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SUGGESTED CURRICULUM STRUCTURE -1-

rades g h t 1 1 6th to

SUGGESTED CURRICULUM STRUCTURE GRADES 6th to 11th

ENGLISH FOR DIVERSITY AND EQUITY

MINISTERIO DE EDUCACIÓN NACIONAL MINISTRA DE EDUCACIÓN NACIONAL DE COLOMBIA Gina Parody d’Echeona VICEMINISTRO DE EDUCACIÓN PREESCOLAR, BÁSICA Y MEDIA Víctor Javier Saavedra Mercado DIRECTORA DE CALIDAD PARA LA EDUCACIÓN PREESCOLAR, BÁSICA Y MEDIA Ana Bolena Escobar Escobar SUB DIRECTORA DE FOMENTO DE COMPETENCIAS Paola Andrea Trujillo Pulido GERENTE COLOMBIA BILINGÜE Rosa María Cely Herrera AUTORES EQUIPO COLOMBIA BILINGÜE COORDINADORA DE PROYECTOS COLOMBIA BILINGÜE Martha Sofía Galvis Silva PROFESIONAL COLOMBIA BILINGÜE Carlos-Javier Amaya G. FUNDACIÓN UNIVERSIDAD DEL NORTE DIRECTORA DEL DEPARTAMENTO DE ESPAÑOL Dra. Nayibe Rosado DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERAS Mag. Lourdes Rey DOCENTE E INVESTIGADORA Dra. Angela Bailey DOCENTE EN INGLÉS BÁSICA, SECUNDARIA Y MEDIA Mag. Fabián Moisés Padilla De La Cerda DOCENTE DE INGLÉS BÁSICA, SECUNDARIA Y MEDIA Mag. Zulay Esther Díaz Mercado DOCENTE DE INGLÉS BÁSICA, SECUNDARIA Y MEDIA Mag. Migdonia Abud Cañarete

AGRADECIMIENTOS PROCESO DE EVALUACIÓN Y VALIDACIÓN CURRICULAR COORDINADOR ACADÉMICO EN POLÍTICA LINGÜÍSTICA – MINISTERIO DE EDUCACIÓN DEL URUGUAY Dr. Gabriel Díaz Maggioli PROFESOR ASOCIADO PONTIFICIA UNIVERSIDAD BOLIVARIANa Dr. Raúl Alberto Mora UNIVERSIDAD DEL VALLE Dr. José Aldemar Álvarez Valencia UNIVERSIDAD DEL ATLÁNTICO Mag. Luz Janeth Hernández Peña PONTIFICIA UNIVERSIDAD JAVERIANA Dr. Carlos Rico Troncoso UNIVERSIDAD DE SUCRE Mag. Adolfo Bernardo Arrieta Carrascal UNIVERSIDAD DE CÓRDOBA Dr. José David Herázo Rivera UNIVERSIDAD SURCOLOMBIANA Mag. Gilma Zúñiga Camacho UNIVERSIDAD TECNOLÓGICA DE PEREIRA Mag. María Clemencia González Gutiérrez FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ Claudia María Uribe Hoyos

EVALUACIÓN CURRICULAR POR PARTE DE DOCENTES DE LAS INSTITUCIONES EDUCATIVAS Y SECRETARÍAS DE EDUCACIÓN SECRETARÍA DE EDUCACIÓN DE ARMENIA Jefferson Arias Alzate Jorge Mario Perdomo Santa Cruz SECRETARÍA DE EDUCACIÓN DE ATLÁNTICO Luz Marina Castillo Franco Milena Patricia Tapia García Belkis Esther Rolong Colón Miguel Ángel Salas Vásquez Trinidad Sofía De León Navarro Vilma Cecilia Brugés Fontalvo Fabiola María Bayona Caro Ofelia Francisca Gamarra Ramos Margarita Siciliani Aurora Esther Bohórquez Belquis Karol Arrieta Marla Patricia Llanos Sarmiento Ana Sofía Preciado Duque Shirley Johana Manotas Martínez Inés María D’vera Rocha Lucila López Lozada SECRETARÍA DE EDUCACIÓN DE BARRANQUILLA Noldin Salas Rojas Elena de Jesús Cardales Rodríguez Maribel Angélica Martínez Ibáñez Eliana Sofía Salas Contrera Aldemar Jesús Torres Cogollo Gustavo Adolfo Gutiérrez Rodríguez Breiner Saleth Torres SECRETARÍA DE EDUCACIÓN DE BUCARAMANGA Andrea del Pilar Rosas Ramos Fabio Alexander Rodríguez Bustos SECRETARÍA DE EDUCACIÓN DE CALI Liliana Gómez Díaz

SECRETARÍA DE EDUCACIÓN DE CESAR Edward Leonardo Ibarra González Carmen Beatriz Araujo Quiroz Royer David Redondo Castro SECRETARÍA DE EDUCACIÓN DE DUITAMA Elizabeth Moreno García Aura Cecilia Galvis Álvarez Yadira Esperanza Ávila Arévalo Alix Yolanda Morales Granados SECRETARÍA DE EDUCACIÓN DE MANIZALES Sandra Viviana Valencia Carvajal Martha Lucía Jaramillo Rivera José Oscar García Cardona SECRETARÍA DE EDUCACIÓN DE MEDELLÍN Jairo Alexander García Quintero Edwin Ferney Ortiz Cardona Wilson Andrés Cardona Peláez Tatiana Gómez Ramírez SECRETARÍA DE EDUCACIÓN DE MONTERÍA Diana Marcela Jaramillo Cataño Yanilis Romero Milton Alcides Pájaro Manjarres Martha Elvira Paz Wechek Luis Alfredo Martínez Díaz SECRETARÍA DE EDUCACIÓN DE NEIVA Lilia Stella Bernal Landínez Martha Cecilia Cabrera Rodríguez SECRETARÍA DE EDUCACIÓN DE PASTO Luis Martín Arcos Guerrero Paula del Socorro Bucheli Bravo SECRETARÍA DE EDUCACIÓN DE POPAYÁN Guillermo Javier Enriquez León William Macías Imbachi

PROGRAMA ENGLISH FOR SCHOOLS UNINORTE Iury Ángel Ferrer Solano Verónica Morales Miranda Carolina Morales Miranda Johanna Paola Ávila Trujillo Carlos Alberto Hernández Ávila Diana Marcela Tirado Tenorio Cindy Paola Vizcaíno Pacheco Saray Lucía Argel Marisela Restrepo Ruiz Johanna Paola Baiz Correa Jesús Alberto Galindo Zabaleta Luz Fabiola Fuentes Martínez Martha Milena Montes Yánez Adriel Antonio Zubiría Miranda SECRETARÍA DE EDUCACIÓN DE SANTA MARTA Oscar Martínez Monery Sandra Patricia Salgado Pertuz Luis Jerónimo Bermúdez Diazgranados SECRETARÍA DE EDUCACIÓN DE SOLEDAD Yullys del Carmen Alvarino Ochoa Yasmira Esther Díaz Yepes SECRETARÍA DE EDUCACIÓN DE TUNJA Ana Rita Ballesteros González Blanca Cecilia Cetina Acosta SECRETARÍA DE EDUCACIÓN DE VILLAVICENCIO Adriana Bustos Gómez Yaneth del Pilar Mejía Solano Diana Camila Polindar Pérez ESTUDIANTES MAESTRÍA EN LA ENSEÑANZA DEL INGLÉS. UNINORTE Erasmenia Montero Mercado Patricia Inés Mercado Suárez Liseth María Fontalvo Pérez Miguel Alberto Pedrozo Luz Mary Benítez Hernandez Juan Bustamante

ISBN 978-598-691-768-1 2016

DISEÑO GRÁFICO Y DIAGRAMACIÓN TEAM TOON STUDIO DISEÑO EDITORIAL Janeth Barrios, Camila Gómez, Carolina Soleno, Mauricio Palacio, Beatriz Jiménez ILUSTRADORES Oscar Reyes, Camila Gómez, Carolina Soleno BEATRIZ JIMÉNEZ Dirección de arte LEÓN MEJÍA Dirección general

Estimada Comunidad Educativa: El Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, tiene como objetivo construir una Colombia en paz, equitativa y educada. El Ministerio de Educación Nacional se hace partícipe de esta meta y pone todos sus esfuerzos en establecer la calidad y la equidad en el contexto educativo a través de programas como “Colombia Bilingüe”, cuyas acciones se enmarcan dentro del propósito de hacer de Colombia la mejor educada de la región para el año 2025. Hoy presentamos al país los Derechos Básicos de Aprendizaje de Inglés y el Currículo Sugerido de Inglés para los grados 6º a 11º, herramientas que buscan que los estudiantes alcancen un nivel de inglés que les permita comunicarse, interactuar y compartir conocimiento, y a la vez potenciar sus capacidades humanas y profesionales. Estos dos documentos se construyeron teniendo en cuenta las necesidades y características propias del sector educativo, lo que permitió establecer ejes pertinentes y adaptables a los contextos particulares de cada institución. Valoramos y entendemos la diversidad cultural, demográfica y social de nuestro país, por lo que estos documentos se presentan como una propuesta dirigida a los docentes de inglés, sus instituciones educativas y las secretarías de educación. Dichos actores, en su autonomía curricular, podrán analizar, adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de enseñanza y aprendizaje del inglés. Los Derechos Básicos de Aprendizaje y el Currículo Sugerido de Inglés son una apuesta clara que busca generar igualdad educativa y hacer que la enseñanza y el aprendizaje del inglés sean vistos como una herramienta que fortalezca la formación integral y pertinente para los estudiantes del siglo XXI en Colombia. Por esta razón, el Currículo Sugerido integra diferentes ejes de formación, tales como la Paz y la Democracia, aspectos fundamentales en la construcción de un país en paz que busca abrirse cada vez más al mundo globalizado y multicultural en el que vivimos. Este documento se construyó con el apoyo de expertos nacionales e internacionales y de 94 docentes evaluadores de diversas regiones del país, en un proceso que nos permite asegurar su calidad y pertinencia para el contexto educativo colombiano. Con estas herramientas, los docentes de inglés y las Instituciones Educativas aportarán cada vez más a la construcción del país bilingüe que deseamos y al alcance de la meta de ser el país mejor educado de la región. GINA PARODY D’ECHEONA Ministra de Educación de Colombia

CONTENT INTRODUCTION

1. GUIDELINES ON THE STRUCTURE AND ITS COMPONENTS 1.1. SCOPE AND SEQUENCE

1.2. COMPONENTS OF THE SYLLABUS

1.3. SUGGESTED METHODOLOGICAL PATHS 1.4. SUGGESTED ASSESSMENT PATHS

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

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

2.1. ANALYSIS OF THE PROPOSED CURRICULUM

P.27

2.3. IMPLEMENTATION

P.29

2.2. IMPLEMENTATION PLANNING 2.4. EVALUATION

P.28 P.29

SUGGESTED ENGLISH CURRICULUM STRUCTURE

3. SCOPE AND SEQUENCE AND SYLLABUS SCOPE AND SEQUENCE

3.1. LEVEL A1 - SUGGESTED GRADE: 6TH

3.2. LEVEL A2.1 - SUGGESTED GRADE: 7TH 3.3. LEVEL A2.2 - SUGGESTED GRADE: 8TH

3.4. LEVEL B1.1 - SUGGESTED GRADE: 9TH

3.5. LEVEL B1.2 - SUGGESTED GRADE: 10TH 3.6. LEVEL B1.3 - SUGGESTED GRADE: 11TH SYLLABUS

3.7. SYLLABUS - SUGGESTED GRADE: 6TH 3.8. SYLLABUS - SUGGESTED GRADE: 7TH 3.9. SYLLABUS - SUGGESTED GRADE: 8TH

3.10. SYLLABUS - SUGGESTED GRADE: 9TH

3.11. SYLLABUS - SUGGESTED GRADE: 10TH 3.12. SYLLABUS - SUGGESTED GRADE: 11TH

4. PROPOSED TEACHING AND ASSESSMENT PATHS 4.1. 6TH GRADE 4.2. 7TH GRADE 4.3. 8TH GRADE

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

4.4. 9TH GRADE

P.103

4.6. 11TH GRADE

P.111

4.5. 10TH GRADE

P.107

SUGGESTED ENGLISH CURRICULUM STRUCTURE

5. EXAMPLES OF LESSON PLANS AND ASSESSMENT

P.116

5.1. 6TH GRADE EXAMPLE LESSON PLAN

P.116

5.3. 8TH GRADE EXAMPLE LESSON PLAN

P.120

5.5. 10TH GRADE EXAMPLE LESSON PLAN

P.125

5.7. 6TH GRADE RUBRIC EXAMPLE

P.129

5.9. 9TH GRADE RUBRIC EXAMPLE

P.131

5.11. 11TH GRADE RUBRIC EXAMPLE

P.133

6.1. READING RESOURCES

P.135

6.3. LISTENING RESOURCES

P.137

6.5. GRAMMAR RESOURCES

P.139

6.7. METHODOLOGY RESOURCES (GENERAL)

P.141

6.9. METHODOLOGY RESOURCES (PROBLEM)

P.144

6.11. GAMES

P.146

5.2. 7TH GRADE EXAMPLE LESSON PLAN

P.118

5.4. 9TH GRADE EXAMPLE LESSON PLAN

P.122

5.6. 11TH GRADE EXAMPLE LESSON PLAN

P.127

5.8. 8TH GRADE RUBRIC EXAMPLE

P.130

5.10. 10TH GRADE RUBRIC EXAMPLE

P.132

6. LIST OF SUGGESTED RESOURCES

P.134

6.2. WRITING RESOURCES

P.136

6.4. SPEAKING RESOURCES

P.138

6.6. VOCABULARY RESOURCES

P.140

6.8. METHODOLOGY RESOURCES (PROJECT)

P.143

6.10. RESOURCES FOR CURRICULUM DESIGN

P.145

6.12. VIRTUAL RESOURCES

P.148

SUGGESTED ENGLISH CURRICULUM STRUCTURE

SUGGESTED CURRICULUM STRUCTURE

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

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

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SUGGESTED CURRICULUM STRUCTURE

1

GUIDELINES ON THE STRUCTURE AND ITS COMPONENTS 1.1. SCOPE AND SEQUENCE This component of the curricular proposal suggests a matrix that presents the different elements that comprise the didactic, linguistic and communicative progression of the structure. This matrix gives the teacher a general view of the suggested curriculum identifying the level intended, the learning goals, the general objectives and the language functions. Elements that will be detailed in the syllabus. The first is the curriculum points on which the tasks, projects and problems (Health, Democracy and Peace, Sustainability and Globalization) are developed. These themes are derived from official documents that suggest areas that children must learn in school and are worked on transversally in all grades. In each grade, four modules related to such themes are developed. At the beginning of the general structure of the Scope and Sequence the Basic Learning Rights, which are the key knowledge that indicate what students must learn in each grade from 6th to 11th for the English area, are displayed. In the left column are the curriculum points, followed by the proposed goals, the language functions and the general objectives of each module per grade. - 14 -

SUGGESTED CURRICULUM STRUCTURE

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

BASIC LEARNING RIGHTS (ENGLISH)

3.1. SCOPE AND SEQUENCE: LEVEL A1 – SUGGESTED GRADE: 6TH 1.Participates in a very short conversation. 2.Requests and provide clarification on how names and unknown words are spelled.

3.Understands and uses familiar words and short phrases about routines, daily activities and preferences. 4.Understands instructions and expresses them orally and written form. 5.Describes the basic characteristics of people, things and places.

GOAL

MODULE 3 SUSTAINABILITY

MODULE 2 HEALTH

MODULE 1 DEMOCRACY AND PEACE

• Reconocerse como

• • • • • •

• Establecer una rutina de

• Describe habits and personal care

• Establish a physical care routine.

• Especificar acciones de ahorro de energía en la comunidad.

• Specify actions to save

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

routines. • Give and request personal information and on daily activities. • Express tastes and interests. • Describe parts of the body.

• Describe actions in a simple and logical sequence. • Give and request information on a subject. • Clarify information.

energy in the community.

• Definir rasgos propios

MODULE 4 GLOBALIZATION

FUNCTIONS

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

cuidado físico personal.

de la colombianidad (identidad nacional colombiana).

• Define own traits of

6.Answers questions related to “what, who and when” after reading or listening to a short and simple text. 7.Writes basic personal information in pre-established forms. 8.Understands the topic and general information of a short and simple text.

• Describe characteristics of a culture. • Establish comparisons between countries. • Ask and give information. • Describe persons, places and customs.

OBJECTIVES • Identify words and phrases related to personal information and daily activities in simple oral and written texts. • Exchange personal information and daily activities in simple role-playing games. • Make simple phrases on personal information and daily activities orally and in writing.

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

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

• Exchange information about routines, tastes • and interests in a simple conversation. • Exchange information about daily activities • through questions and sentences. • Identify phrases and expressions about daily activities in short oral and written texts. • Make simple sentences about daily activities in oral and written form.

• Identify phrases and expressions related to • •

national Colombian identity.

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characteristics of persons, celebrations and places in short oral and written texts. Produce simple sentences about characteristics of persons, celebrations and places in oral and written form. Exchange information about characteristics of persons and places through questions and sentences.

SUGGESTED CURRICULUM STRUCTURE

This outline shows the progression in the scope and sequence of the suggested goals in this curricular proposal, both horizontally and vertically. Thus, horizontally we can note that the scope of the goals goes from an internal to external environment. That is, from the individual to the collective; starting from the personal, then touching the classroom to finish later in the educational community and the global environment. On the other hand, the vertical progression is seen in development of the topics. If the table is analyzed, the themes corresponding to each module make part of the four general themes: health, democracy and peace, sustainability and globalization. Therefore, it is proposed that all grades study the same topics during each period but with a depth and complexity according to the respective grade, age and cognitive levels of the students. The activities and functions of the language also show progression; this can be better observed in Table 1.

VERTICAL PROGRESSION OF TRANSVERSAL TOPICS SUGGESTED GRADE

TRANSVERSAL TOPIC: HEALTH

6th

Establish a physical care routine.

7th

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

8th

Formulate initiatives for the prevention of eating disorders.

9th

Establish practices for disease prevention in the region.

10th

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

11th

Propose paths to obtain health services in my community.

1.2. COMPONENTS OF THE SYLLABUS The following section shows an outline that materializes each of the principles of this curriculum through the articulation of goals, objectives, standards, language functions, discourse and linguistic contents, and indicators: the curricular structure or study plan from sixth to eleventh grade. As was previously mentioned, the general topics for the development of each module are health, sustainability, democracy and peace, and globalization, thus completing this curricular proposal based on transversality. These topics are developed in all grades and each leads to a more specific topic that can be adapted or changed by the teacher according to the context’s needs. This articulation is developed in greater depth in the section of curricular points of this document. This structure has four modules for each grade related to the transversal topics and is identified with numbers from one to four plus their respective names. The name of each module represents the unit theme.

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SUGGESTED CURRICULUM STRUCTURE

The following chart shows the identification of the suggested grade, the learning module, the time suggested to teach and assess it, and the respective Common European Framework of Reference (CEFR) level developed. In all grades, the first module will have a greater number of hours assigned. Below the expected goal to be achieved at the end of the module is highlighted. The goal refers to the task, project or problem to develop in the module.

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

GOAL

Suggested Time: 24-27 hours for teaching and assessment CEFR Level: B1.1

Valorar el impacto de las TIC en la vida diaria. Value the impact of ICT in daily life.

Language functions and the general objectives are shown below:

LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

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

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

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SUGGESTED CURRICULUM STRUCTURE

Then, there is a list of the Basic Standards of Competences in Foreign Languages: English intended by the module. The page of Guide 22 where such standards can be found is also provided. These have been numbered to make the presentation easier. After this list, we can find the performance indicators, which are presented as an express statement in the third party singular and show the different actions the students can take to achieve the goal proposed for the unit. The indicators are divided into indicators of knowing, doing and being.

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Recognize opinions and points of view.

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

• Show respect and tolerance for different points of view.

• Recognize vocabulary related to current social phenomena.

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

• Participate actively in the activities proposed in class.

• Identify the order of past and future actions. • Infer consequences derived from an action..

• Give information on his daily activities related to the use of ICT to his classmates through the use of adequate vocabulary and structures. • Present the effect of ICT on daily life orally and having rehearsed it. • Request justification of the information presented by his classmates orally. • Prepare a descriptive text about the effect of ICT on daily life based on information obtained from different sources.

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

SUGGESTED CURRICULUM STRUCTURE

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

SUGGESTED CONTENT Lexical Information Technologies • Social network • Application (Apps) • Blogs • Download / upload • Website • Save as • Password • Access Connectors of cause and effect: • Consequently • As a result • Therefore • For this reason • Because • As • Since Expressions to suggest • If I were you, I would… • Have you thought about…? • Why don’t you…? • In your position, I would…” • You should perhaps…” • You could always…”

Expressions to give an opinion • I (really) think that … • I believe (that) … • I’m sure that … • In my opinion / My opinion is … • I agree with … • I guess/imagine … • I have no doubt that / I’m certain that … • I strongly believe that … • I’ve never really thought about this before, but … • My personal opinion is that / Personally, my opinion is that • To be honest / In my honest opinion, … • I could be wrong, but … • I’m positive that … • I’m pretty sure that … • It seems to me that … • Some people may disagree with me, but … • This is just my opinion, but …

Grammar • Conditional • Modals of obligation: Should, ought to, had better • Comparative and superlative • Present perfect • Future perfect Pronunciation • Recognition of expressions such as pronunciation and blendings Isa iza At the doctor Athedoctor Discourse • Compare and contrast Sociolinguistic/Intercultural • Valuation of different opinions • Learning through interaction • Curiosity and discovery • Knowledge of one’s own culture and that of others

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

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SUGGESTED CURRICULUM STRUCTURE

1.3. SUGGESTED METHODOLOGICAL PATHS

TASK BASED. GRADE 9- MODULE 1

In this section, possible methodological and assessment paths are proposed in order to illustrate one of the many ways of implementing the curricular proposal. This document does not intent to limit how the curricular proposal should be approached in each Colombian educational institution but does suggest possibilities for implementation. These paths include in a practical manner fundamental elements that lay the foundation and structure the proposal such as the complex and systematic view of the language, sociocultural learning, and methodologies based on tasks, projects and problems. The methodological and assessment paths herein proposed intend to determine these principles by way of example. The methodological paths suggest a progression that begins with a methodology based on tasks in the initial grades (sixth and seventh grade) to gradually pass to a methodology based on projects in the middle grades (eighth and ninth) and finally with a methodology supported on problems in the last grades (tenth and eleventh). Each educational institution within its autonomy will chose the methodology and progression that is most convenient for its context. A more detailed explanation of the different methodological paths that make up this proposal is presented below. We analyze one of the modules for ninth grade, which emphasis is on task-based teaching- learning. The module analyzed is Module one, corresponding to the first period of the academic year:

TASK 1. Identify daily activities related to the use of ICT of classmates through a survey. 2. Investigate the effects of ICT on daily life based on descriptive texts and other texts reviewed. 3. Prepare an analysis chart on the similarities and differences on the impact of ICT on daily life identified in the survey and in the investigation. 4. Hold a debate on the impact that ICT have on daily life. 5. Write a descriptive text on the impact of ICT on daily life.

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

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

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

These indicators allow the teacher to select the vocabulary and expressions necessary to develop the task. The above allows seeing how the task determines the linguistic, sociolinguistic and pragmatic aspects. On the other hand, it clearly shows the sociocultural focus of learning in which the interaction of students is promoted to reach agreements on the impact of ICT on their daily lives, an activity that will be structured and monitored by the teacher.

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SUGGESTED CURRICULUM STRUCTURE

PROJECT-BASED. GRADE 9 - MODULE 3 Regarding project-based teaching-learning, it is proposed that the students actively participate in the planning, development and assessment of a project that is in accordance with the needs of the current world. Therefore, this curricular proposal suggests activities framed within situations that are similar to reality and that are significant for the students. The suggested outline for the work on projects is represented in the KWL methodology (Know, Want, Learn), which shows what the student knows about the main theme of the project (Know), what he wants to know about it (Want) and what he learned at the end of the same (Learn). An example of a methodological path corresponding to Module 3 of ninth grade is presented below.

FOR THE TEACHER Activate prior knowledge of students about the topic of prevention of the most common diseases in their environment. Write down suggested ideas on the board. When they have shared their prior knowledge on the subject, explain they will be carrying out a project to create a campaign for the prevention of a common disease in their community. Clearly indicate that the campaign must include activities of listening, reading, speaking and writing. Suggest the students paths such as the following: • Investigate about the characteristics, symptoms and forms of prevention of an assigned disease. • Represent graphically the information of the symptoms and prevention plan of the assigned disease. • Make a written report on the assigned disease following a sample provided by the teacher and practiced in class. • Select and organize the pertinent information to create a disease prevention plan following a sample provided. • Make a poster and an oral presentation describing the disease, the symptoms and ways to prevent it. • Interact with the class to assess the prevention plans presented. While the students work on their campaigns, monitor their work to take notes on the emerging areas to review as a class in workshops and mini-lessons on grammar, vocabulary and functions. These workshops can include: 1. Model the text writing process based on the analysis of similar texts to that which will be produced, the purpose, its parts and type of linguistic resources gathered to produce it and developing it by stages from brainstorming, initial draft and review. 2. Help define the lists of characteristics and social conducts.

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SUGGESTED CURRICULUM STRUCTURE

WHAT DO YOU KNOW OR UNDERSTAND? (K) From the results/ knowledge previously shared, the students work in groups to summarize what they already know of the subject and decide on the steps to follow.

WHAT DO YOU WANT TO KNOW OR UNDERSTAND? (W)

Students must plan the development of the project in stages, giving each stage a goal about what to do and how they will do it. They must identify what vocabulary, structures or expressions they must use to carry out the activity.

WHAT DID YOU LEARN? (L)

Students present their projects to the class. The student individually writes a reflection in a pre-established format about what he learned on the subject and receives teacher feedback.

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

The previous table shows an exclusive chart for teacher actions and three columns for the student (Know, Want, Learn). We suggest that the teacher assumes the role of mediator and guides or monitors the processes of her students, who are the main actors. We propose initial input in which the teacher provides information along with clear and structured modeling as well as the necessary feedback during the process. On the other hand, students are called to work in pairs or in a group to promote learning. Likewise, they plan the actions to carry out the project and are assigned functions according to their capacities. Then, the students socialize their projects to the class and receive the appreciation of their classmates and teacher. Considering this is a proposal, the teacher can take these suggestions and adapt them to his needs and those of his students, always based on the context and conditions or characteristics that are most relevant for their educational community. Thus, a teacher who works with indigenous communities could develop a project analyzing the behaviors or most characteristic traits of such community, which have transcended and influenced other cultures, for example. To better understand the methodology based on projects we recommend considering the moments suggested in the following table: K In the first part, we suggest that students know the subject of the project. An initial question is made that will guide the students during the entire process. We recommend that the teacher activates prior knowledge of students and obtains this information through other questions.

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

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

SUGGESTED CURRICULUM STRUCTURE

PROBLEM-BASED. GRADE 9 - MODULE 4 On the other hand, the methodology based on problems suggests the active participation of the students in problem-solving that affects the educational community or society in general. The table below shows a possible work option through the methodology based on problems established in this curricular proposal. This example comes from the ninth grade Module 4, where students are expected to have reached a certain level of maturity and a necessary capacity for analysis making them competent to provide solutions to different problems. PROBLEM FOR THE TEACHER:

PROBLEM

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

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

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

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

Guide the students in the comparison of civil citizen rights and those exercised in their community. Provide and model oral and written texts about the presentation of the comparative analysis and the corresponding proposal of actions. Monitor the content of the presentations prepared to provide support.

Prepare an oral presentation that compares and evaluates the exercise if citizen rights. Produce oral and written texts proposing actions for the adequate exercise of citizen rights: Do´s & Don’ts.

Accompany students in the construction of an argumentative text titled Do´s y Don’ts related to the exercise of citizen rights. Evaluate the work presented following rubrics and assessment criteria previously shared with the students.

The teacher’s actions must guide the students in the search for possible solutions to the problems proposed. For this, it is suggested that the student provides input and modeling necessary for his students to have the initial knowledge of the problem proposed. Likewise, it is recommended that the teacher promotes the necessary spaces and plays the role of mediator and facilitator in charge of showing the students the advantages and disadvantages of their decisions. On the other hand, it is expected that the students are proactive and use all their creativity when finding solutions to the problem. - 23 -

SUGGESTED CURRICULUM STRUCTURE

On the other hand, in this methodology language continues to determine what the student does, and is used as a means for the student to show his proposed solution to the problem. In turn, group activities are crucial, promoting interaction for learning in and through interaction. Once the problem has been determined, we suggest that the teacher carry out activities that lead the student to show his prior knowledge. Likewise, as in the project- based methodology, it is convenient that the teacher provide his students, according to the levels of knowledge shown, the input and mediation required to achieve a better understanding of the problem and thus begin to think of strategies to solve it. The students, on the other hand, prepare a plan of action, and through collaborative work structured by the teacher, they investigate, plan and propose possible solutions to the problem posed.

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

9TH GRADE - MODULE 1 GOAL: VALORAR EL IMPACTO DE LAS TIC EN LA VIDA DIARIA. VALUE THE IMPACT OF ICT IN DAILY LIFE. FOR LEARNING

OF LEARNING

• I evaluate the quality of the information obtained from the survey. • I analyze the information obtained on the topics defined. • I confirm the pertinence and validity of the bibliographical sources used. • I make drafts of written text as part of the writing process.

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• Rubric of participation in a debate. • Descriptive text rubric. • Reading comprehension, vocabulary and grammar exam.

SUGGESTED CURRICULUM STRUCTURE

Taking as an example the ninth grade assessment path, which methodological emphasis is task-based learning, we suggest that the student is aware of his learning process and questions at all times the quality of his participation, his fulfillment of commitments, his following instructions and values his actions and those of his classmates. On the other hand, the teacher must provide constant feedback on the students’ actions, in addition to showing them how to complete tasks, projects or problems posed. In assessment of learning, we suggest applying different methods that evidence the student’s performance. An innovative suggestion in this proposal is the use of rubrics in which the students are informed of the criteria that the teacher will consider when assessing performance. Rubrics supplement the more traditional assessment processes such as quizzes and exams with other more creative ideas such as portfolios. Through the rubric, we ensure that the student is clear on what is expected of him and what the teacher will demand when presenting his commitments. Regardless of the instrument chosen to evaluate, it is recommended that they always reveal whether or not the student achieved the goal proposed. For this, we suggest that, as in the case of contents and goals, assessment also answers to the basic standards for teaching foreign languages, set forth in Guide 22, which clearly show the descriptors of the skills that students are expected to develop per grade.

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SUGGESTED CURRICULUM STRUCTURE

2

GUIDELINES FOR TEACHERS AND SCHOOLS ON THE ANALYSIS AND IMPLEMENTATION OF THE PROPOSAL The decision of implementing this suggested curriculum in schools will generate questions among teachers such as, what are we going to do? and how are we going to do it? For this reason, this section will present some guidelines in order to explore different forms of appropriation of the proposal in Colombian educational contexts. The intention is to motivate teachers to take the necessary actions, considering the particular conditions of their institution, and to begin a structured process of analysis, planning, implementation and assessment. It is important to clarify that time is a key factor in every process of implementation since in these types of actions results are not seen immediately but rather in the long term. Thus, this implementation process involves several stages that must be undertaken in significant periods of time, that allow demonstrating more realistic results of the impact in school life and in the students. In order to have a clearer path to implement this proposal, we expect teachers to approach actions related to the following four fundamental stages, namely analysis of the suggested curriculum, planning for its adaptation, implementation and subsequent evaluation.

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SUGGESTED CURRICULUM STRUCTURE

2.1. ANALYSIS OF THE PROPOSED CURRICULUM In this stage, English teachers of each institution must begin a process to study the document leading to:

• The knowledge and in-depth comprehension of the proposal in terms of what it

means, what is needed to carry it out and how it can be adapted to the context itself. It specifically refers to the knowledge of the curricular, methodological and assessment principles summarized in the following table. ASPECT

DISTINCTIVE TRAIT

Curricular Focus

• Ecological Contextual Curriculum

Methodological Principles

• Tasks • Projects • Problems

Assessment Principles

• Assessment of learning • Assessment for learning

Curricular Themes

• Transversality • Sociocultural Focus • Diversity • Equity

Curricular Characteristics

• Adaptability • 21st Century Skills • Flexibility

• Clarity about the relation of this suggested curriculum with the standards and Basic

Learning Rights (BLR) and how they are reflected in the curriculum in order to evidence the progression of development of language skills in a logical manner.

• Identification of the specific needs to carry out the implementation of the proposal.

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

• The definition of strategies and lines of action in terms of time, resources, and teacher roles to face the following planning stage. - 27 -

SUGGESTED CURRICULUM STRUCTURE

2.2. IMPLEMENTATION PLANNING. Following a rigorous and in-depth analysis of the proposal, the stage to organize actions to define how it will be implemented must begin. We thus recommend defining: A. A schedule that includes a list of actions to undertake indicating the people responsible, time allocated for the action, and the expected results or products. B. The list of actions will be derived from the articulation process of this proposal’s value to enrich the conceptual framework of the PEI: vision, mission, education goals, values and principles that explicitly include the communicative competence in English. It is also important to think in a process of curricular redesign that becomes necessary, since it must be determined how similar or different the curriculum implemented by the school is from the suggested curriculum. A redesign process implies redefining the learning goal, the general and specific objectives, the performance indicators, the methodology, and the learning assessment. The recommendation exists in the proposal since the suggested curriculum already proposes all these components. It is more a matter of studying and adapting them to the specific context. An important aspect to consider is the planning of learning activities considering the number of hours proposed in each module, the materials to be used both for teaching and for the assessment, and the design of lesson plans. The proposal offers several methodological guidelines, examples of lesson plans and assessment plans that the teachers can adapt once they have studied them in detail. In this phase of planning, it is also necessary to think in the assessment stage of the implementation, the reason why we must work on the design of follow-up and evaluation instruments that will be used in the gathering of the data to be analyzed to subsequently provide feedback to the process. Likewise, it is necessary for the teachers to identify their strengths and areas for improvement to be used as input for a teacher development plans that must be supported by the institution’s director, the Local Education Authorities and strategic allies.

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SUGGESTED CURRICULUM STRUCTURE

2.3. IMPLEMENTATION

2.4. EVALUATION

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

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

The second aspect is compliance with the implementation schedule that must be followed as designed to make the appropriate assessment. This must be strictly followed in the beginning phases of the implementation, and changes that result from the analysis of the implementation must be gradually integrated. Furthermore, it will be important to maintain a learning community in which the teachers meet periodically to discuss the previously designed and implemented lesson plans to make adjustments as classes and assessments occur. Also learning of the experience in general with other teaching communities of the Local Education Authorities or neighboring institutions can be shared.

The data gathered during the implementation stage must be thoroughly analyzed in order to align actions and define improvement plans for the implementation. This process must be carried out at different times during the implementation. We recommend conducting assessments in each academic period in order for adjustments to be implemented. At the end of the school year, a global assessment must be conducted to include actions for the improvement plan of the following school year. Special attention should be given to 6th grade and the passing to 7th grade since this is the grade when the process begins. For this reason, evaluations must be done gradually considering the results will not be seen the following year. As was previously mentioned, conclusions of the evaluations must be shared periodically with other schools to share successful strategies. All these stages are the responsibility of the teachers of each institution and their teaching directors. However, local education authorities (LEAs) must provide support and follow-through actions. Among other things, it must be ensured that the teachers have the minimum conditions to be able to carry out the implementation. These conditions must focus on the number of students per class, materials and resources, number of hours, spaces to share experiences, and time to carry out all the implementation stages.

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SUGGESTED ENGLISH CURRICULUM STRUCTURE

We need to do something about it!

You are right!

We have to protect our planet!

SUGGESTED ENGLISH CURRICULUM STRUCTURE

3

SCOPE AND SEQUENCE AND SYLLABUS

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SUGGESTED CURRICULUM STRUCTURE

SCOPE AND SEQUENCE

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SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS (ENGLISH)

3.1. SCOPE AND SEQUENCE: LEVEL A1 – SUGGESTED GRADE: 6TH 1.Participates in a very short conversation. 2.Requests and provide clarification on how names and unknown words are spelled.

3.Understands and uses familiar words and short phrases about routines, daily activities and preferences. 4.Understands instructions and expresses them orally and written form. 5.Describes the basic characteristics of people, things and places.

GOAL

MODULE 3 SUSTAINABILITY

MODULE 2 HEALTH

MODULE 1 DEMOCRACY AND PEACE

• Reconocerse como

• • • • • •

• Establecer una rutina de

• Describe habits and personal care

• Establish a physical care routine.

• Especificar acciones de ahorro de energía en la comunidad.

• Specify actions to save

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

routines. • Give and request personal information and on daily activities. • Express tastes and interests. • Describe parts of the body.

• Describe actions in a simple and logical sequence. • Give and request information on a subject. • Clarify information.

energy in the community.

• Definir rasgos propios

MODULE 4 GLOBALIZATION

FUNCTIONS

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

cuidado físico personal.

de la colombianidad (identidad nacional colombiana).

• Define own traits of

6.Answers questions related to “what, who and when” after reading or listening to a short and simple text. 7.Writes basic personal information in pre-established forms. 8.Understands the topic and general information of a short and simple text.

• Describe characteristics of a culture. • Establish comparisons between countries. • Ask and give information. • Describe persons, places and customs.

OBJECTIVES • Identify words and phrases related to personal information and daily activities in simple oral and written texts. • Exchange personal information and daily activities in simple role-playing games. • Make simple phrases on personal information and daily activities orally and in writing.

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

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

• Exchange information about routines, tastes • and interests in a simple conversation. • Exchange information about daily activities • through questions and sentences. • Identify phrases and expressions about daily activities in short oral and written texts. • Make simple sentences about daily activities in oral and written form.

• Identify phrases and expressions related to • •

national Colombian identity.

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characteristics of persons, celebrations and places in short oral and written texts. Produce simple sentences about characteristics of persons, celebrations and places in oral and written form. Exchange information about characteristics of persons and places through questions and sentences.

SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS (ENGLISH)

3.2. SCOPE AND SEQUENCE: LEVEL A2.1 – SUGGESTED GRADE: 7TH 1.Participates in short conversations providing information about him or herself as well as about familiar people, places, and events. 2.Orally describes people, activities, events and personal experiences orally.

3.Writes short and simple texts about familiar actions, experiences and plans. 4.Understands the main idea and some details related to activities, places and people in a short descriptive text. 5.Recognizes specific information related to objects, people, and actions in written and oral texts.

GOAL

MODULE 1 HEALTH

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

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

MODULE 3 SUSTAINABILITY

MODULE 2 DEMOCRACY AND PEACE

• Proponer acciones de convivencia e inclusión en el aula.

• Propose actions for getting

• Give and request personal

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

• Specify activities for

• Recognize cultural

• Identify expressions on daily subjects

• • •

based on short descriptive oral and written texts. • Make a simple and previously rehearsed oral description on daily subjects. • Exchange information on daily subjects through questions and answers. • Prepare a series of descriptive sentences ondaily subjects.

• • • • •

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

• Make a short narration on daily activities

• Give and receive information. • Give and receive recommendations

• Exchange information on daily activities

• • •

• •

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

environmental conservation in the community.

características culturales de algunos países.

OBJECTIVES

information and on daily activities. Express tastes, hobbies and interests. Express future plans. Describe habits and routines of personal care, nutrition and physical activity. Express physical and mental ability. Describe beliefs and emotions. Describe states of health.

along and inclusion in the classroom.

• Reconocer las

MODULE 4 GLOBALIZATION

FUNCTIONS

6.Gives and follows instructions, recommendations, and suggestions. 7.Describes actions related to a subject in his/her family or school environment.

in the classroom and the immediate environment orally and in writing. • Identify phrases and expressions related to daily activities in the immediate environment in simple oral and written texts. • Exchange information on daily activities in the classroom and the immediate environment using questions and answers.

using questions and answers.

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

• Make a simple description of daily

activities in an oral and written way.

• • • •

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

characteristics in some countries.

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• Produce a short descriptive text on the characteristics of the person and places in an oral and written way. • Exchange information on characteristics of persons and places using questions and answers. • Identify phrases and expressions related to particular characteristics of persons and places in short descriptive texts.

SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS (ENGLISH)

3.3. SCOPE AND SEQUENCE: LEVEL A2.2 – SUGGESTED GRADE: 8TH 1.Requests and provides information about experiences and plans in a clear and brief manner. 2.Explains in written form different situations and facts in a coherent and simple manner. 3.Recognizes specific information in short oral and written texts on topics of general interest.

4.Exchanges information about academic and general interest topics, through simple conversations, dialogues, and role-plays. 5.Makes recommendations to people in his/her community about what to do, when, and how. 6.Makes brief presentations on academic topics related to his/her school environment or community.

GOAL

FUNCTIONS

MODULE 1 SUSTAINABILITY

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

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

MODULE 2 HEALTH

• Formular iniciativas para la prevención de desórdenes alimenticios.

• Formulate initiatives for the prevention of eating disorders.

MODULE 4 GLOBALIZATION

MODULE 3 DEMOCRACY AND PEACE

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

• Recognize the role of

consumismo en los jóvenes.

• Determine the impact of consumerism in adolescents.

OBJECTIVES

• • • •

Present self to a group. Describe human actions. Request information on actions. Give suggestions to improve practices. • Express opinions on actions. • Discuss good and bad practices.

• Describe situations related to daily

• • • • •

Dar sugerencias, recomendaciones. Dar y solicitar información. Expresar condiciones. Describir experiencias pasadas. Describir enfermedades, síntomas, partes del cuerpo, tratamientos • Describir rutinas de alimentación.

• Elaborar textos orales y escritos sobre

• • • • •

• Describe in an oral and written way

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

subjects of general interest in an oral and written way. • Prepare a simple descriptive text on daily subjects of general interest. • Exchange information on daily subjects of general interest through dialogue. • Identify information on daily subjects of general interest in short narrative oral and written texts.

recomendaciones relacionadas con temas de interés general. • Intercambiar información sobre temas de interés general a través de conversaciones. • Identificar información sobre temas de interés general en textos descriptivos cortos orales y escritos.

• •

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

• Determinar el impacto del

7.Expresses emotions and feelings about a situation or specific topic related to his/her family or school and presents supporting reasons in a clear and simple manner. 8.Briefly narrates current facts, daily situations or personal experiences orally and in written form.

• • • • • •

Express opinions. Justify points of view. Make and answer questions on a subject. Express conditions. Describe past experiences. Express future plans.

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situations related to general interest subjects. Identify facts and opinions in simple oral and written texts of medium length related to general interest subjects. Exchange information on general interest subjects through role-playing.

• Identify relevant information on academic subjects in medium length narrative oral and written texts. • Prepare narrative written and oral texts on academic matters. • Exchange information through questions and expressions.

SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS (ENGLISH)

3.4. SCOPE AND SEQUENCE: LEVEL B1.1 – SUGGESTED GRADE: 9TH 1.Explains reasons behind plans and actions related to his/her personal, school and community environment. 2.Recognizes cause and effect relationships in short written texts on academic topics.

3.Summarizes information s/he has read or listened to on academic and school related topics through a structured written text. 4.Makes short presentations on academic topics of interest. 5.Expresses his/her opinion on an academic topic discussed in class.

6.Identifies the type, purpose, and parts of a short written or oral text and shares ideas with classmates. 7.Exchanges information about academic and general interest topics in a conversation. 8.Produces medium length texts making recommendations or suggestions related to situations of academic, social, or personal interest.

GOAL

FUNCTIONS

OBJECTIVES

MODULE 1 GLOBALIZATION

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

• Value the impact of ICT in daily life.

MODULE 2 SUSTAINABILITY

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

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

• Establecer prácticas de prevención de enfermedades en la región.

MODULE 3 HEALTH

phenomena.

• Give and request information related to current social phenomena.

• Describe experiences and plans related to

• • •

current social phenomena. • Express conditions related to current social phenomena.

• Proponer acciones

• Establish prevention practices of illnesses in the region.

•

MODULE 4 DEMOCRACY AND PEACE

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

•

Generar conciencia sobre los derechos de los ciudadanos. Generate awareness about citizen's rights.

• Express agreements and disagreements on topics • • • •

related to the social environment. Justify points of view on topics related to the social environment. Give opinions on subjects related to the social environment. Express future plans and conditions on subjects related to the social environment. Describe past experiences.

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

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

• Produce medium length narrative • •

• • • •

social topics. Describe past experiences and future plans. Express situations of general interest under given conditions. Give and request information on social topics. Express actions following a logical sequence.

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oral and written texts related to social environment topics. Exchange information on subjects related to the social environment through conversation. Identify relations of contrast and addition in medium length oral and written texts on subjects related to the social environment.

• Prepare oral and written texts • •

given conditions. • Give and request information on general interest subjects. • Report information presented by their peers. • Express actions following a logical sequence.

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

Exchange information on academic subjects through role-playing. Produce medium length narrative oral and written texts on academic matters. Identify cause and effect relations in medium length narrative oral and written texts related to academic matters.

on recommendations related to academic subjects of interest. Exchange information on academic subjects of interest through forums. Identify information on academic subjects of interest in short descriptive oral and written texts.

• Identify points in favor and against • •

in oral and written texts related to academic subjects. Produce a written opinion piece on subjects of academic interest. Exchange information on academic subjects of interest in a debate.

SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS (ENGLISH)

3.5. SCOPE AND SEQUENCE: LEVEL B1.2 – SUGGESTED GRADE: 10TH 1.Recognizes general and specific information in written and oral opinion texts and discussions on familiar topics. 2.Explains ideas presented in an oral or written text about topics of interest or that are familiar through the use of previous knowledge, inferences or interpretations.

3.Writes narrative, descriptive and explanatory texts related to topics of interest or that are familiar to him/her. 4.Composes clear and well-structured oral or written messages taking into consideration the context in which they are produced.

GOAL

MODULE 1 DEMOCRACY AND PEACE

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

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

MODULE 3 SUSTAINABILITY

MODULE 2 HEALTH

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

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

• Analizar el fenómeno de la moda desechable.

• Analyze the phenomenon

MODULE 4 GLOBALIZATION

FUNCTIONS • Request information on social practices • • • • •

and activities. Express agreements and disagreements. Express conditions. Request clarification on information presented by peers. Summarize oral and written information obtained from different sources. Support opinions with valid arguments.

la globalización en los productos de uso cotidiano.

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

OBJECTIVES • Distinguish the main information of oral • • • •

• Express agreements and disagreements • • • • • •

• • • •

texts related to academic subjects of interest. Identify general and specific information in narrative oral and written texts related to academic subjects of interest. Prepare a written text of recommendations on academic subjects of interest. Make an oral presentavtion on academic subjects of interest. Exchange opinions in a round table on academic subjects of interest.

• Recognize implicit information in oral and

based on valid reasons. Recognize different points of view. Summarize information obtained from different bibliographical sources. Request clarification about information presented by peers. Express agreements and disagreements through different points of view. Justify the point of view. Defend the point of view with valid arguments.

written argumentative texts related to subjects of interest. • Produce simple argumentative oral and written texts on subjects of interest. • Exchange opinions orally in spontaneous conversation.

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

• Identify the author’s point of view in

of Fast Fashion.

• Valorar el papel de

5.Exchanges opinions on topics of personal, social, or academic interest. 6.Holds spontaneous and simple conversations on topics of personal or academic interest or that are familiar to him/her. 7.Responds to questions and inquiries after an oral presentation on general or academic topics of interest.

• • • • •

Express agreements and disagreements. Request clarification. Justify points of view. Express conditions and opinions. Predict future actions as a result of certain conditions. • Make hypotheses on the advantages and disadvantages of a subject presented.

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

• Recognize general and specific ideas in short argumentative written texts on academic and scientific subjects. • Structure medium length argumentative oral and written texts on academic and scientific subjects. • Express opinions on academic and scientific subjects in spontaneous interactions.

SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS (ENGLISH)

3.6. SCOPE AND SEQUENCE: LEVEL B1.3 – SUGGESTED GRADE: 11TH 1.Identifies the purpose of medium length oral and written texts related to topics of general and academic interest and shares it with others. 2.Explains orally and in written forms the causes and effects as well as the problem and the solution of a given situation.

3.Identifies and contrasts opinions of the author(s) in oral and written texts related to his/her school environment. 4.Writes opinion texts about academic topics using a clear and simple structure. 5.Expresses his/her position on a familiar topic in written and oral form, taking into consideration his/her audience.

GOAL

MODULE 1 SUSTAINABILITY

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

• Propose sustainable

MODULE 2 HEALTH

obtención de servicios de salud en mi comunidad.

• Pose routes for obtaining health services in my community.

MODULE 3 DEMOCRACY AND PEACE

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

• Evaluate daily

• • • • • •

Summarize oral and written information. Describe characteristics of defined topics. Make presentations on subjects assigned. Justify opinions based on quotes and references. Express opinions and points of view. Request clarification.

OBJECTIVES • Express own points of view in simple • • •

• • • • •

responsable de la tecnología para la protección de la privacidad.

argumentative written and oral texts on academic subjects. Identify explicit and implicit information in different types of texts on general interest subjects. Structure different types of texts related to general and personal interest matters. Exchange information on general and personal interest matters in debates.

Express opinions on defined subjects. Justify points of view. Express agreements and disagreements. Describe experiences, events, and feelings. Establish comparisons between defined subjects. • Summarize oral and written information. • Give accurate information.

• Produce simple argumentative oral and

• • • • • •

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

• Identify main points and specific information

• • • • •

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

•

written texts on subjects of other disciplines.

• Identify specific information in long •

• •

reconciliation actions for the construction of peace.

• Promover el uso

MODULE 4 GLOBALIZATION

FUNCTIONS

actions based on the 17 proposed UN objectives.

• Plantear rutas para la

6.Expresses orally his/her point of view about a controversial topic previously studied. 7.Maintains previously prepared formal discussions about academic topics. 8.Narrates personal experiences or familiar stories in oral or written form.

• Promote the responsible use of technology to protect privacy.

• • •

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argumentative written texts related to subjects of other disciplines. Exchange, orally, opinions and ideas in spontaneous interactions on subjects of other disciplines.

in different written and oral texts on personal and academic subjects of interest. Express points of view on personal and academic subjects of interest. Exchange opinions orally on personal and academic subjects of interest in debates.

Identify explicit and implicit information in argumentative texts related to academic subjects. Structure medium length argumentative written texts on academic subjects. Exchange information orally in a subject of general interest in different types of spontaneous interactions. Orally support personal points of view on an established academic subject.

SUGGESTED CURRICULUM STRUCTURE

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SUGGESTED ENGLISH CURRICULUM STRUCTURE

Today I would like to talk about languages in the world.

SUGGESTED CURRICULUM STRUCTURE

SYLLABUS

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SUGGESTED CURRICULUM STRUCTURE

3.7. SUGGESTED GRADE: 6TH MODULE 1: DEMOCRACY AND PEACE: COEXISTENCE IN THE CLASSROOM

SUGGESTED TIME: 24-27 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A1

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

SUGGESTED OBJECTIVES

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

• Identify words and phrases related to personal information and daily activities in simple oral and written texts. • Exchange personal information and daily activities through simple role-playing. • Build simple sentences on personal information and daily activities orally and in writing.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A1 GUIDE 22: PP. 18-19

Listening

1, 3, 5, 6, 8 and 9

Reading

1, 2, and 4

Writing

3 and 4

Monologue

2, 3, 6, 7, 8 and 9

Conversation

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

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Identifies words and expressions on personal information, moods and personal feelings. • Identifies personal information through Yes/ No questions. • Recognizes the vocabulary related to greetings, instructions and classroom language.

• Uses greetings appropriately in short conversations. • Completes a form with personal information. • Writes a personal profile and another person’s profile. • Expresses moods and personal feelings through simple conversations. • Exchanges information related to daily situations in the classroom. • Makes a list of short and simple sentences about daily activities.

• Values his personal characteristics and those of his peers. • Respects physical, cultural, ideological differences, among others, of his classmates. • Participates actively in the activities • Interiorizes the importance of integral personal care.

SUGGESTED CONTENTS Lexical Family Members • Mother/ mom/ma • Father/dad/ pop • Grandmother/gramma • Cousins Routines • Brush teeth • Comb hair • Exercise • Eat healthy • Drink water • Sleep well Numbers 1 to 100 Objects in the classroom The time Expressions to say hello: • How are you?... I am… • How are you doing?... I am… • What do you do? I… • Nice to meet you. • Glad to meet you. • Nice meeting you! • What’s up? • Hey!

Expressions to describe interests • I like… • He doesn’t like… • She can… • She can’t… Expressions to ask questions • So, are you…? • Do you like…? • Can you …? • Do you have any brothers or sisters? Classroom expressions • Open your notebook. • Be quiet! • Raise your hand. Expressions on routines • I eat dinner at 6. • Before going to bed, I…

Grammar • Present simple tense • Yes/No questions • Adjectives • Singular and plural nouns • Adverbs of frequency Pronunciation • Recognize sounds in pairs. /i/ v /I/ Bean v bin Beat v bit • Recognize sounds and adequate intonation. /e/ v /ᵋ/ v /ᵆ/ Beat bet bat Meet met mat Discourse • Begin and maintain a simple conversation. Sociolinguistic/Intercultural • Formal and informal use of greetings • Learning through interaction • Respect for differences

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 6TH MODULE 2 HEALTH: HEALTHY PHYSICAL ROUTINE

TIME SUGGESTED: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A1

GOAL Establecer una rutina de cuidado físico personal. Establish a physical care routine. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

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

• Builds simple sentences about routines, likes and interests orally and in writing. • Identifies words and phrases about routines, likes and interests in simple oral and written texts. • Exchanges information about routines, likes and interests in a simple conversation.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A1 GUIDE 22: PP. 18-19

Listening

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

Reading

1, 2, and 3

Writing

2, 3 and 4

Monologue

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

Conversation

2, 3, 4, 5, and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Identifies essential information related to daily personal care routines in short written texts with simple language. • Recognizes vocabulary related to daily routines and personal care. • Identifies the structure of Yes/No questions.

DOING • Formulates questions related to personal care routines. • Answers with short phrases the questions on personal care routines based on vocabulary and expressions studied. • Writes down in a pre-established forms short expressions and words related to personal care routines from a short and simple oral presentation. • Makes a list of the healthiest daily personal care activities based on the notes taken.

BEING • Assumes a responsible position before personal care. • Respects taking turns. • Values the contributions of classmates in class.

SUGGESTED CONTENT Lexical Parts of the body • Arm • Legs • Chest • Brain Expressions of time related to routines • I eat dinner at 6. • Before going to bed, I… • I wake up at • Everyday • First, second, then… • In the morning… • In the evening… • In the afternoon… • At night…

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

Grammar • Present tense • Yes/No questions (Do you…? Yes, I do...; No, I don´t.) • Adverbs of frequency Pronunciation • Recognize sounds and adequate intonation. /e/ v /ᵋ/ v /ᵆ/ Beat bet bat Meet met mat Discourse • Sequence of events Sociolinguistic/Intercultural • Taking turns • Learning through interaction

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 6TH TIME SUGGESTED: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A1

MODULE 3 SUSTAINABILITY: ENVIRONMENT GOAL Especificar acciones de ahorro de energía en la comunidad. Specify actions to save energy in the community. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

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

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

• Exchanges information about daily activities through questions and sentences. • Identifies phrases and expressions on daily activities in short oral and written texts. • Builds simple sentences about daily activities in an oral and written way.

CEFR LEVEL A1 GUIDE 22: PP. 18-19

CEFR LEVEL A2.1 GUIDE 22: PP. 20-21

Listening

3, 5, 6 and 9

1 and 7

Reading

1, 2 and 6

9

Writing

2 and 3

1, 2, 5 and 7

Monologue

3, 6, 7 and 9

2, 4, 5 and 9

Conversation

3, 4, 5, and 6

- 46 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Recognizes vocabulary regarding saving energy. • Identifies Wh-questions structure • Distinguishes sequences in an oral or written text.

• Formulates previously prepared questions about daily activities related to topics of interest. • Takes notes about words and expressions related to energy saving activities reported by peers. • Proposes simple actions to save energy.

• Values the importance of saving energy. • Respects the environment.

SUGGESTED CONTENT Lexical Conectors • And • First • Second • Later Electrical devices • Light bulb • Appliances • Fridge, refrigerator • Stove • Air conditioning • Heater

Expressions to describe energy saving actions • Turn off the lights • Cook with gas • Close the refrigerator door • Turn off the fan/air Expressions to report results and trends • Most people say that televisions consume a lot of energy. One way to save energy is…. • There are many ways to save energy. • Marcos tells me that he unplugs the appliances when he is not home. • When do you shut down your computer?

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Grammar • Wh- questions • Present tense Pronunciation • Recognize sounds in short conversations /s/ v /z/ v /Iz/ She pushes him. He wants to be happy. Discourse • Sequence connectors (and, first, second, third, etc.) • Begin and maintain a simple conversation Sociolinguistic/Intercultural • Taking turns • Valuation of cultural diversity • Self-critical reflection

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 6TH MODULE 4 GLOBALIZATION: VALUE OF LOCAL CULTURES

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A1

GOAL

Definir rasgos propios de la colombianidad (identidad nacional colombiana). Define own traits of national Colombian identity. SUGGESTED LANGUAGE FUNCTIONS • Describes characteristics of a culture. • Establishes comparisons between countries. • Requests and gives information. • Describes persons, places and customs.

SUGGESTED OBJECTIVES • Identifies phrases and expressions related to characteristics of persons, celebrations and places in short oral and written texts. • Produces simple sentences about characteristics of persons, celebrations and places orally and in writing. • Exchanges information about characteristics of persons and places through questions and sentences.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A1 GUIDE 22: PP. 18-19

Listening

3, 5 and 6

Reading

1, 6 and 8

Writing

3, 4 and 6

Monologue

3,4, 6, 7, 8 and 9

Conversation

1, 4, 5 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Identifies information related to particular characteristics of some countries such as food, clothing and celebrations. • Recognizes vocabulary related to food, clothing, celebrations, countries and nationalities. • Differentiates characteristics of persons, animals and things. • Identifies the structure of Whquestions.

DOING • Provides, orally and in writing, information about countries, celebrations and customs. • Uses simple sentences to express information about countries, food, clothing and celebrations. • Formulates questions to obtain specific information about the countries presented.

BEING • Values own cultural identity. • Respects customs and traditions of others.

SUGGESTED CONTENT Lexical Countries and Nationalities • Colombia/ Colombian • United States of America/ American • Japan/ Japanese • China/ Chinese Food Celebrations Clothing Adjectives • Sweet, sour, delicious, bitter, juicy, ripe, etc. • Exciting, boring, interesting, etc. • Beautiful, old fashioned, modern, ugly, etc. • Tall, small, short, big, intelligent, etc.

Expressions for likes and dislikes • I prefer to walk. • I love to eat pizza. • I do not like vegetables. Expressions to describe persons • She is tall. • He is really funny. • They do not look happy. • Colombians are… • They use…

Grammar • Present tense • Wh- questions Pronunciation • Recognize sounds in short conversations. /s/ v /z/ v /Iz/ Wants, gives, pushes Discourse • Sequence connectors (and, first, second, third, etc.) Sociolinguistic/Intercultural • Taking turns • Valuation of cultural diversity

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SUGGESTED CURRICULUM STRUCTURE

3.8. SUGGESTED GRADE: 7TH MODULE 1 HEALTH: INTEGRAL PERSONAL CARE

SUGGESTED TIME: 24-27 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.1

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

SUGGESTED OBJECTIVES

• Gives and requests personal information and about daily activities. • Expresses likes , hobbies and interests. • Expresses future plans. • Describes habits and routines about personal care, nutrition and physical activity. • Expresses physical and mental ability. • Describes beliefs and emotions. • Describes health conditions.

• Identifies expressions about daily topics using short descriptive oral and written texts. • Makes a simple oral description and previously rehearsed about daily topics. • Exchanges information about daily topics through questions and answers. • Makes a series of descriptive sentences about daily topics.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.1 GUIDE 22: PP. 20 - 21

Escucha

1, 2, 4, 6 and 8

Lectura

2, 3, 4 and 9

Escritura

4, 5, 6, 7 and 8

Monólogo

1, 2, 3, 4, 5 and 8

Conversación

4, 6, 7, 8 and 9

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Identifies expressions and words related to recreational activities and the frequency of them. • Distinguishes personal care levels (physical, intellectual, emotional, social and spiritual). • Recognizes expressions of daily routines, hobbies and future plans. • Identifies basic structures of simple present and future tenses.

• Completes a form with information related to personal care activities and their corresponding levels (physical, intellectual, emotional, social and spiritual) based on a simple written text and on the vocabulary and expressions studied. • Makes Yes/No questions previously prepared about personal care habits with adequate pronunciation and intonation. • Prepares a list of simple sentences about personal care activities and their corresponding level with the help of the teacher and classmates. • Expresses recreational activities through simple sentences based on a template and with the support of photos and images.

• Interiorizes the importance of integral personal care. • Values and respects the opinions of classmates.

SUGGESTED CONTENT Lexical Hobbies • Play sports • Dance • Listen to music • Go to the movies • Watch TV • Ride a bike • Collect things • Play videogames Relations of Time • Everyday • Once/ twice a week/month, year • Every two weeks • Always • Never • Recently • Regularly Personal care level: Physical, intellectual, emotional, social and spiritual activities • Meditation • Pray • Workout • Camping • Ride horses

Expressions to describe habits • I exercise once a week. • I always go to church on Sunday. • Juan reads every day. Expressions to show interests and tastes • My favorite activity is… • I like to dance. • I really like swimming. • When do you ….? • I like to…. • I am going to…. • I have always…. • Do you like to bike ride? • Do you enjoy swimming? Expressions to explain • Exercising is physical because it is good for my body and my health. • I like to run since it is good for my physical condition. Expressions to show reflection • I think I have good social self-care habits.

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Grammar • Present and future tense • Present of “like” • Wh- questions • Modals: can • Adverbs of frequency • Yes/No questions Pronunciation • Recognize sounds in conversations /s/ v /z/ v /Iz/ Wants, gives, pushes • Recognize expressions such as pronunciation and reductions I’ve, have ya, gonna, wanna, I will go to, I will gota, It is a good, Itsa good Discourse • Begin and maintain a simple conversation. • Justify decisions Sociolinguistic/Intercultural • Ability to listen and observe • Valuation of cultural diversity • Learning through interaction • Adaptability to the different forms of communication and learning

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 7TH MODULE 2 DEMOCRACY AND PEACE: BULLYING AND CONFLICTS

TIME SUGGESTED: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.1

GOAL Proponer acciones de convivencia e inclusión en el aula. Propose actions for getting along and inclusion in the classroom. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Describes past experiences. • Expresses moods. • Gives and requests information. • Asks for and gives apologies. • Gives suggestions and recommendations.

• Makes a short narration of daily activities in the classroom and in the immediate environment orally and in writing. • Identifies phrases and expressions related to daily activities in the immediate environment in simple oral and written texts. • Exchanges information about daily activities in the classroom and in the immediate environment based on questions and answers.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.1 GUIDE 22: PP. 20 - 21

Listening

1, 3, 4, 6 and 7

Reading

1, 2, 3, 4, 6, 7 and 9

Writing

2, 4, 5, 6, 7 and 8

Monologue

2, 4 and 5

Conversation

5, 6, 7, 9, 10

- 52 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Identifies words and expressions related to handling emotions in short descriptive written texts with simple language. • Recognizes expressions related to feelings, emotions, values, qualities, etc. • Distinguishes expressions used to make suggestions and recommendations. • Identifies basic structures of present and past tense.

DOING

BEING

• Briefly and simply narrates a personal situation of coexistence based on a given template. • Jointly builds the basic standards to maintain healthy coexistence in the classroom. • Produces short descriptive texts describing values and qualities of peers and/or family members. • Exchanges suggestions and recommendations about specific situations in the classroom.

• Accepts suggestions and recommendations of others. • Collaborates in achieving a nice atmosphere in the classroom. • Respects differences.

SUGGESTED CONTENT Lexical Feelings and Emotions • Anger: angry, happiness: happy, sadness: sad, depressions: depressed, motivation: motivated. Ethical values • Respect, honesty, humility, responsibility, etc. Personal qualities. • Quiet, talkative, tolerant, humble, polite, etc. Connectors • Because, since, as, as a result of, therefore, for this reason.

Expressions about emotions • I am really angry. • He is just exciting. • Some of Sara’s frustration is from depression. • Tomas is happy. • He should not have so much rage. • All of us get tired sometimes. Expressions to recommend • My recommendation is • We should…. • As a consequence, you have to/ need to • Why don´t you…? • Let’s think about…?

Grammar • Imperatives to give recommendations and suggestions. • Modals: must, have to, should, could, etc. • Present and past tense. Pronunciation • Recognize sounds in conversations /d/ v /t/ /θ/ v /δ/ Had hat Bad bat Thanks that Think this Discourse • Reaching agreements • Making suggestions and recommendations Sociolinguistic/Intercultural • Self-critical reflection. • Acceptance of differences. • Standards on common courtesy.

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 7TH MODULE 3 SUSTAINABILITY: CONSERVATION

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.1

GOAL Especificar actividades para la conservación del medio ambiente en la comunidad. Specify activities for environmental conservation in the community. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Gives and receives information. • Gives and receives recommendations and suggestions. • Describes situations and events. • Proposes improvement actions.

• Exchanges information on daily activities based on questions and answers. • Identifies words and expressions about daily activities in short oral and written texts. • Makes a simple description of daily activities orally and in writing.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.1 GUIDE 22: PP. 20 - 21

Listening

1, 6 and 7

Reading

1, 4 and 9

Writing

1, 2 and 7

Monologue

2, 4, 5, 8 and 9

Conversation

6 , 7, 8 and 9

- 54 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Understands the general idea of a short oral or written text about an academic subject. • Identifies Wh-questions in questions to obtain specific information. • Identifies basic structures of present and past tense, and present perfect tense. • Recognizes expressions related to the environment.

DOING

BEING

• Exchanges information related to academic subjects. • Produces oral or written texts providing information about a topic of interest. • Proposes simple actions for environmental conservation.

• Respects the environment. • Values the opinions of his peers.

SUGGESTED CONTENT Lexical Conservation • Protect, preserve, avoid, save • Animals, oceans/land, plants. • Natural resources • Global warming

Expressions related to environmental conservation • He recycles paper and plastic. • Please turn off the light. • The water is shut off. • What do you do to protect/save/ preserve the environment? • The weather is heating up. • Antarctica ice is melting. • What do you do to protect the environment? • In order to protect the environment, I …

Grammar • “Wh-questions” • Present and past tense • Present perfect tense • Imperative • Modals Pronunciation • Recognize expressions such as pronunciation /d/ v (t) v (Id) Buzzed booked wanted Discourse • Begin and maintain a simple conversation. Sociolinguistic/Intercultural • Learning through interaction. • Self-critical reflection.

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 7TH MODULE 4 GLOBALIZATION: INTERNATIONAL CULTURES

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.1

GOAL Reconocer las características culturales de algunos países. Recognize cultural characteristics in some countries. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Gives and requests information. • Describes habits, persons and places. • Establishes comparisons and contrasts. • Expresses points of view.

• Produces a short descriptive text about the characteristics of people and places orally and in writing. • Exchanges information about characteristics of persons and places based on questions and answers. • Identifies phrases and expressions related to particular characteristics of people and places in short descriptive texts.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.1 GUIDE 22: PP. 20 - 21

Listening

1, 6 and 7

Reading

1, 4 and 9

Writing

1, 5 and 7

Monologue

2, 4, 5, 6 and 8

Conversation

7 and 9

- 56 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Identifies information related to subjects of general interest. • Identifies similarities and differences between persons, places, animals and things. • Identifies basic structures of present and past tense, and present perfect tense. • Recognizes expressions related to biodiversity, sports, weather, seasons, etc.

DOING

BEING

• Prepares a comparative chart of different cultural characteristics of some previously assigned countries. • Exchanges information related to cultural characteristics of some countries. • Produces oral or written texts, providing information about cultural characteristics of some countries.

• Respects cultural differences. • Values the contributions of his classmates.

SUGGESTED CONTENT Lexical Countries and Nationalities • Colombia/ Colombian • United States of America/ American • Japan/ Japanese • China/ Chinese Biodiversity • Animals and plants • Oceans, rivers, mountains, valleys, etc. Sports • Soccer, football, baseball, basketball • Jumping, skating, canoeing, body boarding, etc. • Chess, Pool, Billiard, etc. Weather • Sunny, cloudy, snowy, windy (Hot, warm, cold)

Cardinal points • North, South, East, West. Qualities • Fast, slow, big, small, old, new, modern, far, near, etc. Expressions to compare and contrast: • This country has a larger population than... • It is bigger than… • It is difficult when • It has the most… • It is the best/worst Expressions to give reasons • This country has better education because... • This country has more economic resources because…

Seasons • Winter, Summer, Spring, Fall.

- 57 -

Grammar • Comparative and superlative • Connectors of sequence • Present and past tense and continuous verb tense. • Present perfect tense Pronunciation • Recognition of expressions such as pronunciation and reductions /s/ v /z/ v /Iz/ Wants bees buzzes Discourse • Compare and contrast • Begin and maintain simple conversations Sociolinguistic/Intercultural • Ability to listen and observe • Skills to analyze, interpret and relate information • Valuation of cultural diversity

SUGGESTED CURRICULUM STRUCTURE

3.9. SUGGESTED GRADE: 8TH MODULE 1 SUSTAINABILITY: HUMAN ACTIONS

SUGGESTED TIME: 24-27 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.2

GOAL Evaluar el impacto de las acciones humanas en el medio ambiente en el país. Evaluate the impact of human actions on the environment in the country. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Presents self to a group • Describes human actions • Requests information about human actions • Gives suggestions to improve practices • Expresses opinions about actions • Discusses good and bad practices

• Describes situations related to daily topics of general interest orally and in writing. • Prepares a simple narrative written text about daily topics of general interest. • Exchanges information about daily topics of general interest through dialogue. • Identifies information about daily topics of general interest in short narrative oral and written texts.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.2 GUIDE 22: PP. 22 - 23

Listening

3, 6 and 7

Reading

1, 2, 3 and 7

Writing

1, 3 and 6

Monologue

1, 5 and 6

Conversation

1, 5 and 7

- 58 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Recognizes vocabulary related to the environment. • Identifies basic descriptive structures. • Identifies the structure of information questions. • Recognizes expressions of opinion. • Identifies stages of the writing process. • Identifies the sections of a descriptive text.

DOING

BEING

• Presents, orally and rehearsed, the impact of diverse human actions in the environment with pertinent vocabulary. • Requests information from classmates about human actions in the environment through information questions previously rehearsed. • Identifies basic arguments in brief written texts • Expresses opinions or gives information orally, spontaneously and with simple vocabulary. • Prepares a written descriptive text about human actions in the environment with information related to facts, details and references based on the writing process.

• Shows respect for the environment through the promotion of responsible practices. • Recognizes his own environmental practices and those of others.

SUGGESTED CONTENT Lexical Human Actions • Plant trees • Throw garbage • Mining • Agriculture Environmental practices • Reducing carbon print • Recycle • Waste Expressions to describe human actions in the environment • Save the whales. • Recycling paper saves the trees in forest. • Using plastic bottles as planters is a good idea.

Expressions to give an opinion • I (really) think that … • I believe (that) … • I’m sure that … • In my opinion / My opinion is … • I agree with … • I guess/imagine … • I have no doubt that / I’m certain that … • I strongly believe that … Expressions to quote in a text: • According to …

Grammar • Adverbs of frequency and sequence • Possessive adjectives: her, his, my, their, your • Wh-questions • Present tense • Infinitive/gerund Pronunciation • Recognition of expressions such as pronunciation /d/ v /t/ v /Id/ Played walked wanted Discourse • Sequence connectors Sociolinguistic/Intercultural • Skills to analyze, interpret and relate information • Cognitive flexibility • Learning through interaction

- 59 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 8TH MODULE 2 HEALTH: EATING DISORDERS

SUGGESTED TIME: 20- 24 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.2

GOAL Formular iniciativas para la prevención de desórdenes alimenticios. Formulate initiative for the prevention of eating disorders. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Gives suggestions, recommendations. • Gives and requests information. • Expresses conditions. • Describes past experiences. • Describes diseases, symptoms, parts of the body, treatments. • Describes eating routines.

• Prepares oral and written texts on recommendations regarding topics of general interest. • Exchanges information on topics of general interest through conversation. • Identifies information on topics of general interest in short descriptive oral and written texts.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.2 GUIDE 22: PP. 22 - 23

Listening

1, 2, 5 and 6

Reading

2, 3. 6 and 8

Writing

1, 3. 5 and 6

Monologue

2 and 6

Conversation

1, 3, 4 and 5

- 60 -

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Identifies symptoms, parts of the body, and treatments in a brief and simple written text. • Identifies relevant facts, specific details and references. • Recognizes the structure of information questions. • Identifies basic descriptive structures. • Recognizes expressions of opinion, recommendation. • Identifies the stages of the writing process. • Identifies the sections of a report.

DOING

BEING

• Makes previously prepared questions on eating disorders based on a defined format. • Explains and expresses opinions on eating disorders briefly and simply based on a given sample and with clear pronunciation. • Presents an eating disorder prevention plan assigned with clear and simple language. • Prepares a written and simple report based on notes taken and an established sample.

• Recognizes his role in the prevention of diseases. • Recognizes negative health practices.

SUGGESTED CONTENT Lexical Parts of the body • Head • Stomach • Arm • Back

Expressions to conclude and quote orally: • In sum • In conclusion • According to …(1994)

Symptoms and medication • Flu • Headache • Stomachache • Broken bone

Expressions to introduce a subject: • Today I will talk about. • Good morning. My purpose today is…

Diseases/ eating disorders • Bulimia • Overweight • Obese/ obesity • Anorexia

Expressions to develop content: • Moving on to my next point, • Now, let me move to my second point.

Transitions • Next • In addition to • Then Expressions to describe symptoms • My arm itches. • I have a headache. • I sometimes take pills. • My doctor gave me a shot. • I have a prescription for medicine • My throat is sore. • I’ve got a fever

Expressions to conclude: • In sum • I tried to • To conclude… • In conclusion • Now, to sum up... • I think this can be prevented by….

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Grammar • Adverbs of frequency and sequence. • Possessive adjectives: her, his, my, their, your • Wh-questions • Adverbs of frequency and sequence • Imperatives--Take…, drink…; Don´t….. • Present perfect tense • Past tense Pronunciation • Recognition of expressions such as pronunciation and blendings Is a -- iza At the doctor -- Atthedoctor Discourse • Compare and contrast. Sociolinguistic/Intercultural • Valuation of cultural diversity. • Learning through interaction.

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 8TH MODULE 3 DEMOCRACY AND PEACE: LANGUAGE IN THE CONSTRUCTION OF PEACE

SUGGESTED TIME: 20- 24 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.2

GOAL Reconocer el papel del lenguaje (positivo y negativo) en la construcción de paz en la comunidad. Recognize the role of language (positive and negative) in the construction of peace in the community. SUGGESTED LANGUAGE FUNCTIONS

OBJECTIVES

• Justifies points of view. • Expresses facts and opinions. • Expresses conditions. • Describes past experiences. • Expresses dreams, future plans.

• Describes orally and in writing situations related to topics of general interest. • Identifies facts and opinions in medium length simple oral and written texts related to topics of general interest. • Exchanges information on topics of general interest through role-playing.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.2 GUIDE 22: PP. 22 - 23

Listening

2, 4, 5 and 7

Reading

2, 3 and 7

Writing

1, 3, 5 and 6

Monologue

1, 3, 5 and 6

Conversation

2, 3, 5 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Recognizes positive and negative language. • Identifies basic narrative structures. • Identifies the structure of information questions. • Recognizes expressions of opinion, points of view • Identifies the stages of the writing process.

• Shows comprehension of general and specific ideas in oral and written texts by completing preestablished forms. • Narrates a case of positive/negative language use based on a provided template. • Organizes information gathered from different bibliographical sources in tables and graphs. • Presents opinions on the use of positive/negative language following a previously prepared presentation plan. • Produces, in writing and following the writing process, a personal plan for constructive use of the language.

• Shows respect for opinions expressed by his peers. • Recognizes his responsibility in the construction of peace in his community. • Recognizes positive/ negative uses of language.

SUGGESTED CONTENT Lexical Positive and negative vocabulary • Like • Dislike • Bad taste • Fat • Ugly • Super skinny Expressions to narrate • One day I went for a walk. • Marcos has been sick for a while. • My mother used to say mean things.

Expressions to argue and support points of view • I agree, I disagree, I believe, I think, in my opinion, I’m sorry, I can’t agree with …Jorge • Exactly! I couldn’t agree more. • Perhaps, but … • That’s true. • I’m sorry, but I disagree. • I’m afraid that isn’t right. • You’re absolutely correct!. • That may be the case, however, … • You should, shouldn´t

Grammar • Present perfect/ past tense • First conditional • Modals: should, can, ought to, must Pronunciation • Recognition of expressions such as pronunciation and blendings Be the case—bethecase Have you ever—aveyouever Discourse • Contrast connectors: however, but, on the other hand. Sociolinguistic/Intercultural • Ability to listen and observe • Valuation of cultural diversity • Knowledge of the impact of culture and situational, social and historical contexts • Learning through interaction

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 8TH MODULE 4 GLOBALIZATION: CONSUMERISM

SUGGESTED TIME: 20- 24 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.2

GOAL Determinar el impacto del consumismo en los jóvenes. Determine the impact of consumerism in adolescents. SUGGESTED LANGUAGE FUNCTIONS

OBJECTIVES

• Expresses opinions. • Justifies points of view. • Formulates and answers questions on a subject. • Expresses conditions. • Describes past experiences. • Expresses future plans.

• Identifies relevant information on academic subjects in medium length narrative oral and written texts. • Prepares narrative oral and written texts on academic subjects. • Exchanges information through questions and expressions.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL A2.2 GUIDE 22: PP. 22 - 23

Listening

2, 4, 6 and 7

Reading

3, 5, 6 and 7

Writing

3, 4, 5 and 6

Monologue

3 and 5

Conversation

2, 3, 4 and 5

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Recognizes vocabulary on consumption and consumerism, fashion, technology, needs. • Identifies the structure of a survey. • Recognizes expressions of opinion, points of view.

DOING

BEING

• Prepares a classification chart with the consumption needs of adolescents through a previously established format. • Prepares, with help, a survey related to consumption through information questions (Whquestions). • Prepares and presents the classification chart based on the categories of consumption needs. • Produces a simple and structured argumentative text based on previously consulted bibliographical references.

• Shows respect for the opinions expressed by his peers. • Recognizes characteristics of responsible consumption. • Actively participates in planned activities.

SUGGESTED CONTENT Lexical Consumerism • Buy and sell • Over packaging • Disposable income • Fashion • Technology Words in favor and against • Like, similar as, same in the same way, the same as similarly • As well as • Although, yet, while, instead, unless, unlike, on the contrary, contrary to…

Expressions to propose/present a solution • If …then • Whether or not….. • I have a proposal (to make) • I would like to put forward a proposal (formal) • You should … • You must/ mustn´t • This is the result • I´d like to…

Grammar: • Present perfect, present perfect continuous tense • Modals of possibility • Future perfect tense • Adjectives • Adverbs of manner, sequence, place • Imperatives • Third conditional Pronunciation • Recognition of expressions such as pronunciation and blendings Whether or not—whetherornot Put forward a—put forwarda Discourse • Connectors of addition, contrast, cause and effect. Sociolinguistic/Intercultural • Learning through interaction • Valuation of cultural diversity • Self-awareness

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SUGGESTED CURRICULUM STRUCTURE

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

SUGGESTED TIME: 24-27 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.1

GOAL Valorar el impacto de las TIC en la vida diaria. Value the impact of ICT in daily life. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Gives opinions on current social phenomena. • Justifies points of view on current social phenomena. • Gives and requests information related to current social phenomena. • Describes past experiences and future plans related to current social phenomena. • Expresses conditions related to current social phenomena.

• Exchanges information on academic subjects through roleplaying. • Produces medium length narrative oral and written texts related to academic subjects. • Identifies relations of cause and effect in medium length narrative oral and written texts related to academic subjects.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.1 GUIDE 22: PP. 20 - 21

Listening

2, 3, 7 and 8

Reading

4, 6, 8, 9 and 10

Writing

4, 5, 6, 7 and 10

Monologue

3,4, 6 and 7

Conversation

1, 2 and 4

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Recognizes opinions and points of view. • Recognizes vocabulary related to current social phenomena. • Identifies the chronological order of past and future actions. • Infers consequences derived from an action.

DOING

BEING

• Identifies ideas related to the effects of ICT in daily life in narrative oral and written texts used in class. • Requests information on daily activities related to the use of ICT through previously prepared information questions (Whquestions). • Gives information on daily activities related to the use of ICT through adequate vocabulary and structures. • Presents the effect of ICT on daily life in an oral and rehearsed way. • Requests justification of the information orally presented by peers. • Prepares a narrative written text on the effects of ICT on daily life based on information obtained from different sources

• Respects the points of view of others. • Actively participates in class activities. • Recognizes advantages and disadvantages of ICT on daily life

SUGGESTED CONTENT Lexical Information technologies • Social network • Application (Apps) • Blogs • Download / upload • Website • Save as • Password • Access Connectors of cause and effect: • Consequently • As a result • Therefore • For this reason • Because • As • Since Expressions to suggest • If I were you, I would… • Have you thought about…? • Why don't you…? • In your position, I would…" • You should perhaps…" • You could always…"

Expressions to give an opinion • I (really) think that … • I believe (that) … • I’m sure that … • In my opinion / My opinion is … • I agree with … • I guess/imagine … • I have no doubt that / I’m certain that … • I strongly believe that … • I’ve never really thought about this before, but … • My personal opinion is that / Personally, my opinion is that • To be honest / In my honest opinion, … • I could be wrong, but … • I’m positive that … • I’m pretty sure that … • It seems to me that … • Some people may disagree with me, but … • This is just my opinion, but …

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Grammar • Conditionals. • Modals of obligation: Should, ought to, had better. • Comparative and superlative. • Present perfect tense. • Future perfect tense. Pronunciation • Recognition of expressions such as pronunciation and blendings. Is a iza At the doctor athedoctor Discourse • Compare and contrast. Sociolinguistic/Intercultural • Valuation of diversity of opinions • Learning through interaction • Curiosity and discovery • Knowledge of own culture and the culture of others

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 9TH MODULE 2 SUSTAINABILITY: REDUCTION OF INEQUITIES

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.1

GOAL Proponer acciones de reducción de inequidades (género, acceso a educación) en la comunidad. Propose actions to reduce inequities (gender, access to education) in the community. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Expresses agreements and disagreements on topics related to the social environment. • Justifies points of view on topics related to the social environment. • Gives opinions on topics related to the social environment. • Expresses future plans and conditions on topics related to the social environment. • Describes past experiences.

• Produces medium length narrative oral and written texts on topics related to the social environment. • Exchanges information on topics related to the social environment through conversation. • Identifies relations of contrast and addition in medium length oral and written texts on topics related to the social environment.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.1 GUIDE 22: PP. 20 - 21

Listening

2, 7 and 8

Reading

6, 8 and 9

Writing

5, 7 and 10

Monologue

3, 6 and 7

Conversation

1, 2, and 4

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Recognizes situations of inequity in subjects such as access to education and gender. • Recognizes the structure of narrative written texts. • Distinguishes relations of contrast and addition. • Identifies basic structures of past, future and conditional tenses.

DOING

BEING

• Identifies ideas related to situations of lack of equity in society in oral and written descriptive texts used in class. • Describes, orally, situations of lack of equity related to their personal environment. • Formulates clarification questions about the descriptions of situations of inequity reported by classmates. • Identifies, with help, similarities and differences in the stories told about situations of inequity in the social environment. • Expresses his opinion about possible actions to handle inequity problems.

• Values and respects differences. • Recognizes the importance of equity in society. • Assumes a critical position regarding social subjects of interest.

SUGGESTED CONTENT Lexical Opposites • Woman – women • Man – Men • Child- children • Person –People • Just - Unjust • Wrong - right • Fair – unfair • Lack of… Expressions of contrast and addition • Compared to… • In addition to… • Nevertheless… • Whereas…. • On the other hand… • However… • Despite…. • Moreover… • Besides…

Expressions to make an oral presentation • Today, we would like to present... • Good afternoon, our purpose today is… • My group members are… and I am… Expressions to summarize ideas • On the whole… • Basically he/she is saying that…. • In this text, the author argues that…. • To support the main claim, the author provides evidence that suggests • That…

Grammar • Present, past and future tense • Present, past and future perfect tense • Conditionals • Modals • Reported speech Pronunciation • Intonation • Accent and stress on words I am shocked to see… It is unbelievable… Absolutely amazing! • Recognize emphasis in short phrases What I hear you say. My group members are… Discourse • Relations of contrast and addition. • Discourse markers. Sociolinguistic/Intercultural • Respect for cultural differences and for situational, social and historical contexts. • Learning through interaction.

Expressions to request clarification • Could you expand a little bit on what you said about …? • Could you be more specific about…? • Something else I’d like to know is… • If I have understood you correctly, your point is that… • I didn’t understand what you said about… • I’m sorry; could you repeat what you said about …? • Sorry, but I’m not quite clear about…

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 9TH MODULE 3 HEALTH: DISEASE PREVENTION

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.1

GOAL Establecer prácticas de prevención de enfermedades en la región. Establish illness prevention practices in the region. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Give recommendations on subjects of general interest. • Express opinions on subjects of general interest. • Express agreements and disagreements related to subjects of general interest. • Describe past experiences and future plans. • Give and request information on subjects of general interest. • Report information presented by his peers. • Express actions following a logical sequence.

• Prepare oral and written texts on recommendations of subjects of interest. • Exchange information on subjects of interest through forums. • Identify information on subjects of interest in short descriptive oral and written texts.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.1 GUIDE 22: PP. 24-25

Listening

1, 5, 7 and 10

Reading

4, 7, 8 and 11

Writing

6, 7 and 8

Monologue

3, 5 and 6

Conversation

1, 4 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Identifies preventable diseases in their environment. • Recognizes vocabulary and expressions related to common preventable diseases. • Selects pertinent bibliographical sources for his work. • Chooses appropriate information to support points of view.

• Identifies information related to preventable diseases in medium length oral and written texts. • Formulates questions on the most common methods of prevention of a disease common to their context. • Orally presents the methods of disease prevention. • Presents a prevention plan of a disease assigned based on relevant facts, specific details and references. • Expresses, orally, opinions on prevention plans presented by classmates.

• Recognizes the active role in disease prevention. • Respects the points of view of others. • Expresses disagreements in a respectful way.

SUGGESTED CONTENTS Lexical Parts of the body • Abdomen • Heart • Back • Kidney • Liver • Lung • Backbone • Skull Diseases and symptoms • Dengue • Chikunguya • Influenza (Flu) • Malaria • Mosquito bite • Viral infection • Muscle pain • Fatigue • Virus • Parasite • Anaemia • Rash • Nausea Transition words • Therefore • Consequently • Accordingly • Thus • Hence • As a result

Expressions to describe symptoms • Germs can spread diseases such as • The flu is a contagious disease. • I am suffering from… • My doctor told me I have… • I am feeling sick. Expressions to quote • According to …(2000) • The author states . . . • The author suggests . . . • As … states . . . Expressions to introduce a subject: • Today's topic is... • What I want to do today is... • What we are going to cover today is... • Today, I am going to talk about.. • Expresiones para concluir: • I tried to demonstrate… • In conclusion • Now, to sum up... • I think this can be prevented by….

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Grammar • Adverbs of frequency and sequence • Imperatives: Take…, drink…; Don´t… • Modals: should, would, ought to, had better • Present perfect tense • Past tense Pronunciation • Recognition of expressions such as pronunciation /d/ v /t/ v /Id/ Played walked wanted Discourse • Sequence connectors Sociolinguistic/Intercultural • Skills to analyze, interpret and relate • Cognitive flexibility • Learning through interaction

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 9TH MODULE 4 DEMOCRACY AND PEACE: CITIZENS’ RIGHTS

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.1

GOAL

Generar conciencia sobre los derechos de los ciudadanos. Generate awareness about citizens’ rights. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Expresses opinions about social topics. • Expresses agreements and disagreements related to social topics. • Describes past experiences and future plans. • Gives and requests information on social topics. • Expresses actions following a logical sequence.

• Identifies points in favor and against oral and written texts related to social topics. • Produces medium length argumentative oral and written texts about social topics. • Exchanges information about social topics in a debate.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.1 GUIDE 22: PP. 24-25

Listening

1, 5, 7 and 10

Reading

4, 7, 8 and 11

Writing

6, 7 and 8

Monologue

3, 5 and 6

Conversation

1, 4 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Identifies information related to citizens' rights. • Recognizes vocabulary and expressions related to citizens' rights. • Selects relevant bibliographical sources. • Chooses appropriate information to support points of view.

• Identifies specific information related to citizens' rights in oral and written texts. • Requested information on citizens' rights exercised by their families. • Develops a comparative table on the rights of citizens and the general identified by colleagues in the class. • Presents actions of generation of awareness of citizens' rights. • Expresses orally and with solid arguments, opinions on the actions suggested by the classmates of the class.

• Recognizes own civil rights as a citizen. • Identifies its role as a citizen in the community. • Respects the views of others. • Express disagreements in a respectful manner.

SUGGESTED CONTENT Lexical Rights • Right to vote freely • Right to receive health, and basic services • Dignity and identity • Civil disobedience Expressions of advantages and disadvantages • One advantage could be... • The main disadvantage of this is… • The good point is… • The best part about... is

Expressions to present a project • Today, we would like to present... • Good afternoon, our purpose today is… • My group members are… and I am… Expressions to explain policies • In the past, women could not vote…. • The Government planned …

Grammar • Past tense • Past perfect tense • Present tense • Conditionals Pronunciation • Recognition of reduced words Going to – gonna Want to—wanna Discourse • Sequence and logical connectors Sociolinguistic/Intercultural • Curiosity and discovery • Learning through interaction • Knowledge of the impact of culture and situational, social and historical contexts

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SUGGESTED CURRICULUM STRUCTURE

3.11. SUGGESTED GRADE: 10TH MODULE 1 DEMOCRACY AND PEACE: DUTIES

SUGGESTED TIME: 24-27 HOURS FOR TEACHING AND ASSESSMENT. CEFR LEVEL: B1.2

GOAL Impulsar el uso de prácticas éticas y de convivencia ciudadana (ej. No respeta la fila, plagio) en el entorno escolar. Promote ethical behaviors regarding citizenship and living together (e.g. cutting in line, plagiarism) competences in school. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Describes local social activities. • Requests information on social practices and activities. • Expresses agreements and disagreements. • Justifies points of view • Expresses conditions. • Reports ideas presented about the point of view discussed. • Requests clarification about information presented by peers. • Supports opinions with valid arguments.

• Distinguishes main information of oral texts related to subjects of academic interest. • Identifies general and specific information in narrative and descriptive oral and written texts related to subjects of academic interest. • Prepares a written text with recommendations on subjects of academic interest. • Makes an oral presentation on subjects of academic interest. • Exchanges opinions in a round table on subjects of academic interest.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE PP. 20 - 21

Listening

2, 5, 6, 7 and 9

Reading

3, 6, 7 and 10

Writing

1, 2 and 6

Monologue

2, 3, 5 and 6

Conversation

2, 3, 4 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Recognizes general and specific information in narrative and descriptive oral and written texts related to subjects of academic interest. • Distinguishes expressions related to: cause/effect, summary, clarification, etc. • Identifies basic structures of present, past and future tense and perfect tense. • Differentiates the structures of real and unreal conditionals.

• Prepares written texts on recommendations on subjects of academic interest. • Makes an oral presentation on subjects of academic interest. • Exchanges opinions in a round table on subjects of academic interest. • Summarizes, with the help of classmates, information about causes and solutions to a conflict between teachers and students based on paraphrasing strategies studied. • Asks questions and requests clarifications in a survey addressed to students and teachers on possible school conflicts, using clear pronunciation and adequate intonation.

• Values and respects the opinion of others. • Recognizes the importance of language in conflict resolution. • Appreciates cultural contributions of his community and other communities. • Assumes a critical position regarding academic and social subjects of interest.

SUGGESTED CONTENTS Lexical School problems and how to handle them • Cheating • Using electronic devices in class • Plagiarism Expressions to request clarification • Could you expand a little bit on what you said about …? • Could you be more specific about…? • Something else I’d like to know is… • If I have understood you correctly, your point is that… • I didn’t understand what you said about… • I’m sorry; could you repeat what you said about …? • Sorry, but I’m not quite clear about…

Expressions to make an oral presentation • Today, we would like to present... • Good afternoon, our purpose today is… • My group members are… and I am… Expressions of cause and effect • Because of...then • In spite of, it was… • Therefore, because of A, B happened. Expressions to summarize ideas • On the whole… • Basically he/she is saying that…. • In this text, the author argues that…. • To support the main claim, the author provides evidence that suggests • That…

Grammar • Present, past and future tense and perfect tense • Conditionals • Modals • Reported speech Pronunciation • Intonation • Accent and stress on words I am shocked to see… It is unbelievable… Absolutely amazing! • Recognize stress in short phrases What I hear you say My group members are Discourse • Relations of cause, consequence and contrast. • Discourse markers. Sociolinguistic/Intercultural • Respect for cultural differences and situational, social and historical contexts. • Learning through interaction.

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 10TH MODULE 2 HEALTH: CULTURAL AND SOCIAL PRACTICES

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.2

GOAL

Evaluar el impacto en la salud de prácticas culturales y sociales (piercings, tatuajes, deportes extremos y sedentarismo). Evaluate the impact of cultural and social practices (piercings, tattoos, extreme sports, and sedentary lifestyle) on health. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Expresses agreements and disagreements based on valid reasons. • Recognizes different points of view. • Requests clarification about information presented by peers. • Expresses agreements and disagreements through different points of view. • Justifies a point of view. • Defends a point of view with valid arguments.

• Recognizes implicit information in argumentative oral and written texts related to subjects of interest. • Produces simple argumentative oral and written texts on subjects of interest. • Exchanges opinions in spontaneous conversations.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE 22: PP. 26-27

Listening

2, 3, 7, 9 and 10

Reading

1, 2, 3, 4, 6, 7 and 8

Writing

1, 2, 4, 5 and 7

Monologue

2, 3, 4, 5, 6 and 8

Conversation

1, 2, 3, 4 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

• Recognizes words and expressions about certain cultural and social practices in readings and oral texts. • Identifies information about the most common cultural and social practices. • Recognizes general and specific information in narrative and descriptive oral and written texts related to academic subjects of interest. • Distinguishes expressions related to: cause/effect, summary, etc. • Identifies basic structures of present, past and future tense and perfect tense. • Differentiates real and unreal conditional structures.

BEING

• Produces advertising texts on cultural and social practices causing health problems for people. • Orally and respectfully justifies his point of view on the most effective campaign based on vocabulary, expressions and structures studied. • Makes an oral presentation of an advertisement campaign clearly and with confidence.

• Respects personal and cultural differences. • Recognizes consequences of certain cultural and social health practices of people.

SUGGESTED CONTENT Lexical Extreme sports: • Skateboarding • Windsurfing • Parachute • Jet skis • Rock climbing • Motocross Eating disorders: • Anorexia • Bulimia Health in general: • Body image • Nutrition • Symptom • Binge • Purge Expressions to clarify: • What I hear you say is…. • If I…. • You should have…. • In sum, Expressions to present a project: • Today, we would like to present... • Good afternoon, our purpose today is… • My group members are… and I am…

Expressions to give an opinion: • I think that… • It is my opinion that… • I really believe that… Expression to describe conditions • If A…., then B…. • Given these conditions, we will… • Whether or not… Expressions to talk about customs: • They normally use/ dress … • They pierce their ears with spacers. • Some have tattoos everywhere. Expressions to describe tables or diagrams • This diagram demonstrates a rise in illness. • This table shows a slight decrease in hospitalization. Expressions to talk about consequences • If that happened to me, I could live with it. • I would be scared, if I got an infection. • He got sick, because his pierced his ear himself.

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Grammar • Present, past and future tense and perfect tense • Conditionals • Modals Pronunciation • Intonation • Accent and stress on words I am shocked to see… It is unbelievable… Absolutely amazing! • Recognize stress in short phrases What I hear you say My group members are Discourse • Relations of cause, consequence and contrast • Discourse markers Sociolinguistic/Intercultural • Valuation of cultural diversity • Learning through interaction • Knowledge of the impact of culture and society on health • Self-critical reflection • Skills to analyze, interpret and relate information

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 10TH MODULE 3 SUSTAINABILITY: FAST FASHION

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.2

GOAL

Analizar el fenómeno de la Moda Desechable. Analyze the Fast Fashion phenomenon. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Asks questions and gives opinions and points of view. • Justifies points of view. • Identifies and describes objects. • Talks about preferences.

• Identifies the point of view of the author in argumentative oral and written texts related to academic subjects. • Participates in conversations on academic subjects. • Expresses points of view in simple argumentative written and oral texts on academic subjects.

ESTCORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE 22: PP. 26-27

Listening

2, 5, 6 and 8

Reading

1, 3, 4, 6, 7, 8, and 10

Writing

1, 2 and 3

Monologue

1, 2, 3, 6 and 8

Conversation

2, 3, 4 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

• Summarizes relevant information in texts related to the fashion phenomenon, using strategies to prepare summaries. • Recognizes general and specific information in narrative and descriptive oral and written texts related to academic subjects of interest. • Distinguishes expressions related to fashion. • Identifies basic structures of present, past and future tense. • Differentiates the structures of real and unreal conditionals.

BEING

• Formulates questions about fast fashion and its effects on the community using defined expressions. • Shares his position about the subject of interest orally • Supports in writing a position about the subject of interest using structured reasons following a defined sample. • Makes an oral presentation about academic subjects of interest.

• Values and respects the opinion of others. • Assumes a critical position about academic and social subjects of interest.

SUGGESTED CONTENT Lexical Clothing, accessories and fashion • Jeans, T-shirt, shoes, blouse, popular trends, bag etc. • Long/short sleeves /sleeveless - Side-pocket/Inside-pockets - V-neck/ Round neck - Low neckline - Hooded - Tight/lose - Baggy - Colorful /extravagant • Striped,checked, plaid/tartan, patterned, flowery/ floral • Cotton, leather, silk, fur, denim, wool , suede, linen, rubber, nylon • Model/supermodel/male model, designer, hairdesser, tailor, Fashion victim, Street market clothes

Expressions about fashion • To be trendy/cool/fashionable/ unfashionable. • To be in fashion. • To come into fashion. • To go out of fashion. • To wear designer labels. To be stylish. • To follow the latest fashion. • To be interested in fashion. • To shop in trendy stores. • To spend money on clothes/buying clothes. Expressions of opinion • In my opinion, that one would be better. • If you ask me, that one's better. • In my way of thinking, this one's fine. • I think is that one's better. • For me, that one's better. • I believe that… • I'm not so sure about that…

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Grammar • Present and past tense • Present perfect tense • Future tense • Questions with which? • Conditionals • This/These, that/those, one/ones • Too + adjetives Pronunciation • Recognize stress in short phrases What I hear you say My group members are • Intonation in questions. Discourse • Discourse markers to summarize ideas • Strategies to prepare summaries Sociolinguístic/Intercultural • Valuation for cultural diversity • Knowledge of the impact of culture and situational, social and historical contexts • Skills to analyze, interpret and relate information

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 10TH MODULE 4 GLOBALIZATION: EVERYDAY GLOBALIZATION

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.2

GOAL

Valorar el papel de la globalización en los productos de uso cotidiano. Value the role of globalization in the use of everyday products. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Expresses agreements and disagreements. • Requests clarifications. • Justifies points of view. • Expresses conditions and opinions. • Predicts future actions as a result of certain conditions. • Makes hypotheses about advantages and disadvantages of a subject discussed.

• Recognizes general and specific ideas in short argumentative written texts on academic and scientific subjects. • Structures argumentative oral and written texts about academic and scientific subjects. • Expresses opinions about academic and scientific subjects in spontaneous interactions.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE 22: PP. 26-27

Listening

2, 4, 5, 7, 9, and 10

Reading

1, 3, 5, 6, 7, and 10

Writing

1, 2, 4 and 6

Monologue

1,2, 3, 4, 5 and 6

Conversation

1, 2, 3 and 4

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Summarizes relevant information in texts related to the globalization phenomenon. • Recognizes general and specific information in narrative and descriptive oral and written texts related to academic subjects of interest. • Distinguishes vocabulary and expressions related to globalization. • Identifies basic structures of present, past and future tense. • Differentiates the structure and use of the infinitive and gerund.

• Formulates questions about globalization and its effects on the community using expressions defined. • Shares a position about subjects of interest orally. • Supports in writing a position about the subject of interest using structured reasons following a defined sample. • Makes an oral presentation about academic subjects of interest.

• Values and respects the opinion of others. • Assumes a critical position about academic and social subjects of interest.

SUGGESTED CONTENT Lexical Globalization • Affluence • Manufacturing • Technology • Outsoource • Dominate • Emerge • Capitalize • Communication • Appliances and devices Expressions to predict and give a hypothesis • I predict / imagine that… • Given… I hypothesize that… • If I use …then I predict… will happen. • Based on past results, I predict… • I deduced …. after analyzing … further. • I discerned that because…. • I foresee …because….

Expressions to justify • I believe this because… • My primary reason for thinking so is… • Perhaps the most convincing reason for this is… Expressions to persuade • Based on the evidence presented so far, I believe that… • Although some people claim that…, opponents argue that…. • It is vital to consider… • The advantages of … outweigh the disadvantages of … insofar as… • The statistics are misleading because they do/not show… • These [facts/reasons/data] strongly suggest that… Yet some argue..

Expressions to infer • Based on … I infer that … • I infer that… based on… • My conjecture on… is…. • I anticipate that…

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Grammar • Present tense and continuous verb tense • Past tense and continuous verb tense • Infinitives of purpose It’s + adjective+ infinitive • Gerunds • Modals • Reported Speech Pronunciation • Recognize stress in short phrases What I hear you say My group members are Discourse • Connectors to show advantages and disadvantages Sociolinguístic/Intercultural • Skills to analyze, interpret and relate • Adaptability to different forms of communication and learning • Learning through interaction

SUGGESTED CURRICULUM STRUCTURE

3.12. SUGGESTED GRADE: 11TH MODULE 1 SUSTAINABILITY: SUSTAINABILITY ACTIONS

SUGGESTED TIME: 24 HOURS FOR TEACHING AND ASSESSMENT. CEFR LEVEL: B1.3

GOAL Proponer acciones de sostenibilidad a partir de los 17 objetivos propuestos por la ONU. Propose sustainable actions based on the 17 proposed UN objectives. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Describes characteristics of defined topics. • Makes presentations about assigned topics. • Justifies opinions based on quotes and references. • Expresses opinions and points of view. • Requests clarification.

• Expresses points of view in simple argumentative written and oral texts about academic subjects. • Identifies explicit and implicit information in different types of texts about subjects of general interest. • Structures different types of texts related to general and personal topics of interest. • Exchanges oral information about topics of general and personal interest in debates.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE 22: PP. 26-27

Listening

1, 2, 5, 6 and 7

Reading

2, 3, 4, 5, 6, and 10

Writing

1, 2, 3, 5 and 9

Monologue

2, 3,4, 5, 6 and 7

Conversation

1, 2, 3 and 7

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Identifies specific information about a topic of interest in oral and written texts. • Defines the causes and effects of a topic of general interest. • Identifies basic structures of present, past and future tense and perfect tense. • Differentiates the structures of real and unreal conditionals.

• Expresses orally points of view about topics of interest. • Supports points of view orally and in writing, about topics of general interest, making use of expressions and structures studied. • Identifies the characteristics and key aspects of a topic of general interest.

• Values and respects the opinion of others. • Assumes a critical position about academic and social subjects of interest. • Is interested in the common good.

SUGGESTED CONTENT Lexical Words related to the 17 objectives of the UN • Poverty, hunger, health, education. • Equality, gender, inequality. • Environment, climate, oceans, seas, marine resources, ecosystems, water, energy, sanitation. • Justice, peaceful, inclusion, safety • Employment, economy, industrialization Expressions to request clarification, further information • Would you please repeat? • Can I ask a question? • Sorry, I am not sure what you mean • What I hear you saying is… Am I right?

Grammar • Future tense, perfect tense • Conditionals • Present and past tense • Reported Speech • Connectors of cause and effect Pronunciation • Recognition of pronunciation and blendings An opportunity -- Anopportunity • Recognize stress in short phrases Sorry, I’m not sure what you mean Discourse • Logical relations of cause, effect and contrast.

Expressions of cause and effect • Because of...then • In spite of, it was… • Therefore, because of A, B happened.

Sociolinguistic/Intercultural • Learning through interaction • Skills to analyze, interpret and relate • Respect for others • Adaptability to different forms of communication and learning. • Curiosity and discovery

Expressions to propose actions • I suggest we… • If we did… we could make the world a better place. • I propose… • Taking poverty into consideration, we could • The point is to help change by improving health conditions.

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 11TH MODULE 2 HEALTH: HEALTH SERVICES

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.3

GOAL

Plantear rutas para la obtención de servicios de salud en mi comunidad. Pose routes for obtaining health services in my community. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Expresses opinions on subjects defined. • Justifies points of view. • Expresses agreements and disagreements. • Describes experiences, events, and feelings. • Establishes comparisons between defined subjects. • Gives accurate information.

• Produces simple oral and written argumentative texts about subjects of other disciplines. • Identifies specific information in long written argumentative texts related to subjects of other disciplines. • Exchanges, orally, opinions and ideas in spontaneous interactions about subjects of other disciplines.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.3 GUIDE 22: PP. 26-27

Listening

1, 2, 3, 5, 7 and 10

Reading

1, 2,3, 6, 7, 8 and 10

Writing

1, 2, 3, 4, 7 and 8

Monologue

1, 3, 4, 6 and 7

Conversation

1, 2, 3, 4, 5, and 7

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

BEING

• Identifies specific information about a topic of interest in oral and written texts. • Distinguishes points of view and expressions that indicate advantage and disadvantage about topics of interest. • Recognizes the vocabulary related to health services, bibliographic sources, comparisons, etc.

• Classifies information of different types of texts about health services based on defined categories and a provided format. • Prepares a simple written text about community health services. • Expresses orally points of view on subjects of interest.

• Respects the opinions of others. • Shows interest for the common good.

SUGGESTED CONTENT Lexical Health Services • X-rays • Doctor appointments • Laboratory • Dentist • Women’s health • Pediatrics Expressions to express comparison • They both show/have/etc. • The top one looks more… than the bottom one. • This system shows/has… but the other system is… • It is quite difficult to compare them. • This one is not as…as the other one. • They’re both quite similar… • Both of them have got… in them. Expressions to summarize information • In conclusion… • To sum up… • In short… Expressions to present advantages and disadvantages • On the other hand… • The good/bad thing is/ are • One advantage/disadvantage is

Expressions to quote bibliographical sources • According to… • John Doe reported… • In a report posted in… Expressions to complain: • I have a complaint to make. ... • Sorry to bother you but... • I'm sorry to say this but... • I'm afraid I've got a complaint about... • I'm afraid there is a problem with... • Excuse me but there is a problem about... • I want to complain about... • I'm angry about... Expressions to answer complaints: Positive response to complaints: • I'm so sorry, but this will never occur / happen again. • I'm sorry, we promise never to make that mistake again. • I'm really sorry; we'll do our utmost/best not to make the same mistake again. Negative response to complaints: • Sorry there is nothing we can do about that. • I'm afraid there isn't much we can do about that.

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Grammar • Reported speech • Present, past and future simple tense • Present and past continuous tense • Past perfect tense Pronunciation • Recognize stress in short phrases On the other hand Discourse • Logical sequence relations Sociolinguistic/Intercultural • Skills to analyze, interpret and relate • Respect for others • Knowledge of the impact of culture and situational, social and historical contexts

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE:: 11TH MODULE 3 DEMOCRACY AND PEACE: RECONCILIATION

TIEMPO SUGERIDO: 20-25 HORAS PARA INSTRUCCIÓN Y EVALUACIÓN NIVEL MCER: B1.3

GOAL

Evaluar acciones cotidianas de reconciliación para la construcción de paz. Evaluate daily reconciliation actions for the construction of peace. SUGGESTED LANGUAGE FUNCTIONS

SUGGESTED OBJECTIVES

• Expresses opinions on defined subjects. • Justifies points of view. • Expresses agreements and disagreements. • Describes experiences, events, and feelings. • Defends a proposal with valid arguments.

• Identifies main points and specific information in different written and oral texts about personal and academic topics of interest. • Expresses points of view about personal and academic topics of interest. • Exchanges information orally about personal and academic topics of interest.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE 22: PP. 26-27

Listening

1, 2, 3, 5, 7 and 9

Reading

1, 3, 5, 6, 7, 8, and 10

Writing

1, 3, 4, 5, 6, 8, and 9

Monologue

1, 3, 4, 5 and 8

Conversation

1, 2, 3, 6 and 7

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING

DOING

• Identifies relevant information in a text of general interest. • Recognizes the mechanisms for citizen participation. • Distinguishes expressions related to social values. • Differentiates the structures of real and unreal conditionals.

• Expresses orally and clearly the rights as citizens. • Participates in a prepared discussion on the role of the community as driver of change. • Evaluates orally and in writing the existing channels of citizen participation.

BEING • Respects differences. • Shows interest for the common good. • Values others’ points of view.

SUGGESTED CONTENT Lexical Social Value • Peace, cooperation, collaboration, love, honesty, etc. • Equality, dignity, sacrifice, acceptance, etc. • Integration, unity, humanitarianism, inclusion, etc. • Forgiveness, absolution, reconciliation, amnesty, clemency, etc. Citizen participation • Election • Vote for • Democracy • Opinions • Civil protection • Human rights

Expressions to defend points of view and opinions • My opinion/view is that… • I hold the opinion that… • I have the feeling that… • I would say that… Expressions to summarize sources • Also, according to … and … the idea is… Expressing similarities and differences • Holmes and Watson agree that… • Differing viewpoints demonstrate that…

Expressions to present a topic • Today, we would like to discuss… • On today’s agenda, we want to express… • The major theme today is…

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Grammar • Third conditional • Adverbs and intensifiers Pronunciation • Recognize stress in short phrases What I hear you say My group members are Discourse • Logical and ordinal connectors Sociolinguistic/Intercultural • Learning through interaction • Skills to analyze, interpret and relate information • Abilities to listen and observe • Respect for others • Knowledge of the impact of culture and the situational, social and historical contexts

SUGGESTED CURRICULUM STRUCTURE

SUGGESTED GRADE: 11TH MODULE 4 GLOBALIZATION: TECHNOLOGY AND PRIVACY

SUGGESTED TIME: 20-25 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: B1.3

GOAL

Promover el uso responsable de la tecnología para la protección de la privacidad. Promote the responsible use of technology to protect privacy. SUGGESTED LANGUAGE FUNCTIONS

OBJECTIVES

• Expresses opinions. • Justifies points of view. • Expresses agreements and disagreements. • Describes experiences, events, and feelings.

• Identifies explicit and implicit information in argumentative texts related to academic topics. • Structure medium length argumentative written texts about academic topics. • Exchange information orally about a subject of general interest. • Support orally personal points of view about an established academic subject.

CORRESPONDING BASIC STANDARDS OF COMPETENCES IN FOREIGN LANGUAGES: ENGLISH

CEFR LEVEL B1.2 GUIDE 22: PP. 26-27

Listening

3, 5, 6, 7, 8 and 9

Reading

1, 2, 5 and 10

Writing

1, 2, 6, 8,and 9

Monologue

2, 3, 5 and 6

Conversation

1, 2, 3 and 6

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SUGGESTED CURRICULUM STRUCTURE

SUGGESTED PERFORMANCE INDICATORS KNOWING • Identifies essential information in an oral or written text. • Defines causes and effects in a topic of general interest. • Recognizes expressions related to social networks, mass media, rules of etiquette, etc. • Differentiates the structure of real and unreal conditionals.

DOING • Classifies key information of different sources about topics of general interest. • Proposes orally and in writing strategies that contribute to the respect for privacy through the use of technology. • Prepares a narrative written text about topics of general interest.

BEING • Is interested in standards of common courtesy. • Tolerates differences. • Respects established turns.

SUGGESTED CONTENT Lexical Social networks • Twitter • Facebook • Youtube • Google + • Badoo • Linkedin • Reddit • Instagram Expressions for rules on etiquette • Remember the Human. • Adhere to the same standards of behavior online that you follow in real life. • Know where you are in cyberspace. • Respect other people's time and bandwidth. • Make yourself look good online. • Share expert knowledge. • Respect other people's privacy. • Do not abuse your power. • Be forgiving of other people's mistakes.

Expressions related to opinions • I think that … • I consider …. • I agree … • I disagree … • Bearing in mind… • I believe… • In my opinion, that one would be better. • If you ask me, this one is better. • I think, this one is fine • I'm not so sure about that…

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Grammar • Third conditional Pronunciation • Recognize stress in short phrases Let us talk privacy. Discourse • Logical and sequence connectors Sociolinguistic/Intercultural • Self-critical reflection • Adaptability to the different forms of communication and learning • Curiosity and discovery

SUGGESTED CURRICULUM STRUCTURE

4

PROPOSED TEACHING AND ASSESSMENT PATHS 4.1. 6TH GRADE 6TH GRADE : MODULE 1 GOAL Reconocerse como individuo y como miembro de la clase. Recognize self as an individual and a member of the class.

TASK 1. Draw a genealogical tree. 2. Draft short descriptive texts about family.. 3. Play bingo. 4. Play lottery board game. 5. Write a descriptive text about a daily routine. 6. Conduct a survey among classmates about the daily routine. 7. Prepare short dialogues to obtain information.

ASSESSMENT PATHS For Learning

Of Learning

• Evaluate creativity and ingenuity to draw. • Prepare drafts of the written text as part of the writing process. • Analyze the use of vocabulary and structures studied in the drafting of simple texts. • Reflect on the cooperation of teamwork.

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• Modular test. • Writing rubric.

SUGGESTED CURRICULUM STRUCTURE

6TH GRADE : MODULE 2 GOAL Establecer una rutina de cuidado físico personal. Establish a physical care routine.

TASK 1. Do word searches. 2. Make a brochure or poster about paths for personal care. 3. Conduct a survey with classmates about the frequency with which they carry out certain activities. 4. Make a list of actions that contribute to personal care.

ASSESSMENT PATHS For Learning

Of Learning

• Contrast list of actions with those of my classmates. • Carry out guided exercises of specific knowledge of words related to the subject. • Integrate in my drafts feedback received from peers and the teacher to the text on recommendations for personal care actions. • Perform practice exercises of vocabulary and grammar use in context. • Make drafts of the written text as part of the writing process. • Analyze the use of vocabulary and structures studied in preparation of the brochure. • Reflect on teamwork.

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• Writing rubric. • Oral expression rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

6TH GRADE: MODULE 3 GOAL Especificar acciones de ahorro de energía en la comunidad. Specify actions to save energy in the community.

TASK

1. Identify energy saving strategies in a text related to the subject. 2. Interview classmates on energy saving actions. 3. Make a filmed interview based on the questionnaire designed. 4. Identify the energy saving strategies mostly used in the community. 5. Report through a narrative written text the results obtained from the questionnaire using adequate bibliographical sources. 6. Prepare a graph to report the results of the interview.

ASSESSMENT PATHS For learning

Of Learning

• Carry out exercises of familiarization, practice and consolidation guided by the teacher based on written and oral texts. • Monitor that the questionnaire’s questions have the structure and vocabulary studied. • Make drafts of the written text as part of the writing process. • Show respect for my classmates’ answers. • Recognize my responsibility in saving energy. • Reflect on teamwork.

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• Oral presentation rubric. • Teamwork rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

6TH GRADE: MODULE 4 GOAL Definir rasgos propios de la colombianidad (identidad nacional colombiana). Define own traits of national Colombian identity.

(PATH 1) TASK 1. Identify in a written text the most outstanding characteristics of the population of each continent. 2. Classify information considering the division of the five continents. 3. Prepare and apply a “trivia”game after reading. 4. Present through presentations the different ethnicities, cultures and customs each continent has. 5. Organize stands to present a sample of the different cultures considering the readings, research and presentations made in class. 6. Socialize in a community meeting (Diversity Day) including artistic, gastronomical and cultural representations.

(PATH 2) PROJECT WORLD CULTURES DAY For the teacher Activate prior knowledge of students about countries, nationalities, language, celebrations and customs. Write down the answers given on the board. Organize the class in groups of four students. Assign each group a reading on a country. When they have summarized the main ideas of the reading, they are explained how to organize the stands to present a sample of the different cultures considering the readings and research. Suggest to the students paths such as the following: • Bring objects, food, clothing, etc., of the assigned country • Make a poster and an oral presentation about the country. While the students work on their presentations, supervise their work to take notes about teamwork, cooperation and collaboration, poster design, etc. Finally, socialize in a community meeting (Diversity Day) including artistic, gastronomical and cultural representations. What do you know or understand? From the results/ knowledge previously shared, the students work in groups to summarize the readings assigned and organize and assign responsibilities in the group.

What do you want to know or understand? They must identify what vocabulary, structures or expressions must be used to carry out the activity. Roles inside the group must be assigned to carry out the task in the best way possible.

What did you learn? Students present their projects to the group to socialize at the community meeting (Diversity Day) including artistic, gastronomical and cultural representations. The students complete a form previously prepared about what they liked the most of the presentations.

ASSESSMENT PATHS For Learning

Of Learning

• Analyze reading comprehension. • Take notes and assign responsibilities to plan and carry out the stand of the assigned country. • Evaluate creativity and ingenuity of classmates.

• Socialization assessment rubric (stand) • Modular test.

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SUGGESTED CURRICULUM STRUCTURE

4.2. 7TH GRADE 7TH GRADE: MODULE 1 GOAL Definir actividades para el cuidado personal integral, a nivel físico (cuerpo), intelectual (mente), emocional (psicológico), social (relaciones) y espiritual (creencias). Define activities for integral personal care at the physical (body), intellectual (mind), emotional (psychological), and spiritual (beliefs) level.

TASKS 1. Identify personal care levels: physical (body), intellectual (mind); emotional (psychological), social (relations) and spiritual (beliefs). 2. Relate personal care activities with levels to which they belong based on a text provided completing a classification table. 3. Keep a record of the personal care habits during a week in each level. 4. Present action plan to improve personal care habits. 5. Request arguments for classmates on the action plan proposed orally. 6. Describe the activities carried out in each level, advantages and disadvantages of the plan. 7. Prepare an assessment report of the activities presented in class.

ASSESSMENT PATHS For Learning

Of Learning

• Verify the pertinence of habit recording. • Practice the description with a classmate. • Evaluate the action plan with the help of his classmates. • Compare the information obtained with a classmate. • Integratefeedback from peers on the action plan of personal care habits. • Make drafts and corrections to the action plan showing progress. • Perform exercises with oral texts on the subject to improve both knowledge of the expressions related to the subject and my pronunciation, blendings, accent and stress.

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• Action plan assessment rubric. • Oral presentation rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

7TH GRADE: MODULE 2 GOAL Proponer acciones de convivencia e inclusión en el aula. Propose actions for getting along and inclusion in the classroom.

TASK 1. Make a list of actions that contribute to healthy coexistence in the classroom. 2. Identify the way in which different persons handle their emotions in programs of different sources: television, soap operas, or movies. 3. Observe short videos about recommendations to maintain healthy coexistence in the classroom. 4. Analyze different cases and identify the positive/negative actions and their respective consequences. 5. Give recommendations and suggestions about handling actions of coexistence in specific situationsgiven orally and in writing.

ASSESSMENT PATHS For Learning

Learning

• Contrast list of actions with those of my classmates. • Carry out guided exercises of specific recognition of words related to the subject. • IIntegrate feedback received from peers and the teacher to the text of recommendations on handling healthy coexistence actions, and my drafts. • Perform practice exercises of vocabulary and grammar use in context. • Perform exercises with oral texts to improve my knowledge of expressions related to the subject such as my pronunciation, blendings, accent and stress.

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• Evaluation rubric for written and oral texts on recommendations to maintain healthy coexistence. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

7TH GRADE: MODULE 3 GOAL Especificar actividades para la conservación del medio ambiente en la comunidad. Specify activities for environmental conservation in the community.

(PATH 1) TASKS 1. Identify strategies for environmental conservation in a text related to the subject. 2. Design a questionnaire to inquire about environmental conservation strategies used in the educational community. 3. Perform a filmed interview based on a questionnaire previously designed. 4. Identify the environmental conservation strategies mostly used in the community. 5. Report through a descriptive written text the results obtained from the questionnaire using adequate bibliographical sources.. 6. Make a dramatization considering the good and bad practices identified in the information analyzed.

ASSESSMENT PATHS For Learning

Of Learning

• Perform exercises of familiarization, practice and consolidation guided by the teacher using written and oral texts. • Supervise that the questions of the questionnaire have the structure and vocabulary studied. • Follow guided writing stages such as planning, draft, review. • Show respect towards the answers of classmates. • Recognize responsibility in environmental conservation.

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• Dramatization rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

(PATH 2) PROJECT: For the teacher Talk to the students about what they know about environmental conservation. Write down the ideas suggested on the board. Once they have shared their prior knowledge on the subject, they are told that they will be doing a project in English on environmental conservation in their community, especially in their Educational Institution and on the barriers that interfere in achieving it and that, they must plan their learning path. Clearly explain that they must include activities of listening, reading, speaking and writing. While the students work on their plans, supervise and take notes on the errors that arise in order to go through them as a group in grammar, vocabulary and functions workshops. These workshops may include: 1. Modeling an oral report and discussing with the students the times and language required. 2. Modeling a brief report of a written investigation. Analyze the parts, type of language required. 3. Modeling a dramatization: analyze the parts, actors, language used according to the context. 4. Modeling a brief reflection: The parties, the language used. Suggested projects include: • Present to the class an oral report on the written research work describing the most common strategies that the members of the educational community use for environmental conservation. • Make a dramatization to encourage the care for the environment. What do you know or understand From the results/ knowledge previously shared, the students work in pairs or groups to complete the table of what they already know or understand and can also work in small groups to:

What do you want to know or understand • The students must plan project development in stages, giving each stage an objective about what to do and how they will do it.

• Present a table of actions that contribute to environmental conservation. • Design a survey to identify the most common barriers for environmental conservation. • Graphically report the results of a survey on existing barriers for environmental conservation. • Register in a pre-established format the environmental conservation activities observed in the community. • Design a poster to disclose the environmental conservation plan to the class.

• They must identify what vocabulary, structures or expressions must be used for the activity. • Roles must be assigned within the group to carry out the task in the best way possible.

What did you learn • The students present their projects to the group • The student individually writes a reflection in a pre-established format about what he has learned on the subject and receives feedback from the teacher. • The students may dramatize what they have learned while carrying out the project.

ASSESSMENT PATHS For Learning

Of Learning

• Verify the veracity of information found. • Analyze the pertinence and accuracy of the information obtained from bibliographical sources and my classmates. • Evaluate the drafts of my written report with my classmates. • Evaluate the teamwork methodology and personal role in the same. • Analyze the table with the actions that contribute to environmental conservation. • Compare with classmates the questions for the survey.

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• Written report rubric. • Dramatization rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

7TH GRADE: MODULE 4 GOAL Reconocer las características culturales de algunos países. Recognize cultural characteristics in some countries.

PROJECT For the teacher Talk to the students about what they know on the cultural characteristics of some countries. Write down the ideas suggested on the board. When they have shared their prior knowledge on the subject, they are told that they will carry out a project in English on the cultural characteristics of some countries. Clearly explain to them that they must include listening, reading, speaking and writing activities. While the students work on their plans, supervise and take notes on errors that arise to go over them as a group in grammar, vocabulary and functions workshops. These workshops may include: 1. Modeling an oral report to discuss with the students the moments and language required to do so 2. Modeling a brief reflection: The parties, the language used. Suggested projects include: • Identify, compare and evaluate characteristic traits of a culture. • Prepare an oral presentation comparing the characteristic traits of a culture. • Produce oral and written texts arguing your points of view on the importance of cultural diversity. What do you know or understand From the results/ knowledge previously shared, the students work in pairs or groups to complete the table of what they already know or understand and can also work in small groups to: • Identify oral or written texts related to cultural diversity in the different countries. • Complete a comparative table of the characteristic traits of each culture/country (language, religion, ideology, education, politics, economics, geography, etc.). • Make a presentation of the comparative analysis and corresponding actions proposal.

What do you want to know or understand • Students must plan the development of the project in stages, giving each stage an objective about what to do and how they will do it. • They must identify what vocabulary, structures or expressions they must use to carry out the activity • They must assign roles within the group to carry out the task in the best way possible.

What did you learn • Students present their projects to the group. • The student individually writes down a reflection in a preestablished format of what he has learned about the subject and receives feedback from the teacher.

ASSESSMENT PATHS For Learning

Of Learning

• Analyze the pertinence and accuracy of the information obtained from bibliographical sources and my classmates. • Confirm the pertinence and validity of the bibliographical sources used. • Make drafts of a written text as part of the writing process. • Take notes to give my opinion on the comparisons presented by my classmates.

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• Written report rubric • Oral presentation rubric • Modular test.

SUGGESTED CURRICULUM STRUCTURE

4.3. 8TH GRADE GRADO 8TH: MODULE 1 GOAL Evaluar el impacto de las acciones humanas en el medio ambiente en el país. Evaluate the impact of human actions on the environment in the country.

TASK 1. Complete a work sheet using an audiovisual text that describes a community, the persons that comprise it, their activities and their impact on the environment. 2. Design an outline of what information is necessary to learn about a community, their actions; how it will be obtained and organized. 3. Investigate about the activities of persons, business, industries of the community assigned and their impact or footprint in the environment. 4. Represent graphically the information obtained on the subject. 5. Present his community to the class with help from a poster. 6. Interact with peers to complete a form that gathers information on other communities presented. 7. Summarize the positive and negative human actions for the environment in an atlas of the human footprint in the community. 8. Create a list of actions to reduce the human footprint.

ASSESSMENT PATHS Learning

For learning • Provide respectful and objective feedback of my peers’ poster. • Receive feedback from peers in a thoughtful way. • Confirm that the poster has the necessary outline and information. • Evaluate that the sources used are pertinent and true. • Perform practice exercises of grammar and vocabulary orally and in writing. • Integrate vocabulary and structures in my oral and written products.

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• Assessment rubrics for poster presentation. • Writing a summary text. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

8TH GRADE: MODULE 2 GOALS Formular iniciativas para la prevención de desórdenes alimenticios. Formulate initiative for the prevention of eating disorders.

TASK 1. Read a brief text provided by the teacher related to eating disorders . 2. Complete a form summarizing the information obtained. 3. Research with my peers about the most frequent eating disorders in the following aspects a. definition b. origin c. symptoms d. treatment 4. Ask the opinion of the members of the school, family and social community about the causes of the prevalence of eating disorders in current society through a survey prepared in class. 5. Produce a written or visual text that summarizes the causes for the prevalence of eating disorders in current society. 6. Produce an eating disorders prevention plan.

ASSESSMENT PATHS For learning

Of Learning

• Prepare drafts of the survey. • Evaluate the clarity of questions. • Evaluate the teamwork methodology and my role in the same. • Prepare drafts of the written text as part of the writing process. • Rehearse my presentation considering the given rubrics.

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• Campaign assessment rubric. • Campaign oral presentation assessment rubric. • Written text rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

8TH GRADE: MODULE 3 GOAL Reconocer el papel del lenguaje (positivo y negativo) en la construcción de paz en la comunidad. Recognize the role of language (positive and negative) in the construction of peace in the community.

PROJECT For the teacher Talk to the students on the role of language in the construction of peace in the community. Write down suggested ideas on the board. When they have shared their prior knowledge on the subject, they are told that they will be carrying out a written project in English to analyze the role of language (positive and negative) in the construction of peace in the community. Clearly explain they must include listening, reading, speaking and writing activities. While students work on their plans, supervise and take notes on the areas that arise to go through them as a group in grammar, vocabulary and functions workshops or mini-lessons. These workshops may include: 2. Modeling the writing process of the text going through the different stages from brainstorming, initial draft and review. 3. Help define the aspects to investigate and the necessary products or strategies Suggested projects include • Identification of words that heal or hurt in the classroom, the school, the community. • Language (positive/negative) in the community’s media. • Language (positive/negative) in the family. What do you know or understand From the results/ knowledge previously shared, students work in pairs or groups to complete the table with what they already know or understand and can work in small groups to: • Create a survey and gather the necessary information. • Prepare a presentation to share their results. • Make an awareness campaign. • Present it to the class and to the school.

What do you want to know or understand • Students must plan the development of the project in stages, giving each stage an objective and a strategy for what they will do. • They must identify what vocabulary, structures or expressions they must use tocarry out the activity. • They must assign roles within the group to carry out the task in the best way possible.

What did you learn • Students present their projects to the group. • Each student writes a reflection in a preestablished form about what hey have learned and receives feedback from the teacher.

ASSESSMENT PATHS For learning

Learning

• Analyze the pertinence of the sources andinformation reviewed. • Prepare drafts of the survey • Evaluate the clarity of the questions • Evaluate the teamwork methodology and my role in the same. • Prepare drafts of the written text as part of the writing process. • Rehearse my presentation considering the given rubrics.

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• Campaign assessment rubric. • Campaign oral presentation assessment rubric. • Written text rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

8TH GRADE: MODULE 4 GOAL Determinar el impacto del consumismo en los jóvenes. Determine the impact of consumerism in adolescents.

PROBLEM For the teacher:

Problem

• Identify oral or written texts related to consumerism in adolescents (videos/ commercials) and advertisement’s role in the creation of these needs. • Design activities of analysis of texts that lead students to the creation of a list of their own consumption needs. • Guide the students in the comparison of their actual consumption needs vs those created by society. • Provide and model an oral text related to a presentation on the comparative analysis and corresponding analysis of consumption needs. • Monitor the presentations prepared regarding contents and language needs to provide support. • Support students in the definition of advertisement and in the identification of strategies used to lead adolescents to unnecessary consumption. • Accompany students in the construction of an argumentative text titled Do´s and Don´ts related to unnecessary consumerism. • Evaluate the work presented following rubrics and evaluation criteria previously shared with the students.

Students organize in groups of 4 to: • Identify, compare and assess the real and created consumption needs. • Prepare an oral presentation comparing and assessing the needs discussed and identifying sources where needs are created. • Produce a written text proposing strategies on how to avoid the influence of advertisement in the creation of needs: Do´s & Don´ts.

ASSESSMENT PATHS For learning

Of Learning

• Analyze the pertinence and accuracy of the information obtained from bibliographical sources and from my classmates. • Analyze the quality of my justification on the list of suggested actions for the adequate exercise of the right to choose. • Prepare drafts of the written text as part of the writing process. • Take notes to give my opinion on the actions presented by my classmates.

• Oral presentation rubric. • Argumentative text rubric. • Modular test.

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SUGGESTED CURRICULUM STRUCTURE

4.4. 9TH GRADE 9TH GRADE: MODULE 1 GOAL Valorar el impacto de las TIC en la vida diaria. Value the impact of ICT in daily life.

TASK 1. Identify daily activities related to the use of ICT by classmates through a survey. 2. Investigate the effects of ICT in daily life using narrative written texts reviewed.

3. Prepare an analysis chart of the similarities and differences on the impact of ICT on daily life identified in the survey and in the investigation. 4. Hold a debate on the impact of ICT on daily life. 5. Write a descriptive text on the impact of ICT on daily life.

ASSESSMENT PATHS For Learning

Of Learning

• Evaluate the quality of the information obtained in the survey • Analyze the information obtained on the defined topic. • Confirm the pertinence and validity of bibliographical sources used. • Prepare drafts of the written text as part of the writing process.

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• Debate participation rubric. • Descriptive text rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

9TH GRADE: MODULE 2 GOAL Proponer acciones de reducción de inequidades (género, acceso a educación) en la comunidad. Propose actions to reduce inequities (gender, access to education) in the community.

TASK 1. Investigate and summarize texts addressed to adolescents on social inequity issues (gender, access to education, health). 2. Share situations of social inequity in their environment. 3. In groups, identify similarities and differences in situations of inequity described.

4. Decide in the same groups on actions to propose to decrease such inequi. 5. Write a medium length descriptive text on the possible actions to decrease inequity in different scopes of society.

ASSESSMENT PATHS For Learning

Of Learning

• Reflect on the quality of teamwork • Evaluate the written text with a peer • Prepare drafts of the written text as part of the writing process.

• Teamwork rubric. • Descriptive text rubric. • Modular test.

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SUGGESTED CURRICULUM STRUCTURE

9TH GRADE: MODULE 3 GOAL Establecer prácticas de prevención de enfermedades en la región. Establish illness prevention practices in the region.

PROJECT For the teacher Activate prior knowledge of students on the prevention of the most common disease in their environment. Write down the ideas suggested on the board. When they have shared their prior knowledge on the subject, explain that they will carry out a project to create a campaign for the prevention of a common illness in their community. Clearly explain that the campaign must include listening, reading, speaking and writing activities. Suggest to students paths such as: • Investigate about the characteristics, symptoms and forms of prevention of a disease assigned. • Represent graphically the information on symptoms and the prevention plan for the disease assigned. • Make a written report on the disease assigned following a model provided by the teacher and practiced in class. • Select and organize the pertinent information to create a plan for disease prevention following a model provided. • Make a poster and an oral presentation describing the disease, the symptoms and the forms of prevention. • Interact with the class to evaluate the prevention plans presented. While the students work in their campaigns, supervise their work and take notes on areas that arise to go through them as a group in grammar, vocabulary and functions workshops or mini-lessons. These workshops may include: 1. Modeling the writing process of the text going through the different stages from brainstorming, initial draft and review. 2. Help define the lists of characteristics and social behaviors.

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

What do you want to know or understand • The students must plan the development of the project in stages, giving each stage an objective on what to do and how to do it. • They must identify what vocabulary structures or expressions must be used in the activity. • They must assign roles within the group to carry out the task in the best way possible.

What did you learn • Students present their projects to the class. • The student individually writes a reflection in a preestablished format about what he has learned on the subject and receives feedback from the teacher.

ASSESSMENT PATHS For Learning

Of Learning

• Analyze the pertinence of sources and information reviewed. • Take notes to prepare the campaign • Evaluate the validity of recommendations to present. • Evaluate the teamwork methodology and my role in the same. • Prepare drafts of the written text as a part of the writing process.

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• Campaign assessment rubric. • Campaign presentation assessment rubric. • Written text rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

9TH GRADE: MODULE 4 GOAL Generar conciencia sobre los derechos de los ciudadanos. Generate awareness about citizens’ rights.

PROBLEM For the teacher:

Problem

• Identify oral or written texts related to the exercise of citizens’ rights. • Design activities of analysis of the texts that lead students to assess their role as citizens to identify actions to exercise in civil society. • Guide the students in the comparison of civil citizens’ rights proposed and those exercised in their community. • Provide and model oral and written texts on the presentation of the comparative analysis and the corresponding proposal of actions. • Monitor the content of the presentations prepared to provide support • Accompany students in the construction of an argumentative text titled Do´s and Don´ts related to the exercise of citizens’ rights. • Assess the work presented following rubrics and assessment criteria previously shared with the students.

The students organize in groups of 3 or 4 to: • Identify, compare and assess real citizens’ rights and those exercised by the members of their community. • Prepare an oral presentation comparing and assessing the exercise of citizens’ rights. • Produce oral and written texts proposing actions for the adequate exercise of citizens’ rights: Do´s & Don´ts.

ASSESSMENT PATHS For Learning

Learning

• Analyze the pertinence and accuracy of the information obtained from bibliographical sources and those of my classmates. • Confirm the pertinence and validity of the bibliographical sources used. • Analyze the quality of my justification on the list of actions suggested for the adequate exercise of citizens’ rights. • Prepare drafts of the written text as part of the writing process. • Take notes to give my opinion on the actions presented by my classmates.

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• Oral presentation rubric. • Argumentative text rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

4.5. 10TH GRADE 10TH GRADE: MODULE 1 GOAL Impulsar el uso de prácticas éticas y de convivencia ciudadana (ej. respeta la fila, citación de fuentes) en el entorno escolar. Promote ethical behaviors regarding citizenship and living together (e.g. respectin the line, soucing references) competences in school.

PROJECT For the teacher Activate the prior knowledge of students on the most common ethical and coexistence practices in their community. Write down the ideas suggested on the board. When they have shared their previous knowledge on the subject, they are told they will be carrying out a project to create an advertisement campaign to promote awareness about these practices at school. Clearly explain that the campaign must include listening, reading, speaking and writing activities. Suggest to the students paths such as: • Record a video of classmates performing practices incorrectly. • Design a poster on the basic rules to coexist in the classroom. • Make posters to encourage the use of ethical and citizen coexistence practices within the school environment (restrooms, cafeteria, hallways, library, etc.) • Dramatize the impact of using ethical and citizen coexistence practices in the school environment. While students work on their projects, monitor their work and take notes on teamwork What do you know or understand From the results/knowledge previously shared, students work in groups to reach agreements on the topic and decide on steps to follow.

What do you want to know or understand • Students must plan the development of the project in stages, giving each stage an objective on what to do and how to do it. • They must identify what vocabulary, structures or expressions should be used in the activity. • They must assign roles within the group to carry out the task in the best way possible.

What did you learn • Students present their projects to the class and the educational community. • The student individually writes a reflection on the importance of ethical and citizen coexistence practices in the school environment and receives feedback from the teacher.

ASSESSMENT PATHS For Learning

Of Learning

• Analyze the pertinence of the sources and information reviewed. • Take notes to prepare the campaign. • Evaluate the validity of recommendations to present. • Evaluate the teamwork methodology and my role in the same. • Prepare drafts of written texts as part of the writing process.

• Advertisement campaign assessment rubric. • Campaign presentation assessment rubric. • Written text rubric. • Modular test.

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SUGGESTED CURRICULUM STRUCTURE

10TH GRADE: MODULE 2 GOAL Evaluar el impacto en la salud de prácticas culturales y sociales (piercings, tatuajes, deportes extremos y sedentarismo). Evaluate the impact of cultural and social practices (piercings, tattoos, extreme sports, and sedentarism) on health.

PROJECT For the teacher Activate the prior knowledge of students on the impact of cultural and social practices on health, such as the use of piercings, tattoos, extreme sports and sedentary lifestyle in adolescence. Write down the ideas suggested on the board. When they have shared their prior knowledge on the subject, explain that they will be conducting a survey among adolescents in their environment on the impact these practices have on the health of adolescents. Clearly explain that the survey must include listening, reading, speaking and writing activities. Suggest to the students paths such as: • Focus the survey on one of these subjects: extreme sports, piercings, tattoos, etc. • Record a video of classmates answering the survey. • Design a graph with the results of the survey. • Present the results of the survey. • Draft an argumentative text in which the student justifies his position on the subject. While students work on their projects, supervise their work and take notes on teamwork What do you know or understand From the results/ knowledge previously shared, students work in groups to reach agreements on the subject and decide on steps to follow.

What do you want to know or understand • Students must plan the development of the project in stages, giving each stage an objective about what to do and how to do it. • They must identify vocabulary, structures orexpressions they must use in the activity. • They must assign roles within the group to carry out the task in the best way possible.

What did you learn • Students present their projects to the class. • The student individually writes an argumentative text defending his points of view and receives feedback from the teacher.

ASSESSMENT PATH For Learning

Of Learning

• Analyze the pertinence of sources and information reviewed. • Take notes to prepare and analyze the results of the survey. • Evaluate the validity of the argument to present. • Evaluate the teamwork methodology and my role in the same. • Prepare drafts of the written text as part of the writing process.

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• Written text rubric. • Modular test

SUGGESTED CURRICULUM STRUCTURE

10TH GRADE: MODULE 3 GOAL Analizar el fenómeno de la Moda Desechable. Analyze the Fast Fashion phenomenon.

PROJECT For the teacher Activate the prior knowledge of students about the fast fashion phenomenon. Write down the ideas suggested on the board. When they have shared their prior knowledge on the subject, explain to them that they will have a debate on the subject. Clearly explain that the debate must include listening, reading, speaking and writing activities. Suggest to the students paths such as: • Search for information from reliable sources. • Prepare to defend or attack points of view. • Use notes as aids. • Dramatize the fast fashion phenomenon. While the students work in their projects, supervise their work and take notes on teamwork.

What do you know or understand From the results/ knowledge previously shared, students work in groups to reach agreements on the subject and decide on the steps to follow.

What do you want to know or understand • Students must plan the development of the project in stages, giving each stage an objective on what to do and how to do it. • They must identify what vocabulary, structures or expressions they must use for the activity. • They must prepare with good arguments to defend or attack during the debate.

What did you learn • Students are divided into two groups, defense and attack, and regardless of their position they must present valid arguments. • After the debate, the student individually writes an argumentative text reflecting his opinion on the subject.

ASSESSMENT PATHS For Learning

Of Learning

• Analyze the pertinence of sources and information reviewed. • Take notes to prepare the debate. • Evaluate the validity of arguments to present. • Prepare drafts of the written texts as part of the writing process.

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• Debate participation assessment rubric. • Written text rubric. • Modular text.

SUGGESTED CURRICULUM STRUCTURE

10TH GRADE: MODULE 4 GOAL Valorar el papel de la globalización en los productos de uso cotidiano. Value the role of globalization in the use of everyday products.

PROBLEM For the teacher

Problem

• Identify oral and written texts related to the role of globalization in the use of everyday products. • Design activities of analysis of texts that lead students to assess the role of globalization in the use of everyday products. • Guide the students in the comparison of advantages and disadvantages related to globalization in the use of everyday products. • Provide and model oral and written texts on the presentation of the comparative analysis and the corresponding proposal of actions. • Monitor the content of the presentations prepared to provide support. • Accompany the students in the construction of an argumentative text titled advantages and disadvantages of globalization in the use of everyday products. • Assess the work presented following the rubrics and criteria previously shared with the students.

The students are organized in groups of 3 or 4 to: • Identify, compare and assess globalization in the use of everyday products. • Prepare an oral presentation comparing and assessing globalization in the use of everyday products. • Produce oral and written texts arguing the advantages and disadvantages of globalization in the use of everyday products.

ASSESSMENT PATHS For Learning

Of Learning

• Analyze the pertinence and accuracy of the information obtained from bibliographical sources and from my classmates. • Carry out exercises of familiarization, practice and consolidation using written and oral texts. • Confirm the pertinence and validity of the bibliographical sources used. • Analyze the quality of my justification about the advantages and disadvantages of globalization in the use of everyday products. • Prepare drafts of the written text as part of the writing process. • Take notes to give my opinion on the actions presented by my classmates. • Respect the opinions of classmates and respect taking turns.

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• Oral presentation rubric. • Argumentative text rubric. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

4.6. 11TH GRADE 11TH GRADE: MODULE 1 GOAL Proponer acciones de sostenibilidad a partir de los 17 objetivos propuestos por la ONU. Propose sustainable actions based on the 17 proposed UN objectives.

PROJECT

For the teacher Talk to the students about what they know about the 17 objectives proposed by the UN, and explore their knowledge on subjects related to these objectives. Write down the ideas suggested on the board. When they have shared their prior knowledge on the subject, explain they will be carrying out a project in English about the sustainability actions that should be considered in Colombia considering these objectives and that they must propose their learning path. Clearly explain to them that they must include listening, reading, speaking and writing activities.While the students work on their plans, supervise and take notes on errors that arise to review them as agroup in grammar, vocabulary and functions workshops. These workshops may include: 1. Modeling an oral report and discussing with the students the moments and language required to do so. 2. Modeling the writing process of an argumentative text providing the different stages from brainstorming, initial draft and review. Suggested projects include: 1. Present to the class an oral report on the written research work describing the possible actions to perform based on the 17 objectives established by the UN. 2. Show their knowledge through oral presentations, using graphs, tables, photos, etc.

What do you know or understand From the results/ knowledge previously shared, students work in pairs or groups to complete the table with what they know or understand and can also work in small groups to: • Present a list of sustainability actions based on the 17 objectives proposed by the UN. • Design a survey to determine how much other people know about those objectives and what actions their friends and teachers propose. • Design posters to disclose the most relevant sustainability actions.

What do you want to know or understand • Students must plan the development of the project in stages, giving each stage an objective on what to do and how to do it. • They must identify what vocabulary, structures or expressions they must use for the activity. • They must assign roles within the group to carry out the task in the best way possible.

What did you learn • Students present their projects to the group and select the best proposals of sustainability actions. • The student writes an argumentative text presenting his position on the subject and receives feedback from the teacher.

ASSESSMENT PATHS For learning

Of Learning

• Perform exercises of familiarization, practice and consolidation using oral and written texts. • Follow stages of guided writing and preparation of oral texts such as planning, draft, review. • Reflect on my learning of the subject content and language development • Establish harmonious relations in collaborative work activities

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• Rubric to assess the project’s stages and products and teamwork. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

11TH GRADE: MODULE 2 GOAL Plantear rutas para la obtención de servicios de salud en mi comunidad. Pose routes for obtaining health services in my community.

PROBLEM For the teacher

Problem

• Explain to the students that they will work mostly autonomously in this module. They must decide and make all the decisions up to the learning plan. • Provide and model oral and written texts on the presentation of the paths to follow to obtain health services in their community. • Later, students make their plans to approach the problem situation presented: types of texts, sources, activities and products that will allow them to find solutions to the same.

In groups of 3 or 4 students, work to: • Investigate the most common health care problems in their community and create a list. • Propose possible alternatives of solution to such problems. • Propose paths to obtain health services in their community. • Support opinions in a round table. • Produce a written text proposing conclusions reached on this subject.

ASSESSMENT PATHS For learning

Of Learning

• Perform exercises of familiarization, practice and consolidation using written and oral texts. • Supervise that the plan established to resolve the problem is followed. • Follow the stages of guided writing and preparation of oral texts such as planning, draft, and review according to the product. • Reflect on my learning of the content and development of the language. • Establish harmonious relations in collaborative work activities.

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• Rubric to assess the stages and products of the proposal and teamwork. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

11TH GRADE: MODULE 3 GOAL Evaluar acciones cotidianas de reconciliación para la construcción de paz. Evaluate daily reconciliation actions for the construction of peace.

PROBLEM For the teacher: • Explain to the students that they will be working mostly autonomously in this module. They must decide and make all the decisions up to the learning plan. • To create awareness of the subject it is necessary to carry out an exploratory activity to stimulate the natural curiosity of the students about everyday actions of reconciliation for the construction of peace. • Then, the students make their plans to approach the problem situation presented: types of texts, sources, activities and products that allow searching for solutions to the same.

Problem In pairs (both genders), work on one of the following problems: • Propose everyday actions that contribute to the reconciliation inside the family. • Propose alternative solutions to conflict in the Institution. • Propose everyday actions that contribute to reconciliation in the community. Work options: • Inquire about situations that generate conflict among family members, the Educational Institution and the community in general. • Present possible alternatives of solution to these conflict situations. • Analyze the information obtained. • Support opinions in debate.

ASSESSMENT PATHS For learning

Learning

• Perform exercises of familiarization, practice and consolidation using written and oral texts. • Supervise the plan established for the project is followed. • Incorporate the feedback received in each of the stages of presentation of oral and written texts necessary for participation in the debate. • Self-evaluation of new linguistic and discourse resources based on the activities undertaken • Self-evaluation of collaborative work activities.

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• Rubric to assess the stages and products of the projects, and teamwork. • Modular test.

SUGGESTED CURRICULUM STRUCTURE

11TH GRADE: MODULE 4 GOAL Promover el uso responsable de la tecnología para la protección de la privacidad. Promote the responsible use of technology to protect privacy.

PROBLEM For the teacher • Explain to the students that they will be working mostly autonomously in this module. • They must decide and make all the decisions up to the learning plan. • To create awareness of the subject an exploratory lesson is necessary. The teacher makes a presentation of daily situations that illustrate the responsible use of technology for the protection of privacy. • Then, the students make their plans to approach the problem situation presented: types of texts, sources, activities and products that will allow searching for solutions to the same.

Problem Individually, work on one of the following problems: • What would you do to prevent cyber bullying? • What actions would you propose to prevent the invasion of privacy of persons in social networks? • What alternatives are more viable to prevent videos of fights, discussions, mockery, etc. from circulating so easily in social networks, violating the privacy of those who appear in the same? Work options: • Propose actions that promote the responsible use of technology to protect privacy. • Inquire about problems and create a list of the same. • Analyze the information obtained. • Prepare solution alternatives, following the writing stages. • Hand in a final essay.

ASSESSMENT PATHS For learning

Of Learning

• Perform exercises of familiarization, practice and consolidation using written and oral texts. • Incorporate feedback of my classmates and teachers on drafts of my essay. • Reflect about my learning, about the importance of being responsible in the use of technology to protect privacy. • Self-evaluate my knowledge of the content and my development of the language.

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• Rubric to assess the stages and products of the project, self-evaluation • Essay rubric. • Modular test.

SUGGESTED SUGGESTED ENGLISH CURRICULUM STRUCTURE

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SUGGESTED CURRICULUM STRUCTURE

5

EXAMPLES OF LESSON PLANS AND ASSESSMENTS 5.1. 6TH GRADE LESSON PLAN EXAMPLE LESSON PLAN: TASK Teacher:

Grade: 6th

Duration: 4 to 6 hours

Task: I am part of a team Standards: • I show understanding of simple questions about my family, my environment and me. • I identify related words about familiar subjects.

Objetives • Identify words and phrases related to personal information and daily activities in simple oral and written texts. • Exchange personal information and on daily activities in a survey.

• I answer briefly to questions “what, who, when and where,” when referring to my family, friends and school. • I use gestures and body movements to be better understood. Language Functions • Give and request personal information. • Describe persons and daily activities. • Give instructions.

PERFORMANCE INDICATORS Knowing • Identify words and expressions of personal information, moods and personal feelings. • Identify personal information through Yes/ No questions.

Doing • Express moods and personal feelings through simple conversations. • Exchange information related to everyday situations.

Being • Value his personal characteristics and those of his peers. • Respect physical, cultural, ideological differences, among others, of his classmates. • Actively participate in the activities

Transversality Citizen coexistence: I use my freedom of expression and respect others’ opinions. Contents Routines. Expressions to describe personal interests: I like..., He doesn’t like..., She can..., She can’t... Expressions to ask.

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Routines: Brush teeth, Comb hair, Exercise, Eat healthy, Drink water, Sleep well. Present simple tense Yes/No questions.

SUGGESTED CURRICULUM STRUCTURE

THE TASK 1. Task Introduction

Present the task to carry out: survey. Present the samples of the survey.

Ask questions to explore the vocabulary and knowledge of the students using the sample of the survey presented.

2. Practice: receptive skills (listening – Reading), language (Grammar – vocabulary)

Listening

Activate vocabulary with a game of lottery, illustrating the different routines. Present a video on daily routines. Ask questions to verify the understanding of the routines mentioned in the video.

Language

Practice the vocabulary and grammar learned through exercises or games (Focus on questions and possible answers to the survey: what do you do in your free time? What is your favorite activity on weekends? What is your daily routine before coming to school?)

3. Pedagogical task: instructions, planning and report

Instructions

Divide the students into groups of 4; creatively distribute images so they can look for classmates having the same illustration. Provide instructions to complete the task: • In groups of 4 exchange information on what questions will be asked in the survey. Establish what questions will be asked and how many. Prepare the questions with the help of the teacher. • Actively participate in a conversation to talk about daily routines. • Survey students from other grades about their daily routines. • Use cameras or cellphones to record the survey. • At least 5 persons must be surveyed. • Present a short report on the results of the survey (which will be done the following class). Provide a survey sample and a results report sample.

Planning

Provide the necessary space and time to plan and perform the task. Supervise the students’ work. (There will be a dialogue to exchange information on daily routines. They will select the questions they will ask in their survey. They will plan each detail to carry out the survey – selection of interviewees, materials, time, place, etc. They will arrange the presentation of their results).

Report

Assign each group’s time and turns to present the videos of their surveys in the next class.

Task assessment: Survey assessment rubric. Required materials: Computer, Projector, Markers, Boards, Videos, Cellphones, Tablets, Cameras

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SUGGESTED CURRICULUM STRUCTURE

5.2. 7TH GRADE LESSON PLAN EXAMPLE LESSON PLAN: TASK Teacher:

Grade: 7th

Duration: 1 to 4 hours

Task: I maintain healthy coexistence in the classroom. Standards: • I understand personal information provided by my classmates and teacher. • I associate a drawing with a written description. • I write short texts that describe my mood and preferences.

• I use short sentences to decide what I can and cannot do. • I maintain a simple conversation in English with a classmate when developing an activity in class.

Objectives • Identify phrases and expressions related to actions that generate healthy coexistence in the classroom and in the immediate environment in simple oral and written texts. • Exchange information about daily life in the classroom and in the immediate environment using questions and answers.

Language Functions Express moods. Give and request information. Ask for and give apologies. Give suggestions and recommendations.

PERFORMANCE INDICATORS Knowing • Identifies words and expressions related to handling emotions in short descriptive texts written in simple language. • Recognizes expressions related to feelings, emotions, values, qualities, etc.. • Distinguishes expressions used to give suggestions and recommendations.

Doing • Briefly and simply narrates a personal coexistence situation using a sample provided. • Exchange suggestions and recommendations on specific situations in the classroom.

Being • Accepts the suggestions and recommendations of others. • Cooperates in obtaining a pleasant atmosphere in the classroom. • Respects differences.

Transversality Citizen coexistence: I am aware of processes and techniques for conflict mediation. Contents • Feelings and emotions (Anger: angry, happiness: happy, sadness: sad, depressions: depressed, motivation: motivated). • Ethical values (Respect, honesty, humility, responsibility, etc.). • Personal qualities (Quiet, talkative, tolerant, humble, polite, etc.). • Connectors (Because, since, as, as a result of, therefore, for this reason).

• Expressions about emotions (I am really angry). • Expressions to recommend (you should...) • Present and past tense. • “Wh- questions”. • Imperatives to give recommendations or suggestions. • Modals: must, have to, should, could, etc.

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SUGGESTED CURRICULUM STRUCTURE

THE TASK 1. Task Introduction Present the task to carry out: list of actions that contribute to healthy coexistence in the classroom. Provide samples of lists of actions of healthy coexistence in the classroom.

Ask questions to explore the vocabulary and knowledge of the students based on the sample of lists of actions presented.

2. Practice: of receiving skills (listening – Reading), of language (Grammar – vocabulary)

Listening

Activate vocabulary through images or flash cards with coexistence actions. Present a video about coexistence actions. Ask questions to verify the understanding of actions of healthy coexistence presented in the video.

Language

Practice the vocabulary and grammar learned through exercises or games.

3. Pedagogical task: instructions, planning and report

Instrucciones

Divide students into groups of 3. Provide instructions to complete the task: • In groups of 3 exchange information about what actions contribute to creating a better atmosphere in the classroom. • Decide as a group on the emotions handled in interpersonal relationships. • Write in your notebook a list of actions that contribute to healthy coexistence in the classroom.

Planning

Provide the necessary space and time to plan and perform the task. Supervise the students’ work (exchange ideas about situations that do not generate healthy coexistence and their suggestions to improve it. Make a list of actions that contribute to maintaining healthy coexistence in your classroom).

Report

In the next class students will plan the design of a proposal for better coexistence in the classroom.

Task assessment: • Class participation. • Reflection in the notebook about what they learned in this task. Materials Required: Computer, Projector, Markers, Boards, Videos, Cellphones, Tablets, Cameras

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SUGGESTED CURRICULUM STRUCTURE

5.3. 8TH GRADE LESSON PLAN EXAMPLE LESSON PLAN: TASK Teacher:

Grade: 8th

Duración: 5a (of 7)

Task: I am interest in my health Standars: • I understand basic information about subjects related to my daily activities and my environment. • I can extract general and specific information from a short and written text in simple language. • I use adequate vocabulary to give coherence to my writing. Objectives • Prepare oral and written texts on recommendations related to subjects of general interest. • Identify information on subjects of general interest in short descriptive oral and written texts.

• I write short texts expressing the contrast, addition and cause and effect between ideas. • I answer simple questions about familiar subjects with short phrases.

Language Functions • Give suggestions, recommendations. • Give and request information • Express conditions. • Describe diseases, symptoms, parts of the body, treatments. • Describe eating routines.

PERFORMANCE INDICATORS Knowing • Identify symptoms, parts of the body, and treatments in a short and simple written text. • Identify relevant facts, specific details and references. • Recognize the structure of information questions. • Identify description basic structures. • Identify the stages of the writing process.

Doing • Ask previously prepared questions on eating disorders using a defined format. • Prepare a written report with clear and simple language using notes taken and an established sample.

Being • Recognize his role in disease prevention • Recognize negative health practices.

Transversality Natural Sciences: I make nutritional decisions and exercise favoring my health. Contents • Parts of the body. • Symptoms and medication (Flu, headache, etc.). • Diseases/ eating disorders (Bulimia, overweight, obese/ obesity, anorexia). Transitions (Next, in addition to, then). • Expressions to describe symptoms (I have a headache). • Adverbs of frequency and sequence.

• Possessive adjectives: her, his, my, their, your • Wh-questions • Imperatives--Take..., drink...; Don ́t..... • Present perfect tense • Past tense

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SUGGESTED CURRICULUM STRUCTURE

THE TASK 1. Task Introduction Present the task to carry out: Summarize a descriptive text about an eating issue. Provide summary samples.

Ask questions to explore the vocabulary and knowledge of the students using the summary sample presented

2. Practice: of receiving skills (listening – Reading), of language (Grammar – vocabulary)

Reading

Activate vocabulary with images related to diseases (eating disorders). Present a reading about eating disorders (descriptive text). Ask questions to verify reading comprehension.

Language

Practice the vocabulary and grammar learned through exercises and games.

3. Pedagogical task: instructions, planning and report

Instructions

Divide students into groups of 2. Provide instructions to complete the task: • In groups of 2 exchange information on an eating disorder (anorexia, bulimia, obesity, etc.) • Search for information in different sources (definition, origin, symptoms, treatment). • Complete a form summarizing the information obtained. • Present a summary on the eating disorder assigned. • Provide a summary sample. Model the construction process.

Planning

Provide the necessary space and time to plan and perform the task. Supervise the students’ work (exchange information through dialogue on the subject assigned. Review different information sources. Summarize the information found on the eating disorder assigned, write the summary following the sample presented).

Report

An audiovisual text will be prepared in the next class creatively showing the summary made and the suggestions to prevent the eating disorder studied.

Task assessment: Summary rubric

Materials Required: Computer, Projector, Markers, Boards, Videos, Cellphones, Tablets, Cameras

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SUGGESTED CURRICULUM STRUCTURE

5.4. 9TH GRADE LESSON PLAN EXAMPLE LESSON PLAN: PROJECT Teacher:

Grade: 9th

Duration: 1ª de 4

Subject: Scanning for characteristics, symptoms, treatment and ways to prevent diseases in the region.

Standars: • Follow instructions given in class to carry out academic activities. • Represent, graphically, the information found in texts that compare and contrast objects, animals and persons.

Objetives • Identify specific information on practices for disease prevention in short descriptive written texts. • Exchange specific information on disease prevention practices.. • Respect the opinions of others. • Work in small groups.

• Value reading as an important activity for all areas of my life.

Functions • Give and request information on subjects of general interest. • Report information presented by his peers. • Give recommendations on subjects of general interest. • Express opinions about subjects of general interest.

PERFORMANCE INDICATORS Knowing • Identify preventable diseases in the environment. • Recognize vocabulary and expressions related to common preventable diseases. • Choose appropriate information to support points of view.

Doing • Identify information related to preventable diseases in medium length oral and written descriptive texts. • Formulate questions on the most common methods of disease prevention in the environment.

Being • Recognize an active role in disease prevention. • Respect the points of view of others. • Express disagreements in a respectful way.

Transversality: Education for health and prevention Contents • Vocabulary on diseases found in the region: dengue, chikungunya, Influenza (Flu), malaria, viral, infection, symptoms, mosquito bite, fever, muscle pain, nausea, rash, fatigue, virus, parasite, blood, treatment, anemia, etc. • Expressions to quote: According to... (2008)/ ... claims that...

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• Expressions to introduce a topic • Expressions to develop content • Modals: Should, shouldn’t, can, couldn’t • Skills to analyze, interpret and relate.

SUGGESTED CURRICULUM STRUCTURE

Presentation Present the subject and the activity in class: searching for diseases found in the region, their characteristics, symptoms, treatment and ways to prevent them. Activate prior knowledge of the students on the subject of prevention of the most common diseases in their environment. Write down the suggested ideas on the board. Model reading of a text in order to show students how specific information can be searched for in the text. Practice (search for information) The jigsaw strategy will be used for scanning. Dividing the class into 4 small groups each group will be assigned a reading on one of the diseases; each member of the group will need to complete a table with specific information regarding: • Symptoms   • Treatment   • Forms of prevention Then the students are reorganized into different groups such that each student reports to the other three classmates about their reading.

Production Students must complete a table with specific information read in the reading assigned. He will then make a reflection of the importance of reading with purpose. Next class: The students will be asked to select and organize pertinent information to create a prevention plan for the diseases studied.

Activities

Readings: What is dengue and how is it treated? http://www.who.int/features/qa/54/en/ Chikungunya http://www.who.int/mediacentre/factsheets/fs327/en/ What is Malaria? http://www.news-medical.net/health/What-is-Malaria.aspx Zika virus https://en.wikipedia.org/wiki/Zika_virus Influenza (Flu) http://www.cdc.gov/flu/ Identification of specific ideas through the application of the reading strategy (scanning)

Evaluation • Scanning assessment rubric. • Reflection on the importance of reading with purpose. Materials required: Readings, Worksheets (Copies)

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SUGGESTED CURRICULUM STRUCTURE

READING AND ANALYSIS OF A DESCRIPTIVE TEXT Prepared by D. Chamorro, N. Barletta & J. Mizuno (2013) WORK WITH THE STUDENTS

SUGGESTIONS FOR THE TEACHER

Identify: • Who writes? What do you know about the author? • What is the text’s target audience? • What does the title suggest? • Where is the text taken from? Is it an article? What type of magazine? Is it a chapter in a published book or a book with one or several authors? • How do you know?

When performing this exercise, emphasize to the students the importance of asking these types of questions each time you read. Contextualize the student about the text and highlight the importance of the text: why is it being assigned, what is its relation with the subject previously studied or at that moment of the semester, what you want to achieve with it, what is the author’s importance for the subject developed. Make sure that the text has a complete reference.

Ask the students to read the text

Assign a purpose of the reading. Ask why do I want the student to read this text? What do I want to achieve with it?

Explore the introduction (if any): • What is the purpose of the text? • What are the topics and subtopics? • Does the author put the text into context? • Does the author highlight the importance of the subject?

Working on the introduction allows the student to learn to use it as a Guide in his reading of texts and learn from them. If the text does not provide information, it would be very convenient for you to do so.

Body • Identify the subtitles of the text and their order and rebuild the general map of the text. Identify links or markers that help find the subtopics. • Identify the fundamental concepts of the text.

There are paragraphs that join, tie together or organize. These paragraphs or fractions of paragraphs do not have the function of informing on the subject but of organizing the text. It is useful to identify these units because they give us an idea of the general organization of the text, or about how the presentation of some segments is developed. This can be done analyzing the concepts that are repeated, those that are emphasized or those to which the author returns.

This Guide was built founded on: Barletta, N. & Chamorro, D. (2013). The textual units: Text organizers. In N. Barletta & D. Chamorro (Eds.), El texto escolar y el aprendizaje. Enredos y desenredos (pp. 27-43). Barranquilla: Ediciones Uninorte Taken from http://www.uninorte.edu.co/documents/1344952/f1ef5002-7735-43d7ac72-2a20e086696c

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SUGGESTED CURRICULUM STRUCTURE

5.5. 10TH GRADE LESSON PLAN EXAMPLE LESSON PLAN Teacher:

Grade: 10th

Duration: 1ª of 4

Subject: Guided listening activity to recognize words and expressions about certain cultural and social practices Standards: • I use adequate strategies for the purpose and the type of text (activation of prior knowledge, use of body language and gestures, use of images) to understand what I hear. • I identify the values of other cultures and that allows me to build my interpretation of their identity. Objectives • Recognize implicit information in argumentative oral and written texts related to the impact of cultural and social practices on health. • Exchange opinions verbally in spontaneous conversations.

• I use appropriate vocabulary to express my ideas clearly on subjects of the curriculum and of my personal interest.

Functions • Recognize different points of view. • Request clarification on the information presented.

PERFORMANCE INDICATORS Knowing • Recognize words and expressions on certain cultural and social practices in readings and oral texts. • Identify information on the most common cultural and social practices. • Recognize general and specific information in narrative and descriptive oral and written texts related to academic subjects of interest.

Doing • Produces simple texts on cultural and social practices that cause health problems for people. • Verbally justifies in a respectful way his point of view on the most effective campaign using vocabulary, expressions and structures studied.

Being • Respect personal and cultural differences. • Recognize the consequences of certain cultural and social practices on people’s health

Transversality Education for health and prevention. Content • Language Learning • Extreme sports: skateboarding, parachute, jet skis, rock climbing, etc. • Cultural and social practices: piercings and tattoos. • Expressions to clarify: What I hear you say is…/ I'm not sure I got your point/ Could you say that again, please?. • Expressions to give an opinion: I think that…/ It is my opinion that…/ • I really believe that… • Expressions to report listening comprehension: The main focus of this presentation is .../To illustrate this…/ Such as …/For instance ….. / I’d like you to look at this …/ • Let me show you …/ As you can see …

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• Conditionals • Modals • Value of cultural diversity • Learning through interaction • Knowledge of the impact of culture and society on health • Self-critical reflection • Skills to analyze, interpret, and relate information.

SUGGESTED CURRICULUM STRUCTURE

Preparation Activate prior knowledge of students on the impact on health of certain cultural and social practices such as extreme sports, tattoos, piercings, sedentary lifestyle, etc. Write down the ideas suggested on the board.

Practice After sharing the prior knowledge on the subject, the video “Taboo: Extreme Bodies” will be shown, taken from: https://www.youtube. com/watch?v=sDcPianJR0o . The students will listen and complete, with the teacher’s guidance, a table of listening comprehension. The video will be projected several times (three or four); they will first see the entire video and then they will see it in parts to verify comprehension and to clarify new vocabulary and expressions, in addition to determining areas of difficulty, reasons for the same and progress made regarding previous listening exercises

Production Students will share with the rest of the class their notes on listening comprehension. Next class: Students will be asked to share their notes on fragments of the program regarding extreme sports and tattoos (for example: Home and Health Channel, Ink disasters, Natgeo Channel, etc.)

Activities

Video: “Taboo: Extreme Bodies” taken from: https://www.youtube.com/watch?v=sDcPianJR0o Listen and identify vocabulary, phrases and expressions. Oral report of listening comprehension.

Assessment: Rubric to assess listening comprehension and oral report. Materials Required: Worksheets (table of listening comprehension process), Projector, Videos, Internet.

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SUGGESTED CURRICULUM STRUCTURE

5.6. 11TH GRADE LESSON PLAN EXAMPLE LESSON PLAN Teacher:

Grade: 11th

Duration: 2ª of 5

Subject: Peace begins at home Standards • I use strategies that are appropriate for the purpose and type of text (activation of prior knowledge, use of body language and gestures, use of images) to understand what I listen to. • I assume a critical position regarding the author’s points of view. • I value reading as a means to acquire information on different disciplines that expand my knowledge.

Objectives • Identify main points and specific information in different oral and written texts on daily actions of reconciliation for the construction of peace. • Express points of view on daily actions of reconciliation for the construction of peace. • Exchange opinions orally about daily activities of reconciliation for the construction of peace.

• I use appropriate vocabulary to express my ideas clearly on subjects of the curriculum and of my personal interest. • I use functional language to discuss alternatives, make recommendations and negotiate agreements in debates previously prepared.

Language Functions • Express opinions on topics defined. • Justify points of view. • Express agreements and disagreements. • Defend a proposal with valid arguments.

PERFORMANCE INDICATORS Know • Identifies relevant information in a subject of general interest. • Distinguishes expressions related to social values.

Doing • Inquires about the most common situations that generate conflicts between family members • Participates in a prepared discussion about conflicts between family members. • Proposes actions that contribute to reconciliation within the family unit.

Being • Respects differences. • Shows an interest for the common good. • Values points of view of others.

Transversality: Ethics and values. Citizen coexistence. Content • Social values: Peace, cooperation, love, honesty, equality, integration, unity, forgiveness, reconciliation, etc. • Expressions to defend points of view and opinions: in my opinion…/ I have the feeling that…/ I would say that…/ in my family… • Expressions to summarize sources: According to…/ also../ Experts suggest…/ I suggest… • Learning through interaction • Ability to listen and observe • Respect for others

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SUGGESTED CURRICULUM STRUCTURE

Presentation In the previous class students were asked to inquire about the most common situations that generate conflicts inside families and the alternatives to solve them. Furthermore, the language used to express these situations and vocabulary was modeled to propose solution alternatives. In today’s class we will carry out an oral activity in groups in order to discuss the most common situations that generate conflicts inside families and offer solution alternatives. Practice The oral jigsaw strategy will be used in class. The class is divided into two large groups A and B. The students in group A present the situations that generate conflict inside families and rotate around each of the students in group B, who will offer solution alternatives to the problem. Production During the activity, the teacher will supervise and support the use of English by the students. Next class Students will be asked to request information on the situations that generate conflicts in the institution; then strategies will be modeled to hold a debate and the type of language, how to ask and let someone else have your turn. All this in order to hold a debate around the subject.

Activities

• Exchange of opinions • Proposal of situations that generate conflicts inside families. • Offer of solution alternatives.

Assessment • Teamwork assessment rubric. Materials required: Notes of students, Board, Marker.

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SUGGESTED CURRICULUM STRUCTURE

5.7. 6TH GRADE RUBRIC EXAMPLE RUBRIC: SURVEY RUBRIC: SURVEY Criteria Valuation

Low performance (1.0 – 2.9)

Basic performance (3.0 – 3.9)

High performance (4.0 – 4.5)

Superior performance (4.6 – 5.0)

Pronunciation and intonation

Pronounces with little clarity and has difficulty in modulating words.

Is able to pronounce and model words.

Is capable of pronouncing and modulating words well.

Is capable of pronouncing and modulating words correctly.

Chooses questions that were not appropriate for the subject of the survey and drafted them without considering the grammar rules studied up to date.

Chooses few questions related to the subject of the survey and drafted them but had problems in applying the grammar rules studied up to date.

Chooses questions related to the subject of the survey and drafted them applying the grammar rules studied up to date.

Chooses appropriate questions for the subject of the survey and drafted them correctly, applying the grammar rules studied up to date.

Barely uses vocabulary related to the subject seen in class.

Uses part of the vocabulary related to the subject seen in class.

Uses vocabulary related to the subject seen in class.

Uses excellent vocabulary related to the subject seen in class.

Does not use ICT to record his interview.

Uses ICT to record his interview, but had certain difficulties.

Uses ICT to record his interview.

Uses ICT appropriately to record his interview

The group’s disorganized work is evident.

There is organized work by the group although with some flaws.

There is organized work by the group.

The group’s organized work is broadly evident.

Questions

Vocabulary

Use of ICT

Group organization

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SUGGESTED CURRICULUM STRUCTURE

5.8. 8TH GRADE RUBRIC EXAMPLE RUBRIC: SUMMARY RUBRIC: SUMMARY Criteria Valuation

Content

Structure

Vocabulary

Use of formal language

Low performance (1.0 – 2.9)

Basic performance (3.0 – 3.9)

High performance (4.0 – 4.5)

Superior performance (4.6 – 5.0)

No reference to the reference text, or to its author, theme or main idea. Basically contains details and examples that are not very relevant to the reference text.

At least one of the reference elements of the reference text is missing (title, author, and/or main idea).

The summary clearly introduces the reference text, the author, the theme and the main idea of the same.

The summary introduces the reference text, author, theme and main idea, followed by a descriptive part presenting concept, characteristics, causes/ consequences or effects, suggestions/ treatment.

A few or no main ideas are observed. The summary is too long (three or more paragraphs). Does not meet the length parameter established

Presents some main ideas. Includes details and/or examples. The summary is too long (more than two or three paragraphs), does not fully meet the length parameter established.

Presents the main ideas of the reference text. Includes some details and/or examples. Meets the length parameter established: No more than two paragraphs, depending on the length of the reference text.

Presents only relevant main ideas of the reference text. Does not include details or examples. Meets the length parameter established: No more than two paragraphs, depending on the length of the reference text.

Does not use vocabulary related to the subject studied.

Uses appropriate vocabulary but not very related to the subject studied.

Uses appropriate vocabulary related to the subject studied.

Uses appropriate vocabulary widely related to the subject studied.

Does not show cohesion and coherence in his summary, or appropriate use of the grammar rules studied. Does not use connectors.

Shows little cohesion and coherence in his summary, showing a lack of knowledge of the grammar rules studied. Uses few or no connectors.

Shows cohesion and coherence in his summary, using connectors and the grammar rules studied.

Shows cohesion and coherence in his summary, appropriately using connectors and the grammar rules studied.

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SUGGESTED CURRICULUM STRUCTURE

5.9. 9TH GRADE RUBRIC EXAMPLE RUBRIC: READING REPORT RUBRIC: READING REPORT Low performance (1.0 – 2.9)

Basic performance (3.0 – 3.9)

High performance (4.0 – 4.5)

Superior performance (4.6 – 5.0)

Amount of information

It is difficult to discuss the aspects of the assigned topic

Discusses one or two aspects of the assigned topic

Discusses almost all aspects of the assigned topic

Discusses all aspects of the assigned topic

Topic description

Does not make a description of the reading topics.

Makes a description of some of the reading topics.

Makes a description of the main reading topics.

Makes a clear description of the main reading topics.

Does not organize ideas in a generalspecific pattern. Secondary ideas do not contribute to better understand the main idea.

Organizes one of the general ideas. Secondary ideas do not contribute to better understand the main idea.

Organizes the main ideas. Secondary ideas contribute to better understand the main idea.

Organizes ideas in a generalspecific pattern. Secondary ideas contribute to better understand the main idea.

Does not socialize with his workshop classmates.

Shows socialization with his workshop classmates.

Shows socialization with one of his workshop classmates.

Shows socialization with two of his workshop classmates.

Clear and logically structured presentation

Socialization of ideas

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SUGGESTED CURRICULUM STRUCTURE

5.10. 10TH GRADE RUBRIC EXAMPLE LISTENING ASSESSMENT RUBRIC LISTENING ASSESSMENT RUBRIC Criteria

Low performance (1.0 – 2.9)

Basic performance básico (3.0 – 3.9)

High performance (4.0 – 4.5)

Superior performance (4.6 – 5.0)

Needs constant help to understand what he is listening to.

Shows few complications to understand what he is listening to.

Shows relative comprehension when listening to the audio.

Shows absolute comprehension when listening to the audio.

Does not identify the important facts.

Identifies some important facts.

Identifies most of the relevant facts.

Clearly identifies all relevant facts.

Summary preparation

Cannot describe what the audio content is about.

Has trouble describing what the audio content is about.

Describes what the audio content is about.

Clearly describes what the audio content is about.

Interaction

Cannot transmit any idea of the audio content

Transmits some of the important ideas of the audio content.

Can transmit most of the most important ideas of the audio content.

Can transmit, easily, all of the most important ideas of the audio content.

Audio content

Identification of the most important facts

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SUGGESTED CURRICULUM STRUCTURE

5.11. 11TH GRADE RUBRIC EXAMPLE ORAL ACTIVITY RUBRICS ORAL ACTIVITY RUBRICS Low performance (1.0 – 2.9)

Basic performance (3.0 – 3.9)

High performance (4.0 – 4.5)

Superior performance (4.6 – 5.0)

Knowledge and preparation of the topic

Has difficulty communicating his knowledge about a subject evidencing a lack of comprehension and preparation of the topic

Communicates, with certain difficulty his knowledge evidencing little comprehension and preparation of the topic.

Communicates his knowledge evidencing comprehension and preparation of the topic

Communicates easily his knowledge evidencing comprehension and preparation of the topic

Defense of points of view

Lacks arguments to support his ideas, therefore does not propose solution alternatives to the problem posed.

Supports his ideas, proposing solution alternatives to the problem posed, although somewhat confusing.

Supports his ideas, proposing solution alternatives to the problem posed.

Supports his ideas, proposing adequate solution alternatives to the problem posed.

Does not use vocabulary or grammar rules related to the subject; has problems to express himself clearly and does not pronounce the words correctly.

Uses vocabulary and some grammar rules related to the subject; expresses himself clearly.

Uses vocabulary and grammar rules related to the subject; expresses himself clearly and pronounces the words correctly.

Uses vocabulary and grammar rules broadly related to the subject; expresses himself clearly and pronounces the words correctly.

Use of English

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SUGGESTED CURRICULUM STRUCTURE

6

LIST OF SUGGESTED RESOURCES This part of the document provides a list of resources, representing an inventory or directory that may be accessed as support or bibliographical aid. This list is expressed in categories according to the specific subject or the type of source reviewed. Thus, we propose the following classification: Resources for reading, writing, listening and speaking; resources for grammar and vocabulary; resources for language teaching methodology; resources for curriculum design and lesson planning; games and virtual resources in general. The previous classification is observed in the following figure:

Reading Virtual

Writing

Games

Listening

LIST OF RESOURCES Curricular design

Speaking

Methodology

Grammar Vocabulary

The list of resources is provided below, considering the four language skills. Each category has materials and sources that will help the teacher effectively develop the specific linguistics skill.

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SUGGESTED CURRICULUM STRUCTURE

6.1 READING RESOURCES AUTHORS Barnes, A., Hines, J., & Weldon, J. (1999)

TITLES

DESCRIPTION

Have fun with vocabulary: Quizzes for English class

Covers 15 useful daily topics, such as food and beverages, shopping, transportation, communication, employment and health.

Extensive reading in the second language classroom.

The authors propose a theoretical foundation for the reading ability as well as a series of activities focused on the cognitive and affective nature of the same

Hadfield, J., & Hadfiled, C. (2000)

Simple reading activities

This book contains 30 activities in the primary level. All activities are simple and adaptable and especially adequate for the classroom that has few resources.

Hartman, P., & Blass, L. (1998).

Quest: Reading and writing in the academic world

This book combines high interest materials extracted from newspapers and magazines with traditional academic basic materials, such as textbooks. It prepares the students for the rigor of college or academic courses.

Readings in teacher development

The book is a part of a series addressed to ELT teachers, trainers and responsible academics with the purpose of promoting the development of professional topics, in order to enhance comprehension and increase self-awareness in the reading process.

Rob Waring, Maurice Jamall. (2006)

Foundations reading library collection

This work focuses on the foundation of extensive reading and vocabulary acquisition

Serravallo, J. (2015).

The reading strategies book: Your everything guide to developing skilled readers

The book gathers 300 strategies to share with readers. Each strategy focuses on different reading levels.

Wallace, C. (2006).

Critical reading in language education

Addressed to researchers in applied linguistics and teachers working in multilingual classrooms. This book offers a specific contribution to how students of foreign languages can be helped to acquire effective English literacy.

Web, S., Hughes, J. (2003).

The resourceful reader: Readings to accompany the writer’s Harbrace handbook

Day, R., & Bamford, J. (1988)

Head, K., & Taylor P. (1997).

Shows a practical combination of reading and writing skills. Its authors are wellknown writers in the fields of literature, rhetoric and film.

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SUGGESTED CURRICULUM STRUCTURE

6.2. WRITING RESOURCE AUTHORS

TITLES

DESCRIPTION

Hogue, A. (2008)

First steps in academic writing

This book offers special tools to master basic academic writing. It integrates instructions on paragraph organization, sentence structure, grammar, mechanics and the writing process.

Hyland, K. (2003)

Second language writing

Focuses on teaching the writing process. Becomes a guide for the teacher to teach the students based on the theory of genders, proposing the need to not only know strategies but also the type of text.

Genre and second language writing

Each chapter includes discussion and review of questions and practical investigation activities. This book is of interest for ESL teachers, teacher trainers and researchers and academics in the area of writing in English as a second language.

Second language writing: Research insights for the classroom

Includes chapters on focusing on teaching writing, needs analysis, programs design, lesson planning, etc.

Olsher, D. (1985).

Words in motion: An interactive approach to writing

It is a practical text in which the students learn to enjoy writing as a creation process. Based on the exchange and review of ideas in pairs and in groups. Students have the chance of experimenting with many different types of writing including letters, opinions and stories.

Raimes, A. (1983)

Techniques in teaching writing

This book describes practical procedures for teachers, including ways to stimulate students to write through images, readings and effective discussions

Writing

An introduction to the traditional and more recent focuses of teaching this skill, shows the use of current didactic materials and focuses on the different types of writing: creative, public or personal, business or academic-can be set in the type of language

Hyland, K. (2004)

Kroll, B. (1997)

Tribble, C. (1997)

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6.3. LISTENING RESOURCES AUTHORS

TITLES

DESCRIPTION

AdelsonGoldstein, J. & Creighton, A. (1991)

Listen first: Focused listening tasks for beginners

Ideal for students with few or no knowledge of English. Students learn to concentrate on specific information and to dismiss irrelevant material.

Adesomon Dopemu, E., & Onyi Yusuf, H. (2011)

Teaching listening comprehension in secondary schools

This book contains a report of a study conducted in the teaching of oral comprehension in high school students, using audiovisual material such as cards, audio tapes, CDs, etc.

Anderson, A. & Lynch, T. (1988)

Listening language teaching: A scheme for teacher education

The authors provide a very critical perspective on listening, including material from their own recent work in the design of oral comprehension tasks.

James, K. Jordan, R.R., & Matthews, A. (1979)

Listening comprehension and note-taking course

A course designed for the English nonnative speaker to develop proficiency in oral comprehension and note-taking skills.

Lynch, T. (2004)

Study Listening: A course in listening to lectures and note-taking

Course for intermediate and advanced level students focusing on listening to lectures and note-taking. There are interventions from speakers from different countries to help develop the hearing ability.

Mendolsohn, D. & Rubin, J: (1995)

A guide for the teaching of second language learning

Written by some of the most important academics in the United States, Canada and the United Kingdom, this program assesses listening as an essential element in the communication process.

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6.4 SPEAKING RESOURCES AUTHORS

TITLES

DESCRIPTION

Quest: Listening and speaking

This edition prepares students for academic success. The program offers a framework for students to explore topics of general interest and academic content.

Speaking

The author suggests practical ways for teachers to obtain better comprehension and develop oral activities.

Craven, M. (2008)

Real: Listening and speaking with answers

It is a series of books for adults and young students who may develop skills needed to use English with confidence anywhereat home, at work, traveling, at school or simply in social situations.

Dobson, J. (1997)

Effective techniques for English conversation groups.

This manual, exclusively dedicated to conversation techniques, is addressed to teachers of English as a foreign language who want students to speak spontaneously.

Hanreddy, J. & Whalley, E. (1997)

Mosaic 1: Listening/speaking

It is a book that integrates the four skills through articulation of language communicative competences.

Conversation

This book uses the characteristics of conversation of a native speaker as foundation for teaching. An excellent source of material that may be exploited quickly and easily in the classroom.

The equivalence of direct and semi-direct speaking tests

Research book that explores a series of qualitative and quantitative data and studies the process of tests and exams to assess the oral production skill.

Discussion A-Z Advanced: A resource book of speaking activities

This book is designed to encourage an interesting and natural discussion among advanced level students. It is comprised by 26 theme units, each with a great variety of stimulating and fun activities.

Blass, L. (2006) Bygate, M. (1987)

Nolasco, R., Arthur, L. (1987)

O’Loughlin, K. J. (2001)

Wallwork, A. (1997)

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6.5. GRAMMAR RESOURCES AUTHORS Carter, R., & Hughes, R. (2000).

TITLES

DESCRIPTION

Exploring Grammar In Context: Upper-Intermediate And Advanced

Grammar exploration in context. Offers useful practical support and reference material and a wide range of exercises and glossary with grammar terms

Gower, R. (2002)

Grammar In Practice 2

40 units of quick exercises with regular tests sections for beginners and intermediate level students. The books are small and easy to carry so students can choose when and where to study. The book is appropriate for Level 2 / Primary students.

Murphy, R. (2014)

English Grammar in Use

With a new design and a series of exercises and activities, this book is practical. Grammar is studied through the integration of the four linguistic skills in a contextualized fashion.

The Grammar Activity Book

A book of grammar resources and games for children with activities that may be photocopied, designed to give life to English class.

Perspectives On Pedagogical Grammar

This volume includes articles on the theory and research in grammar. The first section discusses grammar analysis, covering Chomsky’s universal grammar and other alternative models. It describes effective methods for teaching grammar in different areas of the language curriculum.

Rinvolucri, M. (1995)

More Grammar Games: Cognitive, Affective And Movement Activities For Efl Students

This reference book for teachers contains an exciting collection of activities to practice grammar content.

Schoenberg, I. (2006)

Focus On Grammar: An Integrated Skills Approach

Centered on theme-based teaching, this book presents grammar from a communicative point of view. Each unit moves forward through four steps: Grammar in Context, Presentation of Grammar, Focus on Grammar and Communication Practice

How To Teach Grammar

Presents different grammar teaching methods of how and how not to teach it. Explores different techniques for teaching grammar that include inductive and deductive approaches.

Obee, B. (1999)

Odlin, T. (1194)

Thornbury, S. (1999)

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6.6 VOCABULARY RESOURCES AUTHORS

TITLES

DESCRIPTION

Word For Word: Make The Right Choice, Get The Right Meaning

Compares and defines 3000 of the most common words in English. Word for Word it explains the differences between them, presenting them in pairs or in groups for easy reference. Presents complete definitions with guidelines on their general use, cultural valuation, pronunciation and spelling

Techniques In Teaching Vocabulary

This book provides a solid base for teaching vocabulary and answers questions such as why some words are easier to learn than others.

Goldsmith, P., & Perez, A. (1996)

Diccionario Oxford Pocket Para Estudiantes de Inglés: Español-Inglés, InglésEspañol

With more than 52,000 terms, expressions and examples, this excellent learning tool provides great scope of coverage and provides general guidance on the essential vocabulary and problems of use.

Hornby, A., & Wehmeier, S.

Oxford Advanced Learner’s Dictionary of Current English

The world’s top selling English dictionary for advanced beginners; recommended for students having their first contact with English and for teachers in these levels.

Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction

Offers strategies to help build general knowledge of the fundamental vocabulary through the introduction of terms in semantic groups. This innovative focus is designed to maximize the students’ comprehension of new words through the creation of a framework of meaning through context.

Vocabulary

Offers updated and useful content in the learning of the foreign language, or in natural contexts.

Morhan, J., & Rinvolucri, M. (2004)

Vocabulary

This book offers updated communicative activities to teach new words to language students, including mother tongue placements and expressions.

Nixon, C., & Tomlinson, M. (2003)

Primary Vocabulary Box: Word Games and Activities for Younger Learners

With 70 activities and games to adapt to a variety of teaching situations, this book makes learning vocabulary a pleasant experience for students. Easy to use and with activities that include word searches, puzzles, games and task-based activities.

Thornbury, S. (2002)

How To Teach Vocabulary

An introduction to vocabulary teaching. You will find more details on the characteristics of words, how they are learned and memorized, and the best ways to teach them.

Clark, S., & Pointon, G. (2007)

French Allen, V. (1983)

Marzano, R. (2009)

McCarthy, M. (2002)

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6.7. METHODOLOGY RESOURCES (GENERAL) These resources represent support providing teachers with guidelines for foreign language teaching and learning processes to be developed more effectively. Methodology resources are divided into three groups: List of methodology resources for English teaching in general; list of resources to support project-based teaching and list of resources to support problem-based teaching, the great pillars that support this curriculum’s methodology.

AUTHORS Richards, J., & Rodgers, T. (2001)

Hadfield, J. (1992)

Gabler, I.C., & Schroeder, M. (2002)

Dignen, B., Flinders, S., & Sweeney, S. (2004)

TITLES

DESCRIPTION

Approaches And Methods In Language Teaching

Examines the main approaches and methods of language teaching such as the translation for grammar, audio-lingual, communicative approach and the natural approach. The text examines each approach and method in terms of its theory of language, objectives, study plans, teacher activities, roles of the teacher and the students, materials and classroom techniques.

Classroom Dynamics

Explores problems teachers have in their groups and suggests several strategies to approach them more effectively. Examines the characteristics of a successful group. Provides more than one hundred activities intended to encourage an atmosphere of cohesion and solidarity. Provides adequate activities for all levels of general or specialized English courses.

Constructivist Methods For The Secondary Classroom: Engaged Minds

This book is an innovative text of teacher training with constructivist components which main focus is the student. Provides teaching strategies with specific examples from the most basic to the most advanced levels.

For Work and Life English 365

Course with three levels of general and business English. It is intended for and about professionals of a wide range of work environments in public and private sectors. The student’s book includes actual interviews of works from different sectors. Provides a learning environment, with emphasis on the practice of the language in work and social communicative contexts.

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AUTHORS

TITLES

DESCRIPTION

Lewis, G., & Bedson, G. (1999)

Games For Children

This book shows how to use games in the classroom to reinforce language learning.

Pennycook, A. (2006)

Global Englishes and Trancultural Flows

This broad scope study focuses on how English is embedded in other linguistic contexts, including in Asia, Australia, West Africa and the Pacific Islands. It analyzes how the language has touched world contexts, leading us to rethink pedagogy and language.

Gill, S., & Cankova, M. (2002)

Intercultural Activities

Short, easy to use books based on the communicative methodology. Offer ideas for teachers and guidance about how to handle everyday situations in the classroom.

Guy Cook, (2000)

Language Play, Language Learning

This book has two related purposes: prove the scope and importance of language in human life and extract the implications of linguistics applied to teaching languages. Language cannot be considered a trivial system but central in the development of thought, learning, creativity and research.

Richards, J., & Renandya, W. (2002)

Methodology In Lenguage Teaching: An Anthology of Current Practice

This collection offers a general view of the current approaches, problems and practices in teaching English to speakers of other languages. The book contains 41 articles of well-known trainers and teacher researchers. This anthology serves as an important resource for teachers who wish to design a basic methodology course.

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6.8. METHODOLOGY RESOURCES (PROJECT) AUTHORS

TITLES

DESCRIPTION

Larmer, J., Mergendoller, J., & Boss, S. (2015)

Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction

Provides scope tests of project-based learning (PBL), including: increase of student motivation and preparation for college, careers, and daily life; better results in external tests; new ways for teachers to interact with the students.

Implementing Project-Based Learning

(PBL) has the potential of fully involving students in the digital age, by changing the teacher-student dynamic and making the student an agent of his own learning. This book presents easy use strategies to help students develop the essential skills of the 21st century, strengthening their problem-solving capacity, and preparing them for college and future careers.

Krauss, J., & Boss, S. (2013)

Thinking Through ProjectBased Learning: Guiding Deeper Inquiry

This book shows how to implement academic projects in the classroom. Teachers will find numerous examples of projects for all levels K-12, strategies to integrate project-based learning into the main areas of knowledge, as well as the use of current technology and social networks to develop the same.

Markham, T., Larmer, J, & Ravitz, J. (2003)

Project Bases Learning handbook: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers

This book focused on the students and not only on lessons and on tests, is a manual that describes systematically the construction of projectbased lesson plans. By foreseeing common problems and providing strategies to face them, the book is intended for the active student that develops 21st century skills.

Project Based Learning: Differentiating Instruction for the 21st Century

Presents clear explanations, suggestions and examples of daily life in which the students may solve problems and develop all their skills, especially critical thought.

Project Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach

Presents an original focus of interaction between Science, Technology and Mathematics (STEM) focused on PBL. Designed for middle school teachers who want to improve participation and provide contextualized learning to their students.

Boss, S. (2015)

Bender, W. (2012)

Capraro, R., Capraro, M.M., Morgan, J.

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6.9 METHODOLOGY RESOURCES (PROBLEM) AUTHORS

TITLES

DESCRIPTION

Problem-Based Learning: An Inquiry Approach

Offers multiple examples of simple and practical ways to incorporate problembased learning. Stimulates the student’s creativity, and encourages research to solve problems through self-guided learning.

Lambros, M. (2004)

Problem-Based Learning in Middle and High School Classrooms: A Teacher's Guide to Implementation

Presents useful tips for teachers new to PBL. It is not necessary to know a lot about the subject since it is written in a simple and clear way. Centered on the student’s interests and on the capacities they have to develop critical thought.

Ronis, D.L. (2007)

Problem-Based Learning for Math & Science: Integrating Inquiry and the Internet

Illustrates how to strengthen problemsolving skills in students through the incorporation of problem-based learning, through Internet resources, technology and math. Intends to generate self-motivated and independent students for problemsolving.

Torp, L. (2002)

Problems as Possibilities: Problem-Based Learning for K-16 Education

Offers PBL learning opportunities from a variety of perspectives. Shows how to use assessment not only to verify the students’ learning but also as an instrument of improvement. Each chapter contains new examples of problems from the primary level to college level.

Barell, J. (2006)

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6.10. RESOURCES FOR CURRICULUM DESIGN AUTHORS

TITLES

DESCRIPTION

Dubin, F., & Olshta, E. (1986)

Course Design: Developing Programs and Materials for Language Learning

Examples of different types of materials and the creation process of the same are discussed. Ends with a study of practical aspects involved in the organization and implementation of projects. Intended for teachers (and teachers in training) that may be involved in the planning and design of course materials.

Cant, A., & Superfine, W. (1997)

Developingo Resources for Primary

A very practical series of methodological guides, written by teachers for teachers. Contains practical and real suggestions for the classroom, activity worksheets that may be photocopied, development tasks for the teacher and brief explanations.

Syllabus Design

Shows in a practical way the principles involved and the design of an effective program. Examines important concepts such as needs analysis, objectives establishment, and contents specification and works as an excellent introduction for teachers that want to obtain better comprehension of the lesson plan design in order to assess, modify and adapt the lesson plans they work with.

The Second Language Curriculum

The stages developed by the book are: curriculum planning, specifications of goals and means, program design and application in the classroom. Assessment is also fundamentally important in each stage

Nunan, D. (1988)

Johnson, R. (1989)

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6.11. GAMES TITLES

DESCRIPTION

Bingo

Bingo or Lottery is a game of chance that consists in getting right the numbers on a purchased ticket with those taken from a raffle box or device that ensures they are chosen at random. This game allows the participation of multiple players in the same game. It is used to practice and strengthen vocabulary since the numbers may be replaced by images of concepts studied in class.

Charades for Dummies

Word guessing game in which the students will try to use clues given by others through mime, dancing, singing, yelling or acting.

Hangman

Vocabulary game in which the students will have to guess a secret word belonging to any category assigned by the teacher. Guessing is done by trying to complete the mystery word guessing one letter each turn. If the letter is not part of the word, the teacher will draw part of the hangman. The student will need to guess before the teacher draws the complete man hanging from the noose.

Scrabble

Players choose 7 at random from a set of 12 dice (having the same values as regular Scrabble, as well as a blank space), throwing the dice and placing a word on the special 9x9 board within 60 seconds. The first player to score 200 points or more wins.

Taboo

The game consists in a member of a team having his partner guess a word before he runs out of time. To do this, the team member will give clues. However, it is forbidden to say the socalled taboo words. Taboo words are words related to the word that the classmate must guess.

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TITLES

DESCRIPTION

Sentence game for Juniors

This is a game where children put phrases on the board and try to get the most points at the end of the game. There are two sides on the board. One side has printed phrases and the other side of the board is blank and the players make up their own sentences. They would receive one point for each word in the sentence.

Hedbanz

The what am I? quick questions game. This fun board game consists in guessing the image each player has on their forehead. The other players know what it is, he guesses who is on the card, asking key questions. The first player who guesses, wins. -The solution is on your forehead!

Quiddler

Playing Quiddler is so much fun that you will not notice you are learning! Quiddler sharpens spelling skills, increases vocabulary, and critical thinking skills. The dictionary becomes your friend in this game! You will use it when challenging a word of another player and more importantly, when it is not your turn, you will use it to look up words.

Scattergories

Consists in writing words that start with a chosen letter that belongs to a category in a short time. A category is chosen at random, the letter is revealed and the clock starts. All players begin to quickly write down words that start with the letter of the selected category and stop when the time runs out, usually no more than two minutes to make the game more interesting. Then the answers are read aloud. The words written by more than one player are removed and those written only once receive points (those that only one player wrote down).

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6.12 VIRTUAL RESOURCES http://www.eslkidslab.com/ index.html

http://www.eslkidslab.com/ phonics/index.html

http://www.eslkidslab.com/ teaching/index.html

Presents videos of great help to prepare lessons. Flashcards to practice in class. Worksheets to practice in class or as homework. Page on phonetics: Sounds and word building. They can be printed and can also be used for writing with the youngest children.

Methodology tips, class management and learning styles, among others. Articles written by teachers for teachers.

ACTIVITIES FOR STUDENTS

http://learnenglishkids. britishcouncil.org

Word searches Balloon Burst They will also find specific learning activities such as songs Children discussions that include videos with comprehension activities Tongue twisters Writing, reading and vocabulary through entertaining videos Children create their own stories with the help of drawings Children can learn crafts through videos or printing the craft and cutting it out Children can also learn learning strategies listening to other children. Includes activities

ACTIVITIES FOR TEACHERS http://learnenglishkids. britishcouncil.org

http://learnenglishkids. britishcouncil.org

http://www.colombiaaprende. edu.co/html/productos/1685/ propertyvalue-39245.html

Contains material that may be printed for extra help in class or as practice material at home

Practice listening through games

This page of the Ministry of Education– Colombia Aprende inglés para todos contains a series of specialty resources for the different levels of learning and the type of user

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RESOURCES FOR TEACHERS http://learnenglish.

britishcouncil.org/en http://www.bbc.co.uk/ skillswise/

http://www.

internet4classrooms.com/ introducing_i4c.htm

http://www.esl-lab.com/ http://www.elllo.org/

http://larryferlazzo.com/ english.html

http://www.isabelperez.com/ http://www.

developingteachers.com/

http://www.teachingenglish. org.uk/

http://busyteacher.org/

British Council web page, completely free, containing practice activities for adults with grammar exercises, listening, games, stories and general culture. This BBC page is designed to practice the different English language skills. Excellent for teachers because it includes varied vocabulary and general grammar review.

Completely free website designed to offer help to find free, high quality internet resources to use in the classroom or develop projects or simply to practice This page is for listening activities. There are exercises for all levels and includes comprehension exercises. This page focuses on the listening skill. It has conversations of different language levels with vocabulary and comprehension exercises. There are also activities with songs. This page contains links to a great variety of pages where children can practice their English. Most have sound and include games, vocabulary, phonetics and reading, among others. There is also an area for teachers with many links to places that may be useful for teachers when designing their lessons and for practice in general. This page contains a variety of activities to practice the language and aids for the teacher through workshops, webquest, projects and use of new technologies. This page is designed to help teachers design activities, gives them daily ideas for the classroom and offers articles about education. Teachers may subscribe to the “newsletter” to receive monthly information. This British Council page is designed for English teachers. Includes tips for different skills, activities, lesson plans and other resources. It is also excellent to stay informed about the latest in education, such as articles and speaker lectures. Teachers may become members and make part of the virtual community. They may also subscribe to the “newsletter.”

This page is designed for teachers since it offers worksheets that can be photocopied on different skills and topics. To have access the teacher must become a member, which is free. It also includes ideas for teachers and articles for continuous professional development. The activities are not designed for children but it is an excellent page to find ideas.

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