Malla curricular Segundo grado

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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. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences.[editar | editar código]

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

Competence 2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches.[editar | editar código]

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

Competence 3. Reads simple sentences in a given text about his daily life matters.[editar | editar código]

Indicator 3.1. Pronounces properly simple sentences in readings related to daily life matters.
Content 3.1.1. Spelling and Spelling Bee.
Content 3.1.2. Intonation when expressing doubt, questioning.
Content 3.1.3. Sentence stress: questions and declarative sentence.
>> Go to the assessment criteria for this indicator
Indicator 3.2. Makes inferences about the meaning of simple sentences.
Content 3.2.1. Daily facts: extract key information.
Content 3.2.2. Reading for gist and/or detailed information.
Content 3.2.3. Different topics: fiction and Information texts.
Content 3.2.4. Main ideas and details.
Content 3.2.5. Rules of a game: imperative.
Content 3.2.6. Order of events within a text: prepositions.
Content 3.2.7. Main points of a story.
Content 3.2.8. Main points of a news article.
Content 3.2.9. Recognition of anecdote elements.
>> Go to the assessment criteria for this indicator
Indicator 3.3. Explains by different ways the meaning of very simple sentences.
Content 3.3.1. Gestures and mimics.
Content 3.3.2. Board stories.
Content 3.3.3. Comic strips.
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Competence 4. Writes simple sentences and descriptions of his environment by using basic terms.[editar | editar código]

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

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