Malla curricular Tercer grado

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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.

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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: 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]

Competencia Indicador de logro Saberes
2. Expresses ideas and opinions orally, related to relevant topics through simple sentences. 2.1. Makes oral presentations about familiar topics and personal experiences. 2.1.1. Study and work: obligation, connections, simple and compound sentences.
2.1.2. Talks about collecting things.
2.1.3. Likes and dislikes: like, prefer, rather.
2.1.4. Description about how people spends time: present perfect continuous.
2.1.5. Exercises, fitness and ways to relax.
2.1.6. Hypothetical actions: such.
2.1.7. Reporting about what someone said.
2.2. Asks and answers basic questions about different topics using compound tenses.  2.2.1. Prices: usage of how much and past perfect tense.
2.2.2. Dialogues: short answers to questions.
2.2.3. Offers and responds to basic questions about different topics using compound sentences.
2.3. Shares information about different topics in several contexts. 2.3.1. Reports of situations considered lucky or unlucky.
2.3.2. Relevant experiences in the past: the speech.
2.3.3. How to give excuses.

Competence 3[editar | editar código]

Competencia Indicador de logro Saberes
3. Reads very basic texts concerning the immediate environment and background. 3.1. Finds specific information in short and everyday readings. 3.1.1. Sport descriptions for playing or for practicing a hobby.
3.1.2. Order of events in a story: connectors.
3.1.3. Word recognition within a text that expresses reference in a text.
3.2. Makes inferences about the meaning of very basic texts. 3.2.1. Main idea in a technical text.
3.2.2. Extraction of facts from news or a story.
3.2.3. Meaning of new words from the context.
3.2.4. Extracting facts from a short article.
3.2.5. Indicating the main idea of selected paragraphs.
3.2.6. Selecting the mains points of the description of a problem.
3.2.7. Understanding the order of events in a narrative story.
3.2.8. Predicting what is going to happen in a story.
3.2.9. Recognizing the moral or main message of a story.
3.3. Analyzes the primarily intention of very basic texts. 3.3.1. Recognition of main points in a report.
3.3.2. Identifying the main points of a selected news story.
3.3.3. Instructions and explanations: Verbs and tenses.
3.3.4. Reading comprehension: magazine article.

Competence 4[editar | editar código]

Competencia Indicador de logro Saberes
4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics. 4.1. Writes narrations about different topics of the context. 4.1.1. Written narration: true sentences (Topic Family and relationship).
4.1.2. Anecdote about family and relationships.
4.1.3. Narration or description of accomplishments: present perfect tense.
4.1.4. Writing a brochure giving information about a specific topic.
4.1.5. Writing about a process related to work or study.
4.1.6. Writing a short biography.
4.1.7. Reporting a conversation.
4.2. Applies different grammar rules in writing. 4.2.1. Short article or essay about the clothes people wear: Clothes.
4.2.2. Description of current trends of different age groups.
4.2.3. Advice for traveling to a region of Guatemala.
4.2.4. Plans for the near future: review of tenses.
4.2.5. Narration or travel article about an imaginary trip.
4.2.6. Usage of sequencers in a narrative story.
4.3. Creates own narrations taking into account accurate spelling. 4.3.1. Emails or notes advising on how to reorganize a room (My home, my house).
4.3.2. Description of a sports injury that you or one of your loved ones had.
4.3.3. Hobby: written description.
4.3.4. Description of an enjoyable journey.

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.

Conjunto de sonidos articulados con que el hombre manifiesta lo que piensa o siente (DRAE). Facultad que sirve para establecer comunicación en un entorno social, se le considera como un instrumento del pensamiento para representar, categorizar y comprender la realidad, regular la conducta propia y de alguna manera, influir en los demás.

Crecimiento o aumento en el orden físico, intelectual o moral.

Capacidad o disposición que ha desarrollado una persona para afrontar y dar solución a problemas de la vida cotidiana y a generar nuevos conocimientos. Es la capacidad para actuar de manera pertinente ante una situación compleja, movilizando de manera integrada los recursos necesarios para resolverla de modo adecuado.Tiene una doble dimensión: a) posesión de un conjunto de recursos o capacidades (cognitivos, de procedimientos y de actitudes), y b) capacidad para movilizarlos en una situación de acción.

Evidencia de que la competencia se ha alcanzado por el o la estudiante.