Malla curricular Tercer grado
Ir a la navegación
Ir a la búsqueda
NUEVO: esta página incorpora la guía metodológica de Comunicación y Lenguaje Idioma Extranjero para este grado. Selecciona los enlaces en competencias y saberes para ver una lista de la sesión o sesiones correspondientes de la guía.
Este contenido se encuentra en desarrollo.
Busca en cnbGuatemala con Google
Línea 15: | Línea 15: | ||
|[[1.1.3. Latest TV or radio news: Usage of speak, talk and say.]] | |[[1.1.3. Latest TV or radio news: Usage of speak, talk and say.]] | ||
|- valign="top" | |- valign="top" | ||
− | |[[1.1.4. Explanation of an injury or pain helping | + | |[[1.1.4. Explanation of an injury or pain helping themselves: use of adverbs.]] |
|- valign="top" | |- valign="top" | ||
|1.1.5. Emergency situations: Suggestions and Recommendations. | |1.1.5. Emergency situations: Suggestions and Recommendations. | ||
|- valign="top" | |- valign="top" | ||
− | |1.1.6. Taking care of our: health: | + | |1.1.6. Taking care of our: health: Asking for advice |
|- valign="top" | |- valign="top" | ||
| rowspan="4" |1.2. Deduces the meaning of basic conversations of known topics. | | rowspan="4" |1.2. Deduces the meaning of basic conversations of known topics. | ||
Línea 39: | Línea 39: | ||
|[[1.3.4. Revisions of past participles of irregular verbs.]] | |[[1.3.4. Revisions of past participles of irregular verbs.]] | ||
|- valign="top" | |- valign="top" | ||
− | |[[1.3.5. | + | |[[1.3.5. Giving advice using imperatives and will and might to describe possibility.]] |
|- valign="top" | |- valign="top" | ||
− | |[[1.3.6. Personal preferences: Recognizes verbs which take infinitives and/ or gerunds.]] | + | |[[1.3.6. Personal preferences: Recognizes verbs which take infinitives and - or gerunds.|1.3.6. Personal preferences: Recognizing verbs which take infinitives and/or gerunds.]] |
|} | |} | ||
Línea 62: | Línea 62: | ||
|2.1.5. Exercises, fitness and ways on how to relax. | |2.1.5. Exercises, fitness and ways on how to relax. | ||
|- valign="top" | |- valign="top" | ||
− | |[[2.1.6. Hypothetical actions such.]] | + | |[[2.1.6. Hypothetical actions: such.]] |
|- valign="top" | |- valign="top" | ||
− | |[[2.1.7. | + | |[[2.1.7. Reporting about what someone said.]] |
|- valign="top" | |- valign="top" | ||
| rowspan="3" |2.2. Asks and answers basic questions about different topics using compound tenses. | | rowspan="3" |2.2. Asks and answers basic questions about different topics using compound tenses. | ||
Línea 87: | Línea 87: | ||
!style="width:33%"|Saberes | !style="width:33%"|Saberes | ||
|- valign="top" | |- valign="top" | ||
− | | rowspan="16" |[[3. Reads very basic texts concerning | + | | rowspan="16" |[[3. Reads very basic texts concerning the immediate environment and background.]] |
| rowspan="3" |3.1. Finds specific information in short and everyday readings. | | rowspan="3" |3.1. Finds specific information in short and everyday readings. | ||
|[[3.1.1. Sport descriptions for playing or for practicing a hobby.]] | |[[3.1.1. Sport descriptions for playing or for practicing a hobby.]] | ||
Línea 104: | Línea 104: | ||
|[[3.2.4. Extracting facts from a short article.]] | |[[3.2.4. Extracting facts from a short article.]] | ||
|- valign="top" | |- valign="top" | ||
− | |3.2.5. | + | |3.2.5. Indicating the main idea of selected paragraphs. |
|- valign="top" | |- valign="top" | ||
− | |3.2.6. | + | |3.2.6. Selecting the mains points of the description of a problem. |
|- valign="top" | |- valign="top" | ||
|[[3.2.7. Understanding the order of events in a narrative story.]] | |[[3.2.7. Understanding the order of events in a narrative story.]] | ||
|- valign="top" | |- valign="top" | ||
− | |[[3.2.8. | + | |[[3.2.8. Predicting what is going to happen in a story.]] |
|- valign="top" | |- valign="top" | ||
− | |[[3.2.9. | + | |[[3.2.9. Recognizing the moral or main message of a story.]] |
|- valign="top" | |- valign="top" | ||
| rowspan="4" |3.3. Analyzes the primarily intention of very basic texts. | | rowspan="4" |3.3. Analyzes the primarily intention of very basic texts. | ||
|3.3.1. Recognition of main points in a report. | |3.3.1. Recognition of main points in a report. | ||
|- valign="top" | |- valign="top" | ||
− | |[[3.3.2. | + | |[[3.3.2. Identifying the main points of a selected news story]] |
|- valign="top" | |- valign="top" | ||
|3.3.3. Instructions and explanations: Verbs and tenses. | |3.3.3. Instructions and explanations: Verbs and tenses. | ||
Línea 131: | Línea 131: | ||
|- valign="top" | |- valign="top" | ||
| rowspan="17" |[[4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.]] | | rowspan="17" |[[4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.]] | ||
− | | rowspan="7" |4.1. Writes narrations about different topics of | + | | rowspan="7" |4.1. Writes narrations about different topics of the context. |
|4.1.1. Written narration: true sentences (Topic Family and relationship). | |4.1.1. Written narration: true sentences (Topic Family and relationship). | ||
|- valign="top" | |- valign="top" | ||
− | |4.1.2. Anecdote about | + | |4.1.2. Anecdote about family and relationships. |
|- valign="top" | |- valign="top" | ||
− | |[[4.1.3. Narration or description of | + | |[[4.1.3. Narration or description of accomplishments: present perfect tense.]] |
|- valign="top" | |- valign="top" | ||
|[[4.1.4. Writing a brochure giving information about a specific topic.]] | |[[4.1.4. Writing a brochure giving information about a specific topic.]] | ||
|- valign="top" | |- valign="top" | ||
− | |[[4.1.5. | + | |[[4.1.5. Writing about a process related to work or study.]] |
|- valign="top" | |- valign="top" | ||
− | |4.1.6. | + | |4.1.6. Writing a short biography. |
|- valign="top" | |- valign="top" | ||
− | |4.1.7. | + | |4.1.7. Reporting a conversation. |
|- valign="top" | |- valign="top" | ||
| rowspan="6" |4.2. Applies different grammar rules in writings. | | rowspan="6" |4.2. Applies different grammar rules in writings. | ||
Línea 159: | Línea 159: | ||
|[[4.2.6. Usage of sequencers in a narrative story.]] | |[[4.2.6. Usage of sequencers in a narrative story.]] | ||
|- valign="top" | |- valign="top" | ||
− | | rowspan="4" |4.3. Creates | + | | rowspan="4" |4.3. Creates own narrations taking into account accurate spelling. |
− | |[[4.3.1. Emails or notes advising on how to reorganize | + | |[[4.3.1. Emails or notes advising on how to reorganize a room (My home, my house).]] |
|- valign="top" | |- valign="top" | ||
|4.3.2. Description of a sports injury that you or one of your loved ones had. | |4.3.2. Description of a sports injury that you or one of your loved ones had. | ||
Línea 166: | Línea 166: | ||
|4.3.3. Hobby: written description. | |4.3.3. Hobby: written description. | ||
|- valign="top" | |- valign="top" | ||
− | |[[4.3.4. Description an enjoyable journey.]] | + | |[[4.3.4. Description of an enjoyable journey.]] |
|} | |} | ||
[[Categoría:Básico]] | [[Categoría:Básico]] |
Revisión del 11:49 10 oct 2020
Competence 1[editar | editar código]
Competencia | Indicador de logro | Saberes |
---|---|---|
1. Understands basic sentences in simple and compound tenses. | 1.1. Responds to sequence main ideas or events given in classroom. | 1.1.1. A folk tale: Surprise expressions. |
1.1.2. Word formation for a sentence. | ||
1.1.3. Latest TV or radio news: Usage of speak, talk and say. | ||
1.1.4. Explanation of an injury or pain helping themselves: use of adverbs. | ||
1.1.5. Emergency situations: Suggestions and Recommendations. | ||
1.1.6. Taking care of our: health: Asking for advice | ||
1.2. Deduces the meaning of basic conversations of known topics. | 1.2.1. Good and bad news. | |
1.2.2. Natural disasters: Adjectives to describe feelings related to memory. | ||
1.2.3. Lifestyles: modal auxiliaries. | ||
1.2.4. Bad habits: use of would. | ||
1.3. Compares grammar structure of simple and compound tenses. | 1.3.1. Tense review: past, present or future. | |
1.3.2. School regulations: have to, can, and can’t. | ||
1.3.3. Inventions and discoveries from the past: past tense for complete actions and present perfect for incomplete actions. | ||
1.3.4. Revisions of past participles of irregular verbs. | ||
1.3.5. Giving advice using imperatives and will and might to describe possibility. | ||
1.3.6. Personal preferences: Recognizing verbs which take infinitives and/or gerunds. |
Competence 2[editar | editar código]
Competence 3[editar | editar código]
Competence 4[editar | editar código]
En el continuo de coaching es el rol de ser muy directo y enseñar, mostrar, guiar, etc.
Sistema social para expresar ideas y manifestarlas al prójimo. Este sistema existe dentro de un entorno social (sistema social) y un sistema lingüístico (ejemplos son el español, francés, k’iche’, kaqchikel, etc.) Tienen que existir ambos sistemas para que pueda existir la comunicación.
Crecimiento o aumento en el orden físico, intelectual o moral.