Cambios

|Autor=Ministerio de Educación de Guatemala;

|Autor=Ministerio de Educación de Guatemala;

|Área=Comunicación y Lenguaje Idioma Extranjero

|Área=Comunicación y Lenguaje Idioma Extranjero

|Grado=Básico 1er grado

|Grado=Básico 2do grado

|Competencia=1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences.;

|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.

4. Writes simple sentences and descriptions of his environment by using basic terms.

=== {{SUBPAGENAME}}, Period 1 ===

=== {{SUBPAGENAME}}, Period 1 ===

==== Initial Phase ====

==== Initial Phase ====

{{Plantilla:Icono guía docente Básico|nombre=qué necesitamos saber}}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.

{{Plantilla:Icono guía docente Básico|nombre=qué necesitamos saber}}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.

<center>{{Vídeo|450px|ghTCtf1yNTk}}</center>

<center>{{Vídeo|450px|ghTCtf1yNTk}}</center>

==== Intermediate Phase ====

==== Intermediate Phase ====

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Explain what are literal and subliminal messages.

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Explain what are literal and subliminal messages.

{{Plantilla:Icono guía docente Básico|nombre=trabajo en tríos}}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.

{{Plantilla:Icono guía docente Básico|nombre=trabajo en tríos}}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 ====

==== Wrap up ====

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Students should ask parents or guardians if they have seen the techniques learned in class in a store in our town or somewhere else.

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Students should ask parents or guardians if they have seen the techniques learned in class in a store in our town or somewhere else.

=== {{SUBPAGENAME}}, Period 2 ===

=== {{SUBPAGENAME}}, Period 2 ===

==== Initial Phase ====

==== Initial Phase ====

{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}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.<ref>''Editor's note:'' You will find a variety of tools for coevaluation in [[Capítulo IV. Actividades e instrumentos de autoevaluación y coevaluación (Herramientas de Evaluación)#Actividades de coevaluación|chapter IV]] of ''Actividades e instrumentos de autoevaluación y coevaluación'' available on this website.</ref>

{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}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.<ref>''Editor's note:'' You will find a variety of tools for coevaluation in [[Capítulo IV. Actividades e instrumentos de autoevaluación y coevaluación (Herramientas de Evaluación)#Actividades de coevaluación|chapter IV]] of ''Actividades e instrumentos de autoevaluación y coevaluación'' available on this website.</ref>

==== Intermediate Phase ====

==== Intermediate Phase ====

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Explain the difference between fact and opinion.

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}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.

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 ====

==== Wrap up ====

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}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.

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}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.

=== {{SUBPAGENAME}}, Period 3 ===

=== {{SUBPAGENAME}}, Period 3 ===

==== Initial Phase ====

==== Initial Phase ====

{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}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.

{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}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 ====

==== Intermediate Phase ====

{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Students should present the role plays to the whole class.

{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Students should present the role plays to the whole class.

</div>

</div>

==== Wrap up ====

==== Wrap up ====

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Give feedback to the group. Without mentioning specific students, go over the most frequent mistakes made.

{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Give feedback to the group. Without mentioning specific students, go over the most frequent mistakes made.

==== Notes ====

==== Notes ====

<references />

<references />