Malla Curricular Segundo Grado de Subárea de Comunicación y Lenguaje L3 Idioma inglés, Primaria – Pueblo Maya
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− | == == | + | == Competencia 1 == |
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− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias |
− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros |
− | ! style="width:40%"| Contenidos | + | ! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos |
+ | ! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas | ||
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| rowspan="2"|1.1. Sigue instrucciones orales sencillas. | | rowspan="2"|1.1. Sigue instrucciones orales sencillas. | ||
| 1.1.1. Verb commands + negative commands with “stop”. | | 1.1.1. Verb commands + negative commands with “stop”. | ||
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| 1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking. | | 1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking. | ||
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| rowspan="2"|1.2. Asocia instrucciones orales con la acción requerida. | | rowspan="2"|1.2. Asocia instrucciones orales con la acción requerida. | ||
| 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?” | | 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?” | ||
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| 1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.) | | 1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.) | ||
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| rowspan="2"|1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada. | | rowspan="2"|1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada. | ||
| 1.3.1. Verb commands + negative commands with “don't”. | | 1.3.1. Verb commands + negative commands with “don't”. | ||
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| 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.) | | 1.3.2. 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.) | ||
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| rowspan="2"|1.4. Reacciona inmediatamente ante un mandato. | | rowspan="2"|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. | | 1.4.1. 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. | ||
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| 1.4.2. Commands using colors: “Go to the brown door.” “Touch the yellow pencil.” | | 1.4.2. Commands using colors: “Go to the brown door.” “Touch the yellow pencil.” | ||
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− | == == | + | == Competencia 2 == |
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− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias |
− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros |
− | ! style="width:40%"| Contenidos | + | ! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos |
+ | ! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas | ||
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| rowspan="2"|2.1. Diferencia entre los fonemas básicos de su idioma materno y los del idioma en estudio. | | rowspan="2"|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”. | | 2.1.1. Special sounds used in the language: “h” “th” “j” “d”. | ||
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| 2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot. | | 2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot. | ||
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| rowspan="2"|2.2. Asocia órdenes con palabras que contienen fonemas similares. | | rowspan="2"|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.” | | 2.2.1. “Bring two books, please.” “Bring three sheets of paper, please.”, “Bring an eraser, please.” | ||
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| 2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.” | | 2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.” | ||
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| rowspan="2"|2.3. Formula y responde a preguntas con respuestas cortas utilizando palabras con sonidos similares. | | rowspan="2"|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.” | | 2.3.1. Responds with short answers: “Is that a chair? Yes, it is. “ “Is this a pencil? Yes, it is.” | ||
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| 2.3.2. Questions: “Is this a book?” “Is that a table?”, “Are there three pencils?” | | 2.3.2. Questions: “Is this a book?” “Is that a table?”, “Are there three pencils?” | ||
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|} | |} | ||
− | == == | + | == Competencia 3 == |
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+ | {{Volver a subárea CC}} | ||
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{| class="wikitable" width="90%" style="margin:1em auto 1em auto" | {| class="wikitable" width="90%" style="margin:1em auto 1em auto" | ||
|-valign="top" | |-valign="top" | ||
− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias |
− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros |
− | ! style="width:40%"| Contenidos | + | ! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos |
+ | ! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas | ||
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| rowspan="5"|3. Pronuncia expresiones básicas al comunicarse con otras personas. | | rowspan="5"|3. Pronuncia expresiones básicas al comunicarse con otras personas. | ||
| rowspan="2"|3.1. Pronuncia adecuadamente la orden en proceso de realización. | | rowspan="2"|3.1. Pronuncia adecuadamente la orden en proceso de realización. | ||
| 3.1.1. “Wh” word questions: Where, what, who, which: | | 3.1.1. “Wh” word questions: Where, what, who, which: | ||
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| 3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?” | | 3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?” | ||
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| rowspan="2"|3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas. | | rowspan="2"|3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas. | ||
| 3.2.1. Asks and answers short questions: “What is your name?” “My nameis.” “How old are you?”, “I am years old.” | | 3.2.1. Asks and answers short questions: “What is your name?” “My nameis.” “How old are you?”, “I am years old.” | ||
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| 3.2.2. Everyday expressions: Good morning, Good afternoon, Good evening. | | 3.2.2. Everyday expressions: Good morning, Good afternoon, Good evening. | ||
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|3.3. Pronuncia palabras pares con sonidos similares. | |3.3. Pronuncia palabras pares con sonidos similares. | ||
| 3.3.1. Pair words: “Take - cake” “Look - cook” “Of - off ” “Milk - silk”. | | 3.3.1. Pair words: “Take - cake” “Look - cook” “Of - off ” “Milk - silk”. | ||
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− | == == | + | == Competencia 4 == |
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+ | {{Volver a subárea CC}} | ||
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{| class="wikitable" width="90%" style="margin:1em auto 1em auto" | {| class="wikitable" width="90%" style="margin:1em auto 1em auto" | ||
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− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias |
− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros |
− | ! style="width:40%"| Contenidos | + | ! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos |
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| rowspan="3"|4.1. Sigue instrucciones verbales para realizar dos acciones. | | rowspan="3"|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.” | | 4.1.1. Personal information: “What is your address and how do you spell that?”, “What is that and how do you spell it's name.” | ||
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| 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.” | | 4.1.2. 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.” | ||
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| 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. | | 4.1.3. 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. | ||
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| rowspan="3"|4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones. | | rowspan="3"|4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones. | ||
| 4.2.1. Telling the time: “What time is it?” | | 4.2.1. Telling the time: “What time is it?” | ||
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| 4.2.2. Ask the time: “What time is it?”, “It's ______ o' clock.” (Use of clock face with moveable hands.) | | 4.2.2. Ask the time: “What time is it?”, “It's ______ o' clock.” (Use of clock face with moveable hands.) | ||
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| 4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen) | | 4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen) | ||
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| rowspan="3"|4.3. Infiere el significado de los movimientos acompañados de una expresión oral. | | rowspan="3"|4.3. Infiere el significado de los movimientos 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.” | | 4.3.1. 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.” | ||
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| 4.3.2. Occupations and work places: “Student - book”, “Teacher - school” “Nurse - Hospital” “Secretary - office.” | | 4.3.2. Occupations and work places: “Student - book”, “Teacher - school” “Nurse - Hospital” “Secretary - office.” | ||
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| 4.3.3. Expressions: “Where is the teacher?” “He is at school.” “Where's the secretary?”, “She is at the office.” | | 4.3.3. Expressions: “Where is the teacher?” “He is at school.” “Where's the secretary?”, “She is at the office.” | ||
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|} | |} | ||
− | == | + | == Competencia 5 == |
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− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias |
− | ! style="width: | + | ! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros |
− | ! style="width:40%"| Contenidos | + | ! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos |
+ | ! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas | ||
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− | | | + | | rowspan="12"|5. Utiliza la lectura para responder a expresiones sencillas. |
− | + | | rowspan="5"|5.1. Interpreta símbolos específicos propios del idioma en aprendizaje. | |
− | + | | 5.1.1. Sports symbols: “soccer” “baseball” “basketball”. | |
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− | | | + | | 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.” |
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− | | | + | | 5.1.3. Name of fruits: “banana”, “orange” “lemon” “peach”. |
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− | | | + | | 5.1.4. Expressions: “Bring the orange.” “Eat the banana.” |
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− | | | + | | 5.1.5. Write amounts of money using the symbol US$. |
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|-valign="top" | |-valign="top" | ||
− | + | | rowspan="4"|5.2. Asocia imágenes con la grafía correspondiente. | |
− | + | | 5.2.1. Parts of the body: “head”, “trunk” “arms”, “legs”, “hands” “feet”. | |
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− | | | + | | 5.2.2. Flash cards: parts of the body. |
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|-valign="top" | |-valign="top" | ||
− | | | + | | 5.2.3. Expression: “Show me your arms.” “Show me your hands.” “Show me your foot.” |
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|-valign="top" | |-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.” |
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|-valign="top" | |-valign="top" | ||
− | | | + | | rowspan="3"|5.3. Realiza acciones de acuerdo con la imagen sugerida. |
+ | | 5.3.1. Drawing actions: “Be quite.” “Smile.” “Scream.” “Stop.” | ||
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− | | | + | | 5.3.2. Special symbols: “Handicapped” “Public services.” “Danger”. |
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|-valign="top" | |-valign="top" | ||
− | | | + | | 5.3.3. Spelling commands: numbers and basic vocabulary studied in class. |
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+ | | style="background-color:#a8dcff;"| | ||
|} | |} | ||
− | [[Categoría:Primaria]] [[Categoría: | + | [[Categoría:Primaria]] [[Categoría:Comunicación y Lenguaje]] |
Revisión actual del 07:34 16 ene 2017
Competencia 1Editar
Competencias | Indicadores de Logros | Contenidos | Temas | |||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | |||
1. 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.” |
Competencia 2Editar
Volver a Subárea de Comunicación y Lenguaje L3 Idioma inglés
Competencias | Indicadores de Logros | Contenidos | Temas | |||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | |||
2. 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?” |
Competencia 3Editar
Volver a Subárea de Comunicación y Lenguaje L3 Idioma inglés
Competencias | Indicadores de Logros | Contenidos | Temas | |||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | |||
3. Pronuncia expresiones básicas al comunicarse con otras personas. | 3.1. Pronuncia adecuadamente la orden en proceso de realización. | 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 nameis.” “How old are you?”, “I am years old.” | |||||
3.2.2. Everyday 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”. |
Competencia 4Editar
Volver a Subárea de Comunicación y Lenguaje L3 Idioma inglés
Competencias | Indicadores de Logros | Contenidos | Temas | |||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | |||
4. 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 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.” |
Competencia 5Editar
Volver a Subárea de Comunicación y Lenguaje L3 Idioma inglés
Competencias | Indicadores de Logros | Contenidos | Temas | |||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | |||
5. 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.