Ver el código de «Plantilla:Bachillerato/Área de Comunicación y Lenguaje/Subárea de Comunicación y Lenguaje L3 (Inglés) - Cuarto Grado»

== Components ==

It comprises:

#'''Oral Expression and Comprehension:''' Listening and speaking are a must in a successful communication. Students must know how to discriminate phonemes from new language, to distinguish meaning from homophonic words with context keys, use of inflection, clear pronunciation, accent and speech melody according to context and speaker; they also have to use new vocabulary and idioms from the new language properly. Developing oral skills will allow students to have a conversation or to give a speech,  to exchange more and more complex information about many topics. This learning includes knowledge and use of sayings, proverbs, idioms, greetings and other popular language uses.
#'''Written Expression and Comprehension:''' Reading is a complex process to understand and interpret not only words and sentences but signs, icons, pictures and other graphic resources that may appear in a written text. Writing allows students the opportunity to share ideas, information and feelings through the use of tools and processes previously learned. Since reading and writing are processes that students already learned in their own language, they are supposed to transfer cognitive and metacognitive strategies for reading and writing in a new language. Anyhow, English teachers will also work to facilitate reading comprehension. It is very important to take into consideration that English is a second or third language for students and they, probably, already speak one or two Guatemalan languages. Reading comprehension involves active and passive voices usage; that is why it is treated in a separate component. Needless to say that writing is the more complex learning level in a second or third language; so, English teacher will also help students to improve their skill. This component also includes intellectual and communicative tasks related to the knowledge of grammar and syntactic structures.
#'''Vocabulary Development:''' Having a wide vocabulary and idioms from new language will allow learners to obtain more knowledge and better ways to interact with other people. Vocabulary mastering is a good learning level indicator. The more accurate, wide and strong vocabulary the student acquires, the more possibilities to communicate his needs or feelings as well as to process and interpret the information he receives. It could take many years to go from one level to another. In a very low level, the learner could easily exchange simple information with  a  basic  vocabulary  to  understand and to be understood in predictable daily situations and conversations in which he could be producer but mostly recipient of his interlocutor messages. For an advanced level, students could easily and clearly say ideas and opinions about a wide range of topics. They could also understand and exchange information reliably; to proficiently communicate with other people about situations other than academic, commercial, technical, literary and conceptual topics. The readings for vocabulary development should include topics of Biological Sciences.
#'''Culture and Society:''' Oral and written comprehension plus wide vocabulary and idioms, in the new language, should help students to obtain good knowledge about the involved culture as well as to compare and value their own language. It is well known that language categories rely on uses that native speakers give to them, becoming a kind of window to grasp another view of reality and life. From greetings, the common gateways to other communities, to sophisticated metaphors, students should recognize that they are in contact with other traditions, references and meanings linked to Anglo-American cultures