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Currículo Emergente - Tablas de Alcance y Secuencia 2022/Primero Básico/Área de Comunicación y Lenguaje - Idioma Extranjero Inglés (editar)

Revisión del 16:11 13 jul 2022

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<center><div style="background-color:#e4f6ff; width:50%; border-radius:10px; padding:5px; float:right">[[Orientaciones curriculares 2022/{{#titleparts: {{BASEPAGENAME}} | 2 | 2 }}/Área de Comunicación y Lenguaje - Idioma Extranjero, Inglés|Consulta las orientaciones curriculares para {{#titleparts: {{BASEPAGENAME}} | 2 | 2 }} aquí]]</div></center>
 
==Unidad 1==
 
==Unidad 1==
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{| class="wikitable" style="width:95%; margin:1em auto 1em auto; border: 1.5px  solid #00aeef;"
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|style="background:#00aeef; color:#ffffff;"|'''Competencias'''
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|style="background:#00aeef; color:#ffffff;"|'''Indicadores de logro'''
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|style="background:#00aeef; color:#ffffff;"|'''Contenidos orientados a actividades de aprendizaje'''
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|style="background:#00aeef; color:#ffffff;"|'''Criterios de evaluación'''
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|style="background:#00aeef; color:#ffffff;"|'''Dosificación (Secuencia de aprendizajes)'''
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|style="background:#00aeef; color:#ffffff;"|'''Cantidad de sesiones por aprendizaje'''
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|-valign="top"
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|rowspan="2"|1. Comunica la información global y específica de textos orales y escritos, sobre situaciones y acontecimientos de su entorno.
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|rowspan="2"|1.2. Interpreta información oral y escrita y la emplea con fines prácticos.
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|1.2.1. Identificación de conceptos a partir de una descripción oral y escrita. (Question using “can”: “Can you help me?”, “Can you give me your pen?”).
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|1. Establece cuando el mensaje le brinda instrucciones para hacer algo o le señala preceptos para seguirlos.
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|Elaboración de preguntas utilizando “Can”
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|style="text-align:center;"|1
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|-valign="top"
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|1.2.4. Formación de familias de palabras. (Shapes and sizes: large, short, round, squared).
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|2. Utiliza el vocabulario de “shapes and sizes” para describir objetos de su entorno.
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|Descripción de objetos utilizando “shapes and sizes”
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|style="text-align:center;"|1
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|-valign="top"
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|rowspan="2"|2. Establece relaciones entre el significado, la pronunciación y la representación gráfica del vocabulario de los aspectos sonoros, del ritmo  y de la entonación.
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|rowspan="2"|2.2. Describe los elementos básicos de la estructura gramatical.
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|2.2.1. Relación entre el significado de palabras o frases sencillas y su forma oral y escrita.
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|1. Explica el significado de las palabras según su función gramatical.
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|Elementos de la oración.
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Ejemplos
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|style="text-align:center;"|1
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|-valign="top"
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|2.2.2. Redacción de textos sencillos utilizando los signos de puntuación. (Punctuation: using comma, period, question mark, big and small letters).
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|2. Utiliza signos de puntuación en frases y oraciones.
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|
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|style="text-align:center;"|1
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|-valign="top"
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|rowspan="2"|3. Lee en forma compresiva textos cortos y sencillos, previamente trabajados de forma oral, relacionados con sus experiencias e intereses.
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|rowspan="2"|3.2. Lee textos de manera espontánea. (Comprensión de lo que lee, competencias lecturas).
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|3.2.1. Lectura de noticias cortas de anuncios, diarios y revistas. (Short news from newspapers and magazines).
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|1. Explica su comprensión de lecturas que utilizan vocabulario sencillo.
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|
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|style="text-align:center;"|
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|-valign="top"
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|3.2.2. Producción de sus propios informes con respecto al tiempo. (Weather).
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|2. Elabora resúmenes de las lecturas del clima.
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|Elaboración de informe de lectura sobre el clima, utilizando signos de puntuación en frases y oraciones
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|style="text-align:center;"|1
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|-valign="top"
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|rowspan="2"|4. Produce textos escritos sencillos sobre temas conocidos respetando las normas gramaticales del idioma en estudio.
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|rowspan="2"|4.2. Aplica los diferentes elementos gramaticales en producciones escritas cortas.
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|4.2.1. Clasificación de palabras según categorías (Vocabulary in context: vegetables, colors).
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|1. Escribe textos cortos relacionados con los vegetales y los colores
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|Vegetales y los colores
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|style="text-align:center;"|1
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|-valign="top"
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|4.2.2. Selección de palabras para completar un texto determinado.
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|2. Completa textos tomando en cuenta vocabulario aprendido.
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|Redacción de oraciones sobre frutas y verduras
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|style="text-align:center;"|1
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|-valign="top"
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|rowspan="2"|5. Incorpora elementos culturales por medio del idioma de acuerdo con las costumbres y modos de vida de los nativos del idioma en estudio.
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|rowspan="2"|5.3. Emplea saludos y normas de cortesía adecuados a la situación.
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|5.3.1. Utilización espontáneamente (de saludos, normas de cortesía comunes en culturas que hablan la  L3. (Special expressions: “What’s up.”, “All right.”, “Come on!”).
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|1. Participa en diálogos utilizando vocabulario relacionado con las distintas formas de saludos.
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|Realización de diálogos utilizando distintas formas de saludo
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|style="text-align:center;"|1
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|-valign="top"
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|5.3.2. Participación en diálogos que se centran en la práctica del vocabulario básico y de las expresiones propias de la L3.
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|2. Realiza diálogos cortos que reflejan normas de cortesía, según la cultura del idioma inglés.
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|La cortesía en los diálogos
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|style="text-align:center;"|1
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|}
 +
 
==Unidad 2==
 
==Unidad 2==
 +
{| class="wikitable" style="width:95%; margin:1em auto 1em auto; border: 1.5px  solid #00aeef;"
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|style="background:#00aeef; color:#ffffff;"|'''Competencias'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Indicadores de logro'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Contenidos orientados a actividades de aprendizaje'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Criterios de evaluación'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Dosificación (Secuencia de aprendizajes)'''
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|style="background:#00aeef; color:#ffffff;"|'''Cantidad de sesiones por aprendizaje'''
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|-valign="top"
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|1. Responds to basic oral instructions given in English at school.
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|1.1. Distinguishes the meaning of words and phrases related to daily school life.
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|1.1.2. Classroom objects: whiteboard, markers, desks, chairs.
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1.1.3. Useful classroom commands followed through Total Physical Response.
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|1. Identifies classroom objects when hearing their name.
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2. Follows commands and phrases useful in the classroom.
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|Identification of objects in a classroom
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Practice of useful classroom commands
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|style="text-align:center;"|2
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|-valign="top"
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|2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family.
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|2.1. Begins to use appropriately polite social language and basic vocabulary with his classmates.
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|2.1.1. Family tree: personal pronouns, possessive adjectives.
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2.1.2. Description of my friends’ feelings and my own ones: verb to be in present tense.
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|1. Uses appropriately personal pronouns and possessive adjectives.
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2. Describes himself and family using present tense.
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|Completation of a family tree using personal pronouns and possessive adjectives
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Description of his family using the present tense
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|style="text-align:center;"|2
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|-valign="top"
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|3. Reads aloud and silently: syllables common words and phrases in English.
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|3.1. Pronounces common words and phrases when reading.
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|3.1.1. Execution of simple written instructions: Imperative.
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3.1.2. Reading comprehension of simple sentences and personal information.
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|1. Follows simple written instruccions in imperative.
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2. Explains his comprehension of simple sentences and personal information.
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|Execution of simple witten instructions using the imperative mood
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Reading comprehension of an article about bullying
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|style="text-align:center;"|2
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|-valign="top"
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|4. Writes words, simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
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|4.1. Writes words with accurate spelling.
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|4.1.1. Short simple sentences: Subject and predicate.
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4.1.2. Short email giving personal information, describing family: phrases and sentences.
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|1. Writes short simple sentences with subject and predicate.
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2. Uses phrases and sentences when writing personal information in letters or emails.
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|Descritpion of my friends using simple sentences with subject and predicate.
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|style="text-align:center;"|2
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|}
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==Unidad 3==
 
==Unidad 3==
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{| class="wikitable" style="width:95%; margin:1em auto 1em auto; border: 1.5px  solid #00aeef;"
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|style="background:#00aeef; color:#ffffff;"|'''Competencias'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Indicadores de logro'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Contenidos orientados a actividades de aprendizaje'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Criterios de evaluación'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Dosificación (Secuencia de aprendizajes)'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Cantidad de sesiones por aprendizaje'''
 +
|-valign="top"
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|rowspan="2"|1. Responds to basic oral instructions given in English at school.
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|1.1. Distinguishes the meaning of words and phrases related to daily school life.
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|1.1.3. Useful classroom commands followed instructions given en English.
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|1.Use words, phrases or commands in everyday conversations.
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|Useful commands at home and school
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|style="text-align:center;"|1
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|-valign="top"
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|1.2. Understands specific phrases related to everyday activities at school.
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|1.2.2. Auxiliary verbs with the simple present tense on everyday activities hobbies, habits.
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|1. Use auxiliary verbs in everyday conversations.
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|Hobbies and habits we practice
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|style="text-align:center;"|1
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|-valign="top"
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|rowspan="2"|2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family
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|rowspan="2"|2.1. Begins to use appropriately polite social language and basic vocabulary with his classmates.
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|2.1.3. Daily life routines: regular and irregular verbs, in simple present tense.
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|rowspan="2"|1. Uses basic regular and irregular verbs when describes daily life routines.
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2. Uses polite social language in the simple present tense to describe his friends’ likes and dislikes.
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|rowspan="2"|Description of daily life routines using regular and irregular verbs Likes and dislikes of my friends, using the simple present tense
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|rowspan="2" style="text-align:center;"|1
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|-valign="top"
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|2.1.4. My friends’ likes and dislikes: the simple present tense.
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|-valign="top"
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|rowspan="2"|3. Reads aloud and silently: syllables common words and phrases in English.
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|3.1. Pronounces common words and phrases when reading.
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|3.1.4. Readings and extraction of information from a chat dialogue.
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|1. Pronounces words and phrases from readings.
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|rowspan="2"|Information from a chat dialogue
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Description of a daily routine
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|rowspan="2" style="text-align:center;"|1
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|-valign="top"
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|3.2. Recognizes the meaning of common words and phrases in his readings.
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|3.2.1. Reading of descriptions of a daily routine: verbs/daily routines.
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|1. Tells with his own words the meaning of words and phrases from his readings.
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|-valign="top"
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|rowspan="2"|4. Writes words, simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
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|4.1. Writes words with accurate spelling.
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|4.1.3. Connection of ideas: conjunctions, more common linkers and connectors.
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|1. Uses linkers and connectors with accurate spelling, to link ideas.
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|rowspan="2"|Description of his community, using linkers and connectors
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Description of his friends using personal pronouns, possessive adjectives and nouns
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|rowspan="2" style="text-align:center;"|1
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|-valign="top"
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|4.2. Writes phrases with the right grammar structure.
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|4.2.1. Descriptions: Personal pronouns, possessive adjectives, nouns as a complement, me, my classroom and my community
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|1. Applies the right grammar structure when writing descriptions.
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|}
 +
 
==Unidad 4==
 
==Unidad 4==
 +
{| class="wikitable" style="width:95%; margin:1em auto 1em auto; border: 1.5px  solid #00aeef;"
 +
|style="background:#00aeef; color:#ffffff;"|'''Competencias'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Indicadores de logro'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Contenidos orientados a actividades de aprendizaje'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Criterios de evaluación'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Dosificación (Secuencia de aprendizajes)'''
 +
|style="background:#00aeef; color:#ffffff;"|'''Cantidad de sesiones por aprendizaje'''
 +
|-valign="top"
 +
|rowspan="2"|1. Responds to basic oral instructions given in English at school.
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|1.2. Understands specific phrases related to everyday activities at school.
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|1.2.3. Useful phrases to describe friends and family members. ¿What is bullying?
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|1. Greet your friends and family in the morning
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2. Use simple phrases to describe what bullying is.
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|Use of phrases related to everyday activities
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Description of bullying
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|style="text-align:center;"|2
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|-valign="top"
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|1.3. Follows responsibly common directions given orally by the teacher.
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|1.3.1. Commands through total physical response (TPR).
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|1. Recognizes the meaning of given commands.
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2. Follows different kind of orders.
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|Useful commands at home
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Useful commands at school
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|style="text-align:center;"|2
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|-valign="top"
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|rowspan="2"|2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family.
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|rowspan="2"|2.2. Asks and answers respectfully basic questions about needed information.
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|2.2.2. My neighborhood:Adjectives.
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|rowspan="2"|1. Asks questions using adjectives.
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2. Answers questions about community celebrations and the days of the week.
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|rowspan="2"|Questions and answers about his neighborhood
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Questions and answers about community celebrations
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|rowspan="2" style="text-align:center;"|2
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|-valign="top"
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|2.2.3. My family community celebrations: Months of the year and days of the week.
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|-valign="top"
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|rowspan="2"|3. Reads aloud and silently: syllables common words and phrases in English.
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|rowspan="2"|3.2. Recognizes the meaning of common words and phrases in his readings.
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|3.2.1. Reading of descriptions of a daily routine: verbs/daily routines.
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|rowspan="2"|1. Answers reading comprehension questions about daily routines using verbs.
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2. Retells the content for readings about routines.
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|rowspan="2"|Description of daily routines
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Description of touristic places in his community
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|rowspan="2" style="text-align:center;"|1
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|-valign="top"
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|3.2.2. Description of places, homes, neighborhoods, towns that appear in his readings: nouns.
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|-valign="top"
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|rowspan="2"|4. Writes words, simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
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|rowspan="2"|4.2. Writes phrases with the right grammar structure.
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|4.2.1. Descriptions: Personal pronouns, possessive adjectives, nouns as a complement, me, my classroom and my community.
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|rowspan="2"|1. Writes e-mails with descriptions, using personal pronouns, possessive adjectives and nouns as a complement according to the right grammar structure.
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2. Describes cultural practices of English speaking countries with right grammar structure.
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|rowspan="2"|Redaction of emails
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Description of his community
 +
|rowspan="2" style="text-align:center;"|1
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|-valign="top"
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|4.2.2. Cultural practices of Englishspeaking countries: Usage of sequencing and time expressions.
 +
|}
 +
 
[[Categoría:Comunicación y Lenguaje]]
 
[[Categoría:Comunicación y Lenguaje]]
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