Malla curricular Primer grado

De CNB
Ir a la navegación Ir a la búsqueda
Busca en cnbGuatemala con Google

Nota importante sobre cambio de formato

Casi la mitad de los usuarios de cnbGuatemala.org consultan el currículo desde su celular. Las tablas curriculares con 3 columnas son difíciles de usar en una pantalla pequeña. Por ello, a partir de esta versión hemos comenzado a presentar el contenido en formato vertical. Bajo el título de cada competencia encontrarás enumerados los indicadores respectivos. Selecciona el texto [expandir] a la derecha de cada indicador para consultar los contenidos (saberes) sugeridos para dicho indicador. Aunque el formato es distinto, el contenido es idéntico al de la versión en PDF y en papel. Puedes comunicarte con nosotros seleccionando este vínculo por cualquier duda o pregunta.

Selecciona aquí para consultar la versión antigua de la malla curricular de 1er grado del ciclo Básico.

Competence 1. Responds to basic oral instructions given in English at school.[editar | editar código]

Indicator 1.1.Distinguishes the meaning of words and phrases related to daily school life.
Content 1.1.1. Phrases and gestures to greet, introduce and say farewell.
Content 1.1.2. Classroom objects: whiteboard, markers, desks, chairs.
Content 1.1.2. Useful classroom commands followed through Total Physical Response.
>> Go to the assessment criteria for this indicator
Indicator 1.2.Understands specific phrases related to everyday activities at school.
Content 1.2.1. New sounds in English. Word and word content recognition related to numbers, time, spelling.
Content 1.2.2. Auxiliary verbs with simple present tense on every day activities hobbies, habits.
Content 1.2.3. Useful phrases to describe friends and family members. ¿What is bullying?
>> Go to the assessment criteria for this indicator
Indicator 1.3.Follows responsibly common directions given orally by the teacher.
Content 1.3.1. Commands through total physical response (TPR).
Content 1.3.2. Instructions, orders, commands and requests given in class using imperatives.
Content 1.3.3. Warnings in case of emergency.
>> Go to the assessment criteria for this indicator

Competence 2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family.[editar | editar código]

Indicator 2.1.Begins to use appropriately polite social language and basic vocabulary with his classmates.
Content 2.1.1. Family tree: personal pronouns, possessive adjectives.
Content 2.1.2. Description of my friends’ feelings and my own ones: verb to be in present tense.
Content 2.1.3. Daily life routines: regular and irregular verbs, in simple present tense.
Content 2.1.4. My friend’s parents likes and dislikes: simple present tense.
Content 2.1.5. A day in our life: simple present, interrogative and negative forms.
>> Go to the assessment criteria for this indicator
Indicator 2.2. Asks and answers respectfully basic questions about needed information.
Content 2.2.1. Traditions and Interests: Whquestions.
Content 2.2.2. My neighborhood: Adjectives.
Content 2.2.3. My family community celebrations: Months of the year and days of the week.
Content 2.2.4. Touristic destinations: adverbs.
>> Go to the assessment criteria for this indicator
Indicator 2.3.Provides information orally about very specific phrases.
Content 2.3.1. The alphabet, spelling and spelling bee competitions.
Content 2.3.2. Feelings: Adjectives.
Content 2.3.3. Clothing items: colors and adjectives.
Content 2.3.4. Food and drink: There is some, any, how much, many, quantifiers.
Content 2.3.5. Prices and products: How much does it cost, numbers, different national currencies.
Content 2.3.6. Cooking and recipes: adverbs (time, place, manner, frequency).
Content 2.3.7. My future plans: future simple “will”.
Content 2.3.8. Travel and accommodations: going to.
Content 2.3.9. Invitations: present simple tense.
Content 2.3.10. Entertainment.
>> Go to the assessment criteria for this indicator

Competence 3. Reads aloud and silently: syllables common words and phrases in English.[editar | editar código]

Indicator 3.1.Pronounces common words and phrases when reading.
Content 3.1.1. Execution of simple written instructions: Imperative.
Content 3.1.2. Reading comprehension of simple sentences and personal information.
Content 3.1.3. Description of a person and his likes and dislikes: be +Adjectives.
Content 3.1.4. Readings and extraction of information from a chat dialogue.
>> Go to the assessment criteria for this indicator
Indicator 3.2.Recognizes the meaning of common words and phrases in his readings.
Content 3.2.1. Reading of descriptions of a daily routine: verbs/daily routines.
Content 3.2.2. Description of places, homes, neighborhoods, towns that appear in his readings: nouns.
Content 3.2.3. Simple information questions: Wh-questions.
Content 3.2.4. Information on brochures and catalogs: adverbs.
>> Go to the assessment criteria for this indicator
Indicator 3.3.Analyzes willfully the meaning of common words and phrases when reading.
Content 3.3.1. The essential information in short stories, paragraphs, articles: nouns, verbs and predicate.
Content 3.3.2. Reading comprehension Main ideas and details.
Content 3.3.3. Localization of information on a poster or info graphic: meaning of symbols.
Content 3.3.4. A restaurant menu: Questions and vocabulary.
Content 3.3.5. Usage of a dictionary: New vocabulary.
>> Go to the assessment criteria for this indicator

Competence 4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.[editar | editar código]

Indicator 4.1.Writes words with accurate spelling.
Content 4.1.1. Short simple sentences: Subject and predicate.
Content 4.1.2. Short email giving personal information, describing family: phrases and sentences.
Content 4.1.3. Connection of ideas: conjunctions, more common linkers and connectors.
>> Go to the assessment criteria for this indicator
Indicator 4.2.Writes phrases with the right grammar structure.
Content 4.2.1. Descriptions: Personal pronouns, possessive adjectives, nouns as a complement, me, my classroom and my community.
Content 4.2.2. Cultural practices of Englishspeaking countries: Usage of sequencing and time expressions.
Content 4.2.3. Writing of an email giving directions to places around your city: adverbs of place.
>> Go to the assessment criteria for this indicator
Indicator 4.3.Creates simple phrases valuing his own culture and context.
Content 4.3.1. Description and explanation of who people are in a photo: possessive adjectives.
Content 4.3.2 A simple recipe or a process to do something: verbs+prepositions of movements.
Content 4.3.3. Diary entries related to feelings, and occupations: Adverbs of frequency.
Content 4.3.4. Recommendation about a hotel, restaurant or form of transportation: review of simple present tense.
Content 4.3.5. Note or email with suggestions for an event: demonstrative adjectives.
>> Go to the assessment criteria for this indicator

Conjunto de experiencias, planificadas o no, que tienen lugar en los centros educativos como posibilidad de aprendizaje del alumnado. Una perspectiva tradicional acentúa el carácter de plan (con elementos como objetivos, contenidos, metodología y evaluación), frente a un enfoque práctico que destaca las experiencias vividas en el proceso educativo.

Obtenido de «https://cnbguatemala.org/index.php?title=CNB_Ciclo_Básico/Comunicación_y_Lenguaje_Idioma_Extranjero/Malla_curricular_Primer_grado&oldid=73152»