Session 27, 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 27
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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]

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[editar | editar código]

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

Session 27, Period 1[editar | editar código]

Initial Phase[editar | editar código]


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[editar | editar código]

trabajo en equipo

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[editar | editar código]

trabajo en casa

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

Session 27, Period 2[editar | editar código]

Initial Phase[editar | editar código]

trabajo en parejas

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

Intermediate Phase[editar | editar código]

trabajo en equipo

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[editar | editar código]

todo el grupo

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

Session 27, Period 3[editar | editar código]

Initial Phase[editar | editar código]

trabajo en equipo

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[editar | editar código]

trabajo en equipo

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.


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.