MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
TERM TOPICS
 
 
Greetings: Hello, Good morning
FIRST
Good bye Good -Afternoon
 
Songs: good morning, my body,
my face.
SECOND
Colors: yellow, blue, red, green,
orange.
Shapes: Triangle, square, rectangle
circle.  
* My Family.                   photo.
THIRD
To follow instructions in English.
To recognize some foods and fruits
in context
 
FOURTH
• To increase my English
vocabulary and to be motivated in
its learning and continuous
implementation.
To recognize some animals in
context.
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
Inscripción DANE: 21110200207 NIT: 8300449091-3
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor”
PRESCHOOL
ACHIEVEMENTS
 Recognizes when someone greets
him/her in English.
 Recognizes and practices the
vocabulary that have been taught.
 Follows instructions regarding
classroom activities
 Participates actively in the
knowledge of a new language.
 Names the colors seen in English.
 Matches the objects by their shape.
Identifies the family members in a
 Represents commands in English
according to the order given.
 Recognizes some foods and fruits
in English
 
 Recognizes some animals in
English
 Makes counts in English.
ALCALDÍA
MAYOR
BOGOTA DC
Secretaria
Educación
EVALUATION IMPROVEMENT STRATEGIES
1. To say Hello and goodbye in English (2 points)    It is advisable to reinforce at home
2. To name the parts of the body which have been the right way to say hello and
taught and touches them (2 points) goodbye in English.
3. To make a collage of his/her face and name its  It is advisable to make a billboard
parts (1 point) with the human body and review the
4. BIMONTHLY EVALUATION (1 point) pronunciation of the parts of the
  body and face.
1. To apply colors correctly when he/she names them
 It is advisable to observe and review
in English (1 point)
flash cards of colors and their
2. To select a figure of logical blocks as it is indicated
pronunciation in English.
(1 point)
 It is advisable to see a photo of the
3. To bring a photo of his/her family names the
family and mention its members in
members (1 point)
English.
4. BIMONTHLY EVALUATION (1 point)
1. To perform the action according to the given
 It is advisable to review at home the
command   (2 points)         
learned commands with the instructions
2. To participate making a fruit salad and to recognize
given by the daddies.
the fruits he/she has learned (3 points)
 It is advisable to make a collage with
3. BIMONTHLY EVALUATION (1 point)
fruits reviewing their names in English.
 It is advisable to make a frieze with
1. To identify masks of various animals, naming them
animals and review their names in
in English and to show his/her mask (2 points)
English.
2. To decorate and to show numbers as it is
 It is advisable to look at cards with
indicated(2 points)
numbers reviewing their English
3. BIMONTHLY EVALUATION (1 point)
pronunciation.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

FIRST GRADE Secretaria

Educación

TERM TOPICS ACHIEVEMENTS ASSESSMENT IMPROVEMENT STRATEGIES

 workshops
 quiz
* student follows instructions  oral activities (games, songs,)
* commands * student identifies and uses the  self-evaluation
FIRST * greetings different greetings.  class participation
* cardinals numbers from 1 to 5. * learner identifies and uses the  presentations
numbers from 1 to 5.  web exercises
 evaluation per term.

SECOND  workshops
* student identifies and pronounce  quiz
* colors some colors and shapes.
 oral activities (games, songs,)
* shapes * student recognizes the family
 self-evaluation
* the family members.
 class participation
* classroom * learner identifies and pronounces the
* parts of the body parts of the classroom.  presentations
* student recognizes the body parts.  web exercises  tutorial
 evaluation per term.  web activities
 individual and team work (socialize)
THIRD * student identifies the places in the  workshops  material design (cartoons, puzzles,
school.  quiz crosswords…)
* learner identifies and pronounce
 oral activities (games, songs,)
* the school different animals.
 self-evaluation
* parts of the house * student identifies the places in the
 class participation
* adjectives house.
* farm animals and wild animals * student uses different adjectives to  presentations
describe.  web exercises
 evaluation per term.

FOURTH  workshops
 quiz
 oral activities (games, songs,)
* student identifies different means of
* means of transport  self-evaluation
transport.
* food  class participation
* learner recognizes some food and
* likes and dislikes.  presentations
describes likes and dislikes.
 web exercises
 evaluation per term.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

SECOND GRADE Secretaria

Educación

TERM TOPICS ACHIEVEMENTS ASSESSMENT IMPROVEMENT STRATEGIES

 workshops
 quiz
* student identifies and uses the different
 oral activities (games, songs,)
* greetings greetings.
 self-evaluation
FIRST * verb to be * learner identifies and uses verb to be to
 class participation
* the alphabet create short sentences.
* learner recognizes and pronounce the  presentations
alphabet.  web exercises
 evaluation per term.

SECOND * learner identifies and uses the numbers from  workshops

1 to 20.  quiz
* student identifies and pronounce some
 oral activities (games, songs,)
colors.
* cardinals numbers 1 from 20.  self-evaluation
* learner use the dictionary to learn new
* colors  class participation
vocabulary.
* dictionary  presentations
* student recognizes and pronounces the
* family members  web exercises
family members.
 evaluation per term.  Tutorial
 web activities
 individual and team work (socialize)
THIRD  workshops  material design (cartoons, puzzles,
* learner identifies and pronounce different  quiz crosswords…)
* farm animals. animals.
 oral activities (games, songs,)
* the hour * student identifies and uses the hour.
 self-evaluation
* meals and fruits * learner recognizes different food.
 class participation
* adjectives * student uses different adjectives to describe.
(synonym-  presentations
antonym)  web exercises
 evaluation per term.

FOURTH * learner identifies and pronounces the parts of  workshops

the classroom.  quiz
* student recognizes the different profession  oral activities (games, songs,)
* my classroom
and occupations in the community.  self-evaluation
* this is
* learner identifies and uses verb to be to  class participation
* professions and occupations
create sentences.  presentations
* verb to be (he is, she is)
* students recognizes and pronounces the days
* days of the week  web exercises
of the week.
* feelings  evaluation per term.
* student identifies and expresses his and her
feelings.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

THIRD GRADE Secretaria

Educación

TERM TOPICS ACHIEVEMENTS ASSESSMENT IMPROVEMENT STRATEGIES

* student identifies and uses different  workshops
greetings.  quiz
* learner introduces her and him self.  oral activities (games, songs,)
* greetings
* student recognizes the family  self-evaluation
FIRST * introducing yourself
members.  class participation
* my family
* learner identifies and uses the  presentations
* numbers from 1 to 50
numbers from 1 to 50.  web exercises
 evaluation per term.

SECOND
 workshops
* learner identifies and uses verb to be  quiz
* verb to be to create sentences.
 oral activities (games, songs,)
* what is this? (this is. that is). * student recognizes and uses the
 self-evaluation
* these and those. demonstrative adjectives.
 class participation
* classroom * learner identifies and pronounces the
parts of the classroom.  presentations
 tutorial
 web exercises
 web activities
 evaluation per term.
 individual and team work (socialize)
THIRD  material design (cartoons, puzzles,
* student recognizes and uses some  workshops
crosswords…)
verbs.  quiz
* verbs * student identifies and uses the hour.  oral activities (games, songs,)
* the hour * students recognizes and pronounces  self-evaluation
* the days of the week the days of the week.  class participation
* the months of the years. * students recognizes and pronounces  presentations
*clothes the months of the year.  web exercises
* student identifies different clothes.  evaluation per term.

FOURTH  workshops
* students identifies and uses the  quiz
prepositions of place.  oral activities (games, songs,)
* prepositions of place. * student expresses likes and dislikes  self-evaluation
* likes and dislikes * student identifies and expresses his  class participation
* feelings and her feelings.  presentations
 web exercises
 evaluation per term.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

FOURTH GRADE Secretaria

Educación

TERM TOPICS ACHIEVEMENTS ASSESSMENT IMPROVEMENT STRATEGIES

 workshops
* student identifies and uses different  quiz
greetings.
* greetings  oral activities (games, songs,)
* student follows instructions
* commands  self-evaluation
FIRST * learner introduces her and him self.
* alphabet  class participation
* learner recognizes and pronounces the
* introducing yourself  presentations
alphabet.
 web exercises
 evaluation per term.

SECOND * student recognizes and pronounces

the family members.  workshops
* learner identifies and uses the  quiz
numbers from 1 to 1000.
 oral activities (games, songs,)
* family members * students recognizes and uses the
 self-evaluation
* numbers 1 -1000 personal pronouns.
 class participation
* personal pronouns * learner identifies and uses verb to be
* verb to be to create sentences.  presentations
 web exercises  tutorial
 evaluation per term.  web activities
 individual and team work (socialize)
 material design (cartoons, puzzles,
THIRD  workshops crosswords…)
 quiz
* student recognizes the different
 oral activities (games, songs,)
* professions and occupations. profession and occupations in the
 self-evaluation
* articles community.
 class participation
* verbs * student recognizes and uses the
* present simple different articles.  presentations
 web exercises
 evaluation per term.

FOURTH  workshops
 quiz
* student identifies different clothes.
 oral activities (games, songs,)
* clothes * learner recognizes and uses the wh
 self-evaluation
* wh questions questions.
 class participation
* present simple * student identifies and uses present
* daily routines simple tense in order to describe his  presentations
and her daily routines.  web exercises
 evaluation per term.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

FIFTH GRADE Secretaria

Educación

TERM TOPICS ACHIEVEMENTS ASSESSMENT IMPROVEMENT STRATEGIES

* student identifies and uses different  workshops
greetings.  quiz
* greetings * student follows instructions  oral activities (games, songs,)
* introducing yourself * learner introduces her and him self.  self-evaluation
FIRST * commands * learner recognizes and pronounces the  class participation
* alphabet (spelling) alphabet.  presentations
* numbers 1 -1000 * learner identifies and uses the numbers  web exercises
from 1 to 1000.  evaluation per term.

SECOND * students recognizes and uses the personal  workshops

pronouns.  quiz
* student recognizes and uses some verbs.  oral activities (games, songs,)
* personal pronouns
* student identifies and uses present simple  self-evaluation
* verbs
tense in order to describe his and her daily  class participation
* daily routines
routines.  presentations
* the seasons
* students recognizes and pronounce the  web exercises  tutorial
seasons.  evaluation per term.  web activities
 individual and team work (socialize)
THIRD  workshops  material design (cartoons, puzzles,
* learner identifies and uses verb to be to  quiz crosswords…)
create sentences.
 oral activities (games, songs,)
* verb to be * student identifies and uses present simple
 self-evaluation
* present simple tense.
 class participation
* sports * student recognizes different sports.
* wh questions * learner recognizes and uses the wh  presentations
questions.  web exercises
 evaluation per term.

FOURTH
 workshops
 quiz
* student uses different adjectives to describe
* adjectives (comparatives and  oral activities (games, songs,)
and compare.
superlatives)  self-evaluation
* student identifies and uses present
* present progressive  class participation
progressive tense.
 presentations
 web exercises
 evaluation per term.

TERM TOPICS
-Introducing myself
-Commands
-Class Instructions
-Alphabet
-The Article
-Personal pronouns
FIRST
-Countries and nationalities
-Vocabulary: Classroom objects
-Verb To Be in present
-Nouns
-Wh questions
-Demonstrative adjectives
SECOND -Adjectives
-Ordinal Numbers
Vocabulary: Professions
-Verbs:
Regular
Irregular
-Auxiliary: Do – Does
THIRD -Present simple tense
-Adverbs of Frequency
-vocabulary: Places around town
-Prepositions: in, on, at
-Present progressive tense
-Time expressions
-Cardinal numbers
-Vocabulary: Daily routines
FOURTH
MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC
SIXTH GRADE Secretaria
Educación
ACHIEVEMENTS ASSESSMENT PLAN FOR STUDENTS WITH SPECIAL
EDUCATIONAL NEEDS
1. To apply grammatical structures and Regarding the evaluation, a constant feedback
functions, studied throughout the term. between student and teacher of all the
2. To participate in communicative performed activities, will be the main strategy
activities. to obtain the most effective results. In
3. To understand and produce texts. addition, creativity and innovation in the  Talk about her /his personal
4. To carry out all the assigned tasks and evaluation instruments will also help to keep information in English
homework. the control over the learning process of
students.
 Write sentences using Personal
Pronouns and verb to BE in present
1. To apply grammatical structures Regarding the evaluation, a constant feedback tense
and functions, studied throughout between student and teacher of all the
the term. performed activities, will be the main strategy  Make wh questions using some regular
2. To participate in communicative to obtain the most effective results. In and irregular verbs in simple prersen
activities. addition, creativity and innovation in the tense
3. To understand and produce texts. evaluation instruments will also help to keep
4. To carry out all the assigned tasks the control over the learning process of
students.  Workshop to use countries, nationalities
and homework.
and ordinal numbers
1. To apply grammatical structures Regarding the evaluation, a constant feedback
 Song, oral presentation per groups of
and functions, studied throughout between student and teacher of all the
three students.
the term. performed activities, will be the main strategy
2. To participate in communicative to obtain the most effective results. In
activities. addition, creativity and innovation in the
3. To understand and produce texts. evaluation instruments will also help to keep
4. To carry out all the assigned tasks the control over the learning process of
and homework. students.
1. To apply grammatical structures and Regarding the evaluation, a constant feedback
functions, studied throughout the term. between student and teacher of all the
2. To participate in communicative performed activities, will be the main strategy
activities. to obtain the most effective results. In
3. To understand and produce texts. addition, creativity and innovation in the
4. To carry out all the assigned tasks and evaluation instruments will also help to keep
homework. the control over the learning process of
students.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

SEVENTH GRADE Secretaria

Educación

TOPICS ACHIEVEMENTS ASSESSMENT PLAN FOR STUDENTS WITH SPECIAL

TERM EDUCATIONAL NEEDS
Review 1. To apply grammatical structures and Regarding the evaluation, a constant feedback
-Class instructions functions, studied throughout the term. between student and teacher of all the performed  Classify some sentences according to
- Simple Present Tense 2. To participate in communicative activities, will be the main strategy to obtain the most the possessive adjective, possessive
-Adverbs of frequency activities. effective results. In addition, creativity and pronoun or object pronoun
-Possessive adjectives 3. To understand and produce texts. innovation in the evaluation instruments will also
-Possessive pronouns 4. To carry out all the assigned tasks and help to keep the control over the learning process of
FIRST  Write sentences using Adjectives.
-Object pronouns homework. students.
Vocabulary: the Kitchen Comparatives and superlatives in
English

Review: 1. To apply grammatical structures and Regarding the evaluation, a constant feedback
 Role play using present progressive
-Wh Questions functions, studied throughout the term. between student and teacher of all the performed
tense
-Adjectives 2. To participate in communicative activities, will be the main strategy to obtain the most
Comparatives activities. effective results. In addition, creativity and
Superlatives 3. To understand and produce texts. innovation in the evaluation instruments will also  Workshop: use verb Can for animals´
Verb Can for habilities 4. To carry out all the assigned tasks and help to keep the control over the learning process of habilities
SECOND
WH Questions (past tense) homework. students.
Vocabulary: The farm  Oral activity: say the hour in English.
Review: 1. To apply grammatical structures and Regarding the evaluation, a constant feedback
-Present simple vs Present progressive functions, studied throughout the term. between student and teacher of all the performed
-Ordinal and cardinal numbers 2. To participate in communicative activities, will be the main strategy to obtain the most
THIRD Countable and Uncountable Nouns activities. effective results. In addition, creativity and
How many / How much 3. To understand and produce texts. innovation in the evaluation instruments will also
The hour 4. To carry out all the assigned tasks and help to keep the control over the learning process of
Vocabulary: years homework. students.

Verb to BE past tense 1. To apply grammatical structures and
Time expressions for the past functions, studied throughout the term.
Math operations 2. To participate in communicative
Vocabulary: the weather activities.
Grammar Review 3. To understand and produce texts.
4. To carry out all the assigned tasks and
FOURTH
homework.
Regarding the evaluation, a constant feedback
between student and teacher of all the performed
activities, will be the main strategy to obtain the most
effective results. In addition, creativity and
innovation in the evaluation instruments will also
help to keep the control over the learning process of
students.
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

EIGHTH GRADE Secretaria

Educación

TOPICS ACHIEVEMENTS ASSESSMEENT PLAN FOR STUDENTS WITH SPECIAL

TERM EDUCATIONAL NEEDS

Review: 1. To apply grammatical structures

-Alphabet
-Introducing myself
-Simple Present tense
-Present progressive
Simple past tense
FIRST
Vocabulary: Transportation
Adjectives
Comparatives
Superlatives
Past progressive tense
SECOND Auxiliary Did
Relative Pronouns: Who- Whose.
Adverbs of place
Have got
Vocabulary: Holydays
Review
-Present Progressive
-Past progressive
Modal verbs: can may should
THIRD When/ While
Possessive adjectives
Object Pronouns
Vocabulary: illness
and functions, studied throughout the
term.
2. To participate in communicative
activities.
3. To understand and produce texts.
4. To carry out all the assigned tasks
and homework.
1. To apply grammatical structures
and functions, studied throughout the
term.
2. To participate in communicative
activities.
3. To understand and produce texts.
4. To carry out all the assigned tasks
and homework.
1. To apply grammatical structures
and functions, studied throughout the
term.
2. To participate in communicative
activities.
3. To understand and produce texts.
4. To carry out all the assigned tasks
and homework.
Regarding the evaluation, a constant feedback
between student and teacher of all the performed
activities, will be the main strategy to obtain the most
effective results. In addition, creativity and  Write sentences using verb to Be in past
innovation in the evaluation instruments will also tense making the corresponding picture
help to keep the control over the learning process of
students.  Choose the sentences in a text that they are
written in past progressive tense
Regarding the evaluation, a constant feedback
between student and teacher of all the performed  Workshop: using pictures students write
activities, will be the main strategy to obtain the most the correct adverb of place
effective results. In addition, creativity and
innovation in the evaluation instruments will also
 Compose a small text in the past and past
help to keep the control over the learning process of
progressive tenses
students.
 Song, oral presentation per group of three
students
Regarding the evaluation, a constant feedback
between student and teacher of all the performed
activities, will be the main strategy to obtain the most
effective results. In addition, creativity and
innovation in the evaluation instruments will also
help to keep the control over the learning process of
students.

Other modal verbs
Future tense: Going to
FOURTH
Future simple tense: will
Synonyms / Antonyms Reflexive
Pronouns
1. To apply grammatical structures
and functions, studied throughout the
term.
2. To participate in communicative
activities.
3. To understand and produce texts.
4. To carry out all the assigned tasks
and homework.
Regarding the evaluation, a constant feedback
between student and teacher of all the performed
activities, will be the main strategy to obtain the most
effective results. In addition, creativity and
innovation in the evaluation instruments will also
help to keep the control over the learning process of
students.

Vocabulary: sports and hobbies

 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

NINTH GRADE Secretaria

Educación

TOPICS ACHIEVMENTS ASSESSMENT INPROVEMENT PLAN

TERM
Review grammar tenses
Countable and uncountable nouns
There is/there are
Measures
Quantifiers
FIRST
Currency
Reading comprehension plan
How much and how many
Some-any/quantifiers review
Prepositions of place
Neither/either
SECOND Preferences:
like/dislike/hate/love
Vocabulary: food-the restaurant-
the supermarket
Reading comprehension plan
Identifying diferent measurements
units in english and the correct use
of the expressions there is and
there are.
Gathering ideas in order to create
a dialogue about at the grocery
store integrating concepts and
language skills (listening,
speaking, reading and writing).
Create a neighborhood map according
to there is and there are. (Third week)  Make a series of exercises in his notebook,
Notebook exercises (all abilities) (fifth according to topic seen in class
week)
Verbs flashcards
Glossary (eight week)
 Elaborate a frieze with the topics covered.
 Make a billboard that explains the topic you
Creation of a recipe (second week) most like this period
Role play about the restaurant and
 Make a lottery using measure units.
the supermarket (third week)
 Develop a guide working with the topics
Notebook writing exercises covered
Verbs flashcards. (Fifth week)

Glossary (eight week)

Used to Students are able to talk about Creation of a self-biography (first
Get used to their life expiriences using past week)
Be used to expressions and create short Listening and speaking activities
Phrasal verbs pharagraphs using the vocabulary
THIRD Gerunds as infinitives seen in class. Researching activity (Third week)
Feelings/emotions
Reading comprehension plan
Presentations (fourth week- eight
week)
Notebook exercises. (eight week)
Past simple tense review Identifying differnt verbs form Verbs flashcards. (first week)
Verb to be in past using past tenses as a tool to talk Oral presentations about past
The gerund about past expierences and actions experiences. ( from second week to
Past progressive that hapenned in the past at the fifth week)
FOURTH Connectors when and while. same time as otehr actions.
Vocabulary : personal experiences Short presentation about daily
and technology news (from sixth week to eight
 Reading comprehension plan week)
Glossary

Notebook exercices. ( eight week)

MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS

COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

TENTH GRADE Secretaria

Educación

TOPICS ACHIEVMENTS ASSESSMENT IMPROVEMENT PLAN

TERM
Review grammar tenses: Past
simple tense, past progressive
Verbs in past participle
FIRST
Present perfect tense (affirmative,
negative and questions)
Expressions for and since/already
and yet
Start small conversations using the
grammar tenses seen in the past
grade and complement them with
perfect tenses to talk about past
experiences in different contexts.
Verbs flashcards ( first week)
Comic exercise (second week)
Web research (third week)
Tutorials ( fourth week)
Writing and listening exercises.
(fourth week)
 Write a short text where uses the topics
covered
 Write 30 sentences using modal verbs and
conditional
 Create a didactic grammar class that
explains the simple past and past
progressive

Role play( from fifth week to

“Have you ever?“ eight week)  Elaborate workshop about the topics
covered

Reading comprehension plan

Vocabulary: travelings and

enviroment.

Past perfect tense (affirmative,
negative, questions)
Present perfect progressive
SECOND “If” conditional
Zero conditional (present simple
review)
Vocabulary: connectors/ the
hospital
Understand texts of different types Have you ever workshop (first week)
and sources on topics of general
and academic interest. has an Oral presentations (second week to
awareness of the connections fifth week)
between oral, written, and visual
language when creating text
Reading comprehension. (sixth week)
seeks feedback and makes changes Workshop (sixth week)
to texts
Online web-sites (seventh week)
is becoming reflective about the
production of own texts
Tutorials
 Reading comprehension plan
Past perfect progressive
THIRD Modals: would and could
First conditional
Second conditional
Vocabulary:
Third conditional
Mixed conditional
FOURTH
Say and tell
Phrasal verbs
Idioms
ICFES review
Vocabulary: city places and
animals
Short films analysis ( eight week)
Uses strategies to make small
conversation about past
experiences in an unedifying
tense. Expresses the difference
between real situations and
hypothetical situations.
Participate in conversations in
which I can explain my opinions
and ideas on general topics.
Integrates sources of information
and prior knowledge confidently
to make sense of increasingly
varied and complex texts
selects and uses appropriate
processing and comprehension
strategies with increasing
understanding and confidence
thinks critically about texts with
increasing understanding and
confidence
Comparative chart ( first week)
Writing notebook exercises
( third week)
Vocabulary collage ( fourth
week)
Summary ( fifth week)
Reading comprehension
workshop From sixth week to
eight week)
Pronunciation exercices
Web tutorials ( ninth week)
Dictionary exercises ( first week)
Verbs flashcards ( first week)
Vocabulary presentations ( third
week)
Writing and listening exercises
(from fourth week to sixth week)
Icfes exercises ( from first week
to eight week)
Notebook exercises
 MATRIZ PLAN DE ESTUDIOS AREA DE INGLÉS
COLEGIO SAN BERNARDINO-IED
Resolución de reconocimiento oficial Nº 2546 de Agosto28 de 2002
ALCALDÍA
Inscripción DANE: 21110200207 NIT: 8300449091-3 MAYOR
P.E.I.”Construcción de conocimiento y desarrollo de competencias para la vida y el amor” BOGOTA DC

ELEVENTH GRADE Secretaria

Educación

TOPICS ACHIEVMENTS ASSESSMENT IMPROVEMENT STRATEGIES

TERM
Review perfect tenses and
conditionals
Future simple with going to
FIRST Future simple with will
Plans and predictions
ICFES review
Future progressive
Phrasal verbs/ idioms
Vocabulary: science/business
Locate and extract specific
information and main ideas from
short given texts such as charts,
tables and posters.
Predict the likely development of a
topic by recognizing key words,
using personal experiences, and
making use of context and
knowledge of the world.
Verbs flashcards (first week)
Glossary
 Make a verb chart in the notebook using all
Comic activity the verbs seen in the period or the year.
Comparative chart ( third week)  Write a small paragraph about your plans
for the future.
Creation of paragraphs using the
simple future tense  Create a diary talking about your academic
process in the year.
Plans for the future
 Elaborate a collage using the vocabulary
ICFES review ( from first week to seen in the course.
eight week)
Short films

find out, interpret, organize and
Tag questions present simple information with
others on a wider range of familiar
Auxiliaries review topics including family and
SECOND friends (e.g. constructing short
texts such as simple instructions,
Connectors review rules, and regulations).
Reading comprehension
workshop ( from sixth week to
eight week)
Oral presentations. ( from first
week to fourth week)
Verbs flash cards ( first week)
Questionnaire ( third week)

Reflexive pronouns Strengthen their creative abilities Dialogues

Icfes review
Direct and indirect speech
through reading and listening to a
broad range of imaginative texts Role play ( from fifth week to eight
including poems, novels, short week)
stories, plays, films, jokes,
advertisements, songs, radio and
Action talk
television programmes, etc., and
 Idioms demonstrate sensitivity in their
critical appreciation of these texts. Reading comprehension
Phrasal verbs workshop. (seventh week)

Idioms
Passive voice Discover and express their own Verbs flashcards ( first week)
feelings, attitudes and motivation
Idioms concerning English learning in Dictionary exercises ( second
general and specific language week)
THIRD tasks, through means such as
Phrasal verbs discussing with others including
the teacher, sharing their own Listening activities ( from third
Because of/due to English learning experiences with week to sixth week)
others
Rather to Letters and essays

Reported speech Fill in the gaps workshop

Conjunctions Quiz ( seventh week)

False friends words Dialogues

Relative pronouns Seek or create opportunities to Oral presentations ( from second
learn and use English in natural, week to eight week)
Relative clauses realistic settings such as selecting
materials of interest and Reading comprehension workshop
FOURTH increasing challenge to read for
The curriculum pleasure, joining an international
pen-pal club, watching English TV Listening activities ( fifth week)
Personal interview programmes, listening to radio
programmes or making use of Tutorials
community resources.
Immigration vocabulary
Web research
Idioms and phrasal verbs
Short films

Action talks ( eighth week)

ENGLISH MINIMUMS PER GRADE

PREESCHOOL

The student will be able to recognize a second language in its immediate context in vocabulary and commands

FIRST GRADE

The student will be able to identify vocabulary related to the body parts, animals and images of known objects

SECOND GRADE

The student will be able to use vocabulary related to the family and the personal context.

THIRD GRADE

The student will be able to use vocabulary related to the school, community and personal preferences.

FOURTH GRADE

The student will be able to produce simple oral information using verb to be and vocabulary related to the family and his personal social context.

FIFTH GRADE

The student will be able to produce simple oral and written information related to his context, preferences and emotions.

SIXTH GRADE

The student will be able to talk about his / her personal information using verb to BE in simple present tense.

SEVENTH GRADE

The student will be able to do a short description using adjectives, comparatives and superlatives and they can also identify present simple and present progressive.

EIGHTH GRADE
The student will be able to write and talk about his / her experiences in past tense or past progressive using the specific vocabulary.

NINTH GRADE

The student will be able to use English structures that allow him to express quantities, frequencies and measurements having as reference his personal context.

TENTH GRADE

The student will be able to use appropriate adverbs (ever, yet, for, since, etc.) (last night, yesterday, in 1999, etc.) together with present Perfect Tense and Simple Past
Tense when forming questions and statements in oral and written form.

ELEVETH GRADE

The student will be able to support ideas, opinions and plans in English in oral and written form which are essentials for his life project.