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| + | | rowspan="6" valign="top"| <center>1</center> |
| + | | rowspan="6" valign="top"| Escucha activamente instrucciones básicas de su interlocutor |
| + | | rowspan="2" valign="top"| 1.1. Reconoce el cambio de expresiones de un idioma a otro. |
| + | | valign="top"| 1.1.1. Greetings and introductions:” Hi, I am your teacher.” |
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| + | | valign="top"| 1.1.2. Greetings:“Hello. Myname is___________ .” “What is your name?” “Nice to meet you.” |
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| + | | rowspan="2" valign="top"| 1.2. Sigue instrucciones con un evento |
| + | | valign="top"| 1.2.1. Basic commands:“Standup.”, “Sit down.”, “Raise your hand.”, “Put your hand down.”, “Raise two hands.”, “Put one hand down.”, “Put the other hand down.” |
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| + | | valign="top"| 1.2.2. Modeling the performance expected: “Stand up.”, “Sit down.” (Give instruction to the entire class.) |
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| + | | rowspan="2" valign="top"| 1.3. Realiza la acción de acuerdo con la orden recibida. |
| + | | valign="top"| 1.3.1. “Stand up.”, “Sit down.” (Repeat, varying the order of instructions.) |
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| + | | valign="top"| 1.3.2. Act out the instructions: “Raise two hands.”, “Put one hand down.”, “Put the other hand down.” (Call on individual volunteers.) |
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| + | | valign="top"| <center>X</center> |
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| |} | | |} |
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| | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| + | | rowspan="7" valign="top"| <center>2</center> |
| + | | rowspan="7" valign="top"| Identifica sonidos diferentes al de su idioma en su relación familiar. |
| + | | rowspan="3" valign="top"| 2.1. Reconoce los diferentes |
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| + | sonidos relacionados con las órdenes recibidas. |
| + | | valign="top"| 2.1.1. The letters of the alphabet. |
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| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 2.1.2. Repeat the letters by sound: a (ei), b (bi), c (ci), d (di)... (Get the class to form groups and to imitate.) |
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| + | | valign="top"| 2.1.3. Point the letters in random order and get the learners to repeat them. |
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| + | | rowspan="2" valign="top"| 2.2. Infiere el significado de las órdenes recibidas. |
| + | | valign="top"| 2.2.1. Review the first set of commands: “Stand up.”,”Sitdown.”, “Raiseyourhand.”, “Put your hand down.” , “Raise two hands.” , “Put one hand down.”, “Put the other hand down.” (Allow the most able students to model the actions.) |
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| + | | valign="top"| 2.2.2. Relationship between action and meaning: “Open your book.”, “Close your book.” , “Open your hands.”, “Close your hands.”, “Close your eyes.”, “Open your eyes.” |
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| + | | valign="top"| 2.3.1. Relationship between actions and sound: “Raise your book.”, “Put your |
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| + | book down.”, “Open your mouth.”, “Close your mouth.” |
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| + | | valign="top"| 2.3.2. Performance of actions according to commands sound: “Close your book.”, “Close your hands.”, ”Close your eyes.” |
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| |} | | |} |
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| | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| + | | rowspan="6" valign="top"| <center>3</center> |
| + | | rowspan="6" valign="top"| Pronuncia correctamente órdenes básicas de uso cotidiano al dirigirse a otras personas. |
| + | | rowspan="2" valign="top"| 3.1. Pronuncia adecuadamente la orden en proceso de realización. |
| + | | valign="top"| 3.1.1. Commands: touch / put + ears/ pencil / chair / table / boy / girl: ”Touch your ears.”, “Touch a desk.”, “Put your hands down.” |
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| + | | valign="top"| 3.1.2. “Touch your eyes.”, “Touch your nose.”, “Touch your mouth.”, “Touch your ears.”, “Touch your book.” (Get the class to repeat the commands.) |
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| + | | valign="top"| <center>X</center> |
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| + | | rowspan="2" valign="top"| 3.2. Reconoce la acentuación de las vocales y pronunciación de las consonantes en las órdenes recibidas. |
| + | | valign="top"| 3.2.1. Commands to point vowels and consonants' strength including classroom objects. (Get the class to repeat them.) |
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| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 3.2.2. Pronunciation of pair of words: “Map - flag”, “eye - I”, “go - no”. |
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| + | | valign="top"| <center>X</center> |
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| + | | rowspan="2" valign="top"| 3.3. Asocia la pronunciación de las órdenes recibidas con la de otras similares |
| + | | valign="top"| 3.3.1. Practice the stress pattern in commands: “Go to the door.”, “Touch the door.”, “Open de door.”, “Close the door.”, “Girls go to the door.”, “Boys go to the window.” |
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| + | | valign="top"| 3.3.2. Name of objects in the class. (Point them out and have students pronounce the name.) |
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| |} | | |} |
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| | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| + | | rowspan="6" valign="top"| <center>4</center> |
| + | | rowspan="6" valign="top"| Utiliza el lenguaje verbal y no verbal como auxiliar de la comunicación |
| + | | rowspan="4" valign="top"| 4.1. Sigue instrucciones |
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| + | orales básicas |
| + | | valign="top"| 4.1.1. Numbers one to ten. (Practice saying them with the learners. |
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| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 4.1.2. Numbers in order. (Count objects in the class) |
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| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 4.1.3. Common mimics used in class: “listen”, “repeat”, “speak”. |
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| + | | valign="top"| 4.1.4. Greetings and leave takings: “Good morning.”, “Good bye.” |
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| + | | rowspan="2" valign="top"| 4.2. Infiere el significado de los movimientos corporales en la realización de una acción |
| + | | valign="top"| 4.2.1. Model actions: “walk”, “stop”, “jump”. |
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| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 4.2.2. Facial expressions: “happy”, “sad”, “angry”, “worried”. |
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| |} | | |} |
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| | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| + | | rowspan="4" valign="top"| <center>5</center> |
| + | | rowspan="4" valign="top"| Utiliza la lectura para responder a órdenes básicas recibidas. |
| + | | rowspan="2" valign="top"| 5.1. Identifica órdenes expresadas de manera gráfica |
| + | | valign="top"| 5.1.1. Common signs in class and school: “exit”, “quiet”, “restroom”. |
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| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 5.1.2. Common signs outside the classroom: “Danger”, “Bus stop”, “No parking.”, “Don't smoke.” |
| + | | valign="top"| <center>X</center> |
| + | | valign="top"| <center>X</center> |
| + | | valign="top"| <center>X</center> |
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| + | | rowspan="2" valign="top"| 5.2 Reconoce la grafía de la orden objeto de aprendizaje |
| + | | valign="top"| 5.2.1. Spelling of commands: “Touch the table.”, “Raise your eyebrows.” |
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| + | | valign="top"| <center>X</center> |
| + | | valign="top"| <center>X</center> |
| + | | valign="top"| <center>X</center> |
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| + | | valign="top"| 5.2.2. Spelling pair of words: “Map - flag”, “eye - I”, “go - no”. |
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| + | | valign="top"| <center>X</center> |
| + | | valign="top"| <center>X</center> |
| + | | valign="top"| <center>X</center> |
| |} | | |} |
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