. Description of how to prepare a family dish: sentences.
|Tipo de licencia=Derechos reservados con copia libre
|Formato=HTML; PDF
|Responsable de curación=Editor;
|Última actualización=2020/09/11
}}
{{Calificación de recurso}}
<div style="border:solid 1px; border-radius:8px; padding:8px; width:25%; margin-bottom:10px">
<center>'''Suggested time'''</center>
<center>3 periods</center>
</div>
=== Introduction ===
Cooking is an important part of life. Not everybody can do it. This session emphasizes food related vocabulary.
:''Editors note:'' in preparing for this session you may wish to review material on reading and writing discontinuous texts. See: ''[[Manual de buenas prácticas para el desarrollo de la lectoescritura funcional con jóvenes]]'' (in Spanish) available in this website.
=== Didactic resources ===
* Cardboard
* Sheets of recycled paper
* Google Translate
* Dictionary
* Notebooks
* Timer
* YouTube
=== {{SUBPAGENAME}}, Period 1 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=qué necesitamos saber}}Cooking is an art and it can become a profession. Show the following video.
<center>{{Vídeo|450px|PUP7U5vTMM0}}</center>
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}After watching the video, have students write in their notebooks:
# All the ingredients,
# All the cooking utensils used, and
# All the words they do not know how to say in English. Allow them to use dictionaries.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Have students ask parents or guardians for help to cook a simple recipe they can bring for recess next day.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 2 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}In pairs, students should prepare a list of advantages and disadvantages of being a professional chef.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}In teams students should decide what dish they could prepare for their families during the weekend.
Emphasize the importance of keeping a clean kitchen and utensils, hand washing and organization when cooking.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Ask students to bring a fruit to class for the next period. Tell them you will make a fruit salad to share with everyone, so make sure this includes someone (or yourself) bringing a large bowl, individual bowls and silverware, as well as any ingredients besides the fruit.
Consider an alternative activity in areas where this may not be appropriate and be sure to get permission from parents and school authorities before this activity. If you teach more than one section, you may replicate the activity in each or bring all the sections together, depending on circumstances.
Be sure to organize the logistics in such a way that the project does not become a problem for you or the school. It might be convenient to ask for help from colleagues.
Remember: all the actual work should be done by the students.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 3 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Give students time to assemble the ingredients and review instructions for the fruit or vegetable salad you will prepare.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
Apply a rubric to evaluate the activity.
</div>
{{Título y superior}}
[[Categoría:Recursos]]