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NUEVO: esta página incorpora la guía metodológica de Comunicación y Lenguaje Idioma Extranjero para este grado. Selecciona los enlaces en competencias y saberes para ver una lista de la sesión o sesiones correspondientes de la guía.
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|1.1.5. Emergency situations: Suggestions and Recommendations. | |1.1.5. Emergency situations: Suggestions and Recommendations. | ||
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− | |1.1.6. Taking care of our | + | |[[1.1.6. Taking care of our health: Asking for advice]] |
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| rowspan="4" |1.2. Deduces the meaning of basic conversations of known topics. | | rowspan="4" |1.2. Deduces the meaning of basic conversations of known topics. | ||
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|[[1.3.2. School regulations: have to, can, and can’t.]] | |[[1.3.2. School regulations: have to, can, and can’t.]] | ||
|- valign="top" | |- valign="top" | ||
− | |1.3.3. Inventions and discoveries from the past: past tense for complete actions and present perfect for incomplete actions. | + | |[[1.3.3. Inventions and discoveries from the past: past tense for complete actions and present perfect for incomplete actions.]] |
|- valign="top" | |- valign="top" | ||
|[[1.3.4. Revisions of past participles of irregular verbs.]] | |[[1.3.4. Revisions of past participles of irregular verbs.]] | ||
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|[[2.1.1. Study and work: obligation, connections, simple and compound sentences.]] | |[[2.1.1. Study and work: obligation, connections, simple and compound sentences.]] | ||
|- valign="top" | |- valign="top" | ||
− | |2.1.2. Talks about collecting things. | + | |[[2.1.2. Talks about collecting things.]] |
|- valign="top" | |- valign="top" | ||
|[[2.1.3. Likes and dislikes: like, prefer, rather.]] | |[[2.1.3. Likes and dislikes: like, prefer, rather.]] | ||
Línea 61: | Línea 61: | ||
|[[2.1.4. Description about how people spends time: present perfect continuous.]] | |[[2.1.4. Description about how people spends time: present perfect continuous.]] | ||
|- valign="top" | |- valign="top" | ||
− | |2.1.5. Exercises, fitness and ways | + | |[[2.1.5. Exercises, fitness and ways to relax.]] |
|- valign="top" | |- valign="top" | ||
|[[2.1.6. Hypothetical actions: such.]] | |[[2.1.6. Hypothetical actions: such.]] | ||
Línea 97: | Línea 97: | ||
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| rowspan="9" |3.2. Makes inferences about the meaning of very basic texts. | | rowspan="9" |3.2. Makes inferences about the meaning of very basic texts. | ||
− | |3.2.1. Main idea in a technical text. | + | |[[3.2.1. Main idea in a technical text.]] |
|- valign="top" | |- valign="top" | ||
|[[3.2.2. Extraction of facts from news or a story.]] | |[[3.2.2. Extraction of facts from news or a story.]] | ||
|- valign="top" | |- valign="top" | ||
− | |3.2.3. Meaning of new words from the context. | + | |[[3.2.3. Meaning of new words from the context.]] |
|- valign="top" | |- valign="top" | ||
|[[3.2.4. Extracting facts from a short article.]] | |[[3.2.4. Extracting facts from a short article.]] | ||
|- valign="top" | |- valign="top" | ||
− | |3.2.5. Indicating the main idea of selected paragraphs. | + | |[[3.2.5. Indicating the main idea of selected paragraphs.]] |
|- valign="top" | |- valign="top" | ||
− | |3.2.6. Selecting the mains points of the description of a problem. | + | |[[3.2.6. Selecting the mains points of the description of a problem.]] |
|- valign="top" | |- valign="top" | ||
|[[3.2.7. Understanding the order of events in a narrative story.]] | |[[3.2.7. Understanding the order of events in a narrative story.]] | ||
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|- valign="top" | |- valign="top" | ||
| rowspan="4" |3.3. Analyzes the primarily intention of very basic texts. | | rowspan="4" |3.3. Analyzes the primarily intention of very basic texts. | ||
− | |3.3.1. Recognition of main points in a report. | + | |[[3.3.1. Recognition of main points in a report.]] |
|- valign="top" | |- valign="top" | ||
|[[3.3.2. Identifying the main points of a selected news story.]] | |[[3.3.2. Identifying the main points of a selected news story.]] | ||
|- valign="top" | |- valign="top" | ||
− | |3.3.3. Instructions and explanations: Verbs and tenses. | + | |[[3.3.3. Instructions and explanations: Verbs and tenses.]] |
|- valign="top" | |- valign="top" | ||
|[[3.3.4. Reading comprehension: magazine article.]] | |[[3.3.4. Reading comprehension: magazine article.]] | ||
Línea 145: | Línea 145: | ||
|4.1.6. Writing a short biography. | |4.1.6. Writing a short biography. | ||
|- valign="top" | |- valign="top" | ||
− | |4.1.7. Reporting a conversation. | + | |[[4.1.7. Reporting a conversation.]] |
|- valign="top" | |- valign="top" | ||
| rowspan="6" |4.2. Applies different grammar rules in writing. | | rowspan="6" |4.2. Applies different grammar rules in writing. | ||
− | |4.2.1. Short article or essay about the clothes people wear: Clothes. | + | |[[4.2.1. Short article or essay about the clothes people wear: Clothes.]] |
|- valign="top" | |- valign="top" | ||
|[[4.2.2. Description of current trends of different age groups.]] | |[[4.2.2. Description of current trends of different age groups.]] | ||
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|4.3.2. Description of a sports injury that you or one of your loved ones had. | |4.3.2. Description of a sports injury that you or one of your loved ones had. | ||
|- valign="top" | |- valign="top" | ||
− | |4.3.3. Hobby: written description. | + | |[[4.3.3. Hobby: written description.]] |
|- valign="top" | |- valign="top" | ||
|[[4.3.4. Description of an enjoyable journey.]] | |[[4.3.4. Description of an enjoyable journey.]] |
Revisión del 11:42 11 oct 2020
Sobre modificaciones en el texto ver nota en página de discusión.
Competence 1[editar | editar código]
Competence 2[editar | editar código]
Competence 3[editar | editar código]
Competence 4[editar | editar código]
En el continuo de coaching es el rol de ser muy directo y enseñar, mostrar, guiar, etc.
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.
Crecimiento o aumento en el orden físico, intelectual o moral.
Es un documento funcional, generalmente breve, que sirve para comunicarse por escrito en situaciones de la vida cotidiana.