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| | rowspan="2" valign="top"| 3.3. Asocia la pronunciación de las órdenes recibidas con la de otras similares | | | 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.” | | | 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"| 4.1.3. Common mimics used in class: “listen”, “repeat”, “speak”. | | | 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.” | | | valign="top"| 4.1.4. Greetings and leave takings: “Good morning.”, “Good bye.” |
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| | valign="top"| 4.2.2. Facial expressions: “happy”, “sad”, “angry”, “worried”. | | | valign="top"| 4.2.2. Facial expressions: “happy”, “sad”, “angry”, “worried”. |
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| | valign="top"| 5.1.2. Common signs outside the classroom: “Danger”, “Bus stop”, “No parking.”, “Don't smoke.” | | | valign="top"| 5.1.2. Common signs outside the classroom: “Danger”, “Bus stop”, “No parking.”, “Don't smoke.” |
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