METODOLOGÍA
•The core principles in the curriculum can be summarized as:
The communicative language approach: language is best learned as a means to interact and communicate, rather than as a body of knowledge to be memorized.
• Content and Language Integrated Learning (CLIL): a model used to integrate the learning of language with cultural and cognitive aspects of learning such that language
ÁREA:
acquisition serves as a driver for learners’ development.
• International standards: the curriculum is based on internationally recognized levels and processes of teaching and learning languages.
• Thinking skills: learning English should support the development of the thinking, social and creative skills needed for lifelong learning and citizenship.
• Learner-centered approach: teaching methodologies should reflect and respond to learners’ strengths and challenges, and facilitate the process of learning by supporting
learners’ motivation for and engagement with learning
Methodological Strategies Performance Indicators
Communication and Cultural Awareness Communication and Cultural Awareness
• Making a useful object out of recycled materials in a project. I.EFL.4.2.1 Learners can name similarities and differences between different aspects of cultural
• Surfing the Internet for information about important people from other cultures and groups. Learners can demonstrate socially responsible behaviors at school, online, at home
ways of life and presenting them to the class using digital tools. and in the community, and evaluate their actions by ethical, safety and social standards. (J.3, S.1,
Oral Communication: (Listening and Speaking) I.1)
• Recording in-class conversations to help learners become aware of common mistakes I.EFL.4.3.1 Learners can employ a range of selfmonitoring and self-correcting strategies and
regarding language usage and intelligibility. interpret and use appropriate verbal and nonverbal communication features to communicate in
• Asking classmates to repeat an answer or statement to clarify something when familiar contexts. (I.3, S.4, J.4)
needed. Oral Communication
• Asking learners to read a dialogue in pairs. Learners record themselves and then listen I.EFL. 4.10.1 Learners can effectively participate in familiar and predictable everyday
to the recording to assess clarity of sounds, rhythm, and intonation. conversational exchanges in order to complete a task, satisfy a need or handle a simple
Reading transaction, using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3,
INGLÉS
• Highlighting key information in a text and crossing out irrelevant information. J.4)
• Keeping a vocabulary notebook of synonyms and antonyms of words from a text. Reading
• Brainstorming about a topic and then reading a text to check true and false I.EFL.4.13.1 Learners can apply learning strategies such as using prior knowledge and
information. graphic organizers to interpret new information in a text. Learners can assess this information
Writing according to the organization, subject area and purpose of the text, through the use of different
• Completing the gaps in a sentence. criteria, including ICT tools. (I.2, I.4, J.4)
• Reading an online review and identifying common linguistic features such as the use Writing
of verbs in the past tense. Then, using such text as a model to write a review of another I.EFL.4.15.1 Learners can convey information and ideas and describe feelings and opinions in
movie. simple transactional or expository texts on familiar subjects in order to influence an
Language through the Arts audience, while recognizing that different texts have different features and showing the ability to
• Creating literature circles where learners have the freedom to say anything they think use these features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
about a text. Language through the Arts
• Brainstorming a list of questions and answers learners can use during small group I.EFL.4.22.1 Learners can collaborate and participate effectively in a variety of student
discussions about literary texts. groupings by employing a wide range of creative thinking skills through the completion of activities
• Participating in classroom games in which problem-solving as a team is important. such as playing games, brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
