Campo formativo: Lenguaje
Fase 6 - Inglés en Educación Secundaria
First grade
Content 4:
Poster about preserving languages
Poster about preserving languages
Lesson plan
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Introduction (10 mins.) T starts showing a map with different countries and languages. T asks Ss what languages they know and speak. T introduces the concept of endangered language using a simple example (e.g., “Imagine a language spoken by only a few people. This is an endangered language. Like a rare animal that needs protection.”) T discusses with Ss why languages are important, connecting to culture and heritage. Development (20 mins.) T hands out a worksheet to each S and asks them to match the vocabulary with the definitions. After that, T asks Ss to complete some sentences using the vocabulary that they have learned. Ss checks their answers in pairs before. Consolidation (10 mins.) T asks Ss to put a conversation in order. After, T checks Ss’ answers and reads aloud the conversation and explain unknow vocabulary and phrases. T does a quick pronunciation drill: call out vocabulary or phrases, and students repeat. Conclusion (10 mins.) T reads aloud some statements to Ss and encourages them to identify whether each statement is true or false. 1. Endangered languages are spoken by many people. F 2. The loss of an endangered language often means the loss of its unique vocabulary and cultural knowledge. T 3. Many factors, such as globalization and cultural assimilation, can contribute to language endangerment. T Introduction (10 mins.) T writes on the board the phrase “Indigenous people” and hangs some pictures of indigenous people with their traditional attire on the board and asks them what they see and discuss their impressions. Ss share with the class what they found interesting about the pictures. T writes the Ss’ answers on the board. Ss take notes. Development (20 mins.) T present a brief overview of indigenous languages in Mexico, highlighting their importance and influence. T gives Ss examples of words from indigenous origins. After that, T hands out a map for each S and asks them to identify states where the indigenous languages are spoken. T monitors and helps as needed. Ss check their answers in pairs before feedback. T highlights the importance and influence of these languages and locations. Consolidation (10 mins.) T hands out a worksheet to each pair of Ss and asks them to complete a description of the Nahuatl language. T invites volunteers to share their answers with the class. Conclusion (10 mins.) Ss answer a short quiz: 1. What is the significance of indigenous languages in Mexico? a) They are the official languages of Mexico. b) They preserve the cultural heritage of indigenous communities. c) They are used primarily for international communication. 2. Which indigenous language family is the most widely spoken in Mexico? a) Mayan b) Nahuatl c) Mixtec 3. What is the historical significance of the Nahuatl language in Mexico? a) It was the language of the Aztecs. b) It was introduced by the Spanish conquistadors. c) It was spoken in very few locations in Mexico. 4. Which region of Mexico has the highest linguistic diversity with many indigenous languages? a) Durango b) Baja California c) Oaxaca 5. Which of the following is an indigenous language spoken in the Yucatán Peninsula? a) Mixtec b) Tzotzil c) Yucatec Maya 6. What is a common feature of many indigenous languages in Mexico? a) They are written languages with their own scripts. b) They have a small number of speakers. c) They are related to Latin. 7. Which indigenous language has influenced the vocabulary of the Spanish language in Mexico? a) Purepecha b) Zapotec c) Nahuatl Homework: Research brief articles or reports on indigenous languages in their area or community. |
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