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En la nueva estructura curricular, el área está conformada por cuatro componentes, cada
uno corresponde a una de las habilidades básicas para el dominio de un idioma, mientras
que el aspecto cultural y el vocabulario ahora aparecen de manera transversal en todos
los componentes lo que le permitirá concentrar su atención en las competencias
propuestas.
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.
These domains have led to the following components which are interdependent and
complementary: listening comprehension, oral expression and interaction, reading
comprehension and written expression.
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.
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:
For its development, the English area is integrated with the following components:
1) Learning to listen. 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.
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 methodology provides an excellent opportunity to get acquainted with the cultural
practices presented in the form of sequences to follow.
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.
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.
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.
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 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.
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.
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.
4) Writing 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.
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.
Area Competences:
2. Communicates simple ideas orally with an appropriate grammar 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 grammar
structure, vocabulary and correct spelling.
Curricular Grid
Primero Básico
1. Responds to basic oral 1.1. Distinguishes the meaning of 1.1.1. Phrases and gestures to
instructions given in English words and phrases related to greet, introduce and say
at school. daily school life. farewell.
2. Answers orally to simple 2.1. Begins to use polite social 2.1.1. Wh-question
directions, questions and language and basic
gives basic information by vocabulary appropriately.
using specific phrases 2.1.2. Present tense to describe
framed at school. yourself and family
members .
2.3.9. Invitations.
2.3.10. Entertainment.
3. Reads aloud and silently: 3.1. Pronounces common words 3.1.1. Execution of simple
syllables, common words and and phrases. instructions.
phrases in English.
4. Writes words and simple 4.1 Writes words with accurate 4.1.1. Short simple sentences.
phrases and sentences in the spelling.
new language with the right
spelling and grammar 4.1.2. Short email giving personal
structure. information, describing
family.
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.
For this area of the curriculum, some proposals of assessment criteria by each
achievement indicator are presented:
Writes words and simple phrases with the right spelling and grammar structure.
1. http://www.about.com
2. http://www.curso-ingles.com/index.php
3. http://www.duolingo.com
4. http://www.ego4u.com/
5. http://www.englishonline.net/teacher/t-tips/index.html
6. http://www.englishraven.com/methodology.html
7. http://www.esl-galaxy.com/index.html
8. http://www.exchanges.state.gov/forum
9. http://www.learnenglish.de/vocabpage.htm
10. http://www.magnapubs.com
11. http://www.mansioningles.com/
12. http://www.ompersonal.com.ar/omaudio2/elementary/unit001a.htm
13. http://www.rong-chang.com
14. http://www.tefl.net
15. http://www.thefreedictionary.com/
16. http://www.tlsbooks.com/spellingworksheets.htm
17. http://www.wordreference.com/es/translation.asp?tranword=previous
18. https://www.worldenglishinstitute.org