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(Página creada con «{{Título}} == Descriptor del área == El Área Idioma Extranjero, permite una primera aproximación del estudiante al idioma inglés. Propone un aprendizaje elemental con...»)
 
 
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== Descriptor del área ==
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<div class="noprint"><center><small>[[{{#titleparts: {{PAGENAME}} | 1 | -2 }}/Idioma Extranjero|Versión en español]] | [[{{#titleparts: {{PAGENAME}} | 1 | -2 }}/Foreign Language|English Version]]</small></center></div>
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El Área Idioma Extranjero, permite una primera aproximación del estudiante al idioma inglés. Propone un aprendizaje elemental con un enfoque comunicativo funcional que permitirá el enriquecimiento constante del nuevo idioma en forma permanente.
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== Area descriptor ==
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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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Promueve un acercamiento lúdico y la utilización de los conocimientos y prácticas de su entorno para el desarrollo de estrategias de aprendizaje en el nuevo idioma, convirtiendo de esta manera a la cultura en un agente que contribuye a la adquisición vivencial del lenguaje y evita el bloqueo inicial que sufren muchos estudiantes en su primer encuentro con el idioma.
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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.
  
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Las competencias del área apuntan al desarrollo de las habilidades básicas del idioma y se presentan dos componentes que vinculan estas habilidades entre sí, de manera que el estudiante inicie sus primeras comunicaciones utilizando de manera sencilla el idioma inglés. Los contenidos constituyen los medios para el desarrollo de estas habilidades lingüísticas y giran en torno a los temas y vocabularios que permitirán a estudiante ampliar su comprensión y uso del nuevo idioma. Los contenidos proponen temas transversales para el aprendizaje del idioma inglés. 
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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. 
 
{| class="wikitable" width="100%"
 
{| class="wikitable" width="100%"
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! style="width:50%" | Componentes
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! style="width:50%" | Area Components
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! style="width:25%" | Competencias de área
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! style="width:25%" |Area Competences
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! style="width:25%" | Competencias de grado
 
 
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| rowspan="2" |'''Destrezas receptivas:'''
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| rowspan="2" |'''Receptive skills'''
  
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Este componente incluye la comprensión auditiva y lectura. Se refiere al reconocimiento y discriminación de los nuevos sonidos. La comprensión auditiva se desarrolla mediante la audición de palabras, conversaciones y temas relacionados con los conocimientos previos, necesidades e intereses del estudiante para lograr un aprendizaje significativo del idioma inglés. La comprensión lectora se desarrolla mediante las estrategias para la comprensión lectora, como la decodificación, la predicción, la idea principal, el resumen, entre otras, y es utilizada como un vehículo para la adquisición de nuevos vocabularios, desarrollo de pronunciación, conocimiento de la cultura propia del idioma inglés, así como el desarrollo de los temas transversales del currículo. 
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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.
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|1. Comprende diálogos sencillos en el idioma inglés. 
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|1. Discrimina sonidos y palabras del idioma inglés, de uso frecuente. 
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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. 
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|1. Understands simple dialogues in the English language.
 
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|2. Lee en forma comprensiva textos cortos y relacionados con sus conocimientos, experiencias e intereses. 
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|2. Reads comprehensively short and simple texts, related to his knowledge, experiences and interests. 
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|2. Analiza palabras del nuevo vocabulario en inglés, en las lecturas, tomando en cuenta su contexto. 
 
 
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| rowspan="2" |'''Destrezas productivas:'''
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| colspan="1" rowspan="2" |'''Productive skills'''
  
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Este componente se refiere a la expresión oral y escrita. Se enfoca principalmente en situaciones de comunicación oral y escrita que son relevantes para los niños. Se inicia con la producción de las primeras palabras habladas y su correcta pronunciación, además de la producción de palabras escritas, sus primeras frases elementales facilitando las primeras interacciones básicas a través de patrones. 
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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.
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|3. Utiliza el tercer idioma para comunicarse oralmente con las demás personas atendiendo a las formas básicas de la comunicación interpersonal. 
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|3. Uses the third language to communicate orally with other people attending to the basic forms of interpersonal communication.
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|3. Pronuncia sonidos y palabras en inglés relacionados con su contexto. 
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|4. Produces short and simple written texts on familiar topics, respecting the basic rules of the English language.
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|4. Produce textos escritos breves y sencillos sobre temas familiares, respetando las reglas básicas del idioma. 
 
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|4. Redacta textos utilizando letras, fonemas y palabras en inglés. 
 
 
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== Competencias de área y de grado ==
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== General Alignment of the Foreign Language Area ==
 
{| class="wikitable" style="width:100%; font-size:85%"
 
{| class="wikitable" style="width:100%; font-size:85%"
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! style="width:9%; background-color:#CADFB7" rowspan="2" |Componente
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! style="width:9%; background-color:#CADFB7" rowspan="2" |Component
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! style="width:13%; background-color:#E0EAF5" rowspan="2" |Competencia de área
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! style="width:13%; background-color:#E0EAF5" rowspan="2" |Area Competences
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! colspan="2" |Competencia de grado
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! colspan="2" |Grade Competences
  
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<span style="color:#505051">''(Selecciona el encabezado de la columna de grado para ir a la malla curricular correspondiente).''</span>
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<span style="color:#505051">''(Select the grade column heading to go the curriculum table).''</span>
  
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|- style="background-color:#A3C1E2"
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|- valign="top" style="background-color:#A3C1E2"
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! style="width:13%; background-color:#A3C1E2"| [[{{FULLPAGENAME}}/Malla Curricular Quinto Grado|5<sup>o</sup> Grado]]
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! style="width:13%; background-color:#A3C1E2"| [[{{FULLPAGENAME}}/Malla Curricular Quinto Grado|5<sup>th</sup> Grade]]
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! style="width:13%; background-color:#A3C1E2"| [[{{FULLPAGENAME}}/Malla Curricular Sexto Grado|6<sup>o</sup> Grado]]
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! style="width:13%; background-color:#A3C1E2"| [[{{FULLPAGENAME}}/Malla Curricular Sexto Grado|6<sup>th</sup> Grade]]
 
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| rowspan="2" | 1. Destrezas receptivas
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| rowspan="2" |1. Receptive skills
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|Comprende diálogos sencillos en el idioma inglés.
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|Understands simple dialogues in the English language.
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|Comprende sonidos y palabras del idioma inglés, de uso frecuente.
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|Understands sounds and words in English, often used.
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|Comprende frases y oraciones del idioma inglés relacionados con su entorno.
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|Comprehends phrases and sentences that listens in English related to his environment.
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|- valign="top"
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|- valign="top" valign="top"
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| colspan="1" |Lee en forma comprensiva textos cortos y sencillos, relacionados con sus conocimientos, experiencias e intereses.
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|Reads comprehensively short and simple texts, related to his knowledge, experiences and interests.
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| colspan="1" |Discrimina sonidos y palabras del idioma inglés, de uso frecuente.
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|Analyzes words that are presented in written texts, considering its context.
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|Lee comprensivamente frases y oraciones en inglés relacionadas con sus conocimientos previos e intereses.
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|Reads comprehensively phrases and sentences in English related to his previous knowledges and interests.
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|- valign="top"
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|- valign="top" valign="top"
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| rowspan="2" |2. Destrezas productivas
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| rowspan="2" |2. Productive skills
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|Discrimina sonidos y palabras del idioma inglés, de uso frecuente.
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| colspan="1" |Uses the third language to communicate orally with other people attending to the basic forms of interpersonal communication.
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|Pronuncia sonidos y palabras en inglés relacionados con su contexto.
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| colspan="1" |Pronounces sounds and words in English related to his context.
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|Expresa ideas sencillas de forma oral utilizando el vocabulario aprendido y con la estructura sintáctica.
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|Expresses simple ideas orally using the learned vocabulary and with syntactic structure.
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|-
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|- valign="top" valign="top"
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| colspan="1" |Produce textos escritos breves y sencillos sobre temas familiares, respetando las reglas básicas del idioma.
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| colspan="1" |Produces short and simple written texts on familiar topics, respecting the basic rules of the English language.
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|Redacta textos utilizando letras, fonemas y palabras en inglés.
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| colspan="1" |Writes short texts using letters, phonemes and words from the English vocabulary.
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|Produce frases y oraciones, siguiendo modelos propuestos en clase.
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|Produces phrases and sentences, following models proposed in class.
 
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|}
  
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== Bibliografía ==
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== Bibliography ==
  
 
# Kniveton, J. (2018). Bounce now 1, 2 y 3. Inglaterra: MacMillan.
 
# Kniveton, J. (2018). Bounce now 1, 2 y 3. Inglaterra: MacMillan.
Línea 69: Línea 67:
 
# Fash, S. (2019). Abracadabra 1,2 y 3. México: Richmond.
 
# Fash, S. (2019). Abracadabra 1,2 y 3. México: Richmond.
  
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=== e-Grafía ===
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=== E-graphy ===
 
# Curso – inglés. (2016). Tu Sitio para Aprender Inglés. Inglaterra. Consultado el 3 de enero de 2020 de http://www.curso-ingles.com/index.php
 
# 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 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/

Revisión actual del 11:10 6 ene 2021

Versión en español | English Version

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]

  1. Kniveton, J. (2018). Bounce now 1, 2 y 3. Inglaterra: MacMillan.
  2. Cohen, L. (2018). Kids’ World 1, 2 y 3. México: Cengage Learning.
  3. Nixon, C. (2018). Kid’s Box 1, 2 y 3. Inglaterra: Cambridge University Press.
  4. Nixon, C. (2018). Life Adventures 1, 2 y 3. Inglaterra: Cambridge University Press.
  5. Fash, S. (2019). Abracadabra 1,2 y 3. México: Richmond.

E-graphy[editar | editar código]

  1. Curso – inglés. (2016). Tu Sitio para Aprender Inglés. Inglaterra. Consultado el 3 de enero de 2020 de http://www.curso-ingles.com/index.php
  2. 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/
  3. English Online. (2009). Teaching Tips. United States. Consultado el 20 de marzo 2018 de http://www.englishonline.net/teacher/t-tips/index.html
  4. La Mansión del Inglés. (1999). United States. Consultado el 3 de enero de 2020 de http://www.mansioningles.com/
  5. Leo Netwok. (1999). Learn English Free. United States. Consultado el 3 de enero de 2020 de http://www.learnenglish.de/vocabpage.htm
  6. 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
  7. Rong-chang ESL. (1994). ESL: English as a Second Language. Consultado el 3 de enero de 2020 de http://www.rong-chang.com
  8. TEFL. (1998). Teaching English As a Foreign Language. United States. Consultado el 3 de enero de 2020 de http://www.tefl.net
  9. The Free Dictionary by Farlex. (2003). The Free Dictionary. United States. Consultado el 3 de enero de 2020 de https://www.thefreedictionary.com/
  10. The Huffington Post. (2017). Duolingo. United States. Consultado el 3 de enero de 2020 de http://www.duolingo.com
  11. TLSBOOKS. (2000). Free Worksheets. United States. Consultado el 3 de enero de 2020 de http://www.tlsbooks.com/spellingworksheets.htm
  12. WordReference. (2000). Online Language Dictionaries. United States. Consultado el 3 de enero de 2020 http://www.wordreference.com/es/translation.asp?tranword= previous
  13. World English Institute. (1990). United States. Consultado el 3 de enero de 2020 de https://www.worldenglishinstitute.org
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