CHICALÁ

DOCUMENTO DEL AREA DE INGLÉS UNIFICADA PARA COLEGIOS PROPIOS COLSUBSIDIO 2015

IDENTIFICACIÓN

Teniendo en cuenta el proceso de globalización en el que se encuentra nuestra sociedad hoy en día, surge la necesidad de generar una
comunicación intercultural a través de una misma lengua de tal manera que los actores sociales tengan la posibilidad de afirmar su identidad y de
desarrollar las habilidades comunicativas requeridas para interactuar desde el ámbito académico y laboral; así, cobra vital importancia la
comprensión y el empleo de otras lenguas, principalmente la lengua internacional más empleada en las tecnologías: el inglés. Por ende
Colsubsidio ha implementado el proyecto denominado “enseñanza del inglés” como lengua extranjera en ambientes culturales para facilitar el
aprendizaje con base en las necesidades de los estudiantes desde el grado transición al grado undécimo, teniendo en cuenta el desarrollo del ser
humano en todas sus dimensiones para el mejoramiento de sus condiciones de vida como meta fundamental de su proyecto personal mediante el
desarrollo de los procesos de pensamiento.

La asignatura de inglés hace parte del área de humanidades y del, núcleo de comunicación y expresión; enmarcado en la Ley General de
Educación, (115) a partir del artículo 67 de la Constitución, establece como uno de sus fines “El estudio y la comprensión crítica de la cultura
nacional y de la diversidad étnica y cultural del país, como fundamento de la unidad nacional y de su identidad”. En la misma ley en su Artículo 21,
numeral (m) y en artículo 22, numeral (i) se fijan como parte de los objetivos de la Educación Básica y Media “La adquisición de elementos de
conversación y de lectura, al menos en una segunda lengua ” además, “La comprensión y capacidad de expresarse en una lengua extranjera”.

IDENTIFICATION

Nowadays our society has been in a globalization process that lead us into an intercultural communication through a specific language so that it
will give people the possibility to appropriate of a real identity and develop communicative abilities required to interact effectively in different
contexts as well as technological one. For this reason Colsubsidio has focused a great project called “ Teaching english” as a foreign language in
cultural contexts considering student needs from Preschool to eleventh grade, with a proper sessions intensity of six hours per week (Preschool to
ninth grade) five sessions for tenth and eleventh grade sessions, which have been applied in forty-five minutes each one. All this process has
been based on integral human development including all dimensions to improve their living conditions as a primary goal of a personal project.

INTENCIÓN

1. El enfoque comunicativo hace parte de la educación integral permitiéndole al ser humano el desarrollo de sus talentos, explorar la
creatividad, el pensamiento racional y la inquietud permanente por conocer. A través del tiempo, el idioma inglés se ha transformado en
 una lengua global o mundial y, por lo tanto, su dominio permite a las personas ser más competitivas, ya que acrecienta el acceso a
fuentes de conocimiento y proporciona la comunicación con otras culturas. En el mundo laboral y académico, aquellas personas que
dominan esta lengua poseen una gran ventaja. Teniendo en cuenta lo expuesto en el decreto 1075 en el que se estipulan las directrices
generales del sector educativo, las cuales deben ser tenidas en cuenta por instituciones públicas y privadas, el documento del área de
inglés debe ser estructurado desde los lineamientos de calidad que garanticen más que una cultura bilingüe y trasciendan a la formación
de ciudadanos en convivencia pacífica, participación y responsabilidad democrática que logren el mejoramiento social, cultural y científico,
de aquí que sea necesario seguir en una articulación constante con el Plan de Formación y Desarrollo Humano propuesto en el Proyecto
Educativo Colsubsidio. decreto 1075.

Con el ánimo de dar cumplimiento a los objetivos de la Ley General de Educación en relación al bilingüismo y asegurar la competitividad del país
en el marco de la globalización, Los Colegios Colsubsidio a través del programa Cultura bilingüe han implementado la ley 1651 del 12 de julio de
2013, la cual promueve el aprendizaje, del inglés, así como el mejoramiento de la calidad de la enseñanza del mismo. El principal objetivo del
Programa Cultura Bilingüe y de la inclusión de esta ley en el contexto de los colegios Colsubsidio es; “tener ciudadanos y ciudadanas capaces de
comunicarse en inglés, con estándares internacionalmente comparables, que fijen al país en los procesos de comunicación internacional, en la
economía global y en la apertura cultural. Con esta intención, el programa ha venido fortaleciendo estrategias tales como la evaluación de
competencias y componentes en estudiantes, docentes, y la vinculación de nuevas tecnologías y medios para la enseñanza y aprendizaje del
inglés”.

Colsubsidio asumió el reto de hacer parte del programa nacional de bilingüismo “Bogotá Bilingüe” 2004 – 2019 Programa Nacional de Bilingüismo
(2015 – 2025), implementado por el MEN que busca formar ciudadanos capaces de comunicarse en ingles tomando como marco de referencia
los estándares internacionalmente comparables (procesos de comunicación universal y economía global) y los estándares nacionales. Estos
plantean diferentes niveles que van desde el A1 hasta el C2. Colsubsidio busca planear generar, aplicar y evaluar estrategias conjuntas para el
logro del nivel B2, que les permita a los egresados de los colegios de la caja comunicarse en el idioma, apropiarse de conocimiento y utilizarlos
efectivamente en situaciones reales de comunicación. Este reto responde a la internacionalización de la educación planteada por la UNESCO en
1995, donde apunta a que el ser humano maneje dos lenguas propias: su lengua materna y una de comunicación universal para responder a una
educación sólida y amplia sobre otras culturas e idiomas con vocación tecnológica.
2. Decreto 3870 de 2006, articulo 2 acoge los lineamientos Curriculares el MCE Lineamientos Curriculares para Idiomas Extranjeros (1997).
Reconoce la importancia del multilingüismo para el futuro de Colombia, tanto a nivel nacional como individual.
3. Programa Nacional de Bilingüismo (2015 – 2025), ha focalizado de manera directa la atención de las autoridades educativas, profesores,
directivos, padres de familia e investigadores sobre la problemática del bilingüismo y de la educación bilingüe a nivel nacional.

INTENTION

The communicative approach is part of the fundamental education, it allows human beings to explore creativity, develop their talents, critical
thinking and promote a permanent concern to know about everything.
Colsubsidio took the challenge of being part of the National Bilingualism Program “Bogotá Bilingue” 2004-2019 implemented by the MEN which
seeks to educate citizens who communicate in English taking into account the common European Framework of Reference for Languages
(universal communication processes and global economy) and national standards. This framework proposes different levels from A1 to C2.
Colsubsidio looks for planning, create, apply and evaluate strategies to obtain the B1 level. By means of it, Colsubsidio schools graduates will be
able to communicate their ideas in the language and use it effectively in real situations. This challenge responds to global education proposed by
UNESCO in 1995 where the human being uses two languages, mother tongue and foreign language in order to obtain a sturdy education and the
best knowledge about cultures and languages with technologic tools.

TRANSITION GRADE
COMUNICATIVE DIMENSION MATRIX

COMPETENCES
AXES PROCESSES EXPERIENCES
 1. The student follows  Reading and analysis of images.
Identify agreements established in  Following body movements
class.  Identifying feelings through accompanying facial
Relate expressions and body signals
Non-verbal communication

2. The student practices good  Interact with songs that include actions and
Interpret study habits in the games
classroom and at home.  Assign movements to vocabulary words
 Reading short stories/analyzing auxiliary
Understand 3. The student follows pictures
agreements established in  Vocabulary through cutouts and stickers.
Code class. Rocio
 Expression of ideas through drawings
 Following instructions
Differentiate 3. The student works on the class
activities showing good study
Remember habits, responsibility, polite
behavior, quality and respect for his/
her classmates and teacher.

1. The student applies new  Reading out-loud short stories

Identify vocabulary to different  Phonetic recognition of initial letters
contexts.  Sound-Symbol relationships
Differentiate  Commands Comprehension
1. The student recognizes new  Songs and rhythms practice
Interpret expressions and use this vocabulary  Reproduction of short phrases
Oral communication

in the classroom (greetings, colors,  Increased vocabulary, including vocab trees for
Relate shapes, numbers and family), family members, occupations, shapes and colors,
and clothing descriptions
Understand
2. The student learns
Code neighborhood and
occupation vocabulary.
Deduce
2. The student learns town, feelings
Analyze and numbers vocabulary.

Remember 3. The student compares

healthy food and junk food and
expresses likes and dislikes.
 3. . The student identifies healthy
food and expresses likes and
dislikes

1. The student  My Little Island 3 Collection

recognizes places and
activities in the school .
1. The student recognizes places,
and activities in the school and
some jobs.
Written communication
 Image-word relationships
 Imitation and repetition
 Quantities-numbers relationship
 Letters in contexts
 Letter tracing
 Directionality

 Pre-writing and writing activities

 Organize conversation/action sequences
2. The student talks about clothing
choices, taking into account the
2. The student identifies healthy food and
weather .
expresses likes and dislikes

3. The student identifies

farm/zoo animals and counts
them.

3. The student recognizes country,

city and zoo animals vocabulary
FIRST GRADE
AXES
Communication
To develop the four
English skills: listening,
speaking, reading and
writing based on the
communicative approach
Culture and Community
To know and understand
rules and polite
expressions from other
countries
Connection with other
areas
To establish relations with
other subjects through a
foreign language to
increase and improve
information
COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS
CONCEPTS
Linguistic Grammar Function The student will handle FIRST TERM
vocabulary of his/her own
To express simple Personal Pronouns context.
sentences about the I , he, she, it, they
perception of context
(school, family, body) What is this? This is a/an… The student will be able to (4 hours in the classroom)
describe pictures related to (1 hour in the lab)
Verb to be his/ her classroom, body (1 hour Reading Plan)
Affirmative and Negative and family. According to the school
characteristics.
Pragmatic
Verb to have
To answer specific simple Affirmative and negative Processes
questions related to the Identify, compare, classify
vocabulary proposed for
this term Vocabulary
Classroom objects
Sociolinguistic Colors
Family members:
To interact with their Father, mother, sister,
partners in specific brother, baby, grandfather,
contexts related to the grandmother
topics proposed for this
term
The alphabet : Spelling
Numbers: from 1 to 15 10
Parts of the body
Face: eyes, nose, mouth,
ears, head
 Body: neck, shoulders,
arms, hands, fingers, legs,
foot

Communication
Linguistic Grammar Function The student will apply the SECOND TERM
To develop the four vocabulary and simple
English skills: listening, To express short ideas Personal pronouns: structures to express short
speaking, reading and about people’s clothes, We, They ideas related to the topics (4 hours in the classroom)
writing based on the daily activities and animals’ learnt in the term (1 hour in the lab)
communicative approach actions I’m wearing… (1 hour Reading Plan)
We‘re wearing… Processes According to the school
characteristics.
He/she is wearing…… Identify, compare, classify
Culture and Community
To know and understand
rules and polite
expressions from other
countries
Connection with other
areas
To establish relations with
other subjects through a
foreign language to
increase and improve
information
Pragmatic
Where is she?
To talk about how people She is in the….
are dressed and activities Where are they?
that people and animals They are in the….
are doing
What is he doing?
He is ……
Sociolinguistic What are they doing?
They are……..
To interact with their
partners in specific What is it? It is a/an….
contexts related to the What is it doing? It is …..
topics proposed for this
term Vocabulary
Clothes
Adjectives: long, short, big,
small, old and new
Rooms of the house
Daily activities: reading,
eating, cooking, sleeping,
drawing, talking
Animals in the farm
Actions: climb, eat, fly,
jump, play, run, sleep,
swim
Geometric shapes: circle,
rectangle, triangle, square
Reading plan: Associating
vocabulary with images

Communication
To develop the four
English skills: listening,
speaking, reading and
writing based on the
communicative approach
Culture and Community
To know and understand
rules and polite
expressions from other
countries
Connection with other
areas
To establish relations with
other subjects through a
foreign language to
increase and improve
information.
Linguistic
To express short ideas
about Birthday parties,
locations and activities in
the park
Pragmatic
To talk about food, toys
and activities in the park
Sociolinguistic
To interact with their
partners in specific
contexts related to the
topics proposed for this
term
THIRD TERM
Grammar Function The student will give
information about the place (4 hours in the classroom)
Verb Have: where the things are and (1 hour in the lab)
She has…a hamburger describe what he/she are (1 hour Reading Plan)
He has… milk doing at the moment According to the school
characteristics.
Questions:
Where is the….?
Where are…….? The student will express
where things are located
What do you want?/ What using prepositions and
does he /She want? describe what he/she is
I want a…..He/She doing at the moment
wants…
Processes
Prepositions : in, on under Identify, compare, classify
It’s in the….
They are under the ….
Present continuous
What is he doing?
He is……
Is she ……? Yes she is
No, she isn`t
Are they….? Yes, they are
No, they
aren’t
Vocabulary
Birthday items: present,
balloons, party hat
,candles, candy
Food: hot dog, hamburger,
pizza, fruits, ice cream,
milk, juice, sandwich,
salad, cake,soup,hot food,
cold food.

Days of the week and

months

Toys: bike, cars, ball,

action figure, stuffed
animal, skates, train,
games, blocks, doll,
puppet, airplane

Objects: closet, table, desk,

bed, shelf, toy box

Activities in the park:

jumping, riding, hitting,
throwing, running, skating,
kicking, dancing, singing

Reading plan: Associating

vocabulary with images
SECOND GRADE
Communication COMMUNICATIVE GRAMMAR FUNCTION ACHIEVEMENTS

To develop the four Linguistic What is she/he doing? The student will identify
English skills: listening, What are they doing? and describe household
speaking, reading and -To talk about simple There is/there are items, playground
writing based on the ideas about the Likes: What does he/she activities
communicative approach classroom and the house like to do?
and expressing likes What do you like to do? The student will talk
related to playground Prepositions (behind, about classroom and
Culture and Community activities. between, next to, in front playground activities and
of) home furniture
To know and understand Where is/ where are?
rules and polite Possessive pronouns. Processes: Identify,
expressions from other compare, classify. FIRST TERM
countries
VOCABULARY (4 hours in the classroom)
Connection with other (1 hour in the lab)
areas Classroom activities (1 hour Reading Plan)
Playground activities According to the school
characteristics.
To establish relations Prepositions of place
with other subjects (behind, between, next to,
through a foreign in front of)
language to increase and Furniture
improve information. The alphabet
Math content: Adding
numbers 0 – 50 100
Social studies: old and
new things.
Reading plan.

READING PLAN:
Associating vocabulary
with images.
Communication COMMUNICATIVE GRAMMAR FUNCTION ACHIEVEMENTS

To develop the four Pragmatic Verb want to and like to The student will Identify
English skills: listening, Do you want…? aspects related to his/her
speaking, reading and To talk about simple Is there / are there / there environment, routines
writing based on the ideas about routines, is / there isn`t. and abilities expressing
communicative approach places in a town and jobs. What do you want to be? ideas that are happening
I want to be… at the moment.
What does he/she want
Culture and Community to be?
She/He wants to be … The student will identify
To know and understand When do you…? go to and describe aspects
rules and polite bed?
When does he/she…? related to his/her
expressions from other environment, physical SECOND TERM
countries
actions and abilities,
VOCABULARY talking about things that (4 hours in the classroom)
Connection with other (1 hour in the lab)
. are happening at the
areas (1 hour Reading Plan)
Places in the town moment. According to the school
Preposition of place (on, characteristics.
To establish relations
on the corner of, next to,
with other subjects
between)
through a foreign
Jobs, professions
language to increase and
Daily routines
improve information.
The time
Social studies, content:
maps and cardinal points.
Reading plan.

READING PLAN:

Associating vocabulary
with images and
identifying verbs.
Communication COMMUNICATIVE GRAMAR FUNCTION ACHIEVEMENTS

To develop the four Sociolinguistic Do you like fruit? Yes, I

The student will talk
English skills: listening, do /No, I don’t
speaking, reading and To interact with his/her Does he/she like? Yes, about food, wild animals
writing based o the partners in specific he/she does / No, He/she wild animals’ abilities,
communicative approach contexts related to the doesn’t likes and dislikes about
topics proposed for this What does she like? She food and celebrations
term. likes… around the world by
Culture and Community Can – can`t and describing them shortly. THIRD TERM
questions
To know and understand Yes, it/they can / No, (4 hours in the classroom)
rules and polite it/they can’t (1 hour in the lab)
expressions from other Frequency adverbs: Processes: Identify, (1 hour Reading Plan)
countries always – never. Compare, classify. According to the school
characteristics.

Connection with other VOCABULARY

areas
Food and drinks
To establish relations Fruit and snacks
with other subjects Wild animals
through a foreign Animals body parts and
language to increase and features.
improve information. Animal Habitats
Animal actions
Months
Reading plan
Celebrations and national
days

READING PLAN:

Associating vocabulary
with images and
identifying different
contexts.
GRADE: THIRD GRADE

AXES COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS

CULTURE AND COMMUNICATIVE
COMMUNITIES
- Sociolinguistic
To know and - Pragmatic
understand the rules - Linguistic
that other cultures have
such as gifts to the
humanity. To say what they do before
and after school, talk about
different times of the day,
about what people do,
where people work, how
often people do things, and
what people have to do.
To say what they do before
and after school, talk about
different times of the day
and where people work.
CONCEPTS
GRAMMAR FUNCTION .
FIRST TERM
Students will talk about ( 4 hours in the classroom)
Before and after the importance of staying (1 hour in the lab)
Simple present clean; describe unusual (1 hour Reading Plan)
Wh questions jobs and weekly According to the school
characteristics.
Do – does allowance.
Verb to be
Adverbs of frequency Students will identify daily
routines, occupations,
VOCABULARY places of work and other
Times of day activities that people do in
Daily expressions their daily life through
Daily activities short readings and
Time zones writings.
Occupations
Workplaces -Processes: Identify,
Chores and other compare, classify.
activities

COMMUNICATION COMMUNICATIVE
To develop strategies in -Linguistic
listening, speaking, -Pragmatic
reading and writing in -Sociolinguistic
other language different
to native language. . compare and contrast
To describe what animals
can or can´t do, say where
To develop animals live, talk about the
communicative skills in weather, say how the
English through weather was yesterday,
activities to improve what they were in different
listening, speaking, kinds of weather, describe
reading and writing to things by telling how they
talk about him/herself. look, feel, taste, smell or
sound, and talk about the
five senses.
To describe what animals
can or can´t do, and their
habitats. To talk about the
weather and clothing today
and yesterday.
COMMUNICATION COMMUNICATIVE
Content words
READING
Predict from pictures
titles and meaningful
events
Ask and answer
questions taking into
account competences.
GRAMMAR FUNCTION . SECOND TERM
Can – can´t SIX HOURS
Verb to be in past and Students will talk how
present animals use camouflage, (4 hours in the classroom)
Verbs describe extreme climates (1 hour in the lab)
Adjectives around the world and (1 hour Reading Plan)
According to the school
characteristics.
how people and other
VOCABULARY animals benefit from their
Animals senses.
Habitats
Daily expressions Students will answer
Content words questions about animals
Types of weather in their habitats and they
Clothing and will describe different
accessories types of weather and
Senses clothing in the world.
-Processes: Identify,
READING compare, classify.
Scan for specific
information
Guess meaning from
context.
GRAMMAR FUNCTION THIRD TERM
  Quantifiers some Students will talk about SIX HOURS
To develop strategies in -Linguistic and any ways in which vitamins
listening, speaking, -Pragmatic  Is there – Are there benefit their health, count
Reading and writing in -Sociolinguistic  Did – didn´t calories and learn about (4 hours in the classroom)
other language different  Simple past works of art. (1 hour in the lab)
to native language. (1 hour Reading Plan)
To talk about foods they VOCABULARY Student will talk about According to the school
characteristics.
like, things they have or  Food his/her healthy and
don’t have, identify healthy  Daily expressions unhelthy habits in order to
foods, write about  Content words promote self-care.
breakfast, talk about  Healthy habits
healthy and unhealthy  Places -Processes: Identify,
habits, activities in the past  Activities compare, classify.
and ask for and give  Talents
opinions about activities.

To talk about food and READING

identify healthy and Use reading strategies
unhealthy habits in past to comprehend and
tense. appreciate a story.
 GRADE: FOURTH GRADE

AXES COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS

CONCEPTS

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION FIRST TERM

Simple present ACHIEVEMENT
To develop skills for expression - Sociolinguistic Comparative Adjectives (4 hours in the classroom)
and interaction in different - Pragmatic Possessives Pronouns The students will describe and (1 hour in the lab)
communication situations in order - Linguistic Wh questions What – compare people and their (1 hour Reading Plan)
to learn English through planned Where habits with respect and According to the school
characteristics.
learning strategies. To describe physical Going - Doing hardworking thought teamwork
characteristics and How often
personality features of the Like-dislike
CONNECTIONS WITH OTHER people using simple Would like
AREAS sentences in oral and written ACHIEVEMENT INDICATOR-1st.
ways. VOCABULARY term.
To establish relations with Adjectives for physical 1. The student describes people´s
other subjects through a descriptions. physical appearance and makes
foreign language to increase Chores and daily activities comparisons between
and improve his / her cultural Expressions of frequency themselves.
knowledge. Healthy Food 2. The student expresses likes
Tastes and dislikes, habits and how often
CULTURES AND Conjunctions people do things in oral and
COMMUNITIES Nationalities written way.
Values: Be considerate, 3. The student shows
To know, value and Practice good habits and responsibility, respect and
appreciate the traditions of choose healthy foods hardworking through teamwork in
other cultures taking into order to learn and share with
account human integrity. READING others in a foreign language.
Identify the main idea of a
story.
Scan for specific
information.
Guess meaning from
context.
To use reading strategies
to understand and enjoy a
 story.
Graphic interpretation.
Reading comprehension.

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION ACHIEVEMENT SECOND TERM

Should / Should not
To develop skills for expression - Sociolinguistic Reflective pronouns The students will talk about
and interaction in different - Pragmatic How many illnesses and endangered animals
communication situations in order - Linguistic Why / because taking into account correct (4 hours in the classroom)
to learn English through planned There are / there were expressions. (1 hour in the lab)
learning strategies. Simple past (1 hour Reading Plan)
To talk about illnesses, Use to + verb According to the school
characteristics.
advices, endangered animals Did / did not ACHIEVEMENT INDICATOR- 2nd
CONNECTIONS WITH OTHER and meaningful events in VOCABULARY term.
AREAS past through the interaction Illnesses 1. The student talks about
with partners, short writings Injuries illnesses and ailments giving
To establish relations with and presentations. Ailments advices according to real
other subjects through a Remedies situations, using the correct
foreign language to increase Commas vocabulary and expressions.
and improve his / her cultural End marks 2. The student describes different
knowledge. Adjectives animals and cultures taking into
Quotation marks account their past and present, in
CULTURES AND Endangered animals oral and written way.
COMMUNITIES Past and present habits 2. The student describes different
Values: how not to spread ways he/she can do to protect
To know, value and germs, protect endangered endangered animals around the
appreciate the traditions of animals and solve world, along the time.
other cultures taking into problems. 3. The student works on the
account human integrity. activities proposed, taking into
READING account discipline, quality,
Identify the main idea of a respect, responsibility and
story. punctuality.
Scan for specific
information.
Guess meaning from
context.
To use reading strategies

COMMUNICATION
To develop skills for expression
and interaction in different
communication situations in order
to learn English through planned
learning strategies.
CONNECTIONS WITH OTHER
AREAS
To establish relations with
other subjects through a
foreign language to increase
and improve his / her cultural
knowledge.
CULTURES AND
COMMUNITIES
To know, value and
appreciate the traditions of
other cultures taking into
account human integrity.
to understand and enjoy a
story.
Graphic interpretation.
Reading comprehension.
COMMUNICATIVE GRAMMAR FUNCTION THIRD TERM
Going to ACHIEVEMENT
- Sociolinguistic Ordinal Numbers (4 hours in the classroom)
- Pragmatic Comparatives and The students will express ideas (1 hour in the lab)
- Linguistic Superlatives about future plans, and compare (1 hour Reading Plan)
How to + verb hobbies showing respect and According to the school
characteristics.
Would like good attitude.
To express ideas about Think of + noun
people´s plans in special ACHIEVEMENT INDICATOR-3rd
dates and compare people term.
and things in order to VOCABULARY 1. The student expresses ideas
describe events and Special Days about plans according to special
traditions in written and oral Ordinal numbers days and traditions, in oral and
way. SPECIAL DAYS: my written way.
birthday, my parent´s
anniversary, New Year´s 1. The student expresses ideas
Eve/ Day: Valentine´s Day, about plans according to special
Independence Day, and days and different cultures around
Earth Day. the world.
WAYS WE CELEBRATE:
eat special foods, get a 2. The student compares different
card, get presents, have a likes, hobbies, opinions and things
party, watch a parade, want to learn, using the correct
watch fireworks. expressions and vocabulary
HOBBIES: Coin collection,
doll collection, shell 2. The student compares different
collection, toy car likes, hobbies, opinions, abilities
collection. and talents using the correct
PEOPLE: Basketball expressions and vocabulary
player, chess player, 3. The student shows punctuality,
soccer player, video game tolerance, respect, high quality,
player, dancer, painter, good behavior; team and self -
singer, writer. work through the different
THINGS YOU WANT TO activities proposed.
LEARN HOW TO DO:
Bake a cake, built a robot,
dance like a hip-hop artist,
draw comic books, make a
website, play tennis, play
the guitar, sing like a rock
star, skateboard, speak
Chinese.

ADJECTIVES: Amazing,
boring, cool, dangerous,
difficult, interesting.

Values: celebrate and

appreciate traditions, be a
good sport and learn new
things.
Future activities
Parts of a book and movie
review.

READING
Identify the main idea of a
story.
Scan for specific
information.
Guess meaning from
context.
To use reading strategies
to understand and enjoy a
story.
Graphic interpretation.
Reading comprehension.
GRADE: FIFTH GRADE

AXES COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS

CONCEPTS
GRAMMAR FUNCTION
COMMUNICATION COMMUNICATIVE -Gerunds to talk about Student will be able FIRST TERM
interests. to describe
- Sociolinguistic -Simple past adverbial personal life events
To develop communicative - Pragmatic clauses. in past and future
skills – listening, speaking, - Linguistic Comparisons with -er, -est as well as making
reading and writing – through -Could to express comparisons and
activities based on the To compare people and possibility. using vocabulary (4 hours in the
communicative approach objects from his /her - Future: be going to. seen in a proper classroom)
taking into account different environment using way. (1 hour in the lab)
topics, contexts and situations. adjectives, comparatives and VOCABULARY (1 hour Reading
Plan)
superlatives. -School clubs and activities According to the
after school. Student will school
-Life events describe interests, characteristics.
To talk about school clubs, -Family members. important events
fundraising activities and life -Fundraising. and things that
events. -Advertising. happened in the
past.
READING
Student will talk
-Scan for main ideas in a about possibilities
letter and in a school blog. and say what he or
 -Guess meaning from she is going to do.
context. Processes: Identify,
-Graphic interpretation.- compare, classify
advertising
-Reading comprehension.

GRAMMAR FUNCTION Student will be able

COMMUNICATION COMMUNICATIVE to narrate and SECOND
-Comparisons with make predictions TERM
- Sociolinguistic more/most, less/least and about different
- Pragmatic as… as. events in regards to
To develop communicative - Linguistic - Too/enough. vacation time and
skills – listening, speaking, -Past progressive and related items.
reading and writing – through simple past (To talk about
activities based on the what happened while I was (4 hours in the
communicative approach doing something). Students will talk classroom)
taking into account different To make predictions about -Predictions with will. about comparisons (1 hour in the lab)
topics, contexts and situations. the future. -Indefinite pronouns and vacations (1 hour Reading
Plan)
(anyone, everyone, problems. According to the
To describe things to buy, everyone, everybody, no school
places to shop, vacation one, and nobody). Students will make characteristics.
problems and technology. predictions about
the future.
VOCABULARY
-Vacation activities. Processes: Identify,
-Vacations related items. compare, classify
-Technology: Electronic
devices.

READING

-Predicting from photos and

titles.

-Scan for main ideas in a

science fiction stories, in a
website and in a postcard.
-Guess meaning from
 context.
-Reading comprehension

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION Student will be able THIRD TERM

-Modals of speculations: to describe and
To develop communicative - Sociolinguistic May and Might. speculate about
skills – listening, speaking, - Pragmatic -Be used for/to. objects taking into (4 hours in the
reading and writing – through - Linguistic -The Passive voice. account materials, classroom)
activities based on the -Present perfect with ever functions and origin (1 hour in the lab)
communicative approach -Expressing preferences: in order to express (1 hour Reading
Plan)
taking into Would …rather? their own According to the
account different topics, preferences. school
contexts and situations. To talk about gadgets, VOCABULARY characteristics.
products, materials, food and -Gadgets(old and new) Students will talk
experiences. -Products and materials. about gadgets and
-Adjectives. say what they are
used for.
READING
-Scan for main ideas in a Students will talk
role play or a forum in an about where things
interview. came from, what
they are made of,
-Reading strategies to experiences and
comprehend a selection. preferences.
-Confirming predictions.
-Asking questions. Processes: Identify,
compare, classify.

SIXTH
AXES COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS
CONCEPTS

COMMUNICATIVE GRAMMAR FUNCTION AND Student will express their ideas FIRST TERM
COMMUNICATION VOCABULARY in different real contexts (4 hours in the
To develop the Sociolinguistic Present simple, Adverbs and describing routines and activities classroom)
listening, speaking, Pragmatic expressions of frequency at the moment of speaking, (1 hour in the lab)
writing and reading Linguistic (Family, Countries and making comparisons between (1 hour Reading Plan)
According to the
skills for nationalities, them. school characteristics.
communication, To understand and produce Daily routines, Phrases with
through word short texts about personal have, The time) Students will describe their daily
recognition, life, plans for the future and Present continuous (Jobs, routine, including the time that
comprehension, social life money, everyday objects, they do each activity at. and
interpretation, Food and drink) share their plans for the future
analysis, and Possessives (Whose…?, Processes: Identify, interpret,
evaluation, in order to Possessive adjectives and describe, compare, classify
be successful in the pronouns)
mainstream Countable and uncountable Students will describe situations
classroom. nouns (some, any, no much, using the appropriate vocabulary
many a lot of, a few and a
little) ACHIEVEMENT INDICATORS
COMMUNICATION Imperatives: Must/mustn’t for
To develop the four rules (parts of the body) 1. Student will express their
skills through Going to for future plans, ideas in different real contexts
different activities in intentions and predictions describing routines and activities
the classes talking Comparative and superlative at the moment of speaking,
into account the of adjectives (House and making comparisons between
student's real context furniture) them.
establishing relations Countable and uncountable
with other subjects to 2. Student will describe future
learn and understand plans using the correct
foreign cultures vocabulary, expressing
decisions.

1. Students listen, read, write

and talk about their interest and
lifestyle in their real context.
 2. Students describe and talk
about important places and the
activities they can do there.

3. Student will show

responsibility, respect and good
behavior for each proposal
activity.

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION AND Student will talk about SECOND TERM
To develop the To share meaningful past VOCABULARY experiences in his/her life, (4 hours in the
listening, speaking, experiences and plans for the Past simple of verb employing the appropriate classroom)
writing and reading future by making oral to be (Past adverbial vocabulary and expressions in (1 hour in the lab)
skills for presentations and producing phrases, Dates: ordinal past. (1 hour Reading Plan)
According to the
communication, short texts. numbers, months and years) school characteristics.
through word - Sociolinguistic Past simple of regular and Students will make connections
recognition, - Pragmatic irregular verbs (verb and between background,
comprehension, - Linguistic noun collocation) experience, and new information
interpretation, Past continuous (the about personal life in past or
analysis, and weather) future.
evaluation, in order to Past continuous and past
be successful in the simple (while ad when, Processes: Identify, interpret,
mainstream prepositions of place and describe, compare, classify.
classroom. motion)
Defining relative clauses with ACHIEVEMENT INDICATORS
who, which, where (types of
film) 1. Student will talk about
experiences in his/her life,
employing the appropriate
vocabulary and expressions in
past.

2. Student will know and use

 expressions for giving
information about activities they
will certainly do.

1. Students listen, read, write

and talk about memories; make
excuses and give explanations.

2. Students describe two actions

that took place at the same time.

3. Student will participate

actively and respectfully in each
class, showing interest.

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION AND Students will predict possible THIRD TERM
To develop the To communicate in informal VOCABULARY situations, future plans and (4 hours in the
listening, speaking, and formal classroom Present perfect simple with intentions using polite language classroom)
writing and reading activities in school and social ever, never, just, already, yet. and express ideas related to (1 hour in the lab)
skills for situations for an increasing The definite article with past, present and future events (1 hour Reading Plan)
According to the
communication, range of purposes on a places (Holiday activities) in an oral and written way. school characteristics.
through word variety of topics across the Past simple and present
recognition, curriculum. perfect simple (Types of Processes: Identify, interpret,
comprehension, music) describe, compare, classify.
interpretation, To communicate real
analysis, and situations using the
evaluation, in order to vocabulary given to express
be successful in the his/her ideas.
mainstream
classroom. - Sociolinguistic
- Pragmatic
- Linguistic
Will for future Predictions
First conditional with if
(Computer Language)
Will for decisions/promises,
Will and shall for offers
(Faults)
Zero conditional
Going to for future plans,
intentions and predictions
Should/shouldn’t (Illness)
Have to/don’t have to- Had
to/didn't have to.
Zero article with plural nouns,
So + adjective + that (Wild
animals and Insects)
Would (’d) rather / Would (’d)
prefer
READING PLAN
Predicting from photos, titles,
and maps.
Scanning and skimming
Connect the background
knowledge to the information
in the text.
Confirm predictions.
Ask questions
ACHIEVEMENT INDICATORS
1. Student will make descriptive
presentations that use concrete
sensory details to set forth and
support unified impressions of
people, places, things and
experiences in different
contexts.
1. Students listen, read, write
and talk about their future plans
and general truths
2. Student will state him/herself
taking into account possible and
imaginary situations using the
conditionals based on
circumstances and predictions in
oral and written way.
3. Student will work cheerfully in
the classes by means of the
participation, respect and
responsibility.
GRADE: SEVENTH GRADE

AXES COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS

CONCEPTS
Object pronouns
Present simple Student will
COMMUNICATION COMMUNICATIVE Present continuous express specific
To develop strategies in Past simple and general FIRST TERM
listening, speaking, reading -Sociolinguistic Past continuous information about
and writing in English as a -Pragmatic -ing form /to (infinitive) him or herself and
foreign language. -Linguistic Reading plan other people (4 hours in the
related to present classroom)
To express ideas about and past events. (1 hour in the lab)
CULTURES AND people’s daily activities and Vocabulary: (1 hour Reading
Plan)
COMMUNITIES past events by means of Routines, talents and Student will relate According to the
To get in touch with other conversations and writing hobbies (Media). in an accurate school
cultures and to develop descriptions. Adjectives and prepositions way historic facts characteristics.
respect toward diversity. Celebrations (Culture) and celebrations
History and dates in his/her country
(ordinal numbers) and around the
CONNECTION WITH OTHER Quantity expressions world.
AREAS
To apply the knowledge with READING PLAN: - The student
other areas giving Scan for specific information describes and
opportunities to use the Guess meaning from context writes coherence
language in real context. Skim for gist
ideas about life
Predict from photos, titles
and maps. styles and sports.
Connect the background - The student
knowledge to the information relates
in the text. information about
Ask questions
 Connectors historic facts
using linking
expressions.
- The student is
able to tell stories
and expresses
clear ideas and
respect the
other’s opinions.

Processes: identify,
interpret, describe,
compare, analyze
and synthetize

Future with will

COMMUNICATION COMMUNICATIVE Present continuous for future Student will share SECOND
To develop strategies in Going to his/her future TERM
listening, speaking, reading -Sociolinguistic Shall plans and
and writing in English as a -Pragmatic Present perfect meaningful
foreign language. -Linguistic Modal verbs: experiences in
ability, possibility, obligation, oral and written
RELATION WITH OTHER permission ways. (4 hours in the
CULTURES AND Prohibition classroom)
COMMUNITIES To talk about his/her life plans Advice -The Student will (1 hour in the lab)
To get in touch with other and important experiences Comparatives and describes attributes (1 hour Reading
Plan)
cultures and to develop through conversations and superlatives of things that According to the
respect toward diversity. short presentations surround her/him. school
VOCABULARY: characteristics.
Travel words. -The student
CONNECTION WITH OTHER Weather adjectives speaks and writes
AREAS Compound nouns- about the duration
To apply the knowledge with (Shopping) of events in his /her
other areas giving Sports life.
opportunities to use the Collocations (wild places- - The student is
language in real context. geography) able to make
Music predictions about
 Environment Issues the future and
expresses clear
READING PLAN: ideas and respect
Reading for detail the other’s
Using illustrations to deduce opinions.
meaning
Skimming for general sense Processes: identify,
Connect the background interpret, describe,
knowledge to the information compare, analyze
in the text. and synthetize
Answer your own questions
from the text

COMMUNICATION COMMUNICATIVE Present simple passive voice Student will

To develop strategies in
listening, speaking, reading
and writing in English as a
foreign language.
RELATION WITH OTHER
CULTURES AND
COMMUNITIES
To get in touch with other
cultures and to develop
respect toward diversity.
CONNECTION WITH OTHER
AREAS
To apply the knowledge with
other areas giving
opportunities to use the
language in real context.
Past simple passive voice describe
-Sociolinguistic Zero conditional important events THIRD TERM
-Pragmatic First conditional and general truths
-Linguistic Relative clauses about his/her real
Modals verbs: context in oral (4 hours in the
Have To – Must – Can - and written ways. classroom)
To express information about Should (1 hour in the lab)
general truths and future Reading plan -The student talks (1 hour Reading
Plan)
possibilities based on his/her about current According to the
context through different oral VOCABULARY: situations which school
and writing activities. Food and cooking aren’t true and characteristics.
Building and places imaginary situations
Jobs in the future.
Compound nouns
Science and Technology. -The student
Crimes and Punishments analyses the social
networks and their
READING PLAN: most popular
Predicting storyline from applications in
cover, chapter headings , list order to
of characters and illustrations communicate with
Scanning for specific words his/her partners
Recognizing main ideas and friends in oral
Deducing meaning from and written way.
context
Checking predictions - The student is
Ask and answer questions able to describe
from the text future intentions
and arrangements
as well as
expresses clear
ideas and respect
the other’s
opinions.

Processes: identify,
interpret, describe,
compare, analyze
and synthetize
GRADE: EIGTH

AXES COMPETENCES FUNDAMENTAL CONCEPTS ACHIEVEMENTS TERMS

First week - Review Students will talk about

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION past events and FIRST TERM
Present simple and perfect, experiences they have
To develop strategies in - Sociolinguistic present continuous, present had.
listening, speaking, Reading - Pragmatic perfect continuous. (4 hours in the classroom)
and writing in other language - Linguistic Past perfect, used to and would (1 hour in the lab)
different to native language. The Passive Students will use spoken, (1 hour Reading Plan)
Modifiers and comparatives; written, and visual According to the school
characteristics.
To present information according much, a bit, even more, slightly language to accomplish
to different contexts and personal more. their own purposes (e.g.,
experiences about our self and Asking about for learning, enjoyment,
others, using the correct accommodations/Making offers. persuasion, and the
expressions and vocabulary. Wh questions exchange of information).
Future with going to and will
Present continuous for future
arrangement PROCESSES :
Comparisons of adjectives ANALYSIS
Present perfect simple (never, To analyze how the
ever, already, just and yet) vocabulary works
Present perfect and past simple. according to the context.
Time adverbials SYNTHESIS
Adjectives and nouns of To synthesize information
measurement taken from explanation
Countable and uncountable and readings.
nouns. Pronouns some-, any- no- LOGICAL INFERENCE
every- + thing, where, one and To talk and argue logically
body determining from general
Relative clauses: who, which, to particular aspects.
that, whose and where
Too many, too much, not enough
VOCABULARY
Identity
Urban tribes
Memories

CONNECTIONS
To establish relations with
other subjects through a
foreign language to increase
and improve the information.
Types of food
Texture
Tastes
Houses (type. Features.
Advantages)
Personality adjectives
Jobs
Types and music and musical
instruments
Adjectives of opinions
Household jobs
Relationship words and phrases
Family
Places in town
Transport
READING
Skinning and scanning activities
A Brochure about a reader.
GRAMMAR FUNCTION Students will describe real
Speculating about the present and imaginary situations
COMMUNICATIVE and past. related with food, drink,
Questions tags material, landscapes,
- Sociolinguistic Future forms: simple, be going to environments and
- Pragmatic and continuous holidays.
- Linguistic Future continuous. SECOND TERM
Reflexive pronouns
Present perfect simple and PROCESSES : (4 hours in the classroom)
continuous with for and since ANALYSIS (1 hour in the lab)
To offer, accept, refuse and Used to- Echo questions. To analyze how the (1 hour Reading Plan)
consolidate information according Past ability: could, was, were and vocabulary works According to the school
characteristics.
to personal interest and able to according to the context.
agreements. Past perfect simple SYNTHESIS
Passive voice: Present simple To synthesize information
and Past simple taken from explanation
Non defining relative-clauses: and readings.
who, whose, which, where. LOGICAL INFERENCE
Zero and First conditional To talk and argue logically
Phrasal verbs with look determining from general
 Predictions: will, won’t, may and to particular aspects
might
Will future with when/ as soon as.
Prefixes un-, in- and im-
Collocations with make and do
Verbs of action
Collocations with lose
VOCABULARY
Appearances
Celebrity
Biography
Adventures sports
Food and drink
Cooking verbs
Materials
Landscape and environment
Holidays
Phrases used in informal letters
READING
Connect the background
knowledge to the information in
the text.
A poster about a reader.
CULTURES AND GRAMMAR FUNCTION Students will make
COMMUNITIES COMMUNICATIVE Reported: statements and suggestions and express THIRD TERM
questions preferences related with (4 hours in the classroom)
To know and understand the - Sociolinguistic Conditionals: Type I, II, III. types of TV programs, (1 hour in the lab)
rules that other cultures have - Pragmatic Past modals crime, clothes, sports, (1 hour Reading Plan)
such as gifts to the humanity. - Linguistic Verbs with –ing or infinitive injures and medical According to the school
characteristics.
Second conditional and third treatment.
and advises. conditional
I wish with past simple Students will make
To apply and share the So and such + adjective + noun suggestions and express
information about different topics So and such preferences related with
in order to give some Auxiliary verbs with so and neither the topics related about
recommendations and advices. Rules and obligation: must/have school, arts, careers,
to science and technology
Should/ ought to / had better and giving presentations.
Adjectives with prepositions
VOCABULARY PROCESSES :
School ANALYSIS
The arts To analyze how the
Careers vocabulary works
Science and technology according to the context.
Giving presentations SYNTHESIS
Adjective word order To synthesize information
Appearance taken from explanation
-ed and –ing adjectives and readings.
Phrasal verbs with: out, up and on LOGICAL INFERENCE
Types of TV programme To talk and argue logically
Crime determining from general
Computer language to particular aspects
Clothes, accessories, styles and
patterns
Sport (equipment, people and
actions)
Injures and medical treatment
READING
Role-plays
Graphing information about the
reader.
GRADE: NINTH GRADE
AXES COMPETENCES FUNDAMENTAL
CONCEPTS
COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION:
Present Simple.
To develop strategies in - Sociolinguistic Present Continuous.
listening, speaking, reading - Pragmatic Past simple.
and writing in other language - Linguistic Present and past Perfect.
different to a native language. Present Perfect Simple and
To talk about real situations Continuous.
and own experiences through The passive
presentations, sketches, Multipart verb
dialogues, written texts and Quantities
reading comprehension. Linkers
Idiomatic expressions
The future (present
continuous, present simple,
will, be going to).
Modals.
VOCABULARY:
Clothes.
Dangerous activities.
Travel and transport.
Part time jobs.
Words connected with
music.
Relationship
Big issue (Readings)
Media use
advertising
ACHIEVEMENTS TERM
Process: Analogical FIRST TERM
reasoning.
(4 hours in the
The Student will classroom)
express ideas, (1 hour in the lab)
opinions, plans or (1 hour Reading
Plan)
dreams in oral and According to the
written ways, using school
different characteristics.
vocabulary.
The student will
express habits,
routines, personal
experiences and
information issues
in oral and written
ways using the
vocabulary

CONNECTIONS
To establish relations with
other subjects through a
foreign language to increase
and improve the information.
READING PLAN:
Understanding short texts:
meaning. Taking into
account the context, events
and characters
Understanding
COMMUNICATIVE GRAMMAR FUNCTION: The student will SECOND
Future time clauses (when, give opinions, talk TERM
- Sociolinguistic until, as soon as, by the about imaginary
- Pragmatic time, before). and real situations (4 hours in the
- Linguistic The future (present sharing personal classroom)
continuous, present simple, information with (1 hour in the lab)
To talk about real and will, and be going to). their classmates. (1 hour Reading
Plan)
imaginary situations Time references in the past According to the
expressing preferences, Comparatives Process: Transitive school
decisions and behaviors. Emphasis. reasoning characteristics.
Multi-part verbs.
First and second
conditional
Wish/should have.
Verbs with infinitives and
gerunds.
Reported speech
Clauses and linkers
(contrast).
Used to
VOCABULARY:
Health
Describing people
Communities
Weather and nature.
Communication and media
words.
Adjectives of emotions.
READING PLAN:
 Focusing on specific
information

CONNECTIONS
To establish relations with
other subjects through a
foreign language to increase
and improve the information.
GRAMMAR FUNCTION:
COMMUNICATIVE Descriptions: Look, seem, The student will THIRD TERM
sound, feel, taste, smell + explain deductions
- Sociolinguistic adjective. and describe in oral (4 hours in the
- Pragmatic Regrets: should have, and written way classroom)
- Linguistic ought to have. people, objects and (1 hour in the lab)
Must, can’t, might, could facts. (1 hour Reading
Plan)
To give oral and written have for deductions in the According to the
explanations in order to justify, present and past. The student will school
describe, tell and explain The passive. explain and discuss characteristics.
regrets and deductions from Third conditional fashion, technical
present and past events. Relative clauses problems, places
Prefixes and natural and
Reported speech man-made
landmarks in oral
VOCABULARY: and written way.
Landscape Process:
Business and work Hypothetical
Style reasoning;
Adjectives of texture and divergent-
shape. convergent
Advertising. reasoning.
Real and mythical
creatures.
Crime stories.
READING PLAN: To be
able to recreate the story
including new characters,
ending and checking
student’s imagination.
GRADE: TENTH GRADE

AXES COMPETENCES FUNDAMENTAL ACHIEVEMENTS TERMS

CONCEPTS

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION The student will

Simple present produce oral and FIRST TERM
To develop strategies in - Sociolinguistic Present progressive written texts take
listening, speaking, reading To identify different cultural Simple Present Perfect into account her/his (4 hours in the
and writing to understand and elements presented in oral and Present Perfect experiences. classroom)
produce different kind of texts. written texts. Progressive (1 hour in the lab)
State Verbs (1 hour Reading
Plan)
- Pragmatic Adjectives usage According to the
CULTURES AND To create different kind of texts Phrasal verbs school
COMMUNITIES describing and narrating characteristics.
events in oral and written way. Simple Past
To use and understand Past Progressive
different topics into their - Linguistic Simple Past Perfect
common life taking into To use properly the grammar Past Perfect Progressive
account dissimilar structures in communicative Use to and would to
communities and their aspects contexts
of life. Adverbs and Adverbial
phrases
Irregular verbs
Regular verbs
CONNECTION WITH OTHER
AREAS VOCABULARY
Character, clothes
To use and understand adjectives
different subjects to mix it with Idioms,
the foreign language. Collocations
Personality appearance
Interests

COMMUNICATION
To develop strategies in
listening, speaking, reading
and writing to understand and
produce different kind of texts.
CULTURES AND
COMMUNITIES
To use and understand
different topics into their
common life taking into
account dissimilar
communities and their aspects
of life.
CONNECTION WITH OTHER
AREAS
To use and understand
COMMUNICATIVE
- Sociolinguistic
Recognizes the different
behaviors in English speaking
countries through different
social situations.
- Pragmatic
Presents in different forms
cultural characteristics about
the national environment.
- Linguistic
Uses properly the vocabulary
and structures to describe
social behaviors in national
contexts.
Wildlife
Endangered animals
Environment - Weather
Affixes – Prefixes
Adverbs –
Reading plan activities
writing, speaking and
listening (say in a general
way the topics for each
one)
GRAMMAR FUNCTION The student will
Future tenses (continuous, express issues SECOND
future perfect, future perfect about cultures. TERM
continuous, present for
future, future in past) (4 hours in the
About to, due to, likely to. classroom)
-ing forms and infinitives, (1 hour in the lab)
infinitives without to. (1 hour Reading
Plan)
Verb patterns According to the
school
characteristics.
VOCABULARY
Phrases for talking about
the future
Science related words
Dependent prepositions.
Collocations.
Suffixes – prefixes
Linking words
Reading plan activities
writing, speaking and
listening , (say in a general
way the topics for each
one)
different subjects to mix it with
the foreign language.

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION The student will be THIRD TERM

Conditional able to talk about (4 hours in the
To develop strategies in - Sociolinguistic: (zero-first-second- third) cross curricular classroom)
listening, speaking, reading Comparative structures terms. (1 hour in the lab)
and writing to understand and Establishes meaningful (Too, enough, much, a lot, (1 hour Reading
Plan)
produce different kind of texts. differences between cultural far, the…, the… The students will be According to the
facts from student`s national able to talk about school
environment and an English VOCABULARY daily and popular characteristics.
CULTURES AND speaking country environment. The arts situations.
COMMUNITIES Sports and equipment
- Pragmatic: Collocations with Do, make
To use and understand Uses the language structures and Take.
different topics into their to create different kind of texts
common life taking into analyzing the national Reading plan activities
account dissimilar environment. writing, speaking and
communities and their aspects listening , (say in a general
of life. - Linguistic: way the topics for each
one)
Creates oral and written texts
showing cohesion and
CONNECTION WITH OTHER coherence.
AREAS

To use and understand

different subjects to mix it with
the foreign language.
GRADE: ELEVENTH GRADE
ACHIEVEMENTS TERMS
AXES COMPETENCES FUNDAMENTAL
CONCEPTS
GRAMMAR FUNCTION
COMMUNICATION COMMUNICATIVE Present simple
Present continuous The student will FIRST TERM
To develop strategies in - Sociolinguistic Present perfect simple discuss and
listening, speaking, reading - Pragmatic and continuous support aspects
and writing to understand and - Linguistic State verbs from a reference (4 hours in the
produce different kind of texts. Past simple topic by using the classroom)
Past continuous critical thinking. (1 hour in the lab)
Simple Past Perfect (1 hour Reading
Plan)
CULTURES AND To talk about different aspects Past Perfect Progressive . According to the
COMMUNITIES of life related with in arts and Use to and would to school
education fashion sports and The future (continuous, characteristics.
To use and understand challenges through oral and future perfect, future
different topics into their written exercises using. perfect continuous,
common life taking into present for future, future
account dissimilar in past)
communities and their aspects About to, due to, likely to.
of life. -ing forms and infinitives,
infinitives without to.
Verb patterns
Adjectives usage
CONNECTION WITH OTHER Phrasal verbs
AREAS Passive voice
Causative and need to be
To use and understand VOCABULARY
different subjects to mix it with Character, clothes
the foreign language. adjectives
Arts
Education
Words related with theater
and Tv
Phrasal verbs
Suffixes
Idioms,
Collocations (make and
do)
Personality appearance
Interests
Wildlife
Endangered animals
Environment - Weather
Affixes – Prefixes
Adjectives
Adverbs
Phrases for talking about
the future
Science related words
Dependent prepositions.
Collocations.
Suffixes – prefixes
Linking words
English reading plan
Writing, speaking and
listening , (say in a
general way the topics for
each one)

READING
Graphic Interpretation
Textual and inferential
analysis
Main and secondary ideas
Pragmatic analysis
English reading plan
General Understanding
Articles
Reading Techniques
(skimming)
Author´s Intention

WRITING
Paragraph structure
 (Reviews)
Uncomplete sentences
Uncomplete Paragraph
Writing informal letters
Writing Descriptive
paragraphs

LISTENING
Identifying characters
Identifying main ideas
Identifying related
vocabulary

SPEAKING
Describe and compare
routines and situations
Physical Description
Exchanging personal
information
Role play activities

GRAMMAR FUNCTION
COMMUNICATION COMMUNICATIVE Conditional The student will be
(zero-first-second- third) able to compare SECOND
To develop strategies in - Sociolinguistic Comparative structures aspects from TERM
listening, speaking, reading - Pragmatic (Too, enough, much, a lot, different real
and writing to understand and - Linguistic far, the…, the… contexts. (4 hours in the
produce different kind of texts. The passive classroom)
To talk about different aspects More passive forms (1 hour in the lab)
of life related with technology Reported speech (1 hour Reading
CULTURES AND and behaviors in , health and Reported verbs Plan)
According to the
COMMUNITIES the environment through oral Reported questions school
and written exercises. Questions tags characteristics.
To use and understand Modal Verbs
different topics into their Speculation past and
common life taking into present
account dissimilar
communities and their aspects VOCABULARY
of life. The arts
Sports and equipment
Collocations with Do,
Make and Take.
CONNECTION WITH OTHER Education
AREAS Collocations
Make or do
To use and understand Technology: Computer ,
different subjects to mix it with internet vocabulary.
the foreign language. Differentiating between
similar words
Abstract nouns
Noun suffixes
Words related with
personality, behavior and
crime.

READING
Gapped text
Multiple choice texts
Argumentative analysis
Giving opinions based on
the text content

WRITING
Writing formal letters
Writing formal e-mails

SPEAKING
Talking about correct use
 of technology
Discuss about personal
opinions

LISTENING
Multiple Choices
Identification and
comprehension about
personal opinions

English reading plan

Writing, speaking and
listening , (say in a
general way the topics for
each one)

COMMUNICATION COMMUNICATIVE GRAMMAR FUNCTION

Modal verbs THIRD TERM
To develop strategies in - Sociolinguistic Needn´t / have to The student will be
listening, speaking, reading - Pragmatic Should /ought to able to talk about (4 hours in the
and writing to understand and - Linguistic Can / could her/his life project classroom)
produce different kind of texts. Could/might + perfect take into account (1 hour in the lab)
To talk about different aspects infinitive the cross curricular (1 hour Reading
Plan)
of life in crime, news and Could/ may /might + terms. According to the
CULTURES AND computer technology through perfect infinitive school
COMMUNITIES oral and written exercises. Should /ought to + perfect characteristics.
infinitive
To use and understand Relative clauses
different topics into their Wish, if only, regret + ing,
common life taking into It’s time, I’d rather
account dissimilar Modal verbs for degrees
communities and their aspects of certainty: may, might,
of life. could, must.
Tell and say
Defining and no-defining
relative clauses
CONNECTION WITH OTHER
AREAS
To use and understand
different subjects to mix it with
the foreign language.
VOCABULARY
Personality and behavior,
personality adjectives.
Noun with verbs.
Idioms and expressions
Adjective combinations
History
International changes
Fashion and shopping
Shopping words.
Holidays and adventure
Adventure holidays and
activities
Collocations
Set phrases
Phrasal verbs.

READING
Multiple Matching
Multiple Choice questions
Gapped texts
Identifying causes and
consequences

WRITING
Articles
Essays
Stories

LISTENING
Completing sentences
Multiple matching
Multiple choices questions

SPEAKING
Describing important
 historical events
Talk about causes and
consequences of
historical events
Talk About reading
preferences
Famous thematic parks
around the world
Prepare a day out plan

METODOLOGIA

Teniendo en cuenta que tanto en las instituciones educativas de Colsubsidio como en los programas educativos que se desarrollan en la Caja,
encontramos que el enfoque humanista es la base para cualificar a la persona en todas sus dimensiones y así lograr el mejoramiento de sus
condiciones de vida y el éxito de su proyecto personal. Por ello, el área de inglés considera al estudiante como centro del proceso de aprendizaje
partiendo de sus necesidades, intereses y experiencias. Además, consecuente con el permanente cambio cultural y con la necesidad del acceso
al conocimiento, este enfoque se convierte en una herramienta primordial para construir una representación del mundo, que le permite llevar a
cabo un aprendizaje óptimo haciendo uso de las TIC´S que apoyan el desarrollo de los saberes disciplinares establecidos en el plan de estudios
de acuerdo a cada nivel.

Además, tomando en consideración elementos del lenguaje que han sido estudiados a lo largo de la historia de la humanidad por varios autores,
quienes consideran que existe una relación directa entre la adquisición del lenguaje y el papel que éste desempeña en la construcción del
conocimiento, más exactamente la relación que el lenguaje guarda con el pensamiento, estos dos factores tienen una relación intrínseca pues el
lenguaje le da forma al pensamiento y a su vez el pensamiento moldea el lenguaje. Por esta razón, el enfoque comunicativo es el soporte para el
aprendizaje del idioma inglés en los Colegios Colsubsidio, debido a que permite que los estudiantes se comuniquen en una lengua extranjera en
forma efectiva mediante actividades de enseñanza-aprendizaje lúdicas e interactivas, incrementando la confianza de los educandos ayudando a
superar sus dificultades. La enseñanza comunicativa privilegia el uso del lenguaje como elemento básico en la comunicación a través de la
interacción; enfatiza el uso de situaciones de comunicación real, donde los interlocutores expresan sus opiniones, intereses, deseos, planes,
gustos, temores y sueños.
Así mismo, los lineamientos de los estándares entregados por el Ministerio de Educación Nacional que rigen nuestro proceso educativo, plantean
como punto de referencia la competencia comunicativa; en la que se establece lo que los estudiantes están en capacidad de saber y saber hacer
en inglés en un contexto determinado. Dicha competencia incluye el conocimiento de los recursos formales de la lengua como sistema y la
capacidad para utilizarlos bien formados y significativamente junto con sus elementos lexicales, fonológicos, sintácticos y ortográficos; al igual que
su aplicación en diversas situaciones (competencia lingüística).

Es importante no olvidar que el uso funcional de los recursos lingüísticos comprende una competencia discursiva, la cual permite organizar las
oraciones en secuencias para producir fragmentos textuales y una competencia funcional que encadena situaciones comunicativas reales que
hacen parte de la competencia pragmática.

Cuando se hace uso de las normas de cortesía, de las reglas que ordenan las relaciones entre géneros, clases, grupos sociales, dialecto y acento
empleamos la competencia sociolingüística. Por último, es relevante mencionar que esta metodología incluye el desarrollo de habilidades y
saberes que transversalizan las dimensiones ética, estética, social y cultural de la lengua que se aprende, ofreciendo así a los niños, las niñas y
los jóvenes posibilidades reales para comprender e interpretar su entorno.

Como complemento a lo anterior, la metodología desarrollada en los Colegios de Colsubsidio es aquella en la que el docente es un facilitador-
mediador quien, si bien posee un mayor conocimiento de la lengua extranjera, además, brinda al estudiante una amplia variedad de actividades
basadas en técnicas y estrategias, para que éste construya los conocimientos y fortalezca las habilidades necesarias para comunicarse en Inglés.

La metodología aplicada es aquella en la que el estudiante es el centro del aprendizaje, él es quien con su participación creativa va abriéndose
paso en el camino al conocimiento. Esta didáctica en la que el docente es un facilitador, planeador, monitor, padre, amigo, etc., quien, si bien
posee un mayor conocimiento de la lengua lo brinda al alumno buscando que mediante la práctica dada por una amplia variedad de actividades
lingüísticas, reunidas en técnicas y estrategias, se llegue al objetivo final; que el estudiante adquiera los conocimientos y habilidades necesarios
para comunicarse en Inglés.

METHODOLOGY

Taking into account that in Colsubsidio educational institutions as well as in the educational programs developed by the organization, the humanist
approach is the basis for qualifying a person in all dimensions in order to improve the life conditions and get a successful personal project.
Therefore, the English area conceives the student as the focus in the learning process based on his needs and experiences. Further, according to
the continuos cultural change and the necessity of accessing to knowledge, this approach becomes the most important tool to construct a
representation of the world. This allows the student to carry out an ideal learning process using the ICT’s that support the development of the
fundamental concepts established in the curriculum according to each level.

Moreover, based on the language elements which have been studied along history by different authors who consider the relationship presented
between the language acquisition and its role in the building of knowledge, specifically, the existing relationship between language and thinking.
These two aspects have an intrinsic connection due to language shapes the thinking, at the same time thinking shapes language. Because of this,
the communicative approach is the support to learn the English language in the Colsubsidio schools, due to it let our students being capable to
communicate in a foreign language in an effectively way by means of social and ludic activities, improving the students confidence and helping
them to overcome the difficulties. The communicative teaching of a language, as its name suggest, gives an importance to the usage of the
language like a basic element in the communicative throughout the interactions giving importance to the use of the communication in real events
where the speakers express their opinions, interests, whishes, plans, likes and dislikes, dreams, fears etc.

In this sense, the foreign language standards given by the Ministerio de Educación Nacional conduct our process and give us as a point of
reference the communicative competence in which it is established what students are able to know and to do in a context. This competence
includes the knowledge of the formal resources of the language as a system and the ability to use them in an appropriate way and meaningfully
with their lexical, phonological, syntactic and orthographic elements. As well as the application of these ones in different situations (linguistic
Competence).

It is important to remember that the functional usage of the linguistic resources has a discursive competence which leads to organize the
sentences in sequences in order to produce textual fragments and it also has a functional competence that permits to link real communicative
situations that makes part of the pragmatic competence.

When we use courtesy rules, the rules that organize the relationship between the genders, social groups, dialects and accents we use the socio-
linguistic competence. Finally, it is relevant to say that our methodology includes the development of abilities and knowledge that go beyond the
ethical, esthetical/social and cultural dimensions of the language that students learn, in that way we offer to our children and young students real
possibilities to understand and interpret their reality.

In addition to that, the methodology applied in the Colsubsidio Schools shows the teacher as a guidance and facilitator who has a wide knowledge
of the foreign language and provides the students several and diverse activities based on pedagogical strategies and techniques, in order to them
build up the knowledge and strengthen the skills to communicate in English.

Besides, these processes (teaching-learning) complement each other with their teaching methods such as TPR, Natural Approach and Integral
Method which are used according to the level of the groups and the topics to work.

The methodology applied is the one in which the student is the central point of the learning process. The student with his/her participation makes
his/her own road towards the knowledge. In the didactics the teacher is a planner, a monitor, a parent and a friend. The teacher has a great
knowledge in the language and he/she gives this knowledge to the students throughout the language practice that is done with a great variety of
activities, techniques and strategies that help to achieve the goal: a student that acquires the necessary knowledge and skills to communicate in
English.
EVALUACIÓN

El programa de bilingüismo implementado en los colegios Colsubsidio aprobado por el MEN con los Estándares Básicos de Competencias en
Lenguas Extranjeras: Inglés y lineamientos para idiomas extranjeros, la Ley 115 de 1994, Decreto 364 de 2005 por el cual se institucionaliza el
programa “Bogotá Bilingüe en Diez Años” y se dictan otras disposiciones, Marco Común Europeo para de Referencia para las Lenguas, PEC y
PEI, se promueve el logro de la competencia comunicativa en lengua extranjera mediante el desarrollo de las cuatro habilidades lingüísticas
básicas de escucha, habla, lectura y escritura. Cada ciclo trabajara habilidades de acuerdo a las edades de los estudiantes así:

Ciclo Uno: Desarrollo de las habilidades de escucha y habla.

Ciclo Dos: Además de las dos habilidades desarrolladas en el ciclo anterior, se introducen las habilidades de lectura y escritura.

De esta forma, los estudiantes en ambos ciclos, desarrollarán las cuatro habilidades básicas de la comunicación pero con énfasis en las
interacciones y la comunicación oral como eje principal del currículo en ambos ciclos. Al respecto, Cameron (2001, p.19) – plantea que el
aprendizaje del idioma está formado por dos componentes: el aprendizaje de habilidades orales y el aprendizaje del idioma escrito. Se refiere al
aprendizaje de las habilidades orales como la forma en que los niños aprenden a interactuar en el idioma extranjero en un contexto familiar.

Cabe destacar que las ideas de Cameron sustentan el enfoque actual en la enseñanza de un idioma extranjero en ciclos I y II de la Educación
Básica según se expresa en los programas de estudio, en los cuales se favorece la enseñanza y aprendizaje del idioma extranjero enfocada en la
comunicación, con énfasis en la interacción oral.

Adicional, en los ciclos superiores desarrollaran las cuatro habilidades teniendo en cuenta las edades y grado de dificultad para cada uno de los
ciclos.
Ciclo Tres: Desarrollo de las cuatro habilidades con grado de dificultad.
Ciclo Cuatro: Desarrollo de las cuatro habilidades en contextos específicos.

La enseñanza y la evaluación están correlacionadas en el proceso de aprendizaje de un idioma extranjero. Los objetivos de la enseñanza de la
lengua extranjera deben guiar los propósitos de la evaluación y viceversa, la evaluación debe reforzar el logro de los objetivos lingüísticos durante
la mediación pedagógica; la carencia de esta correlación puede generar el fracaso en el logro de los objetivos propuestos. Por lo tanto, en la
institución se evidencia una coherencia evaluativa con los Colegios Colsubsidio debido a que es claro que se va evaluar y que meta se quiere
alcanzar. Estas metas están planteadas en el siguiente cuadro:

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the
 satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask
and answer questions about personal details such as where he/she lives, people he/she
knows and things he/she has. Can interact in a simple way provided the other person talks
slowly and clearly and is prepared to help.

Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). Can communicate in simple and routine tasks requiring a simple
A2 and direct exchange of information on familiar and routine matters. Can describe in simple
terms aspects of his/her background, immediate environment and matters in areas of
immediate need.

B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst
travelling in an area where the language is spoken. Can produce simple connected text on
topics which are familiar or of personal interest. Can describe experiences and events,
dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization. Can interact with a degree of
fluency and spontaneity that makes regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the advantages and disadvantages of
various options.
C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for
expressions. Can use language flexibly and effectively for social, academic and professional
purposes. Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices

C2 Can understand with ease virtually everything heard or read. Can summaries information
from different spoken and written sources, reconstructing arguments and accounts in a
coherent presentation. Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in the most complex situations.
De acuerdo con lo establecido en la planeación, la evaluación de los aprendizajes en los ciclos requiere un abordaje acorde con el desarrollo de
las habilidades lingüísticas básicas para la comunicación: habla, escucha, lectura y escritura. Según lo plantean Curtain y Pesola (1998), The
basis for assessing students’ progress and for awarding grades must be compatible with the goals and the philosophy of the program. That is, if
oral skills are emphasized, assessment will be based on listening and speaking performance, even though reading and writing skills might be
easier to measure objectively.”p.276.”La base para valorar el progreso de los estudiantes y para asignar notas tiene que ser compatible con las
metas y la filosofía del programa. O sea, si se enfatizan las habilidades orales, la valoración se basará en el desempeño de la escucha y el habla,
aunque las habilidades de lectura y escritura puedan ser más fáciles de medir objetivamente.”

CRITERIA OF ASSESSMENT
 Posting of stimulus in classrooms to promote English production such as word walls, photos, and student work.
 Increase in students oral engagement
 Use more authentic literature
 Increase student-to-student interaction
 More vocabulary input and support
 Inclusion of other content-area instruction imbedded into English
 Increase active learning (that is students working on developing their own English skills in listening, speaking, reading and writing by
developing projects.
 Limiting grammar, drill practice and copying. Expanding instruction in the 4 domains of language, listening, speaking reading and writing.

KINDS OF EVALUATION

Formative Assessment
Assessment for student learning. Its purpose is to improve students ‘learning. Typically it will do through adaptation of teaching, giving feedbacks,
student self-assessment, etc.
Continuous Assessment
Assessment that is conducted — in schools, by teachers — throughout the school year, rather than just at the end. Provides a fairer, more
balanced picture of students ‘attain -ment. Also allows the inclusion of skills (e.g. Speaking) which are difficult (practically) to assess by means of
formal testing. Can be used for both Formative and Summative purposes.

Self-Assessment
Assessment by students of their own strengths and weaknesses, their own learning strategies, and the quality of their own work.
Self-Monitoring
A particular kind of self-assessment, in which students assess the quality of their own work while they are actually doing it.
Peer-Assessment
Assessment by students of each other‘s work. A useful bridge to self-assessment.

Feedback
Comments from the teacher (or other students) about the quality of one‘s work — either completed or still in progress — with the aim of improving
it (and other future work).

Portfolio
An on-going collection of work done by the student. It provides concrete evidence of the student‘s learning, and of the type and level of work that
he/she has done.

Project
An activity which, within a given time-frame, aims at producing some kind of end-product. It is usually longer and more complex than the usual kind
of classroom activity.

Moderation
A range of procedures designed to ensure that marks awarded to students are fair and consistent in all schools throughout the country.

Wash back Effect

The impact that assessment has on what happens in the class-room, i.e. on the strategies that teachers and students adopt for learning English.
This impact can be either ‗positive‘or ‗negative‘.

Stakeholders
Individuals and institutions which are affected by — and so have an interest in — the education system and its procedures and outputs. Includes
everyone, as well as students, parents, the wider community, etc.

Quality Assurance
Procedures intended to guarantee the quality of a product (being made or about to be made) in advance: typically, by means of planning, training,
specifications, guidelines, etc.

RECURSOS

Los estudiantes necesitan de una gran variedad de actividades que faciliten la adquisición del idioma por medio de tareas que tengan sentido y
propósito, que permitan emplear el idioma en interacción, que den la oportunidad de desempeñarse en forma individual y cooperativa, que
proporcione contextos y motivación en las tareas que ayuden a desarrollar el manejo de habilidades del lenguaje.
El desarrollo de las temáticas puede enriquecerse a través del uso de los diferentes materiales como aulas virtuales, textos, diapositivas, videos,
grabadoras, afiches, recortes, fichas, lecturas, implementación del uso de la biblioteca como espacio de aprendizaje, etc.… que les permitan a los
estudiantes y al maestro el desarrollo de procesos efectivos y significativos de aprendizaje.

RESOURCES

The students need a variety of activities that permit the acquisition of a language through meaningful tasks, where the foreign language is the main
too, also where the students can work individually or by groups in daily contexts with the purpose of develop the four language skills.

The evidence of the topics´ development can be increased through the use of different tools as virtual rooms, texts, videos, tape recorders, flash
cards, readings and visits to the library as a way of learning. These can permit to the students and the teacher the effective process development
and meaningful learning.

BIBLIOGRAFIA

Ministerio de Educación Nacional. Ley de Bilingüismo 1651. Julio 14 2013

Ministerio de Educación Nacional, Estándares Formar en Lenguas extranjeras. El Reto.2006.

Documentos del PEC - PEI.

Cameron, L. (2001) Teaching Languages to Young Learners. Cambridge University Press. UK.

Madrigal, A. y Vargas, F. (1998) Propuesta sobre los ítems por utilizar en el I ciclo de la Educación

General Básica en el área de inglés como lengua extranjera en el sector público. San José. Material poligrafiado.

Common European frame work capítulo 9 LA EVALUACIÓN-

Manual de convivencia capítulo 6. EVALUACIÓN

Reglamentación MEN

PBL in the elementary grades. Toolkit series. Buck Institute for Education 2011.

PBL 101 Workbook. Book Institute for Education. 2012.

Project Based Learning. Standards-focused Project based learning.2003.

CRITERIOS PARA EL DISEÑO DE PLANES DE MEJORAMIENTO PARA ESTUDIANTES CON DIFICULTADES.

Identificar los casos de bajo rendimiento académico para determinar si obedecen a factores actitudinales o de proceso.

Brindar materiales que le permitan al estudiante superar las dificultades presentadas con el fin de alcanzar el nivel esperado. (Guías, talleres,
exposiciones, etc.)

Motivar al estudiante propiciando un ambiente en el que pueda aprender por medio de experiencias significativas y actividades lúdicas, muestras
de creación, torneos y competencias (dentro y fuera del aula).

Aprovechar los diferentes contextos que le permitan al estudiante practicar y afianzar su producción oral y escrita.

Hacer uso de las nuevas tecnologías para enriquecer las habilidades comunicativas de los estudiantes. (Laboratorios de inglés, TICS).

Acompañar en su proceso de aprendizaje al estudiante con dificultad por parte de los docentes.

Mantener una comunicación oportuna y asertiva con los padres de familia, como parte del seguimiento al estudiante.

Fomentar los espacios de juego (estudiantes con NEE)

Brindar oportunidades para construir realidades, conocimiento a través de la exploración del medio (estudiantes con NEE)

CRITERIA ON DESIGNING OVERCOMING PROGRAM TO STUDENTS WITH LOW PERFORMANCE

To identify the students with low academic performance to determine if they have difficulties in processes of behavior.

To give resources in order to allow the student to overcome their difficulties to get the required level. (Workshops, worksheets, oral presentations,
etc.)

To motivate them through environments where they have the opportunity to learn by meaningful experiences, funny activities, creation models,
tourneys and competitions
To take advantage of using different contexts in order to get practice and reinforce in their oral and written production.

To Use the new technologies to improve the student’s communicative abilities (English lab)

To accompany to the students with low performance in their learning process and help them to solve their problems, if possible in individual way or
by jeans of a meaningful pair.
 To keep good and punctual communication with their parents.
OBJETIVOS
Profundizar en la práctica del
inglés por medio de actividades de
inmersión dentro y fuera del
colegio.
Fortalecer el desarrollo de
programas de aprendizaje de otras
áreas en lengua extranjera por
medio del apoyo de voluntarios
Colombia.
Incentivar el aprendizaje de la
lengua extrajera través de diversas El 100% de las estrategias
metodologías que estén a la
vanguardia
PLAN DE MEJORAMIENTO 2016 COLEGIOS COLSUBSIDIO
METAS
El 100% de los estudiantes
reconoce la importancia de
manejo del inglés en contextos
diferentes al académico.
El 100% de los voluntarios
apoya a las áreas de
matemáticas y ciencias
naturales en el acercamiento a
la enseñanza de estas
disciplinas en lengua
extranjera.
aplicadas por los docentes
genere impacto en los
estudiantes y la comunidad
INDICADORES
Número de inmersiones
realizadas/Número de
inmersiones programadas.
Número de sesiones realizadas /
sesiones programadas.
. por parte de voluntarios Colombia.
Numero de capacitaciones que se
realizan/ número de
Reunión de red mensual.
capacitaciones programadas
Numero de estrategias
propuestas desde la red/Numero
ESTRATEGIAS
Divulgación de las fechas y
actividades a realizar en las
jornadas de inmersión
Acompañamiento a docentes de
matemáticas y ciencias naturales
en sesiones académicas.
Asesoría personalizada al equipo
de docentes de las áreas de
matemáticas y ciencias naturales
Socialización de experiencias
significativas de los docentes en las
sesiones programadas por la red.
Continuar con las jornadas de

Fomentar en los estudiantes el
interés por el aprendizaje y
práctica del inglés por medio de
simulacros de pruebas
internacionales.
Establecer el nivel de inglés de los estudiantes a través de la
estudiantes de acuerdo con los
estándares básicos de
competencia en legua extranjera a
través de diferentes pruebas
internacionales
Lograr en el 100% de los
estudiantes un mejor nivel en el
dominio del idioma inglés,
acorde a los niveles del marco
común europeo.
Mejorar el nivel de inglés de los
práctica de simulacros de
diferentes clases de pruebas.
de estrategias aplicadas inmersión para los docentes.
Capacitación a docentes por parte
de entidades externas.
Participación en eventos internos
programados por los distintos
colegios.
Número de simulacros de Motivar a los estudiantes para que
pruebas internacionales en casa y a través de medios
programados/ Número de virtuales visite las páginas
simulacros de pruebas indicadas por los docentes.
internacionales programados Realizar simulacros establecidos
realizados. por la red dentro de los horarios de
clase.
Resultado de las pruebas Realización de simulacros con la
aplicadas a los estudiantes de aplicación de pruebas
acuerdo con los niveles del marco internacionales
común europeo.
Clasificación de los estudiantes
de acuerdo con el nivel de lengua
obtenido