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Usuario:Editor/Primaria cancelado 2020/Foreign Language/Malla Curricular Quinto Grado (editar)

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{{Switch CNB Primaria Idioma Extranjero}}
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== Competence 1 ==
 +
'''Competence:''' 1. Understands sounds and words in English, often used.<ref>Se ha modificado el texto original de esta página para eliminar el uso exclusivo inapropiado del género masculino. El original puede consultarse en la [[{{TALKPAGENAME}}|página de discusión]].</ref>
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{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
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|- valign="top"
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| colspan="1" rowspan="3" |1.1. Discriminates the sounds of the alphabet in English.
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|1.1.1. English alphabet.
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|
 +
* Distinguishing the pronunciation of each letter of the alphabet.
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|- valign="top"
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|1.1.2. Long and short vowels.
 +
|
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* Setting the difference in pronunciation of Long and short vowels.
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|- valign="top"
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|1.1.3. Consonants with similar and different sounds.
 +
|
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* Grouping consonants with similar sounds.
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|- valign="top"
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| colspan="1" rowspan="3" |1.2. Compares words in English with those of the mother tongue.
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|1.2.1. Sounds of the mother tongue and sounds in English.
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|
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* Identifying new sounds and similar sounds between the mother tongue and English.
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|- valign="top"
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|1.2.2. New sounds. (th, d, t)
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|
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* Classifying by the use of "th", "d" and "t" the vocabulary heard.
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|- valign="top"
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|1.2.3. Greetings and introductions. First and
 +
 +
second person singular.
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|
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* Analyzing the pronunciation of the different greetings and presentations.
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|- valign="top"
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| colspan="1" rowspan="3" |1.3. Reacts according to the meaning of words heard in English.
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|1.3.1. Class objects. Posters: Nouns. Third person singular.
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|
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* Identifying the pronunciation of the names of class objects.
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|- valign="top"
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|1.3.2. Family members. Pronouns in plural.
 +
 +
Nouns and possessive.
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|
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* Analyzing the pronunciation of the names of each family member.
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|- valign="top"
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|1.3.3. Numbers from 1 to 20. Cardinals. Nouns. How many?
 +
|
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* Relating to the pronunciation of the numbers from 1 to 20.
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|}
 +
 +
== Competence 2 ==
 +
'''Competence: 2'''. Analyzes words that are presented in written texts, taking into account its context. 
 +
{| class="wikitable"
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! style="width:20%"| Learning Outcomes
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! style="width:30%"| Contents
 +
!Assessment Criteria
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|- valign="top"
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| colspan="1" rowspan="3" |2.1. Links new English words taken from the readings.
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|2.1.1. Healthy nutrition. Nouns.
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|
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* Decoding the sounds of each letter while reading.
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|- valign="top"
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|2.1.2. Seasons of the year. Adjectives.
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|
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* Distinguishing the sounds of each syllable while pronouncing new words related to the seasons.
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|- valign="top"
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|2.1.3. Days of the week. Proper nouns. Capital letter.
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|
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* Linking syllable sounds when pronouncing words and when reading vocabulary related to the days of the week.
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|- valign="top"
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| colspan="1" rowspan="3" |2.2. Explains the meaning of the new vocabulary by means of synonyms.
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|2.2.1. Emotions. Adjectives.
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|
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* Replacing terms with equivalent words in emotions-related readings.
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|- valign="top"
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|2.2.2. Colors. Adjectives.
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|
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* Using words with similar meaning in color-related readings.
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|- valign="top"
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|2.2.3. With the doctor. Verb to be first person.
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|
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* Explaining the meaning of words found in the readings about visits to the doctor using synonyms.
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|- valign="top"
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| colspan="1" rowspan="3" |2.3. Shows their reading comprehension by different means.
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|2.3.1. Parts of the body. Verb to have.
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|
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* Pointing to the body parts while reading them.
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|- valign="top"
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|2.3.2. Clothing. Verb to wear.
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|
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* Illustrating the clothing read about.
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|- valign="top"
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|2.3.3. Months of the year. Proper nouns. Ordinal numbers.
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|
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* Describing activities of each month of the year while reading their names.
 +
|}
 +
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== Competence 3 ==
 +
'''Competence:''' 3. Pronounces sounds and words in English related to their context. 
 +
{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
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|- valign="top"
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| colspan="1" rowspan="3" |3.1. Produces sounds of vowels, consonants and compound consonants.
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|3.1.1. Vegetables. Verb to like.
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|
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* Pronouncing the vowels in the vegetable’s names.
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|- valign="top"
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|3.1.2. Fruit. Verb to like.
 +
|
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* Articulating the vowels and consonants while pronouncing the names of the fruit.
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|- valign="top"
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|3.1.3. Parts of the house. Verb to be.
 +
|
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* Pronouncing vowels, consonants and compound consonants while saying the parts of a house.
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|- valign="top"
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| colspan="1" rowspan="3" |3.2. Practices the new sounds in vocabulary from immediate surroundings.
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|3.2.1. Cooking verbs. Connectors.
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|
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* Describing the process of a recipe.
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|- valign="top"
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|3.2.2. Food. Verb to want.
 +
|
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* Explaining the nutritional values of food.
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|- valign="top"
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|3.2.3. Animals. Comparative- adjectives.
 +
|
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* Describing a favorite animal.
 +
|- valign="top"
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| colspan="1" rowspan="3" |3.3. Pronounces words related to the school and the home.
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|2.6.1. Giving directions. Prepositions.
 +
|
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* Explaining how to get home.
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|- valign="top"
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|2.6.2. The weather. Superlative adjectives.
 +
|
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* Describing the weather of the community.
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|- valign="top"
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|2.6.3. Places of the city. Place prepositions.
 +
|
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* Describing tourist places from the community.
 +
|}
 +
 +
== Competence 4 ==
 +
'''Competence:''' 4. Writes short texts using letters, phonemes and words from the English vocabulary. 
 +
{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
 +
|- valign="top"
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| colspan="1" rowspan="3" |4.1. Writes vowel, consonants and compound consonants.
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|4.1.1. Jobs. Verb to be with third person.
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|
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* Writing Jobs’ names or common professional names.
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|- valign="top"
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|4.1.2. Toy’s names.
 +
 +
Verbs: to play, to jump, to share, to run, to fix, to break.
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|
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* Writing the name of toys which are well-known to the immediate surroundings
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|- valign="top"
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|4.1.3. Musical instruments. Verb to play.
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|
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* Writing the musical instruments’ names which are well-known.
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|- valign="top"
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| colspan="1" rowspan="3" |4.2. Writes words related to immediate surroundings.
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|4.2.1. Transportation. Verbs to drive, to fly, to ride and to wash.
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|
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* Writing the names of transportation media available in their community.
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|- valign="top"
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|4.2.2. Question in English. Question words.
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|
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* Writing questions using the Wh-words.
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|- valign="top"
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|4.2.3. Products of the community. Verbs to make, to buy, to shop, to sell, to do. How much does it cost?
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|
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* Writing the name of main products of the community.
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|- valign="top"
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| colspan="1" rowspan="3" |4.3. Writes simples commands.
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|4.3.1. Classwork. Imperative form.
 +
|
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* Writing classroom commands used in the class.
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|- valign="top"
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|4.3.2. Home routines or housework. to play, to order, to clean, to sweep and to keep.
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|
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* Writing common commands and routines from home.
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|- valign="top"
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|4.3.3. Gaming area rules. Negative with imperative.
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|
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* Writing rules and instructions used in the gaming area.
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|}
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== Notas ==
 +
<references />
 +
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[[Categoría:Primaria]]
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[[Categoría:Malla Curricular]]
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[[Categoría:Comunicación y Lenguaje]]
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<!------
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{{DISPLAYTITLE:{{SUBPAGENAME}} - {{#titleparts: {{PAGENAME}} | -1 | -2 }}}}
 
{{Switch CNB Primaria Idioma Extranjero}}
 
{{Switch CNB Primaria Idioma Extranjero}}
Línea 5: Línea 212:  
'''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.
 
|}
 
|}
   Línea 55: Línea 263:  
'''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 310:  
'''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 357:  
'''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.
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|
−
|-
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* Writing the name of main products of his community.
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|- 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.
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|• Writing classroom commands used in the class.
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|
−
|-
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* Writing classroom commands used in the class.
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|- 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.
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|• Writing common commands and routines from home.
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|
−
|-
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* Writing common commands and routines from home.
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|- 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.
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|
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* Writing rules and instructions used in the gaming area.
 
|}
 
|}
 
[[Categoría:Primaria]]
 
[[Categoría:Primaria]]
Línea 175: Línea 406:     
[[Categoría:Comunicación y Lenguaje]]
 
[[Categoría:Comunicación y Lenguaje]]
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