Diferencia entre revisiones de «Dosificación de los aprendizajes - Área de Comunicación y Lenguaje L 3 - Segundo Grado»
Línea 3: | Línea 3: | ||
<small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | ||
− | <div id=" | + | <div id="Escucha"></div> |
{| class="wikitable" | {| class="wikitable" | ||
! rowspan="3" width="5%" | <center>No.</center> | ! rowspan="3" width="5%" | <center>No.</center> | ||
Línea 22: | Línea 22: | ||
| valign="top"| <center>3</center> | | valign="top"| <center>3</center> | ||
| valign="top"| <center>4</center> | | valign="top"| <center>4</center> | ||
+ | |- | ||
+ | | rowspan="8" valign="top"| <center>1</center> | ||
+ | | rowspan="8" valign="top"| Escucha activamente instrucciones sencillas de su interlocutor identificando la acción requerida | ||
+ | | rowspan="2" valign="top"| 1.1. Sigue instrucciones orales sencillas. | ||
+ | | valign="top"| 1.1.1. Verb commands + negative commands with “stop” | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking. | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | rowspan="2" valign="top"| 1.2. Asocia instrucciones orales con la acción requerida. | ||
+ | | valign="top"| 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?” | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.) | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
− | <--- | + | |- |
+ | |||
+ | | rowspan="2" valign="top"| 1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada. | ||
+ | | valign="top"| 1.3.1. Verb commands + negative commands with “don't” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 1.3.2. Model the following commands: “Don't' run to the door, walk to the door.”, “Don't walk to the flag, jump to the flag.”, “Don't push your chair, hit your chair.” (Get the class to repeat.) | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | rowspan="2" valign="top"| 1.4. Reacciona inmediatamente ante un mandato. | ||
+ | | valign="top"| 1.4.1. Verbs of motion + places: “Go to the door.”, “Don't run.”, “Walk slowly.”, “Open the door.”, “Close the door.”, ”Jump to the window.”, “Touch the window.”, “Walk tiptoe to the teacher's desk.”, “Touch the teacher's desk. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 1.4.2. Commands using colors: “Go to the brown door.”, “Touch the yellow pencil.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
|} | |} | ||
Línea 31: | Línea 97: | ||
<small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | ||
− | <div id=" | + | |
+ | <div id="Identifica"></div> | ||
{| class="wikitable" | {| class="wikitable" | ||
! rowspan="3" width="5%" | <center>No.</center> | ! rowspan="3" width="5%" | <center>No.</center> | ||
Línea 50: | Línea 117: | ||
| valign="top"| <center>3</center> | | valign="top"| <center>3</center> | ||
| valign="top"| <center>4</center> | | valign="top"| <center>4</center> | ||
+ | |- | ||
+ | | rowspan="6" valign="top"| <center>2</center> | ||
+ | | rowspan="6" valign="top"| Identifica fonemas diferentes a los de su idioma en su relación con otros. | ||
+ | |||
+ | | rowspan="2" valign="top"| 2.1. Diferencia entre los fonemas básicos de su idioma materno y los del idioma en estudio. | ||
+ | | valign="top"| 2.1.1. Special sounds used in the language: “h”, “th”, “j”, “d”. | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
− | <---- | + | | valign="top"| 2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot. |
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | | rowspan="2" valign="top"| 2.2. Asocia órdenes con palabras que contienen fonemas similares. | ||
+ | | valign="top"| 2.2.1. “Bring two books, please.”, “Bring three sheets of paper, please.”, “Bring an eraser, please.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | rowspan="2" valign="top"| 2.3. Formula y responde a preguntas con respuestas cortas utilizando palabras con sonidos similares. | ||
+ | | valign="top"| 2.3.1. Responds with short answers: “Is that a chair? Yes, it is. “, “Is this a pencil? Yes, it is.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 2.3.2. Questions: “Is this a book?”, “Is that a table?”, “Are there three pencils?” | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
|} | |} | ||
Línea 59: | Línea 175: | ||
<small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | ||
− | <div id=" | + | |
+ | <div id="Pronuncia"></div> | ||
{| class="wikitable" | {| class="wikitable" | ||
! rowspan="3" width="5%" | <center>No.</center> | ! rowspan="3" width="5%" | <center>No.</center> | ||
Línea 78: | Línea 195: | ||
| valign="top"| <center>3</center> | | valign="top"| <center>3</center> | ||
| valign="top"| <center>4</center> | | valign="top"| <center>4</center> | ||
+ | |- | ||
+ | | rowspan="5" valign="top"| <center>3</center> | ||
+ | | rowspan="5" valign="top"| Pronuncia expresiones básicas al comunicarse con otras personas. | ||
+ | |||
+ | | rowspan="2" valign="top"| 3.1. Pronuncia expresiones básicas adecuadamente. | ||
+ | | valign="top"| 3.1.1. “Wh” word questions: Where, what, who, which: | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | | valign="top"| 3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?” | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
− | <----- | + | | rowspan="2" valign="top"| 3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas. |
+ | | valign="top"| 3.2.1. Asks and answers short questions: “What is your name?”, “My name is_____.”, “How old are you?”, “I am ____years old.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 3.2.2. Every day expressions: Good morning, Good afternoon, Good evening. | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | | valign="top"| 3.3. Pronuncia palabras pares con sonidos similares. | ||
+ | | valign="top"| 3.3.1. Pair words: “Take - cake”, “Look - cook”, “Of - off”, “Milk - silk”. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
|} | |} | ||
Línea 87: | Línea 244: | ||
<small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | ||
− | <div id=" | + | |
+ | <div id="Lenguaje"></div> | ||
{| class="wikitable" | {| class="wikitable" | ||
! rowspan="3" width="5%" | <center>No.</center> | ! rowspan="3" width="5%" | <center>No.</center> | ||
Línea 106: | Línea 264: | ||
| valign="top"| <center>3</center> | | valign="top"| <center>3</center> | ||
| valign="top"| <center>4</center> | | valign="top"| <center>4</center> | ||
+ | |- | ||
+ | | rowspan="9" valign="top"| <center>4</center> | ||
+ | | rowspan="9" valign="top"| Utiliza el lenguaje oral y escrito en expresiones sencillas como auxiliar de la comunicación. | ||
+ | |||
+ | | rowspan="3" valign="top"| 4.1. Sigue instrucciones verbales para realizar dos acciones. | ||
+ | | valign="top"| 4.1.1. Personal information: “What is your address and how do you spell that?”, “What is that and how do you spell it's name.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | | valign="top"| 4.1.2. Write with / draw with + crayons: “Write your first name with the blue crayon.”, “Write your last name with the red crayon.”, “Draw a flower with the green and the yellow crayons.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | | valign="top"| 4.1.3. Color / draw + first, second, third, fourth: “Draw four circles. Color the first circle red, color the second circle blue, color the third circle orange, color the fourth circle yellow. | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | | rowspan="3" valign="top"| 4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones. | ||
+ | | valign="top"| 4.2.1. Telling the time: “What time is it?” | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 4.2.2. Ask the time: “What time is it?”, “It's ______ o' clock.” (Use of clock face with moveable hands.) | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
− | <----- | + | | valign="top"| 4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen) |
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | rowspan="3" valign="top"| 4.3. Infiere el significado de los movimientos corporales acompañados de una expresión oral. | ||
+ | | valign="top"| 4.3.1. Command forms and prepositions of place: “Take the doll, the green crayon, and the red ball.” “Put the doll on the table.”, “Put the crayon on the desk.”, “Put the red ball under the table.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 4.3.2. Occupations and work places: “Student - book”, “Teacher - school”, “Nurse - Hospital”, “Secretary - office.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 4.3.3. Expressions: “Where is the teacher?”, “He is at school.”, “Where's the secretary?”, “She is at the office.” | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
|} | |} | ||
+ | |||
<small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | ||
Línea 115: | Línea 345: | ||
<small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | ||
− | <div id=" | + | <div id="Lectura"></div> |
{| class="wikitable" | {| class="wikitable" | ||
! rowspan="3" width="5%" | <center>No.</center> | ! rowspan="3" width="5%" | <center>No.</center> | ||
Línea 134: | Línea 364: | ||
| valign="top"| <center>3</center> | | valign="top"| <center>3</center> | ||
| valign="top"| <center>4</center> | | valign="top"| <center>4</center> | ||
+ | |- | ||
+ | | rowspan="12" valign="top"| <center>5</center> | ||
+ | | rowspan="12" valign="top"| Utiliza la lectura para responder a expresiones sencillas | ||
+ | |||
+ | | rowspan="5" valign="top"| 5.1. Interpreta símbolos específicos propios del idioma en aprendizaje. | ||
+ | | valign="top"| 5.1.1. Sports symbols: “soccer”, “baseball”, “basketball”. | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.1.2. Contractions: “It's”, “What's”, “Where's”: “What's that?”, “It's a lamp.”, “Where is it?”, “It's on the table.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | | valign="top"| 5.1.3. Name of fruits: “banana”, “orange”, “lemon”, “peach”. | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | | valign="top"| 5.1.4. Expressions: “Bring the orange.”, “Eat the banana.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.1.5. Write amounts of money using the symbol US$. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | rowspan="4" valign="top"| 5.2. Asocia imágenes con la grafía correspondiente | ||
+ | | valign="top"| 5.2.1. Parts of the body: “head”, “trunk”, “arms”, “legs”, “hands”, “feet”. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.2.2. Flash cards: parts of the body. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.2.3. Expression: “Show me your arms.”, “Show me your hands.”, “Show me your foot.” | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.2.4. Expressions: “This is my face.”, “This is my forehead, “This is my nose.”, “These are my eyes.”, “This is my mouth.” | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | rowspan="3" valign="top"| 5.3. Realiza acciones de acuerdo con la imagen sugerida. | ||
+ | | valign="top"| 5.3.1. Drawing actions: “Be quite.”, “Smile.”, “Scream.”, “Stop.” | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.3.2. Special symbols: “Handicapped”, “Public services.”, “Danger”. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| | ||
+ | |||
+ | |- | ||
+ | |||
+ | | valign="top"| 5.3.3. Spelling commands: numbers and basic vocabulary studied in class. | ||
+ | | valign="top"| | ||
+ | | valign="top"| | ||
+ | | valign="top"| <center>X</center> | ||
+ | | valign="top"| <center>X</center> | ||
− | |||
|} | |} |
Revisión del 17:44 16 may 2012
Ir al Área de Comunicación y Lenguaje L 3 - Nivel Primario
Ir al cuadro de Competencias de Comunicación y Lenguaje L 3 - Nivel Primario
Escucha activamente instrucciones sencillas de su interlocutor identificando la acción requerida | 1.1. Sigue instrucciones orales sencillas. | 1.1.1. Verb commands + negative commands with “stop” | |||||
1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking. | |||||||
1.2. Asocia instrucciones orales con la acción requerida. | 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?” | ||||||
1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.) | |||||||
1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada. | 1.3.1. Verb commands + negative commands with “don't” | ||||||
1.3.2. Model the following commands: “Don't' run to the door, walk to the door.”, “Don't walk to the flag, jump to the flag.”, “Don't push your chair, hit your chair.” (Get the class to repeat.) | |||||||
1.4. Reacciona inmediatamente ante un mandato. | 1.4.1. Verbs of motion + places: “Go to the door.”, “Don't run.”, “Walk slowly.”, “Open the door.”, “Close the door.”, ”Jump to the window.”, “Touch the window.”, “Walk tiptoe to the teacher's desk.”, “Touch the teacher's desk. | ||||||
1.4.2. Commands using colors: “Go to the brown door.”, “Touch the yellow pencil.” |
Ir al Área de Comunicación y Lenguaje L 3 - Nivel Primario
Ir al cuadro de Competencias de Comunicación y Lenguaje L 3 - Nivel Primario
Identifica fonemas diferentes a los de su idioma en su relación con otros. | 2.1. Diferencia entre los fonemas básicos de su idioma materno y los del idioma en estudio. | 2.1.1. Special sounds used in the language: “h”, “th”, “j”, “d”. | |||||
2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot. | |||||||
2.2. Asocia órdenes con palabras que contienen fonemas similares. | 2.2.1. “Bring two books, please.”, “Bring three sheets of paper, please.”, “Bring an eraser, please.” | ||||||
2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.” | |||||||
2.3. Formula y responde a preguntas con respuestas cortas utilizando palabras con sonidos similares. | 2.3.1. Responds with short answers: “Is that a chair? Yes, it is. “, “Is this a pencil? Yes, it is.” | ||||||
2.3.2. Questions: “Is this a book?”, “Is that a table?”, “Are there three pencils?” |
Ir al Área de Comunicación y Lenguaje L 3 - Nivel Primario
Ir al cuadro de Competencias de Comunicación y Lenguaje L 3 - Nivel Primario
Pronuncia expresiones básicas al comunicarse con otras personas. | 3.1. Pronuncia expresiones básicas adecuadamente. | 3.1.1. “Wh” word questions: Where, what, who, which: | |||||
3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?” | |||||||
3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas. | 3.2.1. Asks and answers short questions: “What is your name?”, “My name is_____.”, “How old are you?”, “I am ____years old.” | ||||||
3.2.2. Every day expressions: Good morning, Good afternoon, Good evening. | |||||||
3.3. Pronuncia palabras pares con sonidos similares. | 3.3.1. Pair words: “Take - cake”, “Look - cook”, “Of - off”, “Milk - silk”. |
Ir al Área de Comunicación y Lenguaje L 3 - Nivel Primario
Ir al cuadro de Competencias de Comunicación y Lenguaje L 3 - Nivel Primario
Utiliza el lenguaje oral y escrito en expresiones sencillas como auxiliar de la comunicación. | 4.1. Sigue instrucciones verbales para realizar dos acciones. | 4.1.1. Personal information: “What is your address and how do you spell that?”, “What is that and how do you spell it's name.” | |||||
4.1.2. Write with / draw with + crayons: “Write your first name with the blue crayon.”, “Write your last name with the red crayon.”, “Draw a flower with the green and the yellow crayons.” | |||||||
4.1.3. Color / draw + first, second, third, fourth: “Draw four circles. Color the first circle red, color the second circle blue, color the third circle orange, color the fourth circle yellow. | |||||||
4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones. | 4.2.1. Telling the time: “What time is it?” | ||||||
4.2.2. Ask the time: “What time is it?”, “It's ______ o' clock.” (Use of clock face with moveable hands.) | |||||||
4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen) | |||||||
4.3. Infiere el significado de los movimientos corporales acompañados de una expresión oral. | 4.3.1. Command forms and prepositions of place: “Take the doll, the green crayon, and the red ball.” “Put the doll on the table.”, “Put the crayon on the desk.”, “Put the red ball under the table.” | ||||||
4.3.2. Occupations and work places: “Student - book”, “Teacher - school”, “Nurse - Hospital”, “Secretary - office.” | |||||||
4.3.3. Expressions: “Where is the teacher?”, “He is at school.”, “Where's the secretary?”, “She is at the office.” |
Ir al Área de Comunicación y Lenguaje L 3 - Nivel Primario
Ir al cuadro de Competencias de Comunicación y Lenguaje L 3 - Nivel Primario
Utiliza la lectura para responder a expresiones sencillas | 5.1. Interpreta símbolos específicos propios del idioma en aprendizaje. | 5.1.1. Sports symbols: “soccer”, “baseball”, “basketball”. | |||||
5.1.2. Contractions: “It's”, “What's”, “Where's”: “What's that?”, “It's a lamp.”, “Where is it?”, “It's on the table.” | |||||||
5.1.3. Name of fruits: “banana”, “orange”, “lemon”, “peach”. | |||||||
5.1.4. Expressions: “Bring the orange.”, “Eat the banana.” | |||||||
5.1.5. Write amounts of money using the symbol US$. | |||||||
5.2. Asocia imágenes con la grafía correspondiente | 5.2.1. Parts of the body: “head”, “trunk”, “arms”, “legs”, “hands”, “feet”. | ||||||
5.2.2. Flash cards: parts of the body. | |||||||
5.2.3. Expression: “Show me your arms.”, “Show me your hands.”, “Show me your foot.” | |||||||
5.2.4. Expressions: “This is my face.”, “This is my forehead, “This is my nose.”, “These are my eyes.”, “This is my mouth.” | |||||||
5.3. Realiza acciones de acuerdo con la imagen sugerida. | 5.3.1. Drawing actions: “Be quite.”, “Smile.”, “Scream.”, “Stop.” | ||||||
5.3.2. Special symbols: “Handicapped”, “Public services.”, “Danger”. | |||||||
5.3.3. Spelling commands: numbers and basic vocabulary studied in class. |
|
Conjunto de sonidos articulados con que el hombre manifiesta lo que piensa o siente (DRAE). Facultad que sirve para establecer comunicación en un entorno social, se le considera como un instrumento del pensamiento para representar, categorizar y comprender la realidad, regular la conducta propia y de alguna manera, influir en los demás.