Malla curricular Segundo 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.

Este contenido se encuentra en desarrollo.

Competence 1[editar | editar código]

Competencia Indicador de logro Saberes
1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences. 1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics. 1.1.1. Places we visit: New vocabulary.
1.1.2. Countries and nationalities: Adjectives.
1.1.3. Routines: Adverbs of frequency.
1.1.4. Technology, actions, people and popular sports: Vocabulary related.
1.1.5. Word formation: nouns.
1.1.6. Shopping: count and noncount nouns + quantifiers (much-many).
1.2. Responds to greetings, farewells and apologies appropriately. 1.2.1. Expressions used at the school and with family: statements, negatives, questions, short answers.
1.2.2. Expressions to ask for permission: Can and could.
1.2.3. Suggestions: how about and why don’t …
1.2.4. Words or phrases to express obligation, prohibition, permission: modal auxiliaries (can, could, have to, should).
1.2.5. Expressions of disbelief: negatives.
1.2.6. Recalling an event: Past and past continuous.
1.3. Understands sentences about known topics. 1.3.1. Daily routines: verbs and collocations.
1.3.2. Jobs and responsibilities at the work place: zero and first conditional.
1.3.3. Numbers, fractions and math symbols.
1.3.4. Life experiences: present continuous tense.
1.3.5. Comparison and contrast of people and places: comparative adjectives.
1.3.6. Processes: gerunds and infinitives.

Competence 2[editar | editar código]

Competencia Indicador de logro Saberes
2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches. 2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences. 2.1.1. Cities and places around the world: Phrases.
2.1.2. Daily life: sentences.
2.1.3. Fauna and flora: sentences.
2.1.4. Vacations sentences.
2.1.5. Future plans: future tense review.
2.1.6. Experiences: admiration sentences.
2.1.7. Preferences: likes and dislikes.
2.1.8. Description of processes: gerund.
2.2. Asks and answers basic questions about familiar topics using simple tenses. 2.2.1. Favorite pastimes: Question words.
2.2.2. Things you enjoy doing: affirmative and negative sentences.
2.2.3. Life experiences: past, present and future tense.
2.3 Builds short speeches about his context or basic topics. 2.3.1. Life and own experiences: past tense review.
2.3.2. Description of how to prepare a family dish: sentences.
2.3.3. Volunteering around the community: declarative sentences.

Competence 3[editar | editar código]

Competencia Indicador de logro Saberes
3. Reads simple sentences in a given text about his daily life matters. 3.1. Pronounces properly simple sentences in readings related to daily life matters. 3.1.1. Spelling and Spelling Bee.
3.1.2. Intonation when expressing doubt, questioning.
3.1.3. Sentence stress: questions and declarative sentence.
3.2. Makes inferences about the meaning of simple sentences. 3.2.1. Daily facts: extract key information.
3.2.2. Reading for gist and or detailed information.
3.2.3. Different topics: fiction and Information texts.
3.2.4. Main ideas and details.
3.2.5. Rules of a game: imperative.
3.2.6. Order of events within a text: prepositions.
3.2.7. Main points of a story.
3.2.8. Main points of a news article.
3.2.9. Recognition of anecdote elements.
3.3. Explains by different ways the meaning of very simple sentences. 3.3.1. Gestures and mimics.
3.3.2. Board stories.
3.3.3. Comic strips.

Competence 4[editar | editar código]

Competencia Indicador de logro Saberes
4. Writes simple sentences and descriptions of his environment by using basic terms. 4.1. Writes sentences according to the right grammar structure. 4.1.1. Sentences comparing people, places and objects.
4.1.2. Changes in a place using chronological order.
4.1.3. Simple guide to a touristic place.
4.1.4. Facts and opinions about an animal.
4.1.5. Topic sentence to develop a paragraph.
4.1.6. Write a narrative about a personal experience.
4.1.7. Process to do something using sequencing words.
4.2. Interprets the several meanings of a text. 4.2.1. Extraction of key information from a text to answer questions.
4.2.2. Difference between facts from opinions.
4.2.3. Literal, subliminal and symbolic meanings.
4.3. Creates different kind of descriptions using basic terms. 4.3.1. Description of a routine or a job description.
4.3.2. Description of a sport or hobby including its rules.
4.3.3. Description of a product.
4.3.4. Description of how to give a hand within the community.

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.