CURRICULUM 2023 (Recuperado Automáticamente)

CURRICULUM
ADN LASALLISTA - LO QUE NOS IMPULSA A SERVIR
AREA ENGLISH 2023 YEAR 2023

SUBJECT ENGLISH
EDUCATION LEVEL PRE SCHOOL
HEAD OF AREA DIANA CATHERINE VARGAS GARCÉS
TEACHER JENNY DIAZ
GRADE KINDERGARDEN
PURPOSE OF AREA To strengthen English competences as a global enrolling approach
TERM FIRST SECOND THIRD A1+ J21

To represent the animals actions and characteristics taking
PURPOSE OF TERM To talk about your own experiences in my school context To describe my immediate environment through visual aids.
into account we live in the same world
LISTENING: SPEAKING: LISTENING: SPEAKING: LISTENING: SPEAKING:
Listen and understand specific instructions in a variety of communicative situations. *Interact orally with classmates about situations
experienced in the classroom. *Use I -I participate in word games and rounds.
some linguistic and non-linguistic resources to recognize when somebody speak to me and I react verbally and non- -I use everyday
give information about themselves and their verbally. expressions to express my immediate needs in the I recognize that there are other people I recite and sing
environment. classroom. like me who know nursery rhymes that I
they communicate in English understand, with
proper rhythm and
intonation.
COMPETENCES TO
DEVELOP
( quality references) READING: WRITING: READING: WRITING: READING: WRITING:
Link the vocabulary known with images related to their daily life. *Become familiar with different textual types. I write the names of
I recognize familiar words and phrases in places and items that
immediate.contexts I recognize in an illustration. I follow the sequence of a simple story, I copy and transcribe words
from that I understand and that I
images use
frequently in the classroom.
LISTENING: SPEAKING: Identify, LISTENING: SPEAKING: LISTENING: SPEAKING:

Recognize simple instructions related to his/her environment, and responds to them repeat and use words associated with his Recognize simple instructions
in a non-verbal way. immediate context related to his/her environment, and responds to them in a non-verbal Recognize simple instructions related Identify,
way. Identify, repeat and use words associated with his to his/her environment, and responds to repeat and use words
D.B.A immediate context them in a non-verbal way. associated with his
READING: WRITING: READING: WRITING: READING: immediate context
WRITING:
Associate pictures with word sounds related to his home and classroom; Understand and describe some details from Understand and describe some details from
images Associate pictures with word sounds images Associate
related to your home and classroom pictures with word sounds related to his
AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE home AFFECTIVE
and classroom; COGNITIVE Understand and describe
EXPRESSIVE
some details from images
MENTAL SKILLS
(EVALUATION GRID) value, participate, share, distinguish
interest, value, count explain, recognize, name identify, mix, talk interest, value, appropiate identify, express, describe classify, associate, describe identify, use, represent
explain describe
AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE
- It is important to learn new To talk about my school context, it is necessary *Arguments: 1. Toys allow to talk about children
To describe my immediate environment through Arguments: It is 1. Animals are To achieve knowledge and
vocabulary and follow simple 1. Greetings are used in every context. students follow the following instructions: It is important to associate images preferences. visual aids, it is necessary the student to follow the important to classified into mastery of teachings, it is
instructions from your immediate 2. Colors and numbers are use to describe things 1. be interested in understanding basic English with words related to their following instructions: recognize different groups necessary for the student to
environment in English, in order to related with a school context vocabulary and expressions. environment, since this allows 1. Use support material, such as thematic reference information that according to theirfollow the following
communicate correctly. 3. Shapes let to build pictures with them. 2. Recognize vocabulary that talk about school them to express themselves 2. The parts of the 2. Participate actively in classes. shows the life of characteristics. instructions:
4. The classroom objects allow to know the objects, colors, numbers and shapes in roder to correctly orally using the house help us to understand in a 3. Make a vocabulary list about the parts of the house animals, their life 2. Wild animals 1. Use support material,
elements students use daily. give a detailed information. vocabulary seen. better way the place where we live to work on in class. cycle, feeding and are those that such as thematic reference
-.A student who knows new 5. The recycling allows to make aware about 4. Express in your own words the things that and the elements that compound it. 4. View videos and songs in English that reinforce the abilities. have not been 2. Present quiz of teachings
vocabulary and follows simple environment protection. compound your classroom. *Attitudes: teachings seen. domesticated. and skills
LEARNING: AFFECTIVE, instructions from his immediate 5. Speak supported by images of vocabulary A student who associates images 5. Submit quarterly proof of the skills and teachings Attitudes: A student 3. Pets belong to 3. Participate actively in
COGNITIVE, environment in English, can referring to greetings. with words related to his developed in the period who is clear about the group of classes.
EXPRESSIVE manage a better vocabulary, 6. Recognize the environment enriches his 6. Actively participate in songs, circles and games the main aspects domestic animals 4. Make a vocabulary list to
(MINDFACT) identify greetings.and describe the importance to recycling as a part to our school vocabulary using some basic managing the vocabulary seen. that are part of 4. Sea animals work on in class.
classroom. context. forms of English expression, can animals enriches his are those that are5. Submit written tests and
follow instructions and vocabulary using adapted to life inpresentations on the
communicate orally with simple 4. Prepositions of place are some basic forms of the sea teachings studied.
words. used to indicate the location of expression in 6. Write vocabulary in the
something or somebody English. time requested by the
5.The parts of the teacher.
body vocabulary allow to know 7. View videos and songs in
myself and others. English that reinforce the
teachings seen.
5. can is a modal 8. Submit quarterly proof of
6. The environment care verb used to talk the skills and teachings
REFERENCES help us to recognize we live ai the about the ability developed in the period
DBA en Inglés ( MINEDUCACIÓN), Competencias básicas en el área de lenguas extranjeras same house. that have 9. Actively participate in
something or songs, circles and games
Responsable Checked Approved someone to managing the vocabulary
perform specific seen.
Name: Diana Catherine Vargas Name: Name: Hno. John Éder Cuéllar activities or 10. Submit final project of
Diego Beltran actions. the quarter.
Post: Head of area Post: Academic coordinator Post: Rector 6.

Food vocabulary
allow to establish
Sign Sign Sign differenes
between the
meals i like and
don't like
7. The
use of I like, I don
´t like allows to
express likes and
preferences
CURRICULUM
AREA ENGLISH 2023 YEAR 2023

SUBJECT ENGLISH
EDUCATION LEVEL PRIMARY
TEACHER JENNY DIAZ
GRADE FIRST (I)
TERM FIRST SECOND THIRD A1+ J21

To recognize my home and family as a main part of my
PURPOSE OF TERM To describe personal aspects in my school context
To understand the importance of the animals as a part of our earth immediate environment
. LISTENING: SPEAKING: LISTENING: SPEAKING:
LISTENING: SPEAKING:
*I recognize when someone speaks to me in English and I react verbally and non- *I follow instructions *I participate in
verbally. I related to class and recreational activities proposed by my teacher. short performances; I memorize and understand *I show
*I understand when they greet me and say goodbye to me. participate actively in word games and rounds. *I *I match illustrations with simple sentences. parliaments. understanding of simple questions *I actively participate in
*I follow instructions related to class and recreational activities proposed by my use everyday expressions to express my *I recognize and follow simple instructions, if they are illustrated. *I describe what some members of my community about myself, my family and my word games and rounds.
teacher immediate needs in the classroom. *I respond to do. environment *I describe what some
greetings and farewells. *I answer questions about people, objects and places *I can understand short, simple members of my community
around me descriptions of familiar objects and do.
ABILITIES AND
COMPETENCES TO places. *I answer questions about
DEVELOP ( *I follow the sequence of a short story people, objects and places
ESTANDARES) READING: .WRITING: READING: WRITING: supported by images.
READING: around me.
WRITING:
*I identify words related to each other *I copy and *I enjoy reading as a leisure *I demonstrate knowledge of the *Escribo información
on topics that are familiar to me. transcribe words that activity that helps me discover the world. basic structures of English. *I personal en formatos
*I recognize words and short phrases in English in books, objects, toys, I understand and use frequently in the enjoy reading as a leisure activity that sencillos.
advertisements and places in my school. classroom. *I recognize and follow simple instructions, if they *I recognize and follow simple instructions, if they are helps me discover the world.
*I match *I write are illustrated. illustrated. *Demuestro conocimiento
illustrations with simple sentences. the name of places and elements that I *I use diagrams to organize information from short stories read in class. *I briefly answer the questions "what, who, when and *I match de las estructuras básicas
recognize in an illustration. where", if they refer to my family, my friends or my illustrations with simple sentences. del inglés.
*I write school. *I use diagrams to organize information
LISTENING: personal information in simple formats .LISTENING: SPEAKING: LISTENING:
from short stories read in class. SPEAKING:
SPEAKING:
*Understand and anwer to instructions about basic school *Understands and responds to *Answers simple questions about basic personal
tasks, verbally and non-verbally. *Answers simple questions instructions on basic school tasks, verbally and non-verbally information, such as your name, age, family, and *Understands and *Respondo brevemente a
about basic personal information, such as your classmates. responds to instructions on basic *Answers simple
las preguntas questions
“qué, quién,
name, age, family, and classmates. * Mentions some physical qualities of their own and of school tasks, verbally and non-verbally. about
cuándobasic personal
y dónde”, si se
* Mention some physical qualities of their own the people around them through words and phrases information,
refieren a misuch as mis
familia your
and of the people around them through words previously studied. name,
amigosage,
o mifamily, and
colegio.
and phrases previously studied. classmates.
* Mentions some physical
qualities of their own and of
D.B.A
the people around them
through words and phrases
previously studied.
READING: WRITING: READING: WRITING: READING: WRITING: *Understands
*Organize the sequence of main events into a short, simple story on and makes simple
*Organize the sequence of main events into a short, simple *Understand and familiar topics, using pictures, after reading or listening. *Understands and makes simple statements, using statements, using
story on familiar topics, using pictures, after reading or listening. makes simple statements, using rehearsed rehearsed expressions, about their immediate *Organize the rehearsed expressions,
expressions, about their immediate environment. environment sequence of main events into a short, about their immediate
simple story on familiar topics, using environment.
pictures, after reading or listening.
MENTAL SKILLS Recognize,

(EVALUATION GRID) Interest, Question,
, describe, Interest, Value, Use Recognize, Recognize, Understand Mention, Organize, Express Understand, Articulate, Relate, Express
Assume
Appropriate
*be interested in understanding *Greetings are daily expressions used in all -To describe personal aspects in my school It is important to organize * Pets belong to the group of To understand the importance of the animals as a *Arguments: It is *The family *Use support material, as
vocabulary and basic expressions contexts. context, it is necessary students follow the sequences of main events in a domestic animals part of our earth important to relate vocabulary allow thematic reference
of English. following instructions: story with pictures in a short and * Pets are animals that can live with *Write vocabulary refers to animals.repare short oral basic information to recognize each *Present quiz of teachings
*Attitudes: A student who knows *The use of basic -Understands that you can communicate in simple way, because that way you us presentations on teachings seen. about your family person to form it. and skills
new vocabulary and follows instructions vocabulary allows effective English, if you expand your vocabulary. can communicate better. *View videos and songs in English that reinforce and home context, * Actively participate in
instructions on basic school tasks, communication between teacher and students. -Develops communicative skills in English, which *Attitudes: A student who * Verbs are used animals vocabulary. because that way classes.
verbally and non-verbally, can allow effective communication organizes sequences of main to describe animals abilities * Submit quarterly proof of the skills and teachings you can express *Make a vocabulary list to
better express his ideas. -Speak and write supported by images of events in a story with pictures in a * Wild animals are those that have developed in the period yourself better orally *The parts of work on in class.
*Vocabulary about personal information allows vocabulary referring to objects in the classroom . short and simple way, can follow not been domesticated. using the the house let us to *Present written tests and
LEARNING: AFFECTIVE, me to talk about myself and my classmates instructions, manage a better * Wild animals live in their own vocabulary seen. know the different exhibitions on teachings
COGNITIVE, -Recognize the importance to recycling vocabulary and identify basic habitat. *Attitudes: A student places to form it worked on.
EXPRESSIVE as a part to our school context. concepts in English. * Sea animals are those that are who relates basic and the activities *Write vocabulary in the
(MINDFACT) *The classroom objects allow to know the adapted to life in the sea information about people can do in time requested by the
elements students used daily. his family and home each one. teacher.
context enriches his *View videos and songs in
*The vocabulary using English that reinforce the
recycling allow to make aware about environment * Can is a modal verb used to talk some basic forms of teachings seen.
protection. about the ability that have English expression, * Submit quarterly proof of
* the alphabet allows to spell words something or someone to perform can follow the skills and teachings
specific activities or actions. instructions and * Clothes allow to developed in the period
* the alphabet allow to spell words communicate orally describe the way * Actively participate in
with simple words. a person wears songs, circles and games
them. managing the vocabulary
* Verbs can seen.
REFERENCES expressed *Present final project of the
Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés (MEN) / DBA en Inglés ( MINEDUCACIÓN) common activities quarter.
people do.
Responsable Checked Approved * The environment
care help us to
Name: Diana Catherine Vargas Name: Name: Hno. John Éder Cuéllar recognize we live
Diego Beltran ai the same
house.
Post: Head of area Post: Academic coordinator Post: Rector
Sign Sign Sign

* the alphabet
allow to spell
words
AREA ENGLISH
SUBJECT ENGLISH
HEAD OF AREA DIANA CATHERINE VAR
TEACHER
GRADE
PURPOSE OF AREA
TERM FIRST
PURPOSE OF TERM To illustrate and relate ways to take care of the health with a daily routine
LISTENING:
*I recognize when someone speaks to me in English and I react verbally and
nonverbally.
*I understand when I am greeted and said goodbye to.
*I follow instructions related to classroom and recreational activities proposed by my
teacher.
I follow directions related to classroom and recreational activities proposed by my
teacher.
ABILITIES AND
COMPETENCES TO
DEVELOP (
ESTANDARES)
ABILITIES AND READING:
COMPETENCES TO
DEVELOP ( *I can identify related words
ESTANDARES) on familiar topics.
*I recognize English words and short phrases in books, objects, toys, advertisements,
and places in my school.
*I can
relate illustrations to simple sentences.
LISTENING: Describe cultural aspects of his/her immediate environment, using

known words and expressions
READING:Understand the sequence of a simple short story about familiar topics

D.B.A
using pictures and previously studied words
AFFECTIVE COGNITIVE
MENTAL SKILLS To interest, To share, To assume To Identify, To classify, To compare
(EVALUATION GRID)
AFFECTIVE
*
• Healthy habits are related to the way people value themselves and protects their bodies
• Respect ourselves defines how we respect to other
• To acquire a healthy daily routine encourage us to be constant and persevering
COGNITIVE
• To know our body involves a type of vocabulary related to our body parts and adjectives to describe how we are physically
• The vocabulary related to healthy food allows students to recognize which kind of nutrition to follow.
• To learn sports helps students to understand about participation. It is about inclusion and citizenship
• To learn numbers becomes successful when it comes to buying things/shopping, telling time, reading calendars, and know
how to communicate with others the concept of “how many/how much.”
LEARNING: AFFECTIVE, EXPRESSIVE

COGNITIVE, • To evidence a healthy life considering our body parts, healthy food, and sports
EXPRESSIVE • To express a daily routine related to healthy eating, exercising and behavior
(MINDFACT) • To illustrate a percentage of ways people, consider to have a healthy life
REFERENCES
Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés (MEN) / DBA en Inglés ( MINEDUCACIÓN)
Responsable
Name: Diana Catherine Vargas

Name: Diana Catherine Vargas
Post: Head of area
Sign
CURRICULUM
2023
ENGLISH
ENGLISH
DIANA CATHERINE VARGAS GARCÉS
DAYANA HERNÁNDEZ
SECOND (II)
To strengthen English competences as a global enrolling approach
SECOND
e health with a daily routine To describe an animal and talk about its importance in the world
SPEAKING: LISTENING:
*I follow instructions related to
classroom and recreational activities proposed by my teacher.
*I actively participate in word games and
rounds.
*I can relate illustrations to simple sentences.
*I use everyday expressions to express *I recognize and follow simple instructions, if they are illustrated.
my immediate needs in the classroom.
*I respond to greetings
and goodbyes.
WRITING: READING:
*I enjoy reading as a leisure activity that helps me discover the world.

*I copy and transcribe
words that I understand and use frequently in the *I recognize and follow simple directions if they are illustrated.
classroom.
*I use diagrams to organize information from short stories read in class.
*I write the names of places and

items that I recognize in an illustration.
WRITING: LISTENING:
Express simple ideas about topics, using simple Describe cultural aspects of their immediate
words or phrases *I write environment, using familiar words and expressions.
personal information in simple formats.
SPEAKING: READING:
Exchange personal information such as Understand the sequence of a simple short story
name, age, and where he/she comes from with about familiar topics using pictures and previously studied words
classmates and teachers, using short simple
sentences.
EXPRESSIVE AFFECTIVE COGNITIVE

To relate, To use, To express To Interest, To evidence, To To know, To recognize, To use
assume
AFFECTIVE COGNITIVE
"ENSEÑANZAS AFECTIVAS: Muestra interés por hacer pequeños act
* Conoce la importancia de aprender nuevas formas para formular co
otects their bodies Asume elementos lingüísticos en textos de opinión y discusiones orales y escritos sobre temas co
COGNITIVE LEARNINGS:
rsevering
*The passive, active and the passive causative are grammatical voices.
*The active voice highlights the agent who performs the action.
*The passive voice highlights the object on which the action is performed.
rts and adjectives to describe how we are physically *The tense of passive voice statement has concordance with the active voice one.
hich kind of nutrition to follow. *The passive voice always uses the verb to be in its different forms.
about inclusion and citizenship *A gerund is a verb that ends in “-ing” and is used as a noun
/shopping, telling time, reading calendars, and knowing *An infinitive is the base form of a verb preceded by “to”
*We use gerunds after prepositions
*We use infinitives After many adjectives
*An adverb of frequency describes how often an action happens.
d sports * There are six main adverbs of frequency: always, usually (or normally), often, sometimes, rarely, and
havior *Be used to means 'be familiar with' or 'be accustomed to'.
ife *We use get used to to talk about the process of becoming familiar with something.
ENSEÑANZAS EXPRESIVAS: Produce de manera oral y escrita

temas conocidos utilizando las habilidades comunicativas en Inglés. Sostiene conversacio
sencillas acerca de temas que son de su conocimiento, interés personal o académico Responde p
después de hacer una exposición oral sobre temas generales o académicos de interés."
MEN) / DBA en Inglés ( MINEDUCACIÓN)
Checked Approved
Name: Diego Beltran Name:

Name: Name:
Post: Academic coordinator Post:
Sign Sign
YEAR 2023
I)
s a global enrolling approach
COND THIRD
about its importance in the world To recognize the colombian celebration and talk about people feelings in those festiva
SPEAKING: LISTENING:
*I participate in short skirts; I memorize and *I can understand simple questions about myself, my family
understand speeches. and my environment.
*I understand short, simple descriptions of familiar objects and places.
*I can describe what some members of my
community do. *I can follow the sequence of a short story supported by pictures.
*I answer questions about people, objects and places

in my environment.
WRITING: READING:
*I demonstrate knowledge of basic English *I enjoy reading
structures. as a leisure activity that helps me discover the world.
*I *I
recognize and follow simple instructions, if they are relate illustrations to simple sentences.
illustrated. *I use diagrams to organize information from short stories read in class.
*I briefly answer "what, who, when and where"

questions, if they refer to my family, friends or school.
WRITING: LISTENING: Describe

Express simple ideas about topics, using simple words
cultural
oraspects
phrases.
of his/her immediate environment, using known words and
expressions.
SPEAKING: READING: Understand the

Exchange personal information such sequence of a simple short story about familiar topics using pictures and
as name, age, and where he/she comes from with previously studied words.
classmates and teachers, using short simple
sentences.

To relate, To describe, To construct. To interest, To evidence, To To know, To recognize, To use
assume.

Muestra interés por hacer pequeños actos comunicativos "ENSEÑANZAS AFECTIVAS: Muestra interés por hacer pequeño
aprender nuevas formas para formular conclusiones. Conoce la importancia de aprender nuevas formas para form
cusiones orales y escritos sobre temas conocidos. Asume elementos lingüísticos en textos de opinión y discusiones orales y escritos sobr
COGNITIVE LEARNINGS: COGNITIVE LEA
cal voices. *The passive, active and the passive causative are grammatical voices.
n. *The active voice highlights the agent who performs the action.
performed. *The passive voice highlights the object on which the action is performed.
the active voice one. *The tense of passive voice statement has concordance with the active voice one.
orms. *The passive voice always uses the verb to be in its different forms.
*A gerund is a verb that ends in “-ing” and is used as a noun
*An infinitive is the base form of a verb preceded by “to”
*We use gerunds after prepositions
*We use infinitives After many adjectives
ns. *An adverb of frequency describes how often an action happens.
r normally), often, sometimes, rarely, and never. * There are six main adverbs of frequency: always, usually (or normally), often, sometimes, rarely,
*Be used to means 'be familiar with' or 'be accustomed to'.
miliar with something. *We use get used to to talk about the process of becoming familiar with something.
Produce de manera oral y escrita situaciones sobre ENSEÑANZAS EXPRESIVAS: Produce de manera oral y es
Inglés. Sostiene conversaciones espontáneas y temas conocidos utilizando las habilidades comunicativas en Inglés. Sostiene conver
s personal o académico Responde preguntas e inquietudes sencillas acerca de temas que son de su conocimiento, interés personal o académico Respon
o académicos de interés." inquietudes después de hacer una exposición oral sobre temas generales o académicos de interés
Approved
Hno. John Éder Cuéllar

Hno. John Éder Cuéllar
Rector
about people feelings in those festivals
SPEAKING:
*I
actively participate in word games and
rounds.
*I describe what some members of my
community do.
*I answer questions about people, objects
and places in my environment.
WRITING:
*I
can write personal information in simple
formats.
*I demonstrate knowledge of the basic
structures of English.
*I briefly answer "what, who, when

and where" questions, if they refer to my
family, my friends or my school.
WRITING:
Express simple ideas about topics, using
simple words or phrases.
SPEAKING:
Exchange personal information such as
name, age, and where he/she comes from
with classmates and teachers, using short
simple sentences.
EXPRESSIVE
To relate, To describe, To construct.
EXPRESSIVE
estra interés por hacer pequeños actos comunicativos
prender nuevas formas para formular conclusiones.
scusiones orales y escritos sobre temas conocidos.
COGNITIVE LEARNINGS:
oices.
ormed.
active voice one.
s.
mally), often, sometimes, rarely, and never.
r with something.
Produce de manera oral y escrita situaciones sobre

s. Sostiene conversaciones espontáneas y
rsonal o académico Responde preguntas e
enerales o académicos de interés."
A1+ J21
CURRICULUM
2023
AREA ENGLISH YEAR 2023
SUBJECT ENGLISH
TEACHER DAYANA HERNÁNDEZ
GRADE THIRD (III)
TERM FIRST SECOND THIRD
PURPOSE OF TERM To express good habits to keep fit To illustrate manners people care the world To describe my town and give directions
LISTENING: WRITING: LISTENING: WRITING: LISTENING:

WRITING:
*I follow instructions related to classroom and recreational activities *I understand the general idea of a story told by my teacher when supported by movements, *I can follow instructions related to classroom and recreational
proposed by my teacher. *I write the names of places and items that I gestures and voice changes. activities proposed by my teacher. *I copy and transcribe words that I understand and
*I write the names of places and items I
recognize in an illustration. *I can understand sequences related to habits and routines. *I can understand short, use frequently in the classroom.
recognize in an illustration.
*I recognize when I am spoken to in English and react verbally and *I copy and transcribe words that I understand *I demonstrate understanding of simple questions about myself, my family and my simple descriptions of familiar objects and places.
nonverbally. and use frequently in the classroom. environment. *I demonstrate understanding of simple questions about myself, my *I demonstrate
*I follow the sequence of a short story supported by pictures. family and my environment. knowledge of basic English structures.
*I demonstrate knowledge of basic English
structures.
*I demonstrate knowledge of basic English *I briefly answer "what, who, when and where"
*I briefly answer "what, who, when and where"
ABILITIES AND structures. questions if they refer to my family, friends or
COMPETENCES TO questions if they refer to my family, friends or
school.
DEVELOP ( school.
*I demonstrate understanding of simple questions SPEAKING:
ESTANDARES) READING: SPEAKING: READING: READING: SPEAKING:
about myself, my family and my environment.
*I actively participate in word games and *I enjoy reading as a leisure activity that helps me discover the world.
*I enjoy reading as a leisure activity that helps me discover the rounds. *I can predict a story from the title, illustrations, and key words. *I participate in short skits; I memorize and
*I participate in short representations; I
world. *I can recognize English words and short phrases in books, memorize and understand the speeches, *I recognize English words and short phrases understand dialogues.
objects, toys, advertisements, and places in my school. in books, objects, toys, advertisements, and places in my school.
*I identify related words on topics that are familiar to me. *I describe what I am doing. *I can *I describe some characteristics
*I use diagrams to organize information from short stories read in predict a story from the title, illustrations and key words. of myself, other people, animals, places and
class. *I express my feelings and moods. *I use diagrams to organize information from short stories read in weather.
*I describe what some members of my
community do. class.
*I answer questions about people, objects and
*I use everyday expressions to express my
places in my environment.
LISTENING: LISTENING: immediate needs in the classroom. LISTENING:
Exchanges ideas and simple opinions with classmates WRITING: Exchanges ideas and simple opinions with classmates WRITING: Understand and describe somedetails in short, simple WRITING:
and teachers, following models or using images. Describe things, places, people, and teachers, following models or using images. Exchanges ideas and simple opinions textsrelated to familiar topics, based on images and known phrases. Exchanges ideas and simple opinions with
and communities, in oral or written form, using with classmates and teachers, following classmates and teachers, following models or
simple phrases. models or using images. using images.
D.B.A
READING: SPEAKING: READING: READING:
SPEAKING: SPEAKING:
Answer simple questions about descriptive short texts , in Exchanges ideas and Answer simple questions about descriptive Answer simple questions about descriptive short texts , in
Describe things, places, Describe things, places, people, and
written or oral form, related to familiar and classroom topics. simple opinions with classmates and teachers, short texts , in written or oral form, related to familiar and classroom topics. written or oral form, related to familiar and classroom topics.
people, and communities, in oral or written communities, in oral or written form, using simple
following models or using images.
form, using simple phrases. phrases.

MENTAL SKILLS
(EVALUATION GRID) To appreciate, To share, To To identify, To know, To To interest, To evidence, To raise To interest, To evidence, To raise Know, identify,
To apply, To includes, To express To know, To identify, To exchange. To relate, To contrast, To describe. Relate, Describe, Exchange
internalize differentiate. awareness. awareness. differentiate.

AFFECTIVE "ENSEÑANZAS AFECTIVAS: Muestra interés por hacer pequeños actos comunicativos "ENSEÑANZAS AFECTIVAS: Muestra interés por hacer pequeños actos comunicativos
• Healthy habits are related to the way people value themselves and protects their bodies Conoce la importancia de aprender nuevas formas para formular conclusiones. Asume elementos Conoce la importancia de aprender nuevas formas para formular conclusiones.
• Respect ourselves defines how we respect to other lingüísticos en textos de opinión y discusiones orales y escritos sobre temas conocidos. Asume elementos lingüísticos en textos de opinión y discusiones orales y escritos sobre temas conocidos.
• Our duties and responsibilities enable shape us as aware people COGNITIVE LEARNINGS: COGNITIVE LEARNINGS:
• To acquire a healthy daily routine encourage us to be constant and persevering *The passive, active and the passive causative are grammatical voices.
*The active voice highlights the agent who performs the action. *The passive, active and the passive causative are grammatical voices.
COGNITIVA *The passive voice highlights the object on which the action is performed. *The active voice highlights the agent who performs the action.
• To take care of our body involves having healthy habits *The tense of passive voice statement has concordance with the active voice one. *The passive voice highlights the object on which the action is performed.
• Healthy habits are related to eat good food and practice sports *The passive voice always uses the verb to be in its different forms. *The tense of passive voice statement has concordance with the active voice one.
• Diseases and symptoms in our body are consequences of having bad habits *A gerund is a verb that ends in “-ing” and is used as a noun *The passive voice always uses the verb to be in its different forms.
LEARNING: AFFECTIVE,
COGNITIVE, • To express the duties and responsibilities it is necessary to have knowledge about imperatives and modal *An infinitive is the base form of a verb preceded by “to” *A gerund is a verb that ends in “-ing” and is used as a noun
EXPRESSIVE verbs of abilities and obligation *We use gerunds after prepositions *An infinitive is the base form of a verb preceded by “to”
(MINDFACT) • Imperatives are requests. To ask someone to do something. Also, these could be instructions too, to tell *We use infinitives After many adjectives *We use gerunds after prepositions
someone what to do. *An adverb of frequency describes how often an action happens. *We use infinitives After many adjectives
• Modal verb is a kind of auxiliary verb that is used to express modalities such as possibility, ability, prohibition, * There are six main adverbs of frequency: always, usually (or normally), often, sometimes, rarely, and never. *An adverb of frequency describes how often an action happens.
and necessity. *Be used to means 'be familiar with' or 'be accustomed to'. * There are six main adverbs of frequency: always, usually (or normally), often, sometimes, rarely, and never.
*We use get used to to talk about the process of becoming familiar with something. *Be used to means 'be familiar with' or 'be accustomed to'.
*We use get used to to talk about the process of becoming familiar with something.
EXPRESSIVE ENSEÑANZAS EXPRESIVAS: Produce de manera oral y escrita situaciones sobre temas conocidos
• To evidence a healthy life, it is necessary to know our body parts, healthy food, and sports utilizando las habilidades comunicativas en Inglés. Sostiene conversaciones espontáneas y sencillas acerca de temas que son ENSEÑANZAS EXPRESIVAS: Produce de manera oral y escrita situaciones sobre
• To express a daily routine related to healthy eating, exercising and behavior de su conocimiento, interés personal o académico Responde preguntas e inquietudes después de hacer una exposición oral sobre temas conocidos utilizando las habilidades comunicativas en Inglés. Sostiene conversaciones espontáneas
• To illustrate the duties and responsibilities of taking care ourselves and others. temas generales o académicos de interés." y sencillas acerca de temas que son de su conocimiento, interés personal o académico Responde preguntas e
inquietudes después de hacer una exposición oral sobre temas generales o académicos de interés."
REFERENCES Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés (MEN) / DBA en Inglés ( MINEDUCACIÓN)
Responsable Checked Approved
Name: Diana Catherine Vargas Name: Diego Beltrán Name: Hno. John Éder Cuéllar
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
TEACHER DAYANA HERNÁNDEZ - JOHAN BARÓN
GRADE FOURTH (IV)

PURPOSE OF TERM To debate relationship between nature and families. To realize how to preserve our planet and species To raise awareness concerning our body and health of planet
SPEAKING Listening Speaking LISTENING: SPEAKING: LISTENING:

* Follow attentively what my teacher and • Answer personal questions * I can talk about quantities and count
* Talk about the activities I usually do. classmates say during a game or activity. such as name, age, nationality * I identify familiar objects, people and actions in aobjects up to a thousand. * I identify the names of the
and address, supported by repetition short descriptive text read by * I describe myself or another familiar characters and the main events
* Describe myself or another person I know, with simple and short sentences, * Identify who is talking to me from their physical repetitions when necessary. * I identify familiar objects, people and actions in aperson in simple, short sentences, taking of a story read by the teacher
taking into account their age and physical characteristics. description. • can greet according to the short descriptive text read by the teacher. into account their age and physical and supported by images,
* Keep a simple conversation in English with a partner when developing a * Identify the sequence of actions and associate time of day, in a natural and appropriate characteristics. videos or any type of visual
classroom activity. them with times of the day when someone appropriate. * I follow attentively what my teacher and classmates * I can spell words that are familiar to me. material.
describes his or her daily routine. • Greet politely according to say during a game or activity. * I identify who I am talking
according to the age and rank of the about from their physical
interlocutor. * I participate in games and activities following simple description.
• Ask my teacher and classmates to instructions. * I identify objects, people and
my classmates to clarify a doubt or explain actions that are familiar to me in
ABILITIES AND or explain something about what we are talking about. a short descriptive text read by
COMPETENCES TO what we are talking about. the teacher.
DEVELOP • Ask for and accept apologies in a simple and
( ESTANDARES) Reading Writing READING:
simple and polite. WRITING READING: WRITING:
* Associate a picture with its written description. *Write descriptions and short narratives based • Follow and give basic instructions * I write descriptions and short narratives based on a
* Place in a short text the locations and moments in which the actions take place. on a sequence of illustrations. *when
I canparticipating
understand in short descriptions of familiar people,
familiar sequence of illustrations. * I associate a picture with its written * I write descriptions and short
* Use the dictionary to support text comprehension. * Describe the personal qualities of people places
known and actions. * I describe personal traits of people around me. description. narratives based on a sequence
around me * I use frequently used grammatical structures and * I can understand short descriptions of of illustrations.
* Use frequently used grammatical structures * I locate in a short text the places and times in which patterns appropriately. familiar people, places and actions. * I describe personal traits of
and patterns appropriately. grammatical actions take place. * I read and understand simple, authentic people around me.
structures and patterns. texts about specific events associated * I use frequently used
* I use the dictionary to support the comprehension of with cultural traditions I know (birthdays, grammatical structures and
texts. Christmas, etc.). patterns appropriately.
SPEAKING:
SPEAKING: LISTENING: * Asks and answers, orally or in writing, LISTENING:
SPEAKING:
* Asks and answers in oral and written form, questions related to "who, when and * Can understand the general idea and some LISTENING: questions related to "who, when and
* Asks and answers, orally or in writing, questions related
where", after reading or listening to a short and simple text, provided that the topic details in a short, simple informative text on *Understands the general idea and some details in a where", after reading or listening to a
to "who, when and where", after reading or listening to a
is known to him/her. familiar topics of interest. short, simple informative text on familiar topics of short and simple text as long as the topic
short and simple text as long as the topic is known to
interest. is known to him/her. * Understands the general idea
him/her.
and some details in a short,
simple informative text on
familiar topics of interest.
D.B.A READING: WRITING: READING: WRITING: READING: WRITING:
*Exchanges simple opinions on a topic of interest, through simple and familiar *Compares basic characteristics of people, * Compares basic characteristics of people, objects,
sentences. objects, and places in their school and and places in their school and community through
community through simple sentences * Exchanges simple opinions on a topic of interest through simple sentences
simple and familiar sentences. * Compares basic
* Exchanges simple opinions on a topic of characteristics of people,
interest through simple and familiar objects, and places in their
sentences. school and community through
simple sentences
MENTAL SKILLS IDENTIFY,

(EVALUATION GRID) BE INTERESTED, HEEDS, DISTINGUISH, LINK, COMPARE
APPLY, ANSWER, PERFOM, DEBATE
TO BE INTERESTED,
DIFERENCIATE, RECOGNIZE, EXCHANGE, RELATE to interest, make
identify,
INTERNALIZE REINFORCE, TO HEED diferenciate, recognize, compare, produce
INTERPRET effort, engage
describe.
ENSEÑANZAS FECTIVAS 1.The present continuous is a verb tense.

ENSEÑANZAS AFECTIVAS: *Be interested in basic words related to family and nature.
*Heed indications that let improve his/her cognitive and communicative process. 1.The present continuous is used to talk about something that is
*Be interested in basic words related to family and nature. *Internalize the vocabulary learned to make a review about healthy food. happening at the moment we are speaking.
*Heed indications that let improve his/her cognitive and communicative process.
*Internalize the vocabulary learned to make a review about healthy food. ENSEÑANZAS COGNITIVAS: 2. The present continuous differs from the past continuous in structure and
usage.
ENSEÑANZAS COGNITIVAS: *Adverbs tell us how often we do actions to take care of the nature. 3. The present continuous differs from the future continuous in structure
*We can make comparisons between products, personal care and sustainability of planet and usage.
*Adjectives can be used to describe where the food comes from. 4. The key words when we talk about the present progressive or
* how often we do actions to take care of the nature. *Adjectives are used to add additional product information. continuous are: Now (now), right now (right now), at the moment (at the
LEARNING: *We can make comparisons between products, personal care and sustainability of planet. *Adverbs of manner express the way in which an action is performed. moment).
AFFECTIVE, *Describe where the food comes from. *The present simple is a tense. 5. The gerund ing , is conjugated with the main verb, by means of some
COGNITIVE, *People and world health is important for a better life. *The present simple is used to describe habitual actions. rules.
EXPRESSIVE *Adverbs of manner express the way in which an action is performed. *The present simple is characterized by its conjugation in the third persons. 6. The present continuous works with the verb to be (am, is, are) plus the
(MINDFACT) * A continent is a large continuous mass of land conventionally regarded as a collective region. *The present simple is divided into three forms: affirmative, negative and interrogative. main verb in gerund (ending in -ing).
*what routines you do to help our nature? 7. According to its structure, the present continuous can be classified as
*Biodiversity is a term used to describe the enormous variety of life on Earth. ENSEÑANZAS EXPRESIVAS: affirmative, negative and interrogative.
*The present simple is characterized by its conjugation in the third persons. * Apply known vocabulary about frequency healthy habits in written and oral way. 8. In the affirmative form, the present continuous uses the auxiliary verb "to
* Human food can be classified in various ways, either by related content or by how the food is processed. * Answer to hypothetical situations related to their surroundings at the daily activities. be" and the verb+ing.
* To debate relationship between nature and families. 9. In the negative form, the present continuous uses the verb to-be (am not
ENSEÑANZAS EXPRESIVAS: - isn`t -aren`t ).
10. To ask questions, all you have to do is reverse the order of the subject
*Apply known vocabulary about frequency healthy habits in written and oral way. and the verb to be.
*Answer to hypothetical situations related to their surroundings at the daily activities.
*To debate the relationship between nature and families.
REFERENCES
Name: Diana Catherine Vargas Name: Diego Beltran Name: Hno. John Éder Cuéllar
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
EDUCATION
PRIMARY
HEAD OF AREA DIANA CATHERINE VARGAS GARCÉS LEVEL
TEACHER JOHAN BARÓN
GRADE FIFTH (V)
PURPOSE OF
To strengthen English competences as a global enrolling approach
AREA
PURPOSE OF To share information about how to take care of our planet. To present environment issues in past, and and their consecuences in
To express expections and my future role in the society
TERM world.
Listening: Reading : Listening: Reading: Listening: Reading:
*Follow attentively what * Can understand short descriptions about • Memorize and follow the rhythm • Place in a short text the places and times * Participate in games and activities - *Participate in word
my teacher and people, places and known actions. of popular songs from English- which the actions take place. by following simple instructions. search games for unknown
classmates say during an * Recognize, in a short narrative text, aspects speaking countries. • Use the dictionary as a support for the words.
activity. such as what, who, when and where. • Identify the names of characters comprehension of texts. *Recognize some moods through * Read and understand simple,
* Identify who I am talking * I use graphics to represent the most relevant and main events in a story read • Identify cultural elements such as proper tone or volume of voice in a story authentic texts about specific
about from their physical information in a text. by the teacher and supported by names and places in simple texts read by the teacher or in a recording. events associated with cultural
description. pictures, videos or any kind of *Identify familiar objects, people, and traditions I know (birthdays,
* I express the sequence visual material. actions in a short descriptive text Christmas, etc.).
of actions and associate • Understand personal information read by the teacher. *Identify actions in a short
them with times of the day provided by my classmates and sequence of events.
when someone describes my teacher.
ABILITIES AND their daily routine.
COMPETENCES
TO DEVELOP
( ESTANDARES)
Writing: Speaking: Writing: Speaking: Writing: Speakig:
* Memorize and follow the * Look for opportunities to use what I know in • Use frequently grammatical • Describe myself or another a known * Check the spelling of the words I * Express in a word or short
rhythm of popular songs English. structures and patterns person, with simple and short sentences, write frequently. phrase how I feel.
from English-speaking * Talk about the activities I do regularly. appropriately. taking into account their age and physical * Write about topics that interest me. * Maintain a simple conversation
countries. * Maintain a simple conversation in English • Describe the personal characteristics. * Write short stories that I imagine. in English with a classmate when
* Identify the names of with a partner when doing a classroom activity. characteristics of people in my • Answer questions about my tastes and I carry out a classroom activity.
characters and main context. preferences. *Use short sentences to say
events in a story read by • Write descriptions and short • Talk about the activities I usually do. activities I have done.
the teacher and supported narratives based on a sequence
by pictures, videos or any of illustrations.
kind of visual material.
* Understand personal
information provided by my
classmates and my 1. Comprehend general and specific information in a short narrative text on
teacher. familiar topics of interest.
*Exchanges information about habits, likes and preferences*Produces a 2. Produces a short, simple, oral and/or written narrative text. *Exchanges information about habits, likes and preferences*Produces
short, simple, written narrative text that responds to the what, who, when 3. Exchanges information about habits, likes and dislikes about familiar topics. a short, simple, written narrative text that responds to the what, who,
D.B.A and where of an event or anecdote.*Explains, in oral or written form, 4. Explain the cause and consequences of a sentence through simple oral and when and where of an event or anecdote.*Explains, in oral or written
cause and effect related to topics of most immediate relevance, using written oracines. form, cause and effect related to topics of most immediate relevance,
simple sentences and following a mode.* Understands general and using simple sentences and following a mode.* Understands general
specific information in a short narrative text about topics, that are familiar and specific information in a short narrative text about topics, that are
or of personal interest. familiar or of personal interest.
MENTAL SKILLS
(EVALUATION Induct,
show interest, Share, Identify, Classify, Recognize, To know, deduce, Crear, planear, to interest, hold responsible, Compare,
GRID) Accept, apreciate, contemplate. diferenciate,
Assumes Compare Organize, To share describe producir. cooperate. express, solve.
interpret.
AFFECTIVE LEARNING The basic commands allow good communication between teachers and *The basic commands allow a good communication between teacher
* Show interest in the acquisition of expressions about general truths and students. and students.
facts about our planet. *The present simple is a tense.
* Share information about how plants and animals adapt to the 2. The present continuous is a tense. *The simple present expresses habitual actions
environment. *The present simple differs from the past continuous by the
Assume positive attitudes that let him/her improve communicative skills. 3. The present continuous is used to express actions that are carried out at a components of its structure.
specific time. *According to its structure, the present simple and continuous can be
COGNITIVE LEARNING classified as affirmative, negative and interrogative.
*We can describe different kinds of plants, ecosystems and animals. 4. The present continuous differs from the past continuous, in terms of its *The simple present uses the auxiliaries DO and DOES- DON`T -
*ecosystems let us to know how the planet is affected by humans. structure and use. DOESN`T for its negative and interrogative forms.
*Cultures can help the planet through with traditions, music, art, etc. 5. The present continuous differs from the future continuous, in terms of its *The present continuous is a tense.
* actions that are doing people affect the planet. structure and use. *The present continuous is characterized by the use of the gerund "-
*Routines of people and animals in different environments 6. Prepositions are classified into categories such as: place, address, time, ing", which in Spanish can be translated as the gerunds "-ando" and "-
*Present simple is use to describe an important event in the history. among others. endo"
*Subjects prepare people to be competitive in life. *The present continuous is used to express actions that are carried out
* we can compare different animals and places of the world, 7. The present continuous is characterized by the use of the gerund "-ing", at a specific time.
LEARNING: characteristics of nature and weather. which in Spanish can be translated as the gerunds "-ando" and "-endo".
AFFECTIVE, *Herbs. Herbs are short-sized plants with soft, green, delicate stems 8. According to its structure, the present continuous can be classified as
COGNITIVE, without woody tissues. ... affirmative, negative and interrogative. *The descriptions are made with the third person of the singular, the
EXPRESSIVE Shrubs. Shrubs are medium-sized, woody plants taller than herbs and descriptive adjective and the noun.* The feedback of activities is
(MINDFACT) shorter than a tree. ... 9. In the affirmative form, the verb to be becomes an auxiliary verb and the "- necessary to determine the usefulness or not of some didactics. *The
Trees. Trees are big and tall plants. ... ing" is conjugated with the main verb of the action. evaluation allows to know the strengths and weaknesses that one has
10. The present continuous uses the verb to-be (am not - isn`t -aren`t ) to about a specific topic.
EXPRESSIVE LEARNING create the negative form.
* Recognize humanity as a changing process in the world. 11. The present continuous uses the verb to-be (am – is -are ) in its
*Organize information about culture, language and traditions of the human interrogative form depending on the pronoun.
and animal environment.
*To share information about how to take care of our planet.
REFERENCES
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
EDUCATION LEVEL SECONDARY
TEACHER DANIEL VARGAS - JOHAN BARÓN
GRADE SIXTH (VI)

To difference use of the present simple in the daily routine in a ecosystem

PURPOSE OF TERM To identify the imperatives and how we can use to give information about of the ecosystem To express the danger of the polution in the places that we live.
context.
Listening: Reading: Listening: Reading: Listening: Reading:

* Can understand questions and oral -Understand and - I value reading as an - I can understand the general idea in a -I identify in simple texts,
expressions referring to myself, my * Extract general and specific follow directions when they are presented clearly and with important habit for personal
description and a narration. enviroment and how we can
family, my friends and my environment. information from a short text written familiar vocabulary. and academic enrichment. -I make a solution for the polution
* Understand the main idea in a in simple language. -Understand basic information on can understand short, simple messages proble.
description and in a narration. * Identify the action, characters and topics related to my daily activities and environment. - I identify the
related to my environment and the - I can understand
setting in narrative texts. appropriate meaning of words
ecosystem. relationships established by
* Identify the general topic and relevant * Apply reading strategies related to -Understand an oral description of a situation, in the dictionary according to -I can identify the words such as and (addition),
details in conversations, radio reports or the purpose of reading. about the preervation of the enviroment. the context. general topic and relevant details in but (contrast), first, second...
oral presentations. conversations, radio information or oral (temporal order), in simple
ABILITIES AND - I understand written presentations. sentences.
COMPETENCES TO instructions to carry out daily,
DEVELOP personal, and academic
( ESTANDARES) Writing: Speaking: Writing: activities.
Speaking: Writing: Speaking:
*Describe a familiar person, place or Describe in - give simple oral instructions in - write short texts in which I express - make very brief presentations
object in simple sentences. short sentences people, places, objects or events related to school, family and close contrast, addition, cause and effect of predictable and learned
*Write a short text about myself, my * Answer in short sentences about familiar topics and situations. I can describe in short environment situations between ideas. content.
family, my friends, my environment or the differents exosystem. sentences people, places, objects or events related to - establish comparisons - use appropriate - make proposals about some
about events that are familiar to me. * Describe my simple daily routine. familiar topics and situations. between characters, places vocabulary to give coherence to my solutions for the polution with
and objects writing. my classmates.
* Write short messages about the -Complete basic personal information in simple formats and - express in a simple way what - describe in short sentences people, - Organize a fluency and basic
differents ecosystems and the enviroment documents. I like and dislike. places, objects, or events related to conversation with my
that we live. familiar topics and situations" classmates about the daily
routines.
Participates in a short conversation. *Describes the basic characteristics of people, things,
*Requests and provides clarification on how names and unknown words are and places. *Writes basic personal information in preestablished forms. *Understands and *Recognize the danger of the polution in our city and the posibble
spelled. *Understand what are the differents ecosystem and what are the uses familiar words and short phrases about routines, daily activities and preferences. solutions. *Understands the subject and general information of a short
D.B.A differences *Answers questions related to “what, who and when” after reading *Informe the preservation of the ecosystem. simple text.*Describes people, activities, events and personal experiences
or listening to a short simple text. *Understands and uses familiar words and orally. * Understands instructions related to class, school, and community
short phrases about routines, daily activities and preferences. activities. *Writes basic personal information in preestablished forms

To classify
To accept ,
MENTAL SKILLS To Get
To compare To Show, To Know, To To Express, To To recognize To represent
(EVALUATION GRID) To Expose To
To solve To identify , identify, To To developpe, respect, To characterize To compare
To describe
To perform. To Approche difference. To give To To define To create
Adopt.
tolerate.
To compare.
AFFECTIVE LEARNING AFFECTIVE LEARNING AFFECTIVE LEARNING

*Get interested in the acquisition of new vocabulary about ecosystem. *To show the principals preservation of the enviroment. *To accept the careful of the enviroment in your neighborhood
*Expose the daily routine with their partners. *To Identify the different kind of imperatives and how to use it. *To respect the ecosystem and the enviroment.
*Adopt attitudes that affect the acquisition of a foreign language. *To Approache the differences of the present continuous and the preset simple. *To tolerate the point of view of the each student.
COGNITIVE LEARNING COGNITIVE LEARNING
* An ecosystem is a geographic area where plants, animals, and other COGNITIVE LEARNING *A preposition of place is a preposition which is used to refer to a place
organisms, as well as weather and landscapes, work together to form a bubble *Preservation protects the environment from harmful human activities. For example, where something or someone is located. There are only three prepositions
of life. conserving a forest typically involves sustainable logging practices to minimize deforestation. of place, however they can be used to discuss an almost endless number
*Explain how we can conserve the ecosystem and what kind of things is danger Preservation would involve setting aside part or even all of the forest from human of places. At – A preposition of place which is used to discuss a certain
to us. development. point.
*Describe daily with the use of present simple and frequency adverbs. *Imperatives are verbs used to give orders, commands,warning or instructions, and (if you *A preposition of time is a preposition that allows you to discuss a specific
*Simple present can be used to ask and answer questions about basic personal use "please") to make a request. *It is one of the three moods of an English verb (indicative, time period such as a date on the calendar, one of the days of the week, or
information. imperative and subjunctive). the actual time something takes place. Prepositions of time are the same
*Adjectives are used to understand information about people’s physical *We can use can and can't to talk about abilities in the present. words as prepositions of place, however they are used in a different way.
LEARNING: appearance. *To form the negative add "not" after can to form one word. Example: cannot. Short form: *Comparative adjectives are used to compare two people or things and
AFFECTIVE, *Describe the things that they like and dislike in the chores and housework. can't. (can't = cannot) superlative adjectives are used to compare more than two people or
COGNITIVE, *The present continuous verb tense indicates that an action or condition is happening now, things. For example: My house is bigger than her house. (comparing two
EXPRESSIVE frequently, and may continue into the future. The Present Continuous Formula: to be [am, is, things) Out of the 30 houses in the neighborhood, Reginald's is the
(MINDFACT) are] + verb [present participle] Aunt Christine is warming up the car while Scott is looking for biggest.
his new leather coat.
REFERENCES
Diana Catherine
Name: Vargas
Name: Diego Beltran Name: Hno. John Éder Cuéllar
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
TEACHER DANIEL VARGAS
GRADE SEVENTH (VII)

To conscience the oportunity conserve and make a solution of the pollution
problems
PURPOSE OF TERM To integrate the care of the health and the environment in truth intentions. To expose planes to take care of the nature and the enviroment
LISTENING *Understand READING WRITING LISTENING READING WRITING LISTENING READING WRITING
an oral description of a situation, *Value reading as an *Describe in short *understand questions and oral *can extract general and specific *Complete basic personal information in simple *Can understand and *understand written *write short texts in which I
person, place or object. important habit for personal and academic sentences people, places, objects or events expressions that refer to me, my information from a short text written formats and documents. follow directions when instructions to carry out express contrast, addition,
*Understand and follow specific enrichment. *Identify the action, characters, and related to topics and situations that are familiar family, my friends and my in simple language. *identify the *write a short text about me, my family, my friends, they are presented daily, personal and cause and effect between
instructions when they are setting in narrative texts. *Apply reading to me. *Write short messages for different environment. *understand basic correct meaning of words in the my environment or about facts that are familiar to me. clearly and with academic activities. ideas.
presented clearly and with known strategies related to its purpose. purposes related to situations, objects or people information about topics related to dictionary according to the context. familiar vocabulary. *can understand *write short messages for
vocabulary. *Understand short and in my immediate environment. *Undesrtand what my daily activities and my *identify in simple texts, cultural literary, academic and different purposes related to
simple messages related to my is the grammar for the zero conditional *Use environment *understand short elements such as customs and *Can identify the general interest, written situations, objects or people in
environment and my personal and appropriate vocabulary to give coherence to my and simple messages related to celebrations general topic and in simple language. my immediate environment.
academic interests. writings. my environment and my personal relevant details in *understand *can extract general and
SPEAKING and academic interests conversations, radio relationships specific information from a short
*Participate in reports or oral established by words text written in simple language.
everyday communicative situations SPEAKING presentations. like and (addition), but
such as asking for favors, *request explanations about *Understand the (contrast), first,
apologizing and thanking. *Describe specific situations in my school, general idea in a second... (time order),
ABILITIES AND
in simple sentences a person, place my family and my immediate description and in a in simple sentences.
COMPETENCES TO or object that is familiar to me environment. *use simple narration.
DEVELOP although, if required, I rely on notes sentences to describe my daily
( ESTANDARES)
or my teacher. * Establish the uses routine and that of other people. SPEAKING
of the zero conditional and the use * give simple oral instructions in *Participate in
in a sentences. school, family and close everyday
environment situations. communicative
situations such as
asking for favors,
apologizing and
thanking
*Ask simple questions
about familiar topics
using gestures and
repetition.
*Can initiate, maintain
and close a simple
conversation on a
LISTENING *Recognizes READING *Understands the main WRITING *Describes actions LISTENING READING *Understands WRITING familiar topic.
LISTENING READING WRITING
specific idea and details related related to a subject in his/her family or *Understands the main the main *Describes actions related to a subject in his/her *Gives and follows *Understands the main *Writes short and simple
information in written and to activities, places, school idea and details related idea and details related to activities, family or school environment using instructions, idea and details related texts about familiar actions,
oral texts related to objects, and people in a short environment using to activities, places, places, recommendations, to activities, places, experiences, and
people, and actions descriptive text and people in a short and people in a short descriptive and suggestions and people in a short plans
descriptive text text about topics descriptive text.
SPEAKING *Recognizes related to his/her
D.B.A specific SPEAKING immediate context.
information in written and
oral texts related to objects, *Participates in short
people, and actions conversations providing SPEAKING
information about him/ *Describes people,
herself as well as about activities,events and
familiar people, places and events personal experiences
orally
MENTAL SKILLS Motivate interest differentiate apply

(EVALUATION GRID) Known Identify Recognize
know identify difference understand recognize create Evaluate value identify create
value assume interest Difference Describe Enunciate
Apreciate appreciate analyze express
*The use of the zero conditional in differents situation. *The zero conditional is used to make statements about the real world, and often * Verb tenses are characterized by having their own uses and structures that need to be clear in order to put communicative *Superlatives belong to the group of adjectives.
refers to general truths, such as scientific facts. and written skills into practice. *Superlative adjectives are different from adjectives of positive degree and
* The zero conditional is used in present simple. *The future tense with "going to" is more commonly used in spoken language when you want to refer to the immediate future, adjectives of comparative degree.
*'Can' refers to a general truth or something that has a strong sense of possibility. 'Could' refers to something that has a weak that is, to something that is about to happen. *A superlative indicates that the subject possesses the quality to the highest
possibility, or something that might happen, but is not necessarily a general truth. *It is formed with the verb "to be" conjugated for the corresponding personal pronoun, followed by "going to" and the base degree and above all others.
* The feedback of activities is necessary to know the usefulness or not of some didactics. *For the pronouns I, you, we, they, the verb is verb. *The superlative is always preceded by the definite article.
used in the infinitive form. *The *There is a difference between these two ways of expressing the future. Generally "to be + going to" is used for actions that *In the case of one-syllable adjectives, we form the superlative by adding -est
present simple has two auxiliaries (do – does) in its negative and interrogative forms depending on the pronoun. *The evaluation allows are going to happen very soon or to express a plan that you have. "Will" is used to express a promise, a prediction, or at the end: tall — tallest.
to know the strengths and weaknesses that you have on a specific topic. something that you want to do in the future. *If the adjective has two syllables, we can add -est or put most before the
*The future tense with "will" is used to talk about decisions that are made while speaking. adjective. In many cases both forms are used, but one is more common than
LEARNING: *It is also used to say predictions of a general nature. the other.
AFFECTIVE, *The future with will is formed using first the personal pronoun, will, after that the verb in the infinitive and the complement. *If the adjective has three syllables or more, we will form the comparative by
COGNITIVE, *In addition to knowing new tenses and making use of others already learned, it is important in learning a foreign language to adding most: important — the most important.
EXPRESSIVE enrich knowledge with new vocabulary regarding commands and adjectives. *When the adjective ends in consonant + vowel + consonant, the last
(MINDFACT) *The verbs have different variations when using the tenses, but in the case of the future with will and going to, these are used consonant must be repeated before adding the ending: fat — fattest.
in the infinitive. *If the superlative ends in -y, we must change it to an i: happy — happiest.
*The future differs from other tenses such as the simple present, simple past, present continuous, past continuous and *Knowing the vocabulary of travel, transportation and ticket purchase allows
present perfect. the student to interact in a specific social environment.
*According to its grammatical structure, the future is classified as: AFFIRMATIVE, NEGATIVE, INTERROGATIVE *Feedback activities allow clearing up doubts and reaffirming knowledge.
*Could have, would have, and should have are sometimes called “modals of
lost opportunities.” They work like a grammatical time machine. The simple
past just tells what happened. Past modals tell what could have, would have,
and should have happened.
*Communication skills are strengthened through constant practice in a second
language.
*It is important to identify the tense in which a conversation is spoken or
REFERENCES expressed in order to respond or give an opinion correctly.
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
EDUCATION
SECONDARY
HEAD OF AREA DIANA CATHERINE VARGAS GARCÉS LEVEL
TEACHER SOFÍA SANABRIA
GRADE EIGHTH (VIII)
To recognize enviromental problems and consequences by human

PURPOSE OF TERM To illustrate the ways to conserve the biomes To reflect about extreme consumption
habits
LISTENING * READING WRITING Write LISTENING * I show a READING *I WRITING *I LISTENING *I follow READING *I value WRITING *I answer,
Understand what the Value reading as narratives about respectful and understand answer, in instructions given in reading as an in written form,
teacher and my an important activity for all personal experiences tolerant attitude addition, written form, class to perform important activity for questions related to
classmates tell me in areas of my life. Identify and events around me. when listening to contrast, questions academic activities. all areas of my life. *I texts I have read. *I
everyday interactions in cultural elements present Organize short others. *I identify temporal and related to texts I *I identify general identify points for and organize short
the classroom, without in simple texts. Understand coherent paragraphs, different roles of spatial order, have read. *I and specific ideas in against in an coherent
the need for repetition. * the implicit information in taking into account speakers in and cause-effect exemplify my oral texts, if I have argumentative text on paragraphs, taking
Identify key information in texts related to topics of formal elements of the conversations on relationships points of view knowledge of the topics with which I am into account formal
conversations my interest. language such as topics related to my between simple on the topics I topic and vocabulary familiar. *I represent, in elements of
short stories taken from spelling and interests. *I use my statements. *I write about. *I used. *I recognize graphic form, language such as
real life, if they are punctuation. general knowledge of value reading as write messages the linking elements information I find in spelling and
accompanied by images. Paraphrase the world to an important in different of an oral text to texts that compare and punctuation. *I
information that I read understand what I activity for all formats about identify its contrast objects, produce simple
SPEAKING *Tell as part of my hear. SPEAKING *I areas of my life. topics of my sequence. animals, and people. texts with different
short stories linking my academic activities. make short, interest. SPEAKING *I functions
ABILITIES AND ideas appropriately. * rehearsed participate in a (describing,
COMPETENCES TO Risk participating in a presentations on an conversation when narrating, arguing)
DEVELOP conversation with my academic topic of my interlocutor gives about personal
( ESTANDARES) classmates and my interest to me *I me time to think topics and those
teacher. demonstrate that I about my answers. *I related to other
recognize elements can briefly explain subjects.
of foreign culture and and justify my plans
relate them to my and actions. *I
culture. *I interact express my opinion
with my classmates on matters of
and teacher to make general interest to
decisions about me and my
specific topics I am classmates.
familiar with.
LISTENING READING WRITING READING WRITING READING WRITING

*Exchanges information *Recognizes specific *Briefly narrates *Recognizes *Briefly narrates *Recognizes specific *Explains in written
about academic and information current specific current information form
general in short oral and written facts, daily situations information facts, daily in short oral and written different familiar
interest topics, through texts on topics of general or in short oral and situations or texts on topics of general situations
simple conversations, interest. personal experiences written personal interest. and facts in a
dialogues, and role-plays orally texts on topics of experiences orally coherent and
SPEAKING and in written form. general and in written simple manner.
*Expresses emotions and interest. form.
feelings about a situation
or specific topic related to
his/her family or school
and
D.B.A presents supporting
reasons
in a clear and simple
manner.
Translated with Translated with

AFFECTIVE COGNITIVE EXPRESSIVE www.DeepL.com/Tra COGNITIVE EXPRESSIVE www.DeepL.com/Tra COGNITIVE EXPRESSIVE
To respect To identify To discuss nslator (free
Respetar, version) Comprender,
valorar, Conversar, nslator (free
Colaborar, version) identificar, organizar,
participar, Representar,
MENTAL SKILLS To value To To deduce To To describe participar ejemplificar, crear, planear respetar, reflexionar, clasificar, explicar expresar, producir
(EVALUATION GRID) reflect understand To express demostrar valorar
Affective ENSEÑANZAS AFECTIVAS

* Respect thoughts and beliefs and customs of people. 1. Demostrar interés por
* Value actions in favor of the environment. conocer expresiones que denoten una habilidad, posibilidad ENSEÑANZAS AFECTIVAS
* Reflect on our behavior in caring for the environment. o necesidad ayudara a una mejor expresión de acciones 1. Demostrar interés por conocer expresiones que indican una
cotidianas. cantidad no especificada permiten mejorar el vocabulario.
Cognitive 2. organizar una secuencia de eventos del pasado 2. Valora la importancia que tiene ampliar el vocabulario en inglés
Valorando la importancia de cada uno de ellos. para estructurar oraciones sencillas.
* Social Context, also known as milieu is how someone reacts to something 3. Demuestra iniciativa en el mejoramiento de las diferentes
depending on their immediate social or physical environment. Social context 3. Mejora las diferentes habilidades en lengua extranjera habilidades en inglés como lengua extranjera dentro del aula.
can influence how someone perceives something. dentro del aula Tomando una postura de cambio frente a la ENSEÑANZAS COGNITIVAS
* Human actions is about something that people do or cause to happen. clase de inglés. 1. Los pronombres indefinidos se usan en oraciones afirmativas,
* Environment refers to the conditions that surround someone or something: ENSEÑANZAS COGNITIVAS negativas e interrogativas.
the conditions and influences that affect the growth, health, progress, etc., of 1. El presente perfecto se utiliza para señalar un vínculo 2. Los indefinite pronoun se forman con some, any, no y every.
someone or something or refers to the natural world. entre el pasado y el presente. 3. Los indefinite pronoun se usan en frases con un verbo positivo.
* Present simple is used to talk about habits, routines and daily activities. 2. En 4. Los pronombres con no indican ausencia.
* Present continuous is used to talk about actions that do at the moment. el presente perfecto se conjugan los verbos en pasado 5. Los indefinite pronouns hacen parte de los pronombres, pero no son
* Frequency adverbs describes how often an action happens. participio en declaraciones afirmativas, negativas e Personal pronoun, Possesive pronoun u object pronoun.
interrogativas. 6. De acuerdo a su uso los indefinite pronoun se pueden clasificar en
LEARNING: Expressive 3. En el presente perfecto se usan los auxiliares “have y singular y plural.
AFFECTIVE, has” en las formas afirmativas e interrogativas y en su forma
COGNITIVE, * Describe human actions and environmental impact negativas have not y has not. ENSEÑANZAS EXPRESIVAS
EXPRESSIVE * Present yourself to a group by describing your interests, concerns, desires 4. El presente perfecto hace referencia a un periodo
(MINDFACT) and talents. temporal inacabado. 1. Usar material de apoyo adicional como referencia temática.
* Describe changes * Make suggestions to improve 5. Acciones concluidas en un pasado muy reciente junto con 2. Participar activamente de las clases.
practices el uso de just. 3. Hacer un listado en block cuadriculado con el vocabulario
* Express opinions about human actions. * Discuss good and bad 6. Los modal verbs se diferencian de los verbos regulares e desconocido.
environmental practices. * Describe ecological values irregulares. 4. presentar pruebas escritas y exposiciones sobre temas de interés
7. Lo modal verbs pueden utilizarse de forma afirmativa y general.
negativa. 5. Memorizar una lista de verbos determinada en sus tres formas para
8. De acuerdo a su función podemos clasificar los modal poder presentar pruebas orales y escritas.
verbs para expresar possibilities, advices, abilities and 6. Crear textos en el que hace uso del presente y pasado continuo
obligations. junto con los indefinite pronoun.
ENSEÑANZAS EXPRESIVAS 7. Preparar una presentación oral sobre hechos históricos sucedidos
1. Usar material de en el pasado utilizando una herramienta tecnológica para su
apoyo adicional como referencia temática. presentación.
2. Participar activamente de las clases.
3.
presentar pruebas escritas y exposiciones sobre temas de
interés general. 4. Practicar una lista de
verbos determinada en sus tres formas para poder presentar
pruebas orales y escritas.
REFERENCES 5. Preparar una presentación
oral sobre hechos históricos sucedidos en el pasado
utilizando una herramienta tecnológica para su presentación
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
TEACHER SOFÍA SANABRIA - DIANA VARGAS
GRADE NINTH (IX)

PURPOSE OF TERM To recognize the consequences about natural disasters To promote caring environment awareness through a project To create monsters and legends according to Clombian bagage
LISTENING READING WRITING LISTENING READING WRITING LISTENING READING WRITING

-. Understand what the teacher -. Recognize the purpose of a -. Write messages in different -. I recognize the linking -. I recognize the purpose -. I paraphrase information -. I understand what the teacher -. I understand implicit -. I organize coherent
and my classmates tell me in description in medium-length formats on topics of my elements of an oral text to of a description in that I and my peers tell me in information in texts related to paragraphs
everyday narrative texts. interest. identify its sequence. narrative texts of medium I read as part of my in everyday interactions in the topics of interest to me. short paragraphs, taking into
-. Identify general and specific -. Value reading as an important -. Answer, in written form, to identify their sequence. length. academic activities. classroom, without related to topics of my account
ideas in oral texts, if I have activity for all areas of my life. questions related to texts I -. I use my general -. I identify cultural academic activities. classroom, without the need for interest. formal elements of language
knowledge of the topic and the -. Identify meaning relationships have read. knowledge of the world to elements present in simple -. I produce simple texts repetition. -. I differentiate the such as spelling and
vocabulary used. expressed in texts on familiar -. Edit my writings in class, understand what I hear. texts. with different functions -. I identify key information in organizational structure of punctuation.
-. Identify key information in short topics. taking into account spelling understand what I hear. simple texts. (describe, short conversations descriptive, narrative and -. I exemplify my points of view
conversations taken from real life, rules, appropriateness of -. I show a respectful and -. I identify points for and narrate, argue) on personal I identify key information in argumentative texts. I exemplify my views on the
if they are accompanied by vocabulary and grammatical tolerant attitude when against in an argumentative and other related short conversations taken from descriptive, narrative and topics I write about.
images. structures. listening to others. text about topics I am personal and related to real life, if they are accompanied argumentative texts. -. I edit my writing in class,
SPEAKING listening to others. argumentative text on other subjects. by images. -. I represent, in graphic form, taking into account spelling
-. Do short presentations on topics with which I am subjects. by images. the information I find in texts rules
everyday and personal topics. SPEAKING familiar. -. I write narratives about -. I identify different roles of that compare and contrast spelling rules, appropriateness
ABILITIES AND
-. Participate in a conversation -. I tell short stories familiar with. personal experiences and speakers in conversations on I find in texts that compare of vocabulary
COMPETENCES TO with my classmates and my linking my ideas in an personal experiences and related topics. and contrast objects, animals and grammatical structures.
DEVELOP
teacher. appropriate events around me. I identify different roles of and people.
( ESTANDARES) -. Make short presentations on an appropriately. speakers in conversations on objects, animals and people.
academic topic of interest to me. -. I use formal or informal topics related to my interests.
-. Make simple descriptions on a informal language in to my interests.
variety of everyday matters of my improvised
environment. improvised, depending on SPEAKING
the context. -. I use a plan to present topics
-. I demonstrate that I related to my
recognize topics related to the academic
elements of foreign culture academic environment of other
and relate them to my subjects.
culture. -. I demonstrate that I recognize
elements of foreign culture
and relate them to my culture.
-. I express my opinions,
tastes and preferences on topics
LISTENING: READING: WRITING: LISTENING: READING: WRITING: ILISTENING:
have worked on in class, using READING: WRITING:
-. Exchanges information -. Summarizes information s/he -. Summarizes information -. Exchanges information -. Summarizes information that
-. Produces medium length -. I have the
Identifies worked
type,on in class, -. Identifies the type, purpose,
purpose, -. Produces medium length texts
about academic and has read or listened to on s/he about academic and s/he texts using
and parts of a short written and parts of a short written making recommendations or
general interest topics. academic and school related has read or listened to on general interest topics in a has read or listened to on strategies
making recommendations or or oral text to
andmonitor
shares my
ideas or oral text and shares ideas suggestions related to situations
topics through a structured academic and school related conversation. academic and school related suggestions related to pronunciation.
from the text with classmates. from the text with classmates. of academic, social, or personal
SPEAKING: written text. topics through a structured topics through a structured situations pronunciation. -. Expresses his/her opinion interest.
-. Expresses his/her opinion -. Recognizes cause and effect written text. SPEAKING: written text. of academic, social, or SPEAKING: on an academic topic -. Summarizes information s/he
on an academic topic relationships in short written -. Expresses his/her opinion personal -. Expresses his/her opinion discussed in class has read or listened to on
D.B.A discussed in class . texts on academic topics. on an academic topic interest. on an academic topic academic and school related
-. Makes short presentations on discussed in class. discussed in class. topics through a structured
academic topics of interest . -. Explains the reasons behind -. Makes short presentations on written text.
plans and actions related to academic topics of interest
his/her personal, school and
community environment.
MENTAL SKILLS To show To understand To apply To

Comparar, relacionar,
(EVALUATION GRID) To value To identify, talk Reflexionar, itegrar, Interpretar, demostrar, Dramatizar, diferenciar, Integrar, respetar, mostrar,
describir, expresar, recocer,
Cometar, represetar, comparar,
To interest To define To use To interesar, colaborar. reconocer, describir expresar, construir. compartir. crear, expresar, conversar.
caracterizar, definir.
To assume. To relate. create.
AFFECTIVE LEARNINGS: • Los verbos modales son verbos auxiliares que no pueden funcionar como un verbo • Los pronombres posesivos en inglés son: mine, yours, his, hers, ours, yours, theirs.
*Show interest in doing small communicative acts principal. • Indican posesión y son invariables
*Know the importance of learning new ways to express cause and effect on familiar topics • Los verbos modales expresan modalidad, habilidad, posibilidad, necesidad u otra • Nunca van precedidos de un artículo
*Assume linguistic elements in opinion texts condición. • los pronombres posesivos para la tercera persona singular son iguales que en español, pero es
and oral and written discussions on familiar topics. • Los utilizamos para el futuro y el condicional. necesario especificar si las posesión es de él, de ella o de eso (objetos, ideas etc.) para clarificar la
COGNITIVE LEARNINGS: • Como verbos complementarios que son, los verbos modales no funcionan sin otro frase.
*Me is used, usually as the object of a verb or preposition, to refer verbo. • El condicional tip 0 suele emplearse para hablar de hechos generales.
to the person speaking or writing. • Este otro verbo siempre va después del verbo modal y está en la forma base (el • El tiempo verbal de ambas proposiciones es el "simple present".
*Story is a statement regarding the facts pertinent to a situation in question, anecdote or a fictional infinitivo sin “to”). • En las oraciones condicionales de tipo 0, el término "if" puede normalmente sustituirse por "when"
narrative shorter than a novel or the intrigue or plot of a narrative or dramatic work • Used to solamente se utiliza para hablar de hábitos en el pasado. sin que cambie el significado.
*Adjectives are used to describe someone or something • Be used to (acostumbrado), la expresión hace referencia a hábitos presentes, • El condicional tipo 1 se refiere a una condición posible y su resultado probable.
*Comparatives are used to express how two people or things are different. situaciones a las que estamos acostumbrados • En estas oraciones, la cláusula "if" adopta el "simple present" y la proposición principal el "simple
*Superlatives express how one person or thing is different from this group. • Get used to (acostumbrado), se enfatiza un cambio de hábitos que requiere un cierto future".
*Demonstrative pronouns point out if a subject is nearby or far away in space or time. esfuerzo. • El condicional tipo 2 se emplea para hacer referencia a una condición hipotética y su resultado
LEARNING: *Past simple is used to talk about actions that have already finished • Se usa “would” para declarar una preferencia y para preguntar por algo probable.
AFFECTIVE, EXPRESSIVE LEARNINGS: educadamente. • El condicional tipo 3 se utiliza para hacer referencia a una condición del pasado que no es real,
COGNITIVE, *Produces orally and in writing situations on familiar topics using perfect tenses. así como a su resultado probable en el pasado.
EXPRESSIVE *Distinguishes general and specific information in opinion • En estas oraciones, la cláusula "if" adopta el "past perfect" y la proposición principal el "perfect
(MINDFACT) texts and oral and written discussions on familiar topics. perfect”.
*Proposes critical
attitude about opinion texts and discussions on known topics.
REFERENCES
Colombia aprende - Cartilla DBA Estandares básicos de aprendizaje
Sign Sign Sign

CURRICULUM
2023
SUBJECT ENGLISH
EDUCATION LEVEL HIGH
TEACHER DIANA VARGAS
GRADE TENTH (X)

PURPOSE OF TERM To promote positive mindset through mindfulness activities To introduce the main inventions in the history To discuss about causes and effects of climate change

-. Understand what the - Recognize the purpose of -. Write messages in -. Recognize the main -. Point out the purpose of a -. Paraphrase information I -. Entiendo lo que me dicen el -. Comprendo la -. Organizo párrafos
teacher and my a description in narrative different formats on elements of an oral text to description in medium- read as part of my academic profesor y mis información implícita en coherentes
classmates tell me in texts of medium length. topics of my interest. identify its sequence. length narrative texts. activities. compañeros en interacciones textos cortos, teniendo en cuenta
everyday interactions in -.Value reading as an -. Answer in written form, -. Use general world -. Identify cultural elements -. Produce simple texts with cotidianas dentro relacionados con temas elementos formales del
knowledge to understand present in basic texts. different functions (describe, del aula, sin necesidad de de mi interés. lenguaje como ortografía y
the classroom, without important activity for all questions related to texts what I hear. -. Recognize pro and con narrate, argue) on personal repetición. -. Diferencio la estructura puntuación.
the need for repetition. areas of my life. I have read. -. Show respect and points in an argumentative and other related subjects. -. Identifico la información clave organizativa de textos -. Ejemplifico mis puntos
-. Identify general and -. Identify relationships of -. Edit my writings in tolerance when listening to text on topics which I am -. Write about personal en conversaciones descriptivos, narrativos y de
specific ideas in oral meaning expressed in class, taking into account others. familiar. experiences and events breves tomadas de la vida real, argumentativos. vista sobre los temas que
texts according to texts on familiar topics. spelling rules spelling around me. si están acompañadas -. Represento, en forma escribo.
previous knowledge of SPEAKING rules, appropriateness of SPEAKING por imágenes. gráfi ca, la información -. Edito mis escritos en
the subject and the topic -. Give short presentations vocabulary and -. Relate short stories linking -. Identifi co diferentes roles de que clase,
and the vocabulary on everyday and personal grammatical structures. my ideas in an appropriate los hablantes que encuentro en textos que teniendo en cuenta reglas
used. topics. way. participan en conversaciones comparan y contrastan de
-. Use formal or informal de temas relacionados objetos, animales y ortografía, adecuación del
vocabulary used. -. Participate in a
ABILITIES AND language depending on the con mis intereses. personas. vocabulario
-. Identify key conversation with my context. y estructuras gramaticales.
COMPETENCES TO
information in short classmates and my -. Recognize elements of SPEAKING
DEVELOP (
ESTANDARES) conversations taken teacher. foreign culture and relate -. Uso un plan para exponer
from real life, if they are -. Make brief presentations them to my culture. temas relacionados con el
accompanied by on some academic topic of entorno
images. my interest. académico de otras
-. Make simple asignaturas.
descriptions on a variety of -. Demuestro que reconozco
everyday matters of my elementos de la cultura
extranjera
environment.
y los relaciono con mi cultura.
-. Expreso mis opiniones,
gustos y preferencias sobre
temas
que he trabajado en clase,
utilizando
estrategias para monitorear mi
pronunciación.
1. Distinguish general and specific information in opinion texts and oral and 1. Write narrative, descriptive and exposed texts related to topics of interest or 1. Intercambia opiniones sobre situaciones de interés personal, escolar o
written discussions on familiar topics. that are familiar to him/her. social.
2. Explain the ideas in an oral or written text about topics of interest or familiar 2. Produce written messages, such as letters and emails, clear and well- 2. Sostiene conversaciones espontáneas y sencillas acerca de temas que
topics based on prior knowledge, inferences, and interpretations. structured taking into account the context in which they take place. son de su conocimiento, interés personal o académico.
D.B.A
3. Responde preguntas e inquietudes después de hacer una exposición
oral sobre temas generales o académicos de interés.
To reflect
MENTAL SKILLS To Understand To deduce To perform To Comparar, relacionar,
To Show To include Cometar, represetar,
(EVALUATION GRID) To Identify To Produce To demonstrate To distinguish Integrar, respetar, mostrar, describir, expresar,
To Know To interest recognize To To express compartir. recocer, caracterizar,
comparar, crear,
To Define To Distinguish expresar, conversar.
To Assume To collaborate describe To create definir.
To Relate. To Propose
AFFECTIVE LEARNINGS: ENSEÑANZAS AFECTIVAS: Muestra interés ENSEÑANZAS AFECTIVAS: Reconoce la

*Show interest in doing small communicative acts por hacer pequeños actos comunicativos importancia de comunicarse en modos directos e indirectos.
Conoce la importancia de aprender nuevas formas para formular Conoce la importancia de aprender diferentes
*Know the importance of learning new ways to express contrast conclusiones. Asume elementos lingüísticos en textos de variaciones del discurso en temas generales o académicos.
*Assume linguistic elements in opinion opinión y discusiones orales y escritos sobre temas conocidos. Asume elementos lingüísticos asociados con modos directos o
texts and oral and written discussions on familiar topics. indirectos en temas generales o académicos.
COGNITIVE LEARNINGS: COGNITIVE LEARNINGS: ENSEÑANZAS
*The passive, active and the passive causative are grammatical voices. COGNITIVAS: El discurso referido se
*Modal verb express ability, possibility, necessity and probability. *The active voice highlights the agent who performs the action. divide en discurso directo y discurso indirecto
*We mustn’t link modal verbs with *The passive voice highlights the object on which the action is performed. El discurso diferido se diferencia del discurso descriptivo, narrativo,
the preposition TO. *The tense of passive voice statement has concordance with the active voice expositivo y argumentativo.
*Modal verbs could be affirmative and negative but some of them cannot be one. El discurso referido hace parte de las formas del discurso
used in interrogative statements. *The passive voice always uses the verb to be in its different forms. El discurso es la relación sintáctica de una sucesión de palabras
*Most of modals have more than one meaning. *A gerund is a verb that ends in “-ing” and is used as a noun emitidas por un individuo para expresar un mensaje
*Whereas is always used for contrast. While/whilst can be used for contrast, *An infinitive is the base form of a verb preceded by “to” El discurso directo se da cuando un mensaje es reproducido de manera
OR to mean "at the same time" *We use gerunds after prepositions fiel o literal
LEARNING: AFFECTIVE, * While and whilst are the same, but whilst is a bit more formal *We use infinitives After many adjectives El discurso indirecto, y el discurso directo se refieren a la emisión de
COGNITIVE,
* Resilience refers to both the process and the outcome of successfully *An adverb of frequency describes how often an action happens. mensajes, pero con interpretaciones distintas.
EXPRESSIVE
(MINDFACT)) adapting to difficult or challenging life experiences. * There are six main adverbs of frequency: always, usually (or normally), often, El discurso directo presenta subjetividad, especificación del tiempo y el
* Demonstrating resilience includes working through emotional pain and sometimes, rarely, and never. espacio, naturalidad, fidelidad.
suffering. *Be used to means 'be familiar with' or 'be accustomed to'. El discurso directo la oración está en presente, en el discurso indirecto
* Flexibility, adaptability, and perseverance can help people tap into their *We use get used to to talk about the process of becoming familiar with tendrás que usar el pasado simple.
resilience something.
ENSEÑANZAS EXPRESIVAS:
EXPRESSIVE LEARNINGS: ENSEÑANZAS EXPRESIVAS: Produce Produce de manera oral y escrita situaciones de manera directa e
*Produces orally and in writing situations on familiar topics using modal verbs. de manera oral y escrita situaciones sobre temas conocidos utilizando las indirecta en temas generales o académicos.
*Distinguishes general and habilidades comunicativas en Inglés. Sostiene conversaciones Refiere temas generales o académicos de su interés usando
specific information in opinion texts and oral and written discussions on espontáneas y sencillas acerca de temas que son de su conocimiento, estructuras directas e indirectas del discurso. Expresa
familiar topics. interés personal o académico Responde preguntas e inquietudes conocimiento de aspectos lingüísticos a situaciones de causa y efecto,
*Proposes critical después de hacer una exposición oral sobre temas generales o cultura y maneras indirectas del discurso
attitude about opinion texts and discussions on known topics. académicos de interés.
REFERENCES
Name: Diana Catherine Vargas Name:

Diego Beltran
Name: Hno. John Éder Cuéllar
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CURRICULUM
2023
SUBJECT ENGLISH
EDUCATION LEVEL HIGH
TEACHER YILIBETH JÁCOME PÉREZ
GRADE ELEVENTH (XI)

To express different points of view about environmental issues by written and oral
PURPOSE OF TERM To stablish my life project and closer goals To strengthen English competences as a global enrolling approach
performances.

• Identify people, situations, • Use a variety of reading • Plan, revise, and edit my • Understand instructions and • Recognize descriptive • Paraphrase information I read • Use functional language to • Understand the implicit • Write different types of
places and the topic in basic comprehension strategies writing with the help of my idioms to perform everyday intent in a variety of as part of my academic discuss alternatives, make information in texts related to texts of medium length and
conversations. appropriate to the purpose and classmates and teacher. actions. medium-length activities. recommendations and negotiate topics of my interest. with a simple structure
• Understand the general type of text. • I write texts of different types • Recognize linking elements narrative texts of medium • Produce different types of agreements in pre-prepared • Differentiate the (letters, notes, messages,
meaning of the oral text even • Analyze descriptive, narrative with my potential reader in within speech. length. simple texts (describing, discussions. organizational structure of emails, etc).
if they don't understand all its and argumentative texts in mind. • Use my general knowledge of • Identify cultural elements narrating, arguing).on personal • Identify key information in short descriptive, narrative and • Organize short coherent
words. order to understand the main • Edit my writings in class, the world to understand what I present in simple texts. and other subjects. conversations taken from real argumentative texts. paragraphs, taking into
• Use the and specific ideas. taking into account rules hear. simple texts. • Narrate and argue about life, if accompanied by pictures. • Represent, in graphic form, account formal elements of
images and information from • Identify the values of other spelling, vocabulary adequacy • Critically express my ideas • Identify points for and personal topics related to other • Identify different roles of the information I find in texts language such as spelling
the speech context to better cultures and that allows me to and grammatical structures. according to what I hear. against in an subjects. speakers in conversations on that compare and contrast and punctuation.
understand what they hear. build my interpretation of their argumentative text about • Write narrative texts about topics related to my interests. objects, animals and people. • Exemplify my views on the
• Use strategies that allow me identity. SPEAKING topics personal experiences and topics I write about.
to initiate, keep, and close a SPEAKING • Narrate short stories using which I'm familiar with. events around me. SPEAKING • Edit my writings in class,
simple conversation on topics • Participate in conversations textual connectors. • Analyze descriptive, narrative • Use a plan to expose topics taking into account spelling
ABILITIES AND of my interest in a natural way. on topics of my interest using • Use formal or informal and argumentative texts in related to the academic rules, appropriateness of
COMPETENCES TO
clear and simple language. language in role plays in order to understand the main environment of other subjects. vocabulary, spelling rules,
DEVELOP (
ESTANDARES) • Use functional language to different contexts. and specific ideas. • Demonstrate that I recognize appropriateness of
discuss alternatives, make • Demonstrate that I recognize elements of foreign culture and vocabulary, and
recommendations and elements of second language relate them to my culture. grammatical structures.
negotiate agreements in pre- culture and relate them to my • Express my opinions, likes and
prepared discussions. culture. dislikes on topics I have worked
• Answer questions taking into on in class, using strategies to
account my interlocutor and the monitor my pronunciation.
context.
• Make simple descriptions
about various everyday matters
of my environment.
1. Identify the purpose of medium-length oral and written texts related to topics of general 1. Identify the purpose of oral and written texts of medium length related to topics of 1. Express orally his/her point of view about a controversial topic previously studied.
interest and their academic environment and shares it with others. general interest and their academic context and share it with others. 2. Holds formal discussions about academic topics that have been previously prepared.
2. Explain both orally and in writing the causes and effects, as well as the problem and the 2. Writes argumentative texts with a clear and simple structure on academic topics. 3. Narrate orally or in writing personal experiences or familiar stories.
solution of a situation. 3. Express orally and in writing their position on a known topic taking into account to whom
the text is addressed.
D.B.A
To describe To Compare To comment

MENTAL SKILLS To understand To apply To reflect To interpret To dramatize To Integrate
To describe To represent
(EVALUATION GRID) To identify To talk To integrate To demonstrate To differentiate To respect
To contribute To recognize To compare
To define To use To interest To recognize To express To express
To interest To characterize To create
To analyze To create To collaborate To describe To build To share
To integrate To define To converse
AFFECTIVE TEACHINGS: AFFECTIVE TEACHINGS: AFFECTIVE TEACHINGS:

• Recognize the importance of present simple and present continuous tenses.
• Contribute promoting environmental awareness in society and sharing strategies to take care • Recognize the importance of communicating in direct and indirect modes. • Integrate personal qualities and behaviors to make descriptions.
of the environment. • Questions the purpose of medium-length oral and written texts with topics from their • Reflect about their sexuality to make good decisions.
• Recognize the importance of tenses to express cause and effect situations, as well as the academic environment.
description of the problem and possible solution. • Integrates linguistic elements associated with perfect modes in discourse. COGNITIVE TEACHINGS:
• Identify different expressions that we can use to talk about relationships.
• Integrate their experiences and knowledge about different problems that affect the COGNITIVE TEACHINGS: • Demonstrate linguistic competences to explain possible gender issues.
environment. • Identify different expressions that we can use in cause-effects situations. • Describe how we can prevent mistakes using articles.
• Demonstrate linguistic competences to explain possible future situations.
COGNITIVE TEACHING: • Describe their expectations and goals in a university context. EXPRESSIVE TEACHINGS:
• Differentiate the uses of gerunds to give advice.
• Identify the main factor of social issues using the passive voice. EXPRESSIVE TEACHINGS: • Express possible problems related to unhealthy habits.
• Produce orally and in writing future situations in the past on topics of general interest. • Strengthen English competences as an instrument of communication and acquisition
• Understand the main agent of an action and relates it using the preposition by. • Identifies the purpose of oral and written texts of medium length related to topics of knowledge.
LEARNING: AFFECTIVE, general interest and their academic environment and shares it with others.
COGNITIVE, • Articulate linking words in argumentative essays about environmental awareness.
EXPRESSIVE • Discuss problems in context using conjunctions to mention their perspectives in a speech. • Suggests the purpose of oral and written texts of medium length mediated by direct and
(MINDFACT) indirect forms.
EXPRESSIVE TEACHINGS:
• Interpret environmental problems using passive voice elements through short paragraphs.
• Write argumentative texts with a clear and simple structure on academic topics.
• Express orally his point of view about a enviromental topis.
REFERENCES
Name: Diana Catherine Vargas Name: Diego Javier Beltran Name: Hno. John Éder Cuéllar
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CURRICULUM

ADN LASALLISTA - LO QUE NOS IMPULSA A SERVIR

AREA ENGLISH 2023 YEAR 2023

TEACHER JENNY DIAZ

PURPOSE OF AREA To strengthen English competences as a global enrolling approach

TERM FIRST SECOND THIRD A1+ J21

LISTENING: SPEAKING: Identify, LISTENING: SPEAKING: LISTENING: SPEAKING:

AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE

Post: Head of area Post: Academic coordinator Post: Rector 6.

AREA ENGLISH 2023 YEAR 2023

TEACHER JENNY DIAZ

GRADE FIRST (I)

PURPOSE OF AREA To strengthen English competences as a global enrolling approach

TERM FIRST SECOND THIRD A1+ J21

AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE

MENTAL SKILLS Recognize,

AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE

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HEAD OF AREA DIANA CATHERINE VAR

LISTENING: Describe cultural aspects of his/her immediate environment, using

READING:Understand the sequence of a simple short story about familiar topics

LEARNING: AFFECTIVE, EXPRESSIVE

Name: Diana Catherine Vargas

Post: Head of area

DIANA CATHERINE VARGAS GARCÉS

To strengthen English competences as a global enrolling approach

*I enjoy reading as a leisure activity that helps me discover the world.

*I write the names of places and

EXPRESSIVE AFFECTIVE COGNITIVE

ENSEÑANZAS EXPRESIVAS: Produce de manera oral y escrita

MEN) / DBA en Inglés ( MINEDUCACIÓN)

Name: Diego Beltran Name:

Post: Academic coordinator Post:

EDUCATION LEVEL PRIMARY

s a global enrolling approach

*I answer questions about people, objects and places

*I briefly answer "what, who, when and where"

WRITING: LISTENING: Describe

SPEAKING: READING: Understand the

EXPRESSIVE AFFECTIVE COGNITIVE

EXPRESSIVE AFFECTIVE COGNITIVE

Hno. John Éder Cuéllar

*I briefly answer "what, who, when

mally), often, sometimes, rarely, and never.

Produce de manera oral y escrita situaciones sobre

TEACHER DAYANA HERNÁNDEZ

GRADE THIRD (III)

PURPOSE OF AREA To strengthen English competences as a global enrolling approach

TERM FIRST SECOND THIRD

LISTENING: WRITING: LISTENING: WRITING: LISTENING:

AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE

AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE AFFECTIVE COGNITIVE EXPRESSIVE

Post: Head of area Post: Academic coordinator Post: Rector

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TEACHER DAYANA HERNÁNDEZ - JOHAN BARÓN

GRADE FOURTH (IV)

PURPOSE OF AREA To strengthen English competences as a global enrolling approach

SPEAKING Listening Speaking LISTENING: SPEAKING: LISTENING:

MENTAL SKILLS IDENTIFY,

ENSEÑANZAS FECTIVAS 1.The present continuous is a verb tense.

Responsable Checked Approved

Post: Head of area Post: Academic coordinator Post: Rector

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