PLANEACION PEDAGOGICA DEL AREA: MALLA CURRICULAR

PROCESO ACADEMICO
AREA
ASIGNATURA
HUMANIDADES INGLES
INGLÈS
2020 I.E.D.
JEFES DE AREA
NIDIA OMAIRA VALBUENA (J.M)
SEDE JORNADA SERREZUELA
VERSION: JULIO ANDRES CORREDOR (J.T)
PRINCIPAL ( BÁSICA Y MEDIA ) M-T MADRID - CUND
AMOR – DIGNIDAD – AUTONOMIA - EXCELENCIA

DOCENTES PRIMARIA DOCENTES SECUNDARIA

NOMBRES COMPLETOS SEDE - JORNADA NOMBRES COMPLETOS
 Esmeralda Lozano (J.T)  Luz Mery Rincón (J.M)
 Ana Beltrán. (J.T)  Luz María Sarmiento (J.M)
 Andrés Corredor García. (J.T)  Ibeth Valbuena (J.M)
 Delia Fabiola Rodríguez (J.T)  Sonnia Lugo (J.M)
 Albert Andrés León Marín  Nidia Omaira Valbuena (J.M)

PLANEACION PEDAGOGICA DE AREA

DIRECCIONAMIENTO INSTITUCIONAL: JUSTIFICACION:
El Área de Humanidades, mediante el desarrollo de las competencias comunicativas, El Área de Humanidades - Ingles en respuesta a las exigencias del MEN, del avance tecnológico, la
la creación de espacios tales como: proyecto lector, guías pedagógicas y la globalización y la internalización, propone un programa pedagógico que les permita a los estudiantes mejorar
celebración de actividades como Spelling Bee constest, and talent fest, se propicia la sus procesos de comunicación universal para que interactúen en diferentes contextos.
consolidación del proyecto de vida de los estudiantes, formando líderes capaces de
transformar su entorno social.
OBJETIVOS GENERALES OBJETIVO ESPECIFICOS
De preescolar a tercero: Reconocer cuándo se habla en inglés y reaccionar asertivamente de  Grado Preescolar: Relacionar palabras básicas del idioma extranjero con la lengua materna.
manera verbal y no verbal.  Grado Primero: Identificar vocabulario básico relacionado con la familia y su entorno.
 Grado Segundo: Identificar y utilizar vocabulario relacionado con el entorno escolar.
 .Grado Tercero: Formar oraciones sencillas con el verbo to be y el vocabulario visto en clase.
De cuarto a sexto: Interpretar y producir textos relacionados con el entorno familiar y escolar.  Grado Cuarto: crear oraciones simples utilizando el vocabulario visto en clase.
 Grado Quinto: realizar presentación personal y de un amigo y emplear preguntas de información.
 Grado Sexto: Ampliar el vocabulario para interpretar y producir textos relacionados con la vida cotidiana.
 Grado Séptimo: Narrar rutinas diarias propias y de otras personas aplicando estructuras lingüísticas conocidas.
De séptimo a noveno: Describir, narrar, dialogar y explicar brevemente hechos y situaciones
cotidianas.  .Grado Octavo: Relacionar eventos del pasado y del presente mediante la lectura de textos narrativos y producir
textos sobre experiencias propias.
 .Grado Noveno: Interpretar, organizar y escribir textos coherentes utilizando pasado simple y presente perfecto y
expresar opiniones sobre situaciones y actividades.
 Grado Décimo: Analizar diversos textos para comprender información específica de acuerdo a intenciones
comunicativas
Décimo y undécimo: Manejar normas lingüísticas, en textos orales y escritos recurriendo a . Grado Undécimo: Desarrollar procesos textuales comunicativos aplicando elementos formales del lenguaje en
estrategias comunicativas que permitan interactuar adecuadamente con el entorno social y diferentes contextos.
cultural.

CONCEPTUALIZACION
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 EPISTEMOLOGICA FINALIDAD
¿COMO SE APREHENDE? ¿COMO SE GENERA EL DEL AREA EN RELACION CON LA INSTITUCION
CONOCIMIENTO?
La finalidad en nuestra Institución es fomentar la enseñanza del idioma Inglés desde el grado preescolar hasta la
educación media para mejorar el nivel de aprendizaje en los estudiantes.

Comprendemos que es urgente incrementar y fortalecer la competencia textual (oral y escrita) para mejorar las
deficiencias presentadas en el proceso de aprendizaje del idioma extranjero en nuestra Institución. Es necesario
precisar que al interior de la Institución la intensidad horaria no es suficiente para formar estudiantes competentes en el
El conocimiento de la lengua extranjera se inicia a partir del ciclo de uso del inglés, dado que la básica primaria adolece de docentes licenciados en inglés y la responsabilidad pedagógica
INTER-RELACION

prescolar, según la Ley General de Educación debemos tener en recae en los profesores de básica primaria, quienes hacen su mayor esfuerzo por desarrollar habilidades comunicativas
cuenta la edad de los estudiantes, motivaciones, estatus y el enfoque en los estudiantes pero no se alcanzan los niveles de competencia planteados en los estándares curriculares del área.
metodológico; por lo tanto, influye el aspecto cognitivo (aptitudes e
inteligencia), afectivas (actitudes, motivación, personalidad) y otras Resulta prioritario entonces la consecución de programas y materiales que faciliten la enseñanza del inglés y que
variables como la edad, sexo, medios y estrategias. permitan el desarrollo de competencias comunicativas de los estudiantes para que no se vean afectados en el proceso
A partir de la competencia comunicativa en la lengua materna el pedagógico. Comprendemos que la enseñanza del idioma (Inglés) ha de estar orientada a la contextualización de los
currículo de Idioma extranjero aprovechará esa competencia para jóvenes con el mundo cultural actual y una forma pedagógica y didáctica se resume en el uso de herramientas
relacionar saberes, comprender e interpretar la realidad y para tecnológicas.
compartir ideas, sentimientos y opiniones en diferentes situaciones de
comunicación. Del mismo modo, consideramos que a medida que se fortalecen las reuniones de profesores, las reuniones de área, de
consejo académico y consejo directivo podrán mejorar todos los procesos de enseñanza-aprendizaje del inglés como
idioma extranjero.
“CON EDUCACIÓN UN PROBLEMA SE VUELVE UNA OPORTUNIDAD.
SIN EDUCACIÓN UNA OPORTUNIDAD SE VUELVE UN PROBLEMA”
BENITO JUÁREZ.

Competencia: es un sistema de saberes, saber hacer, saber ser. Producto de varios aprendizajes interiorizados por la persona y orientados hacia un tipo de situaciones profesionales o
escolares.
(QUE SE ENTIENDE POR…)
NIVEL DE COMPETENCIA

Niveles de competencia a trabajar:

CONCEPTUALIZACION

Básicamente se intenta desarrollar la competencia comunicativa la cual incluye la competencia lingüística que hace referencia al conocimiento de los recursos formales de la lengua inglesa
para utilizarlos en la emisión de mensajes, incluye el conocimiento y las destrezas léxicas, fonológicas, sintácticas y ortográficas en función de lo comunicativo.
Por otra parte se desarrolla la competencia pragmática que es el uso funcional de los recursos lingüísticos en situaciones comunicativas reales.
Es importante además desarrollar las competencias sociolingüísticas que están relacionadas con las condiciones sociales y culturales implícitas en el uso de la lengua.
Para desarrollar las competencias anteriormente expresadas se requiere implementar acciones didácticas que favorezcan el fortalecimiento de habilidades de comprensión (Lectura y
escucha) y de producción (Escritura y uso oral del lenguaje como por ejemplo monólogos y diálogos).
En cuanto a la competencia literaria se refiere al uso funcional del lenguaje: es decir, la producción literaria, creación y producción de textos, diálogos y párrafos.

IED SERREZUELA 50 AÑOS FORMANDO JOVENES EMPRENDEDORES

 PLANEACIÓN AREA DE HUMANIDADES (IDIOMA EXTRANJERO)
SCOPE AND SEQUENCE: GRADE 6TH
BASIC 1. Participates in a very short 3. Understands and uses familiar words and short phrases about 6. Answers questions related to “what, who and when after reading or
LEARNING conversation. routines, daily activities and preferences. listening to a short and simple text.
RIGHTS 2. Request and provide clarification 4. Understands instructions and expresses them orally and written 7. Writes basic personal information in pre-established forms.
(ENGLISH) on how names and unknown form. 8. Understands the topic and general information of a short and simple
words are spelled 5. Describes the basic characteristics of people, things and places text.
GOAL FUNCTIONS OBJECTIVES
MODULE 1 DEMOCRACY ● Reconocerse como individuo y ● Give and ask for personal information. ● Identify words and phrases related to personal information and daily
AND PEACE como miembro de la clase. ● Describe persons and daily activities. activities in simple oral and written texts.
● Recognize self as an individual ● Present self and others. ● Exchange personal information and daily activities in simple role-
and a member of the class. ● Give instructions. playing games.
● Spell out names. ● Make simple phrases on personal information and daily activities
● Give and request information on phone numbers and orally and in writing.
the time.
MODULE 2 HEALTH ● Establecer una rutina de cuidado ● Describe habits and personal care routines. ● Make simple sentences about routine ,tastes and interests orally and
físico y personal. ● Give and request personal information and on daily in writing.
● Establish a physical care routine. activities. ● Identify words and phrases about routines, tastes and interests in
● Express tastes and interests. simple oral and written texts.
PRAES
● Describe parts of the body. ● Exchange information about routines, tastes and interests in a simple
conversation.
MODULE 3 ● Especificar acciones de ahorro de ● Describe actions in a simple and logical ● Exchange information about daily activities through questions and
SUSTAINABILITY energía en la comunidad. sequence. sentences.
● .Specify actions to save energy in ● Give and request information on a subject. ● Identify phrases and expressions about daily activities in short oral
the community. ● Clarify information. and written texts.
● Make simple sentences about daily activities in oral and written form.
MODULE 4 ● Definir rasgos propios de la ● Describe characteristics of a culture. ● Identify and expressions related to characteristics of persons,
GLOBALIZATION colombianidad (identidad nacional ● Establish comparisons between countries. celebrations and places in short oral and written texts.
colombiana). ● Ask and give information. ● Produce simple sentences about characteristics of persons,
● Define own traits of national ● Describe persons, places and customs. celebrations and places in oral and written form.
Colombian identify. ● Exchange information about characteristics of persons and places
through questions and sentences.
REFERENTES CONCEPTUALES GRADO SEXTO
COMPETENCIA COMPETENCIA COMPETENCIA
GRAMATICAL TEXTUAL ILOCUTIVA - SOCIOLINGUISTICA
IDENTIFICAR INTERPRETAR EXPRESAR
* Commands, greetings, verb to be, indefinite article, possesive adjectives. Lecturas relacionadas con el aspecto personal, de otros y del entorno. - Uso Interacción entre docente y estudiantes en situaciones reales de
Reading and comprehension activities. Demonstrative pronouns, “Wh” de pregunta - respuesta para confirmar información. - Creación de pequeños comunicación.
questions, numbers Reading and comprehension activities.. Prepositions: textos Commands
Songs
have; possessive sajon. Reading and comprehension activities. feelings, can,
Short and basic dialogues
descriptive texts. Reading and comprehension activities. Oral expositions
Oral readings
Abilities

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 SCOPE AND SEQUENCE: GRADE 7TH
BASIC LEARNING  Participates in short conversations providing information about  Writes short and simple texts about familiar actions,  Gives and follows instructions, recommendations, and
RIGHTS (ENGLISH) him or herself as well as about familiar people, places, and experiences and plans. suggestions.
events.  Understands the main idea and some details related to  Describes actions related to a subject in his/her family or school
 Orally describes people, activities, events and personal activities, places and people in a short descriptive text. environment.
experiences orally.  Recognizes specific information related to objects,
people, and actions in written and oral texts.
GOAL FUNCTIONS OBJECTIVES
MODULE 1  Proponer acciones de convivencia e inclusión en el aula.  Describe past experiences.  Make a short narration on daily activities in the classroom and
DEMOCRACY AND  Propose actions for getting along and inclusion in the  Express moods. the immediate environment orally and in writing.
PEACE classroom.  Give and request information.  Identify phrases and expressions related to daily activities in the
 Ask for and give apologies. immediate environment in simple oral and written texts.
 Give instructions.  Exchange information on daily activities in the classroom and
the immediate environment using questions and answers.
MODULE 2  Definir actividades para el cuidado personal integral a nivel 
Give and request personal information and on daily  Identify expressions on daily subjects based on short descriptive
HEALTH físico (cuerpo), intelectual (mente); emocional (psicológico),activities. oral and written texts.
social (relaciones) y espiritual (creencias).  Express tastes, hobbies and interests.  Make a simple and previously rehearsed oral description on
 Define activities for integral personal care at the physical
 Express future plans. daily subjects.
(body), intellectual (mind), emotional (psychological), and
 Describe habits and routines of personal care, nutrition  Exchange information on daily subjects through questions and
spiritual (beliefs) level. and physical activity. answers.
 Express physical and mental ability.  Prepare a series of descriptive sentences on
 Describe beliefs and emotions.  daily subjects.
 Describe states of health.
MODULE 3  Especificar actividades para la conservación del medio  Give and receive information.  Exchange information on daily activities using questions and
SUSTAINABILITY ambiente en la comunidad.  Give and receive recommendations and suggestions. answers.
 Specify activities for environmental conservation in the  Describe situations and events.  Identify words and expressions on daily activities in short oral
community.  Propose improvement actions. and written texts.
 Make a simple description of daily activities in an oral and
written way.
MODULE 4  Reconocer las características culturales de algunos países.  Give and receive information.  Produce a short descriptive text on the characteristics of the
GLOBALIZATION  Describe habits, persons and places. person and places in an oral and written way.
 Recognize cultural characteristics in some countries.  Establish comparisons and contrasts.  Exchange information on characteristics of persons and places
 Express points of view. using questions and answers.
 Identify phrases and expressions related to particular
characteristics of persons and places in short descriptive texts.
REFERENTES CONCEPTUALES GRADO SÉPTIMO
COMPETENCIA COMPETENCIA COMPETENCIA
GRAMATICAL TEXTUAL ILOCUTIVA - SOCIOLINGUISTICA
identifica interpreta comunica
Presente simple * Pregunta - respuesta mediante la creación de pequeños textos * Da * Pregunta – respuesta mediante la elaboración de pequeños diálogos
Presente progresivo información de situaciones utilizando expresiones y preposiciones de utilizando los tiempos.
Presente progresivo, likes and dislikes tiempoLee y escribe frases para elaborar historias cortas * Analiza * Expresa lo que le gusta y lo que no le gusta.
Presente simple, adverbios de frecuencia estructuras en los diferentes tiempos y crea sus propios escritos * Realiza exposiciones sencillas.
whose, pronombres posesivos

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 SCOPE AND SEQUENCE: GRADE 8TH
BASIC LEARNING 1. Experiences and plans in a clear 3. Recognizes specific information in short oral and written texts on topics 6. Makes brief presentations on academic topics related to his/her school
RIGHTS (ENGLISH) and brief manner. of general interest. environment or community.
2. Explains in written form different 4. Exchanges information about academic and general interest topics, 7. Expresses emotions and feelings about a situation or specific topic related to
situations and facts in a coherent through simple conversations, dialogues, and role-plays. his/her family or school and presents supporting reasons in a clear and simple
and simple manner. 5. Makes recommendations to people in his/her community about what to manner.
do, when, and how.
GOAL FUNCTIONS OBJECTIVES
MODULE 1 HEALTH  Formular iniciativas para la prevención de  Dar sugerencias, recomendaciones.  Elaborar textos orales y escritos sobre recomendaciones relacionadas con
desórdenes alimenticios.  Dar y solicitar información. temas de interés general.
 Formulate initiatives for the prevention of  Expresar condiciones.  Intercambiar información sobre temas de interés general a través de
eating disorders.  Describir experiencias pasadas. conversaciones.
 Describir enfermedades, síntomas, partes del cuerpo,  Identificar información sobre temas de interés general en textos descriptivos
tratamientos cortos orales y escritos.
MODULE 2 DEMOCRACY  Reconocer el papel del lenguaje (positivo y • Justify points of view.  Describe in an oral and written way situations related to general interest
AND PEACE negativo) en la construcción de paz en la • Express facts and opinions. subjects.
comunidad. • Express conditions.  Identify facts and opinions in simple oral and written texts of medium length
 Recognize the role of language (positive • Describe past experiences. related to general interest subjects.
and negative) in the construction of peace in • Express dreams, future plans.  Exchange information on general interest subjects through role-playing.
the community
MODULE 3  Evaluar el impacto de las acciones  Present self to a group.  Describe situations related to daily subjects of general interest in an oral and
SUSTAINABILITY humanas en el medio ambiente en el país. • Describe human actions. written way.
 Evaluate the impact of human actions on the • Request information on actions.  Prepare a simple descriptive text on daily subjects of general interest.
environment in the country. • Give suggestions to improve practices.  Exchange information on daily subjects of general interest through dialogue.
• Express opinions on actions.  Identify information on daily subjects of general interest in short narrative oral
• Discuss good and bad practices. and written texts.
MODULE 4 • Determinar el impacto del consumismo en • Express opinions.  Identify relevant information on academic subjects in medium length narrative
GLOBALIZATION los jóvenes. • Justify points of view. oral and written texts.
• Determine the impact of consumerism in • Make and answer questions on a subject.  Prepare narrative written and oral texts on academic matters.
adolescents. • Express conditions.  Exchange information through questions and expressions.
• Describe past experiences.
• Express future plans.

REFERENTES CONCEPTUALES GRADO OCTAVO

OMPETENCIA GRAMATICAL /TEXTUAL COMPETENCIA ILOCUTIVA –SOCIOLINGUISTICA
COMPETENCIA GRAMATICAL COMPETENCIA TEXTUAL COMPETENCIA ILOCUTIVA - SOCIOLINGUISTICA
IDENTIFICAR INTERPRETAR EXPRESAR
Simple past Past events Interacción entre docente y estudiantes en situaciones reales de
Simple future Future plans comunicación.
Pasado simple, Pasado de to be preposiciones, over, above, from Biography
would, before, after
Used to, had to, Pasado progresivo, Futuro con going to, will,

IED SERREZUELA 50 AÑOS FORMANDO JOVENES EMPRENDEDORES

 SCOPE AND SEQUENCE: GRADE 9TH
BASIC LEARNING 1. Explains reasons behind plans and 3. Summarizes information s/he has read or listened to on academic and 6. Identifies the type, purpose, and parts of a short written or oral text
RIGHTS (ENGLISH) actions related to his/her personal, school related topics through a structured written text. and shares ideas with classmates.
school and community environment. 4. Makes short presentations on academic topics of interest. 7. Exchanges information about academic and general interest topics
2. Recognizes cause and effect 5. Expresses his/her opinion on an academic topic discussed in class. in a conversation.
relationships in short written texts on 8. Produces medium length texts making recommendations or
academic topics. suggestions related to situations of academic, social, or personal
interest.
GOAL FUNCTIONS OBJECTIVES
MODULE 1  Establecer prácticas de prevención de  Give recommendations on general interest subjects.  Exchange information on academic subjects through role-playing.
HEALTH enfermedades en la región.  Express opinions on general interest subjects.  Produce medium length narrative oral and written texts on
 Establish prevention practices of  Express agreements and disagreements related to general interest academic matters.
illnesses in the region subjects.  Identify cause and effect relations in medium length narrative oral
 Describe past experiences and future plans. and written texts related to academic matters.
 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
MODULE 2  Proponer acciones de reducción de  Express agreements and disagreements on topics related to the social  Produce medium length narrative oral and written texts related to
SUSTAINABILITY inequidades (género, acceso a environment. social environment topics.
educación) en la comunidad.  Justify points of view on topics related to the social environment.  Exchange information on subjects related to the social environment
 Propose actions to reduce inequities  Give opinions on subjects related to the social environment. through conversation.
(gender, access to education) in the  Express future plans and conditions on subjects related to the social  Identify relations of contrast and addition in medium length oral and
community. environment. written texts on subjects related to the social environment.
 Describe past experiences

MODULE 3  Valorar el impacto de las TIC en la  . Give opinions on current social phenomena.  Prepare oral and written texts on recommendations related to
GLOBALIZATION vida diaria.  Justify points of view on current social phenomena. academic subjects of interest.
 Value the impact of ICT in daily life.  Give and request information related to current social phenomena.  Exchange information on academic subjects of interest through
 Describe experiences and plans related to current social phenomena. forums.
 Express conditions related to current social phenomena  Identify information on academic subjects of interest in short
descriptive oral and written texts.

REFERENTES CONCEPTUALES GRADO NOVENO

COMPETENCIA GRAMATICAL COMPETENCIA TEXTUAL COMPETENCIA ILOCUTIVA - SOCIOLINGUISTICA
IDENTIFICAR INTERPRETAR PROPONER
 Pasado simple Vs presente perfecto: Expresiones de frecuencia: FOR, SINCE, Comparaciones en pasado simple y presente perfecto Se expresa mediante conversaciones y/o diálogos en inglés, manifestando
EVER, NEVER, JUST, RECENTLY, LATELY. Pronombre relativos (Conectores):  Acciones habituales (actividades, pasatiempos favoritos, cartas, biografías, acciones, sucesos, informaciones y descripciones de situaciones históricas.
WHO, WHAT, WHICH., yhat, whose autobiografías). Hace uso de las comparaciones y los verbos modales -should, must, ought to-
 Comparative and superlative  Propósitos y razones de algunas acciones.
 Should, ought to  Recetas con las respectivas cantidades en forma secuencial.
 Phrasal verbs: go, get Expresiones de opinion: TAG QUESTION Argumentos y opinión de algunos textos, acciones, sucesos, informaciones y
 Indefinite pronouns descripciones de situaciones históricas
 First Conditional
 Must and Mustn´t Pasado perfecto

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 SCOPE AND SEQUENCE: GRADE 10TH
BASIC LEARNING 1. Recognizes general and specific information in 3. Writes narrative, descriptive and explanatory texts related to topics of 6. Exchanges opinions on topics of personal, social, or
RIGHTS (ENGLISH) written and oral opinion texts and discussions on interest or that are familiar to him/her academic interest.
familiar topics. 4. Composes clear and well-structured oral or written messages taking into 7. Holds spontaneous and simple conversations on topics of
2. Explains ideas presented in an oral or written text consideration the context in which they are produced. Writes narrative, personal or academic interest
about topics of interest or that are familiar descriptive and explanatory texts related to topics of interest or that are 8. Responds to questions and inquiries after an oral
through the use of previous knowledge, presentation on general or academic topics of interest.
familiar to him/her
inferences or interpretations.
5. Composes clear and well-structured oral or written messages taking into
consideration the context in which they are produced.
GOAL FUNCTIONS OBJECTIVES
MODULE 1  Evaluar el impacto en la salud de prácticas  Express agreements and disagreements based on valid reasons.  Recognize implicit information in oral and written
HEALTH culturales y sociales (piercings, tatuajes,  Recognize different points of view. argumentative texts related to subjects of interest.
deportes extremos y sedentarismo).  Summarize information obtained from different bibliographical sources.  Produce simple argumentative oral and written texts on
 Request clarification about information presented by peers. subjects of interest.
 Evaluate the impact of cultural and social  Express agreements and disagreements through different points of view.  Exchange opinions orally in spontaneous conversation
practices (piercings, tattoos, extreme sports, and  Justify the point of view.
sedentarism) on health  Defend the point of view with valid arguments.
 Impulsar el uso de prácticas éticas y de  Request information on social practices and activities.  Distinguish the main information of oral texts related to
MODULE 2 convivencia ciudadana (ej. No respeta la fila,  Express agreements and disagreements. academic subjects of interest.
DEMOCRACY AND plagio) en el entorno escolar.  Express conditions.  Identify general and specific information in narrative oral and
PEACE  Promote ethical behaviors regarding citizenship  Request clarification on information presented by peers. written texts related to academic subjects of interest.
and living together (e.g. cutting in line,  Summarize oral and written information obtained from different sources.  Prepare a written text of recommendations on academic
plagiarism) competences in school.  Support opinions with valid arguments. subjects of interest.
 Make an oral presentation on academic subjects of interest.
 Exchange opinions in a round table on academic subjects of
interest
MODULE 3  Analizar el fenómeno de la moda desechable.  Ask and give opinions and points of view.  Identify the author’s point of view in argumentative oral and
SUSTAINABILITY  Analyze the phenomenon of Fast Fashion.  Justify points of view. written texts related to academic subjects.
PRAES  Identify and describe objects.  Participate in conversations on academic subjects.
 Speak about preferences.  Express own points of view in simple argumentative oral and
written texts on academic subjects.
MODULE 4  Valorar el papel de la globalización en los  Express agreements and disagreements.  Recognize general and specific ideas in short argumentative
GLOBALIZATION productos de uso cotidiano.  Request clarification. written texts on academic and scientific subjects.
 Value the role of globalization in the use of  Justify points of view.  Structure medium length argumentative oral and written texts
everyday products.  Express conditions and opinions. on academic and scientific subjects.
 Predict future actions as a result of certain conditions.  Express opinions on academic and scientific subjects in
 Make hypotheses on the advantages and disadvantages of a subject spontaneous interactions.
presented.
REFERENTES CONCEPTUALES GRADO DÉCIMO
COMPETENCIA GRAMATICAL COMPETENCIA TEXTUAL COMPETENCIA ILOCUTIVA - SOCIOLINGUISTICA
IDENTIFICAR PRODUCIR TEXTOS COMUNICAR
Zero Conditional Argumentos y opinión de algunos textos, acciones, sucesos, información Interacción entre docente y estudiantes en situaciones reales de
First Conditional y descripción de situaciones comunicación.
Second Conditional Producción de diferentes textos Conditionals
Active and Passive voice Phrasal Verbs Present and Past perfect Modal verbs –may, might- Tag questions
IED SERREZUELA 50 AÑOS FORMANDO JOVENES EMPRENDEDORES
 SCOPE AND SEQUENCE: GRADE 11TH

BASIC LEARNING  Identifies the purpose of medium length  Identifies and contrasts opinions of the author(s) in oral  Expresses orally his/her point of view about a controversial topic previously
RIGHTS (ENGLISH) oral and written texts related to topics of and written texts related to his/her school environment. studied.
general and academic interest and  Writes opinion texts about academic topics using a clear  Maintains previously prepared formal discussions about academic topics.
shares it with others. and simple structure.  Narrates personal experiences or familiar stories in oral or written form.
 Explains orally and in written forms the  Expresses his/her position on a familiar topic in written
causes and effects as well as the and oral form, taking into consideration his/her audience.
problem and the solution of a given
situation.
GOAL FUNCTIONS OBJECTIVES
MODULE 1  Evaluar acciones cotidianas de  Express opinions on defined subjects.  Identify main points and specific information in different written and oral texts on
DEMOCRACY AND reconciliación para la construcción de • Justify points of view. personal and academic subjects of interest.
PEACE paz. • Express agreements and disagreements. • Express points of view on personal and academic subjects of interest.
 Evaluate daily reconciliation actions for • Describe experiences, events, and feelings. • Exchange opinions orally on personal and academic subjects of interest in debates.
the construction of peace. • Summarize oral and written information.
• Defend a proposal with valid arguments.
MODULE 2 HEALTH  Plantear rutas para la obtención de  Express opinions on defined subjects.  Produce simple argumentative oral and written texts on subjects of other
servicios de salud en mi comunidad. • Justify points of view. disciplines.
 Pose routes for obtaining health services • Express agreements and disagreements. • Identify specific information in long argumentative written texts related to subjects
PRAES in my community. • Describe experiences, events, and feelings. of other disciplines.
• Establish comparisons between defined subjects. • Exchange, orally, opinions and ideas in spontaneous interactions on subjects of
• Summarize oral and written information. other disciplines.
 Give accurate information.
MODULE 3  Proponer acciones de sostenibilidad a  Summarize oral and written information.  Express own points of view in simple argumentative written and oral texts on
SUSTAINABILITY partir de los 17 objetivos propuestos por • Describe characteristics of defined topics. academic subjects.
PRAES la ONU. • Make presentations on subjects assigned. • Identify explicit and implicit information in different types of texts on general interest
 Propose sustainable actions based on • Justify opinions based on quotes and references. subjects.
the 17 proposed UN objectives. • Express opinions and points of view. • Structure different types of texts related to general and personal interest matters.
• Request clarification. • Exchange information on general and personal interest matters in debates.
MODULE 4  Promover el uso responsable de la  Express opinions  Identify explicit and implicit information in argumentative texts related to academic
GLOBALIZATION tecnología para la protección de la • Justify points of view. subjects.
privacidad. • Express agreements and disagreements. • Structure medium length argumentative written texts on academic subjects.
 Promote the responsible use of • Describe experiences, events, and feelings. • Exchange information orally in a subject of general interest in different types of
technology to protect privacy. • Summarize oral and written information. spontaneous interactions.
• Orally support personal points of view on an established academic subject.

REFERENTES CONCEPTUALES GRADO UNDÉCIMO

COMPETENCIA GRAMATICAL COMPETENCIA TEXTUAL COMPETENCIA ILOCUTIVA - SOCIOLINGUISTICA
Identificar tipología textual Comprender y producir textos Liderar
 General review grammar times/modals Review conditionals  Descriptive texts  Descriptions
 Review passive voice Suffixes / prefixes  Argumentos y opinión de algunos textos, acciones, sucesos,  Predictions
 Linking words Reported Speech información y descripción de situaciones  Tag questions
Tag questions Future perfect /progressive Idiomatic expressions  Producción de diferentes textos  Modal verbs –may, might-
Correlative conjuctions.  Interacción entre docente y estudiantes en situaciones reales
de comunicación. Conditionals

IED SERREZUELA 50 AÑOS FORMANDO JOVENES EMPRENDEDORES

IED SERREZUELA 50 AÑOS FORMANDO JOVENES EMPRENDEDORES