Malla Curricular Eglish Primary (4-5)

GIMNASIO Alegría de Vivir
Fe, Amor, Alegría y Sabiduría
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English first term grade 4

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ÁREA: INGLES PERIODO: 1 AÑO: 2020 IH: 6 GRADO:

CUARTO
OBJETIVOS DEL ÁREA ( GRADO):
Adquiere Habilidades Prediciendo el contenido de un texto basado en título, subtítulos o imágenes proponiendo estrategias de aprendizaje y
Sintetiza la información relevante en un texto.
COMPETENCIAS SABER (COGNITIVO) SABER HACER SABER SER SABER APRENDER

DEL ÁREA (PROCEDIMENTAL) (ACTITUDINAL)
BASADAS EN
PILARES DE LA
EDUCACIÓN:
ü Identify the use ü Request ü Value the care of ü Synthesizes the information
of WH question information her body relevant in a text
to get specific specific using the ü Promotes actions to
information. Wh questions. avoid the
ü Recognize ü Understand and consumption of
vocabulary in associate texts harmful substances
English related written in English, to health.
to the main harmful
substances substances for
harmful to health with effects
health, in short they produce
written texts.
SUGGESTED PROJECT: Don’t do harm to yourself! (identificar los PURPOSE FIRST PHASE
efectos nocivos para la salud de ciertas sustancias). allow for boys and girls to express their ideas and previous
SUGGESTED PRODUCT: knowledge.
Campaign awareness of eating high sugar foods, salt, fat and caffeine.
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EJES TEMÁTICOS: TEMAS Rutas metodologicas sugeridas
Headache, obesity, diabetes, hyperactivity, heart Intervew flashcards with the names of the
problems substances in English: Sugar, Caffeine, salt,
fat, etc. Promote a small spelling exercise
with boys and girls (Check the English
alphabet). How do you spell salt? / sugar /
fat, etc
El abecedario / Deletreo The alphabet / spelling Teaching idea: Prediction is a learning

how do you spell___ ? strategy
which can help students to prepare for
example to read or listen
a text. Use it every time you can!
Expresiones para hacer recomendaciones o Watch the videos and complete the table in
sugerencias / Expressions to make suggestions English "The sugary truth", "How sugar
affects the brain" which present the harmful
effects of excessive consumption of sugar on
our body and finally, "Balanced diet" which
makes recommendations about on how to
lead a healthy life through a balanced diet:
Verbos modales (oraciones compuestas) Must / • “The sugary truth”:

should / have to www.youtube.com/watch?v=EFlnlGx0B5U •
“How sugar affects the brain”:
www.youtube.com/watch?v=lEXBxijQREo •
“Balanced diet”:
www.youtube.com/watch?v=YimuIdEZSNY
Conectores and, but, because, : Palabras para Model small dialogues for children with the
preguntar who, when, where following structure:
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• Do you like soda?
• Yes, I do. I love it!
• When do you drink sodas?
• In the afternoon and in the evening.
• You must not drink too many sodas. Soda
contains sugar and sugar can cause obesity.
• Oh, I know but I like it.
• Yes I know but you should eat more healthy
food / vegetables.
Inglés en la práctica: Caffeine produces Eating too much fat is not good for
hyperactivity. our health. Fat can cause high blood
Fast food can cause heart problems. You must pressure and obesity. We must eat
not drink too many healthy food, for example : fruits and
sodas because they can cause diabetes. vegetables.
DESEMPEÑOS
INDICADORES DE DESEMPEÑO
- Listening abilities Reading abilities - Writing and speaking abilities

• Follow closely what my teacher • Write about my topics
and my companions during a • Associate a drawing with its interest.
game or activity. written description. • write descriptions and short
• Participate in games and • understand short descriptions stories based on a sequence
activities following simple about known people, places and of illustrations.
instructions. actions. • write cards with messages
• Identify the names of the • Locate in a short text the places congratulatory shorts or
characters and the main events and moments in which actions invitation
of a story read by the teacher and happen. • Answer questions,Personal
supported by images, videos or • Identify the actions in a short like name,age, nationality and
any type of visual material. sequence of events. management, supported by
• Use graphs to represent the repetitions whenever
information most relevant of a text. necessary.
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• Use the dictionary to support the • Can greet according to the
Reading Comprehension. time of day so natural and
appropriate.
-
SEGUIMIENTO ü Development of the activity SUGGESTED
EVALUACION: ü Attendance PROJECT Don’t do harm to yourself! (identificar los efectos
ü Workbook nocivos para la salud de ciertas sustancias).
ü Quizzes SUGGESTED PRODUCT:
Campaign awareness of eating high sugar foods, salt, fat
and caffeine.
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English second term grade 4

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CUARTO
Expresar acuerdos y desacuerdos en conversaciones muy sencillas en inglés, mostrando respeto por la opinión de los demás.

BASADAS EN
PILARES DE LA
EDUCACIÓN:
ü Identify words ü Give and ask ü Respect opinions ü Listen carefully with
and expressions ü apologies in and positions of the purpose of clearly
in EnglishTo English in a their companions in ü Identify sense and
relationship to
apologize. simple way, by opinion from your
topics of interest
ü Identify words recognize a common. interlocutor
and expressions mistake or fault. ü Manifest
in English to ü Describe in Respectfully your
express English in a opinions
agreements and simple way their
disagreements. qualities and those
ü Do you of the rest
recognize any ü Express your
vocabulary and opinions in
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structures in English avoiding
English related offending or annoy
to describe the you companions.
own qualities
and others.
SUGGESTED PROJECT: Let´s talk!: The purpose of this project leads the PURPOSE FIRST PHASE
child to value dialogue as the main strategy for managing conflicts. allow for boys and girls to express their ideas and previous
knowledge.
SUGGESTED PRODUCT: Small exhibition videos where the dialogue is
exemplified as a strategy for managing conflicts.

Adjetivos para describir la apariencia física / Encourage children to choose the name of a
Adjectives for physical appearance Short / classmate to describe it in English using
Tall Slim, thin / Heavy, chubby curly / straight simple language. E.g. Este is Luisa, she is
short and slim. You too can bring photos or
posters with children and girls of different
races or disabilities, so that boys and girls are
aware of the need to accept everyone.
Adjetivos para describir rasgos de

personalidad / Personality adjectives Nice, Review vocabulary with boys and girls and
clever, easygoing, outgoing, silly, shy, the structures to describe in English:
hardworking Teacher: Is this Luisa? Students: Yes, she is
luisa. Teacher: is she tall or short?
Expresiones para plantear su opinión /

Expressions to give opinion I think that… In
my opinion! I think he/she/it is________ he is
really nice… I agree / I disagree - I don’t
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agree
Expresiones para pedir y dar disculpas /

Expressions to apologize Sorry! Please, don’t
be disrespectful... My name is…please do not
call me like that. Sorry, I think this is mine,
not yours. Please don’t be mad at me.
Expresiones de cortesía Thank you, Excuse me,

Please May I have…,
Gramática Preguntas simples para pedir

opinión o descripción /Simple questions to ask
for someone’s opinion or appearance What do
you think about ________? What is your
opinion about______? What is he/she like?
DESEMPEÑOS

• Describe myself or another - Politely greet according to age
known person, with phrases • Use graphs to represent the and rank of the interlocutor.
information most relevant of a text. - Request my teacher and my
simple and short, taking into
• Use the dictionary to support the colleagues to clarify a question or
account their age and their explain something to me about
Reading Comprehension.
physical characteristics. • Identify cultural elements such as what we talk about.
• use short sentences to say names own and places, in simple - Apologize and accept simple
what can I or not can do. texts. shape and cuts.
• spell words that are me - Follow and give instructions basic
when I participate in known
known.
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• Expressed in a word or short games.
phrase, how I feel. -

EVALUACION: ü Attendance PROJECT At this stage the product is socialized
ü Workbook of the project and activities are proposed
ü Quizzes extension of the topic and evaluation of the
work done:
Presentation of the videos you show
In situations proposed by
boys and girls.
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English third term grade 4

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CUARTO

Comparar de manera sencilla en inglés prácticas que inciden positiva y negativamente en el medio ambiente.

BASADAS EN
PILARES DE LA
EDUCACIÓN:
ü Understand the ü Raise solutions ü Recognizes the ü Analyze a situation

concepts and English, to own importance of the specific problem and
processes problems of the environment. proposes solutions to
related to the environment in ü Promote actions for respect.
maintenance of their community. the care of ü He asks his
the environment ü Compare in environment. companions for
atmosphere in English human perform a task
english . actions the
ü Set in English. positively affect
practices that interrogative the
can favor or environment.
deteriorate the ü Design in English
environment a care campaign
towards the
environment in
your school and
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community..
SUGGESTED PROJECT: Save the environment! The purpose PURPOSE FIRST PHASE
of this Project is to create care awareness of the environment through Establish the importance of caring and protect the environment.
of the recognition of shares With the help of a projector and / or a computer invite boys and girls
to play “Clean and Green” which will help them learn ways to
SUGGESTED PRODUCT:. Elaboration of an ecological mural recycling. "Clean and green" learnenglishkids.britishcouncil.org/en/
games / clean-and-green

Vocabulario relacionado con el medio Make a list with the children English with
ambiente / Environment Habitat, creatures, the main elements coughs and processes that
ecosystem clouds, plants, animals Ozone make up the environment
layer, gas emissions, pollution, smog
Adjetivos / Adjectives worried, scared,

disappointed, optimistic Present the following video “Environment:
ecosystem around us” about of aspects
related to the environment environment and
how to take care of it. Ask the boys and girls
take careful note of the concepts presented:
Environment: ecosystem around us:
www.youtube.com/watch?v=WDLC9igcfQw
Expresiones para promover acciones /
Expressions to promote actions I want to help
to reduce pollution. Let’s reuse old boxes and
plastic bottles. I propose to.
Expresiones para plantear soluciones /

Expressions to propose solutions
I think we shouldn’t waste too much
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water. we should turn off the lights when we
have natural light.
Oraciones compuestas when We should close the

tap when we brush our teeth.
Gramática
Imperatives:
Wash (your hands), empty (water
cans).
Reduce / Recycle / Reuse
Plant a garden...
Don’t litter…
DESEMPEÑOS

ü understand personal information
provided by my classmates and ü Link phrases and sentences ü Follow and give
using connectors that they instructions basic when I
my teacher.
express sequence and participate in known
ü Identify objects, people and addition. games.
actions that are known in a short ü Write short texts that describe ü Have a conversation
descriptive text read by the my state of mind and my simple in English with a
professor. preferences.
partner when I develop a
ü Identify the sequence of actions ü Use properly structures and
patterns Frequently used classroom activity.
and associate them with the times
grammaticals. ü Ask and answer about the
of the day when someone
physical characteristics of
describes enviroment.
• familiar objects.
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•
SEGUIMIENTO ü Development of the activity SUGGESTED Self-assessment (to be done in Spanish): Brings
EVALUACION: ü Attendance PROJECT together the students in small groups to assess
ü Workbook completing tasks. Can give them the following
ü Quizzes questions as a guide:
A What did you like about the module topic?
b. What were your favorite tasks?
c. What difficulties did you have in carrying out the
tasks or consolidation of the project?
d. How did you solve them?
MALLA CURRICULAR
English fourth term grade 4

MALLA CURRICULAR
ÁREA: INGLES PERIODO: 4 AÑO: 2020 IH: 6 GRADO: CUARTO
OBJETIVOS DEL ÁREA ( GRADO): Describir de manera sencilla en inglés cómo sus acciones y las de su comunidad afectan nuestro mundo.
COMPETENCIAS SABER SABER HACER SABER SER (ACTITUDINAL) SABER APRENDER

DEL ÁREA (COGNITIVO) (PROCEDIMENTAL)
BASADAS EN
PILARES DE LA
EDUCACIÓN:
ü Identify in ü Classify causes ü Consider your role as a Representatve with

English, in English and member of a global drawings what I learn
vocabulary consequences of community. ending class
referring to a situation ü You acknowledge that your
the global related to global actions have consequences in
community. community. others
ü Recognize the ü Express in
present English how his
structure actions affect the
continued in global
English. community.
ü Identify ü Describe in
phrases and English the
expressions in actions of your
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English to talk community and
about causes how they affect
and the global
consequences community.
ü
SUGGESTED PROJECT: One for all and All for one ”!: The PURPOSE FIRST PHASE
purpose of this Project is to recognize how our actions have an Explain that we are all immersed in a great community that is the world
impact on our community. and that therefore our behaviors affect others.
SUGGESTED PRODUCT:
Suggested Product: Collage with illustrations of actions that affect our global
village

Acciones de uso frecuente / Actions Write the word on the board Global village /
Sweep, clean, dig, dust throw garbage Global community and ask the students for a rain
study pass the exam of ideas around this concept
Vocabulario relacionado con aldea global

/ Globalization vocabulary global village,
interdependency, connection, cause, Explain that we are all immersed in a great
consequence affect, relationships community that is the world and that therefore our
behaviors affect others
Presentation of videos "Save the environment" and
"Human on ecosystems" with
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the encouragement that the students ob
Serve how the human being has caused
a negative impact on the environment am
well
Expresiones para expresar causas y
consecuencias / Expressions for cause and
consequence The cause of …is… …is
caused by… ...is due to … Thanks to …
Gramática para repasar - Módulo 4 de 2°:

Present continuous What are you doing? I
am sweeping the classroom. - Módulo 1
de 4º: Conectores and, but, because
Gramática Presente continuo Forma

afirmativa, negativa e interrogativa The
man is sweeping the floor We are not
thinking about other communities in the
world. Are you recycling?
Inglés en la práctica What are you doing?

I am sweeping the classroom and
Carolina is dusting the books. Littering is
a negative action because it causes
pollution. This man is cleaning the river
and this is a positive action. But, these
boys are littering and that is negative. My
garbage affects my neighbors
DESEMPEÑOS
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ü understand an oral description
about a situation, person, place ü I apply reading ü Narrate or describe simple facts
or object. strategies related to and activities that are familiar to
ü Identify the general theme and purpose of it. me.
relevant details in ü Identify in simple texts, ü Make very short expositions,
conversations, radical elements cultural as predictable content and learned.
information or oral customs and ü Describe with simple sentences
presentations. celebrations. my daily routine and that of
ü Understand the general idea ü Identify the action, the others persons.
in a description and in a characters and the
environment in
narration
narrative texts
•
SEGUIMIENTO ü Development of the activity SUGGESTED Presentation of videos "Save the environment" and
EVALUACION: ü Attendance PROJECT "Human on ecosystems" with the encouragement that
ü Workbook the students observe how the human being has caused
ü Quizzes a negative impact on the environment and raise
awareness of what we can do to improve the situation.
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English first term grade 5

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ÁREA: INGLES PERIODO: 1 AÑO: 2020 IH: 6 GRADO: QUINTO
OBJETIVOS DEL ÁREA ( GRADO): Proponer en inglés, a través de lenguaje sencillo, acciones para el cuidado de su cuerpo y sus relaciones con los
demás.
COMPETENCIAS SABER SABER HACER SABER SER (ACTITUDINAL) SABER APRENDER

DEL ÁREA (COGNITIVO) (PROCEDIMENTAL)
BASADAS EN
PILARES DE LA
EDUCACIÓN:
ü Identify words ü Describe in ü Show with your ü Make question

and English, your actions to be respected insignificant that lead
expressions in daily routine and himself and his to better
English your hobbies. a like. options or solutions
related to the ü Ask and answer ü Respect the decisions and ü Practice with your
management in English, about opinions of his fellow men. Companions their
of hygiene. Daily activities . monologues.
ü Identify the and hobbies.
structure of a ü Express in
simple English, what
question with What do you like
what, who, and what don't
and where. you like
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ü Recognize
structures I
like / I don't
like to speak
of what you
like and don't
like.
SUGGESTED PROJECT: Suggested Project: Body care campaign: PURPOSE FIRST PHASE
The purpose of this Project is to generate spaces of consciousness and Check to vocabulary acquisition through activities in class and give
reflection on boys and girls about of the care and respect for your body extra activities to those students who they need
and that of others.
SUGGESTED PRODUCT: Care campaign of the body through brochures

Actividades cotidianas y
pasatiempos / Hobbies and daily Boys and girls can touch and point to your body
activities Wake up, have a bath, have parts: This is my body. / This is my nose. / These
breakfast, brush my teeth, go to are my hands (this activity must be modeled
school, do the homework initially by the teacher).
Tidy the room, clean the room
go to the park, play soccer, play
video games
Relationships / Relationships
brother, sister, uncle, aunt, After practicing pronunciation a bit. Invite the
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grandmother, grandfather, best boys and girls to sing the following song: This is
friend, etc. me. In this song it is reinforced vocabulary related
to body parts.
La hora / Telling the time In small groups make flashcards to check the
half past / and a half / thirty vocabulary of body parts and personal hygiene
7:30 - It’s half past seven / It’s seven and items (Towel, soap, toothbrush, comb, brush, etc)
a half / It’s seven thirty in English.
a quarter past 8:15 - It’s a quarter past
eight a quarter to 9:45 - It’s a quarter to
ten.
Expresiones de disculpa o rechazo / Present the boys and girls a alphabet soup with
Expressions of apology or rejection vocabulary selected in English.
Do not / I don’t like it Stop it! / I do not
want to I’m sorry / Excuse-me I can not
Inglés en la práctica
What time do you wake up? I always wake Hand out little messy cleaning routines for the boys
up At seven o’clock! We have to brush our and girls to organize and pair with. point out the
teeth after every meal. vocabulary in the pictures learned
We have to wash our hands before we eat
DESEMPEÑOS

ü follow closely what my teacher
and my companions during a ü Associate a drawing ü write about my topics interest.
game or activity. with its written ü write descriptions and short
ü Participate in games and description. stories based on a sequence of
ü Understand short
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activities following simple descriptions about illustrations.
instructions. known people, places ü Respond with short sentences to
ü Identify the names of the and actions. simple questions about topics
characters and the main events ü Locate in a short text that are familiar to me.
of a story read by the teacher the places and
and supported by images, moments in which
videos or any kind of visual actions happen.
material

EVALUACION: ü Attendance PROJECT Review drafts of the different proposed tasks and give
ü Workbook feedback. Allow boys and girls to do second and even
ü Quizzes third versions.
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English second term grade 5

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OBJETIVOS DEL ÁREA ( GRADO): Reconocer y expresar en inglés acciones positivas para construir un ambiente de paz con sus semejantes a través
del lenguaje.
COMPETENCI SABER (COGNITIVO) SABER HACER SABER SER (ACTITUDINAL) SABER APRENDER
AS DEL ÁREA (PROCEDIMENTAL)
BASADAS EN
PILARES DE
LA
EDUCACIÓN:
ü Identify words ü Refers to his fellow ü Show with your words i ü Express your ideas
and expressions men and community know respect yourself orally and written
in English members in English and their peers. recognizing your
that reflects without words or ü Value the role of each interlocutor and the
some kind expressions that gender in society. context.
of denote some kind of ü Group words
discrimination Gender considering his
in your context. discrimination root or family
ü Recognize the position
vocabulary and socioeconomic, etc.
structures for ü Produce short oral
describe in texts or written in
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english the English in which
qualities of describes the role of
their peers men and women in
their local context.
ü
SUGGESTED PROJECT: Language for peace: The purpose of this PURPOSE FIRST PHASE
Project is to bring boys and girls to make good use of language inside The purpose of this phase is to allow boys and girls express their ideas
and outside the classroom as a fundamental element for a coexistence in and your previous knowledge
peace.
.
SUGGESTED PRODUCT: Exhibition of cartoons in English

Adjetivos - Sinónimos y antónimos
Adjectives - synonyms and Make sure your class is full of images, posters, etc.
Opposites Pretty = beautiful that show different people from the community and
Fat = heavy / thin = slim Discuss with boys and girls about the importance
Short / tall Kind / rude of living in peace (White, black people, native
polite / impolite Intelligent = clever = people, mixed race
Smart Rich / poor people).
Catholic Protestant
Baptist Mormon
Expresiones de rechazo / Expressions Boys and girls listen and sing in English the song
of rejection Stop it! The more we get together! With this song you want
Cut it out, Not cool, That was not funny to reinforce the importance of a good coexistence
That’s bullying to be in harmony with others. The more we get
together! www.youtube. com / watch? v =
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lldmkrJXQ-E
Expresiones de disculpa / Expressions In groups, students prepare the description of the

of apology It was not my intention elements that they constitute your environment.
You are right, sorry Sorry if I offended Word bank: river, forest, park, catholic, protestant,
you mormon, work, take care of children, Cook, etc
Inglés en la práctica Juan´s eyes are Students prepare some cartoons to illustrate
brown. In my community men work as situations of use of the language in which
bricklayers. In my opinion, That was not generates unnecessary violence and how fix it.
funny. You are right, sorry.
Hey Marcela, that’s not funny.
Plural forms Man / Men
Woman / women Child / children
DESEMPEÑOS

ü Complete personal information
basic in formats and simple ü Understand
documents. relationships of ü Express it simply that I like and
ü write a short text about me, my addition, contrast, order dislike regarding something.
family, my friends, my temporal and spatial ü Narrate or describe simple facts
environment or about facts that and cause effect and activities that are familiar to
they are familiar to me. between simple me
statements.
ü Identify the recurrence
of ideas in the same
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text.
ü Identify meaning
relationships expressed
in texts on topics that
are familiar to me.

EVALUACION: ü Attendance PROJECT Diseño de una presentación en
ü Workbook powerpoint con las expresiones aprendidas:
ü Quizzes “Not cool!
Cut it out
Stop it.
sorry if I ofended you
I like the way I look.
It was not my intention
That was not funny.
You are right, sorry.
That’s bullying”
acompañadas de imágenes.
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English third term grade 5

MALLA CURRICULAR

Establecer comparaciones sencillas en inglés y apreciar semejanzas y diferencias entre las comunidades de su ciudad o municipio (edad, posición
socioeconómica grupos marginados).
BASADAS EN
PILARES DE
LA
EDUCACIÓN:
ü Identify words ü Make comparisons ü Accepts and values their ü Collaborate actively in
and expressions simple in English, similar without projects and group
in English, based in the distinction gender, age, tasks and assumes its
related to characteristics of position socioeconomic role in themselves
daily activities. their companions or groups marginalized.
ü Recognize the and / or the like.
structure of the ü Answer questions
comparative of simple in English,
equality in related to their daily
English. activities and
ü Recognize the hobbies.
vocabulary and ü Interact using plain
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structures in English language,
English, with your peers
ü Related to about topics related
ü characteristics to places and / or
of people and people of your local
communities in context
which interacts.
ü
SUGGESTED PROJECT: We are all the same !: The purpose of this PURPOSE FIRST PHASE The purpose of this phase is to allow boys
Project is to generate community awareness by boys and girls towards and girls to express their ideas and previous knowledge
the processes of
SUGGESTED PRODUCT: Option 1: Video exhibition.

Option 2: Making a short story.

Adjetivos / Adjectives big / small clean / En el tablero, Elabore un listado en
dirty old / modern Quiet / Noisy inglés de las diferencias que son
Tourist Urban / Rural capaces de observar en términos
de: Race/ gender/ religion/ culture/
socio economic class, etc.
E.g. In Bogotá we can see different
types of people, for example: Catholic,
protestant, white, black...

Expresiones para hablar de sus Motivate boys and girls to learn

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pasatiempos / Expressions to talk about the song in English and reflect on
hobbies What are your hobbies? Regarding the need to accept
What do you do in your free time? our fellow men regardless of their
I play soccer. race, color, religion, etc. if required
I read a book in Spanish.
I watch tv.
Inglés en la práctica
Medellin is bigger than Santa
Marta. It is a modern city.
The school is dirty.
This is the country.
It is beautiful.
It is cleaner than the cities and quieter. I
like it.
Comparativos y superlativo
Comparativos de una sílaba
This country is bigger than
The city is noisier than the country.
Enseñar comparativos y
superlativos de dos o más sílabas e
irregulares
It is the best/worst
Medellín is the most modern city in
Colombia.
DESEMPEÑOS
- Listening abilities Reading abilities Writing and speaking abilities

ü Identify key information in ü Express the opinions, ü use formal language or casual
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conversations brief shots from likes and preferences role playing improvised, according
real life, if accompanied by about topics I've worked to the context.
images. on class, using strategies ü Monitoring shift taking among the
ü Recognize the purpose of to monitor my participants in discussions on
different types of texts pronunciation. topics previously prepared.
presented by my classmates. ü Use a plan to expose
issues related to the
academic environment of
other subjects.

EVALUACION: ü Attendance PROJECT In the company of the teacher the children and girls
ü Workbook reflect on the subject of diversity and the need that
ü Quizzes we have from our fellow men. This part can be in
Spanish. Guide the boys and girls throughof questions to
describe the characteristics of the characters and the
site of the observed video:
• Is this a quiet or a loud place?
• Is it a modern place?
• What color is the big bird?
MALLA CURRICULAR
English Fourth term grade

MALLA CURRICULAR

Establecer comparaciones sencillas en inglés y apreciar semejanzas y diferencias entre las comunidades de su ciudad o municipio (edad, posición
socioeconómica grupos marginados).
BASADAS EN
PILARES DE
LA
EDUCACIÓN:
ü Identify words ü Tell in English, ü Appreciate the life ü Makes use of various
and expressions own anecdotes with experiences by himself means Communication
in English simple language. and his companions. and consider his
related to the ü Answer questions ü Rate the information effectiveness.
story of simple in English, what do you get for ü Rearranges into a
anecdotes related to facts different media information box pick up
typical of his current. communication and from different media
context. ü Make questions information.
ü Recognize the simple in English,
structure of related to presenting
past of usage facts the means of
verbs communication
MALLA CURRICULAR
Frequent in
English.
ü Recognize
vocabulary
in English from
the media
communication
and information
with whom you
have contact.
SUGGESTED PROJECT: Past times !: The purpose of this project PURPOSE FIRST PHASE: The purpose of this phase is to allow that
is the final elaboration of a book with anecdotes told and elaborated boys and girls express your previous knowledge
for the boys and girls in class.
SUGGESTED PRODUCT:
Create a anecdote book.

Vocabulario relacionado con los
medios de comunicación / Mass media Invite boys and girls to complete. the following
vocabulary Television network, radio, table in english to classify the type of information
newspapers, reality shows soap opera, and / or content presented
documentary local news, news through the different media
programmes music programmes, articles Communication:
MALLA CURRICULAR
Word bank: Reality shows / soap
opera / documentary / local news
/ news programs / music programs
/articles
Organize the class into groups and invite them

to review the information collected.
Take the opportunity to introduce vocabulary
related to television shows
in English: Soap opera, reality shows,
documentary etc.
Expressions to narrate / Vocabulary Organize the class in small groups

for narrating One day for boys and girls to talk about
When I was younger, Then, Finally of his favorite television shows and explains why.
example: My favorite Tv
show is Desafío 2016. It is a reality show
and it is very exciting.
Expresiones para hablar de
preferencias / Expressions to talk about
preferences I prefer to… I prefer
Expresiones para hablar de acciones
pasadas / Expressions to talk about the
past I used to play soccer but now I…
My grandparents did not have
computers to be informed...
DESEMPEÑOS
- Listening abilities Reading abilities Writing and speaking abilities

ü Express plans represented in ü Make simple ü orally describe my ambitions,
maps or diagrams for descriptions dreams and hopes using the
MALLA CURRICULAR
develop my writings. ü on various matters clear and simple language.
ü Exemplify more points of view ü everyday of my ü Use functional language to
about the topics I write. environment. discuss alternatives, do
ü Explain rehearsed and recommendations and negotiate
brief on some agreements in debates
academic subject of my previously prepared
interest.

SEGUIMIENTO ü Development of the activity SUGGESTED CONSOLIDATION: Theatrical representation of the

EVALUACION: ü Attendance PROJECT elaborated anecdotes
ü Workbook for boys and girls
ü Quizzes

Malla Curricular Eglish Primary (4-5)

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GIMNASIO Alegría de Vivir

Fe, Amor, Alegría y Sabiduría

English first term grade 4

ÁREA: INGLES PERIODO: 1 AÑO: 2020 IH: 6 GRADO:

OBJETIVOS DEL ÁREA ( GRADO):

COMPETENCIAS SABER (COGNITIVO) SABER HACER SABER SER SABER APRENDER

El abecedario / Deletreo The alphabet / spelling Teaching idea: Prediction is a learning

Verbos modales (oraciones compuestas) Must / • “The sugary truth”:

- Listening abilities Reading abilities - Writing and speaking abilities

English second term grade 4

ÁREA: INGLES PERIODO: 2 AÑO: 2020 IH: 6 GRADO:

OBJETIVOS DEL ÁREA ( GRADO):

COMPETENCIAS SABER (COGNITIVO) SABER HACER SABER SER SABER APRENDER

EJES TEMÁTICOS: TEMAS Rutas metodologicas sugeridas

Adjetivos para describir rasgos de

Expresiones para plantear su opinión /

Expresiones para pedir y dar disculpas /

Expresiones de cortesía Thank you, Excuse me,

Gramática Preguntas simples para pedir

- Listening abilities Reading abilities - Writing and speaking abilities

SEGUIMIENTO ü Development of the activity SUGGESTED

English third term grade 4

ÁREA: INGLES PERIODO: 3 AÑO: 2020 IH: 6 GRADO:

OBJETIVOS DEL ÁREA ( GRADO):

COMPETENCIAS SABER (COGNITIVO) SABER HACER SABER SER SABER APRENDER

ü Understand the ü Raise solutions ü Recognizes the ü Analyze a situation

EJES TEMÁTICOS: TEMAS Rutas metodologicas sugeridas

Adjetivos / Adjectives worried, scared,

Expresiones para plantear soluciones /

Oraciones compuestas when We should close the

- Listening abilities Reading abilities - Writing and speaking abilities

English fourth term grade 4

ÁREA: INGLES PERIODO: 4 AÑO: 2020 IH: 6 GRADO: CUARTO

COMPETENCIAS SABER SABER HACER SABER SER (ACTITUDINAL) SABER APRENDER

ü Identify in ü Classify causes ü Consider your role as a Representatve with

EJES TEMÁTICOS: TEMAS Rutas metodologicas sugeridas

Vocabulario relacionado con aldea global

Gramática para repasar - Módulo 4 de 2°:

Gramática Presente continuo Forma

Inglés en la práctica What are you doing?

English first term grade 5

ÁREA: INGLES PERIODO: 1 AÑO: 2020 IH: 6 GRADO: QUINTO

COMPETENCIAS SABER SABER HACER SABER SER (ACTITUDINAL) SABER APRENDER

ü Identify words ü Describe in ü Show with your ü Make question

SUGGESTED PRODUCT: Care campaign of the body through brochures

EJES TEMÁTICOS: TEMAS Rutas metodologicas sugeridas

- Listening abilities Reading abilities - Writing and speaking abilities

SEGUIMIENTO ü Development of the activity SUGGESTED

English second term grade 5

ÁREA: INGLES PERIODO: 2 AÑO: 2020 IH: 6 GRADO: QUINTO

SUGGESTED PRODUCT: Exhibition of cartoons in English

EJES TEMÁTICOS: TEMAS Rutas metodologicas sugeridas

Expresiones de disculpa / Expressions In groups, students prepare the description of the

- Listening abilities Reading abilities - Writing and speaking abilities

SEGUIMIENTO ü Development of the activity SUGGESTED

English third term grade 5

ÁREA: INGLES PERIODO: 3 AÑO: 2020 IH: 6 GRADO: QUINTO

OBJETIVOS DEL ÁREA ( GRADO):

SUGGESTED PRODUCT: Option 1: Video exhibition.