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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.
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(No se muestra una edición intermedia del mismo usuario) | |||
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| rowspan="16" |[[1. Understands basic sentences in simple and compound tenses.]] | | rowspan="16" |[[1. Understands basic sentences in simple and compound tenses.]] | ||
| rowspan="6" |1.1. Responds to sequence main ideas or events given in classroom. | | rowspan="6" |1.1. Responds to sequence main ideas or events given in classroom. | ||
− | |1.1.1. A folk tale: Surprise expressions. | + | |[[1.1.1. A folk tale: Surprise expressions.]] |
|- valign="top" | |- valign="top" | ||
|[[1.1.2. Word formation for a sentence.]] | |[[1.1.2. Word formation for a sentence.]] | ||
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|[[1.1.4. Explanation of an injury or pain: use of adverbs.]] | |[[1.1.4. Explanation of an injury or pain: use of adverbs.]] | ||
|- valign="top" | |- valign="top" | ||
− | |1.1.5. Emergency situations: Suggestions and | + | |[[1.1.5. Emergency situations: Suggestions and recommendations.]] |
|- valign="top" | |- valign="top" | ||
|[[1.1.6. Taking care of our health: Asking for advice]] | |[[1.1.6. Taking care of our health: Asking for advice]] | ||
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|[[1.2.1. Good and bad news.]] | |[[1.2.1. Good and bad news.]] | ||
|- valign="top" | |- valign="top" | ||
− | |1.2.2. Natural disasters: Adjectives to describe feelings related to memory. | + | |[[1.2.2. Natural disasters: Adjectives to describe feelings related to memory.]] |
|- valign="top" | |- valign="top" | ||
|[[1.2.3. Lifestyles: modal auxiliaries.]] | |[[1.2.3. Lifestyles: modal auxiliaries.]] | ||
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|- valign="top" | |- valign="top" | ||
| rowspan="3" |2.3. Shares information about different topics in several contexts. | | rowspan="3" |2.3. Shares information about different topics in several contexts. | ||
− | |2.3.1. Reports of situations considered lucky or unlucky. | + | |[[2.3.1. Reports of situations considered lucky or unlucky.]] |
|- valign="top" | |- valign="top" | ||
|[[2.3.2. Relevant experiences in the past: the speech.]] | |[[2.3.2. Relevant experiences in the past: the speech.]] | ||
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| 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 the context. | | 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 family and relationships. | + | |[[4.1.2. Anecdote about family and relationships.]] |
|- valign="top" | |- valign="top" | ||
|[[4.1.3. Narration or description of accomplishments: present perfect tense.]] | |[[4.1.3. Narration or description of accomplishments: present perfect tense.]] | ||
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|[[4.1.5. Writing about a process related to work or study.]] | |[[4.1.5. Writing about a process related to work or study.]] | ||
|- valign="top" | |- valign="top" | ||
− | |4.1.6. Writing a short biography. | + | |[[4.1.6. Writing a short biography.]] |
|- valign="top" | |- valign="top" | ||
|[[4.1.7. Reporting a conversation.]] | |[[4.1.7. Reporting a conversation.]] |
Revisión actual del 11:01 14 oct 2020
Sobre modificaciones en el texto ver nota en página de discusión.
Competence 1[editar | editar código]
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.
Es un documento funcional, generalmente breve, que sirve para comunicarse por escrito en situaciones de la vida cotidiana.