Subárea de Comunicación y Lenguaje L3 (Inglés) - Cuarto Grado

Description

Students realize that learning a foreign language could be easy if they engage in meaningful activities requiring the use of the language and its components. Throughout each task, learning English should be fun, so students may get an authentic, contextualized and interesting learning process.

The language practice and skill development activities have been designed to involve students in all aspects of the contents, making them active participants in the learning process. The learning process is centered on the learners to encourage them to express their own realities in English and to help them maintain a high level of motivation. Therefore; a Communicative approach to teaching and assessment develops communicative competence in students the ability to use the language system appropriately in any circumstances, it comprises:

Listening: Make sure that students know exactly what they are expected to listen for: grammatical cues, particularly vocabulary items, specific information, overall meaning. Before they begin be sure to give them an opportunity to ask any question about the drill.

Speaking: Make sure your students understand what they are saying. This means that you may need to preview vocabulary, grammar, or context cues. Give students a chance to discover and correct their own errors.

Reading: This is a very important part of communication in a new language. Through reading, students receive language input in the form of vocabulary and grammar thus acquired when they speak, listen and write.

Writing: Model and help students identify key elements used in writing sentences and paragraphs. Make sure that students include these key elements when they write their own sentences and paragraphs.

Components

Interpersonal Communication: Students’ speech production improves in both quantity and quality. Students speak and/or write in longer phrases and complete sentences and they use a wide range of general and technical vocabulary. Besides, learners speak and write in connected and unified paragraphs about most situations.

Interpretive Communication: Students communicate with gestures and actions. They build receptive vocabulary and refine their listening skills. During this phase, called the “silent period,” students try to make sense of what they hear, but they do not engage in language production. Even though they do not speak, language acquisition has begun.

Presentational Communication: Students speak and/or write using yes/no answers, one or two words, lists of words, or short phrases. They continue to expand their receptive vocabulary. Students engage in conversations and produce connected narratives orally and in writing.

Curriculum table

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References

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