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| | + | {{Aviso redirección Primaria 2020}} |
| | + | __NOTOC__ |
| | + | == Competencia 1 == |
| | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| − | <div id="NOMBRE"></div> | + | <div id="Escucha"></div> |
| | {| class="wikitable" | | {| class="wikitable" |
| − | ! rowspan="3" width="5%" | <center>No.</center>
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| | ! width="20%" valign="top"| <center>A</center> | | ! width="20%" valign="top"| <center>A</center> |
| | ! width="20%" valign="top"| <center>B</center> | | ! width="20%" valign="top"| <center>B</center> |
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| | | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| | + | | rowspan="8" valign="top"| 1. Escucha activamente instrucciones sencillas de su interlocutor identificando la acción requerida |
| | + | | rowspan="2" valign="top"| 1.1. Sigue instrucciones orales sencillas. |
| | + | | valign="top"| 1.1.1. Verb commands + negative commands with “stop” |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 1.1.2. Model this by walking in place: walk, stop walking, run, stop running, jump, stop jumping, talk, stop talking. |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="2" valign="top"| 1.2. Asocia instrucciones orales con la acción requerida. |
| | + | | valign="top"| 1.2.1. Model speaking: “Hello. What's your name?”, “How are you?” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 1.2.2. Model holding imaginary pencil: “write”, “stop writing”. (Use a pencil or mime with fingers.) |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| − | <----- INSERTAR FILAS DE TABLA AQUI ------> | + | |- |
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| | + | | rowspan="2" valign="top"| 1.3. Realiza la acción de manera correcta de acuerdo con la instrucción dada. |
| | + | | valign="top"| 1.3.1. Verb commands + negative commands with “don't” |
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| | + | | valign="top"| <center>X</center> |
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| | + | | 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.) |
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| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="2" valign="top"| 1.4. Reacciona inmediatamente ante un mandato. |
| | + | | valign="top"| 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. |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 1.4.2. Commands using colors: “Go to the brown door.”, “Touch the yellow pencil.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | |} | | |} |
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| | + | == Competencia 2 == |
| | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| − | <div id="NOMBRE"></div> | + | |
| | + | <div id="Identifica"></div> |
| | {| class="wikitable" | | {| class="wikitable" |
| − | ! rowspan="3" width="5%" | <center>No.</center>
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| | ! width="20%" valign="top"| <center>A</center> | | ! width="20%" valign="top"| <center>A</center> |
| | ! width="20%" valign="top"| <center>B</center> | | ! width="20%" valign="top"| <center>B</center> |
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| | | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| | + | | rowspan="6" valign="top"| 2. Identifica fonemas diferentes a los de su idioma en su relación con otros. |
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| | + | | rowspan="2" valign="top"| 2.1. Diferencia entre los fonemas básicos de su idioma materno y los del idioma en estudio. |
| | + | | valign="top"| 2.1.1. Special sounds used in the language: “h”, “th”, “j”, “d”. |
| | + | | valign="top"| |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| − | <----- INSERTAR FILAS DE TABLA AQUI ------> | + | | valign="top"| 2.1.2. Identifies key sounds to make inferences about similar words: the, that, this, these, hat, hot. |
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| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="2" valign="top"| 2.2. Asocia órdenes con palabras que contienen fonemas similares. |
| | + | | valign="top"| 2.2.1. “Bring two books, please.”, “Bring three sheets of paper, please.”, “Bring an eraser, please.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 2.2.2. “Put de book con the chair, please.”, “Put the book in the box, please.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="2" valign="top"| 2.3. Formula y responde a preguntas con respuestas cortas utilizando palabras con sonidos similares. |
| | + | | valign="top"| 2.3.1. Responds with short answers: “Is that a chair? Yes, it is. “, “Is this a pencil? Yes, it is.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 2.3.2. Questions: “Is this a book?”, “Is that a table?”, “Are there three pencils?” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | |} | | |} |
| | | | |
| | + | == Competencia 3 == |
| | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| − | <div id="NOMBRE"></div> | + | |
| | + | <div id="Pronuncia"></div> |
| | {| class="wikitable" | | {| class="wikitable" |
| − | ! rowspan="3" width="5%" | <center>No.</center>
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| | ! width="20%" valign="top"| <center>A</center> | | ! width="20%" valign="top"| <center>A</center> |
| | ! width="20%" valign="top"| <center>B</center> | | ! width="20%" valign="top"| <center>B</center> |
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| | | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| | + | | rowspan="5" valign="top"| 3. Pronuncia expresiones básicas al comunicarse con otras personas. |
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| | + | | rowspan="2" valign="top"| 3.1. Pronuncia expresiones básicas adecuadamente. |
| | + | | valign="top"| 3.1.1. “Wh” word questions: Where, what, who, which: |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 3.1.2. Expressions in class: “Where is your book?”, “Where is your pencil?”, “Where is your ruler?” |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| − | <----- INSERTAR FILAS DE TABLA AQUI ------> | + | | rowspan="2" valign="top"| 3.2. Enuncia claramente las diferentes órdenes y expresiones cotidianas. |
| | + | | valign="top"| 3.2.1. Asks and answers short questions: “What is your name?”, “My name is_____.”, “How old are you?”, “I am ____years old.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 3.2.2. Every day expressions: Good morning, Good afternoon, Good evening. |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 3.3. Pronuncia palabras pares con sonidos similares. |
| | + | | valign="top"| 3.3.1. Pair words: “Take - cake”, “Look - cook”, “Of - off”, “Milk - silk”. |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | |} | | |} |
| | | | |
| | + | == Competencia 4 == |
| | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| − | <div id="NOMBRE"></div> | + | |
| | + | <div id="Lenguaje"></div> |
| | {| class="wikitable" | | {| class="wikitable" |
| − | ! rowspan="3" width="5%" | <center>No.</center>
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| | ! width="20%" valign="top"| <center>A</center> | | ! width="20%" valign="top"| <center>A</center> |
| | ! width="20%" valign="top"| <center>B</center> | | ! width="20%" valign="top"| <center>B</center> |
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| | | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| | + | | rowspan="9" valign="top"| 4. Utiliza el lenguaje oral y escrito en expresiones sencillas como auxiliar de la comunicación. |
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| | + | | rowspan="3" valign="top"| 4.1. Sigue instrucciones verbales para realizar dos acciones. |
| | + | | valign="top"| 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.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | 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"| <center>X</center> |
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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"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="3" valign="top"| 4.2. Expresa sus preferencias de entre una serie de órdenes o instrucciones. |
| | + | | valign="top"| 4.2.1. Telling the time: “What time is it?” |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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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"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| − | <----- INSERTAR FILAS DE TABLA AQUI ------> | + | | valign="top"| 4.2.3. Numbers from 11 to 20 (eleven, twelve, thirteen, fourteen, fifteen) |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="3" valign="top"| 4.3. Infiere el significado de los movimientos corporales acompañados de una expresión oral. |
| | + | | valign="top"| 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"| <center>X</center> |
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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"| |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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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.” |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | |} | | |} |
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| | + | |
| | + | == Competencia 5 == |
| | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al [[Área de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> | | <small>Ir al cuadro de [[Competencias de Comunicación y Lenguaje L 3 - Nivel Primario]]</small> |
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| − | <div id="NOMBRE"></div> | + | <div id="Lectura"></div> |
| | {| class="wikitable" | | {| class="wikitable" |
| − | ! rowspan="3" width="5%" | <center>No.</center>
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| | ! width="20%" valign="top"| <center>A</center> | | ! width="20%" valign="top"| <center>A</center> |
| | ! width="20%" valign="top"| <center>B</center> | | ! width="20%" valign="top"| <center>B</center> |
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Línea 362: |
| | | valign="top"| <center>3</center> | | | valign="top"| <center>3</center> |
| | | valign="top"| <center>4</center> | | | valign="top"| <center>4</center> |
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| | + | | rowspan="12" valign="top"| 5. Utiliza la lectura para responder a expresiones sencillas. |
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| | + | | rowspan="5" valign="top"| 5.1. Interpreta símbolos específicos propios del idioma en aprendizaje. |
| | + | | valign="top"| 5.1.1. Sports symbols: “soccer”, “baseball”, “basketball”. |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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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.” |
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| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 5.1.3. Name of fruits: “banana”, “orange”, “lemon”, “peach”. |
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| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 5.1.4. Expressions: “Bring the orange.”, “Eat the banana.” |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 5.1.5. Write amounts of money using the symbol US$. |
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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="4" valign="top"| 5.2. Asocia imágenes con la grafía correspondiente |
| | + | | valign="top"| 5.2.1. Parts of the body: “head”, “trunk”, “arms”, “legs”, “hands”, “feet”. |
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| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 5.2.2. Flash cards: parts of the body. |
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| | + | | valign="top"| <center>X</center> |
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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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| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | 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.” |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | rowspan="3" valign="top"| 5.3. Realiza acciones de acuerdo con la imagen sugerida. |
| | + | | valign="top"| 5.3.1. Drawing actions: “Be quite.”, “Smile.”, “Scream.”, “Stop.” |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 5.3.2. Special symbols: “Handicapped”, “Public services.”, “Danger”. |
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| | + | | valign="top"| <center>X</center> |
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| | + | | valign="top"| 5.3.3. Spelling commands: numbers and basic vocabulary studied in class. |
| | + | | valign="top"| |
| | + | | valign="top"| |
| | + | | valign="top"| <center>X</center> |
| | + | | valign="top"| <center>X</center> |
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| − | <----- INSERTAR FILAS DE TABLA AQUI ------>
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| | |} | | |} |