Foreign Language
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== Area descriptor == | == Area descriptor == | ||
The Foreign Language Area allows a first approach of the student to the English Language. It proposes an elementary learning with a functional communicative approach that will permit constant enrichment of the new language in a permanently way. | The Foreign Language Area allows a first approach of the student to the English Language. It proposes an elementary learning with a functional communicative approach that will permit constant enrichment of the new language in a permanently way. | ||
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! style="width:50%" | Area Components | ! style="width:50%" | Area Components | ||
! style="width:25%" |Area Competences | ! style="width:25%" |Area Competences | ||
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| rowspan="2" |'''Receptive skills''' | | rowspan="2" |'''Receptive skills''' | ||
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Speaking and writing expression: This component focuses mainly on situations of oral and written communication that are relevant to children. It begins with the production of the first spoken words and the correct pronunciation, in addition to the production of written words, his first elementary phrases facilitating the first basic interactions through patterns. | Speaking and writing expression: This component focuses mainly on situations of oral and written communication that are relevant to children. It begins with the production of the first spoken words and the correct pronunciation, in addition to the production of written words, his first elementary phrases facilitating the first basic interactions through patterns. | ||
|1. Understands simple dialogues in the English language. | |1. Understands simple dialogues in the English language. | ||
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|2. Reads comprehensively short and simple texts, related to his knowledge, experiences and interests. | |2. Reads comprehensively short and simple texts, related to his knowledge, experiences and interests. | ||
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| colspan="1" rowspan="2" |'''Productive skills''' | | colspan="1" rowspan="2" |'''Productive skills''' | ||
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This component refers to speaking and writing expression. It focuses mainly on situations of oral and written communication that are relevant to children. It begins with the production of the first spoken words and the correct pronunciation, in addition to the production of written words, his first elementary phrases facilitating the first basic interactions through patterns. | This component refers to speaking and writing expression. It focuses mainly on situations of oral and written communication that are relevant to children. It begins with the production of the first spoken words and the correct pronunciation, in addition to the production of written words, his first elementary phrases facilitating the first basic interactions through patterns. | ||
|3. Uses the third language to communicate orally with other people attending to the basic forms of interpersonal communication. | |3. Uses the third language to communicate orally with other people attending to the basic forms of interpersonal communication. | ||
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|4. Produces short and simple written texts on familiar topics, respecting the basic rules of the English language. | |4. Produces short and simple written texts on familiar topics, respecting the basic rules of the English language. | ||
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Revisión actual del 11:10 6 ene 2021
Area descriptor[editar | editar código]
The Foreign Language Area allows a first approach of the student to the English Language. It proposes an elementary learning with a functional communicative approach that will permit constant enrichment of the new language in a permanently way.
It promotes a playful approach and uses the knowledge and practicing of its environment to develop strategies in the new language, thus turning culture into an agent that contributes to the experiential acquisition of language and prevents the initial blockage because many students suffer when they face the first time with the language.
The area competences are pointed to develop basic language skills and they are associated with two components which are linked to each other; so that, the student begins his first communication using the English language in a simple way. The content has the tools to develop the linguistic skills and to get into the topics and vocabulary environment which will allow the student to broaden his understanding and use of the new language. The content proposes cross-cutting themes for learning the English language.
| Area Components | Area Competences |
|---|---|
| Receptive skills
Listening and reading comprehension. This component includes listening and reading comprehension. It refers to the recognition and discrimination of new sounds. Listening comprehension is developed by hearing words, conversations and topics related to the student's previous knowledge, needs and interests to achieve meaningful learning of the English language. Reading comprehension is developed through strategies for reading comprehension, such as decoding, prediction, location of the main idea, the summary, among others, and is used as a vehicle for the acquisition of new vocabularies, pronunciation development, knowledge of the own culture of the English language, as well as the development of the transversal themes of the curriculum. Speaking and writing expression: This component focuses mainly on situations of oral and written communication that are relevant to children. It begins with the production of the first spoken words and the correct pronunciation, in addition to the production of written words, his first elementary phrases facilitating the first basic interactions through patterns. |
1. Understands simple dialogues in the English language. |
| 2. Reads comprehensively short and simple texts, related to his knowledge, experiences and interests. | |
| Productive skills
This component refers to speaking and writing expression. It focuses mainly on situations of oral and written communication that are relevant to children. It begins with the production of the first spoken words and the correct pronunciation, in addition to the production of written words, his first elementary phrases facilitating the first basic interactions through patterns. |
3. Uses the third language to communicate orally with other people attending to the basic forms of interpersonal communication. |
| 4. Produces short and simple written texts on familiar topics, respecting the basic rules of the English language. |
General Alignment of the Foreign Language Area[editar | editar código]
| Component | Area Competences | Grade Competences
(Select the grade column heading to go the curriculum table). | |
|---|---|---|---|
| 5th Grade | 6th Grade | ||
| 1. Receptive skills | Understands simple dialogues in the English language. | Understands sounds and words in English, often used. | Comprehends phrases and sentences that listens in English related to his environment. |
| Reads comprehensively short and simple texts, related to his knowledge, experiences and interests. | Analyzes words that are presented in written texts, considering its context. | Reads comprehensively phrases and sentences in English related to his previous knowledges and interests. | |
| 2. Productive skills | Uses the third language to communicate orally with other people attending to the basic forms of interpersonal communication. | Pronounces sounds and words in English related to his context. | Expresses simple ideas orally using the learned vocabulary and with syntactic structure. |
| Produces short and simple written texts on familiar topics, respecting the basic rules of the English language. | Writes short texts using letters, phonemes and words from the English vocabulary. | Produces phrases and sentences, following models proposed in class. | |
Bibliography[editar | editar código]
- Kniveton, J. (2018). Bounce now 1, 2 y 3. Inglaterra: MacMillan.
- Cohen, L. (2018). Kids’ World 1, 2 y 3. México: Cengage Learning.
- Nixon, C. (2018). Kid’s Box 1, 2 y 3. Inglaterra: Cambridge University Press.
- Nixon, C. (2018). Life Adventures 1, 2 y 3. Inglaterra: Cambridge University Press.
- Fash, S. (2019). Abracadabra 1,2 y 3. México: Richmond.
E-graphy[editar | editar código]
- Curso – inglés. (2016). Tu Sitio para Aprender Inglés. Inglaterra. Consultado el 3 de enero de 2020 de http://www.curso-ingles.com/index.php
- English Grammar Online (s/f). The Fun Way to Learn English Online. United States. Consultado el 3 de enero de 2020 de http://www.ego4u.com/
- English Online. (2009). Teaching Tips. United States. Consultado el 20 de marzo 2018 de http://www.englishonline.net/teacher/t-tips/index.html
- La Mansión del Inglés. (1999). United States. Consultado el 3 de enero de 2020 de http://www.mansioningles.com/
- Leo Netwok. (1999). Learn English Free. United States. Consultado el 3 de enero de 2020 de http://www.learnenglish.de/vocabpage.htm
- Moure, O. (1999). OM Personal Multimedia Inglés. Argentina. Consultado el 3 de enero de 2020 de http://www.ompersonal.com.ar/omaudio2/elementary/unit001a.htm
- Rong-chang ESL. (1994). ESL: English as a Second Language. Consultado el 3 de enero de 2020 de http://www.rong-chang.com
- TEFL. (1998). Teaching English As a Foreign Language. United States. Consultado el 3 de enero de 2020 de http://www.tefl.net
- The Free Dictionary by Farlex. (2003). The Free Dictionary. United States. Consultado el 3 de enero de 2020 de https://www.thefreedictionary.com/
- The Huffington Post. (2017). Duolingo. United States. Consultado el 3 de enero de 2020 de http://www.duolingo.com
- TLSBOOKS. (2000). Free Worksheets. United States. Consultado el 3 de enero de 2020 de http://www.tlsbooks.com/spellingworksheets.htm
- WordReference. (2000). Online Language Dictionaries. United States. Consultado el 3 de enero de 2020 http://www.wordreference.com/es/translation.asp?tranword= previous
- World English Institute. (1990). United States. Consultado el 3 de enero de 2020 de https://www.worldenglishinstitute.org