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Malla curricular de Comunicación y Lenguaje L 3 Inglés - Ciclo de Educación Básica por Madurez - Primer Año (editar)
Revisión del 15:45 24 mar 2014
, hace 10 añosPágina creada con «<small>Ir a la Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez</small> <div id="Engages"> {| class="wikitable" ! valign="top...»
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Engages">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="3"|1. Engages in conversations to exchange information and give opinions in the environment where he interacts. (His school and community).
| valign="top"|1.1. Interacts with classmates and teachers.
| valign="top"|Elements of communication:
*Personal interests.
*Feelings and emotions.
*Likes, dislikes.
*Time expressions.
| valign="top"|Interactive activities to exchange information and opinions.
Asking questions and giving answers about personal interests and feelings.
| valign="top"|Expressing agreement or disagreement in a given situation.
|-
| valign="top"|1.2. Expresses his opinion about different topics.
| valign="top"|Short and long answers.
Organizing ideas and information.
| valign="top"|Role playing and group interaction.
| valign="top"|Showing respect for others’ opinions.
|-
| valign="top"|1.3. Participates in simple dialogues about family, school and community environments.
| valign="top"|Skills for listening and speaking: Dialogues, conversations, interviews reports.
| valign="top"|Using skills for listening and speaking with classmates, teachers and community members who speak English.
| valign="top"|Showing politeness during conversation.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Narrates">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|2. Narrates in a written form:
personal, school or social experiences with appropriate grammatical structure based on Reading Newspapers or magazine texts.
| valign="top"|2.1. Writes sentences and paragraphs with a coherent structure according to a purpose.
| valign="top"|Sentence base to form complete sentences.
Paragraph organization: unity, coherence, and evelopment.
| valign="top"|Developing a narration by delimiting the topic, organizing the ideas, and writing sentences and paragraphs on topics chosen from newspapers or magazines.
| valign="top"|Maintaining a positive attitude toward writing.
|-
| valign="top"|2.2. Writes information accurately from literary and scientific texts adequate to an intermediate level of reading comprehension.
| valign="top"|Sentence: declarative, interrogative, imperative, exclamatory.
| valign="top"|Top-down reading.
Bottom-up reading.
Interpreting analogies and comparisons.
Identification of values, positive and negative attitudes in characters of literary texts.
| valign="top"|Valuing characters’ positive actions.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Applies">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|3. Uses cognitive and metacognitive strategies to understand new vocabulary.
| valign="top"|3.1 Uses synonyms, antonyms and homophones with precision and creativity in his oral and written communications.
| valign="top"|Synonyms, antonyms and homophones.
Morphological norms for generating words: verbs, adjectives, adverbs, Syntax: word order. Adjective + noun. Types of adjectives.
Comparative and superlatives. Adverbs of frequency.
Conjunctions, prepositions, prepositions of time.
Contractions. Countable, uncountable nouns (some, any, how much, how many).
Auxiliaries.
Can / Can’t for ability.
Positive, negative questions.
| valign="top"|Applying synonyms, antonyms and homophones in enriched oral or written descriptions.
Identification of morphological norms for generating words (nouns, verbs, adjectives).
| valign="top"|Participating spontaneously.
|-
| valign="top"|3.2. Reads and interprets literal and figurative meaning of words and metaphors in oral presentations and written texts.
| valign="top"|Numbers 1000 to 100,000.
Vocabulary related to health, occupation, work, commerce and vacation; agriculture, industry, services; communication technology; workshops, workplaces; travel and transportation services.
| valign="top"|Applying new vocabulary in oral and written communication.
Increasing vocabulary by means of semantic domains.
Transforming literal into figurative meaning in brief texts.
| valign="top"|
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="identifies">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top"|4. Compares cultural practices of English-speaking countries with those of his country.
| valign="top"|4.1. Identifies cultural differences related to commerce, tourism, arts and sports between English- speaking countries and Guatemala.
| valign="top"|Brief history of England and the USA.
Commerce andtourism. Arts and sports.
| valign="top"|Analyzing historical differences between English-speaking countries (e.g., England, USA and Caribbean Islands) and Guatemala.
Identification of commercial, touristy, artistic and sports relationships between English-speaking countries and Guatemala.
| valign="top"|Respecting cultural differences among people, regions and countries.
|}
<div id="Engages">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="3"|1. Engages in conversations to exchange information and give opinions in the environment where he interacts. (His school and community).
| valign="top"|1.1. Interacts with classmates and teachers.
| valign="top"|Elements of communication:
*Personal interests.
*Feelings and emotions.
*Likes, dislikes.
*Time expressions.
| valign="top"|Interactive activities to exchange information and opinions.
Asking questions and giving answers about personal interests and feelings.
| valign="top"|Expressing agreement or disagreement in a given situation.
|-
| valign="top"|1.2. Expresses his opinion about different topics.
| valign="top"|Short and long answers.
Organizing ideas and information.
| valign="top"|Role playing and group interaction.
| valign="top"|Showing respect for others’ opinions.
|-
| valign="top"|1.3. Participates in simple dialogues about family, school and community environments.
| valign="top"|Skills for listening and speaking: Dialogues, conversations, interviews reports.
| valign="top"|Using skills for listening and speaking with classmates, teachers and community members who speak English.
| valign="top"|Showing politeness during conversation.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Narrates">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|2. Narrates in a written form:
personal, school or social experiences with appropriate grammatical structure based on Reading Newspapers or magazine texts.
| valign="top"|2.1. Writes sentences and paragraphs with a coherent structure according to a purpose.
| valign="top"|Sentence base to form complete sentences.
Paragraph organization: unity, coherence, and evelopment.
| valign="top"|Developing a narration by delimiting the topic, organizing the ideas, and writing sentences and paragraphs on topics chosen from newspapers or magazines.
| valign="top"|Maintaining a positive attitude toward writing.
|-
| valign="top"|2.2. Writes information accurately from literary and scientific texts adequate to an intermediate level of reading comprehension.
| valign="top"|Sentence: declarative, interrogative, imperative, exclamatory.
| valign="top"|Top-down reading.
Bottom-up reading.
Interpreting analogies and comparisons.
Identification of values, positive and negative attitudes in characters of literary texts.
| valign="top"|Valuing characters’ positive actions.
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="Applies">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top" rowspan="2"|3. Uses cognitive and metacognitive strategies to understand new vocabulary.
| valign="top"|3.1 Uses synonyms, antonyms and homophones with precision and creativity in his oral and written communications.
| valign="top"|Synonyms, antonyms and homophones.
Morphological norms for generating words: verbs, adjectives, adverbs, Syntax: word order. Adjective + noun. Types of adjectives.
Comparative and superlatives. Adverbs of frequency.
Conjunctions, prepositions, prepositions of time.
Contractions. Countable, uncountable nouns (some, any, how much, how many).
Auxiliaries.
Can / Can’t for ability.
Positive, negative questions.
| valign="top"|Applying synonyms, antonyms and homophones in enriched oral or written descriptions.
Identification of morphological norms for generating words (nouns, verbs, adjectives).
| valign="top"|Participating spontaneously.
|-
| valign="top"|3.2. Reads and interprets literal and figurative meaning of words and metaphors in oral presentations and written texts.
| valign="top"|Numbers 1000 to 100,000.
Vocabulary related to health, occupation, work, commerce and vacation; agriculture, industry, services; communication technology; workshops, workplaces; travel and transportation services.
| valign="top"|Applying new vocabulary in oral and written communication.
Increasing vocabulary by means of semantic domains.
Transforming literal into figurative meaning in brief texts.
| valign="top"|
|}
<small>Ir a la [[Subárea de Comunicación y Lenguaje L3 Inglés - Ciclo de Educación Básica por Madurez]]</small>
<div id="identifies">
{| class="wikitable"
! valign="top" style="width:20%"|Competences
! valign="top" style="width:20%"|Performance Indicators
! valign="top" style="width:20%"|Declaratives
! valign="top" style="width:20%"|Procedurals
! valign="top" style="width:20%"|Attitudinals
|-
| valign="top"|4. Compares cultural practices of English-speaking countries with those of his country.
| valign="top"|4.1. Identifies cultural differences related to commerce, tourism, arts and sports between English- speaking countries and Guatemala.
| valign="top"|Brief history of England and the USA.
Commerce andtourism. Arts and sports.
| valign="top"|Analyzing historical differences between English-speaking countries (e.g., England, USA and Caribbean Islands) and Guatemala.
Identification of commercial, touristy, artistic and sports relationships between English-speaking countries and Guatemala.
| valign="top"|Respecting cultural differences among people, regions and countries.
|}