Session 29, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 29 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 2do grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/09/11 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Cooking is an important part of life. Not everybody can do it. This session emphasizes food related vocabulary.[1]
Didactic resources[editar | editar código]
- Cardboard
- Sheets of recycled paper
- Google Translate
- Dictionary
- Notebooks
- Timer
- YouTube
Session 29, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Cooking is an art and it can become a profession. Show the following video.
Intermediate Phase[editar | editar código]
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.
Wrap up[editar | editar código]
Have students ask parents or guardians for help to cook a simple recipe they can bring for recess next day.
Session 29, Period 2[editar | editar código]
Initial Phase[editar | editar código]
In pairs, students should prepare a list of advantages and disadvantages of being a professional chef.
Intermediate Phase[editar | editar código]
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.
Wrap up[editar | editar código]
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.
Session 29, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Give students time to assemble the ingredients and review instructions for the fruit or vegetable salad you will prepare.
Intermediate Phase[editar | editar código]
Wrap up[editar | editar código]
Apply a rubric to evaluate the activity.
Notes[editar | editar código]
- ↑ 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.
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.