Session 36, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 36
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 2do grado
Competencia	1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences., 2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches., 4. Writes simple sentences and descriptions of his environment by using basic terms.
Indicador	1.3. Understands sentences about known topics., 2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences., 4.1. Writes sentences according to the right grammar structure., 4.3. Creates different kind of descriptions using basic terms.
Saber declarativo	1.3.5. Comparison and contrast of people and places: comparative adjectives., 2.1.3. Fauna and flora: sentences., 4.1.4. Facts and opinions about an animal., 4.3.4. Description of how to give a hand within the community.
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

Didactic resources

• Notebooks
• Dictionary
• YouTube
• Internet browsers
• Cardboard
• Sheets of recycled paper
• Markers
• Rulers
• Scissors
• Google Translate
• Other materials suggested by students

Session 36, Period 1

Initial Phase

Have students investigate which endangered species of both flora and fauna live in Guatemala. For reference, you may wish to use the following online tool:

”Endangered Species Search by Area Selection“

Intermediate Phase

Students should list all the endangered species found in their research.

Wrap up

Students should ask parents or guardians if they know about any endangered species of flora or fauna in our country and record the answer, even if they can't name any endangered species.

Session 36, Period 2

Initial Phase

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

Intermediate Phase

Have teams brainstorm on the topic “How can we take care of our flora and fauna?”. After the brainstorming, have students select 2 concrete actions that could have have an effect on the preservation of an endangered species.

Wrap up

Ask students to prepare an end of the school year activity, where they will use art to show their appreciation for endangered species. Request the help of the Art teacher if possible. Plan and prepare for the last class of this cycle to make posters on this topic. Try using recycled materials.

Session 36, Period 3

Initial Phase

Have students work in teams to prepare the material they will use.

Intermediate Phase

Have students make the posters in teams. Let them save the posters as part of their classroom decoration for the following year if they wish. Encourage students to be creative.

Wrap up

Facilitate the poster presentation as a farewell activity for the school year.

Store posters in a secure location if students wish to use them the next school year.

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.