Cambios

{{Título}}

{{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.  

For its development, the English area is integrated with the following components:

 

 

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.

'''1. Learning to listen'''

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.

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.

# 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.

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 English Area comprises the four following components:

The methodology provides an excellent opportunity to get acquainted with the cultural practices presented in the form of sequences to follow.

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.

'''2. Speaking and interacting with others'''

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 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.

=== Speaking and Interacting with others ===

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 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.  

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.

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 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.

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.  

'''3. Understanding what is read'''

=== Understanding what is Read ===

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.

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, 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.

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.  

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, taking into account or considering he applies them in a very specific way by transferring them to a new communication code.  

'''4. Writing Expression'''

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).

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.

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.  

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.

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 ==

== Mallas curriculares ==