SUGGESTED CURRICULUM STRUCTURE - Colombia …...adaptar y adoptar cada uno de los elementos dentro...

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Let’s learn something new today!

SUGGESTEDCURRICULUM STRUCTURE

6th to11th g

rades

SUGGESTEDCURRICULUM STRUCTURE

GRADES 6th to 11thENGLISH FOR DIVERSITY AND EQUITY

MINISTERIO DE EDUCACIÓN NACIONAL

MINISTRA DE EDUCACIÓN NACIONAL DE COLOMBIAGina Parody d’Echeona

VICEMINISTRO DE EDUCACIÓN PREESCOLAR, BÁSICA Y MEDIAVíctor Javier Saavedra Mercado

DIRECTORA DE CALIDAD PARA LA EDUCACIÓN PREESCOLAR,BÁSICA Y MEDIAAna Bolena Escobar Escobar

SUB DIRECTORA DE FOMENTO DE COMPETENCIASPaola Andrea Trujillo Pulido

GERENTE COLOMBIA BILINGÜERosa María Cely Herrera

AUTORESEQUIPO COLOMBIA BILINGÜE

COORDINADORA DE PROYECTOS COLOMBIA BILINGÜEMartha Sofía Galvis Silva

PROFESIONAL COLOMBIA BILINGÜECarlos-Javier Amaya G.

FUNDACIÓN UNIVERSIDAD DEL NORTE

DIRECTORA DEL DEPARTAMENTO DE ESPAÑOLDra. Nayibe Rosado

DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERASMag. Lourdes Rey

DOCENTE E INVESTIGADORADra. Angela Bailey

DOCENTE EN INGLÉS BÁSICA, SECUNDARIA Y MEDIAMag. Fabián Moisés Padilla De La Cerda

DOCENTE DE INGLÉS BÁSICA, SECUNDARIA Y MEDIAMag. Zulay Esther Díaz Mercado

DOCENTE DE INGLÉS BÁSICA, SECUNDARIA Y MEDIAMag. Migdonia Abud Cañarete

AGRADECIMIENTOS PROCESO DEEVALUACIÓN Y VALIDACIÓN CURRICULAR

COORDINADOR ACADÉMICO EN POLÍTICA LINGÜÍSTICA – MINISTERIO DE EDUCACIÓN DEL URUGUAYDr. Gabriel Díaz Maggioli

PROFESOR ASOCIADO PONTIFICIA UNIVERSIDAD BOLIVARIANaDr. Raúl Alberto Mora

UNIVERSIDAD DEL VALLEDr. José Aldemar Álvarez Valencia

UNIVERSIDAD DEL ATLÁNTICOMag. Luz Janeth Hernández Peña

PONTIFICIA UNIVERSIDAD JAVERIANADr. Carlos Rico Troncoso

UNIVERSIDAD DE SUCREMag. Adolfo Bernardo Arrieta Carrascal

UNIVERSIDAD DE CÓRDOBADr. José David Herázo Rivera

UNIVERSIDAD SURCOLOMBIANAMag. Gilma Zúñiga Camacho

UNIVERSIDAD TECNOLÓGICA DE PEREIRAMag. María Clemencia González Gutiérrez

FUNDACIÓN UNIVERSITARIA LUIS AMIGÓClaudia María Uribe Hoyos

EVALUACIÓN CURRICULAR POR PARTE DE DOCENTES DE LAS INSTITUCIONES EDUCATIVAS Y SECRETARÍAS DE EDUCACIÓN

SECRETARÍA DE EDUCACIÓN DE ARMENIAJefferson Arias AlzateJorge Mario Perdomo Santa Cruz

SECRETARÍA DE EDUCACIÓN DE ATLÁNTICOLuz Marina Castillo FrancoMilena Patricia Tapia GarcíaBelkis Esther Rolong ColónMiguel Ángel Salas VásquezTrinidad Sofía De León NavarroVilma Cecilia Brugés FontalvoFabiola María Bayona CaroOfelia Francisca Gamarra RamosMargarita SicilianiAurora Esther BohórquezBelquis Karol ArrietaMarla Patricia Llanos SarmientoAna Sofía Preciado DuqueShirley Johana Manotas MartínezInés María D’vera RochaLucila López Lozada

SECRETARÍA DE EDUCACIÓN DE BARRANQUILLANoldin Salas RojasElena de Jesús Cardales RodríguezMaribel Angélica Martínez IbáñezEliana Sofía Salas ContreraAldemar Jesús Torres CogolloGustavo Adolfo Gutiérrez RodríguezBreiner Saleth Torres

SECRETARÍA DE EDUCACIÓN DE BUCARAMANGAAndrea del Pilar Rosas RamosFabio Alexander Rodríguez Bustos

SECRETARÍA DE EDUCACIÓN DE CALILiliana Gómez Díaz

SECRETARÍA DE EDUCACIÓN DE CESAREdward Leonardo Ibarra GonzálezCarmen Beatriz Araujo QuirozRoyer David Redondo Castro

SECRETARÍA DE EDUCACIÓN DE DUITAMAElizabeth Moreno GarcíaAura Cecilia Galvis ÁlvarezYadira Esperanza Ávila ArévaloAlix Yolanda Morales Granados

SECRETARÍA DE EDUCACIÓN DE MANIZALESSandra Viviana Valencia CarvajalMartha Lucía Jaramillo RiveraJosé Oscar García Cardona

SECRETARÍA DE EDUCACIÓN DE MEDELLÍNJairo Alexander García QuinteroEdwin Ferney Ortiz CardonaWilson Andrés Cardona PeláezTatiana Gómez Ramírez

SECRETARÍA DE EDUCACIÓN DE MONTERÍADiana Marcela Jaramillo CatañoYanilis RomeroMilton Alcides Pájaro ManjarresMartha Elvira Paz WechekLuis Alfredo Martínez Díaz

SECRETARÍA DE EDUCACIÓN DE NEIVALilia Stella Bernal LandínezMartha Cecilia Cabrera Rodríguez

SECRETARÍA DE EDUCACIÓN DE PASTOLuis Martín Arcos GuerreroPaula del Socorro Bucheli Bravo

SECRETARÍA DE EDUCACIÓN DE POPAYÁNGuillermo Javier Enriquez LeónWilliam Macías Imbachi

PROGRAMA ENGLISH FOR SCHOOLS UNINORTEIury Ángel Ferrer SolanoVerónica Morales MirandaCarolina Morales MirandaJohanna Paola Ávila TrujilloCarlos Alberto Hernández ÁvilaDiana Marcela Tirado TenorioCindy Paola Vizcaíno PachecoSaray Lucía ArgelMarisela Restrepo RuizJohanna Paola Baiz Correa

Jesús Alberto Galindo ZabaletaLuz Fabiola Fuentes MartínezMartha Milena Montes YánezAdriel Antonio Zubiría Miranda

SECRETARÍA DE EDUCACIÓN DE SANTA MARTAOscar Martínez MonerySandra Patricia Salgado PertuzLuis Jerónimo Bermúdez Diazgranados

SECRETARÍA DE EDUCACIÓN DE SOLEDADYullys del Carmen Alvarino OchoaYasmira Esther Díaz Yepes

SECRETARÍA DE EDUCACIÓN DE TUNJAAna Rita Ballesteros GonzálezBlanca Cecilia Cetina Acosta

SECRETARÍA DE EDUCACIÓN DE VILLAVICENCIOAdriana Bustos GómezYaneth del Pilar Mejía SolanoDiana Camila Polindar Pérez

ESTUDIANTES MAESTRÍA EN LA ENSEÑANZA DEL INGLÉS.UNINORTEErasmenia Montero MercadoPatricia Inés Mercado SuárezLiseth María Fontalvo PérezMiguel Alberto PedrozoLuz Mary Benítez HernandezJuan Bustamante

DISEÑO GRÁFICO Y DIAGRAMACIÓNTEAM TOON STUDIO

DISEÑO EDITORIAL Janeth Barrios, Camila Gómez, Carolina Soleno,Mauricio Palacio, Beatriz Jiménez

ILUSTRADORESOscar Reyes, Camila Gómez, Carolina Soleno

BEATRIZ JIMÉNEZDirección de arte

LEÓN MEJÍADirección general

ISBN 978-598-691-768-12016

Estimada Comunidad Educativa:

El Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, tiene como objetivo construir una Colombia en paz, equitativa y educada. El Ministerio de Educación Nacional se hace partícipe de esta meta y pone todos sus esfuerzos en establecer la calidad y la equidad en el contexto educativo a través de programas como “Colombia Bilingüe”, cuyas acciones se enmarcan dentro del propósito de hacer de Colombia la mejor educada de la región para el año 2025.

Hoy presentamos al país los Derechos Básicos de Aprendizaje de Inglés y el Currículo Sugerido de Inglés para los grados 6º a 11º, herramientas que buscan que los estudiantes alcancen un nivel de inglés que les permita comunicarse, interactuar y compartir conocimiento, y a la vez potenciar sus capacidades humanas y profesionales.

Estos dos documentos se construyeron teniendo en cuenta las necesidades y características propias del sector educativo, lo que permitió establecer ejes pertinentes y adaptables a los contextos particulares de cada institución. Valoramos y entendemos la diversidad cultural, demográfica y social de nuestro país, por lo que estos documentos se presentan como una propuesta dirigida a los docentes de inglés, sus instituciones educativas y las secretarías de educación. Dichos actores, en su autonomía curricular, podrán analizar, adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de enseñanza y aprendizaje del inglés.

Los Derechos Básicos de Aprendizaje y el Currículo Sugerido de Inglés son una apuesta clara que busca generar igualdad educativa y hacer que la enseñanza y el aprendizaje del inglés sean vistos como una herramienta que fortalezca la formación integral y pertinente para los estudiantes del siglo XXI en Colombia. Por esta razón, el Currículo Sugerido integra diferentes ejes de formación, tales como la Paz y la Democracia, aspectos fundamentales en la construcción de un país en paz que busca abrirse cada vez más al mundo globalizado y multicultural en el que vivimos.

Este documento se construyó con el apoyo de expertos nacionales e internacionales y de 94 docentes evaluadores de diversas regiones del país, en un proceso que nos permite asegurar su calidad y pertinencia para el contexto educativo colombiano. Con estas herramientas, los docentes de inglés y las Instituciones Educativas aportarán cada vez más a la construcción del país bilingüe que deseamos y al alcance de la meta de ser el país mejor educado de la región.

GINA PARODY D’ECHEONAMinistra de Educación de Colombia

CONTENT

INTRODUCTION1. GUIDELINES ON THE STRUCTURE AND ITS COMPONENTS

1.1. SCOPE AND SEQUENCE1.2. COMPONENTS OF THE SYLLABUS1.3. SUGGESTED METHODOLOGICAL PATHS1.4. SUGGESTED ASSESSMENT PATHS

2. GUIDELINES FOR TEACHERS AND SCHOOLS ON THE ANALYSIS AND IMPLEMENTATION OF THE PROPOSAL

2.1. ANALYSIS OF THE PROPOSED CURRICULUM2.2. IMPLEMENTATION PLANNING2.3. IMPLEMENTATION2.4. EVALUATION

P.13P.14P.14P.16P.20P.24P.26

P.27P.28P.29P.29

SUGGESTED ENGLISH CURRICULUM STRUCTURE

3. SCOPE AND SEQUENCE AND SYLLABUS SCOPE AND SEQUENCE

3.1. LEVEL A1 - SUGGESTED GRADE: 6TH3.2. LEVEL A2.1 - SUGGESTED GRADE: 7TH 3.3. LEVEL A2.2 - SUGGESTED GRADE: 8TH3.4. LEVEL B1.1 - SUGGESTED GRADE: 9TH3.5. LEVEL B1.2 - SUGGESTED GRADE: 10TH3.6. LEVEL B1.3 - SUGGESTED GRADE: 11TH

SYLLABUS3.7. SYLLABUS - SUGGESTED GRADE: 6TH3.8. SYLLABUS - SUGGESTED GRADE: 7TH3.9. SYLLABUS - SUGGESTED GRADE: 8TH3.10. SYLLABUS - SUGGESTED GRADE: 9TH3.11. SYLLABUS - SUGGESTED GRADE: 10TH3.12. SYLLABUS - SUGGESTED GRADE: 11TH

4. PROPOSED TEACHING AND ASSESSMENT PATHS4.1. 6TH GRADE4.2. 7TH GRADE4.3. 8TH GRADE4.4. 9TH GRADE4.5. 10TH GRADE4.6. 11TH GRADE

P.31P.32P.33P.34P.35P.36P.37P.38P.41P.42P.50P.58P.66P.74P.82P.90P.90P.94P.99

P.103P.107P.111


5. EXAMPLES OF LESSON PLANS AND ASSESSMENT5.1. 6TH GRADE EXAMPLE LESSON PLAN5.2. 7TH GRADE EXAMPLE LESSON PLAN5.3. 8TH GRADE EXAMPLE LESSON PLAN5.4. 9TH GRADE EXAMPLE LESSON PLAN5.5. 10TH GRADE EXAMPLE LESSON PLAN5.6. 11TH GRADE EXAMPLE LESSON PLAN5.7. 6TH GRADE RUBRIC EXAMPLE5.8. 8TH GRADE RUBRIC EXAMPLE5.9. 9TH GRADE RUBRIC EXAMPLE5.10. 10TH GRADE RUBRIC EXAMPLE5.11. 11TH GRADE RUBRIC EXAMPLE

6. LIST OF SUGGESTED RESOURCES6.1. READING RESOURCES6.2. WRITING RESOURCES6.3. LISTENING RESOURCES6.4. SPEAKING RESOURCES6.5. GRAMMAR RESOURCES6.6. VOCABULARY RESOURCES6.7. METHODOLOGY RESOURCES (GENERAL)6.8. METHODOLOGY RESOURCES (PROJECT)6.9. METHODOLOGY RESOURCES (PROBLEM)6.10. RESOURCES FOR CURRICULUM DESIGN6.11. GAMES6.12. VIRTUAL RESOURCES

P.116P.116P.118P.120P.122P.125P.127P.129P.130P.131P.132P.133P.134P.135P.136P.137P.138P.139P.140P.141P.143P.144P.145P.146P.148

SUGGESTED CURRICULUM STRUCTURE

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INTRODUCTIONThe Ministry of National Education is pleased to present the document “Suggested English Curriculum Structure” proposed for grades 6th to 11th of the Colombian education system. The curricular scheme is comprised by the following elements:

• Scope and Sequence• Syllabus

Likewise, recommendations on possible methodological and assessment paths are made with examples of each one that can help schools and teachers implement this proposal in their own study plans and Syllabus. Above all, the suggested structure is a proposal that each school, considering its institutional autonomy, guaranteed by Law 115 must analyze carefully and make appropriate decisions for its implementation.


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GUIDELINES ON THESTRUCTURE AND ITS COMPONENTS

This component of the curricular proposal suggests a matrix that presents the different elements that comprise the didactic, linguistic and communicative progression of the structure. This matrix gives the teacher a general view of the suggested curriculum identifying the level intended, the learning goals, the general objectives and the language functions. Elements that will be detailed in the syllabus.

The first is the curriculum points on which the tasks, projects and problems (Health, Democracy and Peace, Sustainability and Globalization) are developed. These themes are derived from official documents that suggest areas that children must learn in school and are worked on transversally in all grades. In each grade, four modules related to such themes are developed.

At the beginning of the general structure of the Scope and Sequence the Basic Learning Rights, which are the key knowledge that indicate what students must learn in each grade from 6th to 11th for the English area, are displayed. In the left column are the curriculum points, followed by the proposed goals, the language functions and the general objectives of each module per grade.

1

1.1.SCOPE AND SEQUENCE


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To show the aforementioned, below is a table showing the focuses and sequence of this curricular structure for 6th grade.

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

1.Participates in a very short conversation.

2.Requests and provide clarification on how names and unknown words are spelled.

3.Understands and uses familiar words and short phrases about routines, daily activities and preferences.

4.Understands instructions and expresses them orally and written form.

5.Describes the basic characteristics of people, things and places.

6.Answers questions related to “what, who and when” after reading or listening to a short and simple text.

7.Writes basic personal information in pre-established forms.

8.Understands the topic and general information of a short and simple text.

GOAL FUNCTIONS OBJECTIVES

MOD

ULE 1

DEM

OCRA

CY

AND

PEAC

E

• Reconocerse como individuo y como miembro de la clase.

• Recognize self as an individual and a member of the class.

• Give and ask for personal information.• Describe persons and daily activities.• Present self and others.• Give instructions.• Spell out names.• Give and request information on phone

numbers and the time.

• Identify words and phrases related to personal information and daily activities in simple oral and written texts.

• Exchange personal information and daily activities in simple role-playing games.

• Make simple phrases on personal information and daily activities orally and in writing.

MOD

ULE 2

HEAL

TH

• Establecer una rutina de cuidado físico personal.

• Establish a physical care routine.

• Describe habits and personal care routines.

• Give and request personal information and on daily activities.

• Express tastes and interests.• Describe parts of the body.

• Make simple sentences about routines, tastes and interests orally and in writing.

• Identify words and phrases about routines,• tastes and interests in simple oral and

written texts.• Exchange information about routines, tastes• and interests in a simple conversation.

MOD

ULE 3

SUST

AINAB

ILITY • Especificar acciones de ahorro de energía en la

comunidad.

• Specify actions to save energy in the community.

• Describe actions in a simple and logical sequence.

• Give and request information on a subject.

• Clarify information.

• Exchange information about daily activities• through questions and sentences.• Identify phrases and expressions about

daily activities in short oral and written texts.

• Make simple sentences about daily activities in oral and written form.

MOD

ULE 4

GLOB

ALIZA

TION

• Definir rasgos propios de la colombianidad (identidad nacional colombiana).

• Define own traits of national Colombian identity.

• Describe characteristics of a culture.• Establish comparisons between

countries.• Ask and give information.• Describe persons, places and customs.

• Identify phrases and expressions related to characteristics of persons, celebrations and places in short oral and written texts.

• Produce simple sentences about characteristics of persons, celebrations and places in oral and written form.

• Exchange information about characteristics of persons and places through questions and sentences.

3.1. SCOPE AND SEQUENCE: LEVEL A1 – SUGGESTED GRADE: 6TH


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This outline shows the progression in the scope and sequence of the suggested goals in this curricular proposal, both horizontally and vertically. Thus, horizontally we can note that the scope of the goals goes from an internal to external environment. That is, from the individual to the collective; starting from the personal, then touching the classroom to finish later in the educational community and the global environment.

On the other hand, the vertical progression is seen in development of the topics. If the table is analyzed, the themes corresponding to each module make part of the four general themes: health, democracy and peace, sustainability and globalization. Therefore, it is proposed that all grades study the same topics during each period but with a depth and complexity according to the respective grade, age and cognitive levels of the students. The activities and functions of the language also show progression; this can be better observed in Table 1.

The following section shows an outline that materializes each of the principles of this curriculum through the articulation of goals, objectives, standards, language functions, discourse and linguistic contents, and indicators: the curricular structure or study plan from sixth to eleventh grade.

As was previously mentioned, the general topics for the development of each module are health, sustainability, democracy and peace, and globalization, thus completing this curricular proposal based on transversality. These topics are developed in all grades and each leads to a more specific topic that can be adapted or changed by the teacher according to the context’s needs. This articulation is developed in greater depth in the section of curricular points of this document.

This structure has four modules for each grade related to the transversal topics and is identified with numbers from one to four plus their respective names. The name of each module represents the unit theme.

1.2.COMPONENTS OF THE SYLLABUS

VERTICAL PROGRESSION OF TRANSVERSAL TOPICS

SUGGESTED GRADE TRANSVERSAL TOPIC: HEALTH

6th Establish a physical care routine.

7th

Define activities for comprehensive personal care at a physical (body), intellectual (mind), emotional (psychological), social (relations) and spiritual (beliefs) level.

8thFormulate initiatives for the prevention of eating disorders.

9thEstablish practices for disease prevention in the region.

10th

Evaluate the impact of cultural and social practices on health (piercings, tattoos, extreme sports and sedentary lifestyle).

11thPropose paths to obtain health services in my community.


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Below the expected goal to be achieved at the end of the module is highlighted. The goal refers to the task, project or problem to develop in the module.

GOAL

Valorar el impacto de las TIC enla vida diaria.

Value the impact of ICT in daily life.

The following chart shows the identification of the suggested grade, the learning module, the time suggested to teach and assess it, and the respective Common European Framework of Reference (CEFR) level developed. In all grades, the first module will have a greater number of hours assigned.

Language functions and the general objectives are shown below:

Give opinions on current social phenomena.Justify points of view on current social phenomena.Give and request information related to current social phenomena. Describe past experiences and future plans related to current social phenomena.Express conditions related to current social phenomena.

Exchange information on academic topics through role-plays.Produce medium length oral and written descriptive texts related to academic subjects. Identify relations of cause and effect in medium length oral and written descriptive texts related to academic subjects.

LANGUAGE FUNCTIONS SUGGESTED OBJECTIVES

MODULE 1: GLOBALIZATION: SOCIAL PHENOMENA SUGGESTED GRADE: 9TH

Suggested Time: 24-27 hours for teaching and assessment CEFR

Level: B1.1


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Then, there is a list of the Basic Standards of Competences in Foreign Languages: English intended by the module. The page of Guide 22 where such standards can be found is also provided. These have been numbered to make the presentation easier.

After this list, we can find the performance indicators, which are presented as an express statement in the third party singular and show the different actions the students can take to achieve the goal proposed for the unit. The indicators are divided into indicators of knowing, doing and being.

KNOWING DOING BEING

• Recognize opinions and points of view.

• Recognize vocabulary related to current social phenomena.

• Identify the order of past and future actions.

• Infer consequences derived from an action..

• Identify ideas related to the effect of ICT in daily life in oral and written descriptive texts used in class.

• Request information on daily activities related to the use of ICT to his classmates through information questions (Wh-questions)

• Give information on his daily activities related to the use of ICT to his classmates through the use of adequate vocabulary and structures.

• Present the effect of ICT on daily life orally and having rehearsed it.

• Request justification of the informationpresented by his classmates orally.

• Prepare a descriptive text about the effect of ICT on daily life based on information obtained from different sources.

• Show respect and tolerance for different points of view.

• Participate actively in the activities proposed in class.

• Recognize the advantages and disadvantages of ICT in his daily life.

SUGGESTED PERFORMANCE INDICATORS


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The section titled Suggested Contents follows and details the linguistic, pragmatic and sociolinguistic contents developed in each module. This section shows the progression of the contents and the spiral element of the structure.

In the discussion of this suggested curriculum, we have insisted that each School must make its own decisions related to how it will approach the implementation of this document. The following two sections make recommendations that can be used as a guide for the initial work but that are susceptible to change.

SUGGESTED CONTENT

LexicalInformation Technologies• Social network• Application (Apps)• Blogs• Download / upload• Website• Save as• Password • Access

Connectors of cause and effect:• Consequently• As a result• Therefore• For this reason• Because• As• Since

Expressions to suggest• If I were you, I would…• Have you thought about…?• Why don’t you…?• In your position, I would…”• You should perhaps…”• You could always…”

Expressions to give an opinion• I (really) think that …• I believe (that) …• I’m sure that …• In my opinion / My opinion is …• I agree with …• I guess/imagine …• I have no doubt that /

I’m certain that …• I strongly believe that …• I’ve never really thought about this

before, but …• My personal opinion is that /

Personally, my opinion is that• To be honest / In my honest opinion, …• I could be wrong, but … • I’m positive that …• I’m pretty sure that …• It seems to me that …• Some people may disagree

with me, but …• This is just my opinion, but …

Grammar• Conditional • Modals of obligation: Should, ought

to, had better• Comparative and superlative• Present perfect• Future perfect

Pronunciation• Recognition of expressions such as

pronunciation and blendingsIsa izaAt the doctor Athedoctor

Discourse• Compare and contrast

Sociolinguistic/Intercultural• Valuation of different opinions• Learning through interaction• Curiosity and discovery• Knowledge of one’s own culture

and that of others


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1.3.SUGGESTED METHODOLOGICAL PATHSIn this section, possible methodological and assessment paths are proposed in order to illustrate one of the many ways of implementing the curricular proposal. This document does not intent to limit how the curricular proposal should be approached in each Colombian educational institution but does suggest possibilities for implementation. These paths include in a practical manner fundamental elements that lay the foundation and structure the proposal such as the complex and systematic view of the language, sociocultural learning, and methodologies based on tasks, projects and problems. The methodological and assessment paths herein proposed intend to determine these principles by way of example.

The methodological paths suggest a progression that begins with a methodology based on tasks in the initial grades (sixth and seventh grade) to gradually pass to a methodology based on projects in the middle grades (eighth and ninth) and finally with a methodology supported on problems in the last grades (tenth and eleventh). Each educational institution within its autonomy will chose the methodology and progression that is most convenient for its context.

A more detailed explanation of the different methodological paths that make up this proposal is presented below. We analyze one of the modules for ninth grade, which emphasis is on task-based teaching- learning. The module analyzed is Module one, corresponding to the first period of the academic year:

To work on this module, we first suggest that the teacher proposes scenarios for the student to activate previous knowledge of the subject and to customize it. Thus, in this case, we suggest building a survey to identify common situations related to the subject in school:

Identify daily activities related to the use of ICT by classmates through a survey.

These indicators allow the teacher to select the vocabulary and expressions necessary to develop the task. The above allows seeing how the task determines the linguistic, sociolinguistic and pragmatic aspects.

On the other hand, it clearly shows the sociocultural focus of learning in which the interaction of students is promoted to reach agreements on the impact of ICT on their daily lives, an activity that will be structured and monitored by the teacher.

TASK

1. Identify daily activities related to the use of ICT of classmates through a survey.

2. Investigate the effects of ICT on daily life based on descriptive texts and other texts reviewed.

3. Prepare an analysis chart on the similarities and differences on the impact of ICT on daily life identified in the survey and in the investigation.

4. Hold a debate on the impact that ICT have on daily life.5. Write a descriptive text on the impact of ICT on daily life.

Identify daily activities related to the use of ICT by classmates through a survey.

Hold a debate on the impact of ICT in daily life.

TASK BASED. GRADE 9- MODULE 1


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Regarding project-based teaching-learning, it is proposed that the students actively participate in the planning, development and assessment of a project that is in accordance with the needs of the current world. Therefore, this curricular proposal suggests activities framed within situations that are similar to reality and that are significant for the students. The suggested outline for the work on projects is represented in the KWL methodology (Know, Want, Learn), which shows what the student knows about the main theme of the project (Know), what he wants to know about it (Want) and what he learned at the end of the same (Learn). An example of a methodological path corresponding to Module 3 of ninth grade is presented below.

PROJECT-BASED. GRADE 9 - MODULE 3

Activate prior knowledge of students about the topic of prevention of the most common diseases in their environment. Write down suggested ideas on the board.

When they have shared their prior knowledge on the subject, explain they will be carrying out a project to create a campaign for the prevention of a common disease in their community.

Clearly indicate that the campaign must include activities of listening, reading, speaking and writing.

Suggest the students paths such as the following:

• Investigate about the characteristics, symptoms and forms of prevention of an assigned disease.• Represent graphically the information of the symptoms and prevention plan of the assigned disease.• Make a written report on the assigned disease following a sample provided by the teacher and

practiced in class.• Select and organize the pertinent information to create a disease prevention plan following a sample

provided.• Make a poster and an oral presentation describing the disease, the symptoms and ways to prevent it.• Interact with the class to assess the prevention plans presented.

While the students work on their campaigns, monitor their work to take notes on the emerging areas to review as a class in workshops and mini-lessons on grammar, vocabulary and functions. These workshops can include:

1. Model the text writing process based on the analysis of similar texts to that which will be produced, the purpose, its parts and type of linguistic resources gathered to produce it and developing it by stages from brainstorming, initial draft and review.

2. Help define the lists of characteristics and social conducts.

FOR THE TEACHER


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From the results/ knowledge previously shared, the students work in groups to summarize what they already know of the subject and decide on the steps to follow.

Students must plan the development of the project in stages, giving each stage a goal about what to do and how they will do it.

They must identify what vocabulary, structures or expressions they must use to carry out the activity.

They must assign roles within the group to carry out the task in the best way possible.

Students present their projects to the class.

The student individually writes a reflection in a pre-established format about what he learned on the subject and receives teacher feedback.

In the first part, we suggest that students know the subject of the project. An initial question is made that will guide the students during the entire process. We recommend that the teacher activates prior knowledge of students and obtains this information through other questions.

This is the moment of planning and where the final product is defined. We recommend that the students establish cooperative groups and assume roles within them. There is an exchange of ideas and actions previously planned are implemented, through which the project will be developed.

In this stage, we propose that students present their projects. To do so a prior preparation of such presentation is necessary. Here all classmates and the teacher provide feedback and those participating in the project evaluate the experience and performance of the same.

WHAT DO YOU KNOWOR UNDERSTAND? (K)

K

WHAT DO YOU WANT TO KNOWOR UNDERSTAND? (W)

W

WHAT DID YOU LEARN? (L)

L

The previous table shows an exclusive chart for teacher actions and three columns for the student (Know, Want, Learn). We suggest that the teacher assumes the role of mediator and guides or monitors the processes of her students, who are the main actors. We propose initial input in which the teacher provides information along with clear and structured modeling as well as the necessary feedback during the process. On the other hand, students are called to work in pairs or in a group to promote learning. Likewise, they plan the actions to carry out the project and are assigned functions according to their capacities. Then, the students socialize their projects to the class and receive the appreciation of their classmates and teacher.

Considering this is a proposal, the teacher can take these suggestions and adapt them to his needs and those of his students, always based on the context and conditions or characteristics that are most relevant for their educational community. Thus, a teacher who works with indigenous communities could develop a project analyzing the behaviors or most characteristic traits of such community, which have transcended and influenced other cultures, for example.

To better understand the methodology based on projects we recommend considering the moments suggested in the following table:


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FOR THE TEACHER: PROBLEM

Identify oral or written texts related to the exercise of citizen rights.

Design activities to model and guide the analysis of texts that lead students to evaluate their role as citizens to identify actions to exercise in civil society.

Guide the students in the comparison of civil citizen rights and those exercised in their community.

Provide and model oral and written texts about the presentation of the comparative analysis and the corresponding proposal of actions.

Monitor the content of the presentations prepared to provide support.

Accompany students in the construction of an argumentative text titled Do´s y Don’ts related to the exercise of citizen rights.

Evaluate the work presented following rubrics and assessment criteria previously shared with the students.

The students are organized into groups of 3 or 4 persons to:

Identify, compare and evaluate actual citizen rights and those exercised by the members of their community.

Prepare an oral presentation that compares and evaluates the exercise if citizen rights.

Produce oral and written texts proposing actions for the adequate exercise of citizen rights: Do´s & Don’ts.

PROBLEM

On the other hand, the methodology based on problems suggests the active participation of the students in problem-solving that affects the educational community or society in general. The table below shows a possible work option through the methodology based on problems established in this curricular proposal. This example comes from the ninth grade Module 4, where students are expected to have reached a certain level of maturity and a necessary capacity for analysis making them competent to provide solutions to different problems.

PROBLEM-BASED. GRADE 9 - MODULE 4

The teacher’s actions must guide the students in the search for possible solutions to the problems proposed. For this, it is suggested that the student provides input and modeling necessary for his students to have the initial knowledge of the problem proposed. Likewise, it is recommended that the teacher promotes the necessary spaces and plays the role of mediator and facilitator in charge of showing the students the advantages and disadvantages of their decisions. On the other hand, it is expected that the students are proactive and use all their creativity when finding solutions to the problem.


- 24 -

On the other hand, in this methodology language continues to determine what the student does, and is used as a means for the student to show his proposed solution to the problem. In turn, group activities are crucial, promoting interaction for learning in and through interaction.

Once the problem has been determined, we suggest that the teacher carry out activities that lead the student to show his prior knowledge. Likewise, as in the project- based methodology, it is convenient that the teacher provide his students, according to the levels of knowledge shown, the input and mediation required to achieve a better understanding of the problem and thus begin to think of strategies to solve it. The students, on the other hand, prepare a plan of action, and through collaborative work structured by the teacher, they investigate, plan and propose possible solutions to the problem posed.

Regarding the assessment path in general, it is represented in all levels through two columns identified as for learning and of learning. The former has an educational nature and relates to the follow-up or monitoring that the teacher does of students, which allows understanding the progress they make in their learning. In the meantime, the latter makes reference to the procedures by which the teacher can evaluate the students’ performance, as is shown below:

1.4.SUGGESTED ASSESSMENT PATHS

9TH GRADE - MODULE 1

GOAL: VALORAR EL IMPACTO DE LAS TIC EN LA VIDA DIARIA.VALUE THE IMPACT OF ICT IN DAILY LIFE.

FOR LEARNING OF LEARNING

• I evaluate the quality of the information obtained from the survey.

• I analyze the information obtained on the topics defined.

• I confirm the pertinence and validity of the bibliographical sources used.

• I make drafts of written text as part of the writing process.

• Rubric of participation in a debate.

• Descriptive text rubric.• Reading comprehension,

vocabulary and grammar exam.


- 25 -

Taking as an example the ninth grade assessment path, which methodological emphasis is task-based learning, we suggest that the student is aware of his learning process and questions at all times the quality of his participation, his fulfillment of commitments, his following instructions and values his actions and those of his classmates. On the other hand, the teacher must provide constant feedback on the students’ actions, in addition to showing them how to complete tasks, projects or problems posed.

In assessment of learning, we suggest applying different methods that evidence the student’s performance. An innovative suggestion in this proposal is the use of rubrics in which the students are informed of the criteria that the teacher will consider when assessing performance. Rubrics supplement the more traditional assessment processes such as quizzes and exams with other more creative ideas such as portfolios. Through the rubric, we ensure that the student is clear on what is expected of him and what the teacher will demand when presenting his commitments.

Regardless of the instrument chosen to evaluate, it is recommended that they always reveal whether or not the student achieved the goal proposed. For this, we suggest that, as in the case of contents and goals, assessment also answers to the basic standards for teaching foreign languages, set forth in Guide 22, which clearly show the descriptors of the skills that students are expected to develop per grade.


- 26 -

The decision of implementing this suggested curriculum in schools will generate questions among teachers such as, what are we going to do? and how are we going to do it? For this reason, this section will present some guidelines in order to explore different forms of appropriation of the proposal in Colombian educational contexts. The intention is to motivate teachers to take the necessary actions, considering the particular conditions of their institution, and to begin a structured process of analysis, planning, implementation and assessment.

It is important to clarify that time is a key factor in every process of implementation since in these types of actions results are not seen immediately but rather in the long term. Thus, this implementation process involves several stages that must be undertaken in significant periods of time, that allow demonstrating morerealistic results of the impact in school life and in the students.

In order to have a clearer path to implement this proposal, we expect teachers to approach actions related to the following four fundamental stages, namely analysis of the suggested curriculum, planning for its adaptation, implementation and subsequent evaluation.

GUIDELINES FOR TEACHERS ANDSCHOOLS ON THE ANALYSIS AND IMPLEMENTATION OF THE PROPOSAL

2


- 27 -

In this stage, English teachers of each institution must begin a process to study the document leading to:

2.1.ANALYSIS OF THE PROPOSED CURRICULUM

• The knowledge and in-depth comprehension of the proposal in terms of what it means, what is needed to carry it out and how it can be adapted to the context itself. It specifically refers to the knowledge of the curricular, methodological and assessment principles summarized in the following table.

• Clarity about the relation of this suggested curriculum with the standards and Basic Learning Rights (BLR) and how they are reflected in the curriculum in order to evidence the progression of development of language skills in a logical manner.

• Identification of the specific needs to carry out the implementation of the proposal. In this sense, we must work on the review of aspects such as course hours, available resources, the teachers’ English proficiency, the pedagogical strategies used and the time needed for the development of this proposal (MEN, 2013, p. 27).

• The definition of strategies and lines of action in terms of time, resources, and teacher roles to face the following planning stage.

Curricular Focus • Ecological Contextual Curriculum

Methodological Principles• Tasks• Projects• Problems

Assessment Principles • Assessment of learning• Assessment for learning

Curricular Themes

• Transversality• Sociocultural Focus• Diversity• Equity

Curricular Characteristics• Adaptability• 21st Century Skills• Flexibility

ASPECT DISTINCTIVE TRAIT


- 28 -

Following a rigorous and in-depth analysis of the proposal, the stage to organize actions to define how it will be implemented must begin. We thus recommend defining:

A. A schedule that includes a list of actions to undertake indicating the people responsible, time allocated for the action, and the expected results or products.

B. The list of actions will be derived from the articulation process of this proposal’s value to enrich the conceptual framework of the PEI: vision, mission, education goals, values and principles that explicitly include the communicative competence in English.

It is also important to think in a process of curricular redesign that becomes necessary, since it must be determined how similar or different the curriculum implemented by the school is from the suggested curriculum. A redesign process implies redefining the learning goal, the general and specific objectives, the performance indicators, the methodology, and the learning assessment. The recommendation exists in the proposal since the suggested curriculum already proposes all these components. It is more a matter of studying and adapting them to the specific context.

An important aspect to consider is the planning of learning activities considering the number of hours proposed in each module, the materials to be used both for teaching and for the assessment, and the design of lesson plans. The proposal offers several methodological guidelines, examples of lesson plans and assessment plans that the teachers can adapt once they have studied them in detail.

In this phase of planning, it is also necessary to think in the assessment stage of the implementation, the reason why we must work on the design of follow-up and evaluation instruments that will be used in the gathering of the data to be analyzed to subsequently provide feedback to the process.

Likewise, it is necessary for the teachers to identify their strengths and areas for improvement to be used as input for a teacher development plans that must be supported by the institution’s director, the Local Education Authorities and strategic allies.

2.2.IMPLEMENTATION PLANNING.


- 29 -

2.3.IMPLEMENTATION

2.4.EVALUATION

Once the curriculum has been planned, the following step shall be its implementation. There are two aspects of great importance: the first is the gathering of data to record the achievements and difficulties faced in development of the activities planned. In each class, teachers must use instruments that will be used in a subsequent assessment stage. It is necessary that the teachers know the number of hours per module is enough, in order to recognize and choose the pertinence of the materials used, the validity of the lesson plans, and the pedagogical sequences to support the achievement of the goal and the objectives.

The second aspect is compliance with the implementation schedule that must be followed as designed to make the appropriate assessment. This must be strictly followed in the beginning phases of the implementation, and changes that result from the analysis of the implementation must be gradually integrated.

Furthermore, it will be important to maintain a learning community in which the teachers meet periodically to discuss the previously designed and implemented lesson plans to make adjustments as classes and assessments occur. Also learning of the experience in general with other teaching communities of the Local Education Authorities or neighboring institutions can be shared.

Every process must be evaluated to measure its impact and identify strengths and areas of improvement.

The data gathered during the implementation stage must be thoroughly analyzed in order to align actions and define improvement plans for the implementation.

This process must be carried out at different times during the implementation. We recommend conducting assessments in each academic period in order for adjustments to be implemented. At the end of the school year, a global assessment must be conducted to include actions for the improvement plan of the following school year.

Special attention should be given to 6th grade and the passing to 7th grade since this is the grade when the process begins. For this reason, evaluations must be done gradually considering the results will not be seen the following year. As was previously mentioned, conclusions of the evaluations must be shared periodically with other schools to share successful strategies.

All these stages are the responsibility of the teachers of each institution and their teaching directors. However, local education authorities (LEAs) must provide support and follow-through actions. Among other things, it must be ensured that the teachers have the minimum conditions to be able to carry out the implementation. These conditions must focus on the number of students per class, materials and resources, number of hours, spaces to share experiences, and time to carry out all the implementation stages.


We have to protect our planet!

We need to do something

about it!

You areright!


- 31 -

SCOPE AND SEQUENCEAND SYLLABUS

3


- 32 -

SCOPE ANDSEQUENCE


- 33 -

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

1.Participates in a very short conversation.

2.Requests and provide clarification on how names and unknown words are spelled.

3.Understands and uses familiar words and short phrases about routines, daily activities and preferences.

4.Understands instructions and expresses them orally and written form.

5.Describes the basic characteristics of people, things and places.

6.Answers questions related to “what, who and when” after reading or listening to a short and simple text.

7.Writes basic personal information in pre-established forms.

8.Understands the topic and general information of a short and simple text.


MOD

ULE 1

DEM

OCRA

CY

AND

PEAC

E

• Reconocerse como individuo y como miembro de la clase.

• Recognize self as an individual and a member of the class.

• Give and ask for personal information.• Describe persons and daily activities.• Present self and others.• Give instructions.• Spell out names.• Give and request information on phone

numbers and the time.


• Exchange personal information and daily activities in simple role-playing games.

• Make simple phrases on personal information and daily activities orally and in writing.

MOD

ULE 2

HEAL

TH

• Establecer una rutina de cuidado físico personal.

• Establish a physical care routine.

• Describe habits and personal care routines.


• Express tastes and interests.• Describe parts of the body.

• Make simple sentences about routines, tastes and interests orally and in writing.

• Identify words and phrases about routines,• tastes and interests in simple oral and

written texts.• Exchange information about routines, tastes• and interests in a simple conversation.

MOD

ULE 3

SUST

AINAB

ILITY • Especificar acciones de ahorro de energía en la

comunidad.

• Specify actions to save energy in the community.

• Describe actions in a simple and logical sequence.

• Give and request information on a subject.

• Clarify information.

• Exchange information about daily activities• through questions and sentences.• Identify phrases and expressions about

daily activities in short oral and written texts.

• Make simple sentences about daily activities in oral and written form.

MOD

ULE 4

GLOB

ALIZA

TION

• Definir rasgos propios de la colombianidad (identidad nacional colombiana).

• Define own traits of national Colombian identity.

• Describe characteristics of a culture.• Establish comparisons between

countries.• Ask and give information.• Describe persons, places and customs.

• Identify phrases and expressions related to characteristics of persons, celebrations and places in short oral and written texts.

• Produce simple sentences about characteristics of persons, celebrations and places in oral and written form.

• Exchange information about characteristics of persons and places through questions and sentences.

3.1. SCOPE AND SEQUENCE: LEVEL A1 – SUGGESTED GRADE: 6TH


- 34 -

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

1.Participates in short conversations providing information about him or herself as well as about familiar people, places, and events.

2.Orally describes people, activities, events and personal experiences orally.

3.Writes short and simple texts about familiar actions, experiences and plans.

4.Understands the main idea and some details related to activities, places and people in a short descriptive text.

5.Recognizes specific information related to objects, people, and actions in written and oral texts.

6.Gives and follows instructions, recommendations, and suggestions.

7.Describes actions related to a subject in his/her family or school environment.


MOD

ULE 1

HEAL

TH

• Definir actividades para el cuidado personal integral a nivel físico (cuerpo), intelectual (mente); emocional (psicológico), social (relaciones) y espiritual (creencias).

• Define activities for integral personal care at the physical (body), intellectual (mind), emotional (psychological), and spiritual (beliefs) level.


• Express tastes, hobbies and interests.

• Express future plans.• Describe habits and routines of

personal care, nutrition and physical activity.

• Express physical and mental ability.• Describe beliefs and emotions.• Describe states of health.

• Identify expressions on daily subjects based on short descriptive oral and written texts.

• Make a simple and previously rehearsed oral description on daily subjects.

• Exchange information on daily subjects through questions and answers.

• Prepare a series of descriptive sentences ondaily subjects.

MOD

ULE 2

DEM

OCRA

CYAN

D PE

ACE

• Proponer acciones de convivencia e inclusión en el aula.

• Propose actions for getting along and inclusion in the classroom.

• Describe past experiences.• Express moods.• Give and request information.• Ask for and give apologies.• Give instructions.

• Make a short narration on daily activities in the classroom and the immediate environment orally and in writing.

• Identify phrases and expressions related to daily activities in the immediate environment in simple oral and written texts.

• Exchange information on daily activities in the classroom and the immediate environment using questions and answers.

MOD

ULE 3

SUST

AINAB

ILITY

• Especificar actividades para la conservación del medio ambiente en la comunidad.

• Specify activities for environmental conservation in the community.

• Give and receive information.• Give and receive recommendations

and suggestions.• Describe situations and events.• Propose improvement actions.

• Exchange information on daily activities using questions and answers.

• Identify words and expressions on daily activities in short oral and written texts.

• Make a simple description of daily activities in an oral and written way.

MOD

ULE 4

GLOB

ALIZA

TION

• Reconocer las características culturales de algunos países.

• Recognize cultural characteristics in some countries.

• Give and receive information.• Describe habits, persons and places.• Establish comparisons and contrasts.• Express points of view.

• Produce a short descriptive text on the characteristics of the person and places in an oral and written way.

• Exchange information on characteristics of persons and places using questions and answers.

• Identify phrases and expressions related to particular characteristics of persons and places in short descriptive texts.

3.2. SCOPE AND SEQUENCE: LEVEL A2.1 – SUGGESTED GRADE: 7TH


- 35 -

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

1.Requests and provides information about experiences and plans in a clear and brief manner.

2.Explains in written form different 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, dialogues, and role-plays.

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.


MOD

ULE 1

SUST

AINAB

ILITY

• Evaluar el impacto de las acciones humanas en el medio ambiente en el país.

• Evaluate the impact of human actions on the environment in the country.

• Present self to a group.• Describe human actions.• Request information on actions.• Give suggestions to improve

practices.• Express opinions on actions.• Discuss good and bad practices.

• Describe situations related to daily subjects of general interest in an oral and written way.

• Prepare a simple descriptive text on daily subjects of general interest.

• Exchange information on daily subjects of general interest through dialogue.

• Identify information on daily subjects of general interest in short narrative oral and written texts.

MOD

ULE 2

HEAL

TH

• Formular iniciativas para la prevención de desórdenes alimenticios.

• Formulate initiatives for the prevention of eating disorders.

• Dar sugerencias, recomendaciones.• Dar y solicitar información. • Expresar condiciones.• Describir experiencias pasadas. • Describir enfermedades, síntomas,

partes del cuerpo, tratamientos• Describir rutinas de alimentación.

• Elaborar textos orales y escritos sobre recomendaciones relacionadas con temas de interés general.

• Intercambiar información sobre temas de interés general a través de conversaciones.

• Identificar información sobre temas de interés general en textos descriptivos cortos orales y escritos.

MOD

ULE 3

DEM

OCRA

CYAN

D PE

ACE

• Reconocer el papel del lenguaje (positivo y negativo) en la construcción de paz en la comunidad.

• Recognize the role of language (positive and negative) in the construction of peace in the community.

• Justify points of view.• Express facts and opinions.• Express conditions.• Describe past experiences.• Express dreams, future plans.

• Describe in an oral and written way situations related to general interest subjects.

• Identify facts and opinions in simple oral and written texts of medium length related to general interest subjects.

• Exchange information on general interest subjects through role-playing.

MOD

ULE 4

GLOB

ALIZA

TION • Determinar el impacto del consumismo en los jóvenes.

• Determine the impact of consumerism in adolescents.

• Express opinions.• Justify points of view.• Make and answer questions on a

subject.• Express conditions.• Describe past experiences.• Express future plans.

• Identify relevant information on academic subjects in medium length narrative oral and written texts.

• Prepare narrative written and oral texts on academic matters.

• Exchange information through questions and expressions.

3.3. SCOPE AND SEQUENCE: LEVEL A2.2 – SUGGESTED GRADE: 8TH


- 36 -

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

1.Explains reasons behind plans and actions 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 s/he has read or listened to on academic and school related topics through a structured written text.

4.Makes short presentations on academic topics of interest.5.Expresses his/her opinion on an academic topic discussed

in class.

6.Identifies the type, purpose, and parts of a short written or oral text and shares ideas with classmates.

7.Exchanges information about academic and general interest topics in a conversation.

8.Produces medium length texts making recommendations or suggestions related to situations of academic, social, or personal interest.


MOD

ULE 1

GLOB

ALIZA

TION

• Valorar el impacto de las TIC en la vida diaria.

• Value the impact of ICT in daily life.

• Give opinions on current social phenomena.• Justify points of view on current social

phenomena.• Give and request information related to current

social phenomena.• Describe experiences and plans related to

current social phenomena.• Express conditions related to current social

phenomena.

• Exchange information on academic subjects through role-playing.

• Produce medium length narrative oral and written texts on academic matters.

• Identify cause and effect relations in medium length narrative oral and written texts related to academic matters.

MOD

ULE 2

SUST

AINAB

ILITY

• Proponer acciones de reducción de inequidades (género, acceso a educación) en la comunidad.

• Propose actions to reduce inequities (gender, access to education) in the community.

• Express agreements and disagreements on topics related to the social environment.

• Justify points of view on topics related to the social environment.

• Give opinions on subjects related to the social environment.

• Express future plans and conditions on subjects related to the social environment.

• Describe past experiences.

• Produce medium length narrative oral and written texts related to social environment topics.

• Exchange information on subjects related to the social environment through conversation.

• Identify relations of contrast and addition in medium length oral and written texts on subjects related to the social environment.

MOD

ULE 3

HEAL

TH

• Establecer prácticas de prevención de enfermedades en la región.

• Establish prevention practices of illnesses in the region.

• Give recommendations on general interest subjects.• Express opinions on general interest subjects.• Express agreements and disagreements related to

general interest subjects.• Describe past experiences and future plans.• Express situations of general interest under

given conditions.• Give and request information on general

interest subjects.• Report information presented by their peers.• Express actions following a logical sequence.

• Prepare oral and written texts on recommendations related to academic subjects of interest.

• Exchange information on academic subjects of interest through forums.

• Identify information on academic subjects of interest in short descriptive oral and written texts.

MOD

ULE 4

DEM

OCRA

CYAN

D PE

ACE

• Generar conciencia sobre los derechos de los ciudadanos.

• Generate awareness about citizen's rights.

• Express opinions on social topics.• Express agreements and disagreements related to

social topics.• Describe past experiences and future plans.• Express situations of general interest under

given conditions.• Give and request information on social topics.• Express actions following a logical sequence.

• Identify points in favor and against in oral and written texts related to academic subjects.

• Produce a written opinion piece on subjects of academic interest.

• Exchange information on academic subjects of interest in a debate.

3.4. SCOPE AND SEQUENCE: LEVEL B1.1 – SUGGESTED GRADE: 9TH


- 37 -

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

1.Recognizes general and specific information in written and oral opinion texts and discussions on familiar topics.

2.Explains ideas presented in an oral or written text about topics of interest or that are familiar through the use of previous knowledge, inferences or interpretations.

3.Writes narrative, descriptive and explanatory texts related to topics of interest or that are familiar to him/her.

4.Composes clear and well-structured oral or written messages taking into consideration the context in which they are produced.

5.Exchanges opinions on topics of personal, social, or academic interest.

6.Holds spontaneous and simple conversations on topics of personal or academic interest or that are familiar to him/her.

7.Responds to questions and inquiries after an oral presentation on general or academic topics of interest.


MOD

ULE 1

DEM

OCRA

CYAN

D PE

ACE

• Impulsar el uso de prácticas éticas y de convivencia ciudadana (ej. No respeta la fila, plagio) en el entorno escolar.

• Promote ethical behaviors regarding citizenship and living together (e.g. cutting in line, plagiarism) competences in school.

• Request information on social practices and activities.

• Express agreements and disagreements.• Express conditions.• Request clarification on information

presented by peers.• Summarize oral and written information

obtained from different sources.• Support opinions with valid arguments.

• Distinguish the main information of oral texts related to academic subjects of interest.

• Identify general and specific information in narrative oral and written texts related to academic subjects of interest.

• Prepare a written text of recommendations on academic subjects of interest.

• Make an oral presentavtion on academic subjects of interest.

• Exchange opinions in a round table on academic subjects of interest.

MOD

ULE 2

HEAL

TH

• Evaluar el impacto en la salud de prácticas culturales y sociales (piercings, tatuajes, deportes extremos y sedentarismo).

• Evaluate the impact of cultural and social practices (piercings, tattoos, extreme sports, and sedentarism) on health.

• Express agreements and disagreements based on valid reasons.

• Recognize different points of view.• Summarize information obtained from

different bibliographical sources.• Request clarification about information

presented by peers.• Express agreements and disagreements

through different points of view.• Justify the point of view.• Defend the point of view with valid

arguments.

• Recognize implicit information in oral and written argumentative texts related to subjects of interest.

• Produce simple argumentative oral and written texts on subjects of interest.

• Exchange opinions orally in spontaneous conversation.

MOD

ULE 3

SUST

AINAB

ILITY

• Analizar el fenómeno de la moda desechable.

• Analyze the phenomenon of Fast Fashion.

• Ask and give opinions and points of view.• Justify points of view.• Identify and describe objects.• Speak about preferences.

• Identify the author’s point of view in argumentative oral and written texts related to academic subjects.

• Participate in conversations on academic subjects.

• Express own points of view in simple argumentative oral and written texts on academic subjects.

MOD

ULE 4

GLOB

ALIZA

TION

• Valorar el papel de la globalización en los productos de uso cotidiano.

• Value the role of globalization in the use of everyday products.

• Express agreements and disagreements.• Request clarification.• Justify points of view.• Express conditions and opinions.• Predict future actions as a result of certain

conditions.• Make hypotheses on the advantages and

disadvantages of a subject presented.

• Recognize general and specific ideas in short argumentative written texts on academic and scientific subjects.

• Structure medium length argumentative oral and written texts on academic and scientific subjects.

• Express opinions on academic and scientific subjects in spontaneous interactions.



- 38 -

BASIC

LEAR

NING

RIGH

TS(EN

GLISH

)

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 given situation.

3.Identifies and contrasts opinions of the author(s) in oral and written texts related to his/her school environment.

4.Writes opinion texts about academic topics using a clear and simple structure.

5.Expresses his/her position on a familiar topic in written and oral form, taking into consideration his/her audience.

6.Expresses orally his/her point of view about a controversial topic previously studied.

7.Maintains previously prepared formal discussions about academic topics.

8.Narrates personal experiences or familiar stories in oral or written form.


MOD

ULE 1

SUST

AINAB

ILITY

• Proponer acciones de sostenibilidad a partir de los 17 objetivos propuestos por la ONU.

• Propose sustainable actions based on the 17 proposed UN objectives.

• Summarize oral and written information.• Describe characteristics of defined topics.• Make presentations on subjects assigned.• Justify opinions based on quotes

and references.• Express opinions and points of view.• Request clarification.

• Express own points of view in simple argumentative written and oral texts on academic subjects.

• Identify explicit and implicit information in different types of texts on general interest subjects.

• Structure different types of texts related to general and personal interest matters.

• Exchange information on general and personal interest matters in debates.

MOD

ULE 2

HEAL

TH

• Plantear rutas para la obtención de servicios de salud en mi comunidad.

• Pose routes for obtaining health services in my community.

• Express opinions on defined subjects.• Justify points of view.• Express agreements and disagreements.• Describe experiences, events, and feelings.• Establish comparisons between defined

subjects.• Summarize oral and written information.• Give accurate information.

• Produce simple argumentative oral and written texts on subjects of other disciplines.

• Identify specific information in long argumentative written texts related to subjects of other disciplines.

• Exchange, orally, opinions and ideas in spontaneous interactions on subjects of other disciplines.

MOD

ULE 3

DEM

OCRA

CYAN

D PE

ACE

• Evaluar acciones cotidianas de reconciliación para la construcción de paz.

• Evaluate daily reconciliation actions for the construction of peace.

• Express opinions on defined subjects.• Justify points of view.• Express agreements and disagreements.• Describe experiences, events, and feelings.• Summarize oral and written information.• Defend a proposal with valid arguments.

• Identify main points and specific information in different written and oral texts on personal and academic subjects of interest.

• Express points of view on personal and academic subjects of interest.

• Exchange opinions orally on personal and academic subjects of interest in debates.

MOD

ULE 4

GLOB

ALIZA

TION

• Promover el uso responsable de la tecnología para la protección de la privacidad.

• Promote the responsible use of technology to protect privacy.

• Express opinions• Justify points of view.• Express agreements and disagreements.• Describe experiences, events, and feelings.• Summarize oral and written information.

• Identify explicit and implicit information in argumentative texts related to academic subjects.

• Structure medium length argumentative written texts on academic subjects.

• Exchange information orally in a subject of general interest in different types of spontaneous interactions.

• Orally support personal points of view on an established academic subject.



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SUGGESTED ENGLISH CURRICULUM STRUCTURESUGGESTED ENGLISH CURRICULUM STRUCTURE

Today I would liketo talk about languages

in the world.


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SYLLABUS


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3.7.SUGGESTED GRADE: 6THMODULE 1:DEMOCRACY AND PEACE: COEXISTENCE INTHE CLASSROOM

GOAL

SUGGESTED TIME: 24-27 HOURS FOR TEACHING AND ASSESSMENT

CEFR LEVEL: A1

Reconocerse como individuo y como miembro de la clase.Recognize self as an individual and a member of the class.

• Give and request personal information.• Describe persons and daily activities.• Present self and others.• Give instructions.• Spell out names.• Understand and use the language in the classroom.• Give and request information on telephone numbers

and the time.


• Exchange personal information and daily activities through simple role-playing.

• Build simple sentences on personal information and daily activities orally and in writing.

LANGUAGE FUNCTIONS SUGGESTED OBJECTIVES

Listening 1, 3, 5, 6, 8 and 9

Reading 1, 2, and 4

Writing 3 and 4

Monologue 2, 3, 6, 7, 8 and 9

Conversation 1, 2, 3, 4, 5, and 6

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH CEFR LEVEL A1 GUIDE 22: PP. 18-19


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KNOWING DOING BEING

• Identifies words and expressions on personal information, moods and personal feelings.

• Identifies personal information through Yes/ No questions.

• Recognizes the vocabulary related to greetings, instructions and classroom language.

• Uses greetings appropriately in short conversations.

• Completes a form with personal information.• Writes a personal profile and another

person’s profile.• Expresses moods and personal feelings through

simple conversations.• Exchanges information related to daily situations

in the classroom.• Makes a list of short and simple sentences about

daily activities.

• Values his personal characteristics and those of his peers.

• Respects physical, cultural, ideological differences, among others, of his classmates.

• Participates actively in the activities

• Interiorizes the importance of integral personal care.


SUGGESTED CONTENTS

LexicalFamily Members• Mother/ mom/ma• Father/dad/ pop• Grandmother/gramma• Cousins

Routines• Brush teeth• Comb hair• Exercise• Eat healthy• Drink water• Sleep well

Numbers 1 to 100Objects in the classroomThe time

Expressions to say hello:• How are you?... I am…• How are you doing?... I am…• What do you do? I…• Nice to meet you.• Glad to meet you. • Nice meeting you! • What’s up?• Hey!

Expressions to describe interests• I like…• He doesn’t like…• She can…• She can’t…

Expressions to ask questions• So, are you…? • Do you like…?• Can you …? • Do you have any brothers or sisters?

Classroom expressions • Open your notebook.• Be quiet!• Raise your hand.

Expressions on routines• I eat dinner at 6.• Before going to bed, I…

Grammar• Present simple tense• Yes/No questions• Adjectives• Singular and plural nouns• Adverbs of frequency

Pronunciation• Recognize sounds in pairs.

/i/ v /I/ Bean v bin Beat v bit

• Recognize sounds and adequate intonation./e/ v /ᵋ/ v /ᵆ/Beat bet batMeet met mat

Discourse• Begin and maintain a simple

conversation.

Sociolinguistic/Intercultural• Formal and informal use of greetings• Learning through interaction• Respect for differences


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SUGGESTED GRADE: 6THMODULE 2HEALTH: HEALTHY PHYSICAL ROUTINE

GOAL

TIME SUGGESTED: 20-25 HOURS FOR TEACHING AND ASSESSMENT

CEFR LEVEL: A1

Establecer una rutina de cuidado físico personal.Establish a physical care routine.

• Describes personal care habits and routines.• Gives and requests personal information and daily activities.• Expresses likes and interests.• Describes parts of the body.

• Builds simple sentences about routines, likes and interests orally and in writing.

• Identifies words and phrases about routines, likes and interests in simple oral and written texts.

• Exchanges information about routines, likes and interests in a simple conversation.

SUGGESTED LANGUAGE FUNCTIONS SUGGESTED OBJECTIVES

Listening 1, 3, 5, 6, 7, 9 and 11

Reading 1, 2, and 3

Writing 2, 3 and 4

Monologue 2, 3, 4, 5, 6, 7, 8 and 9

Conversation 2, 3, 4, 5, and 6



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KNOWING DOING BEING

• Identifies essential information related to daily personal care routines in short written texts with simple language.

• Recognizes vocabulary related to daily routines and personal care.

• Identifies the structure of Yes/No questions.

• Formulates questions related to personal care routines.

• Answers with short phrases the questions on personal care routines based on vocabulary and expressions studied.

• Writes down in a pre-established forms short expressions and words related to personal care routines from a short and simple oral presentation.

• Makes a list of the healthiest daily personal care activities based on the notes taken.

• Assumes a responsible position before personal care.

• Respects taking turns.• Values the contributions of

classmates in class.


SUGGESTED CONTENT

LexicalParts of the body• Arm• Legs• Chest• Brain

Expressions of time related to routines• I eat dinner at 6.• Before going to bed, I…• I wake up at• Everyday• First, second, then…• In the morning…• In the evening…• In the afternoon…• At night…

Expressions for personal care • In the morning... I brush my teeth.• I visit the doctor…• Take a shower• Brush teeth• Comb hair• Exercise• Eat healthy• Drink water• Sleep wel

Grammar• Present tense • Yes/No questions (Do you…? Yes, I

do...; No, I don´t.)• Adverbs of frequency

Pronunciation• Recognize sounds and adequate

intonation./e/ v /ᵋ/ v /ᵆ/Beat bet batMeet met mat

Discourse• Sequence of events

Sociolinguistic/Intercultural• Taking turns• Learning through interaction


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SUGGESTED GRADE: 6THMODULE 3SUSTAINABILITY: ENVIRONMENT

GOAL

TIME SUGGESTED: 20-25 HOURS FOR TEACHING AND ASSESSMENT

CEFR LEVEL: A1

Especificar acciones de ahorro de energía en la comunidad.Specify actions to save energy in the community.

• Describes actions in a simple and logical sequence.• Gives and requests information on a subject.• Clarifies information.

• Exchanges information about daily activities through questions and sentences.

• Identifies phrases and expressions on daily activities in short oral and written texts.

• Builds simple sentences about daily activities in an oral and written way.


Listening 3, 5, 6 and 9 1 and 7

Reading 1, 2 and 6 9

Writing 2 and 3 1, 2, 5 and 7

Monologue 3, 6, 7 and 9 2, 4, 5 and 9

Conversation 3, 4, 5, and 6

CORRESPONDING BASIC STANDARDS OF COMPETEN-CES IN FOREIGN LANGUAGES: ENGLISH CEFR LEVEL A1 GUIDE 22: PP. 18-19 CEFR LEVEL A2.1 GUIDE 22: PP. 20-21


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KNOWING DOING BEING

• Recognizes vocabulary regarding saving energy.

• Identifies Wh-questions structure• Distinguishes sequences in an

oral or written text.

• Formulates previously prepared questions about daily activities related to topics of interest.

• Takes notes about words and expressions related to energy saving activities reported by peers.

• Proposes simple actions to save energy.

• Values the importance of saving energy.

• Respects the environment.


SUGGESTED CONTENT

LexicalConectors• And• First • Second• Later

Electrical devices • Light bulb• Appliances• Fridge, refrigerator• Stove • Air conditioning• Heater

Expressions to describe energy saving actions• Turn off the lights• Cook with gas• Close the refrigerator door• Turn off the fan/air

Expressions to report results and trends• Most people say that televisions

consume a lot of energy. One way to save energy is….

• There are many ways to save energy.• Marcos tells me that he unplugs the

appliances when he is not home.• When do you shut down your

computer?

Grammar• Wh- questions• Present tense

Pronunciation• Recognize sounds in short conversations

/s/ v /z/ v /Iz/She pushes him.He wants to be happy.

Discourse• Sequence connectors (and, first, second,

third, etc.)• Begin and maintain a simple conversation

Sociolinguistic/Intercultural• Taking turns• Valuation of cultural diversity• Self-critical reflection


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SUGGESTED GRADE: 6THMODULE 4GLOBALIZATION: VALUE OF LOCAL CULTURES

GOAL


CEFR LEVEL: A1

Definir rasgos propios de la colombianidad (identidad nacional colombiana).Define own traits of national Colombian identity.

• Describes characteristics of a culture.• Establishes comparisons between countries.• Requests and gives information.• Describes persons, places and customs.

• Identifies phrases and expressions related to characteristics of persons, celebrations and places in short oral and written texts.

• Produces simple sentences about characteristics of persons, celebrations and places orally and in writing.

• Exchanges information about characteristics of persons and places through questions and sentences.


Listening 3, 5 and 6

Reading 1, 6 and 8

Writing 3, 4 and 6

Monologue 3,4, 6, 7, 8 and 9

Conversation 1, 4, 5 and 6



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KNOWING DOING BEING

• Identifies information related to particular characteristics of some countries such as food, clothing and celebrations.

• Recognizes vocabulary related to food, clothing, celebrations, countries and nationalities.

• Differentiates characteristics of persons, animals and things.

• Identifies the structure of Whquestions.

• Provides, orally and in writing, information about countries, celebrations and customs.

• Uses simple sentences to express information about countries, food, clothing and celebrations.

• Formulates questions to obtain specific information about the countries presented.

• Values own cultural identity.• Respects customs and

traditions of others.


SUGGESTED CONTENT

LexicalCountries and Nationalities• Colombia/ Colombian• United States of America/ American• Japan/ Japanese • China/ Chinese

FoodCelebrationsClothing

Adjectives• Sweet, sour, delicious, bitter, juicy,

ripe, etc.• Exciting, boring, interesting, etc.• Beautiful, old fashioned, modern,

ugly, etc.• Tall, small, short, big, intelligent, etc.

Expressions for likes and dislikes• I prefer to walk.• I love to eat pizza.• I do not like vegetables.

Expressions to describe persons• She is tall.• He is really funny.• They do not look happy. • Colombians are…• They use…

Grammar• Present tense• Wh- questions

Pronunciation• Recognize sounds in short

conversations./s/ v /z/ v /Iz/ Wants, gives, pushes

Discourse• Sequence connectors (and, first,

second, third, etc.)

Sociolinguistic/Intercultural• Taking turns• Valuation of cultural diversity


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3.8.SUGGESTED GRADE: 7THMODULE 1HEALTH: INTEGRAL PERSONAL CARE

GOAL


CEFR LEVEL: A2.1

Definir actividades para el cuidado personal integral, a nivel físico (cuerpo), intelectual (mente), emocional (psicológico), social (relaciones) y espiritual (creencias).Define activities for integral personal care at the physical (body), intellectual (mind), emotional (psychological), and spiritual (beliefs) level.

• Gives and requests personal information and about daily activities.

• Expresses likes , hobbies and interests.• Expresses future plans.• Describes habits and routines about personal care, nutrition

and physical activity.• Expresses physical and mental ability.• Describes beliefs and emotions.• Describes health conditions.

• Identifies expressions about daily topics using short descriptive oral and written texts.

• Makes a simple oral description and previously rehearsed about daily topics.

• Exchanges information about daily topics through questions and answers.

• Makes a series of descriptive sentences about daily topics.


Escucha 1, 2, 4, 6 and 8

Lectura 2, 3, 4 and 9

Escritura 4, 5, 6, 7 and 8

Monólogo 1, 2, 3, 4, 5 and 8

Conversación 4, 6, 7, 8 and 9

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH CEFR LEVEL A2.1 GUIDE 22: PP. 20 - 21


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KNOWING DOING BEING

• Identifies expressions and words related to recreational activities and the frequency of them.

• Distinguishes personal care levels (physical, intellectual, emotional, social and spiritual).

• Recognizes expressions of daily routines, hobbies and future plans.

• Identifies basic structures of simple present and future tenses.

• Completes a form with information related to personal care activities and their corresponding levels (physical, intellectual, emotional, social and spiritual) based on a simple written text and on the vocabulary and expressions studied.

• Makes Yes/No questions previously prepared about personal care habits with adequate pronunciation and intonation.

• Prepares a list of simple sentences about personal care activities and their correspo

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