Malla curricular de Comunicación y Lenguaje L 3 Inglés - Ciclo de Educación Básica por Madurez - Primer Año

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Competences Performance Indicators Declaratives Procedurals Attitudinals
1. Engages in conversations to exchange information and give opinions in the environment where he interacts. (His school and community). 1.1. Interacts with classmates and teachers. Elements of communication:
  • Personal interests.
  • Feelings and emotions.
  • Likes, dislikes.
  • Time expressions.
Interactive activities to exchange information and opinions.

Asking questions and giving answers about personal interests and feelings.

Expressing agreement or disagreement in a given situation.


1.2. Expresses his opinion about different topics. Short and long answers.

Organizing ideas and information.

Role playing and group interaction. Showing respect for others’ opinions.


1.3. Participates in simple dialogues about family, school and community environments. Skills for listening and speaking: Dialogues, conversations, interviews reports. Using skills for listening and speaking with classmates, teachers and community members who speak English. Showing politeness during conversation.


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Competences Performance Indicators Declaratives Procedurals Attitudinals


2. Narrates in a written form:

personal, school or social experiences with appropriate grammatical structure based on Reading Newspapers or magazine texts.

2.1. Writes sentences and paragraphs with a coherent structure according to a purpose. Sentence base to form complete sentences.

Paragraph organization: unity, coherence, and evelopment.

Developing a narration by delimiting the topic, organizing the ideas, and writing sentences and paragraphs on topics chosen from newspapers or magazines. Maintaining a positive attitude toward writing.


2.2. Writes information accurately from literary and scientific texts adequate to an intermediate level of reading comprehension. Sentence: declarative, interrogative, imperative, exclamatory. Top-down reading.

Bottom-up reading. Interpreting analogies and comparisons. Identification of values, positive and negative attitudes in characters of literary texts.

Valuing characters’ positive actions.


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Competences Performance Indicators Declaratives Procedurals Attitudinals


3. Uses cognitive and metacognitive strategies to understand new vocabulary. 3.1 Uses synonyms, antonyms and homophones with precision and creativity in his oral and written communications. Synonyms, antonyms and homophones.

Morphological norms for generating words: verbs, adjectives, adverbs, Syntax: word order. Adjective + noun. Types of adjectives. Comparative and superlatives. Adverbs of frequency. Conjunctions, prepositions, prepositions of time. Contractions. Countable, uncountable nouns (some, any, how much, how many). Auxiliaries. Can / Can’t for ability. Positive, negative questions.

Applying synonyms, antonyms and homophones in enriched oral or written descriptions.

Identification of morphological norms for generating words (nouns, verbs, adjectives).

Participating spontaneously.


3.2. Reads and interprets literal and figurative meaning of words and metaphors in oral presentations and written texts. Numbers 1000 to 100,000.

Vocabulary related to health, occupation, work, commerce and vacation; agriculture, industry, services; communication technology; workshops, workplaces; travel and transportation services.

Applying new vocabulary in oral and written communication.

Increasing vocabulary by means of semantic domains. Transforming literal into figurative meaning in brief texts.


Ir a la Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez


Competences Performance Indicators Declaratives Procedurals Attitudinals


4. Compares cultural practices of English-speaking countries with those of his country. 4.1. Identifies cultural differences related to commerce, tourism, arts and sports between English- speaking countries and Guatemala. Brief history of England and the USA.

Commerce andtourism. Arts and sports.

Analyzing historical differences between English-speaking countries (e.g., England, USA and Caribbean Islands) and Guatemala.

Identification of commercial, touristy, artistic and sports relationships between English-speaking countries and Guatemala.

Respecting cultural differences among people, regions and countries.