Comunicación y Lenguaje Idioma Extranjero

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{{Título}}
 
== Area description<ref>Text presented here is taken verbatim from the original.</ref> ==
 
== Area description<ref>Text presented here is taken verbatim from the original.</ref> ==
With the globalization, English language has become a tool for accessing to information, communication, technology, science, culture, arts and labor market. The English area develops in students the core competences for learning a language and consequently the four fundamental domains required to master it: listening, speaking, reading and writing.
+
With globalization, the English language has become a tool for accessing the information, communication, technology, science, culture, arts and labor markets. The English Area develops in a student the key competences for learning the language and, consequently, the four fundamental domains required to master it: listening, speaking, reading and writing. These domains have led to the following Area components, which are interdependent and complementary: learning to listen, speaking and interacting with others, understanding what is read and written expression.  
  
These domains have led to the following components which are interdependent and complementary: listening comprehension, oral expression and interaction, reading comprehension and written expression.
+
An effective language teaching and learning process requires the selection of specific approaches and methods considering the generation of a relaxed and non-stressful learning experience, boost of self-confidence and enhance motivation to reduce the affective filter in the classroom.  
  
Effective language teaching and learning process requires the selection of the specific approaches and methods beside a low affective filter in the classroom. The English area aims the linguistic communicative competences development thus, the students will gradually enhance listening, speaking, reading and writing: beginning with the TPR –Total Physical Response, the different contents are developed mostly, by using the functional communicative approach which focuses on the process of communication instead of the mastery of the language forms; therefore, it demands the language’s use in a real context that provides the same natural conditions used when students learn their native language, so the teacher ́s roll is to facilitate communication while the students carry out communicative activities: problem solving, games, roll- plays and different discussion tasks, among others. This approach has an specific connection with Vigostsky ́s sociocultural theory which stresses languages as a tool in a socially mediated process.
+
The Area contents are developed mostly by using the functional communicative approach that focuses on the process of communication instead of the mastery of the language forms. Therefore, it demands the language’s use in a real context that provides the same natural conditions used when students learn their native language. This approach has a specific connection with Vigostsky´s sociocultural theory, which stresses languages as a tool in a socially mediated process.  
  
English learning promotes the development of competences from other curricular areas that allow students to act critically and responsibly within a framework of values. The topics to be addressed on this area were carefully selected; furthermore, the student's interests and context have also been considered as fundamental for this particular purpose.
+
The introductory stage of the Area is developed through Total Physical Response (TPR) and successively the cooperative and collaborative learning and the Natural Approach Method, as well as others, to accomplish the development of the linguistic communicative competencies thus the student will gradually improve listening, speaking, reading and writing so the teacher´s role is to facilitate communication, while the student carries out communicative activities: problem solving, games, role playing and different discussion tasks, among others.  
  
It is expected that when student complete Middle School or as it is called in Guatemala “ Ciclo Básico, he will have achieved the competencies corresponding to a level A, from the Common European Framework of Reference for Foreign Languages. 
+
English learning promotes the development of competences from other curricular areas that allow students to act critically and responsibly within a framework of values. The topics to be addressed on this area were carefully selected; furthermore, the student’s interests and context have also been considered as fundamental for this particular purpose.  
  
== Components ==
+
The contents and methodology provide an excellent opportunity to get acquainted with the cultural practices.
For its development, the English area is integrated with the following components:
+
 
 +
The English Area was built in a participative manner by specialists and in the current year 2018 it went through a period of validation as established in Acuerdo Ministerial No. 91-2018, dated January 9, 2018; specialists and teachers from all over the country participated in this validation.
  
'''1. Learning to listen'''
+
The significant changes that this area presents are aimed at strengthening the components. The area competences and grade competences, learning outcomes, and the new contents were designed and incorporated to develop the key competences in students for learning the new language.
  
This component promotes the development of skills related to the ability to listen and, consequently, to properly understand and pronounce the proposed vocabulary in the suggested topics for the development of this curricular area.
+
The area presents the following components: learning to listen, speaking an interacting with others, understanding what is read and written expression, all of them will be developed mostly by using the functional communicative approach.  
  
Through the TPR method, the student listens and identifies basic indications and carries them out, this facilitates the learning of verbs, auxiliary verbs, phrases, and simple sentences, as it naturally happens in the student’s native language. By applying this methodology initially, the identification of a proper intonation and pronunciation patterns from the new language begins. 
+
The cultural aspect and the learning of vocabulary will be used transversally across of each one of these components thanks to the communicative approach that mainly focusses on the process of communication.
  
The methodology provides an excellent opportunity to get acquainted with the cultural practices presented in the form of sequences to follow.
+
== Area Competences ==
 +
# Clearly understands oral expressions about known situations or personal interests.
 +
# Communicates simple ideas orally with an appropriate grammatical structure and about familiar topics.
 +
# Understands the meaning of simple texts, in oral or silent readings, about daily matters.
 +
# Writes simple texts on familiar topics or personal interests, using a proper grammatical structure, vocabulary and correct spelling.
  
'''2. Speaking and interacting with others'''
+
== Components ==
 +
The English Area comprises the four following components:
 +
=== Learning to Listen ===
  
The purpose of this component is to promote oral communication and to this effect, daily life situations are simulated using vocabulary which refers to actions, personal introductions, requesting and giving information, rules of courtesy, greetings, describing qualities, recognizing objects, expressing wishes. An emphasis on expressing the student interests, and preferences is always considered.
+
This component promotes the development of skills related to the ability to listen and, consequently, to properly understand and pronounce the vocabulary proposed in this curricular Area.
  
In order for ideas to become fluent, the student is encouraged to use basic connectors such as: "then", "and", etc. These words and other help the students to initiate the construction of simple phrases in the English language.
+
Through the TPR method, the student listens and identifies basic indications and carries them out. This facilitates the learning of verbs, auxiliary verbs, phrases, and simple sentences; as it naturally happens in the student’s native language. By applying this methodology; at the beginning level, the identification of proper intonation and pronunciation patterns from the new language starts.  
  
The use of basic grammar structures and sentence patterns in basic tenses are used within a functional and communicative approach. In other words, the student uses grammar to communicate ideas using a specific strategy and following a pattern that later could be transferred to a real-life situation.
+
=== Speaking and Interacting with others ===
  
This component takes a look at producing ideas in an integrated way: using listening comprehension, oral expression, reading comprehension, as well as written expression. However, the emphasis is on the oral production in such a way that, the different activities for language acquisition, are focused on communicating and generating a new set of social skill that could be practiced among students, and the students with his teacher taking into consideration the language used and the relationship between his cultural background and the cultural aspect from the English language.
+
The purpose of this component is to promote oral communication and to this effect, daily life situations are simulated: personal introductions, requesting and giving information, rules of courtesy, greetings, describing qualities, recognizing objects, expressing wishes. An emphasis on expressing the student’s interests and preferences is always considered.  
  
'''3. Understanding what is read'''
+
These situations are carried out among students and the students with their teacher, taking into consideration the language used and the relationship between his cultural background and the cultural aspect from the English language.  
  
Reading comprehension refers to the process of decoding written messages which involves the interpretation of words, sentences, signs, icons, drawings and other types of resources that are used in a text. The process intention is to generate a concept or idea and its understanding.
+
This component takes a look at producing ideas in an integrated way: using listening comprehension, oral expression, reading comprehension, as well as written expression. However, the emphasis is on the oral production in such a way that, the different activities for language acquisition are focused on communicating.  
  
The aim of this component is the development of the elements that constitute the process involved in reading: comprehension, vocabulary development, fluency while reading. In order to achieve its purpose, the readings and simple texts are proposed as the main learning resource and the use of recreational activities to encourage students to read and develop skills using strategies applied in fun and entertaining environment.
+
=== Understanding what is Read ===
  
Through this component it is expected that the student acquire and enrich his vocabulary and as well as having the necessary tools to compare the culture presented in the reading segments with his own cultural background.
+
Reading comprehension refers to the process of decoding written messages. This involves the interpretation of words, sentences, signs, icons, drawings and other types of resources that are used in a text.  
  
By practicing reading, the student uses cognitive and metacognitive strategies that were achieved when he learned to read and write in his native language, but in this case, he applies them in a very specific way by transferring to a new communication code. This process also works backwards. 
+
The aim of this component is the development of the elements that constitute the process involved in reading: comprehension, vocabulary development and reading fluency. In order to achieve this purpose, readings and simple texts are proposed as the main learning resource, along with recreational activities to encourage students to read and develop skills by carrying out strategies in a fun and entertaining environment. Through this component the student will acquire and enrich his vocabulary.  
  
'''4. Writing Expression'''
+
By practicing reading, the student uses cognitive and metacognitive strategies that were achieved when he learned to read and write in his native language, taking into account or considering he applies them in a very specific way by transferring them to a new communication code.  
  
This component promotes writing as a communicative practice by using previously acquired tools such as the alphabet and notions of grammar: structures and tenses, question formation, making sentences into one transforming a complex sentence into a set of simple ones. It also considers the correct use of tools such as articles and connectors.
+
=== Written Expression ===
  
In order to achieve this goal, the students practice writing assignments based on reading passages because of the close relationship between reading and writing. It is expected that writing is presented in a variety of different and entertaining activities: puzzles, spelling bee, sentence scrambles, ID cards making, picture descriptions, making posters and completing exercises focused on the correct spelling, the development of vocabulary. It also considers the importance of cohesion and coherence of the language by creating their own phrases, sentences and simple texts as similar to the English language patterns presented in class.
+
This component promotes writing as a communicative practice by using previously acquired tools such as the alphabet and notions of grammar (structures and tenses, question formation, making sentences into one paragraph, transforming a complex sentence into a set of simple ones).
  
It is also very important to stress that writing corresponds to the most complex stage in learning a second or third language. Therefore, the teacher must provide permanent and constructive feedback. The teacher’s attitude should always be one of a motivator. 
+
To achieve this goal, the student practices writing assignments based on reading passages, because of the close relationship between reading and writing. Writing is presented in a variety of different and entertaining activities: puzzles, spelling bee, sentence scrambles, making ID cards, picture descriptions, making posters, and completing exercises focused on correct spelling and the development of vocabulary. Writing reinforces the importance of cohesion and coherence of the language by having the student create his own phrases, sentences and simple texts.  
  
== Area competences ==
+
Writing corresponds to the most complex stage in learning a second or third language. Therefore, the teacher must provide permanent and constructive feedback. The teacher’s attitude should always be one of a motivator.  
# Clearly understands oral expressions about known situations or personal interests.
 
# Communicates simple ideas orally with an appropriate grammar structure and about familiar topics.
 
# Understands the meaning of simple texts, in oral or silent readings about daily matters.
 
# Writes simple texts on familiar topics or personal interests, using a proper grammar structure, vocabulary and correct spelling. 
 
  
 +
== Mallas curriculares y competencias por grado ==
 +
<div style="color:gray"><center>''(Seleccionar el título del grado para ir a la malla curricular completa).''</center></div>
 +
{| class="wikitable"
 +
![[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Primer grado|Primer grado básico]]
 +
![[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Segundo grado|Segundo grado básico]]
 +
![[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Tercer grado|Tercer grado básico]]
 +
|-
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Primer grado#Competencia 1|1. Responds to basic oral instructions given in English at school.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Segundo grado#Competencia 1|1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Tercer grado#Competencia 1|1. Understands basic sentences in simple and compound tenses in dialogues and conversations.]]
 +
|-
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Primer grado#Competencia 2|2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Segundo grado#Competencia 2|2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Tercer grado#Competencia 2|2. Expresses ideas and opinions orally, related to relevant topics through simple sentences.]]
 +
|-
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Primer grado#Competencia 3|3. Reads aloud and silently: syllables, common words and phrases in English.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Segundo grado#Competencia 3|3. Reads simple sentences in a given text about his daily life matters.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Tercer grado#Competencia 3|3. Reads very basic texts concerning to his immediate environment and background.]]
 +
|-
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Primer grado#Competencia 4|4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Segundo grado#Competencia 4|4. Writes simple sentences and descriptions of his environment by using basic terms.]]
 +
|[[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Tercer grado#Competencia 4|4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.]]
 +
|}
 +
<!-----
 
== Mallas curriculares ==
 
== Mallas curriculares ==
[[/Malla curricular Primer grado|Primer grado del ciclo de Educación Básica]]
+
* [[/Malla curricular Primer grado|Primer grado del ciclo de Educación Básica]]
 +
* [[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Segundo grado|Segundo grado del ciclo de Educación Básica]]
 +
* [[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Malla curricular Tercer grado|Tercer grado del ciclo de Educación Básica]]
 +
* [[Malla curricular de Comunicación y Lenguaje L 3 Inglés - Segundo Grado]] (antiguo)
 +
* [[Malla curricular de Comunicación y Lenguaje L 3 Inglés - Tercer Grado]] (antiguo)
 +
----->
  
 
== Assessment criteria ==
 
== Assessment criteria ==
 +
The assessment criteria are statements which mainly function to guide the teacher towards the aspects that must be taken into account when determining the type and learning level achieved by the student at each stage of the educational process, according to the established competencies in the curriculum. From this point of view, it can be said that they work as regulators of the learning-assessment teaching strategies.
 +
* [[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Criterios de evaluación#Primero Básico|Go to assessment criteria for first grade]]
 +
* [[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Criterios de evaluación#Segundo Básico|Go to assessment criteria for second grade]]
 +
* [[CNB Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Criterios de evaluación#Tercero Básico|Go to assessment criteria for third grade]]
 +
<!-----
 +
=== Propósito del Área ===
 +
El Área de Comunicación y Lenguaje Idioma Extranjero, procura desarrollar las habilidades básicas de los estudiantes para el dominio del idioma inglés. En la primera fase del proceso se utiliza el método de Total Physical Response (TPR) y se propone crear un ambiente de confianza en donde el estudiante no viva el estrés al enfrentarse con las diferencias que implica el nuevo idioma.
 +
 +
=== Lineamientos Generales ===
 +
 +
* El área debe ser impartida preferentemente por un docente especializado en la enseñanza del idioma inglés o un docente que posea las habilidades básicas en el dominio del idioma pues el área debe ser impartida en inglés.
 +
* Se recomienda darle un enfoque comunicacional, lo que implica el énfasis en comunicar ideas y hacerse entender, todo esto se logra a partir del uso de información, vocabulario y experiencias del estudiante, lo que permite mantener el interés.
 +
* En la nueva organización curricular, el vocabulario y el aspecto cultural propio del idioma inglés, han sido incluidos de manera transversal, mientras que se establece una interrelación entre cada componente y las habilidades básicas del idioma.
 +
 +
=== Assessment criteria ===
 
The assessment criteria are statements which their main function is to guide teachers towards the aspects that must be taken into account to determining the type and learning level achieved by students at each stage of the educational process, according to the established competences in the curriculum. From this point of view, it can be said that they function as regulators of the learning-assessment-teaching strategies.
 
The assessment criteria are statements which their main function is to guide teachers towards the aspects that must be taken into account to determining the type and learning level achieved by students at each stage of the educational process, according to the established competences in the curriculum. From this point of view, it can be said that they function as regulators of the learning-assessment-teaching strategies.
  
 
For this area of the curriculum, some proposals of assessment criteria by each achievement indicator are presented:
 
For this area of the curriculum, some proposals of assessment criteria by each achievement indicator are presented:
 
# Responds to basic oral instructions at school: 
 
# Responds to basic oral instructions at school: 
# Using appropriately the meaning of words related to daily school life in different conversations.
+
## Using appropriately the meaning of words related to daily school life in different conversations.
# 1.2  Explaining in his own words what he understands of specific phrases related to daily activities at school given by the teacher or his classmates.
+
## Explaining in his own words what he understands of specific phrases related to daily activities at school given by the teacher or his classmates.
# 1.3  Following with exactitude common directions given by the teacher.
+
## Following with exactitude common directions given by the teacher.
# 2. Answers orally to simple directions, questions and gives basic information:
+
# Answers orally to simple directions, questions and gives basic information:
# 2.1 Giving greetings and farewells in a conversation.
+
#Giving greetings and farewells in a conversation.
# 2.2 Asking and answering correctly basic questions about using simple present and present continuous tense in a dialogue with his classmates. 2.3 Giving information about prices, products or recipes.
+
#Asking and answering correctly basic questions about using simple present and present continuous tense in a dialogue with his classmates. 2.3 Giving information about prices, products or recipes.
# 3. Reads and pronounces: syllables, common words and phrases:
+
# Reads and pronounces: syllables, common words and phrases:
# 3.1 Reading aloud a short paragraph with understandable pronunciation. 3.2 Answering questions of reading comprehension.
+
## Reading aloud a short paragraph with understandable pronunciation. 3.2 Answering questions of reading comprehension.
# 3.3 Identifying the main idea and the essential information of phrases.
+
## Identifying the main idea and the essential information of phrases.
# 4. Writes words and simple phrases with the right spelling and grammar structure.
+
# Writes words and simple phrases with the right spelling and grammar structure.
# 4.1 Writing sentences with accurate spelling.
+
## Writing sentences with accurate spelling.
# 4.2 Writing an e-mail or a short message according to the right grammar structure.  
+
## Writing an e-mail or a short message according to the right grammar structure.  
# 4.3Creating phrases and sentences about his school or 
+
## Creating phrases and sentences about his school or 
 +
------>
  
 
== Bibliography ==
 
== Bibliography ==
[[Usuario:Editor/CNB Ciclo Básico reformado/Bibliografía/Comunicación y Lenguaje Idioma Extranjero|Go to the bibliography]]
+
[[/Bibliografía/|Go to the bibliography]]
  
 
== Notes ==
 
== Notes ==
  
[[Categoría:Básico]] [[Categoría:AREA]]
+
[[Categoría:Básico]]
 +
[[Categoría:Comunicación y Lenguaje]]
 +
[[Categoría:L 3]]

Revisión actual del 18:35 11 jul 2020

Area description[1][editar | editar código]

With globalization, the English language has become a tool for accessing the information, communication, technology, science, culture, arts and labor markets. The English Area develops in a student the key competences for learning the language and, consequently, the four fundamental domains required to master it: listening, speaking, reading and writing. These domains have led to the following Area components, which are interdependent and complementary: learning to listen, speaking and interacting with others, understanding what is read and written expression.

An effective language teaching and learning process requires the selection of specific approaches and methods considering the generation of a relaxed and non-stressful learning experience, boost of self-confidence and enhance motivation to reduce the affective filter in the classroom.

The Area contents are developed mostly by using the functional communicative approach that focuses on the process of communication instead of the mastery of the language forms. Therefore, it demands the language’s use in a real context that provides the same natural conditions used when students learn their native language. This approach has a specific connection with Vigostsky´s sociocultural theory, which stresses languages as a tool in a socially mediated process.

The introductory stage of the Area is developed through Total Physical Response (TPR) and successively the cooperative and collaborative learning and the Natural Approach Method, as well as others, to accomplish the development of the linguistic communicative competencies thus the student will gradually improve listening, speaking, reading and writing so the teacher´s role is to facilitate communication, while the student carries out communicative activities: problem solving, games, role playing and different discussion tasks, among others.

English learning promotes the development of competences from other curricular areas that allow students to act critically and responsibly within a framework of values. The topics to be addressed on this area were carefully selected; furthermore, the student’s interests and context have also been considered as fundamental for this particular purpose.

The contents and methodology provide an excellent opportunity to get acquainted with the cultural practices.

The English Area was built in a participative manner by specialists and in the current year 2018 it went through a period of validation as established in Acuerdo Ministerial No. 91-2018, dated January 9, 2018; specialists and teachers from all over the country participated in this validation.

The significant changes that this area presents are aimed at strengthening the components. The area competences and grade competences, learning outcomes, and the new contents were designed and incorporated to develop the key competences in students for learning the new language.

The area presents the following components: learning to listen, speaking an interacting with others, understanding what is read and written expression, all of them will be developed mostly by using the functional communicative approach.

The cultural aspect and the learning of vocabulary will be used transversally across of each one of these components thanks to the communicative approach that mainly focusses on the process of communication.

Area Competences[editar | editar código]

  1. Clearly understands oral expressions about known situations or personal interests.
  2. Communicates simple ideas orally with an appropriate grammatical structure and about familiar topics.
  3. Understands the meaning of simple texts, in oral or silent readings, about daily matters.
  4. Writes simple texts on familiar topics or personal interests, using a proper grammatical structure, vocabulary and correct spelling.

Components[editar | editar código]

The English Area comprises the four following components:

Learning to Listen[editar | editar código]

This component promotes the development of skills related to the ability to listen and, consequently, to properly understand and pronounce the vocabulary proposed in this curricular Area.

Through the TPR method, the student listens and identifies basic indications and carries them out. This facilitates the learning of verbs, auxiliary verbs, phrases, and simple sentences; as it naturally happens in the student’s native language. By applying this methodology; at the beginning level, the identification of proper intonation and pronunciation patterns from the new language starts.

Speaking and Interacting with others[editar | editar código]

The purpose of this component is to promote oral communication and to this effect, daily life situations are simulated: personal introductions, requesting and giving information, rules of courtesy, greetings, describing qualities, recognizing objects, expressing wishes. An emphasis on expressing the student’s interests and preferences is always considered.

These situations are carried out among students and the students with their teacher, taking into consideration the language used and the relationship between his cultural background and the cultural aspect from the English language.

This component takes a look at producing ideas in an integrated way: using listening comprehension, oral expression, reading comprehension, as well as written expression. However, the emphasis is on the oral production in such a way that, the different activities for language acquisition are focused on communicating.

Understanding what is Read[editar | editar código]

Reading comprehension refers to the process of decoding written messages. This involves the interpretation of words, sentences, signs, icons, drawings and other types of resources that are used in a text.

The aim of this component is the development of the elements that constitute the process involved in reading: comprehension, vocabulary development and reading fluency. In order to achieve this purpose, readings and simple texts are proposed as the main learning resource, along with recreational activities to encourage students to read and develop skills by carrying out strategies in a fun and entertaining environment. Through this component the student will acquire and enrich his vocabulary.

By practicing reading, the student uses cognitive and metacognitive strategies that were achieved when he learned to read and write in his native language, taking into account or considering he applies them in a very specific way by transferring them to a new communication code.

Written Expression[editar | editar código]

This component promotes writing as a communicative practice by using previously acquired tools such as the alphabet and notions of grammar (structures and tenses, question formation, making sentences into one paragraph, transforming a complex sentence into a set of simple ones).

To achieve this goal, the student practices writing assignments based on reading passages, because of the close relationship between reading and writing. Writing is presented in a variety of different and entertaining activities: puzzles, spelling bee, sentence scrambles, making ID cards, picture descriptions, making posters, and completing exercises focused on correct spelling and the development of vocabulary. Writing reinforces the importance of cohesion and coherence of the language by having the student create his own phrases, sentences and simple texts.

Writing corresponds to the most complex stage in learning a second or third language. Therefore, the teacher must provide permanent and constructive feedback. The teacher’s attitude should always be one of a motivator.

Mallas curriculares y competencias por grado[editar | editar código]

(Seleccionar el título del grado para ir a la malla curricular completa).
Primer grado básico Segundo grado básico Tercer grado básico
1. Responds to basic oral instructions given in English at school. 1. Understands simple phrases and specific range of vocabulary concerning to known topics in short dialogues and oral sentences. 1. Understands basic sentences in simple and compound tenses in dialogues and conversations.
2. Answers orally to simple directions, questions and gives basic information by using specific topics framed at school and family. 2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches. 2. Expresses ideas and opinions orally, related to relevant topics through simple sentences.
3. Reads aloud and silently: syllables, common words and phrases in English. 3. Reads simple sentences in a given text about his daily life matters. 3. Reads very basic texts concerning to his immediate environment and background.
4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure. 4. Writes simple sentences and descriptions of his environment by using basic terms. 4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.

Assessment criteria[editar | editar código]

The assessment criteria are statements which mainly function to guide the teacher towards the aspects that must be taken into account when determining the type and learning level achieved by the student at each stage of the educational process, according to the established competencies in the curriculum. From this point of view, it can be said that they work as regulators of the learning-assessment teaching strategies.

Bibliography[editar | editar código]

Go to the bibliography

Notes[editar | editar código]

  1. Text presented here is taken verbatim from the original.

Documento por medio del cual el Despacho Superior del Ministerio resuelve o acuerda la resolución de un asunto. Es firmado y autorizado por el Ministro (a) y refrendado por un Viceministro (a).