| Línea 5: |
Línea 5: |
| | '''Competence:''' 1. Understands sounds and words in English, often used. | | '''Competence:''' 1. Understands sounds and words in English, often used. |
| | {| class="wikitable" | | {| class="wikitable" |
| − | !Learning Outcomes | + | ! style="width:20%"| Learning Outcomes |
| − | !Contents | + | ! style="width:30%"| Contents |
| | !Assessment Criteria | | !Assessment Criteria |
| − | |- | + | |- valign="top" |
| | | colspan="1" rowspan="3" |1.1. Discriminates the sounds of the alphabet in English. | | | colspan="1" rowspan="3" |1.1. Discriminates the sounds of the alphabet in English. |
| − |
| |
| − | .
| |
| | |1.1.1. English alphabet. | | |1.1.1. English alphabet. |
| − | |• Distinguishing the pronunciation of each letter of the alphabet. | + | | |
| − | |- | + | * Distinguishing the pronunciation of each letter of the alphabet. |
| | + | |- valign="top" |
| | |1.1.2. Long and short vowels. | | |1.1.2. Long and short vowels. |
| − | |• Setting the difference in pronunciation of Long and short vowels. | + | | |
| − | |- | + | * Setting the difference in pronunciation of Long and short vowels. |
| | + | |- valign="top" |
| | |1.1.3. Consonants with similar and different sounds. | | |1.1.3. Consonants with similar and different sounds. |
| − | |• Grouping consonants with similar sounds. | + | | |
| − | |- | + | * Grouping consonants with similar sounds. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |1.2. Compares words in English with those of his mother tongue. | | | colspan="1" rowspan="3" |1.2. Compares words in English with those of his mother tongue. |
| − | |1.2.1. Sounds of his mother tongue and sounds in | + | |1.2.1. Sounds of his mother tongue and sounds in English. |
| − | | + | | |
| − | English. | + | * Identifying new sounds and similar sounds between his mother tongue and English. |
| − | |• Identifying new sounds and similar sounds between his mother tongue and English. | + | |- valign="top" |
| − | |- | |
| | |1.2.2. New sounds. (th, d, t) | | |1.2.2. New sounds. (th, d, t) |
| − | |• Classifying by the use of "th", "d" and "t", the vocabulary he hears. | + | | |
| − | |- | + | * Classifying by the use of "th", "d" and "t", the vocabulary he hears. |
| | + | |- valign="top" |
| | |1.2.3. Greetings and introductions. First and | | |1.2.3. Greetings and introductions. First and |
| | | | |
| | second person singular. | | second person singular. |
| − | |• Analyzing the pronunciation of the different greetings and presentations. | + | | |
| − | |- | + | * Analyzing the pronunciation of the different greetings and presentations. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |1.3. Reacts according to the meaning of the words he hears in English. | | | colspan="1" rowspan="3" |1.3. Reacts according to the meaning of the words he hears in English. |
| − | |1.3.1. Class objects. Posters: Nouns. Third person | + | |1.3.1. Class objects. Posters: Nouns. Third person singular. |
| − | | + | | |
| − | singular. | + | * Identifying the pronunciation of the names of class objects. |
| − | |• Identifying the pronunciation of the names of class objects. | + | |- valign="top" |
| − | |- | |
| | |1.3.2. Family members. Pronouns in plural. | | |1.3.2. Family members. Pronouns in plural. |
| | | | |
| | Nouns and possessive. | | Nouns and possessive. |
| − | |• Analyzing the pronunciation of the names of each family member. | + | | |
| − | |- | + | * Analyzing the pronunciation of the names of each family member. |
| − | |1.3.3. Numbers from 1 to 20. Cardinals. Nouns. How | + | |- valign="top" |
| − | | + | |1.3.3. Numbers from 1 to 20. Cardinals. Nouns. How many? |
| − | many? | + | | |
| − | |• Relating to the pronunciation of the numbers from 1 to 20. | + | * Relating to the pronunciation of the numbers from 1 to 20. |
| | |} | | |} |
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| Línea 55: |
Línea 56: |
| | '''Competence: 2'''. Analyzes words that are presented in written texts, taking into account its context. | | '''Competence: 2'''. Analyzes words that are presented in written texts, taking into account its context. |
| | {| class="wikitable" | | {| class="wikitable" |
| − | !Learning Outcomes | + | ! style="width:20%"| Learning Outcomes |
| − | !Contents | + | ! style="width:30%"| Contents |
| | !Assessment Criteria | | !Assessment Criteria |
| − | |- | + | |- valign="top" |
| | | colspan="1" rowspan="3" |2.1. Links new English words taken from the readings. | | | colspan="1" rowspan="3" |2.1. Links new English words taken from the readings. |
| | |2.1.1. Healthy nutrition. Nouns. | | |2.1.1. Healthy nutrition. Nouns. |
| − | |• Decoding the sounds of each letter while reading. | + | | |
| − | |- | + | * Decoding the sounds of each letter while reading. |
| | + | |- valign="top" |
| | |2.1.2. Seasons of the year. Adjectives. | | |2.1.2. Seasons of the year. Adjectives. |
| − | |• Distinguishing the sounds of each syllable while pronouncing new words related to the seasons. | + | | |
| − | |- | + | * Distinguishing the sounds of each syllable while pronouncing new words related to the seasons. |
| − | |2.1.3. Days of the week. Proper nouns. Capital | + | |- valign="top" |
| − | | + | |2.1.3. Days of the week. Proper nouns. Capital letter. |
| − | letter. | + | | |
| − | |• Linking syllable sounds when pronouncing words and when reading vocabulary related to the days of the week. | + | * Linking syllable sounds when pronouncing words and when reading vocabulary related to the days of the week. |
| − | |- | + | |- valign="top" |
| | | colspan="1" rowspan="3" |2.2. Explains the meaning of the new vocabulary by means of synonyms. | | | colspan="1" rowspan="3" |2.2. Explains the meaning of the new vocabulary by means of synonyms. |
| | |2.2.1. Emotions. Adjectives. | | |2.2.1. Emotions. Adjectives. |
| − | |• Replacing terms with equivalent words in emotions-related readings. | + | | |
| − | |- | + | * Replacing terms with equivalent words in emotions-related readings. |
| | + | |- valign="top" |
| | |2.2.2. Colors. Adjectives. | | |2.2.2. Colors. Adjectives. |
| − | |• Using words with similar meaning in color-related readings. | + | | |
| − | |- | + | * Using words with similar meaning in color-related readings. |
| | + | |- valign="top" |
| | |2.2.3. With the doctor. Verb to be first person. | | |2.2.3. With the doctor. Verb to be first person. |
| − | |• Explaining the meaning of words found in the readings about visits to the doctor using synonyms. | + | | |
| − | |- | + | * Explaining the meaning of words found in the readings about visits to the doctor using synonyms. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |2.3. Shows his reading comprehension by different means. | | | colspan="1" rowspan="3" |2.3. Shows his reading comprehension by different means. |
| | |2.3.1. Parts of the body. Verb to have. | | |2.3.1. Parts of the body. Verb to have. |
| − | |• Pointing to the body parts while reading them. | + | | |
| − | |- | + | * Pointing to the body parts while reading them. |
| | + | |- valign="top" |
| | |2.3.2. Clothing. Verb to wear. | | |2.3.2. Clothing. Verb to wear. |
| − | |• Illustrating the clothing he reads about. | + | | |
| − | |- | + | * Illustrating the clothing he reads about. |
| − | |2.3.3. Months of the year. Proper nouns. Ordinal | + | |- valign="top" |
| − | | + | |2.3.3. Months of the year. Proper nouns. Ordinal numbers. |
| − | numbers. | + | | |
| − | |• Describing activities of each month of the year while reading their names. | + | * Describing activities of each month of the year while reading their names. |
| | |} | | |} |
| | | | |
| Línea 97: |
Línea 103: |
| | '''Competence:''' 3. Pronounces sounds and words in English related to his context. | | '''Competence:''' 3. Pronounces sounds and words in English related to his context. |
| | {| class="wikitable" | | {| class="wikitable" |
| − | !Learning Outcomes | + | ! style="width:20%"| Learning Outcomes |
| − | !Contents | + | ! style="width:30%"| Contents |
| | !Assessment Criteria | | !Assessment Criteria |
| − | |- | + | |- valign="top" |
| | | colspan="1" rowspan="3" |3.1. Produces sounds of vowels, consonants and compound consonants. | | | colspan="1" rowspan="3" |3.1. Produces sounds of vowels, consonants and compound consonants. |
| | |3.1.1. Vegetables. Verb to like. | | |3.1.1. Vegetables. Verb to like. |
| − | |• Pronouncing the vowels in the vegetable’s names. | + | | |
| − | |- | + | * Pronouncing the vowels in the vegetable’s names. |
| | + | |- valign="top" |
| | |3.1.2. Fruit. Verb to like. | | |3.1.2. Fruit. Verb to like. |
| − | |• Articulating the vowels and consonants while he is pronouncing the names of the fruit. | + | | |
| − | |- | + | * Articulating the vowels and consonants while he is pronouncing the names of the fruit. |
| | + | |- valign="top" |
| | |3.1.3. Parts of the house. Verb to be. | | |3.1.3. Parts of the house. Verb to be. |
| − | |• Pronouncing vowels, consonants and compound consonants while he is saying the parts of a house. | + | | |
| − | |- | + | * Pronouncing vowels, consonants and compound consonants while he is saying the parts of a house. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |3.2. Practices the new sounds in vocabulary from his immediate surroundings. | | | colspan="1" rowspan="3" |3.2. Practices the new sounds in vocabulary from his immediate surroundings. |
| | |3.2.1. Cooking verbs. Connectors. | | |3.2.1. Cooking verbs. Connectors. |
| − | |• Describing the process of a recipe. | + | | |
| − | |- | + | * Describing the process of a recipe. |
| | + | |- valign="top" |
| | |3.2.2. Food. Verb to want. | | |3.2.2. Food. Verb to want. |
| − | |• Explaining the nutritional values of food. | + | | |
| − | |- | + | * Explaining the nutritional values of food. |
| | + | |- valign="top" |
| | |3.2.3. Animals. Comparative- adjectives. | | |3.2.3. Animals. Comparative- adjectives. |
| − | |• Describing his favorite animal. | + | | |
| − | |- | + | * Describing his favorite animal. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |3.3. Pronounces words related to the school and his home. | | | colspan="1" rowspan="3" |3.3. Pronounces words related to the school and his home. |
| | |2.6.1. Giving directions. Prepositions. | | |2.6.1. Giving directions. Prepositions. |
| − | |• Explaining how to get home. | + | | |
| − | |- | + | * Explaining how to get home. |
| | + | |- valign="top" |
| | |2.6.2. The weather. Superlative adjectives. | | |2.6.2. The weather. Superlative adjectives. |
| − | |• Describing the weather of his community. | + | | |
| − | |- | + | * Describing the weather of his community. |
| | + | |- valign="top" |
| | |2.6.3. Places of the city. Place prepositions. | | |2.6.3. Places of the city. Place prepositions. |
| − | |• Describing tourist places from his community. | + | | |
| | + | * Describing tourist places from his community. |
| | |} | | |} |
| | | | |
| Línea 135: |
Línea 150: |
| | '''Competence:''' 4. Writes short texts using letters, phonemes and words from the English vocabulary. | | '''Competence:''' 4. Writes short texts using letters, phonemes and words from the English vocabulary. |
| | {| class="wikitable" | | {| class="wikitable" |
| − | !Learning Outcomes | + | ! style="width:20%"| Learning Outcomes |
| − | !Contents | + | ! style="width:30%"| Contents |
| | !Assessment Criteria | | !Assessment Criteria |
| − | |- | + | |- valign="top" |
| | | colspan="1" rowspan="3" |4.1. Writes vowel, consonants and compound consonants. | | | colspan="1" rowspan="3" |4.1. Writes vowel, consonants and compound consonants. |
| | |4.1.1. Jobs. Verb to be with third person. | | |4.1.1. Jobs. Verb to be with third person. |
| − | |• Writing Jobs’ names or common professional names. | + | | |
| − | |- | + | * Writing Jobs’ names or common professional names. |
| | + | |- valign="top" |
| | |4.1.2. Toy’s names. | | |4.1.2. Toy’s names. |
| | | | |
| | Verbs: to play, to jump, to share, to run, to fix, to break. | | Verbs: to play, to jump, to share, to run, to fix, to break. |
| − | |• Writing the name of toys which are well-known to his immediate surroundings | + | | |
| − | |- | + | * Writing the name of toys which are well-known to his immediate surroundings |
| | + | |- valign="top" |
| | |4.1.3. Musical instruments. Verb to play. | | |4.1.3. Musical instruments. Verb to play. |
| − | |• Writing the musical instruments’ names which are well-known. | + | | |
| − | |- | + | * Writing the musical instruments’ names which are well-known. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |4.2. Writes words related to his immediate surroundings. | | | colspan="1" rowspan="3" |4.2. Writes words related to his immediate surroundings. |
| | |4.2.1. Transportation. Verbs to drive, to fly, to ride and to wash. | | |4.2.1. Transportation. Verbs to drive, to fly, to ride and to wash. |
| − | |• Writing the names transportation media which is available in his community. | + | | |
| − | |- | + | * Writing the names transportation media which is available in his community. |
| | + | |- valign="top" |
| | |4.2.2. Question in English. Question words. | | |4.2.2. Question in English. Question words. |
| − | |• Writing questions using the Wh-words. | + | | |
| − | |- | + | * Writing questions using the Wh-words. |
| | + | |- valign="top" |
| | |4.2.3. Products of his community. Verbs to make, to buy, to shop, to sell, to do. How much does it cost? | | |4.2.3. Products of his community. Verbs to make, to buy, to shop, to sell, to do. How much does it cost? |
| − | |• Writing the name of main products of his community. | + | | |
| − | |- | + | * Writing the name of main products of his community. |
| | + | |- valign="top" |
| | | colspan="1" rowspan="3" |4.3. Writes simples commands. | | | colspan="1" rowspan="3" |4.3. Writes simples commands. |
| | |4.3.1. Classwork. Imperative form. | | |4.3.1. Classwork. Imperative form. |
| − | |• Writing classroom commands used in the class. | + | | |
| − | |- | + | * Writing classroom commands used in the class. |
| | + | |- valign="top" |
| | |4.3.2. Home routines or housework. to play, to order, to clean, to sweep and to keep. | | |4.3.2. Home routines or housework. to play, to order, to clean, to sweep and to keep. |
| − | |• Writing common commands and routines from home. | + | | |
| − | |- | + | * Writing common commands and routines from home. |
| | + | |- valign="top" |
| | |4.3.3. Gaming area rules. Negative with imperative. | | |4.3.3. Gaming area rules. Negative with imperative. |
| − | |• Writing rules and instructions used in the gaming area. | + | | |
| | + | * Writing rules and instructions used in the gaming area. |
| | |} | | |} |
| | [[Categoría:Primaria]] | | [[Categoría:Primaria]] |