Estructuras Conceptuales - English 2020

GOAL: To understand and use basic information through everyday interaction.

SKILL YEAR TERM 1
RECEPTIVE SKILLS To recognize familiar Listening: The student
vocabulary and basic recognizes simple oral
expressions The student messages and instructions.
about themselves, recognizes and
their families and their understands
sorroundings. simple messages
and instructions
through
basic texts, Reading: The student
posters, signs understands the gist of
and simple basic texts, posters, signs
statements and simple statements.
regardng their
school
environment.
PRODUCTIVE SKILLS To use simple Speaking: The student

structures to ask and answers questions about
answer questions basic information based on
about themselves, models.
their families and their
sorroundings.
Writing: The student
makes relations between
iconic, non-iconic signs
and sounds.
The student
answers
questions about
basic
information base
d on models, and
makes relations
between iconic,
non-iconic signs
and sounds
related to school
environment.
Grammar: The student
The student recognizes simple words
answers and structures in a specific
questions about context. My name is…
basic Who’s…?
information base Can you spell…?
d on models, and Phonics.
makes relations This / these.
between iconic, Is this a …? Yes, it is. No it
non-iconic signs isn’t.
and sounds What’s this? / What are
related to school these…?
environment. Who’s He / She
She is… / He is…
What’s your favourite toy?
Graphs /Colours.
Family members.
The alphabet, spelling.
Numbers 1 to 20.
Classroom objects.
Toys.
Prepositions: In – on –
under – next to.
Capital and small letters.
ASSESSMENT RECEPTIVE SKILLS LISTENING:

ACTIVITIES -Listening and coloring objects in a
classroom.
-Listening and placing objects in a room.
READING:
-Answering Yes/No questions based on
images about school.
PRODUCTIVE SPEAKING:
SKILLS -Answering questions about school
vocabulary and structures learnt in class
(Reach the star).
-Short description of a picture by placing
different items in a room.
WRITING:
- Creating simple sentences using the school
vocabulary learned during the term.
-Unscramble sentences.
ATTITUDINAL Selfevaluation. Co-evaluation.

Heteroevaluation
TOPIC School environment
HISTORICO DE CAMBIOS: 2018: Some structur
GOAL: Can apply everyday expressions and basic phrases in real life situations, ask and answer q
SKILL YEAR TERM 1

RECEPTIVE SKILLS Listening: The student
understands oral
messages and instructions
and recognise familiar
words and linguistic
structures.
The student
To understand understands
phrases and the explanations,
highest frecuency messages and
vocabulary related to instructions in
their context. different written
messages.
To understand understands
phrases and the explanations,
highest frecuency messages and
vocabulary related to instructions in
their context. different written Reading: The student
messages. understands instructions,
explanations and
information in texts.
PRODUCTIVE SKILLS Speaking: The student

takes part in an interview
and gives personal
information.
composes simple
The sentences and texts using
student participat previously presented
To produce a series es in interviews models.
of short phrases and about personal
messages in terms of information using
their surroundings. previously
presented
models.
Grammar: -Present
Continuous for present
actions. -Prepositions
(above - below). -Have
got
ASSESSMENT ACTIVITIES RECEPTIVE SKILLS:
LISTENING:
-Listening and drawing lines to match
names to people in a picture.
-Listening and writing words or numbers in
gaps.
READING:
-Identifying simple structures and basic
vocabulary by writing Yes or No in different
texts.
-Answering yes or no questions about a short
text.
PRODUCTIVE SKILLS:
SPEAKING:
-Interviews to family members about personal
information.

WRITING:
-Writing short sentences about a friend using
the appropriate vocabulary.
- Writing a short paragraph by using the
previously presented models.

Heteroevaluation
TOPIC My moving world.
HISTORICO DE CAMBIOS: 2018: Some structur
GOAL: Can understand and use familiar everyday expressions and phrases about him/herself and
SKILL YEAR TERM 1
understands what it is said
during usual transactions
To interpret phrases
with different types of
and expressions,
information.
short simple texts The student
containing frequency understands
vocabulary related to information about
areas of most school daily life
immediate priority; and sports orally
provided speech is and written. Reading: The student
clearly and slowly understands general ideas
articulated. in given texts.

gives short, basic
descriptions of events and
activities.
creates short sentences on
To participate in The student everyday subjects.
short conversations in creates basic and
routine contexts on short texts
topics of interest and related to school
write simple events and free
sentences and texts time activities in Grammar: Comparative
using previously oral and written adjectives. Relative
presented models form. clauses with who/ where.
Activities. Adverbs of
manner
RECEPTIVE SKILLS:
LISTENING:
- Identifying specific information about
places and actions.
-Writing words or numbers in gaps.
READING:
-Reading a text and choosing the best
answer.
-Look, read and write Yes or No.

PRODUCTIVE SKILLS:
SPEAKING:
-Role play in groups about topics related to
ASSESSMENT ACTIVITIES his/her life at school (teachers, subjects,
classmates, restaurant, etc)
- Individual presentation about student's
favourite free time activity.
WRITING:
-Contrasting the use of relative clauses with
who and where.

Heteroevaluation
TOPIC My school activities
HISTORICO DE CAMBIOS 2018: Assessment activities were standarized.
GOAL: Can describe about his/her background, immediate surroundings and other daily aspects.
SKILL YEAR TERM 1
understands and
expresses simple oral
messages and instructions
and recognises familiar
To understand The student words and linguistic
simple, short and understands structures.
illustrated texts about aural and written
everyday, ´personal messages,
and literary topics. instructions and Reading: The student
phrases related understands phrases and
to people and expressions related to
media. immediate needs.

communicates facts
and tasks requiring a
exchange of information.

writes very short, basic
descriptions of events,
activities and personal
The student experiences
To communicate makes very short
about me, my and basic
classmates and our descriptions of
daily activities with events in a
Grammar: Present
simple sentences written and
simple. School subjects.
logically chained in a spoken way
The time. Tv
written and oral way. about people´s
programmes. Adjectives.
jobs and media.
Plans, intentions and
predictions with going to.
Jobs.
RECEPTIVE SKILLS:
LISTENING:
- Listening for names and descriptions.
-Listening for names, spelling and other
information.
READING:
- Reading and answering questions about
people’s needs and plans.
-Reading right and wrong sentences about a
picture by writing yes or no.
ASSESSMENT ACTIVITIES
PRODUCTIVE SKILLS:
SPEAKING:
- Role play about TV programmes.

WRITING:
-Writing a brochure displaying the jobs
students are planning for their future.
- Writing a review of a tv programme or film
based on a model.

Heteroevaluation
TOPIC
People and media.
HISTORICO DE CAMBIOS 2018: No changes were made
GOAL: The student will be able to communicate tasks requiring a simple and direct exchange of informati
SKILL YEAR TERM 1

understands phrases and
very high frequency
vocabulary related to
areas of the most
immediate personal
relevance.
To understand
sentences and The student
frequently-used identifies phrases Reading: The student
expressions related to and expressions reads short simple texts,
areas of most related to including short, simple
immediate relevance familiar topics in personal letters and
(e.g. very basic oral and written emails.
personal and family texts about high
information, shopping, technology in
local geography, space travelling.
employment)

communicates in simple
and routine tasks requiring
a simple and
direct exchange of
information on familiar
topics and activities.
The student
communicates in
To communicate in
simple and
simple and routine
routine tasks,
tasks requiring a
writing short
simple and direct
notes, messages
exchange of
and emails about
high technology
and routine matters.
and space
travelling.
The student
communicates in
To communicate in
simple and
simple and routine
routine tasks, Writing: The student
tasks requiring a
writing short writes short simple notes,
simple and direct
notes, messages messages, and emails
exchange of
and emails about relating to matters
high technology in areas of immediate
and routine matters.
and space need.
travelling.
Grammar: Future with

Going to and will. Clauses:
who, where, which.
RECEPTIVE SKILLS
LISTENING:
-Listening for names and descriptions.
-Listen, color, draw and write.
READING:
-Choose a word from the box and write the
correct word next to numbers 1-5.
- Scanning: reading and answering
questions.
PRODUCTIVE SKILLS:
SPEAKING:
- Presentation and mini poster displaying the
job students are planning to perform in the
future.
- Creating and showing to the class an
imaginary means of transportation.
WRITING:
-Choosing the correct word to fill in the
blanks.(vocabulary learned)
TOPIC High technology in space travelling

Heteroevaluation
HISTORICO DE CAMBIOS 2018: Assessment Activities were standarized
FIRST GRADE

TERM 2 TERM 3
Listening:The student Listening: The student
identifies the main idea locates people, objects,
of short texts and some animals and places
details they can based on daily life
understand through the conversations.
The student use of visual aids. The student
identifies and locates people,
understands the objects, animals
main idea and Reading: The student and places based Reading: The student
some understands and on daily life identifies key words to
details through creates very simple conversations and complete short
simple sentences sentences about taught key words in short paragraphs.
about their homes. topics and words paragraphs.
learning its uses in a
determinate context.
Speaking: The student Speaking: The student

takes part in short describes simple
dialogues (short stories, situations
role plays) by using regarding basic
simple structures such structures.
as: verb to be and
simple present
Writing: The student Writing: The student

unscrambles and writes simple
copies simple statements by using
sentences; the student learnt structures.
also desings an
unscramble for another
classmate to develop it.
The student uses The student says

simple structures in and writes
short conversations sentences by
and organizes locating people,
sentences with objects, animals
coherence about and places using
their their homes. learnt structures.
Grammar: The student Grammar: The student
learn how to use uses simple grammatical
personal pronouns: I, structures according to
you, we, they, he, she specific
The student uses it; reads and The student says situations. Phonics. This
simple structures in writes simple and writes is…/That is…These
short conversations sentences in given sentences by are…/Those are…There
and organizes contexts. locating people, is… /
sentences with -Likes and dislikes objects, animals There are… Where is
coherence about -I love… and places using the…? Prepositions: in,
their their homes. -Do- do not learnt structures. on, under, behind, next
-There is /There are to, between, in front
-Phonics using (games, of. Irregularplural
songs,actions) nouns: woman/women.
-Polite requests man/men.child/children.
-Where does food come Present Continuous
from? Which fruit, with present
vegetable, food is this? actions. Questions and
Food vocabulary responses using Have/
-Household items has got. What are
-Family members you/they wearing? I’m/
-Numbers from 1 to 20 They’re wearing…What
-Punctuation marks: is he/she wearing?
Period, full stop, comma He’/she’s wearing…
LISTENING: LISTENING:
-Listening simple dialogues to identify and -Listening and drawing lines or
color household items in a room. coloring images to locate things correctly on
-Listening and ticking the box about a picture.
activities the family members are doing. READING:
READING: -Reading short texts to fill in the gaps with
-Read short stories or sentences key words.
accompained with images in order to identify
household vocabulary. (circle or underline
words)
SPEAKING: SPEAKING:
-Dialogue about what the students’ family -Describing one’s favorite farm animal using
members are doing. adjectives (colors and size.)
-Presentation about their favorite foods. -Answering wh questions about quantity ,
WRITING: location and specific characteristics of
Writing short simple sentences based on a people in a city.
picture by using 'there is- there are' and WRITING:
household items. -Writing short sentences locating animals
on a farm or a town.
Selfevaluation. Co-evaluation. Selfevaluation. Co-evaluation.

Heteroevaluation Heteroevaluation
At home Animals in town
018: Some structures were redistributed in the four terms
SECOND GRADE
, ask and answer questions about personal details interacting in a simple and clear way.
TERM 2 TERM 3
Listening: The student Listening: The student
identifies main ideas of recognizes the gist of
conversations about simple, well structured,
family matters in which clear, slowly delivered
he/she takes part in. presentations about
family matters or matters
The student of interest.
The student
recognizes
identifies main
the main ideas of
points of
stories and texts
conversations and
about different
texts about family
matters of
matters.
interest.
The student
recognizes
identifies main
the main ideas of
points of
stories and texts
conversations and
about different
texts about family
Reading: The student matters of Reading: The student
matters.
identifies specific interest. recognizes the idea of
information in simple well structured stories in
texts and extract key which pictures or actions
words in order to transmit a large part of
understand the main the information.
idea.

develops short develops direct
presentations, conversations using
previously prepared short phrases and
and practised, about expressions to make
daily subjects or things social contact.
of his/her interest such
as: hobbies, sports,
routines,etc)

writes sequences of writes sequences of
simple phrases and simple phrases
The student simple sentences The student says and sentences about
develops oral and (about themselves, and writes themselves, relatives
writtien texts about relatives and personal sentences and personal information
daily personal information) by using by using short by using basic and
subjets. basic structures such phrases. appropriate structure.
as:verb to be,
pronouns, simple
present.
Grammar: - Grammar: - Object
Present simple for pronouns (me, you,
routines. - him,her, them).
Frequency adverbs - Possitive and
- Prepositions negative obligattions
(near,opposite) (must-musn´t) -
- Should- should permission and ability
not - Can for (can-can´t). -
permission Suggestions and offers
-Comparatives and (Shall I ...?)
superlatives
-Intensifiers (very basic)
RECEPTIVE SKILLS: RECEPTIVE SKILLS
LISTENING: LISTENING
-Listening and drawing lines to match daily -Listening to short speeches about family,
activities to moments of the day (with friends, classmates.
images).
READING:
READING: -Reading a text and answering a set of
-Reading a text and fill in the gaps the multiple choice questions.
missing information. -Identifying specific information in a text
through a set of yes or no statements.
-Underlining specific information in a text
and answer simple questions.
PRODUCTIVE SKILLS PRODUCTIVE SKILLS

SPEAKING: SPEAKING:
- Presentations about his/her daily routine -Describe personal and other people's
using pictures or drawings and another obligations.
presentation about things or their interest. -Conversation with a partner in the country
side.
-Role play using should-should not,can-
cannot. WRITING:
-Completing sentences about common
WRITING: aspects in the context using must and
--Writing short phrases about a character musn't.
(they choose or create one) to describe what -Writing My diary information book.
he/she does in a day. Co-evaluation.
Selfevaluation. Selfevaluation. Co-evaluation.
My wonderful day. A healthy body.
018: Some structures were redistributed in the four terms
THIRD GRADE
out him/herself and others and interact in a simple way provided the other person talks slowly and clearly.
TERM 2 TERM 3
Listening:The student Listening: The student
understands simple oral identifies the gist and
messages and some specific
instructions, also information from a short
The student recognises familiar The student situation from repeated
differenciates and words and different identifies general visualisations of the oral
finds specific linguistic structures. information and text.
information about gist from oral and
health facts and written texts
after school Reading: The student related to Reading: The student
activities. finds specific nowadays topics. locates specific
information in simple information in short
everyday material. texts.

describes everyday uses simple descriptive
aspects of his/her language to make brief
environment (what they statements with
do, what they like, some comparisons.
details about people
who lives with them)
writes a series of simple explains events of
phrases about their his/her personal life.
hobies linked with The student
The student
simple connectors explains his/her
produces texts
(taught in class) past events by
about
using
personal health and
Grammar: comparative Grammar:
hobbies.
-Personal health statements. Exploring.
(hygiene, eating habits, Could - couldn´t.
mental health) Clauses with so.
-Past simple Comparative of two and
-irregular/ regular three syllable adjectives.
verbs. Comparative adverbs.
-Clauses with because.
-Going to
-Adverbs of frequency
-How much, how many
-Ordinal
numbers
-Project:
measuring; ball games;
technology; skeletons;
value: (citizenship
skills)
RECEPTIVE SKILLS: RECEPTIVE SKILLS:
-Following instructions to color, draw or - Listening and drawing lines to match
write about a recording. names to people.
- Ticking boxes under correct pictures. -Listening and drawing lines from days of
the week to correct pictures.
READING:
-Reading comprehension about short stories READING:
related to everyday materials. -Reading short dialogues and choosing the
-Answering questions about given texts. best answer.
-Reading and answering questions related
PRODUCTIVE SKILLS: to nowadays topics.
SPEAKING:
-Role-play describing health matters PRODUCTIVE SKILLS:
including all the statements of health SPEAKING:
(healthy food, hygiene,mental health) - Dialogue in pairs by using Could/ couldn't
to compare actions in the past and present.
WRITING: - Presenting a description about
-Writing a short paragraph about his/her last themselves by using comparatives.
weekend.
WRITING:
- Writing personal information using past
actions: could/ couldn't.

My body and its care The world outside
FOURTH GRADE
other daily aspects.
TERM 2 TERM 3
identifies enough analizes the gist and
information to meet specific information from
concrete needs in a short situation from
everyday life by speech repeated visualisations
provided by the teacher of the oral text.
The student (teachers can also use The student
understands aural audiovisual aids in
interprets the
and written order to complement general idea and
information to meet and reinforce the info)
Reading: The student details from a text Reading: The student
concrete needs
follows simple about materials understands the general
about eating
instructions in class and senses. idea and specific details
habits.
from everyday life about familiar subjects.
topics.
Speaking: The Speaking: The student

student gives basic describes his/her plans,
descriptions of events arrangements and
and activities. personal experiences.
Writing: The student Writing: Student writes

writes everyday aspects a series of simple
of his/her environment sentences about his/her
in field of interest.
linked sentences. (In
his/her house, school, The student writes
The student place of training,etc.) a series of simple
describes briefly
phrases and
events and
Grammar: City life: sentences about Grammar: Materials.
activities about
-Directions and materials and Describing objects and
eating habits.
prepositions senses. sensations. Senses.
-Past simple Vocabulary verbs of the
-Past continuous senses
-Natural disasters. What does
-Adjectives it/he/she(feel/smell, look,
-Countables and taste/sound) like?
uncountables
(much,many) Wh-Questions.
-Articles with countable
and uncontable nouns Punctuation: semicolon
-Project: Teeth.
Cooking, Giving advice:
should/ shouldn´t.
RECEPTIVE SKILLS: RECEPTIVE SKILLS:
-Matching pictures with descriptions given -Matching pictures with illustrated words or
through recordings. names by writing a letter in the box.
-Comprehension and answering questions -Listen, color, draw and write.
about recordings.
READING:
READING: - Read, choose a title and answer
-Answering questions based on a mind map questions.
by giving simple directions. - Read short paragraphs and answer WH
-Reading comprehension exercise based on questions. -
natural disasters, answering questions
related with the reading.
PRODUCTIVE SKILLS: PRODUCTIVE SKILLS:

SPEAKING: SPEAKING:
-Role play about giving and asking for -Individual oral presentation about
directions (in the city, neighborhood in which describing objects and how they are made
they live) of.
- Role play about planning a party using
WRITING: cooking vocabulary and senses.
- Describe past events such as: travels, fun
stories, scare stories,etc) by using simple WRITING:
past and past continuous; teachers can tell -Write a recipe explaining the ingredients
or show them a storie as an example of what and the preparation .
they have to do.

Our eating habits. How do we use our senses?
FIFTH GRADE
xchange of information and describing in simple terms information on familiar and routine matters.
TERM 2 TERM 3
catches the main idea perceives, memorizes,
in short and clear and notes down
messages and words and expressions
announcements, telling not previously
which of the options is encountered in the
the announcement for. personal,
Example: Hello Detroit! educational, and public
Our newest store is domains as well
HERE! Come say hello as note their situational
The students at the Twelve Oaks context and
Mall- We'd lovestudent
extracts general Reading: The to see functional value.
you ! (This is from a The student uses Reading: The student
information, details finds specific,
store) and so on. and perceives uses a series of phrases
and uses that predictable information and sentences to
words and
information in in simple everyday expressions about describe in simple terms
different tasks material (Using the free activities and their family and other
about adventure advertisements, menus,
living conditions. people, living conditions,
and gastronomy timetables their educational
around the world. announcements of the background.
school) such as:
advertisements, menus
and timetables.

handles short social uses a series of phrases
exchanges with his/her and sentences
classmates about their linked onto a list to
favorite food and other communicate in
things from the place simple and routine tasks
where they live (it can within the
be other countries or personal and
cities if they want). educational domains
The student
communicates in The student
simple and routine produces simple
tasks and writes narrative texts
short simple notes, about free time in
messages and different
emails about food environments.
and countryside.
The student
communicates in The student
simple and routine Writing: The student produces simple Writing: The student
tasks and writes writes a simple letter narrative texts produces simple
short simple notes, (thanking, greeting, about free time in procedural and narrative
messages and wishing the best, telling different texts with some detail
emails about food a story) for someone environments. and variety in sentence
and countryside. they want to send the structure yet may
letter. contain some usage
error.
Grammar: Grammar: Present
-Past continuous Perfect (still, since, for,
-Past simple ever , never) and
-Countable and quantifiers.
uncountable nouns
-Future time (will and
RECEPTIVE SKILLSgoing to) RECEPTIVE SKILLS
LISTENING: -Modals LISTENING:
-Identigying in a listening people names,
-Possesives: use of 's - Listen and tick the box under the correct
numbers and other personal and s' information. pictures.
-Matching pictures with illustrated words
-Prepositions of time:or - Listen, draw and write.
names by writing a letter on/in/atin the box.
-Imperatives READING:
READING: -Prepositional phrases -Look and read then write yes or no.
- Read and write some words
(place, to and
time complete -Read and write the right words. (Cloze
the story.
movement) exercise).
-Read about other countries’ traditions,
choose one of those countries and write a
short review to present to their classmates.
PRODUCTIVE SKILLS: PRODUCTIVE SKILLS

SPEAKING: SPEAKING:
-Oral presentation: Telling a story about an - Oral presentation "Sea Animals"
outdoor experience, using visual aids. - Role play about free activities or
hobbies.
WRITING:
- Writing a postcard to a pen pal explaining WRITING:
a typical food from his/her country. - Write a short story about sea life using the
vocabulary learned in class.
The great outdoors Under the sea

TERM 4
Listening: The student
understands conversations based
on people's likes, dislikes and
activities they are doing.
The student understands
and answers information
questinos based on
pictures and simple Reading: The student answers
paragraphs information questions based on
regarding people's likes, pictures and simple paragraphs.
dislikes and activities
they are doing.
Speaking: The student interacts

with others by asking and
answering questions about
specific topics.
Writing: The student writes basic

information based on questions
about their likes, dislikes and
things they are doing.
The student asks and

answers questions
about their likes,
dislikes and things they
are doing.
Grammar: The student uses a
wider range of vocabulary and
grammar structures in a specific
situation. I love/Ilike/ I don’t like +
verbs in ING. (Statements and
The student asks and Questions). Would youlike
answers questions a/some…Yes, I’dlove… I’d like…
about their likes, Whatwould you like to
dislikes and things they drink/eat? Where doyou want to
are doing. go on a holiday? I want togo…Do
you want to go to..?
Phonics. Punctuation marks:
Period, full stop, comma, and
colon. Holiday’s vocabulary.
Hobbies and sports.Likes and
dislikes about sports and
hobbies.
LISTENING:
-Listening and coloring based on a short description of
people on a holiday. READING:
-Answering questions based on short descriptions about
hobbies and holidays.
SPEAKING:
-Individual presentation about students’ favorite hobbies.
-Role play about things students like and do not like doing.

WRITING:
-Writing a short paragraph describing one’s favorite
hobbies.
-Writing sentences and descrbing pictures about quantity,
location and actions people are doing.
Selfevaluation. Co-evaluation. Heteroevaluation
Hobbies and holidays.
way.
TERM 4
distinguishes the words,
expressions, and sentences in
simple
spoken texts related to the
learner’s
social context as well as their
The student interprets personal and
out written and oral texts educational background.
regarding the social
contexts and
educational
background.
The student interprets
out written and oral texts
regarding the social
contexts and
educational
background. Reading: The student interprets
key information from stories,
tales, fables, among other from
their own context.
Speaking: The student uses

spoken language in an interaction
which arises spontaneously.
Writing: The student writes

comparative statements about
their enviroments.
The student uses

spoken and written
language spontaneously
about their enviroments.
Grammar: -Comparative ...er

than: one and two syllables: -r,
er, -ier - Doubling of consonants:
thin/thinner. - Past
simple: was/wasn't were/weren't
RECEPTIVE SKILLS
LISTENING:
-Completing information charts about personal and
educational background with information heard in
recordings and dictation. -Listening to
fables to recongnize past actions and details.
READING:
-Identifying general and secondary ideas in a text.

-Reading a text and answering open questions.
PRODUCTIVE SKILLS SPEAKING:

-Express orally comparisons about students surroundings.

WRITING:
-Writing a short weather report based on given models.
Weather report.
ks slowly and clearly.

TERM 4
Listening: The student contrasts
the gist of simple, well structured,
clear, slowly delivered
presentations about matters of
interest helped by pictures and
The student
illustrations.
distinguishes well
structure presentations
about close
environments (animals,
food, containers). Reading: The student
distinguishes the general idea
and specific details about familiar
subjects.
Speaking: The student takes part

in spoken interaction which arises
spontaneously.
Writing: The student produces

short descriptions of events, past
activities and personal
The student takes part in experiences.
spoken and written
interaction by producing
texts related to personal
experiences. Grammar: Animals.
Superlatives. Prepositions.
Containers and food. Expressions
of quantity.
RECEPTIVE SKILLS
LISTENING:
- Carrying out instructions to colour and draw or write.
READING:
- Read a story about familiar subjects, choose a word from
the box and write the correct word.
-Completing a story according to information from a text.

PRODUCTIVE SKILLS
SPEAKING:
- Inventing a super animal based on a model.
- Recipe using the vocabulary about containers and food.
WRITING:
-Writing a short paragraph using superlatives.
Food and feeding
TERM 4
recognizes linked ideas and aural
items such as accent, rhythm and
correct intonation in familiar and
varied contexts
The student deduces

information from diverse
texts about nature and Reading: The student deduces
sports. information from diverse texts
about subjects of interest.
Speaking: The student uses

simple descriptive language to
make brief statements about his/
her environment.
Writing: The student develops

short texts with personal
information and information about
immediate surroundings.
The student uses

simple descriptive
language to make brief
Grammar: Nature.
statements about nature
Describing species. Sports.
and sports.
Seasons. Present
perfect. Should/ Shouldn’t
I think….I agree, I don’t agree.
RECEPTIVE SKILLS:
LISTENING:
-Listen and write numbers or words.
-Carrying out instructions to colour, draw and write.
READING:
-Reading a text about the environment and answer WH
questions.
-Choosing the correct words to match given definitions.
PRODUCTIVE SKILLS:
SPEAKING:
-Create a TV news giving advices to have a better natural
world.
WRITING:
-To create a poster about a place environment by giving
suggestions on how to improve it.
Taking care of you and your environment.
matters.
TERM 4
Listening: The student makes use
of clues such as stress and
intonation to identify and
understand
relevant information in orally
produced
texts within the personal and
educational domains.
The student understands Reading: The student

and identifies longer, understands and identifies
complex and expository longer, more
texts that include taste, complex transactional and
relevant information expository
about fashion around texts (e.g. formal letters,
the world. biographies,
etc). The texts should contain
the highest frequency vocabulary
and include a proportion of
shared
international vocabulary items
(e.g.
hamburger, restaurant, hospital,
etc.)
Speaking: The student handles

short social exchanges
within the personal and
educational
domains, even though they can
usually
understand enough to keep the
conversation going themselves.
The student writes

longer descriptions
about family, tastes and
living conditions around
the world.
The student writes
longer descriptions Writing: The student writes longer
about family, tastes and descriptions about their family,
living conditions around living conditions, and educational
the world. background.
Grammar: Possibility with may

and might. Present Perfect (just,
aleady and yet)
RECEPTIVE SKILLS
LISTENING:
- Listening and writing.
- Matching pictures with illustrated words or names by
writing a letter in the box.

READING:
- Read and correct the mistakes.
-Reading and completing a conversation by choosing the
best response.
PRODUCTIVE SKILLS:
SPEAKING:
Design a new uniform for your school. (pair work and
presentation).
WRITING:
-Choose words from the box and write your own
description.
- Creating a magazine about fashion.
Educational background

Students will be able to understand and produce basic texts on familiar topics which use high frequency vocabula
phrases and sentences linked with basic connectors and correct structures
SKILL YEAR TERM 1
RECEPTIVE SKILLS Students will be able to
understand phrases and
common vocabulary, as
well to catch the main Listening: The student
point in short, simple understands phrases and
texts like messages and expressions related to
announcements, familiar topics like basic
personal letters and personal and family
emails; and to find The student information,
specific, predictable understands shopping, local geography.
information in simple phrases and
everyday material. expressions
related to familiar
topics in aural and Reading: The student
written texts. understands basic types of
standard routine letters,
emails, short simple personal
letters etc.
Speaking: The student

participate in simple everyday
conversations using polite
vocabulary about feelings and
preferences
Students will be able to

communicate in simple The student
and direct exchange of interacts in simple
information on familiar everyday
topics and to handle communicative
PRODUCTIVE SKILLS
very short social situations using
exchanges using simple appropriate
vocabulary on short structures and
simple texts and vocabulary.
messages .
short, simple formulaic notes
relating to matters in areas of
immediate need
Students will be able to

communicate in simple The student
and direct exchange of interacts in simple
information on familiar everyday
PRODUCTIVE SKILLS topics and to handle communicative
very short social situations using
exchanges using simple appropriate
vocabulary on short structures and
simple texts and vocabulary. Grammar: The student
messages . understands high frequency
everyday language with
sufficient vocabulary to
conduct routine, everyday
transactions and express basic
communicative and
survival needs. Vocabulary:
.Infinitive verbs, personal
objects,holiday activities,furni
ture,people, touristic places.
PRODUCTIVE SKILLS: Writing

1- short description on a holiday using past
tenses. Writing 2-
informal letter about a place (building type) you
would like to stay at using present continuous for
future - may and might. (DAILY TEST)
Speaking 1. Planning an expedition for
coming vacation ( Future with will, going to-
present continuous for future) ( Page 103)
Speaking 2. presentation about unusual places to
visit around the world (past simple and
continuous- present simple and continuous)
RECEPTIVE SKILLS:
Reading 1- About an expedition and signs
(skimming, scanning and inferring from context.)
(DAILY TEST) Reading 2- Matching-
people and descriptions (tourism page 24 guide)
Listening 1. Listening for specific information
to write down identified items. (page 64). (page
103) Listening 2: Listening for gist.
Conversation between two people about an
assigned topic. (page 22)
TOPIC
Travel and Holidays

Heteroevaluation
HISTORICO DE CAMBIOS
GOAL: The student Can understand the main points of clear standard input to deal with most situations
SKILL YEAR TERM 1

understands the main points
of clear
standard speech on familiar
matters regularly
encountered
in work, school, leisure, etc.
To listen and The student

understand straight understands the
forward factual main points of
information for general clear standard
and specific details and speech and texts
can identify, on familiar matters
discuss, and summarize as well as on high
main ideas and support frequency
in a variety of simplified everyday Reading: The student
text to annotate or or job-related understand texts that consist
analyse readings language. mainly of
high frequency everyday
or job-related language.

briefly gives reasons and
explanations for opinions
and plans
to narrate a story or
relate the plot of a
The student
book or film and
briefly gives
describe their
reasons and
reactions by using
explanations for
elementary
opinions and
vocabulary and
plans, they
grammar
can also write
structures correctly,
personal letters
without
describing
making errors when
experiences
speaking or writing
to narrate a story or writes personal letters
relate the plot of a describing experiences
The student and impressions
book or film and
briefly gives
describe their
reasons and
reactions by using
explanations for
elementary
opinions and
vocabulary and
plans, they
grammar
can also write
personal letters
without Grammar: Present, simple
describing
making errors when and continuous.
experiences
speaking or writing tenses
and impressions
about complex Comparatives and
situations. superlatives Describing
people.
Things to wear.
Life events.
Sports.
People and action verbs

PRODUCTIVE SKILLS
Writing 1: write an online profile.
Writing 2: Writing a personal letter.
Speaking 1: debate on Tv and sports
Speaking 2: describing a shoping anecdote
RECEPTIVE SKILLS
Reading 1: Reading for specific information
Assessment Activities:
on fashion and music.
Reading 2: Reading on teenage life, past and
now.
Listening 1: Identify specific information in
aural speech related to familiar matters.
Listening 2: listening for specific information:
picture description
TOPIC A person = A world

Heteroevaluation
GOAL:The student will be able to understand and produce different texts about experiences and/o
fixed context and taking
SKILL YEAR TERM 1

understands the main
points of clear standard
speech on familiar matters
The student regularly encountered in
The student will be
understands work, school, leisure, etc
able to identify both
texts of clear
and general and
standard speech
specific ideas in
on daily life
different kinds of texts
(familiar matters, Reading: the student
within fixed contexts
school, work, understands texts that
and vocabulary.
leisure, etc) consist mainly of high
frequency everyday or job-
related language

connects phrases in a
simple way in order to
describe experiences and
events, dreams, hopes and
ambitions.
The student will be

The student can
able to describe and
express short
narrate simple written
texts and ideas,
and spoken texts
describing
about several
experiences and
everyday matters,
situations related
performing
to their life and
unprepared as long
personal interest
as they use fixed
(past events,
vocabulary and
dreams, hopes)
straightforward connected
The student will be
The student can text on topics which are
able to describe and
express short familiar or of personal
narrate simple written
texts and ideas, interest
and spoken texts
describing
about several
experiences and
everyday matters,
situations related
performing
to their life and Grammar: Determiners:
unprepared as long
personal interest Some, any, much, many,
as they use fixed
(past events, plenty of, a lot of, no,
vocabulary and
dreams, hopes) several.-ing forms_x000D_
grammar.
_x000D_
Present simple and
_x000D_
Continuous_x000D_
_x000D_
Past simple and used
to_x000D_
_x000D_
Past simple and
continuous_x000D_
RECEPTIVE SKILLS:
Listening 1: Understand the main points of
clear standard speech in an interview
Listening 2 : listening true false statements
on climate and weather.
READING 1: Recognising the organisation of
a text.
Reading 2: Identifying main points
Assessment activities
PRODUCTIVE SKILLS
WRITING
write a short text with either comments or
descriptions of experiences related to
Assessment activities shopping,sports
Writing: 2) Daily test
SPEAKING
-Interview/talk to partners about their life and
past experiences.
-Role Play: Buying/selling things.
TOPIC My friends and me (shopping, sports)

Heteroevaluation
GOAL: The student will be able to understand the main ideas of complex text on both concrete and
spontaneity that makes regular interaction with native speakers quite possible without strain for eit
advantages and disadvantages of various options.
SKILL YEAR TERM 1
understands articles and
reports concerned with
contemporary problems in
The student which the writers adopt
reads and particular stances or
understands viewpoints.
written and
The student will be spoken articles
able to understand and reports
implicit information in concerning with
texts related to class contemporary Reading: The student
topics problems in reads article and reports
which the writers concerned with
adopt particular contemporary problems in
stances or which the writers adopt
viewpoints. particular stances or
viewpoints.

interacts with a degree of
fluency and spontaneity
The student will be

able to produce texts
with different
a review of a film, book or
functions (descriptive,
The student play.
narrative,
interacts with a
argmentative) about
degree of fluency
personal topics and
and spontaneity.
different knowledge
topics making proper
usage of the second
language.
language.
Grammar: Reported
statements Reported
questions and requests
Listening activity true or false exercise
Listen and match the speakers to the texts.

Matching
missing information to paragraphs and true-
false statements.
Daily test: Reading

Productive
skills: Write a game report Debate on
Assessment activities contemporary problems. Daily test: Write a
review.
Contemporary problems
TOPICS
Heteroevaluation
changes are made from Reading activity related to Art is fun to crimes and criminals to enhance mo
GOAL: The student will understand the main ideas of complex text on both concrete and abstract t
SKILL YEAR TERM 1
follows the essentials of
lectures, talks and reports
and other forms of
academic/professional
presentation which are
The propositionally and
student follows linguistically complex.
The student will be
and understands
able to interpret and
talks, lectures
analyse codes and
and articles
various forms of
related to Reading: The student
academic texts
contemporary understands articles and
events. reports concerned with
contemporary problems in
which the writers adopt
particular stances or
viewpoints.

keeps up with an animated
discussion, identifying
arguments accurately,
supporting and opposing
points of view.
Explains, synthetizes The student

and states his holds Writing: The student writes
viewpoint about an conversations formal and informal texts
article, a discourse, a and writes texts such as: reviews, reports,
debate , an interview using arguments letters.
or a documentary, as accurately to
well as answers support and
questions which oppose points of
require detail. view.
Grammar: passive and

be/get used to/the grammar
of phrasal verbs/ present
and past habits
Assessment activities Reading: Reading Research report. Plus
daily test Listening: Gun control in Us and
UK. Writing: Persuassive essay on gun
control. Speaking: Oral report on the
essay.
TOPIC Gun control: a hot topic
Heteroevaluation
GOAL: Can understand the main ideas of complex text on both concrete and abstract topics, inclu
SKILL TERM 1
The student understands the main ideas
understands the of propositionally and
main ideas of linguistically complex
Understands most
propositionally speech on both concrete
aural and written
and linguistically and abstract topics.
texts, adapting to
complex speech
style and speed with
on both concrete
different purposes,
and abstract
normally encountered
topics, in addition
in personal, social,
to obtaining
academic or Reading: The student
information,
vocational life, and obtains information, ideas
ideas and
using appropriate
opinions from and opinions from highly
reference sources.
highly specialised specialised sources within
sources within their field.
their field.
PRODUCTIVE SKILLS The student Speaking; The student

writes essays carries out an effective,
conveying fluent interview. FCE style
degrees of
emotion and
Uses the language highlighting the
fluently, accurately personal
and effectively on a significance of
wide range of events and
general, academic, experiences,
vocational or leisure and, engages in
topics to extended
communicate conversation on
most general
emotion and
Uses the language highlighting the
fluently, accurately personal
and effectively on a significance of
wide range of events and
experiences, Writing: The student writes
general, academic, essays conveying degrees
vocational or leisure and, engages in
extended of emotion and highlighting
topics to the personal significance of
communicate conversation on
most general events and experiences.
sometimes
spontaneously. topics.
Assorted tenses, parts of speech, phonetics and phonology, formal and informal writing, gist, attitude
Receptive skills: A. Daily test:

FCE: reading: parts 1, 2 and 3 and UOE
parts 1 - 4. B. Listening: FCE part
2 and 3 sentence completion and multple
Assessment activities matching
Productive skills: A.
Speaking: part 1 and 2 Interview FCE like.
B. Daily test: writing: FCE part
1 a compulsory essay.
TOPIC FCE
Heteroevaluation
SIXTH GRADE
h frequency vocabulary. They will be able to handle very short social exchanges and simple transactions about everyday thin
TERM 2 TERM 3
Listening The student Listening The student
identifies the topic of understands and extracts
discussion around spoken the essential information
texts that are conducted from short recorded
slowly and clearly. passages.
The student identifies The student extracts

the main topic and general information,
specific information details and uses
around spoken and that information in
written material. Reading: The student different tasks. Reading: The student
identifies specific identifies specific
information in simple information in simple
written material such as written material such as
letters, stories, short brochures.
reviews.

participate in a discussion provides personal
making suggestions, information about past
agreements/ disagreements activities , gives and
and arrangements (using the follows simple directions
different connectors, and instructions.
contrast, add information,
agreement, disagreement,
comparison,etc)
The student is able to
suggest, make The student
produces oral and
arrangements, agree written descriptions
and disagree in oral of past events using
and written situations
using the target the proper
structures.
language.
The student is able to
The student
suggest, make produces oral and
arrangements, agree Writing: The student writes written descriptions Writing: The student
and disagree in oral personal letters or emails
and written situations telling stories, sending of past events using writes descriptions of
the proper events, past activities and
using the target greetings, thanks, structures. personal experiences
language. congrats,etc. (study experience, living
conditions, educational
background, present or
most recent job, people
and places)
Grammar: The student uses Grammar: The student

some simple structures pronounces generally clear
correctly with a low range of enough to be understood
error. -Past despite a noticeable
continuous and past simple foreign accent and a low
-Comparative range of errors. The
and superlative student distinguishes and
-Zero and 1st conditional knows when to use Past
-Relative Simple and Present Perfect
pronouns -Present
perfect
-Passive form ( past and
present)
-Broader range of
intensifiers such as: too,
enough -Will
and going to (for prediction)
PRODUCTIVE SKILLS Writing 1: PRODUCTIVE SKILLS Writing 1:

writing an invitation to an event (using will or going Write a descriptions of events, past activities
to) and personal experiences. Writing 2: Writing a
Writing 2: Write a description of a website page magazine article. Speaking 1: Telling an
(using comparatives and superlatives) anecdote. Speaking 2: Giving directions and
Speaking1 : Group activity: Planning instructions using the appropiate structure.
your own festival (using zero and 1st conditional)
Speaking 2: The student
participate in a discussion about a topic given by
the teacher (in groups or pairs) making
suggestions, agreements/ disagreements and
arrangements (each team with a different topic)
RECEPTIVE SKILLS Listening 1: RECEPTIVE SKILLS Listening 1:
Listening for specific information to write down Extract essential information from a short
identified items. Listening 2: identify the topic of passage. Listening 2: Listening for
discussion around spoken texts that are conducted gist: multiple choice exercise.
slowly and clearly. Reading 1: Reading 1: Identify, read, and answer
Daily test matching signs and notices. information about different topics in short
Reading 2: .Answer multiple choice questions texts. Reading 2:
based on an article given by the teacher. identifyspecific information in simple written
material such as brochures.
Leisure activities Life experiences

SEVENTH GRADE
st situations
TERM 2 TERM 3
understands the main point inferes meaning if clearly
of many radio or articulated in a standard
TV programs on current accent
affairs or topics of personal and delivered relatively
or professional interest slowly.
when the delivery
is relatively slow and clear
The student
understands the
The student infers
main point of many meaning if clearly
radio and/or TV
programs as well as articulated in a
standard accent
the description of
events and feelings in and delivered
relatively slowly and
personal letters given identifies,
they are about
current affairs or discusses, and
topics of personal summarizes main
ideas and
or professional Reading: The student supporting ideas in Reading: The student
interest and the understands the description identifies,
delivery a variety of
of events, feelings and simplified discusses, and summarizes
is relatively slow and wishes in texts main ideas and supporting
clear personal letters ideas in a variety of
simplified
texts

deals with most situations narrates a story or
likely to arise whilst relate the plot of a book
travelling in an area where or film and describes
the language is spoken their reactions.
The student
The student deals
narrates a story
with most situations
or relate the plot of
likely to arise whilst
a book or film and
travelling in an area
describes their
where
reactions as well
the language is
as produces
spoken and writes
multiparagraph
straight forward
writing with clear
connected text on
thesis statements,
topics which are
topic and
familiar or of
concluding
writes straight forward The student produces
The student deals connected text on topics
narrates a story multiparagraph
with most situations which are familiar or of
or relate the plot of writing with clear
likely to arise whilst their personal
a book or film and thesis statements,
travelling in an area interest.
describes their topic and concluding
where
reactions as well sentences, main
the language is ideas, and details
as produces
spoken and writes
multiparagraph
straight forward
writing with clear
connected text on
Grammar: thesis statements, Grammar: Relative
topics which are
-Quantifiers topic and clauses, will and be
familiar or of
-Have to concluding going to.
personal
-Must and should. sentences, main Modals of probability
interest.
-Future: going to and ideas, and details Just, already and yet.
present continuous. Present simple passive.
-Present perfect Medicine
-Past simple Technology and
-Conditionals 2nd, 3rd computers
-Future continuous Computing phrases
-Connecting words The language of
expressing cause, effect, internet,
contrast,etc Animals.
-Complex question tags Adjectives: feelings
TV, films and literature.
PRODUCTIVE SKILLS PRODUCTIVE SKILLS

Writing 1: Writing an informal letter. Writing 1: Write an online comment about
Writing 2: Writing a story using one of the health and illnesses by making suggestions.
tenses taught Writing 2: Write an
Speaking 1: Active participation in a debate informal email. Speaking 2: Narrate the plot
using the taught and learned connectors of a film. Speaking 2: Reaching an
Speaking 2: Present an agreement
oral report based on a specific topic given by
the teacher
RECEPTIVE SKILLS RECEPTIVE SKILLS
Reading 1: Skimming and scanning test Reading 1: Identify main and supporting
Reading 2: Reading for gist: descriptions ideas in a text.
Listening 1: Reading 2: Reading for gist
Listening for specific details: radio and TV Listening 1: Listening for general
programs, answer questions or complete text information and for details. Listening
based on the information listened 2: Infer meaning
Listening 2: Identify main ideas in
the description of events and feelings in
personal letters given.
A world of cultures Reality or fiction?

EIGHTH GRADE
experiences and/or situations related to both general and specific topics of interest, supporting their ideas
context and taking into account appropriate grammar and vocabulary.
TERM 2 TERM 3
listen to different ted talks infers tacit information
or other academic audio from different texts and
materials in order to is able to point out the
The student identify the main idea, key supporting information.
understands and words and infer some The student infers
explains the main information related with information from
point of extracts the material different texts and
from different supports
sources and talks Reading: the student information about Reading: The student
about events, understands the it. infers specific
feelings, wishes. description of events, information presented in
feelings and wishes in texts
personal letters,
classmates' texts,
books,etc.
narrates a story or relate briefly gives reasons
the plot of a book or film and explanations for
and describe their opinions and plans
reactions
The student tells The student gives

and writes stories detailed
describing descriptions, give
experiences and reasons or
impresions or explanations
related the plot of a about a specific
book or film, topic with
expressing coherence and
reactions. cohesion.
writes different texts writes detailed
describing experiences descriptions of specific
The student tells and impressions in the The student gives events with cohesion
and writes stories different tenses taught detailed and coherence
describing descriptions, give analysing different
experiences and reasons or points of view.
impresions or explanations
related the plot of a about a specific
book or film, Grammar: topic with Grammar: past perfect
expressing -Modals (1): obligation coherence and Modals (2): obligation
reactions. and necessity: have/has cohesion. and advice: Don
to, don´t/doesn´t have to, ´t/doesn’t have to, need
should, shouldn’t, must, to, needn’t, have to,
mustn´t, ought to. Present should, shouldn’t.
perfect and past simple The passive
Non-defining relative
-Comparative adjectives clauses: who, which,
(er than, more than, whose.
irregular) and Articles: a, an, the and
zero article
-Superlative adjectives
(est, the most,
irregular)_x000D_
_x000D_-Future forms:
will, be going to_x000D_
_x000D_-Conditionals:
zero, first, second, third
-Phrasal verbs
(extended)
-Reported speech (range
of tenses)
-Simple passive
-Wh questions in past
LISTENING LISTENING
Listen to the podcast. Explain what it is -Fill in the missing information in the
about/answer the questions. Page 36 1.14 spaces. Choose the topic that is mentioned
track .
Listen, check, page 49. Track 1.21 -1.22 Prepare: Track 31, 32 (page 71)
Listen page 61 track 1.27, Listen, tick the Listen to a podcast from a tv show and
correct sentences and explain why the others answer. Page 84
are incorrect READING
READING Daily test
Read, match, decide which option could be Find specific information from a text and
more suitable for each person. Pages 46-47 complete. (prepare textbook, Unit 12) Pag
Read, correct the sentences about the text. 69
Page 62.63./daily test Read and choose correct sentences. Page
SPEAKING 77
Describing a picture or place using adjectives. SPEAKING
Page 49 Talking about students’ lives: a biography:
Discuss about healthy habits, sports. (unit (Every one will talk about their life. (PP
6)36-37- 41 presentation with images. No text.)
WRITING Role play making arrangements: using
Writing a story with the basic structure. (page page 83 “prepare to speak vocabulary
35) chart”
Write personal impressions about the use of WRITING
technology and your experience./daily test Writing a story about school (Anecdote,
story, etc. Use adverbs, past simple and
past perfect)
Write comments, analyse ads and products
according to your experience and opinion.
The world around us Places, people and activities
Page 85
both concrete and abstract topics, including technical discussions in his/her field of specialisation; interact
NINTH
ithout strain for either party; GRADE
produce clear, detailed text on a wide range of subjects and explain a viewpoin
TERM 2 TERM 3
Listening: The student The student Listening: The student
understands follows a short follows a short lecture or
announcements and lecture or talk talk within the
messages on concrete within the public and vocational
and abstract topics public and domain, provided
The student spoken in standard dialect vocational domain, the subject matter is
understands at normal speed. familiar, and the
provided
announcements
the subject matter presentation is
and messages on
is familiar, and the straightforward and
concrete and
presentation is clearly
abstract topics
straightforward structured.
spoken and written Reading: The student Reading: The student
and clearly
in standard dialect reads correspondence structured also, uses appropriate
at normal speed relating to his/her field of uses appropriate interpretation strategies
and readily grasp interest and readily grasp interpretation to deal with the
the essential the essential meaning corresponding text types
strategies
meaning.
to deal with the (i.e. transactional and
corresponding text persuasive).
types
(i.e. transactional
and persuasive)
Speaking:The student Speaking: The student
takes an active part in presents clear, detailed
discussion in familiar descriptions on a wide
contexts, accounting for range of subjects related
and sustaining their views to their field of interest
with complete arguments
using the right connectors.
The student
presents clear,
The student takes
detailed
an active part in
descriptions on a
discussion in Writing: The student Writing: The student
wide range of
familiar contexts, writes clear detailed text writes clear detailed text
subjects related
accounting for and on a wide range of on a wide range of
to their field of
sustaining views subjects related to his/her subjects related to his
interest and writes
and writes clear interests applying what interests using clear
an essay or report,
detailed texts on a they already know, using reasons and facts that
passing on
wide range of a "new" tense. support his/ her ideas.
information or
subjects related to
giving reasons in
his_x000D_
support of or
interests
against a point of
view.
support of or
interests
against a point of
view.
Grammar: Grammar: Present
- Future: Plans and perfect continuous Zero
intentions, predictions. and first conditional
-The passive Reported statements
Modals: ability, possibility Reported questions and
and managed to. requests.
-Present perfect and past VOCABULARY: Technol
Receptive skills: simple. Listen to what a man ogy personality
says, and choose the
-Adjectives and nouns. adjectives
1. Listening activity related to work. correct answer to the questions._x000D_ nouns in
-Adverbs
(Completion exercise) · of manner reporting accidents and
Listen and select if the statements are true,
2. Reading-Narrative tenses
activity related emergencies facial
to food– false or not given._x000D_
-Modals of deduction and
multiple matching and gap filling. (Reading for Answer questions, underliningexpressionsimportant
speculation
specific information) 3. Daily words, true- false statements_x000D_
test Multiple matching, multiple choice, error
Productive skills: · correction. _x000D_
1. Collaborative task (asking and Presentation: App design._x000D_
giving advice- making recommendations or Writing a report._x000D_
suggestions) Writing an e-mail persuading someone.
2. Write a story. _x000D_
3. Daily test
How we spend our time. Sharing my point of view

nals to enhance more vocabulary in such areas.
TENTH GRADE
crete and abstract topics, including technical discussions in his/her field of specialisation. 2. Can interact wit
TERM 2 TERM 3
understands different understands most radio
audio materials with a documentaries and most
higher level of complexity, other recorded or
for them to uderstand broadcast audio material
different accents with a delivered in standard
The student normal or faster speed. The student dialect and can identify
understands and obtains the speaker's mood,
identifies the information, ideas tone, viewpoints, etc.
content of abstract and opinions from
topics on a while highly specialised
range of Reading: The student sources on audio Reading: The student
professional and quickly identifies the and written obtains information,
scientific texts. content and relevance of material. ideas and opinions from
new items, articles and highly specialised
reports on a wide range of sources within his/her
professional topics, field.
deciding whether closer
study is worthwhile.

gives a clear, detailed carries out an effective,
description of how to carry fluent interview,
out a procedure (the departing spontaneously
procedure is chosen by from prepared
the teacher, and each questions, following up
student will have different and probing interesting
topics) replies.
The student gives
clear, detalied
The student
descriptions on Writing: The student Writing: The student
carries out
procedures and writes clear, detailed
effective oral and writes an essay which
experiences making descriptions of real or
written texts giving develops an argument,
relationships imaginary events and giving reasons in
reasons by
between ideas in experiences marking the
supporting and support of or against a
clear connected relationship between particular point of view
oppositing
texts and following ideas in clear connected
particular points of and explaining the
established text, and following advantages and
view.
conventions of the established conventions disadvantages of
genre concerned. of the genre concerned. various options.
Grammar: Reported Grammar: Narrative
speech/subject-verb tenses, modals
agreement/ Passive voice review/determiners
for procedures
Passive voice: Other structures; Uses of
verb+ing.
Comparative World Religions Arts, photography and movies

ELEVENTH GRADE
stract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of f
TERM 2 TERM 3
Listening: The student The student Listening: The student
follows extended speech understands understands recordings
and complex lines of recordings likely to likely to be encountered
argument provided if the be encountered in in social, professional or
The student follows topic is reasonably academic life and
social,
extended speech familiar.
professional or identifies speaker
and complex lines
academic life and viewpoints as well as the
of argument
identifies speaker information content.
provided the topic is
viewpoints as well
reasonably familiar,
as the information
he also scans
content,and
quickly through long Reading: The student Reading: The student
identifies the
and complex texts, scans quickly through identifies the content
content and
locating relevant long and complex texts,
relevance of news and relevance of news
details. locating relevant details. items, articles and items, articles and
reports on a wide reports on a wide range
range of_x000D_ of
professional topics professional topics.
Speaking: The student The student Speaking; The student
engages in extended outlines an issue outlines an issue or a
conversation on most or a problem problem clearly,
general topics. clearly, speculating about
The student carries
speculating about causes or
out an effective, consequences,
causes or
fluent interview, as
consequences, advantages and
well as writing
advantages and disadvantages.
clear, detailed
disadvantages,
descriptions of real
together with
or imaginary events
writing an essay or
and experiences.
report that
develops an
argument
speculating about
out an effective,
causes or
fluent interview, as
consequences,
well as writing
advantages and
clear, detailed
disadvantages,
descriptions of real Writing: The student
together with Writing: The student
or imaginary events writes clear, detailed
writing an essay or writes an essay or report
and experiences. descriptions of real or that develops an
report that
imaginary events and develops an argument systematically.
experiences. argument
systematically.
Icfes structure talking about academic travelling
Receptive skills:
A. Listening excercise for gist .
Receptive skills: A.
B. Daily test: Reading word
Listening: FCE part 1 and 4 multiple choice
transformation. Productive skills:
B. Daily test: reading ICFES parts 1,2,3.
C. speaking: Describing and
Productive skills:
discussing advantages and disadvantages
C. Daily test: writing FCE part 2 an open
of universities abroad and different
choice essay and ICFES D. Speaking:
academic institutions of their choice around
FCE interaction parts 3 and 4
the world . D. Writing:
FCE - ICFES Daily
test
ICFESICFES- TRAVELLING
cloze and multiple choice
tions about everyday things, as well as write a series of simple
TERM 4
identifies the main point of TV
news items reporting events,
accidents etc. where
the visual supports the
commentary.
The student obtains and

provides key information
in simple written and aural
material.
Reading: The student identifies
specific information in simple
written material such as
newspaper articles , including
online material.
performs a monologue
following a simple list of points
about familiar topics and
personal experiences.( people,
places, possessions,
background,living conditions
etc)

The student creates a
coherent speech and
comprehensible written
texts .
The student creates a
coherent speech and Writing: The student uses the
comprehensible written most frequently occurring
texts . connectors to link simple
sentences and
phrases in order to tell a story
or describe something as a
simple list of points.
Grammar: The student handles

very short social exchanges,
using everyday polite forms of
greeting and address. First
conditional. Present simple
passive. Past simple passive.
PRODUCTIVE SKILLS Writing

1: write short essays and argumentative texts related to a
specific topic. Writing
2: formulate and answer questions to obtaining specific
information about the countries presented. Speaking 1:
provide orally information about countries and different
cultures. Speaking 2: to promote
discussions through debates about equality and human
diversity.
RECEPTIVE SKILLS Listening 1: The
student will be able to understand essential information
from a short passage in order to get specific details
Listening 2: identify the main point of the importance
of equality and diversity in and out school. Reading 1:
identify specific information in simple written material such
as newspaper articles Reading 2: finds specific,
predictable information in simple everyday material such as
essays, articules, and simples texts about multicultural
stuffs.
Living in a multicultural environment
TERM 4
understands straight forward
factual information about
common everyday or job
related topics, identifying both
general messages and specific
details,provided speech is
clearly articulated in a general
standard with familiar accent
The student understands and delivered appropriately.
straight forward factual
information about
common everyday or job
related topics, identifying
both general messages and
specific details,provided
speech is clearly
articulated in a general
standard with familiar
accent
and delivered Reading: The student
appropriately, also annotates a reading to aid in
annotates a reading to aid the identification of main ideas
in the identification of and support
main ideas and support
enters unprepared into
conversation on topics that
are familiar,
of personal interest or
pertinent to everyday life
(e.g. family,
hobbies, work, travel and
current events)
The student enters

unprepared into
conversation on topics
that are familiar,
(e.g. family,
hobbies, work, travel
and current events)
also uses elementary
vocabulary and
grammar
without
The student enters
unprepared into Writing: The student uses
conversation on topics elementary
that are familiar, vocabulary and grammar
of personal interest or structures correctly, without
pertinent to everyday life making errors when writing
(e.g. family, about complex
hobbies, work, travel ideas.
and current events)
also uses elementary
vocabulary and
grammar Grammar: Past perfect
structures correctly, Reported statements
without Zero and first conditional.
making errors when Second conditional
writing Past simple passive Verb +
about complex noun
ideas. Creative lives: nouns.
Work vocabulary.
Magazines vocabulary.
Puzzle vocabulary
PRODUCTIVE SKILLS Writing

1: Write a biography. Writing 2: A story Speaking 1:
Describing a process Speaking 2: portaying a
famous character.
RECEPTIVE SKILLS Reading

1: Guessing meaning form context. Reading 2:
Identify point of view and tone. Listening 1: listening
for specific information Listening 2: Identify both
general messages and specific details
Biography of our lives

Selfevaluation. Co-evaluation.
Heteroevaluation
upporting their ideas in standard language, interacting in a
TERM 4
judges the veracity of the
information and is able to
propose options to complete
or correct according to the
The student judges the context.
veracity of a specific
information and is able
to propose options to
complete according to Reading: The student reads
the text. the veracity of the
information and is able to
understand according to the
context.
enters unprepared into
conversation on topics that
are familiar,
(e.g. family,
hobbies, work, travel and
current events)
The student enters

unprepared into
conversations on topics
that are familiar, express
their point of view and
can modify a text to
make it more formal or
informal
Writing: The student modifies
a text to make it more
formal/informal and develop
The student enters writing skill through reviews.
unprepared into
conversations on topics
that are familiar, express
their point of view and
can modify a text to Grammar: Reported speech
make it more formal or Reported questions
informal Have something done
Different types of clause: so
that, whereas, as, although,
because, in order to, while.
Verbs with two objects
LISTENING
-Listening on celebrities’ lifestyles (multiple choice)
Page 105. Ex 2
-Listening test: (teachers choose exercise from the
book (text book or workbook)
READING
-Film review. Exercise from the book (Exercises 2-6)
(page 94-95)
-Daily Test
SPEAKING
-Speaking (about film review)
-Debate/discussion on cons and pros of being famous.
(based on book page 105 and further instructions)
WRITING
-Daily test
-Write a film review (according to book´s sample: page
95 and some instructions that sts will be given)
Enterntainment and communication

Heteroevaluation
pecialisation; interact with a degree of fluency and

nd explain a viewpoint on a topical issue giving the
TERM 4
The student identifies identifies the main point of
the main point of television news
television news reporting public
reporting public entertainment, events,
entertainment, events, accidents, etc., where the
accidents, etc., where visuals support
the visuals support the commentary—provided
the commentary— technological
provided technological resources are available.
resources are available
as he also scans longer Reading: The student scans
expository, procedural, longer expository,
narrative, transactional, procedural,
and persuasive narrative, transactional, and
texts than those studied persuasive
in previous texts than those studied in
years to locate desired previous
information from years to locate desired
different parts of the information from
texts different parts of the texts
Speaking: takes part in

routine formal discussion of
familiar subjects which is
conducted in clearly
articulated speech
in_x000D_
the standard dialect and
which involves the exchange
of factual information,
receiving instructions or the
The student discussion_x000D_
summarizes, reports, of solutions to practical
and gives his problems.
opinion about
summarizes, reports, and
accumulated factual
gives his
opinion about accumulated
routine
factual
matters within his fields
(Social
routine
studies, Science, etc.)
matters within his fields
with some
(Social
confidence in oral and
studies, Science, etc.) with
written form.
some
confidence.
confidence in oral and
written form.
Grammar: Second
conditional modals of
deduction (present and past)
Third conditional Ing forms.
VOCABULARY: Climate
change adjectives to
describe art,personal places
Receptive skills: and feeling crimes and
criminals
1. Listening activity related to places. (Which
speaker said…)
2. Reading activity related to crimes
and criminals. (reading for gist)
3.
Daily test
Productive skills:
1. Writing an essay. (opinion essay)
2. Speaking: FCE practice
3. Daily test
Adversity
Heteroevaluation
on. 2. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speak
TERM 4
understands documentaries,
live interviews, talk shows,
plays and the majority of
films in standard dialect.

lengthy complex
discourses to carry out
different tasks. Reading: The student
understands lengthy,
complex instructions in their
field, including details on
conditions and warnings,
provided they can re-read
difficult sections.

synthesizes and report
information and arguments
from a number of sources.
synthesizes information and
The student synthetizes arguments from a number of
and reports informationa sources.
and arguments from a
number of sources.
Grammar: Future continuous
and perfect/ conditionals
review
Heteroevaluation
eract with a degree of fluency and spontaneity that makes regular interaction with native speakers quite poss
TERM 4
understands lectures and
conferences about films and
film industry.

most TV and radio
programmes, and the
majority of films, and
also reads
correspondence relating
to his field of_x000D_ Reading: The student
interest identifying the reads correspondence
essential meaning. relating to his field of interest
identifying the essential
meaning.
Speaking; The student
expresses his ideas and
opinions with precision, and
presents and responds to
The student expresses complex lines of argument
his ideas and opinions convincingly.
with precision, presents
and responds to
complex lines of
argument convincingly,
plus he writes a review
of a film, book or play.
his ideas and opinions
with precision, presents
and responds to
complex lines of
argument convincingly, Writing: The student writes a
plus he writes a review review of a film.
of a film, book or play.
talking about films and film industry
Receptive skills: A.
Listening excercise for especific details: cloze. B. Daily
test reading . Productive
skills: C.speaking: short film.
D. Daily test writing. E. Ponencia
FILMS
Heteroevaluation

Estructuras Conceptuales - English 2020

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GOAL: To understand and use basic information through everyday interaction.

PRODUCTIVE SKILLS To use simple Speaking: The student

ASSESSMENT RECEPTIVE SKILLS LISTENING:

ATTITUDINAL Selfevaluation. Co-evaluation.

HISTORICO DE CAMBIOS: 2018: Some structur

SKILL YEAR TERM 1

PRODUCTIVE SKILLS Speaking: The student

ATTITUDINAL Selfevaluation. Co-evaluation.

HISTORICO DE CAMBIOS: 2018: Some structur

PRODUCTIVE SKILLS Speaking: The student

ATTITUDINAL Selfevaluation. Co-evaluation.

PRODUCTIVE SKILLS Speaking: The student

Writing: The student

ATTITUDINAL Selfevaluation. Co-evaluation.

SKILL YEAR TERM 1

PRODUCTIVE SKILLS Speaking: The student

Grammar: Future with

TOPIC High technology in space travelling

ATTITUDINAL Selfevaluation. Co-evaluation.

Speaking: The student Speaking: The student

Writing: The student Writing: The student

The student uses The student says

Selfevaluation. Co-evaluation. Selfevaluation. Co-evaluation.

018: Some structures were redistributed in the four terms

Speaking: The student Speaking: The student

Writing: The student Writing: The student

PRODUCTIVE SKILLS PRODUCTIVE SKILLS

018: Some structures were redistributed in the four terms

Speaking: The student Speaking: The student

Selfevaluation. Co-evaluation. Selfevaluation. Co-evaluation.

Speaking: The Speaking: The student

Writing: The student Writing: Student writes

PRODUCTIVE SKILLS: PRODUCTIVE SKILLS:

Selfevaluation. Co-evaluation. Selfevaluation. Co-evaluation.

Our eating habits. How do we use our senses?

Speaking: The student Speaking: The student

PRODUCTIVE SKILLS: PRODUCTIVE SKILLS

The great outdoors Under the sea

Selfevaluation. Co-evaluation. Selfevaluation. Co-evaluation.

Speaking: The student interacts

Writing: The student writes basic

The student asks and

Selfevaluation. Co-evaluation. Heteroevaluation

Hobbies and holidays.

Speaking: The student uses

Writing: The student writes

The student uses

Grammar: -Comparative ...er

PRODUCTIVE SKILLS SPEAKING:

Selfevaluation. Co-evaluation. Heteroevaluation

ks slowly and clearly.

Speaking: The student takes part

Writing: The student produces

Selfevaluation. Co-evaluation. Heteroevaluation

Food and feeding

The student deduces

Speaking: The student uses

Writing: The student develops

The student uses