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Malla curricular de Comunicación y Lenguaje L 3 Inglés - Ciclo de Educación Básica por Madurez - Segundo Año (editar)
Revisión del 16:31 24 mar 2014
, hace 10 añosPágina creada con «<small>Ir a la Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez</small> <div id="Communicates"> {| class="wikitable" ! valign...»
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Communicates">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|1. Communicates Information with vocabulary and grammatical structures appropriate to everyday conversation.
| valign="top"|1.1 Students clearly express their thoughts and ideas.
| valign="top"|Norms of verbal interaction thorough round tables, forums and guided tours teamwork.
| valign="top"|Organizing simple debates and discussions among students.
| valign="top"|Fosters the respect on potential variety of opinions and different points of view.
|-
| valign="top"|1.2. Uses popular expressions in daily conversations.
| valign="top"|Sayings.
| valign="top"|Interpreting sayings.
| valign="top"|Shows politeness while expressing ideas.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Produces">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="3"|2. Produces simple stories using a wide vocabulary and an accurate and appropriate grammatical structure based on literary and scientific texts.
| valign="top"|2.1. Writes simple stories with a logical sequence.
| valign="top"|Narrative elements: characters, setting, plot or storyline.
| valign="top"|Developing narrative elements: characters, settings, storyline.
Using appropriate types of order: chronological, spatial, importance, logical in narrations.
Editing drafts and texts.
| valign="top"|Develops interest for writing.
|-
| valign="top"|2.2. Reads paragraphs, short stories and scientific texts suitable for third graders to their comprehension level.
| valign="top"|Reading comprehension strategies.
| valign="top"|Applying reading comprehension strategies: time and space sequences, inferences, paraphrases, synthesis, and storyline recreation.
| valign="top"|Visits school and community libraries.
|-
| valign="top"|2.3. Uses syntactic rules used in the writing of literary and scientific texts according to their level.
| valign="top"|Simple present, present continuous, past simple, past continuous, simple past vs. past continuous, future simple, present perfect, phrasal verbs.
Should / shouldn’t to give advice.
Obligation and strong advice, warnings, Relative clauses prepositions of place.
Countable and uncountable nouns
Expressions:
*Going to, for plans andevidence of a future event
*Will, for predictions.
*Should/ shouldn’t, for obligation and prohibition. Past progressive. Present continuous Compound subjects and predicates.
| valign="top"|Syntactic analysis of sentences and paragraphs in order to identify grammatical elements and norms (column to the left).
| valign="top"|
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Uses">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top"|3. Uses precise and concrete vocabulary related to the national and international context to communicate orally and in writing.
| valign="top"|3.1. Applies the etymological analysis of words in the humanities, science and technology.
| valign="top"|Word derivation in semantic fields related to humanities, science and technology: Affixes, suffixes, infixes word formation compound.
Specific vocabulary related to national and international contexts: economics, politics, society, science, technology, education, culture.
| valign="top"|Identifying morphologic and syntactic mechanisms used by English as an Anglo-Saxon language to form words.
Using specialized dictionaries.
| valign="top"|Shows interest for own and foreign cultures.
Develops interest for international relationships.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Associates">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|4. Associates cultural and traditions practices of English speaking countries with social and political history.
| valign="top"|4.1. Identifies cultural similarities and differences between peoples and communities living in Canada, United States of America, and those of Guatemala and Mesoamerica.
| valign="top"|Brief history of Indigenous People of North America.
Cultural similarities and differences between North American and Middle-American Indigenous Peoples.
| valign="top"|Investigating the history of North American Indigenous Peoples by using different sources (books, web pages, short documentaries).
| valign="top"|
|-
| valign="top"|4.2. Relates main holidays in North America (USA, Canada) with historical events.
| valign="top"|Brief history of USA and the Canada: colony, pioneers independence, immigrations, World Wars.
Holidays in Canada and USA such as Independence Day, Labor Day, Thanksgiving, Christmas, Hanukkah New Year, St. Patrick´s Day.
| valign="top"|Dramatizing historical events and holydays as part of a research process: Selecting sources, interpreting informative texts, writing the script and rehearsing.
| valign="top"|Shows respect for cultural and linguistic differences.
|}
<div id="Communicates">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|1. Communicates Information with vocabulary and grammatical structures appropriate to everyday conversation.
| valign="top"|1.1 Students clearly express their thoughts and ideas.
| valign="top"|Norms of verbal interaction thorough round tables, forums and guided tours teamwork.
| valign="top"|Organizing simple debates and discussions among students.
| valign="top"|Fosters the respect on potential variety of opinions and different points of view.
|-
| valign="top"|1.2. Uses popular expressions in daily conversations.
| valign="top"|Sayings.
| valign="top"|Interpreting sayings.
| valign="top"|Shows politeness while expressing ideas.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Produces">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="3"|2. Produces simple stories using a wide vocabulary and an accurate and appropriate grammatical structure based on literary and scientific texts.
| valign="top"|2.1. Writes simple stories with a logical sequence.
| valign="top"|Narrative elements: characters, setting, plot or storyline.
| valign="top"|Developing narrative elements: characters, settings, storyline.
Using appropriate types of order: chronological, spatial, importance, logical in narrations.
Editing drafts and texts.
| valign="top"|Develops interest for writing.
|-
| valign="top"|2.2. Reads paragraphs, short stories and scientific texts suitable for third graders to their comprehension level.
| valign="top"|Reading comprehension strategies.
| valign="top"|Applying reading comprehension strategies: time and space sequences, inferences, paraphrases, synthesis, and storyline recreation.
| valign="top"|Visits school and community libraries.
|-
| valign="top"|2.3. Uses syntactic rules used in the writing of literary and scientific texts according to their level.
| valign="top"|Simple present, present continuous, past simple, past continuous, simple past vs. past continuous, future simple, present perfect, phrasal verbs.
Should / shouldn’t to give advice.
Obligation and strong advice, warnings, Relative clauses prepositions of place.
Countable and uncountable nouns
Expressions:
*Going to, for plans andevidence of a future event
*Will, for predictions.
*Should/ shouldn’t, for obligation and prohibition. Past progressive. Present continuous Compound subjects and predicates.
| valign="top"|Syntactic analysis of sentences and paragraphs in order to identify grammatical elements and norms (column to the left).
| valign="top"|
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Uses">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top"|3. Uses precise and concrete vocabulary related to the national and international context to communicate orally and in writing.
| valign="top"|3.1. Applies the etymological analysis of words in the humanities, science and technology.
| valign="top"|Word derivation in semantic fields related to humanities, science and technology: Affixes, suffixes, infixes word formation compound.
Specific vocabulary related to national and international contexts: economics, politics, society, science, technology, education, culture.
| valign="top"|Identifying morphologic and syntactic mechanisms used by English as an Anglo-Saxon language to form words.
Using specialized dictionaries.
| valign="top"|Shows interest for own and foreign cultures.
Develops interest for international relationships.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Associates">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|4. Associates cultural and traditions practices of English speaking countries with social and political history.
| valign="top"|4.1. Identifies cultural similarities and differences between peoples and communities living in Canada, United States of America, and those of Guatemala and Mesoamerica.
| valign="top"|Brief history of Indigenous People of North America.
Cultural similarities and differences between North American and Middle-American Indigenous Peoples.
| valign="top"|Investigating the history of North American Indigenous Peoples by using different sources (books, web pages, short documentaries).
| valign="top"|
|-
| valign="top"|4.2. Relates main holidays in North America (USA, Canada) with historical events.
| valign="top"|Brief history of USA and the Canada: colony, pioneers independence, immigrations, World Wars.
Holidays in Canada and USA such as Independence Day, Labor Day, Thanksgiving, Christmas, Hanukkah New Year, St. Patrick´s Day.
| valign="top"|Dramatizing historical events and holydays as part of a research process: Selecting sources, interpreting informative texts, writing the script and rehearsing.
| valign="top"|Shows respect for cultural and linguistic differences.
|}