Plan de Area - Idioma Extranjero (Ingles) 2021

PLAN DE ESTUDIO
IDIOMA EXTRANJERO INGLÉS
DOCENTES RESPOSABLES:
HENRY ALBERTO ALVAREZ

MAYRA ALEJANDRA MONTOYA
NEIFY OLMOS VALDERRAMA
INSTITUCIÓN EDUCATIVA LOS ANDES

FLORENCIA CAQUETÁ
2021
CONTENIDO
Pag.
INTRODUCCIÓN 4
JUSTIFICACIÓN 5
OBJETIVOS GENERALES DEL AREA 6
METAS DE APRENDIZAJE POR GRADO 7
MARCO LEGAL 9
MARCO TEORICO 10
MARCO CONCEPTUAL 13
MARCO CONTEXTUAL 15
METODOLOGIA 16
EVALUACIÓN 17
INTENSIDAD HORARIA 18
RECURSOS 19
ARTICULACIÓN CON PROYECTOS TRANVERSALES 20
ACTIVIDADES DE APOYO 21
MALLA CURRICULAR GRADO 1 22

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INTRODUCCIÓN
Teniendo en cuenta las necesidades del contexto educativo colombiano y en

concordancia con la Ley general de educación 115, la cual establece la enseñanza del
inglés como una lengua extranjera como un requerimiento en Colombia. La enseñanza
del inglés como lengua extranjera tiene como objetivo contribuir al desarrollo profesional
y personal de los ciudadanos colombianos, por ende este documento presenta el plan
de área de la Institución Educativa Los Andes, el cual plantea el compromiso de la
institución frente a las directivas nacionales para fomentar y facilitar el aprendizaje de
esta segunda lengua. Además, esta propuesta hace énfasis en la investigación con
estrategia pedagógica, esto propone que los estudiantes participen activamente en los
procesos de carácter investigativo con proyectos relacionados con su entorno para
facilitar los procesos de enseñanza y apredizaje.
Este plan de área está compuesto por los siguientes elementos: justificación, objetivos,
marco legal, marco teórico, marco conceptual y marco contextual. En lo referente al
diseño curricular se presenta las unidades de aprendizaje por grados, las cuales
contienen los recursos, la intensidad horaria, metodologías y estrategias de evaluación.
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JUSTIFICACIÓN
Los cambios educativos en nuestro país nos llevan a reflexionar sobre las necesidades
de implementar nuevas estrateias para mejorar la enseñanza y el aprendizaje del inglés
como lengua extranjera, esto con el objetivo de dar respuesta a las exigencias del
mundo globalizado, contribuyendo a la ampliación de las perspectivas y horizontes
culturales.
La Institución Educativa Los Andes se rige bajos los principios de autonomía, ciencia y
solidaridad para formar personas capaces de asumir responsablemente sus acciones,
desarrollando así una capacidad de análisis fundamentada en un pensamiento crítico,
argumentativo y propositivo para entregarle a la sociedad personas capaces de
enfrentar las distintas problemáticas que se le presentan. En consonancia con la misión
y visión institucional garantizamos desde el e área, el fortalecimiento de los derechos
humanos, el derecho a una educación que permitan el respeto por las diferencias, el
libre desarrollo de la personalidad y la potencialización de habilidades personales que
propicien el acceso a la educación superior. Con base a lo anterior, se crea el presente
plan de área, el cual incluye diferentes elementos didácticos, lingüísticos y
comunicativos presentes en los nuevos lineamientos curriculares para el área de Idioma
Extranjero Inglés, presentados por el Ministerio de Educación Nacional y su programa
Colombia Bilingüe. Estos lineamientos presentan problemas, tareas y proyectos los
cuales hacen parte del desarrollo del enfesis en investigación de la instuticion
educativa. Estos siguen las necesidades educativas que fortalecen el desarrollo del
aprendizaje del inglés.
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METAS DE APRENDIZAJE POR GRADO
GRADO Al final de cada curso los estudiantes serán capaces de:

 Reconocer ordines e instrucciones sencillas relacinada con su
context inmediato y responde a ellas de forma no verbal.
1°  Asocial imagenes con los sonidos de las palabras.
 Identificar y usar palabras relacionadas con su entorno inmediato.
 Entender y contester preguntas sencillas sobre su información
personal.
 Expresar ideas secillas sobre temas que conoce usando palabras y
2° frases sencillas.
 Entender la secuenca de una historia corta sobre temas familiares y
la puede recontar usando imaganes y palabras previamente
estudiandas.
 Intercambiar inforamción personal tal como: nombre, edad,
prosedencia con sus compañeros y profesor.
 Describir asperctos culturales de su entorno inmediato usando
palabras y expreciones sencillas.
 Entender y describer algunos detalles en textos cortos y simples
3° relacionados con temas, imagenes y frases que le son familiares.
 Responder preguntas simples sobre textos descriptivos cortos en
forma oral o escrita.
 Intercambiar ideas y opiniones sencillas.
 Describir cosas, lugares, perosnas y comunidades en forma oral o
escrita usando frases sencillas.
 Entender la idea principal y los detalles de apoyo en un texto
4° informative corto y sencillo sobre temas que le son familiares o de su
interes.
 Contester y responder preguntas realcionados a: quien, cuando y en
donde en forma oral o escrita.
 Intercambiar opiniones sobre temas de interes basandose en
situaciones ralacionadas con su entorno inmediato usando
oraciones sencillas.
 Comparar caracteristicas básicas de perosnas, objetos y lugares
usando oraciones y frases sencillas.
 Entender informacion general y especificas en textos narrativos
5° cortos sobre temas que le son familiares o de su interes.
 Producir oraciones cortas y sencillas que narran un evento.
 Intercambiar información sobre habitos, gustos y preferencias
siguiendo modelos suministrados por el profesor.
 Participar en conversaciones cortas donde intercambian información
personal propia, de compañeros, amigos y familiares.
6°  Comprender y utilizar en forma oral y escrita palabras familiares y
frases cortas relacionadas con rutinas, actividades cotidianas y
gustos.
 Comprender instrucciones relacionadas con las actividades
academicas y expresar de forma escrita y oral lo que comprenden
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de ellas.
 Comprender los temas e información general en conversaciones y
textos sencillos.
 Tomar parte de conversaciones sencillas donde brindan información
7° sobre si mismos, personas y lugares que les son familiares.
 Realizar descripciones de manera oral y escrita de actividades,
personas, y experiencias.
 Comprender la idea principal y algunos detalles en diferentes tipos
de textos.
 Reconocer información especifica realcionada con objetos, personas
y acciones cuándo el input es pausado y se apoya en recursos
audiovisuales.
 Solicitar y brindar información sobre experiencias y planes de
8° manera clara y breve.
 Escribir de forma sencilla y coherente soluciones a situaciones de
sus vidas cotidianas, expresndo: causa y efecto, y estructuras
comparativas
 Intercambiar informacón academica, del entorno escolar y personal
mediante conversaciones sencillas y juegos de roles.
 Hacer recomendaciones basadas en situaciones familiares para
mejorar su entorno.
 Explicar el por qué de planes y acciones realcionadas con su
9° entorno personal, escolar y comunitario usando estructuras
lingüisticas apropiadas tales como: ortografía, pronunciación y
conectores.
 Identificar en textos academicos relaciones de causa y efecto
usando sus conocimientos previos sobre vocabulario, conectores y
componentes lingúisticos.
 Condensar en escritos y exposiciones información que recibe de
textos, conversaciones y su entorno escolar y academico.
 Identificar el proposito, las partes y tipos de textos en una lectura o
audios cortos y los comparte con sus compañeros.
10°  Reconocer información general y especifica en textos y discusiones
orales sobre temas familiar.
 Presentar las ideas en textos orales y escritos relaciones con temas
de su interes partiendo de su conocimieto previo, inferencias en
interpretaciones.
 Identificar el proposito de textos orales y escritos de mediana
longitud relacionadas con temas de interes general y entorno
11° academico utilizando su conocimiento sobre la estructura de los
textos.
 Presentar de forma oral y escrita las causas, efectos y posibles
solucines a un problema. Para esto, utiliza un lenguaje, vocabulario
y estructuras lingüisticas apropiadas.
 Narrar de manera oral o escrita experiencias e historias dando
detalles de: personas, lugares y acciones.
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MARCO LEGAL
 Constitución Nacional. Art. 44, Art. 67, Art. 70

 Ley General de la Educación, Ley 115 artículo 21 numeral m y artículo 22
numeral I, articulo 23, articulo 31, parágrafo 2
 DECRETO 1860, articulo 38,art 47art. 49
 Resolución 2343 de 1996 Sección 2, 3 y numeral - 6.2
 Decreto 1290 de 2009
 Decreto 1075 de 2015 Sección 6 orientaciones curriculares articulo 2.3.1.6.1
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MARCO TEORICO
En esta sección se presentan los referentes teoricos los cuales enmarcan la enseñanza
del inglés a nivel nacional e interancional.
 Lengua. Celce-Murcia y Olshtain (citados en Kumaravadivelu, 2008, pp. 7-8).

Definien lengua como “expresiones escritas u orales con relaciones describibles,
de forma y signifcado, que se relacionan coherentemente con una función
comunicativa o propósito dirigido a un interlocutor o audiencia”, en la misma linea
de pensamiento, Beckner, Blythe, Bybee, Christiansen, Croft, W., et al. (2009),
de manera abreviada, definen la lengua como un sistema complejo y dinámico
que se adapta según el contexto, el usuario y demás factores que le afecten para
concluir podemos difinir lengua con un sistema dinamico no lineal que permite
representar, interpretar y comprender el mundo.
 Relacion lengua maternal / Lengua extranjera. Este plan de estudio interpreta

la relacion lengua mataterna y extrajera, partiendo de la ideas de Nussbaum
(1991) quien explica que la lengua materna actúa como un facilitador en el
aprendizaje de la extranjera. Igualmente, Ordoñez (2011) explica que el proceso
de enseñanza del inglés debe complementarse a través de la comparación con
el español, de manera que los estudiantes puedan entender cómo funcionan
ambas lenguas al establecer similitudes y diferencias entre las dos. Para este
plan de estudio la relacion de ambas lenguas es fundamental para el apredizaje
ya que ambas son fundamentales para enteder e interpretar el mundo.
 Competencia. El Ministerio de Educación Nacional, define competencia como

“los conocimientos, habilidades y destrezas que desarrolla una persona para
comprender, transformar y participar en el mundo en el que vive” (MEN, 2009, 1).
A su vez, precisa una visión integral de un estudiante competente cuando
establece que un individuo debe saber, saber ser, saber hacer y saber
relacionarse “en situaciones concretas que requieren la aplicación creativa,
flexible y responsable de conocimientos, habilidades y actitudes” (MEN, 2006 a,
p. 12). Para el caso específico de este documento, se hace necesario abordar
dos tipos de competencias inherentes al aprendizaje de lenguas: la comunicativa
y la intercultural.
 Competencia Comunicativa. Es la habilidad que tienen los sujetos de

interpretar y representar diversos comportamientos sociales de una manera
apropiada, dentro de una determinada comunidad de habla (Canale & Swain,
1980). Hymes (1972) la define como la habilidad de utilizar el conocimiento de la
lengua en diferentes situaciones comunicativas. La Guía 22 incluye un apartado
al respecto que sirve de consulta para los docentes.
La competencia comunicativa incorpora otras dentro de sí misma. Para
desarrollarla se hace necesario abordar la competencia lingüística que hace
referencia al conocimiento de aspectos lexicales, sintácticos y fonológicos de la
lengua. El conocimiento de estos aspectos debe darse en diferentes contextos
sociales con lo cual se desarrolla la competencia sociolingüística (Hymes, 1972)
que “se refiere al conocimiento de las condiciones sociales y culturales que están
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implícitas en el uso de la lengua” (MEN, 2006, p.12). Asi mismo, para Hymes
(1972), la competencia comunicativa incluye otras como son la discursiva y la
funcional que se relacionan con el conocimiento “tanto [de] las formas
lingüísticas y sus funciones como [d]el modo en que se encadenan unas a otras
en situaciones comunicativas reales” (MEN, 2006, p.12). En conjunto, estas dos
se denominan competencia pragmática porque corresponden “al uso funcional
de los recursos lingüísticos” (MEN, 2006, p.12).
 Competencia Intercultural. Malik (2003) la define como “los conocimientos, las

habilidades o destrezas y las actitudes, que debe poseer el interlocutor /
mediador intercultural, complementados por los valores que forman parte de una
determinada sociedad y de los numerosos grupos sociales a los que
pertenecemos” (p. 15). El desarrollo de esta competencia no se abarca desde el
punto de vista de ver a la otra cultura como superior o mejor. Se enfoca desde
una visión de familiarización con la nueva cultura y acercamiento a ella para
fomentar procesos de respeto y valoración de la diversidad, en los que se
reconozcan semejanzas y diferencias con la cultura propia.
 Habilidades de la lengua. Las habilidades de la lengua están en el centro del

desarrollo de la competencia comunicativa en inglés. A través de ellas se
despliega la competencia. En esta propuesta, las habilidades se entienden de
manera integrada y se apoyan mutuamente, privilegiando su uso para propósitos
de comunicación auténtica. Esta visión enfatiza el desarrollo integrado de las
habilidades para construir competencia discursiva que permita a los estudiantes
lograr sus propósitos comunicativos en varios contextos (Uso & Martínez, 2006).
Se sugiere el abordaje de estas habilidades como un proceso que sigue tres
etapas (antes - durante - después), aunque sin ignorar la naturaleza recursiva de
las mismas. Esto permite que se promueva su desarrollo mediado y paulatino en
situaciones comunicativas significativas. Para lograr evidenciar el nivel de
desempeño logrado por los aprendices en las habilidades de la lengua, se han
establecido marcos nacionales e internacionales que, para el caso de esta
propuesta, sirven como referentes para establecer metas nacionales e
internacionales. En la próxima sección, se establece cuáles son estos marcos.
 Referente Nacional e Internacional. Para la elaboración de este documento se

tuvieron en cuenta dos marcos de referencia (internacional y nacional) que son la
base para delinear programas de lenguas en Colombia. En el ámbito
internacional, se destaca el Marco Común Europeo (MCER) que el MEN adoptó
como su referente para equiparar el aprendizaje de inglés en el país con
estándares internacionales. Este documento fue desarrollado por el Consejo de
Europa y “proporciona una base común para la elaboración de programas de
lenguas (…) en toda Europa” (Consejo de Europa, 2001, p. 1) Este marco
describe lo que deben aprender y las destrezas y habilidades que deben
desarrollar los estudiantes para comunicarse eficazmente en la lengua. De igual
manera, define seis niveles de dominio de la lengua que indican el progreso en el
aprendizaje de la misma. En el ámbito nacional, se destaca la Guía 22:
Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés, que
define criterios claros y públicos que establecen los niveles a los que tienen
derecho los niños y niñas de Colombia (MEN, 2006a). Este documento se
articula con el MCER porque establece “lo que los estudiantes deben saber y
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poder hacer para demostrar un nivel de dominio B1 al finalizar undécimo grado”
(MEN, 2006a). Es decir, se adoptó la misma escala del MCER pero
relacionándola con las denominaciones regularmente usadas en Colombia.
COMPONENTE INVESTIGATIVO
 Apredizaje basado en tareas: Este enfoque se basa en el desarrollo de tareas

que ofrecen variedad de actividades comunicativas (Ellis, 2004) que favorecen el
uso del inglés para comunicar ideas dando mayor énfasis a la fluidez que a la
precisión gramatical (Brumfit, 1984). Tiene tres momentos (Skehan, 1996):
-Antes de la tarea: El / la docente presenta un contexto para la tarea, por ejemplo
indica el tópico, las situaciones, las áreas lexicales y los textos orales y escritos
que los estudiantes pueden necesitar para desarrollar la tarea de manera
exitosa. Se pretende despertar el interés y motivación de los estudiantes.
-Durante la tarea: El propósito de este momento es la comunicación natural más
que la exactitud gramatical. Los estudiantes trabajan en pares o grupos para el
cumplimiento de la tarea dada. Cuando terminan, pueden presentar sus
conclusiones al grupo o utilizar otro tipo de cierre, ya que es esencial culminar
las tareas. Durante el proceso, el docente apoya y monitorea las actividades de
los estudiantes y toma nota de las necesidades emergentes: las frases lexicales,
los “chunks” del lenguaje que utilizan o no u otros aspectos importantes para
atender en la fase tres.
-Después de la tarea: de las observaciones registradas en el momento anterior y
después del cumplimiento de la tarea, el docente toma un tiempo para revisar
problemas específicos y comunes que ha detectado en los estudiantes durante el
desarrollo de la tarea (p.e. pronunciación, frases lexicales, la estructura de
frases, etc.) para aclarar y resolver dudas y dificultades.
 Aprendizaje basado en projectos: La enseñanza y aprendizaje basado en

proyectos requiere un poco más de tiempo para la preparación y desarrollo de la
clase, y se enfoca en el aprendizaje del estudiante de una manera divertida,
holística, democrática y motivadora. En este tipo de abordaje, los estudiantes
trabajan activamente planeando, evaluando y desarrollando un proyecto que
tiene relación con el mundo real y en el que la lengua se usa como instrumento
para llevarlo a cabo (Martí, 2010). Una ventaja radica, principalmente, en el
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hecho de que los estudiantes desarrollan competencias comunicativas al
completar actividades significativas ya que se requiere el uso de la lengua
extranjera de manera auténtica y en contextos relativamente reales.
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MARCO CONCEPTUAL
El marco conceptual presenta las definiciones mas importates para el área de ingles
desde los diferentes documentos de referencia y linieamientos curriculares
Competencia comunicativa: Es el conjunto de saberes, conocimientos, destrezas y
características individuales que permite a una persona realizar acciones en un contexto
determinado es lo que define las competencias. En el caso del inglés se espera
desarrollar la competencia comunicativa la cual incluye:
 Competencia lingüística. Se refiere al conocimiento de los recursos formales de

la lengua como sistema y a la capacidad para utilizarlos en la formulación de
mensajes bien formados y significativos. Incluye los conocimientos y las
destrezas léxicas, fonológicas, sintácticas y ortográficas, entre otras. Esta
competencia implica, no sólo el manejo teórico de conceptos gramaticales,
ortográficos o semánticos, sino su aplicación en diversas situaciones. (Por
ejemplo, hacer asocia-ciones para usar el vocabulario conocido en otro contexto
o aplicar las reglas gramaticales apren-didas en la construcción de nuevos
mensajes).
 Competencia pragmática. Se relaciona con el uso funcional de los recursos
lingüísticos y comprende, en primer lugar, una competencia discursiva que se
refiere a la capacidad de or-ganizar las oraciones en secuencias para pro-ducir
fragmentos textuales. En segundo lugar, implica una competencia functional para
conocer, tanto las formas lingüísticas y sus funciones, como el modo en que se
encadenan unas con otras en situaciones comunicativas reales.
 Competencia sociolingüística. Se refiere al conocimiento de las condiciones
sociales y culturales que están implícitas en el uso de la lengua. Por ejemplo, se
emplea para manejar normas de cortesía y otras reglas que ordenan las
relaciones entre generaciones, géneros, clases y grupos sociales. También se
maneja al entrar en contacto con expresiones de la sabiduría popular o con las
diferencias de registro, de dialecto y de acento.
Estructura de los estadares: Con el fin de permitir un desarrollo integrado y gradual

del idioma a través de los diversos niveles de la educación, los Estándares Básicos de
Competencias en Lenguas Extranjeras: Inglés se agrupan en conjuntos de grados, así:
de Primero a Tercero, de Cuarto a Quinto, de Sexto a Séptimo, de Octavo a Noveno y
de Décimo a Undécimo. Para cada grupo de grados se ha establecido lo que los
estudiantes deben saber y saber hacer en el idioma al fi nalizar su paso por dichos gru-
pos de grados y se ha defi nido también un nivel de desempeño específico que es
homologable, tanto con las metas del Ministerio de Educación, como con los niveles del
Marco Común Europeo (MCE). Como una forma de contribuir a la defi nición de
procesos realistas y de metas alcanzables en cada grupo de grados, el nivel de
desempeño A2 se subdividió en dos niveles: el A 2.1 y el A 2.2. A su vez, el nivel B1 se
subdividió en los niveles B 1.1 y B 1.2
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Derechos Basicos de Aprendizaje (DBA): Los DBA son una herramienta que el
Ministerio de Educación Nacional (MEN) pone a disposición de toda la comunidad
educativa:
 A las Entidades territoriales, les proporciona un referente que les permite lanzar
iniciativas curriculares adaptadas a las necesidades de sus Instituciones
Educativas.
 A las Instituciones Educativas, les ayuda a articular sus planeaciones de área y
aula por grados y niveles de manera que se logren los aprendizajes esperados.
 A los docentes y directivos docentes, les muestra un referente y punto de partida
para llevar a cabo sus procesos de diseño curricular, de área y sus prácticas de
aula.
 A las familias, les permite identificar e interpretar los aprendizajes que están o no
alcanzando los niños, niñas y jóvenes en su proceso escolar para generar
acciones de acompañamiento desde casa, así como involucrarse en las
decisiones de la escuela.
 A los estudiantes, les brinda información sobre lo que deben aprender en el año
escolar y en cada grupo de grados para orientar sus procesos de estudio
personal. Prepararse en algunos conocimientos que evalúan las pruebas de
estado y de acceso a educación superior.
 Al Ministerio de Educación Nacional, fundaciones y otras entidades les permite
generar estrategias acordes y que garanticen de forma básica lo que se espera
que los estudiantes desarrollen a nivel comunicativo en inglés durante su
permanencia en el sistema escolar.
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MARCO CONTEXTUAL
La Institución Educativa los Andes, está ubicado en la comuna norte de Florencia, en el

departamento del Caquetá, contamos con una población estudiantil de 595 estudiantes
en secundaria y 570 aproximadamente en la primaria, en ambas jornadas. Rodeados
de los barrios periféricos como son el Atalaya, Brisas del Hacha, la Amazonia, Los
Alpes, La libertad, Acacias, Amazonia, Cunduy y Buenos Aires. Con un nivel
socioeconómico muy bajo porque mayoría son de extracto 1 bajo. En la parte de
económica de nuestra población estudiantil sus padres son empleados informales y
algunos desplazados por la violencia generalizada en nuestro país.
Desde el año 2015 se ha evidenciado un mejoramento significativo en el desempeño de

los estudiantes en las pruebas externas con relación a los años anteriores. Aunque Los
estudiantes evidencian poco desarollo de las habilidades receptivas (reading y listening)
y productivas (speaking y writing) en la lengua inglesa, se espera que mediante la
implementación de nuevos liniamientos curriculares y acompañamiento pedagogico del
Ministerio de Educación Nacional, los estudiantes contiunen en un continuo proceso de
mejoramiento de sus competencias en el área de inglés.
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METODOLOGIA
A continuación se presentan las estrategias pedagógicas que soportan el modelo

interestructural de la Institución Educativa Los Andes. Mediante el uso de estas se
fomenta tanto el desarrollo individual como grupal a través del aprendizaje cooperativo.
Esto es fundamental para el desarrollo de competecias comunicativas en la lengua
extranjera y materna.
ESTRATEGIAS
1. Exposiciones magistrales reguladas.

2. Salidas de campo y visitas de observación.
3. Elaboración de talleres previamente diseñados,
4. Elaboración de trabajos escritos e informes.
5. Presentación de documentales
6. Elaboración de ensayos y otras producciones de texto. urso.
7. Presentación de conferencias y exposiciones.
8. Ponencias, foros y debates.
9. Encuentros integrales de área o de carácter interdisciplinario.
10. Investigaciones a pequeña escala.
11. Elaboración de mapas conceptuales, diagramas de causa efecto, espinas de
pescado, v heurística, etc.
12. Desarrollo de laboratorios.
13. Intercambios interinstitucionales.
14. Recreación y lúdica dirigida.
15. Observación
16. Encuesta
17. Coloquio o conversatorio.
18. Trabajos extraclase.
19. Problematización.
20. Experimentación.
21. Exposición.
22. Lectura.
23. Representaciones del conocimiento.
24. Ejercitación.
25. Estudios de caso
26. Juegos de roles
27. Juegos didácticos
Con respecto al énfasis en investigación se propone que los estudiantes participen

activamente la planeación, desarrollo y evaluación proyectos que esté acorde con las
necesidades del mundo actual. Por lo tanto sugieren actividades enmarcadas dentro de
situaciones que asemejen la realidad y que resulten significativas para los estudiantes.
El esquema sugerido para el trabajo por proyectos está representado en la metodología
KWL (Know, Want, Learn), en la que se muestra lo que el estudiante sabe sobre el
tema principal del proyecto (Know), lo que desea saber al respecto (Want) y lo que
aprendió al finalizar el mismo (Learn).
17
18
EVALUACIÓN
Para efectos de evaluación y promoción de estudiantes, la Institución Educativa los

Andes, actúa con base en lo establecido en el Sistema Institucional de Evaluación y
Promoción, SIEP y el decreto 1290 de 2009.
Escala Institucional Escala Nacional Dto.1290

4.6 - 5.0 Desempeño Superior
4.0 - 4-5 Desempeño Alto
3.0 - 39 Desempeño Básico
1.0 - 2.9 Desempeño Bajo
A continuacions se evidencian los aspectos a tener en cuenta en la valoración de los

estudiantes
El desarrollo valores y socio-afectivo (10%). Se refiere a los valores morales y

estéticos. Los primeros apuntan a la formación del sentido de la justicia, a la
observancia de las normas, a la participación, al respeto de los derechos humanos, a la
tolerancia, a la convivencia, al desarrollo de la autonomía. Los valores estéticos se
refieren al desarrollo de la sensibilidad, la expresividad, la imaginación, la creatividad, la
iniciativa, la emotividad y el gusto. Lo socio-afectivo se refiere a los sentimientos, las
emociones, las actitudes y demás componentes de la inteligencia emocional.
El desarrollo comunicativo (20)%. Se refiere a la capacidad de manejar las

habilidades comunicativas para comprender distintas formas de expresión, producir y
captar mensajes, manejar códigos y sistemas simbólicos, construir y comprender
significados.
El desarrollo cognitivo (50%). Tiene que ver con la adquisición, construcción,

reconstrucción y resignificación de los saberes, con base en el desarrollo del
pensamiento que implica actividades como la atención, la percepción, el análisis, la
síntesis, la solución de problemas, la construcción y manejo de conceptos, principios,
métodos, etc.
Autoevaluación (10%). La autoevaluación es el ejercicio que realiza el propio

estudiante para identificar sus logros, reconocer sus dificultades, comprender las
metodologías propicias y utilizar los recursos adecuados. Todo ello para tomar
conciencia de su proceso formativo.
Coevaluación (10%). Es el proceso de valoración que hacen de los desempeños

académicos y de convivencia, el profesor y los monitores del gobierno de aula
19
INTENSIDAD HORARIA
GRADO INTESIDAD PRIMER SEGUNDO TERCER CUARTO TOTAL

HORARIA PERIODO PERIODO PERIODO PERIODO
SEMANAL
PRIMERO 2 20 20 20 20 80
SEGUNDO 2 20 20 20 20 80
TERCERO 2 20 20 20 20 80
CUARTO 2 20 20 20 20 80
QUINTO 2 20 20 20 20 80
SEXTO 3 30 30 30 30 120
SEPTIMO 3 30 30 30 30 12O
OCTAVO 3 30 30 30 30 120
NOVENO 3 30 30 30 30 120
DECIMO 4 40 40 40 40 160
UNDECIMO 4 40 40 40 40 160
20
RECURSOS
Para el desarrollo de la asignatura se emplean un amplio use de recursos humanos,

fisicos didácticos y bibliograficos
Recursos Recursos Fisicos Recursos Didacticos Recursos bibliograficos

Humanos
 Profesores Del  sala de reflexión  Videos  Documentos.
Área  biblioteca  Películas  Planes de área
 Orientador  sala de  English Please 1,  Lineamientos
 Docente De informática 2y3 curriculares.
Apoyo  patios  way to go 1, 2 y 3  Revistas
 Coordinador Y  salón clase  Televisor  Periódicos
El Rector Computador  Módulos  DBA
 televisores  Diversas Fuentes
 tablets  Bibliográficas
 computadores  Sitios Web.
21
ARTICULACIÓN CON PROYECTOS TRANVERSALES
Para propósitos de articulación con los proyectos transversales de la institución
educativa, el área de inglès establece una serie de contenidos los cuales esta
directamente relacionados con dichos proyectos. Estos contenidos presenta vocabulario
y temas para el desarrollo de los mismos, estos contenidos se detallan a continuación:
PROYECTO EDUCACION AMBIENTAL (PRAE)
TEMA GRADO
Green Community 6
Around the world 7
Sustainability 8
Proctect earth 9
Our natural environment 10
Saving planet earth 11
PROYECTO EDUCACIÓN SEXUAL
TEMA GRADO
Healthy habits 6
Integral personal care 7
Health issues 8
How we live 9
Teen culture 10
Love and relationships 11
PROYECTO PAZ Y DEMOCRACIA
TEMA GRADO
Living together in the classroom 6
Bullying and conflicto 7
Good citizen 8
Your world 9
Money makes the world go around 10
Global citizenship 11
PROYECTO TIEMPO LIBRE
TEMA GRADO
Around the world 6
International cultures 7
Wise consumption 8
Arund the world 9
We all different 10
The future is in your hands 11
22
ACTIVIDADES DE APOYO PARA ESTUDIANTES CON DIFICULTADES
Se debe tomar en cuenta que de este listado de acciones no todas se aplicarán a un
determinado estudiante; se hace, por tanto necesario enumerarlas en forma general y
para la aplicación del plan de mejoramiento se toman las acciones de acuerdo con el
nivel de desempeño del estudiante. Estas acciones se van desarrollando en la medida
que se pone en marcha el proceso de las actividades curriculares (no son actividades
de refuerzo para aplicar al final). Estas acciones se deben proponer al inicio del período
académico, y es bueno que los estudiantes las conozcan.
DIFICULTADES PRESENTADAS POR LOS ESTUDIANTES DURANTE EL PERIODO

Se describe en forma general las dificultades que los estudiantes presentaron durante
el período y se hace al finalizar el período
ESTRATEGIAS DE APOYO
Para los estudiantes que aún después de la aplicación de las acciones del plan de
mejoramiento persisten en las dificultades académicas, y para aquellos con barreras en
el aprendizaje, se proponen actividades de apoyo (puede ser una o más) Se debe hacer
la descripción de estas actividades.
Además, estas estrategias se plantean al finalizar el período.
ACCIONES A IMPLEMETAR POR LOS PADRES DE FAMILIA:
Para que los padres de familia en compañía de su hijo escriban sus acciones de mejora
a realizar en familia.
En esta comunidad educativa se hace necesario implementar o buscar diferentes

herramientas pedagógicas para lograr una buena enseñanza-aprendizaje ya que un
buen número de estudiantes presentan apatía frente a las tareas, lecturas trabajos de
investigación y actividades programadas en clase.
Por lo anterior se procura llevar a cabo un aprendizaje vivencias que toma como punto
de partida las experiencias de los jóvenes en su comunidad.
Para llevar a cabo este proceso; se realizan talleres de refuerzo, las actividades
desarrolladas en semana ocho como actividades para alcanzar los derechos básicos de
aprendizaje en los diferentes periodos y en los formatos institucionales, se
complementa en clase las tareas y trabajos realizados por ellos, corrigiéndolos y
ampliándolos en clase.
Además de impulsar el trabajo en equipo dentro del aula, con el fin de que los
estudiantes compartan sus experiencias y se evite la copia textual que predomina entre
ellos.
23
FORMATOS PARA REPORTE DE SEMANA OCHO CON PLANES DE
SUPERACION PARA ESTUDIANTES CON NIVELES DE DESEMPEÑO BAJO
24
GRADO PRIMERO
25
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: PRIMERO PERIODO: PRIMERO
ASIGNATURA:
INTENSIDAD Semanal: 2
HOARIA Periodo: 20
- Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal.

ESTANDAR
- Reconozco palabras y frases cortas en inglés en libros, objetos, juguetes, propagandas y lugares de mi escuela.
COMPETENCIA COMMUNICATIVE COMPETENCE: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura
LINGUISTIC: Copio y transcribo palabras que comprendo y que uso con frecuencia en el salón de clase.
COMPONENTES SOCIOLINGUISTIC: Reconozco palabras y frases cortas en inglés en libros, objetos, juguetes, propagandas y lugares de mi escuela.
PRAGMATIC: Respondo a saludos y a despedidas.
COMPONENTE INVESTIGATIVO Making a dice to practise the greetngs in pairs through a simple game.
PREGUNTA ORIENTADORA DBA
Are there other ways of expressing ourselves?
How can I speak about the first numbers, colors and basic forms in English?
ESTRATEGIA DE
ESTRATEGIA RECURSOS EVALUACIÓN
INDICADORES DE DESEMPEÑO FORMATIVA
PEDAGÓGICA DIDÁCTICOS
EJE TEMÁTICO APRENDIZAJES
CONCEPTUAL PROCEDIMENT ACTITUDINAL
(SABER) AL (SER)
(HACER)
MODULE NAME LEXICAL Memoriza Responde a The development of This subject -Values And Socio-
Hello, there! algunas palabras saludos y Respeta a sus this subject involves the use of Affective Development
1. hello, hi, good basicas y despedidas y se compañeros involves the a wide range of (10%)
LANGUAGE morning, good implementation of a materials and
expresiones presenta de cuando participan The teacher evaluates
FUNCTIONS afternoon,good broad range resources This
evening, good night, cotidianas, forma sencilla en clase. pedagogical includes: academic, disciplinary and
1. Greetings good bye, What’s your mediante la ante sus strategies such as: -Classroom coexistence traits of each
name? I am…. How audición y compañeros. Manifiesta gusto -Classroom supplies and school student.
2. Commands are you? visualización de por participar en research projects resources such as:
imágenes. Pronuncia de actividades de (Project based white boards, tape -Cognitive And
3. Primary and 2. be quiet, open your activities). recorders, mp3
forma adecuada grupo o de Communicative
secondary colors
26
4 Numbers 0 to 20 book, close your book, Reconoce los los colores parejas -Task based players, etc. Development (70%)
write your name, let's colores primarios primarios y activities. -Printed materials It entails academic
play a game, point, y los numeros del numeros en -Grammar drills like: course-books, performance and
5. Basic Shapes draw, . -Writing activities teacher made
0 al 20 en ingles. ingles. development and the use of
(compositions, materials, the knowledge in
3. yellow, blue, red, opinion papers, newspapers,
meaningful social contexts.
white black, orange, summaries, etc.) among others.
green, purple, brown, Demuestra Canta con ritmo -Listening -ICT resources
gray, pink silver, gold. comprensión de y entonación y comprehension including laptops, -Self-evaluation (10%)
vocabulario y entiende cuando activities. video streaming,
Students reflect on their
4. zero, one, two three, expresiones con le hablan en -Presentations. web pages,
four, five, six, seven, -Oral reports. podcasts and learning processes, class
su uso cotidiano. ingles y
eight nine, ten, eleven, -Debates. others. performance, and
reacciona de
twelve, thirteen, -Plenaries. coexistence inside and
manera verbal y
fourteen, -Discussions outside the classroom.
fifteen,sixteen, no verbal
seventeen, eighteen, -Coevaluation (10%)
nineteen, twenty
Classroom government
5. Circle, square, representatives analyze
rectangle, triangle, their classmates’ classroom
oval, cylinder, star, performance in relation to
pyramide disciplinary, academic and
coexistence factors.
EVIDENCIAS DE APRENDIZAJE (EN EL SABER, EN EL HACER, EN EL SER):
- Caters the different learning styles.
- Promote the discovery learning and values.
- Encourages the students’ participation.
- Fosters learner autonomy.
- Enhances creativity and problem-solving skills
REVISÓ: APROBÓ: DOCENTES RESPONSABLES:
Henry Alberto Alvarez Guayara
Mayra Alejandra Montoya Silva
Neify Yineth Olmos Valderrama
27
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: PRIMERO PERIODO: SEGUNDO
ASIGNATURA:
HOARIA Periodo: 20
- Copio y transcribo palabras que comprendo y que uso con frecuencia en el salón de clase.
ESTANDAR
- Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor
COMPETENCIA Communicative Competence: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura
LINGUISTIC: Escribo el nombre de lugares y elementos que reconozco en una ilustración.

COMPONENTES SOCIOLINGUISTIC: Recito y canto rimas, poemas y trabalenguas que comprendo, con ritmo y entonación adecuados.
PRAGMATIC: Identifico palabras relacionadas entre sí sobre temas que me son familiares.
COMPONENTE INVESTIGATIVO Making a Crazy Mask to practise the face parts in pairs.
What tools do I need to develop my class activities?
How can I name the parts of my body?
ESTRATEGIA DE
ESTRATEGIA RECURSOS EVALUACIÓN FORMATIVA
INDICADORES DE DESEMPEÑO
CONCEPTUA PROCEDIMENT ACTITUDINAL
L AL (SER)
(SABER) (HACER)
MODULE NAME LEXICAL 1. Conoce las 1. Identifica 1. Reconoce la The development of This subject -Values And Socio-
Around me! palabras en cada uno de los importancia que this subject involves the use Affective Development
1. ruler, scissors, ingles objetos de clase tiene trabajar en involves the of a wide range of (10%)
LANGUAGE notebook, table, chair, implementation of a materials and
relacionadas y los utiliza de grupo valorando los The teacher evaluates
FUNCTIONS marker, glue, school broad range resources This
bag, pencil case, book. con los utiles forma aportes que cada pedagogical includes: academic, disciplinary and
1. Supplies escolares y el adecuada. uno de los strategies such as: -Classroom coexistence traits of each
2. Part of the body 2. leg, arm, neck, salon de clase. integrantes da. -Classroom supplies and student.
3. Face parts stomach, finger, hand, research projects school resources
4. House parts elbow. 2. Traza 2. Relaciona 2. Demuestra interés (Project based such as: white -Cognitive And
28
3. palabras que ilustraciones en el desarrollo de activities). boards, tape Communicative
head, forhead, lips, comprende y con oraciones las actividades de -Task based recorders, mp3 Development (70%)
hair, tongue, tooth, que usa con simples. clase. activities. players, etc. It entails academic
eyebrow, eyelashes, -Grammar drills -Printed materials performance and
frecuencia en
chin, cheek. 3. Formula -Writing activities like: course-
el salón de development and the use of
(compositions, books, teacher
clase. preguntas, y las the knowledge in meaningful
4. bedroom, bathroom, opinion papers, made materials,
livingroom, kitchen, responde de summaries, etc.) newspapers, social contexts.
garage 3. Reconoce acuerdo a una -Listening among others. -Self-evaluation (10%)
las imágenes serie de comprehension -ICT resources
que imágenes. activities. including laptops,
-Presentations. video streaming, learning processes, class
representan lo performance, and
-Oral reports. web pages,
enunciado en -Debates. podcasts and coexistence inside and
oraciones -Plenaries. others. outside the classroom.
sencillas. -Discussions
-Coevaluation (10%)
representatives analyze their
classmates’ classroom
performance in relation to
disciplinary, academic and
MALLA CURRICULAR
29
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: PRIMERO PERIODO: TERCERO
ASIGNATURA:
HOARIA Periodo: 20
- Escucho y pronuncio el vocabulario básico en ingles

ESTANDAR - Copio y transcribo palabras que comprendo y que uso con frecuencia en el salón de clase. -
Empiezo a estructurar mis escritos; estoy aprendiendo a leer y escribir en mi lengua materna. Por lo tanto, mi nivel de ingles es mas bajo.

PRAGMATIC: Coprendo a descripciones cortas y sencillas de objetos y lugares conocidos.
COMPONENTE INVESTIGATIVO Project: Mask: Draw and colour the face of the animal on the plate and play together.
What are my favorite animal?

ESTRATEGIA DE
(SABER) AL (SER)
(HACER)
MODULE NAME LEXICAL 1. Identifica, 1. Imita 1. Participa The development of This subject -Values And Socio-
Cool animals and 1. horse, hen, rooster, nombra y movimientos y activamente en this subject involves the use of Affective Development
healthy habits! hamster, fish, goat, describe sonidos de juegos de palabras involves the a wide range of (10%)
bull, duck, donkey, implementation of a materials and
animales mas animales. y rondas. The teacher evaluates
LANGUAGE turkey, goose. broad range resources This
FUNCTIONS cercanos a su pedagogical includes: academic, disciplinary and
entorno y 2. Expresa sus 2. Se preocupa coexistence traits of each
2. giraffe, elephant, strategies such as: -Classroom
1. Farm animals tiger, fox, gorilla, vivencia. gustos y porque los -Classroom supplies and school student.
2. Wild Animals parrot, turtle, eagle. disgustos por animales, las research projects resources such as:
3. Fruits and 2. Identifica con las frutas y plantas y los (Project based white boards, tape -Cognitive And
vegetables 3. watermelon, acierto las frutas verduras. recursos del medio activities). recorders, mp3 Communicative
30
4. Healthy and junk pineaple, strawberry, y algunas ambiente reciban -Task based players, etc. Development (70%)
food coconut, orange. verduras en 3. Realiza buen trato activities. -Printed materials It entails academic
ingles. actividades de -Grammar drills like: course-books, performance and
4. onion, celery, garlic, -Writing activities teacher made development and the use of
rasgado,
pumpkinn, broccoli, (compositions, materials, the knowledge in
mushroom 5. rice, 3. Reconoce arrugado, opinion papers, newspapers,
cuando le recortado, etc. meaningful social contexts.
egg, cheese, milk, summaries, etc.) among others.
bread, juice, ice hablan en Ingles -Listening -ICT resources
cream, cake, y reaccióna de comprehension including laptops, -Self-evaluation (10%)
hamburger, hot dog, manera verbal y 4. Dibuja, activities. video streaming,
chips. no verbal. decora y -Presentations. web pages,
-Oral reports. podcasts and learning processes, class
elabora
-Debates. others. performance, and
plegados
-Plenaries. coexistence inside and
sencillos de
-Discussions outside the classroom.
animales y
frutas
-Coevaluation (10%)
representatives analyze
their classmates’ classroom
31
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: PRIMERO PERIODO: CUARTO
ASIGNATURA:
HOARIA Periodo: 20
- Demuestro comprensión de preguntas sencillas sobre mi y mi entorno

ESTANDAR - Comprendo el lenguaje básico sobre los mese, días de la semana, prendas de vestir, profesiones cuando me hablan despacio y con
pronunciación clara.
- Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor.
COMPETENCIA Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura

COMPONENTE INVESTIGATIVO Project: Making a Town Map to talk about location of places on a map
Who wants to be when I grow up?
ESTRATEGIA DE
CONCEPTUAL PROCEDIMENTAL ACTITUDINAL

(SABER) (HACER) (SER)
MODULE NAME LEXICAL 1. Aprende en 1. Reconoce Demuestra The development This subject -Values And Socio-
Our Birthday 1. Astronaut, pilot, inglés, el algunas respeto a través of this subject involves the use of Affective Development
sailor, dancer, singer, nombre de ocupaciones y los del silencio y involves the a wide range of (10%)
LANGUAGE farmer, lawyer. implementation of materials and
algunos oficios lugares donde solicitud de la The teacher evaluates
FUNCTIONS a broad range resources This
2. Dress, shoes, o profesiones y estas se realizan. palabra en cada academic, disciplinary and
pedagogical includes:
1. Occupations pants, hat, socks, los lugares una de las strategies such as: -Classroom coexistence traits of each
2. Clothing shorts, sandals, shirt. donde se 2. Se ubica situaciones de -Classroom supplies and school student.
3. Means of 3. by air, by land, by desempeñan. temporalmente clase research projects resources such as:
transports. water, by rail. (mese del año) en (Project based white boards, tape -Cognitive And
32
4. Months of the 4. January, february, 2. Identifica ingles activities). recorders, mp3 Communicative
year march, april, may, cuales son los -Task based players, etc. Development (70%)
5. Christmas song june, july. medios que activities. -Printed materials It entails academic
-Grammar drills like: course-books, performance and
utilizamos para
-Writing activities teacher made
trasnportarnos development and the use of
(compositions, materials,
the knowledge in
opinion papers, newspapers,
summaries, etc.) among others. meaningful social contexts.
-Listening -ICT resources
comprehension including laptops,
-Self-evaluation (10%)
activities. video streaming,
-Presentations. web pages, Students reflect on their
-Coevaluation (10%)
33
GRADO SEGUNDO
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: SEGUNDO PERIODO: PRIMERO
ASIGNATURA:
34
HOARIA Periodo: 20
- Reconoce cuando le hablan en ingles e identifica palabras simples relacionadas con la cotidianidad siempre y cuando le hablen despacio y con
pronunciación clara. -
ESTANDAR Reconoce palabras y frases cortas en ingles en libros, objetos, juguetes, propagandas y lugares de mi escuela.
- Usa expresiones cotidianas para expreszar sus necesidades inmediatas en el aula
- Comprende canciones, rimas y rondas infantiles, y lo demuestro con gestos y movimientos

What is this /that?
What are they?
How many pets are there?
ESTRATEGIA DE
(SABER) AL (SER)
(HACER)
MODULE NAME LEXICAL Comprender Usa Disfruta el The development of This subject -Values And Socio-
First day at School! School objects palabras expresiones aprendizaje de una this subject involves the use of Affective Development
greetings and básicas del básicas segunda lengua. involves the a wide range of (10%)
LANGUAGE intriductions implementation of a materials and
inglés. cotidianas para The teacher evaluates
FUNCTIONS Commands broad range resources This
Comunicación en la Verb TOBE comunicarse. pedagogical includes: academic, disciplinary and
casa y en la escuela Yes/ no questions and strategies such as: -Classroom coexistence traits of each
short answers. -Classroom supplies and school student.
Pets research projects resources such as:
(Project based white boards, tape -Cognitive And
35
activities). recorders, mp3 Communicative
-Task based players, etc. Development (70%)
activities. -Printed materials It entails academic
-Grammar drills like: course-books, performance and
development and the use of
(compositions, materials,
the knowledge in
summaries, etc.) among others. meaningful social contexts.
-Listening -ICT resources -Self-evaluation (10%)
-Presentations. web pages, learning processes, class
-Oral reports. podcasts and performance, and
-Debates. others. coexistence inside and
-Plenaries. outside the classroom.
-Discussions
-Coevaluation (10%)
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: SEGUNDO PERIODO: SEGUNDO
ASIGNATURA:
36
HOARIA Periodo: 20
-Escribe el nombre de elementos que reconoce en una ilustración.

ESTANDAR -Expone su árbol familiar
- Habla sobre sus animales favoritos y mascotas usando expresiones cortas en inglés.


What is your favorite food?
Are they your family?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
MODULE NAME LEXICAL Reconoce los Utiliza los Disfruta el The development of This subject -Values And Socio-
Beautiful Rainbow! Basic colors colores y colores y figuras aprendizaje de una this subject involves the use of Affective Development
E.g. Red, blue, yellow, formas básicas; y segunda lengua. involves the a wide range of (10%)
LANGUAGE black, white, green, implementation of a materials and
básicas, así cuenta del 0 al The teacher evaluates
FUNCTIONS orange… broad range resources This
1. Basic colors como los 30 en inglés. pedagogical includes: academic, disciplinary and
2. Basic Shapes Basic shapes números del 0 strategies such as: -Classroom coexistence traits of each
3. Numbers from 0 E.g. Circle, triangle, al 30 en -Classroom supplies and school student.
to 30 square, rectangle, inglés. research projects resources such as:
4. Family oval… (Project based white boards, tape -Cognitive And
5. Food activities). recorders, mp3 Communicative
Numbers -Task based players, etc.
Development (70%)
(from 0 to 30) activities. -Printed materials
-Grammar drills like: course-books, It entails academic
-Writing activities teacher made performance and
37
Family (compositions, materials, development and the use of
brother, dad, grandma, opinion papers, newspapers, the knowledge in
etc. summaries, etc.) among others. meaningful social contexts.
This/ that -Listening -ICT resources
activities. video streaming, -Self-evaluation (10%)
Food -Presentations. web pages, Students reflect on their
vocabulario de comida -Oral reports. podcasts and learning processes, class
There is / there are. -Debates. others.
performance, and
-Plenaries.
-Discussions coexistence inside and
outside the classroom.
-Coevaluation (10%)
38
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: SEGUNDO PERIODO: TERCERO
ASIGNATURA:
HOARIA Periodo: 20
- Describo algunas características de animales, y de lugares.

ESTANDAR - Disfruto la lectura como una actividad de esparcimiento que me ayuda a descubrir el mundo.
- Escribo el nombre de lugares y elementos que reconozco en una ilustración.
- Respondo a preguntas sobre personas, objetos y lugares de mi entorno.


Which clothes do you like?
What are the parts of my house?
What are the parts of my body?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
MODULE NAME LEXICAL Memoriza en Diferencia Disfruta el The development of This subject -Values And Socio-
Personal Care! Clothes: cap, dress, inglés el algunas partes aprendizaje de una this subject involves the use of Affective Development
pajamas, pants, vocabulario del cuerpo en segunda lengua. involves the a wide range of (10%)
shoes, skirts, etc. implementation of a materials and
visto en clases una segunda The teacher evaluates
LANGUAGE broad range resources This
FUNCTIONS Around the house: lengua. pedagogical includes: academic, disciplinary and
1. Clothes Bathroom, bedroom, strategies such as: -Classroom coexistence traits of each
2. Around the house dinning room, fridge, -Classroom supplies and school student.
39
3. Part of the Body garden, kitchen, living research projects resources such as:
4. Likes and Dislikes rooom, etc. (Project based white boards, tape -Cognitive And
verbo: To have -Task based players, etc.
Development (70%)
activities. -Printed materials
Parts of the body: arm, -Grammar drills like: course-books, It entails academic
ear, eye, feet, foot, -Writing activities teacher made performance and
hand, etc. (compositions, materials, development and the use of
opinion papers, newspapers, the knowledge in
Expressing likes and summaries, etc.) among others. meaningful social contexts.
dislikes -Listening -ICT resources
-Discussions
-Coevaluation (10%)
DOCENTES RESPONSABLES:
40
MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: SEGUNDO CUARTO
ASIGNATURA: O:
HOARIA Periodo: 20
- Practico el vocabulario aprendido en la construcion de frases cortas y dialogos sencillos.

ESTANDAR - Escribeo el nombe de lugares y objetos que reconoce en una ilustracion.
- Reconozco y hago uso del vocabulario aprendido en clases


What are my favorite toys?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
MODULE NAME LEXICAL Relaciona el Diferencia Disfruta el The development of This subject -Values And Socio-
It’s time to celebrate! Toys vocabulario algunas partes aprendizaje de una this subject involves the use of Affective Development
action figure visto en clases del cuerpo en segunda lengua. involves the a wide range of (10%)
ball, bike, board game, implementation of a materials and
con su una segunda The teacher evaluates
LANGUAGE car, doll, kite. broad range resources This
FUNCTIONS cotidianidad. lengua. pedagogical includes: academic, disciplinary and
1. Toys strategies such as: -Classroom coexistence traits of each
2. Favorite Months of the year -Classroom supplies and school student.
celebrations January, February, … research projects resources such as:
(Project based white boards, tape -Cognitive And
Prepositions activities). recorders, mp3 Communicative
41
Wh- questions -Task based players, etc. Development (70%)
activities. -Printed materials It entails academic
Christmas -Grammar drills like: course-books, performance and
-Writing activities teacher made development and the use of
summaries, etc.) among others.
comprehension including laptops, -Self-evaluation (10%)
-Presentations. web pages,
-Coevaluation (10%)
42
GRADO TERCERO
MALLA CURRICULAR
ÁREA /
IDIOMA EXTRANJERO: INGLÉS GRADO: TERCERO PERIODO: PRIMERO
ASIGNATURA:
43
HOARIA Periodo: 20
- Entiendo cuando me saludan y se despiden de mí.

- Reconozco cuando me hablan en ingles e identifico palabras simples relacionadas con la cotidianidad siempre y cuando me hablen despacio y
ESTANDAR con pronunciación clara. -
Comprende canciones, rimas y rondas infantiles, y lo demuestro con gestos y movimientos.
- Copio y transcribo palabras que comprendo y que uso con frecuencia en el salón de clase.

Are there other ways of expressing ourselves?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
44
LANGUAGE LEXICAL - Identifica los - Describe - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS lugares del algunas compromiso en la this subject involves the use of Affective Development
1. Personal 1. Hello, what's your colegio características realización de las involves the a wide range of (10%)
information. name?, my name is..., implementation of a materials and
propias y de los actividades. The teacher evaluates
2. Classroom how old are you?, broad range resources This
language where do you live?, - Identifica los demás. pedagogical includes: academic, disciplinary and
3. Places at school what is your favorite miembros de - Es respetuoso al strategies such as: -Classroom coexistence traits of each
4. Demonstatives color?, what grade are la familia y escuchar a sus -Classroom supplies and school student.
5. Family members you in?, where are you describe su compañeros. research projects resources such as:
6. Opposite from? aspecto (Project based white boards, tape -Cognitive And
adjectives activities). recorders, mp3 Communicative
2. Can I go to the -Task based players, etc.
Development (70%)
bathroom, please? can activities. -Printed materials
you help me please?, I -Grammar drills like: course-books, It entails academic
don't understand, I'm -Writing activities teacher made performance and
ready, can you repeat, (compositions, materials, development and the use of
please?, can I drink opinion papers, newspapers, the knowledge in
some water, please? summaries, etc.) among others. meaningful social contexts.
3. Cafeteria, library, comprehension including laptops,
clasrooms, bathroom, activities. video streaming, -Self-evaluation (10%)
the computer room, -Presentations. web pages, Students reflect on their
principal's room, -Oral reports. podcasts and learning processes, class
teacher's room, -Debates. others. performance, and
playground, lab, -Plenaries.
coexistence inside and
soccer field. -Discussions
4. that, this, these,
those. -Coevaluation (10%)
5. grandmother, representatives analyze
granfather, cousin, their classmates’ classroom
son, daughter, uncle,
aunt...
6. Fat/thin, short/tall, coexistence factors.
beautiful/ugly,
old/young
45
MALLA CURRICULAR
ÁREA / IDIOMA EXTRANJERO: INGLÉS GRADO: TERCERO PERIOD SEGUNDO
46
ASIGNATURA: O:
HOARIA Periodo: 20
- Relaciono ilustraciones con oraciones simples.

ESTANDAR - Identifico las partes de mi cuerpo.
- Reconozco y hago uso del vocabulario aprendido en clases.


How can I recognize the shapes of the objects and count up to 40 in English?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL - Comprende - Realizar - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS instrucciones y secuencias compromiso en la this subject involves the use of Affective Development
1. Basic shapes 1. Cone, cylinder, expresa de numéricas en realización de las involves the a wide range of (10%)
2. Numbers pyramid, cube, implementation of a materials and
manera escrita inglés. actividades. The teacher evaluates
3. Math Operations rhombus, round, broad range resources This
4. Body parts rectangular, triangular, y oral. Es respetuoso al pedagogical includes: academic, disciplinary and
5. Clothes square. escuchar a sus strategies such as: -Classroom coexistence traits of each
6. Daily Routine - Comprende y - Utiliza las compañeros. -Classroom supplies and school student.
2. Number from 0 to utiliza palabras formas básicas - Muestra interés por research projects resources such as:
40. familiares y para describir adquirir nuevos (Project based white boards, tape -Cognitive And
frases cortas objetos y cuenta conocimientos de activities). recorders, mp3 Communicative
3. Addition and del 0 al 40 en -Task based players, etc.
sobre rutinas, una segunda lengua. Development (70%)
subtraction activities. -Printed materials
actividades -Grammar drills like: course-books, It entails academic
47
4. Neck, shoulder, cotidianas y inglés. -Writing activities teacher made performance and
back, chest, elbow, gustos. (compositions, materials, development and the use of
belly, knee, ankle, opinion papers, newspapers, the knowledge in
finger, toe… summaries, etc.) among others. meaningful social contexts.
- Reconoce las
5. T-shirt, shoes, formas comprehension including laptops,
pants, socks, blouse, básicas, así activities. video streaming, -Self-evaluation (10%)
skirt, dress, jacket… como los -Presentations. web pages, Students reflect on their
. números del 0 -Oral reports. podcasts and
learning processes, class
6. Wake up, get up, al 40 en -Debates. others.
take a shower, have -Plenaries. performance, and
inglés. coexistence inside and
breakfast… -Discussions
-Coevaluation (10%)

MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: TERCERO TERCERO
ASIGNATURA: O:
48
HOARIA Periodo: 20
- Comprendo descripciones cortas y sencillas de objetos.

ESTANDAR - Describo lo que hacen algunos miembros de mi comunidad
- Demuestro comprensión de preguntas sencillas sobre mi , mi familia y mi entorno

ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL - Nombra con - Describe - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS 1. In, on, under, in facilidad caracteristicas compromiso en la this subject involves the use of Affective Development
1. Prepositions of front of, behind, algunos basicas de realización de las involves the a wide range of (10%)
place between, next to. implementation of a materials and
objetos y personas, cosas actividades. The teacher evaluates
2. House objects broad range resources This
3.Occupations 2. Window, door, wall, lugares de la y lugares. - Es respetuoso al pedagogical includes: academic, disciplinary and
4. Places of town ceiling, roof, floor, Bed, casa. - Diferencia los escuchar a sus strategies such as: -Classroom coexistence traits of each
5. Means of table, chair, lamp, - Formula animales compañeros. -Classroom supplies and school student.
trasnport sofa, armchair, mirror, preguntas, y domésticos de - Muestra interés por research projects resources such as:
6.Wild animals shelf, closet, desk, las responde los salvajes adquirir nuevos (Project based white boards, tape -Cognitive And
board… de acuerdo a conocimientos de activities). recorders, mp3 Communicative
-Task based players, etc.
una serie de una segunda lengua. Development (70%)
3. Doctor, teacher, activities. -Printed materials
baker, dentist, butcher, imágenes. -Grammar drills like: course-books, It entails academic
engineer… -Writing activities teacher made performance and
4. Building, street, (compositions, materials, development and the use of
49
church, hospital, opinion papers, newspapers, the knowledge in
school, factory, park, summaries, etc.) among others. meaningful social contexts.
supermarket, -Listening -ICT resources
drugstore, bakery, comprehension including laptops,
butchery… activities. video streaming, -Self-evaluation (10%)
5. by air, by land, by -Oral reports. podcasts and learning processes, class
water, by rail. -Debates. others.
performance, and
-Plenaries.
6. Lion, elephant, -Discussions coexistence inside and
monkey, tiger, giraffe, outside the classroom.
snake, hippopotamus
-Coevaluation (10%)
MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: TERCERO CUARTO
ASIGNATURA: O:
HOARIA Periodo: 20
50
- Menciono lo que degusta y lo que no me gusta.
ESTANDAR - Respondo a preguntas relacionadas con el “qué, quién y cuándo” después de leer o escuchar un texto corto y sencillo. -
Escribo información personal básica en formatos preestablecidos.


What are the foods that are consumed daily?
ESTRATEGIA DE
(SABER) AL (SER)
(HACER)
LANGUAGE LEXICAL - Comprende el - Maneja el - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS tema e vocabulario compromiso en la this subject involves the use of Affective Development
1. Healthy and junk 1, fruits, vegetables, información referente a los realización de las involves the a wide range of (10%)
food beverages. implementation of a materials and
general de un alimentos. actividades. The teacher evaluates
2. Sports vocabulary broad range resources This
3. Seasons of the 2. basketball, football, texto corto y - Participa en - Es respetuoso al pedagogical includes: academic, disciplinary and
year volleyball, swimming, sencillo. una escuchar a sus strategies such as: -Classroom coexistence traits of each
4. The weather athletics, cycling, - Relaciona los conversación compañeros. -Classroom supplies and school student.
5. Christmas time tennis... deportes, las corta. - Muestra interés research projects resources such as:
celebraciones, por adquirir nuevos (Project based white boards, tape -Cognitive And
3. summer, spring, los gustos y conocimientos de activities). recorders, mp3 Communicative
winter, fall. -Task based players, etc.
disgustos con una segunda Development (70%)
activities. -Printed materials
4. sunny, raining, actividades del lengua. -Grammar drills like: course-books, It entails academic
windy, cloudy, foggy, disfrute -Writing activities teacher made performance and
rainbow, snowing... (compositions, materials, development and the use of
opinion papers, newspapers, the knowledge in
5. Christmas song summaries, etc.) among others. meaningful social contexts.
51
comprehension including laptops, -Self-evaluation (10%)
activities. video streaming, Students reflect on their
-Oral reports. podcasts and
-Coevaluation (10%)
52
GRADO CUARTO
53
MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: CUARTO PRIMERO
ASIGNATURA: O:
HOARIA Periodo: 20
- Relaciono ilustraciones con oraciones simples.

- Escribo información personal en formatos sencillos
ESTANDAR - Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno.
- Demuestro conocimiento de las estructuras básicas del inglés.
- Expreso e indico necesidades personales basitas relacionadas con el aula
COMPETENCIA Communicative Competence: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura - Vocabulario -
Gramatica
LINGUISTIC: Puedo saludar de acuerdo con la hora del día, de forma natural y apropiada
COMPONENTES SOCIOLINGUISTIC: Busco oportunidades para usar lo que sé en inglés.
PRAGMATIC: Sigo atentamente lo que dicen mi profesor y mis compañeros durante un juego o una actividad. Participo siguiendo
instrucciones simples.

Can I differentiate people by their physical characteristics, some features of their
personality and their way of dressing?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL Sigue Utiliza el - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS 1. Enrolment format. instrucciones verbo to bepara compromiso en la this subject involves the use of Affective Development
1. Personal relacionadas expresar frases realización de las involves the a wide range of (10%)
information. 2. music, science, implementation of a materials and
con cortas actividades. - The teacher evaluates
2. School Subject. physical education, art, broad range resources This
3. Opposite English religion, actividades de referentes a la Valora el lenguaje pedagogical includes: academic, disciplinary and
adjectives math..., days of week, clase apariencia y enseñado en clase strategies such as: -Classroom coexistence traits of each
(personality and school timetible. personalidad de para interactuar con -Classroom supplies and school student.
54
feelings) las personas sus compañeros y research projects resources such as:
4. People (physical 3. Happy-sad, good- profesor (Project based white boards, tape -Cognitive And
appearance) bad, generous-selfish, - Respeta a sus activities). recorders, mp3 Communicative
5. To be lazy-hardworking, -Task based players, etc.
compañeros cuando Development (70%)
6. Auxiliaries funny-boring… activities. -Printed materials
(do/does participan en clase. -Grammar drills like: course-books, It entails academic
don't/doesn’t) 4. Long brown hair, - Participa -Writing activities teacher made performance and
7. To have short blond hair, green activamente en las (compositions, materials, development and the use of
eyes, slim, fat, actividades opinion papers, newspapers, the knowledge in
dark/white skin, propuestas summaries, etc.) among others. meaningful social contexts.
pale/tanned skin… en la clase de Inglés. -Listening -ICT resources
5. Present, affirmative activities. video streaming, -Self-evaluation (10%)
and negative. -Presentations. web pages, Students reflect on their
6. present, affirmative, -Debates. others. performance, and
negative and -Plenaries. coexistence inside and
questions -Discussions
-Coevaluation (10%)
MALLA CURRICULAR
55
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: CUARTO SEGUNDO
ASIGNATURA: O:
HOARIA Periodo: 20
- Reconozco y cuento los números hasta sesenta.

ESTANDAR - Identifico las partes de mi cara y mi cuerpo.
- Demuestro conocimientos de las estructuras básicas del inglés.
- Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno
COMPETENCIA Communcative competence: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura - Vocabulario -
Gramatica
LINGUISTIC: Mantengo una conversación simple en inglés con un compañero cuando desarrollo una actividad de aula
COMPONENTES SOCIOLINGUISTIC: Digo un texto corto memorizado en una dramatización, ayudándome con gestos.
PRAGMATIC: Comprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno.

Can I do addition and subtraction using numbers up to 60?
ESTRATEGIA DE EVALUACIÓN
ESTRATEGIA RECURSOS FORMATIVA
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL - Identifica el - Formula y - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS 1. present, affirmative, vocabulario de responde a compromiso en la this subject involves the use of Affective Development
1.Present simple negative and los miembros preguntas sobre realización de las involves the a wide range of (10%)
2. Daily routine interrogative. implementation of a materials and
de la los miembros de actividades. - The teacher evaluates
3. Numbers 2. Wake up, get up, broad range resources This
4. Math operations take a shower, have comunidad, su la comunidad, Valora el lenguaje pedagogical includes: academic, disciplinary and
5. Telling the time breakfast… quehacer y su quehacer y enseñado en clase strategies such as: -Classroom coexistence traits of each
6. Face and body 3. Numbers from 0 to rutinas. rutina para interactuar con -Classroom supplies and school student.
parts. 60 - Identifica la - Resuelve sus compañeros y research projects resources such as:
7. Animals (bugs) 4. Addition, subtraction escritura de operaciones professor. (Project based white boards, tape -Cognitive And
and multiplication los números matemáticas - Respeta a sus activities). recorders, mp3 Communicative
5. what time is it?, -Task based players, etc.
del 0 al 90 en utilizando los compañeros cuando
56
o'clock, a quarter to, inglés. números del 0 al participan en clase. activities. -Printed materials Development (70%)
half past, a quarter - Saluda de 60 - - Participa -Grammar drills like: course-books, It entails academic
past. acuerdo con la Diferencia las activamente en las -Writing activities teacher made performance and
6. Eyebrow, lips, (compositions, materials, development and the use of
hora del día, partes actividades
eyelashes, tongue, opinion papers, newspapers, the knowledge in
teeth, forehead, chin, de forma específicas de propuestas en la summaries, etc.) among others.
natural y la cara y el clase de Inglés. meaningful social contexts.
cheek, moustache, -Listening -ICT resources
beard… Neck, apropiada. cuerpo en una comprehension including laptops,
shoulder, back, chest, - Aprende el segunda lengua. activities. video streaming, -Self-evaluation (10%)
elbow, belly, knee, nombre de - Utiliza el -Presentations. web pages,
ankle, finger, toe… algunos vocabulario -Oral reports. podcasts and
7. Bee, butterfly, ant, -Debates. others. learning processes, class
insectos en relacionado con performance, and
mosquito, -Plenaries.
grasshopper, fly, inglés. los insectos. -Discussions coexistence inside and
spider, beetle, outside the classroom.
cockroaches, flea,
louse… -Coevaluation (10%)
57
MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: CUARTO TERCERO
ASIGNATURA: O:
HOARIA Periodo: 20
- Reconozco ilustraciones de animales que me son familiares.

- Describo lo que hacen algunos miembros de mi comunidad.
ESTANDAR - Respondo a preguntas sobre personas, objetos y lugares de mi entorno.
- Escribo el nombre de lugares y electos que reconozco en una ilustración
- Comprendo descripciones cortas y sencillas de objetos, personas y lugares conocidos.
Gramatica
LINGUISTIC: Respondo a preguntas personales como nombre, edad, nacionalidad y dirección, con apoyo de repeticiones cuando sea
COMPONENTES necesario.
SOCIOLINGUISTIC: Participo en juegos de búsqueda de palabras desconocidas
PRAGMATIC: Escribo descripciones y narraciones cortas basadas en una secuencia de ilustraciones.

What professions and occupations do the habitants of my city and in what places?
ESTRATEGIA DE
(SABER) AL (SER)
(HACER)
LANGUAGE LEXICAL - Aprender el - Expresa sus - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS 1. Lion, elephant, nombre de gustos sobre compromiso en la this subject involves the use of Affective Development
1. Zoo animals monkey, tiger, giraffe, algunos lugares diferentes realización de las involves the a wide range of (10%)
2. can / can't snake, hippopotamus implementation of a materials and
de la ciudad y temas. - actividades. The teacher evaluates
3. Occupations broad range resources This
4. Places in the city 2. dogs can run but relacionarlos Relaciona los - Respeta a sus pedagogical includes: academic, disciplinary and
5. Prepositions of they can't climb... con las lugares de la compañeros strategies such as: -Classroom coexistence traits of each
place ocupaciones ciudad con los cuando participan -Classroom supplies and school student.
6. Food 3. Cook, farmer, usando las oficios que en clase. research projects resources such as:
58
7. Supermarket firefighter, driver, preposiciones. desempeñan las - Participa (Project based white boards, tape -Cognitive And
aisles gardener, lawyer, - Relacionar los personas. activamente en las activities). recorders, mp3 Communicative
journalist, plumber, alimentos con actividades -Task based players, etc. Development (70%)
nurse, pilot, activities. -Printed materials
cada una de las propuestas en la It entails academic
policeman… -Grammar drills like: course-books,
secciones del clase de Inglés. performance and
4. Cemetery, library, supermercado. (compositions, materials, development and the use of
airport, police station, opinion papers, newspapers, the knowledge in
train and bus station, summaries, etc.) among others. meaningful social contexts.
mall, cinema… -Listening -ICT resources
5. in, on, under, at, in activities. video streaming, -Self-evaluation (10%)
front of, between, next -Presentations. web pages, Students reflect on their
to -Oral reports. podcasts and learning processes, class
6. Rice, meat, chicken, -Plenaries. coexistence inside and
noodles, bread, -Discussions outside the classroom.
cookies, soup, egg,
pizza, cake, ice-cream,
butter, cheese, cereal, -Coevaluation (10%)
pork… Classroom government
7. Dairy, meat, frozen their classmates’ classroom
food, health and performance in relation to
beauty, fresh produce,
household, snacks,
beverages, coexistence factors.
cereal/grains, canned
food, …
59
MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: CUARTO CUARTO
ASIGNATURA: O:
HOARIA Periodo: 20
- Describo algunas características de lugares y del clima.

ESTANDAR - Uso gestos y movimientos corporales para hacerme entender mejor.
- Describo algunas características de mí mismo, de otras personas, de animales, de lugares y del clima
Gramatica
LINGUISTIC: Identifi co los nombres de los personajes y los eventos principales de un cuento leído por el profesor y apoyado en imágenes,
COMPONENTES videos o cualquier tipo de material visual.
SOCIOLINGUISTIC: Recito y canto rimas, poemas y trabalenguas que comprendo, con ritmo y entonación adecuados
PRAGMATIC: Respondo a preguntas sobre personas, objetos y lugares de mi entorno.

What are the sections of the supermarkets and the products you can find in them?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL - Comprende - Clasifica los - Manifiesta The development of This subject -Values And Socio-
FUNCTIONS 1. There are five expresiones alimentos según compromiso en la this subject involves the use of Affective Development
1. There is/there are cars... de tiempo las secciones realización de las involves the a wide range of (10%)
2. How many? 2. How many cars are implementation of a materials and
relacionadas del actividades. The teacher evaluates
3. Weather there? ... broad range resources This
4. Seasons 3. sunny, rainy, windy, con los meses supermercado - Respeta a sus pedagogical includes: academic, disciplinary and
5. Means of snowy, cloudy… del año y las utilizando there compañeros cuando strategies such as: -Classroom coexistence traits of each
communication and 4. Spring, summer, estaciones. is/there are. participan en clase. -Classroom supplies and school student.
means of fall, winter - Identificar la - Utiliza las - Participa research projects resources such as:
transportation 5. radio, newspaper, hora, el clima expresiones de activamente en las (Project based white boards, tape -Cognitive And
6. Christmas song T.V, letter, y las tiempo para actividades activities). recorders, mp3 Communicative
60
computer...by air, by estaciones. hablar sobre su propuestas en la -Task based players, etc. Development (70%)
land, by water, by rail. - Comprende cumpleaños, los clase de Inglés activities. -Printed materials It entails academic
6. Songs and expresiones meses del año y -Grammar drills like: course-books, performance and
vocabulary -Writing activities teacher made development and the use of
relacionadas las estaciones.
con los medios - Usa opinion papers, newspapers,
de transporte. expresiones meaningful social contexts.
sencillas para -Listening -ICT resources -Self-evaluation (10%)
decir la hora y el comprehension including laptops, Students reflect on their
clima. activities. video streaming,
- Utiliza las -Presentations. web pages,
-Oral reports. podcasts and other performance, and
expresiones coexistence inside and
-Debates.
relacionadas -Plenaries. outside the classroom.
con medios de -Discussions
transporte. -Coevaluation (10%)
61
GRADO QUINTO
62
MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: QUINTO PRIMERO
ASIGNATURA: O:
HOARIA Periodo: 20
ESTANDAR Respondo preguntas sobre mi estado de ánimo, gustos y preferencias.Utilizo adecuadamente estructuras y patrones gramaticales de uso
frecuente.
COMPETENCIA Communicative Competence: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura - Vocabulario -
Gramatica
LINGUISTIC: Puedo saludar de acuerdo con la hora del día, de forma natural y apropiada
COMPONENTES SOCIOLINGUISTIC: Busco oportunidades para usar lo que sé en inglés.
PRAGMATIC: Sigo atentamente lo que dicen mi profesor y mis compañeros durante un juego o una actividad. Participo siguiendo
instrucciones simples.

How can I express what I feel and what I like?
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL Expresa con Utiliza el verbo Aprecia los nuevos The development of This subject -Values And Socio-
FUNCTIONS 1. Likes and dislikes. frases cortas to be para decir conocimientos del this subject involves the use of Affective Development
E.g. Music, sports, cómo se lo que siente y inglés. involves the a wide range of (10%)
1. Feelings food, movies, art, implementation of a materials and
siente y lo que lo que prefiere. The teacher evaluates
2. likes and dislikes. hobbies… broad range resources This
le gusta. pedagogical includes: academic, disciplinary and
2. Sports strategies such as: -Classroom coexistence traits of each
E.g. Football, soccer, -Classroom supplies and school student.
basketball, tennis, research projects resources such as:
roller skating… (Project based white boards, tape -Cognitive And
3. Feeling verbs -Task based players, etc.
63
E.g. Like, love, hate, activities. -Printed materials Development (70%)
want, feel… To be -Grammar drills like: course-books, It entails academic
(affirmative, negative, -Writing activities teacher made performance and
questions) (compositions, materials, development and the use of
Wh questions (To be) opinion papers, newspapers, the knowledge in
-Debates. others. learning processes, class
-Plenaries. performance, and
-Coevaluation (10%)

MALLA CURRICULAR
ÁREA / PERIOD
IDIOMA EXTRANJERO: INGLÉS GRADO: QUINTO SEGUNDO
ASIGNATURA: O:
64
HOARIA Periodo: 20
- Puedo hablar de cantidades y contar objetos hasta cien.

ESTANDAR - Me describo a mí o a otra persona, con frases simples y cortas, teniendo en cuenta la nacionalidad, edad y características físicas. Utilizo
adecuadamente estructuras y patrones gramaticales de uso frecuente.
Gramatica
LINGUISTIC: Mantengo una conversación simple en inglés con un compañero cuando desarrollo una actividad de aula
COMPONENTES SOCIOLINGUISTIC: Digo un texto corto memorizado en una dramatización, ayudándome con gestos.
PRAGMATIC: Comprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno.
Can I do multiplications and divisions using numbers up to 100?
ESTRATEGIA DE
L AL (SER)
(SABER) (HACER)
LANGUAGE LEXICAL - Interpreta - Resuelve - Mnifiesta interes, The development of This subject -Values And Socio-
FUNCTIONS 1.Numbers (from 0 to correctamente operaciones respeto y this subject involves the use of Affective Development
1. Number from 0 to 100) el significado matemáticas responsabilidades involves the a wide range of (10%)
100. implementation of a materials and
de la utilizando los por la clase y las The teacher evaluates
2. Math operation 2. Math operations broad range resources This
3. Physical (multiplication, multiplicación números del 0 al actividades pedagogical includes: academic, disciplinary and
appearence division) y la división en 100. desarrolladas strategies such as: -Classroom coexistence traits of each
3. Country and los números -Classroom supplies and school student.
Nationalities 3. Nationalities hasta el 100 - Utiliza research projects resources such as:
E.g. Colombian, estructuras (Project based white boards, tape -Cognitive And
American, Peruvian, - Describe su gramaticales activities). recorders, mp3 Communicative
Venezuelan… para expresar -Task based players, etc.
apariencia Development (70%)
Physical appearance frases cortas activities. -Printed materials
E.g. Adjectives for física y la de -Grammar drills like: course-books, It entails academic
otras referentes a la performance and
weight, color and -Writing activities teacher made
65
length of hair, color of personas. apariencia y la (compositions, materials, development and the use of
eyes, color of skin, nacionalidad de opinion papers, newspapers, the knowledge in
height… las personas. summaries, etc.) among others. meaningful social contexts.
Auxiliaries (do/does, -Listening -ICT resources
don't/doesn't) comprehension including laptops,
4. Wh questions -Presentations. web pages, Students reflect on their
(do/does) -Oral reports. podcasts and learning processes, class
To have (present, -Debates. others.
performance, and
questions and -Plenaries.
negative) -Discussions coexistence inside and
-Coevaluation (10%)

MALLA CURRICULAR
ÁREA /
ASIGNATURA:
IDIOMA EXTRANJERO: INGLÉS GRADO: QUINTO PERIODO: TERCERO
INTENSIDAD HOARIA Semanal: 2
66
Periodo: 20
- Reconozco algunos animales en imágenes y textos descriptivos.

ESTANDAR - Comprendo descripciones cortas sobre lugares y acciones conocidas. Utilizo adecuadamente estructuras y patrones
gramaticales de uso frecuente.
COMPETENCIA
Communcative competence: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura -
Vocabulario - Gramatica
LINGUISTIC: Respondo a preguntas personales como nombre, edad, nacionalidad y dirección, con apoyo de repeticiones
COMPONENTES
cuando sea necesario.

What are the characteristics of the animals that live in the ocean?

LANGUAGE LEXICAL - Conocer - Reconoce los - Diferencia losThe development This subject -Values And Socio-
FUNCTIONS algunos animales of this subject
animales marinos involves the use Affective Development
1. Sea animals nombres de marinos. involves
del resto de los the of a wide range of (10%)
1. Sea animals E.g. Dolphin, whale, implementation of materials and
shark, octopus, fish,
animales que animales. The teacher evaluates
2. place of town - Identifica a broad range resources This
starfish… habitan en el pedagogical includes: academic, disciplinary
3. Ocuppation and algunas
professions mar. - Utiliza las
strategies such -Classroom and coexistence traits of
2. Occupations - Describir los ocupaciones y preposiciones y each student.
as: supplies and
E.g. Cook, farmer, los lugares posesivos
firefighter, driver, lugares de la -Classroom
para school resources
ciudad y donde estas relacionar research projects
los such as: white -Cognitive And
gardener, lawyer,
journalist, plumber, relacionarlos se realizan. lugares de la (Project based boards, tape Communicative
nurse, pilot, activities). recorders, mp3
con las ciudad con los Development (70%)
policeman… -Task based players, etc.
3. Places in the city ocupaciones oficios que activities. -Printed materials It entails academic
E.g. Cemetery, library, usando desempeñan las -Grammar drills like: course- performance and
airport, police station, preposiciones personas. -Writing activities books, teacher development and the use
67
train and bus station, y posesivos. (compositions, made materials, of the knowledge in
mall, cinema… opinion papers, newspapers, meaningful social
summaries, etc.) among others. contexts.
4. Prepositions of -Listening -ICT resources
place
(in, on, at)
Possessive adjectives activities. video streaming, -Self-evaluation (10%)
E.g. My, your, his, her, -Presentations. web pages, Students reflect on their
etc. -Oral reports. podcasts and learning processes, class
-Debates. others.
performance, and
-Plenaries.
-Coevaluation (10%)
their classmates’
classroom performance
in relation to disciplinary,
academic and
68
MALLA CURRICULAR
ÁREA /
ASIGNATURA:
IDIOMA EXTRANJERO: INGLÉS GRADO: QUINTO PERIODO: CUARTO
Semanal: 2
INTENSIDAD HOARIA
Periodo: 20
- Identifica la secuencia de las acciones y su asociación con los momentos del día, cuando alguien describe su rutina diaria.
ESTANDAR - Utilizo adecuadamente estructuras y patrones gramaticales de uso frecuente.
- Uso oraciones cortas para decir lo que puedo o no puedo hacer
COMPETENCIA
Communcative competence: Competencias comunicativas de comprensión y producción: Escucha - Habla - Escritura -
Vocabulario - Gramatica
LINGUISTIC: Respondo a preguntas personales como nombre, edad, nacionalidad y dirección, con apoyo de repeticiones
COMPONENTES
cuando sea necesario.

What are my daily activities?

LANGUAGE LEXICAL Aprende Expresa en - Mnifiesta interes, The development This subject -Values And Socio-
FUNCTIONS algunos inglés algunas respeto y of this subject involves the use Affective Development
1. Daily Routines 1. Daily routines verbos para de sus responsabilidades involves the of a wide range of (10%)
2. Verbs E.g. Wake up, get up, implementation of materials and
describir las actividades por la clase y las The teacher evaluates
3. Free time take a shower, have a broad range resources This
activities breakfast, go to bed, rutinas diarias. actividades pedagogical includes: academic, disciplinary
take the bus, go to cotidianas. desarrolladas strategies such -Classroom and coexistence traits of
school… as: supplies and each student.
-Classroom school resources
2. Time (hours,
minutes) Irregular research projects such as: white -Cognitive And
verbs (simple present) (Project based boards, tape Communicative
E.g. Eat, drink, get, activities). recorders, mp3
69
wake, take, sleep, -Task based players, etc. Development (70%)
read, write, run, give… activities. -Printed materials It entails academic
-Grammar drills like: course- performance and
3. Modal verbs -Writing activities books, teacher
(can/can’t) development and the use
(compositions, made materials, of the knowledge in
4. Regular and opinion papers, newspapers,
meaningful social
irregular verbs summaries, etc.) among others.
contexts.
-Debates. others. learning processes, class
-Plenaries. performance, and
-Coevaluation (10%)
their classmates’
classroom performance
in relation to disciplinary,
academic and
70
71
SEXTO
72
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Sexto PERIODO: Primero
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30
Completo información personal básica en formatos y documentos sencillos.

ESTANDAR Respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.
Puedo extraer información general y especifica de un texto corto y escrito en un lenguaje sencillo.
COMPETENCIAS Communicative Competence
COMPONENTES Linguistic – Sociolinguistic - Pragmatic
COMPONENTE INVESTIGATIVO Project: The wall of honor

Participates in a short conversation.
Requests and provides clarification on how names and unknown words are spelled.
Understands instructions and expresses them in oral and written form.
How can I represent myself as a member of my class?
Answers questions related to “what, who and when” after reading or listening to a short simple text.
Writes basic personal information in pre-established forms
Understands the subject and general information of a short simple text.
Shares ideas with his/her classmates on the topic.
ESTRATEGIA FORMATIVA
INDICADORES DE DESEMPEÑO RECURSOS DIDÁCTICOS
PEDAGÓGICA

MODULE NAME LEXICAL Recognizes Writes English Values his The development of this This subject involves the Values And Socio-Affective
Numbers English verbs in verbs in different personal subject involves the use of a wide range of Development (10%)
- Living Together in different grammatical characteristics implementation of abroad materials and resources  The teacher evaluates
the Classroom. Alphabet and those of his range pedagogical this includes:
grammatical tenses academic, disciplinary and
peers. strategies such as:  Classroom supplies
Classroom tenses Classroom research and school coexistence traits of each
language Uses greetings student.
Respects projects (project-based resources such as
Recognizes the appropriately in physical, cultural, activities). white boards, tape
LANGUAGE Colors short
vocabulary related ideological  Task based recorders, mp3 Cognitive And Communicative
FUNCTIONS differences, activities. players, etc.
to greetings, Development (70%)
73
GRAMMAR instructions, conversations. among others, of  Grammar drills  Printed materials  It entails academic
Greetings personal feelings his classmates.  Writing activities like: course-books, performance and
Being able to count and moods. Completes a form (compositions, teacher made development and the use of
and number different Numbers 0–100 with personal Participates opinion papers, materials, the knowledge in
objects from 1 to 1000. information. actively in the summaries, etc.) newspapers, among meaningful social contexts.
Identifies personal Activities  Listening others.
Alphabet
Information comprehension  ICT resources
through YES/NO Writes a personal
Personal Assumes the activities. including laptops, Self-evaluation (10%)
Understand and use questions. profile and learning process  Presentations.
Information video streaming,  Students reflect on their
classroom language another person’s with responsibility  Oral reports.
web pages, learning processes, class
Classroom Recognizes the profile.  Debates.
Spell out names  Plenaries. podcasts and others. performance, and
instructions; vocabulary
Classroom objects Expresses moods  Discussions coexistence inside and
Ask and answer related to outside the classroom.
and personal
questions Plural and greetings,
feelings through
singular nouns instructions and Peers-evaluation (10%)
simple
about basic personal classroom  Classroom government
conversations.
- Feelings language. . representatives analyze
Information
Common performance in relation to
Introduce yourself and
verbs list disciplinary, academic and
another person coexistence factors.
PRONUNCIATIO
Talk about people’s N:
feelings
Recognize sounds
in pair.
Intonation
DISCOURSE
Begin and
maintain a simple
conversation.
LINGUISTIC
INTERCULTURA
L
-Formal and
informal use of
greetings
74
-Learning through
interaction.
Evidencias de Aprendizaje en el
Saber Hacer Ser
Recognizes 30 English verbs. Introduces himself / herself and another person. Respects his/her classmates
Understands greetings and language classroom. Writes verbs in different verbal tenses. Participates in class

75
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Sexto PERIODO: Segundo
Semanal:
INTENSIDAD HOARIA
Periodo:
Utilizo vocabulario adecuado para darle coherencia a mis escritos.

Describo con oraciones simples, mi rutina diaria y la de otras personas.
ESTANDAR Formulo preguntas sencillas sobre temas que me son familiares apoyándome en gestos y repetición.
Comprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno.
Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo
COMPONENTE INVESTIGATIVO Project: A Visual Campaign to Promote Healthy Habits

Describes the basic characteristics of people, things, and places.
What habits are fundamental for my daily personal care?
Answers questions related to “what, who and when” after reading or listening to a short simple text.
Understands the subject and general information of a short simple text. Shares ideas with his/her
classmates on the topic.
PEDAGÓGICA

MODULE NAME LEXICAL Writes English Assumes a The development of this This subject involves the Values And Socio-Affective
Recognizes verbs in different responsible subject involves the use of a wide range of Development (10%)
Healthy Habits Problems of English verbs in grammatical position before implementation of abroad materials and resources  The teacher evaluates
different parts of personal care. range pedagogical this includes:
different tenses academic, disciplinary and
LANGUAGE the body strategies such as:  Classroom supplies
grammatical Reflects about Classroom research and school coexistence traits of each
FUNCTIONS tenses Formulates student.
Time health issues and projects (project-based resources such as
questions related how to avoid activities). white boards, tape
Talk about time to personal care
Identifies essential them.  Task based recorders, mp3 Cognitive And Communicative
76
Talk about family Routines: What information routines. activities. players, etc. Development (70%)
relationships time does she wake related to daily Assumes the  Grammar drills  Printed materials  It entails academic
up? Does he do any personal care Writes down in a learning process  Writing activities like: course-books, performance and
Describe daily routines sport? How often/ pre-established with responsibility (compositions, teacher made development and the use of
routines in short
When do you ...? forms short opinion papers, materials, the knowledge in
written texts with summaries, etc.) newspapers, among
Ask and answer simple language. expressions and meaningful social contexts.
Days of the week  Listening others.
questions about daily words related to
and months of the comprehension  ICT resources
routines year Recognizes personal care activities. including laptops, Self-evaluation (10%)
vocabulary related routines from a  Presentations. video streaming,
Ask and answer  Students reflect on their
Members of the to daily routines short and simple  Oral reports.
questions about the web pages, podcasts learning processes, class
family oral presentation.  Debates.
time and personal and others. performance, and
 Plenaries.
care.  Discussions coexistence inside and
• Makes a list of
Create short, simple common verbs outside the classroom.
Identifies the the healthiest
sentences about list daily personal
interests and likes. structure of Peers-evaluation (10%)
Yes/No questions. care activities
GRAMMAR Classroom government
Describe what you Present simple: based on the
andother people positive, negative notes taken.
can/can’t do and question forms
Yes/No questions disciplinary, academic and
(Do coexistence factors.
you ...? Yes, I do./
No, I don’t.)
Personal pronouns
Adverbs of
frequency: always,
sometimes, never
Expressing ability
with can/can’t
PRONUNCIATION
Recognize sounds
and adequate
intonation.
DISCOURSE
77
Sequence of
events.
LINGUISTIC
INTERCULTURAL
Taking turns
learning through
interaction
Saber Hacer Ser
Recognizes 30 English verbs. Expresses orally and written form his/her daily routine and Respects his/her classmates
Identifies the structure of sentences someone else’s Participates in class
Writes verbs in different verbal tenses.
Is responsible with class activities.
78
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Sexto PERIODO: Tercero
Semanal:
INTENSIDAD HOARIA
Periodo:
Completo información personal básica en formatos y documentos sencillos.

Expreso de manera sencilla lo que me gusta y me disgusta respecto a algo.
Comprendo una descripción oral sobre una situación, persona, lugar u objeto
Valoro la lectura como un hábito importante de enriquecimiento personal y académico.
COMPONENTE INVESTIGATIVO Project: A Radio Program about My Community

Participates in short conversations providing information about him/herself as well as about familiar people,
places and events
Describes people, activities, events and personal experiences orally
Writes short and simple texts about familiar actions, experiences, and plans
Understands the main idea and details related to activities, places, and people in a short descriptive text.
How can I contribute to environmental conservation?
Recognizes specific information in written and oral texts related to objects, people, and actions
Gives and follows instructions, recommendations, and suggestions about topics related to his/her immediate
context.
Describes actions related to a subject in his/her family or school environment
PEDAGÓGICA

MODULE NAME LEXICAL Writes English Values the The development of this This subject involves the Values And Socio-Affective
Recognizes verbs in different importance of subject involves the use of a wide range of Development (10%)
Protect the Earth Natural landscapes English verbs in grammatical implementation of abroad materials and resources  The teacher evaluates
saving energy.
range pedagogical this includes:
different tenses. academic, disciplinary and
Unit 1: the world we live Using water strategies such as:  Classroom supplies
79
in grammatical Formulates Respects the Classroom research and school coexistence traits of each
Parts of the house tenses previously environment. projects (project-based resources such as student.
Unite 2: Problems and and objects in the prepared activities). white boards, tape
solutions house Assumes the  Task based recorders, mp3
Identifies Wh- statements Cognitive And Communicative
learning process activities. players, etc.
LANGUAGE Housework questions related to topics of with  Grammar drills  Printed materials Development (70%)
FUNCTIONS structure. interest responsibility  Writing activities like: course-books,  It entails academic
Animals (compositions, teacher made performance and
Learn about geographical Distinguishes Writes opinion papers, materials, development and the use of
features and flora and Environmental sequences in an comparisons. summaries, etc.) newspapers, among the knowledge in
fauna in the world. problems oral or written text.  Listening others. meaningful social contexts.
Proposes simple comprehension  ICT resources
Understand people Common verbs actions to save
activities. including laptops,
predicting what life list  Presentations. video streaming, Self-evaluation (10%)
energy.  Oral reports.
will be like in 2050. web pages, podcasts  Students reflect on their
GRAMMAR  Debates. learning processes, class
Writes location fo  Plenaries. and others.
Understand people performance, and
different objects in  Discussions
Talking about what Prepositions of place
the house coexistence inside and
they are doing to
help improve the Comparatives and outside the classroom.
superlatives
environment
Peers-evaluation (10%)
The imperative
has / have to for Classroom government
obligation representatives analyze their
Present continuous
Time expressions for
present actions disciplinary, academic and
Negative
Contractions
PRONUNCIATION
Recognize sounds
in short
conversations.
d/ v /t/
/θ/ v /δ/
Had hat
Bad bat
Thanks that
Think this
80
DISCOURSE
Sequence
connectors.
Begin and maintain
a simple
conversation
LINGUISTIC
INTERCULTURAL
Self-critical
reflection.
Saber Hacer Ser
Recognizes 30 English verbs. Demonstrates orally and written form comparisons for Respects his/her classmates
Identifies the structure of sentences between things. Participates in class
Expresses actions that are happening now. Is responsible with class activities.
Writes verbs in different verbal tenses.
Composes sentences letting know the location of objects in his
house
81
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Sexto PERIODO: Cuarto
Semanal:
INTENSIDAD HOARIA
Periodo:
Escribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.
Hago exposiciones muy breves, de contenido predecible y aprendido.
ESTANDAR Participo en situaciones comunicativas cotidianas tales como pedir favores, disculparme y agradecer.
Identifico el tema general y los detalles relevantes en conversaciones, informaciones radiales o exposiciones orales.
Identifico la acción, los personajes y el entorno en textos narrativos.
COMPONENTE INVESTIGATIVO Project. A Regional Exhibition

What are Colombian Identity own traits? Answers questions related to “what, who and when” after reading or listening to a short simple text.
Understands the subject and general information of a short simple text. Shares ideas with his/her
classmates on the topic.
PEDAGÓGICA

MODULE NAME LEXICAL Writes English Values his own The development of this This subject involves the Values And Socio-Affective
Recognizes verbs in different and others cultural subject involves the use of a wide range of Development (10%)
Around the World Countries and English verbs in grammatical implementation of abroad materials and resources  The teacher evaluates
identity.
Nationalities range pedagogical this includes:
different tenses. academic, disciplinary and
strategies such as:  Classroom supplies
grammatical Assumes the coexistence traits of each
LANGUAGE Descriptive Classroom research and school
tenses . Uses simple learning process student.
Adjectives projects (project-based resources such as
FUNCTIONS sentences to with responsibility
activities). white boards, tape
Weather and Identifies express  Task based recorders, mp3 Cognitive And Communicative
Seasons information information about activities. players, etc. Development (70%)
related to countries,  Grammar drills  Printed materials  It entails academic
82
Talk about nationalities Clothes particular celebrations, and  Writing activities like: course-books, performance and
characteristics of customs. (compositions, teacher made development and the use of
Describe places Vocabulary related opinion papers, materials, the knowledge in
different countries
to celebrations summaries, etc.) newspapers, among meaningful social contexts.
Ask for and give information such as food Provides, orally  Listening others.
about your town
Vocabulary related clothing and and in writing, comprehension  ICT resources
to food celebrations. information about activities. including laptops, Self-evaluation (10%)
Describe weather conditions
customs and  Presentations. video streaming,  Students reflect on their
Understand details about Prepositions of celebrations.  Oral reports.
web pages, podcasts learning processes, class
the weather in short, places  Debates.
 Plenaries. and others. performance, and
spoken texts
 Discussions coexistence inside and
Common verbs
Describe clothes
list outside the classroom.
Describe celebrations and

GRAMMAR Peers-evaluation (10%)
traditions
Describe people, places and Adjectives to representatives analyze their
customs describe the classmates’ classroom
weather performance in relation to
Present
continuous to
describe what
one is wearing
Comparatives
PRONUNCIATION
Recognize sounds
un short
conversations
DISCOURSE
Sequence
connectors.
LINGUISTIC
INTERCULTURAL
83
Valuation of
cultural diversities
Saber Hacer Ser
Recognizes 30 English verbs. Writes verbs in different verbal tenses. Respects his/her classmates
Identifies the structure of sentences Composes a paragraph related to typical costumes of Colombia Participates in class
and compares them with custom from other countries. Is responsible with class activities.
84
SEPTIMO
85
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Séptimo PERIODO: Primero
Semanal:
INTENSIDAD HOARIA
Periodo:
Escribo textos cortos en los que expreso contraste, adición, causa y efecto entre ideas
Describo con oraciones simples a una persona, lugar u objeto que me son familiares aunque, si lo requiero, me apoyo en apuntes o en mi profesor
Comprendo y sigo instrucciones puntuales cuando éstas se presentan en forma clara y con vocabulario conocido.
Comprendo textos literarios, académicos y de interés general, escritos con un lenguaje sencillo.
COMPONENTES Linguistic - Sociolinguistic - Pragmatic
COMPONENTE INVESTIGATIVO Project: A health campaign leaflet

Participates in short conversations providing information about him/herself as well as about familiar
people, places and events
Understands the main idea and details related to activities, places, and people in a short descriptive
What activities are fundamental for you to have a healthy life style?
text.
Gives and follows instructions, recommendations, and suggestions about topics related to his/her
immediate context.
Describes actions related to a subject in his/her family or school environment.
PEDAGÓGICA

LEXICAL Writes English Interiorizes the The development of this This subject involves the Values And Socio-Affective
MODULE NAME Recognizes verbs in different importance of subject involves the use of a wide range of Development (10%)
How we live Food and drink English verbs in grammatical eating habits. implementation of abroad materials and resources  The teacher evaluates
different academic, disciplinary and
86
LANGUAGE Food groups grammatical tenses. Classroom research and school coexistence traits of each
FUNCTIONS tenses. projects (project-based resources such as student.
Food and Uses actions and activities). white boards, tape
Give and ask for Containers states in different  Task based recorders, mp3
Understands Cognitive And Communicative
grammatical activities. players, etc.
information food and people
 Grammar drills  Printed materials Development (70%)
describing what tenses.
drink. Common verbs  Writing activities like: course-books,  It entails academic
list food and drink performance and
Asks questions (compositions, teacher made
Talk about eating they like and development and the use of
using vocabulary opinion papers, materials,
dislike.
habits. GRAMMAR previously given summaries, etc.) newspapers, among the knowledge in
 Listening others. meaningful social contexts.
Identifies what is
Identify food Present simple comprehension  ICT resources
healthy or
containers. activities. including laptops,
Unhealthy.
 Presentations. video streaming, Self-evaluation (10%)
Verbs to express
 Oral reports.  Students reflect on their
Talk about free time interest and likes Identifies actions  Debates.
web pages, podcasts
activities and others. learning processes, class
and states in  Plenaries.
Wh- questions performance, and
different  Discussions
Learn about different Yes/No questions coexistence inside and
grammatical
food and eating habits outside the classroom.
tenses.
around the world in Future: be going to
Can/can’t (to Classroom government
express ability and representatives analyze their
possibility) classmates’ classroom
PRONUNCIATION disciplinary, academic and
Discussing food
and drink /s/ /z/
Discussing the
food pyramid do +
you = /djə /
Linking words with

‘and’ /n/
Stress
DISCOURSE
87
Begin and maintain
a simple
conversation.
Justify decisions
SOCIOLINGUISTIC/
INTERCULTURAL
Ability to listen and
observe
Valuation of cultural
diversity
Learning through
interaction
Adaptability to the
different forms of
communication and
learning
Saber Hacer Ser
Recognizes 30 English verbs. Writes verbs in different verbal tenses. Respects his/her classmates
Identifies the structure of sentences Composes a Colombian recipe. Participates in class
Identifies food vocabulary Presents a Colombian dish to the class. Is responsible with class activities.
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Séptimo PERIODO: Segundo
Semanal:
INTENSIDAD HOARIA
Periodo:
ESTANDAR Utilizo vocabulario adecuado para darle coherencia a mis escritos.
88
Describo con oraciones simples, mi rutina diaria y la de otras personas.
Formulo preguntas sencillas sobre temas que me son familiares apoyándome en gestos y repetición.
Comprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno.
Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo
COMPONENTE INVESTIGATIVO Project: A health campaign leaflet

How do we live in relation to our healthy lifestiles sports and leisure time?
text.
immediate context.
PEDAGÓGICA

LEXICAL Recognizes Writes English Interiorizes the The development of this This subject involves the Values And Socio-Affective
MODULE NAME English verbs in verbs in different importance of subject involves the use of a wide range of Development (10%)
How we live The Environment different grammatical eating habits. implementation of abroad materials and resources  The teacher evaluates
grammatical tenses. academic, disciplinary and
Healthy habits Accepts strategies such as:  Classroom supplies
LANGUAGE tenses. suggestions and Classroom research and school coexistence traits of each
FUNCTIONS Expresses recommendations projects (project-based resources such as student.
Free time quantity of liquids
Distinguishes of others. activities). white boards, tape
Give and ask for and solids.
Activities words to express  Task based recorders, mp3 Cognitive And Communicative
information food and quantity. activities. players, etc. Development (70%)
drink. Design a healthy
How to be polite  Grammar drills  Printed materials  It entails academic
food menu using  Writing activities like: course-books, performance and
Talk about food groups. Understands previous
Common verbs list (compositions, teacher made
when somebody knowledge such development and the use of
opinion papers, materials,
as food groups the knowledge in
89
Talk about eating habits. GRAMMAR is giving advices. and healthy summaries, etc.) newspapers, among meaningful social contexts.
habits.  Listening others.
Identify food containers. Some / any Identifies skills. comprehension  ICT resources
Uses actions and activities. including laptops, Self-evaluation (10%)
Talk about free time Should / shouldn’t states in different  Presentations. video streaming,  Students reflect on their
activities grammatical  Oral reports. learning processes, class
web pages, podcasts
Intensifiers  Debates.
tenses. and others. performance, and
Make assertive  Plenaries.
Extreme adjectives
Statements and is polite outside the classroom.
play + game;
go + verb + -ing;
do + activity Peers-evaluation (10%)
Can/can’t (to representatives analyze their
express ability classmates’ classroom
and possibility) performance in relation to
Frequency
adverbs coexistence factors.
PRONUNCIATION
Recognize sounds in
conversations
/ ∫/ v /t/
/θ/ v /δ/
DISCOURSE
Reaching
agreements
Making suggestions
and
Recommendations
INTERCULTURAL
Self-critical reflection.
Acceptance of
90
differences.
standards on
common courtesy
Saber Hacer Ser
Recognizes 30 English verbs. Writes verbs in different verbal tenses. Accepts recommendations and suggestions.
Identifies the structure of sentences Composes sentences with information of quantity. Participates in class
Identifies food vocabulary Designs a leaflet with food menu and healthy habits. Is responsible with class activities.

MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Séptimo PERIODO: Tercero
Semanal:
INTENSIDAD HOARIA
Periodo:
Completa información personal básica en formatos y documentos sencillos.

Expreso de manera sencilla lo que me gusta y me disgusta respecto a algo.
Comprendo una descripción oral sobre una situación, persona, lugar u objeto
Valoro la lectura como un hábito importante de enriquecimiento personal y académico.
COMPONENTE INVESTIGATIVO Project: Do’s and Don’ts Booklet for Conserving the Environment
How can I contribute to environmental conservation? Participates in short conversations providing information about him/herself as well as about familiar
91
text.
immediate context.
PEDAGÓGICA

LEXICAL Recognizes Writes English Interiorizes the The development of this This subject involves the Values And Socio-Affective
MODULE NAME English verbs in verbs in different importance of subject involves the use of a wide range of Development (10%)
Protect the Earth Natural landscapes different grammatical eating habits. implementation of abroad materials and resources  The teacher evaluates
Unit 1: the world we grammatical tenses.
academic, disciplinary and
Using water tenses. coexistence traits of each
live in Classroom research and school
Uses actions and student.
Unite 2: Problems Housework states in different
projects (project-based resources such as
and solutions Identifies activities). white boards, tape
grammatical
Animals obligations with  Task based recorders, mp3 Cognitive And Communicative
tenses.
the environment activities. players, etc. Development (70%)
LANGUAGE  Grammar drills  Printed materials
FUNCTIONS Environmental Writes statements  It entails academic
Problems  Writing activities like: course-books, performance and
about things that (compositions, teacher made
Gives and receives are happening in development and the use of
Common verbs list opinion papers, materials,
information. the world using the knowledge in
summaries, etc.) newspapers, among
given context. meaningful social contexts.
GRAMMAR  Listening others.
Gives and receives comprehension  ICT resources
recommendations and Comparatives and Compares events activities. including laptops,
suggestions. superlatives using time tenses Self-evaluation (10%)
 Presentations. video streaming,
 Oral reports.  Students reflect on their
Describes situations and The imperative web pages, podcasts learning processes, class
 Debates.
events. has / have to for and others.
 Plenaries. performance, and
obligation
Present continuous outside the classroom.
Proposes improvement
actions. Time expressions for
present actions Peers-evaluation (10%)
Negative
contractions
92
PRONUNCIATION coexistence factors.
Recognize
expressions such as
pronunciation
/ŋg/
/ɑːɹnt/
/ˈɪz(ə)nt/
DISCOURSE
Reaching
agreements
Making suggestions
and
recommendations
INTERCULTURAL
Acceptance of
differences.
standards on
common courtesy
Saber Hacer Ser
Recognizes 30 English verbs. Writes verbs in different verbal tenses. Understands the important of natural resources.
Identifies the structure of sentences Make a poster to encourage people to save water Participates in class
Identifies food vocabulary Create an infographic about the environment Is responsible with class activities.

93
94
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: Séptimo PERIODO: Cuarto
Semanal:
INTENSIDAD HOARIA
Periodo:
Escribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.
Hago exposiciones muy breves, de contenido predecible y aprendido.
ESTANDAR Participo en situaciones comunicativas cotidianas tales como pedir favores, disculparme y agradecer.
Identifico el tema general y los detalles relevantes en conversaciones, informaciones radiales o exposiciones orales.
Identifico la acción, los personajes y el entorno en textos narrativos.
COMPONENTE INVESTIGATIVO Project: An infographic about the environment

How can I promote the protection for natural resources?
text.
immediate context.
PEDAGÓGICA

LEXICAL Recognizes Writes English Makes aware The development of this This subject involves the Values And Socio-Affective
MODULE NAME English verbs in verbs in different about pollution in subject involves the use of a wide range of Development (10%)
Protect the Earth Helping the different grammatical the environment implementation of abroad materials and resources  The teacher evaluates
Unit 2: Problmes and Environment and Earth saving range pedagogical this includes:
grammatical academic, disciplinary and
95
solutions tenses. tenses. actions.. strategies such as:  Classroom supplies coexistence traits of each
Unite 3: Changes to Predictions for Classroom research and school student.
make the world in 2050 Identifies the Produces oral and projects (project-based resources such as
written texts activities). white boards, tape
similarities and Cognitive And Communicative
LANGUAGE Opposite adjectives providing  Task based recorders, mp3
differences Development (70%)
FUNCTIONS information about
activities. players, etc.
Common verbs list between people,  Grammar drills  Printed materials  It entails academic
places, animals how life was  Writing activities like: course-books, performance and
Analyze changes in our GRAMMAR and things. before. (compositions, teacher made development and the use of
cities and look at ways to opinion papers, materials, the knowledge in
help the environment. Ask and give summaries, etc.) newspapers, among meaningful social contexts.
Present continuous: Identifies key
information  Listening others.
affirmative and words to
Agree and related to actions comprehension  ICT resources
questions recognize time
disagree about activities. including laptops, Self-evaluation (10%)
tenses. they are doing to
personal opinions  Presentations. video streaming,  Students reflect on their
Affirmative improve the
on predictions. .  Oral reports. learning processes, class
and negative environment. web pages, podcasts
Identifies actions  Debates.
predictions using and others. performance, and
Describe and and states in  Plenaries.
will and won’t Uses actions and coexistence inside and
compare different  Discussions
states in different outside the classroom.
photographs and Past simple grammatical
describe how they tenses. grammatical
make you feel tenses Peers-evaluation (10%)
Negative
contractions Classroom government
Talk about change representatives analyze their
And explain what classmates’ classroom
Life was like a few performance in relation to
Years ago PRONUNCIATION
Recognize coexistence factors.
expressions such as
Pronunciation
/d/ v (t) v (Id)

Buzzed booked
wanted
DISCOURSE
Begin and maintain a

simple conversation.
SOCIOLINGUISTIC/
INTERCULTURAL
96
Learning through
interaction.
Saber Hacer Ser
Recognizes 30 English verbs. Writes verbs in different verbal tenses. Understands the important of natural resources.
Identifies the structure of sentences Talks about the world past events. Participates in class
Identifies future expression Creates an infographic about the world natural changes. Is responsible with class activities.
Composes a dialogue using WH words
97
OCTAVO
98
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: OCTAVO PERIODO: PRIMERO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30
 Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado.
 Entiendo lo que me dicen el profesor y mis compañeros en interacciones cotidianas dentro del aula, sin necesidad de repetición.
 Comprendo la información implícita en textos relacionados con temas de mi interés.
ESTANDAR  Reconozco el propósito de una descripción en textos narrativos de mediana extensión.
 Edito mis escritos en clase teniendo en cuenta reglas de ortografía, adecuación del vocabulario y estructuras gramaticales
 Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés
 Participo de una conversación cuando mi interlocutor me da tiempo para pensar mis respuestas
COMPETENCIAS COMMUNICATIVE COMPETENCE

LINGUISTIC
COMPONENTES SOCIOLINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: CREATE A YOUTH ORGANISATION

1. Requests and provides information about experiences and plans in a clear and brief manner.
2. Explains in written form different familiar situations and facts in a coherent and simple manner.
3. Recognizes specific information in short oral and written texts on topics of general interest.
4. Exchanges information about academic and general interest topics, through simple conversations,
WHAT MECHANISMS CAN I USE TO DISCUSS WITH MY COMMUNITY TEENS
dialogues, and role-plays.
CULTURAL TRAITS?
5. Makes recommendations to people in his/her community about what to do, when and how
6. Makes brief presentations on academic topics related to his/her school environment or community
7. Expresses emotions and feelings about a situation or specific topic related to his/her family or school and
presents supporting reasons in a clear and simple manner.
8. Briefly narrates current facts, daily situations or personal experiences orally and in written form.
PEDAGÓGICA

The development of this This subject involves the Values And Socio-Affective
Module Name Lexical Recognizes Writes English Considers teen subject involves the use of a wide range of Development (10%)
99
implementation of abroad materials and resources  The teacher evaluates
 Teen Culture Common verbs English verbs in verbs in different issues and how to range pedagogical this includes: academic, disciplinary and
list different grammatical make the most of strategies such as:  Classroom supplies coexistence traits of each
Classroom research and school
grammatical tenses his/her free time. student.
Sports and projects (project-based resources such as
Unit 1 Having fun tenses, and considering
Hobbies activities). white boards, tape
infinitive and sports, hobbies  Task based recorders, mp3 Cognitive And Communicative
Lesson 1 gerund patterns of and free time/ activities. players, etc. Development (70%)
Clothes and parts
verbs. outdoor activities.  Grammar drills  Printed materials  It entails academic
Lesson 2 of the body
 Writing activities like: course-books, performance and
Identifies future Makes (compositions, teacher made development and the use of
Lesson 3 Things for outdoor opinion papers, materials,
tense grammar comparisons the knowledge in
activities summaries, etc.) newspapers, among
structure, and among urban meaningful social contexts.
Unit 2 Teen power  Listening others.
Positive and rules for making tribes using comprehension  ICT resources
negative comparisons and superlative and activities. including laptops, Self-evaluation (10%)
Lesson 4 adjectives superlative comparative  Presentations. video streaming,  Students reflect on their
sentences. adjectives  Oral reports.
Language Functions web pages, learning processes, class
Grammar  Debates.
 Plenaries. podcasts and others. performance, and
Requests and provides Uses modal verbs  Discussions coexistence inside and
Verb + ing form;
information to give advices outside the classroom.
verb + infinitive +
to and suggestion
Organizes future events referring to Peers-evaluation (10%)
Comparatives and problems with  Classroom government
Makes comparissons superlatives friends. representatives analyze
their classmates’
Expresses suggestions be going to classroom performance in
and opinions
relation to disciplinary,
should and Could academic and
Pronunciation
Intonation
Stress
Discourse
Talking about free

time activities
Discussing urban
tribes
100
Talking about a
camping trip
Role playing
problems and
giving advice
Sociolinguistic
/ intercultural
Skills to analyze,
interpret and
relate information
Cognitive flexibility
Learning through
interaction
EVIDENCIAS DE APRENDIZAJE
CONCEPTUAL (SABER) PROCEDIMENTAL (HACER) ACTITUDINAL (SER)
Understands teens talking about their favorite activities. Writes a short story making comparisons Considers teen issues and the proper way to use his/her free time
Identifies different verbal tenses Gives an opinion on urban tribes
Writes different verbal tenses

Henry Alberto Alvarez
Neify Olmos Valderrama
101
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: OCTAVO PERIODO: SEGUNDO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: CREATE A YOUTH ORGANISATION

WHAT MECHANISMS CAN I USE TO DISCUSS WITH MY COMMUNITY TEENS 4. Exchanges information about academic and general interest topics, through simple conversations,
CULTURAL TRAITS?
PEDAGÓGICA

102
Lexical The development of this This subject involves the Values And Socio-Affective
Module Name Recognizes Writes English Raises awareness subject involves the use of a wide range of Development (10%)
Common verbs English verbs in verbs in different on teen power implementation of abroad materials and resources  The teacher evaluates
 Teen Culture list and the way to range pedagogical this includes:
different grammatical academic, disciplinary and
spend time well. strategies such as:  Classroom supplies
grammatical tenses. Classroom research and school coexistence traits of each
Unit 2 Teen Power Irregular verbs
tenses. projects (project-based resources such as student.
Abilities Expresses past activities). white boards, tape
Lesson 5
Identifies past events taking into  Task based recorders, mp3 Cognitive And Communicative
Lesson 6 Useful equipment tense grammar account people activities. players, etc. Development (70%)
structure. who changed the  Grammar drills  Printed materials  It entails academic
Social problems world.  Writing activities like: course-books, performance and
Unit 3 Spending time (compositions, teacher made
well Acknowledges the development and the use of
Grammar opinion papers, materials,
uses of zero Creates the knowledge in
Lesson 7 sentences in zero meaningful social contexts.
Past simple: conditional and  Listening others.
affirmative and modals verbs conditional comprehension  ICT resources
Lesson 8 through useful activities.
negative according to including laptops, Self-evaluation (10%)
specific situations. equipment going  Presentations. video streaming,
Language Functions can and could for  Oral reports.  Students reflect on their
along with scouts web pages,
ability  Debates. learning processes, class
Organizes Past events leaders tips podcasts and others.
Zero conditional  Discussions coexistence inside and
Discusses social Uses modal verbs
problems to give advices,
Revision of
should / could suggestion and
Expresses conditions for Peers-evaluation (10%)
/ why don’t you talk about abilities
general truths and habits  Classroom government
for advice while discussing
Expresses suggestions, about amazing
Pronunciation their classmates’
recommendations, people and social
classroom performance in
advices and abilities problems.
Recognition of relation to disciplinary,
sounds in past academic and
verbs /d/ v /t/ v /Id/ coexistence factors.
Discourse
Telling a story
Talking about
abilities
Identifying
problems in a
Schedule
103
Performing a
dialogue
about a social
problem
Sociolinguistic
/ intercultural
Valuation of
cultural diversity
Learning through
interaction.
Understands people talking about teen power and teen problems Gives advices on social problems Raises awareness on teen power and teen problems
Identifies different verbal tenses Produces, in writing and speaking way, stories about past events.
Writes different verbal tenses

104
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: OCTAVO PERIODO: TERCERO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: MAKING A BROCHURE FOR A PRODUCT
HOW CAN I ADVERTISE A PRODUCT OF MY INTEREST?
EJE TEMÁTICO APRENDIZAJES INDICADORES DE DESEMPEÑO ESTRATEGIA RECURSOS DIDÁCTICOS ESTRATEGIA DE EVALUACIÓN
PEDAGÓGICA
105
FORMATIVA

Lexical The development of this This subject involves the Values And Socio-Affective
Module name Recognizes Writes English Analyses the subject involves the use of a wide range of Development (10%)
Common verbs English verbs in verbs in different importance of implementation of abroad materials and resources  The teacher evaluates
 Money goes around list money in the range pedagogical this includes:
the world Everyday modern world strategies such as:  Classroom supplies
grammatical tenses. Classroom research and school coexistence traits of each
Products
tenses. Reflects on what projects (project-based resources such as student.
Unit 1 What we
Adjectives for Describes we spend and activities). white boards, tape
spend
fashion and Knows how to use products and how the world  Task based recorders, mp3 Cognitive And Communicative
clothes more and less in discuss about how works activities. players, etc. Development (70%)
Lesson 1  Grammar drills  Printed materials
noun phrases to the government  It entails academic
Advertised  Writing activities like: course-books, performance and
Lesson 2 create spends citizens’
products (compositions, teacher made
comparisons money development and the use of
opinion papers, materials,
Lesson 3 the knowledge in
Fairtrade products summaries, etc.) newspapers, among
Uses imperatives Compares prices meaningful social contexts.
 Listening others.
to give advice, of products comprehension  ICT resources
Grammar
Unit 2 How the world suggestions, activities. including laptops,
Presents, orally Self-evaluation (10%)
works more and less requests,  Presentations. video streaming,
and rehearsed, an  Oral reports.  Students reflect on their
with nouns commands, web pages,
Lesson 4 advert for a  Debates. learning processes, class
orders or product  Plenaries. podcasts and others. performance, and
Imperatives:
affirmative and instructions  Discussions coexistence inside and
Prepares an
negative outside the classroom.
interview related
Language Functions Makes predictions
using will and to the experience
will and won’t Peers-evaluation (10%)
won’t of Fairtrade
Expresses words for to make
farmers  Classroom government
quantity predictions
Identifies the
Formulates and answers Present simple their classmates’
difference
questions on a subject and present classroom performance in
between present
continuous relation to disciplinary,
Expresses future simple and
academic and
predictions present
Pronunciation coexistence factors.
continuous
Describes Present Recognition of
experiences sounds in present
verbs
106
/s/ v /z/ v /Iz/
Discourse
Discussing
hypothetical
Situations
Talking about
spending
Money
Presenting an
advert
Interviewing a
farmer/
producer for a
radio
show
Sociolinguistic
/ intercultural
Ability to listen
and observe
Valuation of
cultural diversity
knowledge of the
impact of culture,
and situational
and social
contexts
Learning through
interaction.
CONCEPTUAL (SABER) CONCEPTUAL (HACER) CONCEPTUAL (SER)
Identifies different verbal tenses Describes a tv ad Raises awareness on spending money and how the world works
Recognizes uses of imperatives, more and less clauses, future Creates an interview to Fairtrade farmers
107
will and present tense. Writes verbs in different verbal tenses

MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: OCTAVO PERIODO: CUARTO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: MAKING A BROCHURE FOR A PRODUCT

HOW CAN I ADVERTISE A PRODUCT OF MY INTEREST? 2. Explains in written form different familiar situations and facts in a coherent and simple manner.
108
PEDAGÓGICA

Lexical Assumes a critical The development of this This subject involves the Values And Socio-Affective
Module name Recognizes Writes English position in the use subject involves the use of a wide range of Development (10%)
Common verbs English verbs in verbs in different of money implementation of abroad materials and resources  The teacher evaluates
 Money goes around list range pedagogical this includes:
the world Values The strategies such as:  Classroom supplies
grammatical tenses. impact of Classroom research and school coexistence traits of each
Work and
Employment tenses. business on the projects (project-based resources such as student.
Presents ideas to local economy activities). white boards, tape
Unit 2 How the world
Verbs for Comprehends create a new and  Task based recorders, mp3 Cognitive And Communicative
works
manufacturing a how to make company the environment activities. players, etc. Development (70%)
product sentences to considering the  Grammar drills  Printed materials  It entails academic
Lesson 5
emphasize caring of the
Essential and (compositions, teacher made
Lesson 6 actions and environment development and the use of
desirable items opinion papers, materials,
objects of a the knowledge in
sentence rather meaningful social contexts.
Places of work Identifies  Listening others.
than subjects. traditional comprehension  ICT resources
Unit 3 ready to
Grammar Colombian activities. including laptops,
change  Presentations.
Self-evaluation (10%)
Identifies the products and video streaming,  Students reflect on their
Present perfect  Oral reports.
Lesson 7 grammar tense describes them web pages, learning processes, class
 Debates.
related to past  Plenaries. podcasts and others. performance, and
Lesson 8 The passive
events with Discusses about  Discussions coexistence inside and
The gerund consequences in personal outside the classroom.
the present possessions.
Language Functions First conditional Peers-evaluation (10%)
Understands how  Classroom government
Expresses ideas for facts Pronunciation to make structures representatives analyze
and opinions for possible or
/ch/ v /sh/ v /dg/ their classmates’
likely things in the classroom performance in
Expresses conditions
future. relation to disciplinary,
related to trading Discourse
academic and
Presenting an
109
Justify points of view idea for a new coexistence factors.
company
Expresses processes
based on subjects Roleplaying in a
market
Discussing
questions
about personal
possessions
Playing a board
game
Sociolinguistic
/ intercultural
Learning through
interaction.
Valuation of
cultural diversity
Self-awareness
CONCEPTUAL (SABER) CONCEPTUAL (HACER) CONCEPTUAL (SER)
Identifies the different verbal tenses Writes a report on how to spend money Raises awareness on responsible spending
Understands the uses of all grammar tenses that were taught Makes and advertising brochure for a product
Recognizes vocabulary related to trading. Writes verbs in different verbal tenses
110
NOVENO
111
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: NOVENO PERIODO: PRIMERO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30
 Edito mis escritos en clase teniendo en cuenta las reglas de ortografía, adecuación de vocabulario y estructuras gramaticales
ESTANDAR  Participo de una conversación cuando mi interlocutor me da tiempo para pensar las respuestas
 Identifico ideas generales y especificas en textos orales, si tengo conocimiento del tema y el vocabulario utilizado
 Reconozco el propósito de una descripción en textos narrativos de mediana extensión

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: WRITE AND PERFORM A TV SHOW

1. Explains the reason behind plans and action related to his/her personal school and community
environment.
2. Recognizes cause and effect relationships in short written texts on academic topics.
3. Summarizes information she/he had read or listened to on academic and school related topics
through a structured written text.
WHAT MAKES A GOOD TV SHOW? 4. Makes short presentations on academic topics of interest.
5. Expresses his/her opinion on an academic topic discussed in class.
6. Exchanges information about academic and general interest topics in a conversation
7. Identifies the type, purpose, and parts of a short written or oral text and share ideas from the text
with classmates.
8. Produces medium length texts making recommendations or suggestions related to situations of
academic, social or personal interest.
EJE TEMÁTICO APRENDIZAJES INDICADORES DE DESEMPEÑO ESTRATEGIA RECURSOS DIDÁCTICOS ESTRATEGIA DE EVALUACIÓN
PEDAGÓGICA FORMATIVA
112
Module Name Lexical Recognizes Writes English Actively subject involves the use of a wide range of Development (10%)
English verbs in verbs in different participates in implementation of abroad materials and resources  The teacher evaluates
 We are all different Daily activities different grammatical class activities academic, disciplinary and
grammatical tenses Classroom research and school coexistence traits of each
Unit 1 different looks, Celebrations and tenses Respects the student.
festivals projects (project-based resources such as
different lifestyles Discusses lives of points of view of activities). white boards, tape
Uses adverbs for teenagers around others  Task based recorders, mp3 Cognitive And Communicative
Leisure the world
Lesson 1 routine or activities. players, etc. Development (70%)
Activities
repeated activities Respects cultural  Grammar drills  Printed materials  It entails academic
Lesson 2 Gives opinions on  Writing activities like: course-books,
Adjectives different festivals diversity performance and
(compositions, teacher made
for describing Acknowledge development and the use of
Lesson 3 opinion papers, materials,
people clauses of Talks about past the knowledge in
and present meaningful social contexts.
quantity  Listening others.
Unit 2 Be yourself Grammar hobbies comprehension  ICT resources
Uses clauses of activities. including laptops,
Lesson 4 Adverbs of Describes a Self-evaluation (10%)
frequency obligation and famous person  Students reflect on their
 Oral reports.
Language Functions and frequency clauses related to web pages, learning processes, class
 Debates.
expressions past situations  Plenaries. podcasts and others. performance, and
Adverbs of frequency  Discussions coexistence inside and
Quantifiers
Using quantifiers
use to and
used to Peers-evaluation (10%)
Using used to … to talk
 Classroom government
about past situations
have to and representatives analyze
has to their classmates’
Use of have to and don’t
have to to express classroom performance in
obligation Pronunciation relation to disciplinary,
academic and
/th/ sounds coexistence factors.
/v/
/b/differences
Discourse
Discussing
questions about
113
lifestyles
Discussing
questions
about festivals
Discussing
questions
about having fun
in the past and
now
Talking about
things that
you have to do
and don’t
have to do;
describing a
famous person
Sociolinguistic
/ intercultural
Valuation of
diversity of
opinions
Learning through
interaction
Curiosity and
discovery
Knowledge of own
culture and the
culture of others
Identifies different verbal tenses Writes different verbal tenses Participates activately in class
Understands different lifestyles through different culture Compares lives of teenagers Shows his/her points of view and respects others
Develops awareness of cultural diversity
Uses all grammar tenses and clauses that were taught Compares festivals
114
Makes differences between past and present leisure activities

MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: NOVENO PERIODO: SEGUNDO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: WRITE AND PERFORM A TV SHOW

WHAT MAKES A GOOD TV SHOW? 1. Explains the reason behind plans and action related to his/her personal school and community
environment.
4. Makes short presentations on academic topics of interest.
with classmates.
115
PEDAGÓGICA

Module Name Lexical Recognizes Writes English Values and subject involves the use of a wide range of Development (10%)
English verbs in verbs in different respects implementation of abroad materials and resources  The teacher evaluates
Adjectives range pedagogical this includes:
 We are all different different grammatical differences academic, disciplinary and
for describing strategies such as:  Classroom supplies
Unit 2 Be yourself things
tenses Assumes a critical projects (project-based resources such as student.
Discusses on how position regarding activities). white boards, tape
Changing your
Lesson 5 Recognizes verbs to advise social subjects of  Task based recorders, mp3 Cognitive And Communicative
Appearance
someone in a activities. players, etc.
followed by to + interest. Development (70%)
Lesson 6 difficult situation  Grammar drills  Printed materials
Identity infinitive.  It entails academic
Describes Concerns about
Unit 3 Mind your English (compositions, teacher made
Knows how to before/after bullying and development and the use of
manners proverbs opinion papers, materials,
create sentences sequences violence among the knowledge in
and comparisons young people meaningful social contexts.
Lesson 7 with hypothetical  Listening others.
Grammar
situations comprehension  ICT resources
Creates an activities. including laptops,
Lesson 8 Sentences with conditional. Self-evaluation (10%)
interview on  Presentations.
to + infinitive video streaming,  Students reflect on their
moving to another  Oral reports.
Language Functions Uses modals country web pages, learning processes, class
 Debates.
Hypothetical verbs to express podcasts and others.
Ask + someone + to do situations: If I obligation, and Gives advice to a  Discussions coexistence inside and
something was / were …, visitor to
clauses related to outside the classroom.
I’d … Colombia
interrogative past
Use of second
Past simple simple sentences Peers-evaluation (10%)
conditionals to
express hypothetical Questions  Classroom government
situations representatives analyze
must, mustn’t,
their classmates’
Question formation have to, don’t
have to classroom performance in
using be and do
Using must and have academic and
Pronunciation coexistence factors.
to/don’t have to
Intonation
Stress
116
Discourse
Discussing
questions
related to a blog
entry
Comparing two
photos;
discussing what
advice
to give
Presenting an
interview
to your class
Roleplaying
between
a Colombian and
a foreigner
Sociolinguistic
/ intercultural
Respect for
cultural
differences and
for situational,
social and
historical contexts
Learning through
interaction
Identifies different verbal tenses Writes different verbal tenses Values and respects differences
Knows the importance of beauty treatments Creates a news story Assumes a critical position regarding social subjects of interest.
Identifies what means Identity, immigrant groups and national Designes a mind-map related to culture Concerns about bullying and violence among young people
cultures. Writes a letter of advice
117
Uses all grammar tenses and clauses that were taught

MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: NOVENO PERIODO: TERCERO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: CREATE A NEW ECO-PARK

WHAT STRATEGIES CAN I USE TO PROMOTE ECO-FRIENDLY 1. Explains the reason behind plans and action related to his/her personal school and community
ACTIVITIES? environment.
118
with classmates.
PEDAGÓGICA

Module Name Lexical Recognizes Writes English Respects the subject involves the use of a wide range of Development (10%)
English verbs in verbs in different points of view of implementation of abroad materials and resources  The teacher evaluates
 Our natural Landscapes different grammatical others academic, disciplinary and
environment strategies such as:  Classroom supplies
Holidays tenses Values the projects (project-based resources such as student.
Unit 1 Eco-tourism Asks and answers colombian activities). white boards, tape
Facilities in a questions
Recognizes uses ecotourism and  Task based recorders, mp3 Cognitive And Communicative
Lesson 1 national park about pictures
of first and second national parks activities. players, etc. Development (70%)
conditional  Grammar drills  Printed materials  It entails academic
Indigenous Makes a
Lesson 2  Writing activities like: course-books, performance and
people conversation Recognizes the
(compositions, teacher made
Uses sentences between a tourist importance of development and the use of
Lesson 3 opinion papers, materials,
Grammar for past events and a travel agent indigenious the knowledge in
Unit 2 Protecting our that were people in  Listening others.
ever and never happening at a Talks about Colombia and comprehension  ICT resources
native culture and
Colombian activities. including laptops,
environment particular time around the World Self-evaluation (10%)
First and second national parks  Presentations. video streaming,  Students reflect on their
conditionals  Oral reports.
Lesson 4 Makes an web pages, learning processes, class
 Debates.
for and since interview with  Plenaries. podcasts and others. performance, and
Language Functions someone who has  Discussions coexistence inside and
The past visited an outside the classroom.
Present perfect Continuous indigenous tribe
affirmative, negative
and questions with ever Peers-evaluation (10%)
Pronunciation
and never  Classroom government
Intonation representatives analyze
First conditional their classmates’
Stress
Second conditional classroom performance in
Discourse relation to disciplinary,
Present perfect with for
and since academic and
119
Asking and coexistence factors.
Past continuous answering
questions with
Have you
ever…?
Roleplaying a
tourist and
a travel agent
Discussing
questions
about national
parks in
Colombia
Doing an interview
about
a visit to an
indigenous
community
Sociolinguistic
/ intercultural
Skills to analyze,
interpret and
relate
Cognitive flexibility
Learning through
interaction
Identifies different verbal tenses Writes different verbal tenses Values and respects differences
Learns everything about ecotourism holiday Creates a postcard to a friend Values the colombian ecotourism and national parks
Identifies indigenous people in Colombia and around the world Writes an advert for an eco-holiday Recognizes the importance of indigenious people in Colombia
Uses all grammar tenses and clauses that were taught Writes an account of a visit to an indigenous and around the World
tribe
120
121
MALLA CURRICULAR
ÁREA / ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: NOVENO PERIODO: CUARTO
Semanal: 3
INTENSIDAD HOARIA
Periodo: 30

LINGUISTIC
PRAGMATIC
COMPONENTE INVESTIGATIVO PROJECT: CREATE A NEW ECO-PARK

1. Explains the reason behind plans and action related to his/her personal school and community
environment.
WHAT STRATEGIES CAN I USE TO PROMOTE ECO-FRIENDLY
ACTIVITIES?
with classmates.
PEDAGÓGICA

122
Module Name Lexical Recognizes Writes English Concerns about subject involves the use of a wide range of Development (10%)
English verbs in verbs in different environmental implementation of abroad materials and resources  The teacher evaluates
 Our natural Trafficked animals range pedagogical this includes:
different grammatical problems academic, disciplinary and
environment grammatical tenses coexistence traits of each
Environmental Classroom research and school
tenses Expresses projects (project-based resources such as student.
Unit 2 Protecting our Problems
Discusses the disagreements in activities). white boards, tape
native culture and effects of animal  Task based recorders, mp3
Adjectives to Identifies a respectful Cognitive And Communicative
environment Trafficking activities. players, etc.
describe places differences manner Development (70%)
between active  Grammar drills  Printed materials  It entails academic
Lesson 5 Debates about  Writing activities like: course-books,
Vocabulary and passive voice Recognizes performance and
deforestation (compositions, teacher made
categories development and the use of
Lesson 6 Colombia as a opinion papers, materials,
across the the knowledge in
Recognizes uses Describes his/her natural and summaries, etc.) newspapers, among
module meaningful social contexts.
Unit 3 Colombia: a of present perfect holidays cultural paradise  Listening others.
natural and cultural continuous comprehension  ICT resources
Grammar
Paradise activities. including laptops, Self-evaluation (10%)
Active and Understands  Students reflect on their
Lesson 7  Oral reports.
Passive situations to apply web pages, learning processes, class
 Debates.
be going to and  Plenaries. podcasts and others. performance, and
Lesson 8 Present perfect will in sentences  Discussions coexistence inside and
continuous
Language Functions outside the classroom.
Present Identifies clauses
The present simple continuous for used in present Peers-evaluation (10%)
passive: passive vs the future, be perfect tense  Classroom government
active, passive questions going to or will representatives analyze
their classmates’
Present perfect already, still
and yet classroom performance in
continuous
Using present Pronunciation academic and
continuous; be coexistence factors.
going to and will for the Intonation
future Stress
Using already, still and yet Discourse

with
the present perfect Discusses photos
related
to animal
trafficking
123
Roleplaying a
meeting
about
deforestation
Roleplaying an
interview
between a travel
agent and a
customer
Playing a game
that involves
different
speaking activities
Sociolinguistic
/ intercultural
Curiosity and
discovery
Learning through
interaction
Identifies different verbal tenses Writes different verbal tenses Concerns about environmental problems
Recognizes the beauty of Colombia and identifies natural places Gives his/her opinion on animal trafficking Expresses disagreements in a respectful manner
to visit in the country Writes a deforestation letter to a newspaper Recognizes Colombia as a natural and cultural paradise
Uses all grammar tenses and clauses that were taught Creates a short blog about travel

124
Decimo
125
MALLA CURRICULAR
ÁREA /
ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: DECIMO PERIODO: PRIMERO
HOARIA Periodo: 40
 Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión
 Expreso mi opinión sobre asuntos de interés general para mí y mis compañeros
ESTANDAR  Utilizo estrategias que me permiten iniciar, mantener y cerrar una conversación sencilla sobre temas de mi interés, de una forma natural
 Identifico personas, situaciones, lugares y el tema en conversaciones sencillas
 Utilizo variedad de estrategias de compresión de lectura adecuadas al propósito y al tipo de texto
COMPETENCIAS  Communicative competence

 Linguistic
COMPONENTES  Sociolinguistic
 Pragmatic
COMPONENTE INVESTIGATIVO Project organizing careers day

1.
Recognizes general and specific information in reading an oral opinion text and discussion on familiar
topics.
2. Explains ideas presented in an oral or written text about topics of interest or that are familiar through the
What is the most appropriate career for me? use of previous knowledge, inferences or interpretations.
3. Exchanges opinions on topics of personal, social or academic interest in a natural and coherent manner
using familiar expressions.
4. Holds spontaneous and simple conversations on topics of personal or academic interest.
RECURSOS FORMATIVA
INDICADORES DE DESEMPEÑO ESTRATEGIA PEDAGÓGICA
DIDÁCTICOS

 Looking ahead Lexical: Recognizes Writes English Ponders upon the The development of this This subject involves Values And Socio-
 What I need to English verbs in verbs in different importance of a subject involves the the use of a wide Affective Development
know about Common verbs List different grammatical tenses future job implementation of a broad range of materials (10%)
range pedagogical and resources this
grammatical  The teacher evaluates
Expressions with dream strategies such as: includes:
Language tenses. Expresses academic, disciplinary
Classroom research  classroom
Functions: Skills, abilities, careers conditions using the and coexistence traits of
projects (project based supplies and
Identifies the first and second activities). school resources each student.
Expresses Digital devices Verbs different uses for  Task based activities. such as: white
126
conditions related to technology the modal verbs conditional  Grammar drills boards, tape
can, could, will  Writing activities recorders, mp3 Cognitive And
Expresses abilities, Grammatical: (compositions, opinion players, etc. Communicative
probabilities papers, summaries,  printed materials
Development (70%)
First and second etc.) like: course-
conditional  Listening books, teacher  It entails academic
Expresses dreams performance and
comprehension made materials,
I intend / hope to … I’m activities. newspapers, development and the
keen to … I’d like to …  Presentations. among others. use of the knowledge in
 Oral reports.  ICT resources meaningful social
can for ability  Debates. including laptops, contexts.
 Plenaries. video streaming,
can, could, will be able to  Discussions
for possibility web pages, Self-evaluation (10%)
podcasts and  Students reflect on their
Pronunciation: others. learning processes,
class performance, and
Students talking about the
future Minimal pairs /ɪ/ coexistence inside and
and /i̇ ː/ outside the classroom.
Communication methods Peers-evaluation (10%)

Weak form of can  Classroom
government
Discourse:
representatives
A description of your skills analyze their
and abilities classmates’ classroom
performance in
Sociolinguistic & relation to disciplinary,
intercultural academic and
Curiosity and discovery coexistence factors.
Self-awareness
Learning through
interaction
Saber Hacer Ser
 Identifies the different verbal tenses  Writes verbs in different verbal tenses  Discusses about different Jobs and possible careers option in class
 Recognizes the different uses of modal verbs  Does activities in which demonstrates the correct use of
conditional sentences
127
MALLA CURRICULAR
ÁREA /
ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: DECIMO PERIODO: SEGUNDO
HOARIA Periodo: 40
 Linguistic
 Pragmatic
COMPONENTE INVESTIGATIVO Project organizing careers day

1.
topics.
2. Explains ideas presented in an oral or written text about topics of interest or that are familiar through
What is the most appropriate career for me? the use of previous knowledge, inferences or interpretations.
3. Exchanges opinions on topics of personal, social or academic interest in a natural and coherent
manner using familiar expressions.
RECURSOS FORMATIVA
DIDÁCTICOS

 Off to the Lexical: Recognizes Writes English Reflects on the The development of this This subject involves Values And Socio-
university English verbs in verbs in different differences subject involves the the use of a wide Affective Development
 Organizing a Languages Compound different grammatical tenses between implementation of a broad range of materials (10%)
128
careers day nouns grammatical Uses verb patters university and range pedagogical and resources this  The teacher evaluates
tenses. with verb + infinitive school contexts strategies such as: includes: academic, disciplinary
Language Positive and negative verb + ing  Classroom research  classroom and coexistence traits of
functions: adjectives projects (project based supplies and
Identifies the each student.
Writes wh question activities). school resources
School and university difference  Task based activities. such as: white
Reports other between direct the obtain general Cognitive And
subjects  Grammar drills boards, tape
people’s speech and reported and specific Communicative
 Writing activities recorders, mp3
Interview expressions speech information (compositions, opinion players, etc. Development (70%)
Formulates papers, summaries,  printed materials  It entails academic
different type of Grammatical: etc.) like: course- performance and
open ended  Listening books, teacher development and the
questions to + infinitive to express comprehension made materials, use of the knowledge in
purpose activities. newspapers, meaningful social
 Presentations. among others.
Reported speech Using contexts.
 Oral reports.  ICT resources
say and tell  Debates. including laptops,
 Plenaries. video streaming, Self-evaluation (10%)
Verb + -ing and verb + to  Discussions
infinitive web pages,  Students reflect on their
podcasts and learning processes,
Wh- questions others. class performance, and
Pronunciation:
Intonation in questions
Students discussing which  Classroom
subjects to study government
Pronouncing the letter ‘o’ representatives
analyze their
Discourse:
Discussing favorite school performance in
subjects and ambitions relation to disciplinary,
academic and
Sociolinguistic & coexistence factors.
intercultural:
Curiosity and discovery
Self-awareness
Learning through
129
interaction
Evidencias de Aprendizaje en el:

Saber Hacer Ser
 Identifies the different verbal tenses  Writes verbs in different verbal tenses  Discusses the differences between school and university context
 Recognizes the applications of reported and direct speech  Request information using open ended questions in class

MALLA CURRICULAR
ÁREA /
ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: DECIMO PERIODO: TERCERO
HOARIA Periodo: 40
 Linguistic
 Pragmatic
COMPONENTE INVESTIGATIVO Conduct a survey on human rights

1.
topics.
How can I gather information regarding students’ perceptions about human rights at
the use of previous knowledge, inferences or interpretations.
I.E. los Andes? 3. Exchanges opinions on topics of personal, social or academic interest in a natural and coherent
EJE TEMÁTICO APRENDIZAJES INDICADORES DE DESEMPEÑO ESTRATEGIA PEDAGÓGICA RECURSOS ESTRATEGIA DE EVALUACIÓN
DIDÁCTICOS
130
FORMATIVA

 You can make Lexical: Recognizes Writes English Ponders upon The development of this This subject involves Values And Socio-
a difference English verbs in verbs in different modern world subject involves the the use of a wide Affective Development
 Meeting the Common verbs list different grammatical tenses problems implementation of a broad range of materials (10%)
challenges of range pedagogical and resources this
Phrasal verbs strategies such as: includes:
the modern tenses. Expresses ideas academic, disciplinary
 Classroom research  classroom
world Basic human needs using clauses in projects (project based supplies and and coexistence traits of
Identifies the past and present activities). school resources each student.
World problems uses of passive tense  Task based activities. such as: white
Language and active voice  Grammar drills boards, tape Cognitive And
functions: War and conflict  Writing activities recorders, mp3 Communicative
(compositions, opinion players, etc.
Grammatical: Development (70%)
Expresses papers, summaries,  printed materials
etc.) like: course-  It entails academic
conditions
Need to to express  Listening books, teacher performance and
necessity comprehension made materials, development and the
Express past
activities. newspapers, use of the knowledge in
events The passive  Presentations. among others. meaningful social
 Oral reports.  ICT resources contexts.
Expresses Review of second  Debates. including laptops,
processes conditional would / wouldn’t  Plenaries. video streaming,
 Discussions Self-evaluation (10%)
When and until with the web pages,
 Students reflect on their
past simple; the past podcasts and
learning processes,
passive others.
Pronunciation: coexistence inside and
Minimal pairs
People discuss their ideal
 Classroom
worlds Contracted form ’d
government
Discourse: representatives
analyze their
Discussing basic human classmates’ classroom
needs and your rights performance in
Giving your opinion about
what being a good citizen academic and
131
means coexistence factors.
Sociolinguistic &
intercultural:
Self-awareness
Learning through
interaction

Saber Hacer Ser
 Identifies the different verbal tenses  Writes verbs in different verbal tenses  Discusses modern world problems such as war, poverty, violence
 Recognizes the applications of passive and active voice  Recounts events in the past using clauses. among other in class

132
MALLA CURRICULAR
ÁREA /
ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: DECIMO PERIODO: CUARTO
HOARIA Periodo: 40
 Linguistic
 Pragmatic
COMPONENTE INVESTIGATIVO Conduct a survey on human rights

1.
topics.
How can I gather information regarding students’ perception about human rights at
the use of previous knowledge, inferences or interpretations.
I.E. los Andes? 3. Exchanges opinions on topics of personal, social or academic interest in a natural and coherent
RECURSOS FORMATIVA
DIDÁCTICOS

 We shape the Lexical: Recognizes Writes English Raises awareness The development of this This subject involves Values And Socio-
future English verbs in verbs in different on acknowledging subject involves the the use of a wide Affective Development
 A survey on Common verbs list different grammatical tenses human rights implementation of a broad range of materials (10%)
Human rights range pedagogical and resources this
Verbs related to the media strategies such as: includes:
tenses. Expresses ideas academic, disciplinary
Community and voluntary using present and coexistence traits of
work Identifies the perfect activities). school resources each student.
Language differences  Task based activities. such as: white
133
Functions: Wealth and money between past  Grammar drills boards, tape Cognitive And
simple and  Writing activities recorders, mp3 Communicative
Recount past Documentary programme present perfect (compositions, opinion players, etc. Development (70%)
events papers, summaries,  printed materials
 It entails academic
Grammatical: etc.) like: course-
performance and
Expresses  Listening books, teacher
Present continuous for development and the
comprehension made materials,
changing situations changing situations use of the knowledge in
activities. newspapers,
 Presentations. among others. meaningful social
Expresses actions Present perfect versus past  Oral reports.  ICT resources contexts.
in the future simple  Debates. including laptops,
 Plenaries. video streaming,
Past continuous versus  Discussions Self-evaluation (10%)
past simple web pages,  Students reflect on their
podcasts and learning processes,
will / won’t versus be + others. class performance, and
going to
Pronunciation: outside the classroom.
An interview about Circo Peers-evaluation (10%)

Para Todos /ɪd/ /t/ and /d/  Classroom
government
Discourse:
representatives
Discussing how you find analyze their
out about the news classmates’ classroom
performance in
Discussing documentaries; relation to disciplinary,
presenting an idea academic and
Sociolinguistic &
intercultural:
Self-awareness
Learning through
interaction

Saber Hacer Ser
 Identifies the different verbal tenses  Writes verbs in different verbal tenses  Discusses the importance of human rights in human history in
 Recognizes the differences between the simple past and present  Expresses ideas linking the past the present with present class
134
perfect continuous
135
ONCE
136
MALLA CURRICULAR
ÁREA /
ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: ONCE PERIODO: PRIMERO
HOARIA Periodo: 40
 Identifico personas, situaciones, lugares y el tema en conversaciones 00sencillas
 Linguistic
 Pragmatic
COMPONENTE INVESTIGATIVO Researching on the linguistic elements of English language

1.
Identifies the purpose of medium length oral and written texts related to topics of general and
academic interest and shares it with others.
2. Explains orally and in written forms the causes and effects as well as the problem and the solution of
How does the identification of the different elements of the English language a situation.
improves my academic performance? 3. Identifies opinions of the author in oral and written texts related to his/her school environment using
prior knowledge related to the topic as well as the structure of the text.
4. Expresses his/her position on a familiar topic in written and oral form, taking into consideration
his/her audience.
RECURSOS FORMATIVA
DIDÁCTICOS

The parts of the Lexical: Recognizes Writes English Reflects on the The development of this This subject involves Values And Socio-
speech English verbs in verbs in different language as a subject involves the the use of a wide Affective Development
Common verbs list different grammatical tenses complex system implementation of a broad range of materials (10%)
Language that allows range pedagogical and resources this
Nouns types communication strategies such as: includes:
Functions: tenses. Expresses ideas, academic, disciplinary
Pronouns types beliefs, opinions and coexistence traits of
Identifies the and state positions activities). school resources each student.
137
Expresses ideas Adjectives different using the parts of  Task based activities. such as: white
functions of the the speech.  Grammar drills boards, tape Cognitive And
Expresses opinions Connectors/conjunctions words according  Writing activities recorders, mp3 Communicative
(compositions, opinion players, etc.
to its category: Development (70%)
State a position in Interjections papers, summaries,  printed materials
noun, verb, etc.) like: course-  It entails academic
relation to a topic adjective, performance and
Adverbs  Listening books, teacher
conjunction, comprehension made materials, development and the
Articles articles, activities. newspapers, use of the knowledge in
prepositions,  Presentations. among others. meaningful social
Prepositions  Oral reports.  ICT resources contexts.
among others
 Debates. including laptops,
Grammatical:  Plenaries. video streaming,
 Discussions Self-evaluation (10%)
Past, present, future and web pages,
 Students reflect on their
perfect tenses podcasts and
learning processes,
others.
Pronunciation:
Intonation patters outside the classroom.
Pronunciation of past tense Peers-evaluation (10%)

and past participle verbs  Classroom
government
Discourse:
representatives
Expresses orally and in analyze their
written form ideas, beliefs, classmates’ classroom
and opinions performance in
Sociolinguistic &
academic and
intercultural:
Self-awareness
Learning through
interaction

Saber Hacer Ser
 Identifies the different verbal tenses  Writes verbs in different verbal tenses  Reflects on the language as a complex system that allows
 Recognizes the parts of the speech  Expresses ideas, beliefs, opinions consciously using the parts of the communication
speech
138
MALLA CURRICULAR
ÁREA /
ASIGNATURA: Plan de Área Idioma Extranjero Inglés GRADO: ONCE PERIODO: SEGUNDO
HOARIA Periodo: 40
 Linguistic
 Pragmatic

1.
Identifies the purpose of medium length oral and written texts related to topics of general and
academic interest and shares it with others.
2. Explains orally and in written forms the causes and effects as well as the problem and the solution of
a situation.
What strategies can I use to prepare myself for Pruebas saber? 3. Identifies opinions of the author in oral and written texts related to his/her school environment using
prior knowledge related to the topic as well as the structure of the text.
4. Expresses his/her position on a familiar topic in written and oral form, taking into consideration
his/her audience.
RECURSOS FORMATIVA
DIDÁCTICOS

Understanding Lexical: Recognizes Writes English Raises awareness The development of this This subject involves Values And Socio-
and practicing for English verbs in verbs in different on the importance subject involves the the use of a wide Affective Development
different grammatical tenses of preparing for a implementation of a broad range of materials (10%)
139
Pruebas saber Common verbs list grammatical Develops different better future range pedagogical and resources this  The teacher evaluates
tenses. types and activities, strategies such as: includes: academic, disciplinary
Language Phrasal verbs questionnaires,  Classroom research  classroom and coexistence traits of
Functions: projects (project based supplies and
Identifies reading activities, each student.
Vocabulary related to activities). school resources
different types of question different types of grammar exercises  Task based activities. such as: white
Understand question and related to Pruebas Cognitive And
in external texts  Grammar drills boards, tape
different types of activities in saber. Communicative
 Writing activities recorders, mp3
text Grammatical: relation to saber (compositions, opinion players, etc. Development (70%)
test exercises papers, summaries,  printed materials  It entails academic
Be able to identify Present tense etc.) like: course- performance and
general and  Listening books, teacher development and the
specific information Future tense comprehension made materials, use of the knowledge in
in different types of activities. newspapers, meaningful social
oral and written Past tense  Presentations. among others.
contexts.
texts.  Oral reports.  ICT resources
Present perfect  Debates. including laptops,
Express ideas  Plenaries. video streaming, Self-evaluation (10%)
Conditionals  Discussions
regarding different web pages,  Students reflect on their
types of oral and Pronunciation: podcasts and learning processes,
written texts. others. class performance, and
Vowel sounds coexistence inside and
Consonant sounds
Discourse: Peers-evaluation (10%)

 Classroom
Expressing ideas and government
opinions representatives
analyze their
Sociolinguistic &
intercultural: classmates’ classroom
performance in
Curiosity and discovery relation to disciplinary,
academic and
Self-awareness coexistence factors.
Learning through
interaction

Saber Hacer Ser
 Identifies the different verbal tenses  Writes verbs in different verbal tenses  Raises awareness on the importance of preparing for a
 Understands different types of oral and written texts  Develops different types of activities related to pruebas better furure.
140
saber.
141
MALLA CURRICULAR
ÁREA / ASIGNATURA: IDIOMA EXTRANJERO: INGLÉS GRADO: ONCE PERIODO: CUARTO
Semanal: 4
INTENSIDAD HOARIA
Periodo: 40
Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la
WRITING coherencia y la cohesión
MONOLOGUE Expreso mi opinión sobre asuntos de interés general para mí y mis compañeros
ESTANDAR CONVERSATIO Utilizo estrategias que me permiten iniciar, mantener y cerrar una conversación sencilla sobre temas de mi interés, de una
N forma natural
LISTENING Identifico la idea principal de un texto oral cuando tengo conocimiento previo del temo
READING Utilizo variedad de estrategias de compresión de lectura adecuadas al propósito y al tipo de texto
COMPETENCIA COMMUNICATIVE COMPETENCE
LINGUISTIC
COMPONENTES SOCIOLINGUIST
IC
PRAGMATIC
COMPONENTE INVESTIGATIVO DESIGN A ENVIRONMENTAL BOARD GAME
1. Identifies the purpose of medium length oral and written texts related to topics of
general and academic interest and shares it with others.
2. Explains orally and in written forms the causes and effects as well as the problem
and the solution of a situation.
HOW CAN I RAISE AWARENES ON ENVIROMENTAL CONCERN AT I.E LOS
3. Identifies opinions of the author in oral and written texts related to his/her school
ANDES?
environment using prior knowledge related to the topic as well as the structure of
the text.
4. Expresses his/her position on a familiar topic in written and oral form, taking into
consideration his/her audience.
ESTRATEGIA DE
ESTRATEGIA EVALUACIÓN FORMATIVA
PEDAGÓGICA

Module name Lexical Identifies expression Describes an special Relfects on The development of this This subject involves the Values And Socio-Affective
-savind the planet -places in the city and vocabulary event environmental subject involves the use of a wide range of
142
-word families related to Expresses oraly and issues implementation of a materials and resources Development (10%)
Language functions -environmental environmental in writing ideas broad range pedagogical this includes:  The teacher evaluates
-request and provide problems problems regaring strategies such as:  classroom supplies
information -holidays academic, disciplinary and
environmental  Classroom research and school
-describe places -job titles mining coexistence traits of each
-making suggestions -containers and Understands the preservation projects (project resources such as:
structures of perfect based activities). white boards, tape student.
-discussing jobs packing
-expressing conditions -strong and normal tenses  Task based recorders, mp3
adjectives activities. players, etc. Cognitive And Communicative
-colour idioms  Grammar drills  printed materials Development (70%)
grammar  Writing activities like: course-books,  It entails academic
-use and used to (compositions, teacher made
-present perfect performance and
opinion papers, materials, development and the use of
continuous
-expression for summaries, etc.) newspapers, among the knowledge in
cause and effect  Listening others. meaningful social contexts.
-past perfect comprehension  ICT resources
-the future in past activities. including laptops,
-linking phrases  Presentations. video streaming, Self-evaluation (10%)
-third conditional  Oral reports.
Pronunciation web pages,  Students reflect on their
 Debates.
-intonation
 Plenaries. podcasts and others. learning processes, class
-stress performance, and
Discourse  Discussions
-begin and maintain coexistence inside and
a short conversation outside the classroom.
Socio-linguistic
intercultural:
-formal and informal Peers-evaluation (10%)
language  Classroom government
-learning through representatives analyze
interaction
their classmates’
-taking turns
classroom performance in
academic and

Understand people talking about the environment Organizing paragraphs Raise awareness on environmental preservation
Understand how environemtal problems affect people and Follow the writing process
communities Participate in a debate
143
144
REFERENCIAS BIBLIOGRAFICAS
Beckner, C., Blythe, R., Bybee, J., Christiansen, M.H., Croft, W., Schoenemann, T., et al.
(2009) Language is a complex adaptive system: Position paper. Language Learning
Supplement, 1, 1-26. Taken from http://cnl.psych.cornell.edu/pubs/2009-LACAS-pos-
LL.pdf.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics 1, 1–47.
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.),

Sociolinguistics (pp. 269-293). Baltimore, MD: Penguin Books Ltd.
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT:
Yale University Press.
Ministry of National Education. (2009). Mundo de competencias. Colombia Aprende: La red de

conocimiento. Taken from http://www.colombiaaprende.edu.co
/html/competencias/1751/w3-propertyvalue-44921.html.
Ministry of National Education. (2006a). Estándares básicos de competencias en lenguaje,

matemáticas, ciencias, y ciudadanos. Bogotá, Colombia: Imprenta Nacional.
Malik, B. (2003). Intervenciones para la adquisición de competencias interculturales (pp. 424-

452). En Repetto, E. (coord.) Modelos de Orientación e Intervención Psicopedagógica.
Volumen 2. Madrid: UNED.
Ministry of National Education. (2006a). Estándares básicos de competencias en lenguaje,

matemáticas, ciencias, y ciudadanos. Bogotá, Colombia: Imprenta Nacional.
Ministerio de Educación Nacional de Colombia, serie lineamientos curriculares Educación ética

y Valores humanos.
Ministerio de Educación Nacional de Colombia. Guía No. 6. Estándares Básicos de

Competencias Ciudadanas.
Nunan, D. (2004). Syllabus design (12th ed.). Oxford, UK: Oxford University Press.
Nussbaum, L. (1991). La lengua maternal en clase de lengua extranjera: Entre la ayuda y el

obstaculo. Signos teoria y práctica de la educación, 4, 36-47. Taken from
http://www.quadernsdigitals.net/datos/hemeroteca/r_3/nr_34/a_560/560.
Ordoñez, C. L. (2011) Education for bilingualism: Connecting

SpanishandEnglishformthecurriculum,intotheclassroom and beyond. Pro le, 13(2), 147-
161. Taken from http:// www.revistas.unal.edu.co/index.php/profile/article/ view/25704.
Usó, E. & Martínez, A. (2006). Approcahes to language learning and teaching: Towards
acquiring communicative competence through the four skills. In E. Uso and A. Martinez
(Eds.) Current trends in the development and teaching of the four language skills (pp.29-
46). Berlin, Germany: Mouton de G
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PLAN DE ESTUDIO

IDIOMA EXTRANJERO INGLÉS

HENRY ALBERTO ALVAREZ

INSTITUCIÓN EDUCATIVA LOS ANDES

OBJETIVOS GENERALES DEL AREA 6

METAS DE APRENDIZAJE POR GRADO 7

ARTICULACIÓN CON PROYECTOS TRANVERSALES 20

MALLA CURRICULAR GRADO 1 22

MALLA CURRICULAR GRADO 2 31

MALLA CURRICULAR GRADO 3 40

MALLA CURRICULAR GRADO 4 50

MALLA CURRICULAR GRADO 5 59

MALLA CURRICULAR GRADO 6 70

MALLA CURRICULAR GRADO 7 83

MALLA CURRICULAR GRADO 9 109

MALLA CURRICULAR GRADO 10 122

MALLA CURRICULAR GRADO 11 135

Teniendo en cuenta las necesidades del contexto educativo colombiano y en

GRADO Al final de cada curso los estudiantes serán capaces de:

 Constitución Nacional. Art. 44, Art. 67, Art. 70

 Lengua. Celce-Murcia y Olshtain (citados en Kumaravadivelu, 2008, pp. 7-8).

 Relacion lengua maternal / Lengua extranjera. Este plan de estudio interpreta

 Competencia. El Ministerio de Educación Nacional, define competencia como

 Competencia Comunicativa. Es la habilidad que tienen los sujetos de

 Competencia Intercultural. Malik (2003) la define como “los conocimientos, las

 Habilidades de la lengua. Las habilidades de la lengua están en el centro del

 Referente Nacional e Internacional. Para la elaboración de este documento se

 Apredizaje basado en tareas: Este enfoque se basa en el desarrollo de tareas

 Aprendizaje basado en projectos: La enseñanza y aprendizaje basado en

 Competencia lingüística. Se reﬁere al conocimiento de los recursos formales de

Estructura de los estadares: Con el ﬁn de permitir un desarrollo integrado y gradual

La Institución Educativa los Andes, está ubicado en la comuna norte de Florencia, en el

Desde el año 2015 se ha evidenciado un mejoramento significativo en el desempeño de

A continuación se presentan las estrategias pedagógicas que soportan el modelo

1. Exposiciones magistrales reguladas.

Con respecto al énfasis en investigación se propone que los estudiantes participen

Para efectos de evaluación y promoción de estudiantes, la Institución Educativa los

Escala Institucional Escala Nacional Dto.1290

A continuacions se evidencian los aspectos a tener en cuenta en la valoración de los

El desarrollo valores y socio-afectivo (10%). Se refiere a los valores morales y

El desarrollo comunicativo (20)%. Se refiere a la capacidad de manejar las

El desarrollo cognitivo (50%). Tiene que ver con la adquisición, construcción,

Autoevaluación (10%). La autoevaluación es el ejercicio que realiza el propio

Coevaluación (10%). Es el proceso de valoración que hacen de los desempeños

GRADO INTESIDAD PRIMER SEGUNDO TERCER CUARTO TOTAL

Para el desarrollo de la asignatura se emplean un amplio use de recursos humanos,

Recursos Recursos Fisicos Recursos Didacticos Recursos bibliograficos

Around the world 7

Our natural environment 10

Saving planet earth 11

PROYECTO EDUCACIÓN SEXUAL

Integral personal care 7

Love and relationships 11

PROYECTO PAZ Y DEMOCRACIA

Living together in the classroom 6

Bullying and conflicto 7

Money makes the world go around 10

PROYECTO TIEMPO LIBRE

Around the world 6

Arund the world 9

The future is in your hands 11

DIFICULTADES PRESENTADAS POR LOS ESTUDIANTES DURANTE EL PERIODO

En esta comunidad educativa se hace necesario implementar o buscar diferentes