Concreción de la planificación curricular por pueblos/Pueblo Maya/Primaria/Área de Comunicación y Lenguaje/Subárea de Comunicación y Lenguaje L3 Idioma inglés/Malla Curricular Tercer Grado

Pueblo Maya | Pueblo Garífuna | Pueblo Xinka

Competencia 1

Competencias	Indicadores de Logros	Contenidos	Temas
			1	2	3	4
1. Escucha activamente instrucciones de su interlocutor demostrando seguridad al realizar una acción.	1.1. Responde con seguridad en seguimiento de instrucciones simples.	1.1.1. Responds to request forms: After teaching the names of several items placed in front of the students, hold out your hand and say, “May I have the book please?” Students repeat the words, “May I have the (object)”
		1.1.2. Verbally responds to common requests: “May I have the pencil, please?”, “Yes, you may have the pencil. Here it is.”
	1.2. Interpreta instrucciones en forma lúdica.	1.2.1. Expressions in class: “Where are the pens and the pencils?” “May I have the pencil and the pen, please?”, “Yes, you may.”, or “Yes, here they are.”
		1.2.2. Countries or places within the country: “Where are you from?”, “I'm from Sololá.”, “Where are you from?”, “I from Izabal.”, “Where is she from?”, “She is from Antigua Guatemala.”
		1.2.3. Greetings and introductions: “Hi. I'm José.”, “This is Ixmukane.”, “She is from Guatemala.”
	1.3. Reacciona al escuchar nuevas órdenes.	1.3.1. Flash cards: Put up the flashcards, one by one, telling the learners about each one as you do so; for example: “He's happy.”, “She's hungry.”
		1.3.2. Feelings: “hungry”, “happy”, “sad”. “Are you hungry?”, “Yes, I am.”, “Are you sad?”, “No, I am not.”
		1.3.3. “May I have the sharpener?”, “May I have your pencil?, Pick up the student's hand and fold his fingers around the object. A smile and “Thank you.” will complete the meaning.

Competencia 2

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Competencias	Indicadores de Logros	Contenidos	Temas
			1	2	3	4
2. Diferencia los fonemas básicos de su idioma de los del otro.	2.1. Compara los diferentes signos fonológicos básicos.	2.1.1. Special characters: “ñ” en “montaña” - “'” en “I'm. . .”, “ü” en “bilingüe”, entre otros.
		2.1.2. Using contracted forms: “What color is your pen?”, “It's red.”, “What color is the wall?”, “It's yellow.”, “Where's your book?”, “It's on the desk.”
	2.2. Identifica palabras con fonemas similares a los de su idioma materno.	2.2.1. Means of transportation: “acción - action”, “lección - lesson”
		2.2.2. Food and drinks: “breakfast”, “lunch”, “dinner”. (Display pictures of food on the board.)
		2.2.3. Basic expression: “What do you have for breakfast?”, “I have tortilla con frijoles and coffee.”
	2.3. Identifica la forma de colocación del apóstrofo en las palabras.	2.3.1. Using contractions on question words, plural and possessive nouns: “How is Maria´s desk.”
		2.3.2. Command forms and prepositions of place: “Take Maria´s book from my desk.” “Bring Juan's book to my bag.

Competencia 3

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Competencias	Indicadores de Logros	Contenidos	Temas
			1	2	3	4
3. Pronuncia frases cotidianas con seguridad al dirigirse a otras personas.	3.1. Responde pronunciando adecuadamente expresiones cotidianas.	3.1.1. Greetings and leave takings: Short dialogue: “Good morning class.”, “Good morning teacher.”, “How are you today?”, “I'm fine, thank you. How about you?”, “I'm fine thanks.”, “Nice to meet you.”, “Nice to meet you, too.”, “Good bye, see you later.”
		3.1.2. Leisure activities: “soccer”, “baseball”, “basketball”, “sewing”. “Do you like soccer?”, “Yes, I do.”, “Do you like sewing?”, “No, I don't.”
	3.2. Identifica familias de palabras con similar pronunciación.	3.2.1. Word search with similar pronunciation: “small”, “wall”, “tall”, “Action”, “motion”, “function”.
		3.2.2. My favorite TV program: “Do you watch television?”, “What's your favorite program?”, “Do you watch cartoons?”
	3.3. Reproduce espontáneamente la pronunciación de frases simples.	3.3.1. Family members: “father”, “mother”, “daughter”, “son”, “brother”, “sister”.
		3.3.2. Words using “th”, “father”, “mother”, “brother”, “leather”, “together”. “What's your father's name?”, “Where does he work?”

Competencia 4

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Competencias	Indicadores de Logros	Contenidos	Temas
			1	2	3	4
4. Utiliza frases y expresiones cotidianas, en forma escrita, con seguridad y creatividad.	4.1. Escribe expresiones cortas de uso cotidiano.	4.1.1. Daily routines; “What do you do every day?”, “What does she do at school?”
		4.1.2. Everyday actions: “Get up.”, “Wash...”, “Have breakfast.”, “Brush my teeth.”, “Watch TV.”, “Go to bed”.
		4.1.3. Sequencing words: “First”, “second”, “third”.
	4.2. Utiliza correctamente, en su escritura, signos propios del idioma en aprendizaje.	4.2.1. Jobs: “farmer”, “teacher”, “doctor”, “mechanic”, “secretary”.
		4.2.2. Short description of a family and their jobs: “What's your job?”, “I'm a teacher.”, “What's her job?”, “She's a secretary.”
		4.2.3. Job and actions: “What does a teacher do?”, “He teaches children.”, “What does a doctor do?”, “He cures sick people.”, “What does a secretary do?”, “She types letters.”, “What do you do?”, “I study English.”
	4.3. Reproduce, correctamente, órdenes escritas.	4.3.1. Describing people: “tall”, “short”, “thin”, “fat”, “small”, “young”, “old”.
		4.3.2. Using gestures to make the meaning of “tall” and “thin”, “fat” and “short”
		4.3.3. Combining colors and parts of the body: “What's her hair's color?”, “It's black.”, “What's the color of his eyes?”, “They are brown.”

Competencia 5

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Competencias	Indicadores de Logros	Contenidos	Temas
			1	2	3	4
5. Utiliza la lectura para responder a frases e instrucciones sencillas.	5.1. Deletrea palabras correctamente.	5.1.1. Spelling new words: Proper names, famous people in the community.
		5.1.2. Numbers from 21 to 30: “twenty one”, “twenty two”, “twenty three”, “twenty nine”, “thirty”.
		5.1.3. Description of pictures indicating theme understanding: family pictures, animal pictures, landscape spots, among others.
	5.2. Sigue instrucciones escritas.	5.2.1. Step by step activities: how to turn on a TV, how to turn on the radio, how to play marbles.
		5.2.2. Clothes: “Shirt”, “T shirt”, “dress”, “blouse”, “jeans”, “socks”. “What's Adela wearing?”, “She is wearing a black blouse.”, “What's Antonio wearing?”, “He is wearing a yellow T shirt and blue jeans.”
	5.3. Interpreta anuncios escritos, panfletos, folletos, entre otros.	5.3.1. Adds on the streets, banners, pamphlets.
		5.3.2. Market products: “apples”, “potatoes”, “rice”, “sugar”, “bread”, “cereal”. “What's in my basket?”, “There is an apple.”, “Is there a banana in the basket?”, “No, there isn't.”
		5.3.3. Describing actions: “An old man is standing at the bus top.”, “Three young men are drinking coffee.”, “What are you doing?”, “I'm standing on the corner.”, “What is she doing?”, “She is selling flowers.”
		5.3.4. Describe icons, signs and symbols: computer icons, graphic symbols, and others.

Proceso mecánico mediante el cual se aprende a representar palabras y oraciones con la claridad necesaria para que puedan ser leídas por alguien que tenga el mismo código lingüístico. La escritura es la representación gráfica de nuestro lenguaje.