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Concreción de la planificación curricular por pueblos/Pueblo Garífuna/Primaria/Área de Comunicación y Lenguaje/Subárea de Comunicación y Lenguaje L3 Idioma inglés/Malla Curricular Segundo Grado (editar)
Revisión del 21:35 26 ene 2017
, hace 7 añosPágina creada con «{{Título malla subárea CC}} {{Selector de Pueblo}} __NOTOC__ == Competencia 1 == {| class="wikitable" width="90%" style="margin:1em auto 1em auto" |-valign="top" ! style=...»
{{Título malla subárea CC}}
{{Selector de Pueblo}}
__NOTOC__
== Competencia 1 ==
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="8"|1. Escucha activamente instrucciones sencillas de su interlocutor identificando la acción requerida.
| rowspan="2"|1.1. Sigue instrucciones orales sencillas.
| 1.1.1. Verb commands + negative commands with “stop”.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| rowspan="2"|1.2. Asocia instrucciones orales con la acción requerida.
| 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.)
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| rowspan="2"|1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada.
| 1.3.1. Verb commands + negative commands with “don't”.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 1.3.2. Model the following commands: “Don't' run to the door, walk to the door.” “Don't walk to the flag, jump to the flag.” “Don't push your chair, hit your chair.” (Get the class to repeat.)
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| rowspan="2"|1.4. Reacciona inmediatamente ante un mandato.
| 1.4.1. Verbs of motion + places: “Go to the door.”, “Don't run.” “Walk slowly.” “Open the door.” “Close the door.” ”Jump to the window.” “Touch the window.” “Walk tiptoe to the teacher's desk.” “Touch the teacher's desk.
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 1.4.2. Commands using colors: “Go to the brown door.” “Touch the yellow pencil.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|}
== Competencia 2 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="6"|2. Identifica fonemas diferentes a los de su idioma en su relación con otros.
| rowspan="2"|2.1. Diferencia entre los fonemas básicos de su idioma materno y los del idioma en estudio.
| 2.1.1. Special sounds used in the language: “h” “th” “j” “d”.
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot.
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| rowspan="2"|2.2. Asocia órdenes con palabras que contienen fonemas similares.
| 2.2.1. “Bring two books, please.” “Bring three sheets of paper, please.”, “Bring an eraser, please.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| rowspan="2"|2.3. Formula y responde a preguntas con respuestas cortas utilizando palabras con sonidos similares.
| 2.3.1. Responds with short answers: “Is that a chair? Yes, it is. “ “Is this a pencil? Yes, it is.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 2.3.2. Questions: “Is this a book?” “Is that a table?”, “Are there three pencils?”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|}
== Competencia 3 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="5"|3. Pronuncia expresiones básicas al comunicarse con otras personas.
| rowspan="2"|3.1. Pronuncia adecuadamente la orden en proceso de realización.
| 3.1.1. “Wh” word questions: Where, what, who, which:
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| rowspan="2"|3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas.
| 3.2.1. Asks and answers short questions: “What is your name?” “My nameis.” “How old are you?”, “I am years old.”
|
|
|
| style="background-color:#a8dcff;"|
|-valign="top"
| 3.2.2. Everyday expressions: Good morning, Good afternoon, Good evening.
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
|3.3. Pronuncia palabras pares con sonidos similares.
| 3.3.1. Pair words: “Take - cake” “Look - cook” “Of - off ” “Milk - silk”.
|
|
|
| style="background-color:#a8dcff;"|
|}
== Competencia 4 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="9"|4. Utiliza el lenguaje oral y escrito en expresiones sencillas como auxiliar de la comunicación.
| rowspan="3"|4.1. Sigue instrucciones verbales para realizar dos acciones.
| 4.1.1. Personal information: “What is your address and how do you spell that?”, “What is that and how do you spell it's name.”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 4.1.2. Write with / draw with + crayons: “Write your first name with the blue crayon.” “Write your last name with the red crayon.” “Draw a flower with the green and the yellow crayons.”
|
|
|
| style="background-color:#a8dcff;"|
|-valign="top"
| 4.1.3. Color / draw + first, second, third, fourth: “Draw four circles. Color the first circle red, color the second circle blue, color the third circle orange, color the fourth circle yellow.
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| rowspan="3"|4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones.
| 4.2.1. Telling the time: “What time is it?”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 4.2.2. Ask the time: “What time is it?”, “It's ______ o' clock.” (Use of clock face with moveable hands.)
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen)
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| rowspan="3"|4.3. Infiere el significado de los movimientos acompañados de una expresión oral.
| 4.3.1. Command forms and prepositions of place: “Take the doll, the green crayon, and the red ball.” “Put the doll on the table.” “Put the crayon on the desk.” “Put the red ball under the table.”
|
|
|
| style="background-color:#a8dcff;"|
|-valign="top"
| 4.3.2. Occupations and work places: “Student - book”, “Teacher - school” “Nurse - Hospital” “Secretary - office.”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 4.3.3. Expressions: “Where is the teacher?” “He is at school.” “Where's the secretary?”, “She is at the office.”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|}
== Competencia 5 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="12"|5. Utiliza la lectura para responder a expresiones sencillas.
| rowspan="5"|5.1. Interpreta símbolos específicos propios del idioma en aprendizaje.
| 5.1.1. Sports symbols: “soccer” “baseball” “basketball”.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 5.1.2. Contractions: “It's”, “What's” “Where's”: “What's that?” “It's a lamp.” “Where is it?” “It's on the table.”
|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 5.1.3. Name of fruits: “banana”, “orange” “lemon” “peach”.
|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 5.1.4. Expressions: “Bring the orange.” “Eat the banana.”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 5.1.5. Write amounts of money using the symbol US$.
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| rowspan="4"|5.2. Asocia imágenes con la grafía correspondiente.
| 5.2.1. Parts of the body: “head”, “trunk” “arms”, “legs”, “hands” “feet”.
|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 5.2.2. Flash cards: parts of the body.
|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 5.2.3. Expression: “Show me your arms.” “Show me your hands.” “Show me your foot.”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 5.2.4. Expressions: “This is my face.”, “This is my forehead, “This is my nose.” “These are my eyes.” “This is my mouth.”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| rowspan="3"|5.3. Realiza acciones de acuerdo con la imagen sugerida.
| 5.3.1. Drawing actions: “Be quite.” “Smile.” “Scream.” “Stop.”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 5.3.2. Special symbols: “Handicapped” “Public services.” “Danger”.
|
|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 5.3.3. Spelling commands: numbers and basic vocabulary studied in class.
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|}
[[Categoría:Primaria]] [[Categoría:Comunicación y Lenguaje]]
{{Selector de Pueblo}}
__NOTOC__
== Competencia 1 ==
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="8"|1. Escucha activamente instrucciones sencillas de su interlocutor identificando la acción requerida.
| rowspan="2"|1.1. Sigue instrucciones orales sencillas.
| 1.1.1. Verb commands + negative commands with “stop”.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| rowspan="2"|1.2. Asocia instrucciones orales con la acción requerida.
| 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.)
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| rowspan="2"|1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada.
| 1.3.1. Verb commands + negative commands with “don't”.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|
|-valign="top"
| 1.3.2. Model the following commands: “Don't' run to the door, walk to the door.” “Don't walk to the flag, jump to the flag.” “Don't push your chair, hit your chair.” (Get the class to repeat.)
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| rowspan="2"|1.4. Reacciona inmediatamente ante un mandato.
| 1.4.1. Verbs of motion + places: “Go to the door.”, “Don't run.” “Walk slowly.” “Open the door.” “Close the door.” ”Jump to the window.” “Touch the window.” “Walk tiptoe to the teacher's desk.” “Touch the teacher's desk.
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 1.4.2. Commands using colors: “Go to the brown door.” “Touch the yellow pencil.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|}
== Competencia 2 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="6"|2. Identifica fonemas diferentes a los de su idioma en su relación con otros.
| rowspan="2"|2.1. Diferencia entre los fonemas básicos de su idioma materno y los del idioma en estudio.
| 2.1.1. Special sounds used in the language: “h” “th” “j” “d”.
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot.
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| rowspan="2"|2.2. Asocia órdenes con palabras que contienen fonemas similares.
| 2.2.1. “Bring two books, please.” “Bring three sheets of paper, please.”, “Bring an eraser, please.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| rowspan="2"|2.3. Formula y responde a preguntas con respuestas cortas utilizando palabras con sonidos similares.
| 2.3.1. Responds with short answers: “Is that a chair? Yes, it is. “ “Is this a pencil? Yes, it is.”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 2.3.2. Questions: “Is this a book?” “Is that a table?”, “Are there three pencils?”
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|}
== Competencia 3 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="5"|3. Pronuncia expresiones básicas al comunicarse con otras personas.
| rowspan="2"|3.1. Pronuncia adecuadamente la orden en proceso de realización.
| 3.1.1. “Wh” word questions: Where, what, who, which:
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
|-valign="top"
| 3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| rowspan="2"|3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas.
| 3.2.1. Asks and answers short questions: “What is your name?” “My nameis.” “How old are you?”, “I am years old.”
|
|
|
| style="background-color:#a8dcff;"|
|-valign="top"
| 3.2.2. Everyday expressions: Good morning, Good afternoon, Good evening.
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
|3.3. Pronuncia palabras pares con sonidos similares.
| 3.3.1. Pair words: “Take - cake” “Look - cook” “Of - off ” “Milk - silk”.
|
|
|
| style="background-color:#a8dcff;"|
|}
== Competencia 4 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="9"|4. Utiliza el lenguaje oral y escrito en expresiones sencillas como auxiliar de la comunicación.
| rowspan="3"|4.1. Sigue instrucciones verbales para realizar dos acciones.
| 4.1.1. Personal information: “What is your address and how do you spell that?”, “What is that and how do you spell it's name.”
|
|
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 4.1.2. Write with / draw with + crayons: “Write your first name with the blue crayon.” “Write your last name with the red crayon.” “Draw a flower with the green and the yellow crayons.”
|
|
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|-valign="top"
| 4.1.3. Color / draw + first, second, third, fourth: “Draw four circles. Color the first circle red, color the second circle blue, color the third circle orange, color the fourth circle yellow.
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|-valign="top"
| rowspan="3"|4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones.
| 4.2.1. Telling the time: “What time is it?”
| style="background-color:#a8dcff;"|
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|-valign="top"
| 4.2.2. Ask the time: “What time is it?”, “It's ______ o' clock.” (Use of clock face with moveable hands.)
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|-valign="top"
| 4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen)
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| style="background-color:#a8dcff;"|
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|-valign="top"
| rowspan="3"|4.3. Infiere el significado de los movimientos acompañados de una expresión oral.
| 4.3.1. Command forms and prepositions of place: “Take the doll, the green crayon, and the red ball.” “Put the doll on the table.” “Put the crayon on the desk.” “Put the red ball under the table.”
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|-valign="top"
| 4.3.2. Occupations and work places: “Student - book”, “Teacher - school” “Nurse - Hospital” “Secretary - office.”
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|-valign="top"
| 4.3.3. Expressions: “Where is the teacher?” “He is at school.” “Where's the secretary?”, “She is at the office.”
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== Competencia 5 ==
{{Volver a subárea CC}}
{| class="wikitable" width="90%" style="margin:1em auto 1em auto"
|-valign="top"
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Competencias
! style="width:25%; background-color:#b5e0eb;" rowspan="2"| Indicadores de Logros
! style="width:40%; background-color:#b5e0eb;" rowspan="2"| Contenidos
! style="width:10%; background-color:#b5e0eb;" colspan="4"| Temas
|-valign="top"
! style="background-color:#b5e0eb;"|1
! style="background-color:#b5e0eb;"|2
! style="background-color:#b5e0eb;"|3
! style="background-color:#b5e0eb;"|4
|-valign="top"
| rowspan="12"|5. Utiliza la lectura para responder a expresiones sencillas.
| rowspan="5"|5.1. Interpreta símbolos específicos propios del idioma en aprendizaje.
| 5.1.1. Sports symbols: “soccer” “baseball” “basketball”.
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|
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|-valign="top"
| 5.1.2. Contractions: “It's”, “What's” “Where's”: “What's that?” “It's a lamp.” “Where is it?” “It's on the table.”
|
| style="background-color:#a8dcff;"|
|
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|-valign="top"
| 5.1.3. Name of fruits: “banana”, “orange” “lemon” “peach”.
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| style="background-color:#a8dcff;"|
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|-valign="top"
| 5.1.4. Expressions: “Bring the orange.” “Eat the banana.”
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| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 5.1.5. Write amounts of money using the symbol US$.
|
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| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| rowspan="4"|5.2. Asocia imágenes con la grafía correspondiente.
| 5.2.1. Parts of the body: “head”, “trunk” “arms”, “legs”, “hands” “feet”.
|
| style="background-color:#a8dcff;"|
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|-valign="top"
| 5.2.2. Flash cards: parts of the body.
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| style="background-color:#a8dcff;"|
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|-valign="top"
| 5.2.3. Expression: “Show me your arms.” “Show me your hands.” “Show me your foot.”
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| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|-valign="top"
| 5.2.4. Expressions: “This is my face.”, “This is my forehead, “This is my nose.” “These are my eyes.” “This is my mouth.”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
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|
|-valign="top"
| rowspan="3"|5.3. Realiza acciones de acuerdo con la imagen sugerida.
| 5.3.1. Drawing actions: “Be quite.” “Smile.” “Scream.” “Stop.”
| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
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|-valign="top"
| 5.3.2. Special symbols: “Handicapped” “Public services.” “Danger”.
|
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| style="background-color:#a8dcff;"|
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|-valign="top"
| 5.3.3. Spelling commands: numbers and basic vocabulary studied in class.
|
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| style="background-color:#a8dcff;"|
| style="background-color:#a8dcff;"|
|}
[[Categoría:Primaria]] [[Categoría:Comunicación y Lenguaje]]