Professional Documents
Culture Documents
English Syllabus: Tenth and Eleventh Grades
English Syllabus: Tenth and Eleventh Grades
SYLLABUS
TENTH AND
ELEVENTH GRADES
High School
Equipo técnico
• Augusto Antonio Cornejo Huezo
• Herbert Ovidio Aparicio Castellanos
• José Isaías Parada Díaz
• José Trinidad Galdámez Sáenz
ISBN 978-99923-58-61-0
© Copyright Ministerio de Educación de El Salvador 2008
Derechos Reservados. Prohibida su venta. Esta publicación puede ser reproducida en todo o en parte,
reconociendo los derechos del Ministerio de Educación de El Salvador.
Within the framework of the 2021 National Education Plan, The Ministry of Education is pleased to
make this updated version of the English Syllabus for High School Education available to you . Its
content is coherent with our constructivist, humanist and socially committed curricular orientation.
At the same time, it incorporates the vision of developing competencies, making the principles of
the policy “Currículo al Servicio del Aprendizaje” be put into practice.
As part of this policy The Ministry of Education has renewed the guidelines for the evaluation of
learning to match the competencies proposal and the needed type of evaluation for our educational
system: an evaluation in the service of learning. This is possible if high expectations are placed on
our students and if they are told that with effort and steadiness they eventually can achieve their
goals.
The Ministry of Education takes advantage of this opportunity to manifest our trust in you. We know
you will read and analyze this Syllabus with an attitude geared towards learning and improving,
taking into account your experience and studies in education.
The Ministry of Education believes in your commitment to the mission which has been entrusted to
us - that the children, young men and women of El Salvador obtain better learning achievements
and develop integrally.
Set of skills, attitudes and knowledge needed for development of competencies. c. Evaluation
They are categorized in three large groups depending on how they are related Achievement indicators6 constitute one of the most salient innovations.
with knowing, knowing what to do or to be, that is to say, conceptual contents, Achievement indicators prove the expected outcomes in relationship with
deeds, concepts and conceptual systems, procedural contents (skills, techniques, objectives and contents of each unit. They are useful to evaluate students’ learning
methods, strategies..etc.) and attitudinal contents (attitudes, norms and values). because they point out expected students’ performance, therefore, they must be
The conceptual, procedural and attitudinal contents have the same relevance considered for evaluation and academic reinforcement activities. In this English
because the importance and articulation of knowing, doing, knowing what to be syllabus, achievement indicators are meant to evaluate students’ development of
and coexisting, is only reflected through their integration. The challenge relies language and preparation for life competencies.
on overcoming the trend to solely ”teach” information or learning by heart. They Achievement indicators are correlatively numbered in each didactical unit.
have a space and importance of their own but must not be understood anymore Example, 5.1 means that the indicator belongs to unit five and is the indicator
as a synonym of successful learning. This takes place only when the three types number one.
of contents are articulated. Academic reinforcement
Procedural contents deserve special attention because there is potential risk of Evaluation results must be used to support and orient teaching planning as
confusing them with methodology. Cesar Coll4 defines them as follows: well as students’ learning. By analyzing evaluation results teachers can make
They are always concerned with certain concrete forms of performance, whose decisions on what to feedback, and how to reshape their teaching approach to
most salient feature is that they take place in a systematic and orderly fashion, address students’ affective and learning needs, thus, preventing frustration and
and that performance is purposely addressed to achieve a definite goal dislike towards English subject as well as drop out.
Procedural contents are not new in the curriculum, whereas the practical By looking into performance outcomes teachers and students will be in a position
dimension or concepts application has been long fostered for decades. They to judge learning quality, understand how learning took place and ponder the
have been labeled before as techniques, skills, strategies, algorithms, etc. obstacles faced in the process.
When categorizing them as contents, the procedures are subjected to planning Graphic description of units
and control in much the very same way activities are adequately prepared to
guarantee the learning of other types of contents5. Grade, number and name of unit: These are the units general data.
Sequencing of contents Time assigned for didactical unit development: Approximate number of
hours that will be devoted to the development of each didactical unit.
The scope and sequence has been meticulously elaborated vertically and
horizontally as to guarantee that teachers will deliver teaching in a scaffolding Objectives of didactical unit: They express what is expected to be
fashion and students will and construct knowledge in much the very same way. achieved by the students at the end of each unit.
Moreover, contents are calibrated to address students’ needs, interests and Conceptual, procedural and attitudinal contents: They comprise the
problems to fluently connect learning with background knowledge, previous concepts, procedures and attitudes that must be acquired by students
life experiences and a sense of usefulness; therefore, learning will emerge as a through the mediation of the teaching-learning process.
likeable, enjoyable and meaningful task. Achievement indicators: They are sample evidence that students have
reached the stated objectives at the end of each unit.
6
Evaluación al Servicio del Aprendizaje, Ministerio de Educación, San Salvador, 2007. 2 The American Council on the Teaching of Foreign Languages, Proficiency Guidelines, New York, 1989.
6 7
Evaluación al Servicio del Aprendizaje, Ministerio de Educación, San Salvador, 2007. 3 Marco Curricular. Antoni Zabala. Documento de referencia de consulta para el Ministerio de Educación, página 21.
4
Los Contenidos de la Reforma. Cesar Coll y otros. Editorial Santillana. Aula XXI, 1992, página 85.
English Syllabus for High School Education 5
Ibid. Página 103.
Prioritized achievement
Conceptual contents
indicators
7
English Syllabus for High School Education
Competencies
Year Proficiency
Listening Speaking Reading Writing
level
Able to understand sentences Able to handle successfully a Able to understand main Able to meet limited practical
Intermediate
in a limited number of content limited number of interactive, task- ideas and/or some facts from writing needs. Can write short
Low 10
areas, particularly if strongly oriented and social situations. simple texts dealing with basic messages, postcards, and
Tenth grade 1 AÑO
supported by the situational Can ask and answer questions, personal and social needs such take down simple notes, such
context. Content refers to basic initiate and respond to simple as public announcements and as telephone messages. Can
personal background and statements and maintain face-to- short, straightforward instructions create statements or questions
needs, social conventions and face conversation, although in a dealing with public life. within the scope of limited
routine tasks, such as getting restricted manner. Within these language experience. Frequent
meals and receiving simple limitations, can perform such errors in grammar, vocabulary,
instructions and directions. tasks as introducing self, ordering punctuation, spelling and in
Listening tasks pertain primarily a meal, asking directions, formation of non-alphabetic
to face-to-face conversations. and making purchases. symbols, but writing can be
Understanding is often uneven; Strong interference from native understood by natives used to
repetition and rewording may language may occur. the writing of nonnatives.
be necessary.
Able to understand sentences Able to talk simply about self and Able to read simple texts about Able to write short, simple texts Intermediate
on a variety of topics related to family members. Can participate which the reader has to make about personal preferences, Mid11
personal background interests in simple conversations on topics minimal suppositions and to daily routine, everyday events,
Eleventh grade
and activities, social conventions such as personal history and which the reader brings personal and other topics of personal
and tasks, such as lodging, leisure time activities. Utterance interest and/or knowledge experience. Can express
transportation, and shopping. length increases slightly, but Examples may include short, present time or at least one
Additional content areas include speech may continue to be straightforward descriptions of other time frame or aspect
a diversity of instructions and characterized by frequent persons, places, and things consistently, e.g., nonpast,
directions. Listening tasks pertain long pauses. Pronunciation written for a wide audience. habitual, imperfective. Evidence
to face-to-face conversations, may continue to be strongly of control of the syntax and basic
short telephone conversations influenced by first language and inflectional morphology, such as
and some speech, such as fluency may still be strained. declensions and conjugation.
simple announcements and The Intermediate-Mid speaker Writing tends to be a loose
reports over the media. can generally be understood by collection of sentences or
sympathetic interlocutors. fragments on a given topic .Can
be understood by natives used
to the writing of nonnatives.
10
Levels of Proficiency. The American Council on the Teaching of Foreign Languages, ACTFL Guidelines, New York, 1989
11
Levels of Proficiency. The American Council on the Teaching of Foreign Languages, ACTFL Guidelines, New York, 1989
9
English Syllabus for High School Education
Unit 2. Advertisement Unit 2. My country: Students interpret and produce Jobs/interviews, current issues dealing with: weather,
Practice in reading comprehension techniques continue. language discourse related to jobs, interviews, geography, geography, local/regional food, transportation, health,
At the same time, the students are challenged to deal weather, means of transportation and life style in order to life style
with situations which may affect their lives and to practice fulfill communication needs and share information about
decision-making strategies. places in El Salvador.
Unit 3. Making Friends Unit 3. Feeling homesick: Students discuss personal Personal biographical information, family ties, customs/
Descriptions of people and objects. To help students biographical information, family ties, customs, traditions, traditions, postal services, telephone conversations
establish relationships of cause and effect, readings postal services and telephone conversations in order to
also deal with the environment. Reading comprehension exchange ideas about the value of family and traditions.
techniques are enhanced.
Unit 4. Sharing Is... Unit 4. Eating out: Students generate language related to Language used to order food in a restaurant, review
The concepts of happiness and solidarity complement restaurant situations, invitations, using polite expressions, of expressions to make, accept and refuse invitations,
the concept of friendship introduced in the previous unit. as well as showing possession and interacting adequately tipping, polite expressions in a restaurant
Likewise, the topic concerned with consumer education is with others in order to communicate in an effective way.
taken up again.
Unit 5. Science In Our Lives Unit 5. Vacations in El Salvador: Students recognize Review of numbers up to 1,000,000, means of
Visions of an imaginary future, scientific endeavors of language related to requesting information and expressing transportation, tourist sites, expressions to make
mankind and women’s role in science and expressing ideas about vacations, means of transportation and hotels hotel/ transportation reservations, directions with time
expectations for the future. in order to communicate in the target language. expressions
Unit 6. Let’s Read For Fun Unit 6. The environment in El Salvador: Students generate Pollution, health matters, deforestation, natural disasters,
Health care and the consequences of decisions taken. language related to pollution, health matters, deforestation, protection of the environment
Skills in following instructions and a summary of reading natural disasters and protection of the environment in order
comprehension techniques. to establish effective communication.
10
English Syllabus for High School Education
Unit 2. Legends, Fables and Myths Unit 2. The world Fashion, working trends, types of housing, entertainment,
This unit introduces a brief collection of myths, legends, Students understand and produce language related to science and technology
fables and common beliefs. In addition, students are en- fashion, working trends, types of housing, entertainment,
couraged to learn more about the different cultural aspects science, and technology through discussions and authentic
of their community. Students also express their opinions audio material and texts.
about myths and common beliefs.
Unit 3. Homelessness and Poverty Unit 3. Customs around the world Holidays, festivals and celebrations, customs/traditions,
Critical analysis of simple readings about poverty and Students describe holidays, festivals and celebrations, landmarks, cultural advice
homeless people is encouraged. Since these topics customs, traditions and landmarks around the world in
are surrounded by certain stereotypes, the students order to communicate manifesting respect for international
are provided with the opportunity to reflect upon them. customs and traditions.
Examination of the author’s intention in the analysis is
discussed.
Unit 4. Great People Unit 4. Eating habits Healthy food versus junk food, meals, beverages and
People and events that have made history are introduced Students express opinions and preferences on food desserts, instructions for cooking, recipes
in an effort to broaden students’ horizons. Students are consumption, healthy food, junk food, meals, beverages,
asked to put events in logical sequence. desserts. Tasks include giving and following instructions
for recipes.
Unit 5. Education For a Lifetime Unit 5. International tourism Advertisements, tourist sites, hotel reservations, travel
The main topic is a human being’s need for education. Students generate language related to advertisements, advice
Students are encouraged to appraise the access to tourist sites, hotel reservations and travel advice in order
education available to them. Writing on topics of student to communicate ideas and suggestions.
interest is encouraged.
Unit 6. What Will We Have Accomplished? Unit 6. The environment around the world Pollutants, health matters, oil spills, global warming,
Students express their uneasiness towards their future. Students discuss health matters and environmental issues. natural disasters, protection of the environment
Students use the future forms to plan short and long term Writing skills are practiced and enhanced.
activities in their lives.
11
English Syllabus for High School Education
12
English Syllabus for High School Education
ENGLISH
Tenth grade general objectives
By the end of the tenth grade, students will be able to:
✓ Interpret oral and written English language discourse related to appointments, personal
UNIT 1
interviews, goals and Salvadoran personalities by listening to classmates, teacher and audio
material in order to fulfill intended communication needs in the target language.
MEETING SALVADORAN
✓ Produce spoken and written English language discourse related to appointments, personal
interviews, goals and Salvadoran personalities in order to communicate with others in the
PERSONALITIES
target language.
✓ Value the importance of English to learn about oneself and others by cooperatively sharing
information and experiences with peers in order to appreciate his/her personal and cultural
environment. Approximate time: 15 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Developing interest in positive 1.1 Successfully identifies key words and specific
local personalities. information in audio interviews.
■ Expressions to make ■ Identifying key words and
appointments specific information. ■ Evidencing self- confidence 1.2 Effectively identifies and reproduces the
in conversations and oral linked sound of “used to”.
■ Commonly used questions for ■ Recognizing the linked sound presentations.
personal interviews of “used to”. 1.3 Organizes biographical events on a listening
■ Becoming aware of the guide in chronological order.
■ Biographies of Salvadoran ■ Recognizing chronological relationship between a person’s
personalities order of events in different goals and attitude and their life 1.4 Describes past routines appropriately.
sources. accomplishments.
■ Personal goals 1.5 Makes an appointment with courtesy and
Speaking ■ Showing courtesy in clarity.
Grammar in context: conversations with peers and
■ Using polite expressions to others. 1.6 Talks about someone’s life using the proper
■ Use of “used to” make appointments. vocabulary and grammatical correction.
■ Performing academic tasks with
- She used to write poems at ■ Describing people’s creativity and enthusiasm. 1.7 Engages in a conversation about personal
school. personalities. goals and experiences with confidence.
■ Acquiring the habit of writing
- I used to play with my pets. with clarity and neatness.
15
English Syllabus for Tenth Grade
16
English Syllabus for Tenth Grade
✓ Interpret oral and written English language discourse related to jobs, interviews, geography,
UNIT 2
weather, means of transportation and life style, by listening to and reading authentic sources
in order to fulfill intended communication needs in the target language.
MY COUNTRY
✓ Produce spoken and written English language discourse related to appointments, job
interviews, issues related to weather, geography, regional food, transportation, health and
life style in El Salvador by using specific vocabulary and structures in order to communicate
in the target language.
✓ Value the importance of learning English to communicate with others and share information
about places in El Salvador. Approximate time: 18 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Showing interest in developing 2.1 Successfully identifies specific information
listening skills. and key words related to job interviews.
■ Jobs/interviews ■ Identifying information and
key words related to job ■ Being tolerant and patient 2.2 Recognizes and correctly reproduces the
■ Current issues dealing with: interviews. during communication reduced sound of “be supposed to”.
weather, geography, local/ breakdowns.
regional food, transportation, ■ Recognizing the reduced 2.3 Discriminates comparative and superlative
health, life style sound of “be supposed to”. ■ Showing tolerance to forms of adjectives in diverse audio material.
pronunciation and syntax
Grammar in context: ■ Identifying comparatives mistakes. 2.4 Uses polite expressions and vocabulary
and superlatives in different when making appointments and
■ Comparative and superlative sources. ■ Being courteous while participating in an interview.
of adjectives conversing with peers and
Speaking adults. 2.5 Compares life style, transportation, and
- San Salvador is hotter health of cities or towns with grammatical
and more humid than ■ Using polite expressions and ■ Performing oral and written accuracy.
Chalatenango. vocabulary in interviews. tasks with confidence.
2.6 Uses “be supposed to” correctly in
- The bus is the cheapest means ■ Describing and comparing ■ Doing research work with conversations related to seasons and
of transportation. places. interest and enthusiasm. weather.
17
English Syllabus for Tenth Grade
18
English Syllabus for Tenth Grade
✓ Interpret oral and written language related to personal biographical information, family ties,
UNIT 3
customs, traditions, postal services and telephone conversations by reading and listening to
diverse sources to communicate with others in the target language.
FEELING HOMESICK
✓ Produce spoken and written language by using acquired vocabulary and structures related
to personal biographical information, family ties, and customs, traditions, postal services and
telephone conversations in order to exchange ideas about the value of family and traditions.
Approximate time: 24 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Developing respect for 3.1 Successfully identifies personal biographical
■ Personal biographical ■ Identifying personal individual differences in peers. information in audio sources.
information biographical information. ■ Being aware of the 3.2 Clearly recognizes vocabulary related to
■ Family ties ■ Recognizing vocabulary importance of family ties. family ties in audio sources.
■ Customs/traditions related to family ties. ■ Showing respect for the family. 3.3 Identifies and explains the gist of a telephone
■ Picking out vocabulary used ■ Developing a habit for conversation with conciseness.
■ Postal services
to talk about customs and reading. 3.4 Successfully recognizes polite requests in oral
■ Telephone conversations traditions. conversations.
■ Developing a habit for writing
Grammar in context: ■ Identifying the gist of a clearly and neatly. 3.5 Reports personal biographical information
■ Yes-no questions with the telephone conversation. ■ Showing appreciation and with grammatical accuracy.
present perfect ■ Recognizing polite requests. tolerance for cultural diversity. 3.6 Talks about customs and traditions with
- Have you visited Mexico Speaking respect, using adequate vocabulary and
before? grammatical accuracy.
■ Reporting personal
- Has she ever traveled? biographical information. 3.7 Talks about habits in the past with the correct
usage of used to and would.
■ Questions with how long ■ Describing customs and
traditions. 3.8 Carries on a telephone conversation with
- How long has she been away? confidence and politeness.
- How long have you lived with
your grandparents?
■ The present perfect with for and
since
19
English Syllabus for Tenth Grade
20
English Syllabus for Tenth Grade
21
English Syllabus for Tenth Grade
22
English Syllabus for Tenth Grade
✓ Produce oral and written discourse by using the learned vocabulary and grammar structures
in order to successfully request and express ideas about vacations in the target language. EL SALVADOR
Approximate time: 21 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Being conscious of the amount 5.1 Clearly discriminates numbers from 0 up to
of money spent during a 1,000,000 from diverse audio sources.
■ Review of numbers up to ■ Discriminating numbers from 0 vacation.
1,000,000 up to 1,000,000. 5.2 Successfully identifies different means of
■ Promoting the safe and transportation from recorded material.
■ Means of transportation ■ Identifying means of responsible use of means of
transportation in different transportation. 5.3 Clearly recognizes phrases for asking and
■ Tourist sites sources. giving directions with time expressions from
■ Expressions to make hotel/ ■ Promoting respect for the audio sources.
■ Recognizing phrases for asking
transportation reservations people serving in the
and giving directions with time 5.4 Successfully picks out details and main ideas
expressions in different sources. community.
■ Directions with time expressions about tourist sites from ads and documentaries.
■ Picking out details and main ■ Being polite when asking for
Grammar in context: and giving directions to others. 5.5 Clearly recognizes expressions to make
ideas about tourists sites from reservations in conversations and other oral
■ Past participles of regular and varied oral input. ■ Developing interest in visiting input.
irregular verbs ■ Recognizing expressions to and preserving El Salvador’s
tourist sites. 5.6 Identifies and writes down specific information
- The flight is booked. make reservations in audio
sources. about hotel facilities and categories from
■ Practicing organizational skills conversations and other oral input.
- I have made a reservation. in academic and leisure time
■ Identifying specific information
about hotel facilities and activities. 5.7 Correctly pronounces and describes means of
■ Future time clauses with the transportation.
simple present and the present categories from varied oral
progressive tense input.
23
English Syllabus for Tenth Grade
24
English Syllabus for Tenth Grade
✓ Produce oral and written language related to concepts of pollution, health matters, IN EL SALVADOR
deforestation, natural disasters and the protection of the environment by using the learned
vocabulary and structures in order to communicate effectively and correctly with others. Approximate time: 24 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Being aware of the 6.1 Successfully identifies vocabulary related to
importance of protecting the pollution in different sources.
■ Pollution ■ Identifying vocabulary related to environment.
pollution in different sources. 6.2 Listens and lists the factors that cause health
■ Health matters ■ Being aware of pollution matters from live and recorded oral input.
■ Listening and listing the factors dangers.
■ Deforestation that cause health matters. 6.3 Identifies solutions to environmental problems
■ Natural disasters ■ Showing respect and care for from TV and radio broadcasts.
■ Identifying solutions to his/her body and health.
environmental problems. 6.4 Successfully identifies main ideas related to
■ Protection of the environment
■ Developing genuine interest natural disasters from different audio sources.
■ Identifying main ideas related
Grammar in context: to natural disasters from different in keeping the environment
clean. 6.5 Recognizes contrast, cause and effect
■ Present perfect continuous sources. of ideas related to health matters and
■ Recognizing contrast, cause and ■ Actively diffusing and environmental issues in different audio
- We have been polluting our participating in reforestation sources.
lakes. effect in different sources.
activities.
Speaking 6.6 Respectfully expresses opinions about
- He has been recycling lately. ■ Responsibly recognizing and pollution during group discussions.
■ Future with will ■ Expressing opinions about promoting the practice of
pollution. safety procedures during a 6.7 Describes factors that cause health matters
- We will start a reforestation natural disaster. with grammatical accuracy.
■ Describing factors that cause
campaign soon.
health matters.
25
English Syllabus for Tenth Grade
26
English Syllabus for Tenth Grade
ENGLISH
Eleventh grade general objectives
By the end of the eleventh grade, students will be able to:
✓ Understand oral and written vocabulary related to personality traits of famous people, life
UNIT 1
accomplishments, dreams and wishes by listening to classmates, teacher and authentic audio
material and reading texts in order to fulfill intended communication needs in the target
MEETING FAMOUS PEOPLE
language.
✓ Produce spoken and written discourse related to personality traits of famous people, life
AROUND THE WORLD
accomplishments, dreams and wishes by using concrete vocabulary and functions in order
to fulfill intended communication needs in the target language.
✓ Value the importance of learning English by participating in class and working cooperatively
with classmates in order to consolidate his/her knowledge of the language and the world. Approximate time: 18 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Valuing the role of positive 1.1 Successfully completes a listening guide with
traits of famous people. information from a biography.
■ Personality traits and ■ Recognizing personal and
professional background of professional information from ■ Paying careful attention to 1.2 Paraphrases most of the personal and
famous people different sources. pronunciation, stress, rhythm professional information from a video or
and intonation, grammar and radio interview.
■ Life accomplishments of famous ■ Identifying famous people’s word choice according to
people achievements. purpose and audience. 1.3 Speaks with clear voice and correct
pronunciation when making an oral
■ Dreams and wishes Speaking ■ Showing appropriate verbal presentation about a famous person’s life.
■ Talking about people’s and nonverbal behavior when
Grammar in context: 1.4 Reports orally and in writing about his/her
appearance and personality. interacting with other people.
dreams and wishes.
■ Review of “used to”
■ Talking about famous people’s ■ Cooperating with his/her
lives and accomplishments. work-team in the classroom. 1.5 Uses appropriate organizational pattern
- We used to get together with
to make an oral presentation on a chosen
our friends.
■ Talking about present and ■ Showing acceptance of character.
■ Time clauses in the past future achievements. errors as part of the learning
process. 1.6 Successfully scans an article for specific
- Before I graduated, I did ■ Exchanging information. information.
volunteer work.
28
English Syllabus for Eleventh Grade
29
English Syllabus for Eleventh Grade
✓ Understand oral and written discourse related to fashion, working trends, types of housing,
UNIT 2
entertainment, science, and technology by listening to classmates, teacher and authentic
audio material and reading texts in order to fulfill intended communication needs in the target
THE WORLD
language.
✓ Produce spoken and written discourse related to fashion, working trends, types of housing,
entertainment, science, and technology by using concrete vocabulary and functions in order
to fulfill intended communication needs in the target language.
✓ Value the importance of learning English by participating actively in class and working
cooperatively with classmates in order to consolidate his/her knowledge of the language and
the world. Approximate time: 18 hours
30
English Syllabus for Eleventh Grade
31
English Syllabus for Eleventh Grade
32
English Syllabus for Eleventh Grade
33
English Syllabus for Eleventh Grade
✓ Interpret oral and written language related to food consumption and preparation by listening
UNIT 4
to classmates, teacher and audio material and reading texts in order to reach communication EATING HABITS
needs in the target language.
✓ Generate spoken and written discourse in order to convey information on healthy food, junk
food, meals, beverages, desserts, instructions for cooking and recipes and to consolidate his/
her knowledge of the language. Approximate time: 18 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Appreciating the benefits of 4.1 Successfully lists the advantages and
eating healthy food. disadvantages of eating at fast food
■ Healthy food versus junk food ■ Listening and listing the restaurants from different oral sources.
advantages and disadvantages ■ Diffusing the advantages and
■ Meals, beverages and desserts of eating at fast food restaurants. disadvantages of eating out 4.2 Correctly follows instructions to prepare a
and eating healthy food at recipe from audio and video sources.
■ Instructions for cooking ■ Identifying ingredients and the home.
process of preparing a recipe 4.3 Confidently and respectfully describes eating
■ Recipes from different sources. ■ Respecting the eating habits habits, cooking terms and recipes.
Grammar in context: of his/her own and other
■ Listening and following 4.4 Summarizes main ideas of written and oral
instructions to prepare a recipe. cultures.
■ Sequence adverbs: first, then, texts with conciseness and fluency.
finally Speaking ■ Showing appropriate verbal
and nonverbal behavior when 4.5 Correctly compares and contrasts different
- First, you squeeze a lemon; ■ Describing eating habits, interacting with other people. kinds of food.
then, you add sugar. Finally, cooking terms, and recipes.
■ Cooperating effectively with 4.6 States preferences with respect and
you add water and mix.
■ Summarizing information his/her work-team in the grammatical accuracy.
■ I usually like to … received from different sources. classroom.
4.7 Gives instructions for preparing a recipe with
- I usually like to wake up early. ■ Comparing and contrast ■ Showing interest in practicing logical sequence and correct pronunciation.
different kinds of food people strategies to improve language
- We usually like to have fruit for eat at mealtimes. skills.
dessert.
34
English Syllabus for Eleventh Grade
35
English Syllabus for Eleventh Grade
36
English Syllabus for Eleventh Grade
37
English Syllabus for Eleventh Grade
✓ Interpret oral and written language related to health matters and environmental issues by
UNIT 6
listening and reading authentic texts in order to fulfill communication needs in the target
language.
THE ENVIRONMENT AROUND
✓ Generate spoken and written language by conveying information on health matters and
environmental issues in order to consolidate his/her knowledge of the language and the
THE WORLD
world Approximate time: 24 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Spreading awareness over 6.1 Infers meaning of new words and
global warming and natural expressions from recorded authentic material.
■ Pollutants ■ Inferring meaning of words disasters around the world.
and expressions from different 6.2 Successfully identifies main ideas and key,
■ Health matters sources. ■ Engaging with the community information on environmental, problems and
to help and participate in solutions from,radio and TV broadcasts.
■ Oil spills ■ Identifying main ideas and key environmental projects.
information on environmental 6.3 Grasps details on health matters, causes and
■ Global warming problems and solutions from ■ Being aware of the effects of solutions from recorded authentic material.
■ Natural disasters different sources. responsible and irresponsible
human actions on the 6.4 Clearly gets the notions of finished and
■ Protection of the environment ■ Grasping details on health environment. unfinished continuous actions from peers’ oral
matters from oral input. input and other authentic sources.
Grammar in context: ■ Being aware of the
■ Getting the notions of finished importance of respecting 6.5 Confidently and respectfully exchanges ideas
■ Infinitive clauses and phrases and unfinished continuous nature. and opinions on environmental issues during
actions from different sources. group work.
- The best thing to do for the ■ Showing respect toward
environment is to recycle. Speaking peers when giving an oral 6.6 Suggests solutions to environmental and
presentation. health problems with appropriate use of
- It’s important to respect ■ Exchanging ideas and opinions infinitive clauses and phrases.
environmental laws. on environmental issues. ■ Diligently performing school
tasks. 6.7 Correctly uses the passive voice, the present
■ Passive voice with prepositions ■ Suggesting solutions to perfect and present perfect continuous to
environmental and health describe the effects of human actions on the
problems. environment.
38
English Syllabus for Eleventh Grade
39
English Syllabus for Eleventh Grade
This edition consists of 11,000 copies. It was printed with funds from the Government of the Republic of El Salvador
Provided by the Commission for Education, Social Peace and Security
40
English Syllabus for High School Education