COLEGIO BOSANOVA IED_x000D_CONSEJO ACADÉMICO INSTITUCIONAL_x000D_INFORME DE CONSOLIDACIÓN CURRICULAR DE PLANES DE ESTUDIO 2015 -2016_x000D_METAS Y DESEMPEÑOS POR PERIODOS

Axis Subject Grade Goal achievement - first term Achievements first term Goal achievement - second term Achievements second term Goal achievement - third term Achievements third term Goal achievement - fourth term Achievements fouth term Responsibles responsable subir logros

Students will be able to recognize primary colors and basic 1. Identify and name primary colors (blu, red, and yellow). Students wil be able to recognize and name farm animals relate Students will be able to establish a relationship between ´parts of
Students will be able to identify and name the basic greetings and 1. To greet people in English (Good morning, Good afternoon) 2. Recognize and name the basic shapes. (circle, square and triangle) 1. To identify and name some wild animals. 1. Identify an name the food expressing likes and dislikes.
Bilingualism English Kinder shapes. with their characteristics and context. identifying how to care the day identify and name some daily and night activities (wake According their likes and dislikes. 2. Count classroom objects from 1 to 10. CATHERINE
recognize their familiy members (father and mother) 2. To recognize and name family members (father and mother). 2. Clasify objects according to colors and shapes based on giving numbers from zero to ten. 2. To recognize the importance and characteristics of some wild animals.
their enviroment. up and sleep)
Students will be able to identify and name some parts of their bedroom, kitchen, and living room, ) identify amount of house 1. Identify, name and locate house rooms. Students wil be able to recognize and name wild animals. Identify 1. To identify and name some wild animals. Students will be able to express morning and nigth activities (take 1. Identify an name the food expressing likes and dislikes.
Bilingualism English Transititon body (head,shoulders,knees and toes). as well as recognizing 2.1. ToTo identify,
identify and name family members.(daddy, mommy, sister and brother)
point and name the main parts of their body (head,arm,hand,leg,foot) 3. To recognize, point and name the face's parts (eyes, ears, nose and mouth) objects by counting them from zero to ten as well as recognizing 2. Classify objects and colors by following oral instructions based on giving numbers from zero to ten. LUCIA- CATHERINE
3. Count quantities of objects from one to ten. how to care their enviroment. 2. To recognize the importance and characteristics of some wild animals. a shower, have breakfast, go to school and do the homework) With different vocabulary fruits and vegetables
and naming family members (daddy,mommy,sister and brother). colors(orange,green,purple) and expressing emotions

1. To describe the colors and shapes of objects.

Students will be able to introduce her/ himself, use greetings 1. Identify daily routines in the school. 1. To express likes and dislikes about toys and food through simple action verbs.
1. To introduce her/ himself.
Students will be able to identify and use words to describe Students will be able to talk and describe their favourite pet and 2. To recognize the farm animals and pets.
(formal and informal), identify, name and use vocabulary about 2. To use greetings and commands. 2. To use adjectives such as long, short, big, small. Students will talk about preferences related to toys,food in simple
Bilingualism English First 3. To identify names and uses vocabulary about school supplies and recognize actions to take care the school. themselves and others. They talk about actions in the house and 3. To identify the members of the family and parts of the house. some farm animals. 3. To identify, name and use the numbers(11-20) 2. To know the importance of helping with the order of their toys at home.
MARIA EUGENIA RINCON PILAR
school supplies and how they can take care the school. Identify 4. To identify the numers from 11 to 20 words.
5. recognize the initial sound from A to F personal care. 4. To identify the parts of the face and some activities for body care and hygiene. Identify and express basic rules of respect at school. 4. To discriminate vocabulary with the initial sounds from M to L 3.To recognize vocabulary with the initial sounds from S to Z
and name the English alphabet.
5. To express and practice basic rules of respect in the school.

parts of the body.(hands,arms,legs,ankles and feet) they will (kitchen,living room,dining room, bedroom and bathroom)} and Students will be able to identify and name clothes related to 1. To identify and name wild animals and their habitat.
2. To identify the actions words in the house. 2. To use prepositions of place to locate objects the months of the year, some celebrations of different cultures 2. To identify and name ordinal numbers
Bilingualism English Second identify and name the family members their objects by actions
locatinghowthem, to use
takenumbers countingby tens from 1. To identify, name, and locate city places and the way to take care of them. weather, they also will recognize and name wild animals, the
care of them. 1.To Identify and 2. To express
express how theabilities
weather like and anddisabilities.
express the time of the day. SONIA RODRIGUEZ SONIA
physically(thin,chubby,tall,short,ugly,pretty,young,old,strong,weak 3. the parts ofdescribing
body and wordsthe actions words byandusing sports vocabulary. 3. To use numbers by tens (10-100) to express prices. weather placeslike andwhererecognize different cultures. and use ordinal numbersaboutas well as identify
in order,name
to knowand 3. activities
expressig 1. To reinforce and use free time To express preferences about food.
actionsStudents
they do. express 2. To identify and3.name their preferences them some
1.To identify and use to describe people physically to identify differences among them.
Bilingualism English Third (cousins,aunt,uncle,granpa,granma)
introducing herthe
or diferences.
his best friend by and what they
respecting do at
others home
turn and 2.1. 10Identify
to 100,and
to express
use the prices
numbers as well
fromthey
10 toidentify
1000 bysome of their
counting 2. To
1. identify andanduse the numbers from 10 to 1000 by counting objects. they live and the To identify
some Latinand name
American clothes
countries and theinformation
by searching weather.using technology. Students will be able to identify
and express preferences about them knowing their responsabilities about their health.
HELLEN GUZMAN DILCEY
their the meals and express preference 1. To identify2. Toand name name meals, recognizing
by expressing their the healthy food
To recognize and express what people are doing at the moment
) recognizing Express feelings and identify and Tosome
introduce
actionhimself or herself To identify name some occupations, professions, work places. the time of the day, students willadjetives
be able to identify and name 1. To describe responsabilities towards health. Identify and name some and use supermarket products amounts.
(use words –verbs-in present progressive tense) professions,
objects, work
and places,
asking for describe
and places
giving prices in in
the city and
order to ask for 2. To 3.
solve To askplaces
for and givecity
prices in order to give
solvedirections
numerical situations. physical descriptions short (comparatives). 3. To identify
people and andname
makesome insects expressing
comparisons abilities characteristics
about their physical and disabilitiesusing
about insects.
short adjectives.
Bilingualism English Fourth opinion,
identifytheir hobbies
and name and sports
school andask
subjects, howandoften do they
answer practice 2. To ask and answer questions about personal information respecting the others opinion and turns.
questions Students willand be able describe in the and ask for and and describe them. about foodtoand expressand their
namefuture plans. 2. To express preferences about food. SONIA RODRIGUEZ MARIA
2.To
3. Totalk
identify and name
about preferences schoolsports
regarding subjects
and hobbies give to identify and
directions and describe
describe their
them.daily routines 2.3.To usesome
Identify timecitizenship
expressions.
rules.
Students
Express thewill be able
abilities ofto name
wild personal
animals care products,
and recognize someexpress
of them 2. To 2. To recognize and name wild animals and personal
1. To name describe caretheir abilities and the ways to protect them.
products
Students will be able identify camping objects, build 1. To classify and use vocabulary about camping objects
Bilingualism English Fifth them.
their Students
aboutpersonal can express
their ageinformation
and birthday agreement
, talk about
describing or disagreement
in acountry
simple facts about
and the 3. To ask and answer questions about personal information of their relatives.
way physical by using time expressions, recognize and name the household 2.To identify name and classify contable and uncontable nouns (fruits and vegetables) in containers. needs and use shopping technology devices, identify and name express needs using shopping and technology expressions(computer,tablet,smartphone,usb,headphones,smart board,speakers,video beam) up a the
week, story Students
by following
months will identify
of the logical healthy
year, celebrations food.
sequences and how use time
is the 3.To read2.To
3.
identifyTo2. To talk about
thein main
express actions in his
celebrations
past or her future
time expressions in pastin
using emails by folllowing
different
basic plans.
writting steps
countries BIBIANA CHINCHILLA BIBIANA
Students recognize thetheir
contables 3. To recognize and name household objects
utility toand uncontables elements and city, places, transportation, elements,
actions professions
in the past. and jobs.
and transports. ocean, the jungle). expressing actions in past
3. To identify and name exotic places (island,moon,hill,desert,the and unserstands the sequence a comic using (then,last nigth, yesterday, last year,last weekend )

Bilingualism English Flexible education importance of equity,about

characteristics readhis/her
the clock and express
classmates andthe time,
their special 1.To recognize the initial sound- letter from A to F
family objects and make comparisons. 3. To diferentiate and asking questions using How many and how much places and express 2.To use the city places to make short phrases in simple present. expressions in past in order
weather like?to write an email. 3. To use phrases to express how is the weather like? HELEN GUZMAN HELLEN
it classification, using how many and how much to make 4. To recognize and name the school elements. They will and
directions be able to express
instructions. the location
Students of those
will able places,
to express how using
s/he 3. To express the locations of different places and elements in the city (traffic light, corner, traffic signs,city labels)
Bilingualism English members by using adjectives and verbs taking into account their 2.To identify the members of the family and parts of the house. Students will be able to identify and use free time activities, 4. To talk about daily routines using simple present. DIMELSA PAOLA TORO PEREZ
feels in simple terms. INTERMEDIATE Students will able to use
BASIC Students will able to understand phrases and expressions
simple descriptive language to make brief statements about and
related to very basic personal and family information. Students
compare objects and possesions. Students will able to participate
BASIC Students will able to give a simple description or will able to understand simple directions relating to how to get
in short conversations in routine contexts on topics of interest .
BASIC Students will able to understand short, simple texts like 1. To identify words and phrases related to personal information BASIC Students will able to write a series of simple phrases and presentation of people, living and working conditions, daily from X to Y, by foot or public transport. INTERMEDIATE
Students will able to agree and disagree with others.Students will
routines and biographie.s Students will able to understand simple and daily activities in simple oral and written texts. sentences about their family and living conditions. routines, likes/dislikes as a short series of simple phrases and Students will able to understand phrases and expressions related
able to ask about things and make simple transactions in shops,
information related with daily activities and environment 2. To make simple phrases on personal information and daily INTERMEDIATE Students will able to write a series of simple sentences in a list.Students will able to ask and answer questions to shopping. Students will able to understand phrases and
cinemas or banks. Students will able to make simple purchases
INTERMEDIATE Students will able to identify expressions related activities orally and in writing. phrases and sentences linked with simple connectors like "and", about habits and routines. Students will able to ask and provide expressions related to local geography . Students will able to
Sixth Seventh by stating what is wanted and asking the price . Students will able
Bilingualism English to feelings and emotions. ADVANCEDStudents will able to find 3. To identify phrases and expressions related to daily activities in "but" and "because". Students will able to pick out and reproduce personal information.Students will able to describe past activities understand and extract the essential information from short, LUISA DIAZ 6 HELLEN 7 LUISA
to order a meal Can ask and answer questions about pastimes
specific information in everyday material in ads, menus, reference the immediate environment in simple oral and written texts. key words and phrases or short sentences from a short text. and personal experiences. INTERMEDIATE Students will able to recorded passages dealing with predictable everyday matters
and past activities. Students will able to ask and answer
lists. Students will able to identify specific information in short 4.Exchange information on daily activities in the classroom and ADVANCED Students will able to write a series of simple phrases describe everyday aspects of his/her environment like people, which are delivered slowly and clearly. Students will able to catch
questions about what they do at the school and in free
texts. the immediate environment using questions and answers. and sendences about their educational background. places, studies Can describe plans and arrangements . Students the main point in short, clear, simple messages and
time.Students will able to answer to simple questions and
will able to use simple descriptive language to make brief announcements. ADVANCED Students will able to identify the
respond to simple statements in an interview. ADVANCED
statements about and compare objects and possesions. Students main point of TV news items reporting events, accidents, etc.
Students will able to give a short, rehearsed presentation on a
will able to explain what he/she dislikes about something. where the visual supports the commentary
topic pertinent to his/her everyday life, briefly give reasons and
Students will able to ask and answer questions and exchange
explanations for opinions, plans and actions. Students will able to
Bilingualism English ideas and information on on familiar topics in predictable SERGIO SPITIA <
everyday situations. Students will able to participate in short BASIC Students will able to Can understand phrases and
BASIC Students will able to understand rules and regulations
1. To describe in an oral and written way situations related to conversations in routine contexts on topics of interest. Students expressions related to their school. Students will able to
expressed in simple language. INTERMEDIO Students will able BASIC Can give a simple description of people, living and
general interest subjects. will able to give his/her opinion on practical problems provided understand enough to manage simple, routine exchanges without
to identify specific information on webpages . Students will able to working conditions, daily routines, likes/dislikes as a short series
2. To identify facts and opinions in simple oral and written texts of s/he receives some help with formulation. Students will able to undue effort. INTERMEDIATE Students will able to understand
understand everyday signs and notices in public spaces such as of simple phrases and sentences in a list. INTERMEDIATE Can
medium length related to general interest subjects. deal with common aspects of everyday living such as travel, phrases and expressions related to shopping. Students will able
Eighth Ninth streets, restaurants, bus stations. Students will able to identify write short, simple formulaic notes relating to matters in areas of LAURA RINCÓN / ADRIANO
Bilingualism English 3. To produce a written opinion piece on subjects of academic lodging, eating and shopping.Students will able to ask about to understand phrases and expressions related to local 8 SERGIO 9 LORENA
specific information in brochures. ADVANCED Students will able immediate need.ADVANCED Can write short, simple formulaic RODRIGUEZ
interest. things and make simple transactions in shops, cinemas or banks. geography. Students will able to get all the information needed
to identify specific information in brochures.Can understand notes relating to matters in areas of immediate need Can expand
4. To exchange information on academic subjects of interest in a Can make simple purchases by stating what is wanted and asking from a tourist office. ADVANCED Students will able to understand
everyday signs and notices in public spaces. such as streets, learned phrases through simple recombinations of their elements
debate. the price Can ask and answer questions about pastimes and past phrases and expressions related to shopping.Students will able to
restaurants, bus stations.
activities. Students will able to ask and answer questions about get all the information needed from a tourist office
what they do at the school and in free time. ADVANCED LAURA RINCÓN / ADRIANO
Bilingualism English newspaper articles INTERMEDIATE Students will able to 1. To • Distinguish the main information of oral texts related to and superlatives.
10 PAOLA
Students will able to describe everyday aspects of his/her 3. To make use of non-defining
word formations, phrasal verbs,
Tenth Eleventh understand basic types of standard documents (orders, academic subjects of interest. 2. • Identify general and specific three, defining and relative clauses andcollocations
reported speech. and LAURA RODRIGUEZ
RINCÓN / ADRIANO
Bilingualism English Students will be able to understand and use daily expressions as environment
Students will be like
ablepeople,
to places,
understand studies.
and use Students
daily will
expressionsable as and customs. Students will be able to understand and use daily expressions as tradition and usecustoms. 11 LAURA
Complementary enquiries, letters of confirmation, etc.) ADVANCED Students will information in narrative oral and written texts related to 3. To use speaking expressions about your life, education area and todescribe plans and arrangements. Students will able to explain 3. To make of word formations, collocations and expressions in RODRIGUEZ
Bilingualism Tenth well as simple
conversation utterances
about daily issuein order to initiate
and different and conclude
contexts, as wellaas language.
jobs.
well
context, as simple
when sentences
his/her identifyand give to
communicativeknow important
skills in aspect
English. In 2. To
2. To write
write clear
a textindications
about his/her to last visitactivities.
develop to a place in Colombia. well
context, as simple
when sentences
his/her identifyand give to
communicativeknow important
skills in aspect
English. In 2. To
2. To writewrite clear
a textindications
about his/her to last visitactivities.
develop to a place in Colombia. LAURA RINCÓN
Education
Complementary what he/she dislikes will
about something. Students willtext
ableand
to 3. To
To give
describe placesdetailedand owninstructions.
Colombia’s culture. 3. To
To give describe placesdetailed and owninstructions.Colombia’s culture.
Bilingualism Eleventh be capable of producing simple discourse.
texts of personal interest. They 2. To write simple texts about personal information. addition, the student aboutbethe
ableplaces.
to produce difficult 3. and follow addition, the student will about
betheableplaces.
to produce difficult text and 3. and follow LAURA RINCÓN
Education 3. To talk about experiences, facts, dreams and aspirations. interact with reasonable ease in structured situations and short 4. To listen different audible sources, that student will allow infer listening 4. To listen different audible sources, that student will allow infer
Axis Subject Grade Goal achievement - first term Achievements first term will describe experiences, desires and
Goal achievement - second term aspirations by justifying Achievements second term describe experiences, events, aspirations
Goal achievement - third term and justify his/her Achievements third term describe experiences, events, aspirations
Goal achievement - fourth term and justify his/her Achievements fouth term Responsibles
conversations, provided the other person helps if necessary.
Students will able to ask and answer questions and exchange
ideas and information on familiar topics in predictable everyday
situations. Students will able to give his/her opinion on practical
problems provided s/he receives some help with formulation.
Can deal with common aspects of everyday living such as travel,
lodging, eating and shopping Can ask about things and make
simple transactions in shops, cinemas or banks.

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 Grade and
Subject CEFRL CEFRL goal
CEFR Level

To strength the
communicative abilities based
English
A0 on the ludic , literacy ,orality TR (A0)
and corporal expression in
Spanish and English

communicative abilities based

English A0 on the ludic , literacy
communicative abilities,orality
based 1 (A0)
English A0 and corporal expression
on the ludic , literacy
communicative in
abilities,orality
based 2 (A0)
English A1 and corporal expression
on the ludic , literacy
communicative in
abilities,orality
based 3 (A1 for kids)
English A1 and
on corporal
the ludic , expression
literacy in
,orality
communicative abilities based 4 (A1 for kids)
English A1 and
on corporal
the expression
ludic , literacy
communicative in
abilities,orality
based 5 (A1 for kids)
and corporal expression in Flexible
A0 on the ludic , literacy ,orality
Education
and corporal expression in
 Grade goal Promoting Performances for the grade

To identify and name the basic greetings

and recognize their familiy members (father
and mother)
To recognize and identifying basic
instructions and vocabulary in the To identify and name some parts of their
foreign language body (head,shoulders,knees and toes). as
well as recognizing and naming family
members (daddy,mommy,sister and
brother).
abilities based on the ludic ,
themselves and others. They talk about
literacy ,orality
To recognize and corporal
and identifying basic byactions
locatingin them, use numbers
the house countingby
and personal care.
expression in Spanish and
instructions and vocabulary in the tens from 10 to 100, to express prices as
people,foreign
animals and places as information about latinamerican
of theircountries
animals,
well places language
as describingaround
actionthe world
words in
well
and
they
* Toexpressidentify
identify some
how
some
thecitizenship
weather like
rights.
rules.
and
as well as talking about hobbies, • to Toname personal
recognize andcare
name products.
household
celebrations around the
sports, accupations, world
food andas To express needs and use shopping
objects
uncontable elements.
well as compare and in
adjectives,including express
their
expression health and food
III
 Yearly basic contents/ Language for/ to
Constant assessment strategies
learnign
*Primary people family members
Audio- visual identification of
*primary colors
vocabulary given.
*basic shapes
-Following Instructions
* farm animals
- Ability of group working.
*wild animals
-Oral production
*parts of the day and daily and night activities.
- Responsibility for doing the
* parts of body (head,shoulder,knees and
assigned activities and homework
toes).
-Comprehension and productionof
*House rooms(bathroom and bedroom).
the foreing language.
*Numbers to 0 to 10.
- Class participation
*Emotions.
*Personal care.
Physical description of people.
*Daily basic routines.
•the weather - Responsibility for doing the
Following instructions.
*family Members.
front of).week thought.
• days of the AbilityFollowing
of group instructions.
working.
* Numbers from 10 to 1000 Ability ofFollowing
thought. group working. Class
instructions.
* Physical
*Animals characteristics
abilities (insects). participation Responsibility for doing
*WH questions. Ability of group working. Class
thought. Following instructions.
* Wild animals
*Read the clock (use time expressions). participation Responsibility
Ability ofFollowing
thought. group working. for doing
Class
instructions.
*Places
* Daily in the city
routines participation Responsibility for doing
Ability of group working. Class
*Name Transports
participation Responsibility for doing
Transcribed Sugessted
by exam

Guzman
INSTITUTUIN
Rico AL TEST
Ana Esther
Ricardo INSTITUTUIN
Guzman
Guzmán AL TEST
STARTERS
Ricardo PRE A1
Esperanza
Ramirez. STARTERS
Rodríguez
Guzman PRE A1
MOOVERS
Helen
Ricardo A1
Guzman
Rico
 A B
Febrero USA Saint Valentin Laura Ricardo
Marzo Irlanda San Patricio Adriano Hellen
Abril Paola Javier
Mayo Alemania Easter Day
Junio Luisa Pilar
Julio Inglaterra Spelling Bee Bibiana
Agosto Sergio Wilson
Carnavales o festivales
Septiembre Colombia Sonia
Octubre Lorena Maria Eugenia
Noviembre Canada Thanks giving Reemplazo
 Grade and CEFR
Subject CEFRL CEFRL goal
Level
ENGLISH FIRST TERM READING 6TH -7TH
LEVELS DEMOCRACY PROJECT
SECOND TERM WRITING
HEALTH PROJECT
 THIRD TERM SPEAKING
SUSTAINABILITY PROJECT

FOURTH TERM LISTENING

GLOBALIZATION PROJECT
 Grade Goal
BASIC
Can understand short, simple texts like routines and biographies
Can understand simple information related with daily activities and environment

INTERMEDIATE
Can identify expressions related to feelings and emotions.

ADVANCED
Can find specific information in everyday material in ads, menus, reference lists
Can identify specific information in short texts.
BASIC
Can write a series of simple phrases and sentences about their family and
living conditions

INTERMEDIATE
Can write a series of simple phrases and sentences linked with simple connectors
like "and", "but" and "because".
Can pick out and reproduce key words and phrases or short sentences from a
short text.

ADVANCED
Can write a series of simple phrases and sendences about their educational
background.
BASIC
Can describe habits and routines
Can give and receive information about quantities, numbers, prices, etc.
Can give simple directions and instructions
Can express how s/he feels in simple terms

INTERMEDIATE
Can use simple descriptive language to make brief statements about and compare
objects and possesions.
Can participate in short conversations in routine contexts on topics of interest
Can agree and disagree with others
Can ask about things and make simple transactions in shops, cinemas or banks
Can make simple purchases by stating what is wanted and asking the price
Can order a meal
Can ask and answer questions about pastimes and past activities
Can ask and answer questions about what they do at the school and in free time
Can answer to simple questions and respond to simple statements in an interview

ADVANCED
Can give a short, rehearsed presentation on a topic pertinent to his/her everyday life,
briefly give reasons and explanations for opinions, plans and actions.
Can recall and rehearse an appropriate set of phrases from his/her repertoire
Can discuss what to do in the evening, at the weekend

BASIC
Can understand phrases and expressions related to very basic personal and family
information.
Can understand simple directions relating to how to get from X to Y, by foot or public
transport.
INTERMEDIATE
Can understand phrases and expressions related to shopping
Can understand phrases and expressions related to local geography
Can understand and extract the essential information from short, recorded passages
dealing with predictable everyday matters which are delivered slowly and clearly.
Can catch the main point in short, clear, simple messages and announcements

ADVANCED
Can identify the main point of TV news items reporting events, accidents, etc.
where the visual supports the commentary
 YEARLY BASIC CONTE
Promoting Performances for the grade Lexical
• Identify words and phrases related to • Mother/ mom/ma
personal information and daily activities in • Father/dad/ pop
simple oral and written texts. • Grandmother/gramma
• Make simple phrases on personal • Cousins
information and daily activities orally and Routines
in writing. • Brush teeth
• Identify phrases and expressions related • Comb hair
to daily activities in the immediate • Exercise
environment in simple oral and • Eat healthy
written texts. • Drink water
• Exchange information on daily activities • Sleep well
in the classroom and the immediate Numbers 1 to 100
environment using questions and answers. Objects in the classroom
in the classroom and the immediate The time
environment using questions and answers. 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
 Lexical
• Make simple sentences about routines, Parts of the body
tastes and interests orally and in writing. • Arm
• Identify words and phrases about routines, • Legs
tastes and interests in simple oral and • Chest
written texts. • Brain
• Exchange information on daily subjects Expressions of time related to
through questions and answers. routines
• Prepare a series of descriptive sentences • I eat dinner at 6.
on daily subjects. • Before going to bed, I…
• I wake up at
• Everyday
• First, second, then…
• In the morning…
• In the evening…
• In the afternoon…
• At night…

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

• Exchange information about daily activities Lexical

through questions and sentences. Conectors
• Identify phrases and expressions about • And
daily activities in short oral and • First
written texts. • Second
• Make simple sentences about daily • Later
activities in oral and written form. Electrical devices
• Light bulb
• Appliances
• Fridge, refrigerator
• Stove
• Air conditioning
• Heater

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

• Identify phrases and expressions related to Lexical

characteristics of persons, celebrations and Countries and Nationalities
places in short oral and written texts. • Colombia/ Colombian
• Produce simple sentences about • United States of America/ American
characteristics of persons, celebrations and • Japan/ Japanese
places in oral and written form. • China/ Chinese
• Understand a short descriptive text on the Food
characteristics of the person and places in Celebrations
an oral and written way. Clothing
• Exchange information on characteristics of Adjectives
persons and places using questions and • Sweet, sour, delicious, bitter, juicy,
answers. ripe, etc.
• Exciting, boring, interesting, etc.
• Beautiful, old fashioned, modern,
ugly, etc.
• Tall, small, short, big, intelligent, etc.
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)
Seasons
• Winter, Summer, Spring, Fall.
YEARLY BASIC CONTENTS/GRAMMAR/LANGUAGE
Expressions Grammar
Expressions to describe interests Grammar
•• He
I like…
doesn’t like • Present simple tense
… • Yes/No questions
• She can… • Adjectives
• She can’t… • Singular and plural nouns
Expressions to ask questions • Adverbs of frequency
• So, are you…? Pronunciation
• Do you like…? • Recognize sounds in pairs.
• Can you …? /i/ v /I/
• Do you have any brothers or sisters? Bean v bin
Classroom expressions Beat v bit
• Open your notebook. • Recognize sounds and adequate
• Be quiet! intonation.
• Raise your hand. /e/ v /ᵋ/ v /ᵆ/
Expressions on routines Beat bet bat
• I eat dinner at 6. Meet met mat
• Before going to bed, I… Discourse
Expressions about emotions • Begin and maintain a simple
• I am really angry. conversation.
• He is just exciting. Sociolinguistic/Intercultural
• Some of Sara’s frustration is from • Formal and informal use of greetings
depression. • Learning through interaction
• Tomas is happy. • Respect for differences
• He should not have so much rage. Grammar
• All of us get tired sometimes. • 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

Expressions
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 well
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.
• Self-critical reflection.
• Acceptance of differences.
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
• 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

Expressions to describe energy saving Grammar

actions • Wh- questions
• Turn off the lights • Present tense
• Cook with gas Pronunciation
• Close the refrigerator door • Recognize sounds in short conversations
• Turn off the fan/air /s/ v /z/ v /Iz/
Expressions to report results and trends She pushes him.
• Most people say that televisions He wants to be happy.
consume a lot of energy. One way to Discourse
save energy is…. • Sequence connectors (and, first, second,
• There are many ways to save energy. third, etc.)
• Marcos tells me that he unplugs the • Begin and maintain a simple conversation
appliances when he is not home. Sociolinguistic/Intercultural
• When do you shut down your • Taking turns
computer? • Valuation of cultural diversity
• Self-critical reflection
Expressions related to environmental Grammar
conservation • “Wh-questions”
• He recycles paper and plastic. • Present and past tense
• Please turn off the light. • Present perfect tense
• The water is shut off. • Imperative
• What do you do to protect/save/ • Modals
preserve the environment? Pronunciation
• The weather is heating up. • Recognize expressions such as
• Antarctica ice is melting. pronunciation
• What do you do to protect the /d/ v (t) v (Id)
environment? Buzzed booked wanted
• In order to protect the Discourse
environment, I … • Begin and maintain a simple
conversation.
Sociolinguistic/Intercultural
• Learning through interaction.
• Self-critical reflection.

Expressions for likes and dislikes Grammar

• I prefer to walk. • Present tense
• I love to eat pizza. • Wh- questions
• I do not like vegetables. Pronunciation
Expressions to describe persons • Recognize sounds in short
• She is tall.
• He is really funny.
• They do not look happy.
• Colombians are…
• They use…
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…
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
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
Constant assessment
Transcribed by
strategies
Sugessted exam
 Grade and CEFR
Subject CEFRL CEFRL goal Level
ENGLISH FIRST TERM READING 8TH-9TH
LEVELS DEMOCRACY PROJECT

SECOND TERM WRITING

HEALTH PROJECT
 THIRD TERM SPEAKING
SUSTAINABILITY PROJECT
 FOURTH TERM LISTENING
GLOBALIZATION PROJECT
 Grade Goal
BASIC
Can understand rules and regulations expressed in simple language

INTERMEDIATE
Can identify specific information on webpages
Can understand everyday signs and notices in public spaces
such as streets, restaurants, bus stations.
Can identify specific information in brochures.

ADVANCED
Can identify specific information in brochures.
Can understand everyday signs and notices in public spaces
such as streets, restaurants, bus stations.

BASIC
Can give a simple description of people, living and working conditions,
daily routines, likes/dislikes as a short series of simple phrases and
sentences in a list.

INTERMEDIATE
Can write short, simple formulaic notes relating to matters in areas of
immediate need.

ADVANCED
Can write short, simple formulaic notes relating to matters in areas of
immediate need
Can expand learned phrases through simple recombinations of their
elements
BASIC
Can give a simple description or presentation of people,
living and working conditions, daily routines, likes/dislikes as a
short series of simple phrases and sentences in a list.
Can ask and answer questions about habits and routines.
Can ask and provide personal information.
Can describe past activities and personal experiences.

INTERMEDIATE
Can describe everyday aspects of his/her environment like people,
places, studies
Can describe plans and arrangements
Can use simple descriptive language to make brief statements about
and compare objects and possesions
Can explain what he/she dislikes about something
Can ask and answer questions and exchange ideas and information on
on familiar topics in predictable everyday situations
Can participate in short conversations in routine contexts on topics
of interest
Can give his/her opinion on practical problems provided s/he receives
some help with formulation
Can deal with common aspects of everyday living such as travel,
lodging, eating and shopping
Can ask about things and make simple transactions in shops, cinemas
or banks
Can make simple purchases by stating what is wanted and asking the price
Can ask and answer questions about pastimes and past activities
Can ask and answer questions about what they do at the school and in
free time.

ADVANCED
Can describe everyday aspects of his/her environment like people, places,
studies.
Can describe plans and arrangements
Can explain what he/she dislikes about something
Can interact with reasonable ease in structured situations and short
conversations, provided the other person helps if necessary.
Can ask and answer questions and exchange ideas and information on
familiar topics in predictable everyday situations.
Can give his/her opinion on practical problems provided s/he receives
some help with formulation.
Can deal with common aspects of everyday living such as travel, lodging,
eating and shopping
Can ask about things and make simple transactions in shops, cinemas or
banks

BASIC
Can understand phrases and expressions related to their school
Can understand enough to manage simple, routine exchanges without
undue effort.

INTERMEDIATE
Can understand phrases and expressions related to shopping
Can understand phrases and expressions related to local geography
Can get all the information needed from a tourist office

ADVANCED
Can understand phrases and expressions related to shopping
Can get all the information needed from a tourist office
 YEARLY BASIC C
Promoting Performances for the grade Lexical
* Describe in an oral and written way Lexical
situations related to general interest Positive and negative vocabulary
subjects. • Like
• Identify facts and opinions in simple • Dislike
oral and written texts of medium length • Bad taste
related to general interest subjects. • Fat
• Produce a written opinion piece on • Ugly
subjects of academic interest. • Super skinny
• Exchange information on academic
subjects of interest in a debate. Expressions to narrate
• One day I went for a walk.
• Marcos has been sick for a while.
• My mother used to say
mean things.

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

*Prepares oral and written texts on recommendations Lexical

regarding topics of general interest. Parts of the body
• Exchanges information on topics of general interest through • Head
conversation. • Stomach
• Identifies information on topics of general interest in short • Arm
descriptive oral and written texts. • Back
Symptoms and medication
• Flu
• Headache
• Stomachache
• Broken bone
Diseases/ eating disorders
• Bulimia
• Overweight
• Obese/ obesity
• Anorexia
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

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

• Describes situations related to daily topics of general interest Lexical

orally and in writing. Human Actions
• Prepare and produce narrative oral and written texts on • Plant trees
topics related to the social environment. • Throw garbage
• Exchanges information on topics related to the social • Mining
environment through conversation. • Agriculture
• Identifies infomation and relations of contrast and Environmental practices
addition in oral and written texts on topics related to • Reducing carbon print
the social environment. • Recycle
• Waste
Expressions to describe human
actions in the environment
• Save the whales.
• Recycling paper saves the trees
in forest.

Lexical
Opposites
• Woman – women
• Man – Men
• Child- children
• Person –People
• Just - Unjust
• Wrong - right
• Fair – unfair
• Lack of…
• Identifies relevant information, cause and effect on Lexical
academic subjects in narrative oral and written texts. Consumerism
• Prepares narrative oral and written texts on academic • Buy and sell
subjects. • Over packaging
• Exchanges information on academic subjects through • Disposable income
roleplaying, ask and answering questions. • Fashion
• Produces narrative oral and written texts related to • Technology
academic subjects. 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…

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…"
YEARLY BASIC CONTENTS/GRAMMAR/LANGUAGE
Expressions
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, …
< Sociolinguistic/Intercultural
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 …
Expressions to introduce a subject:
• Today I will talk about.
• Good morning. My purpose
Grammar
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.
• Ability to listen and observe
• Valuation of cultural diversity
• Knowledge of the impact of culture and
situational, social and historical contexts
• Learning through interaction
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
Grammar
• Adverbs of frequency and sequence.
• Possessive adjectives: her, his, my,
today is…
Expressions to develop content:
• Moving on to my next point,
• Now, let me move to my
second point.
Expressions to conclude:
• In sum
• I tried to
• To conclude…
• In conclusion
• Now, to sum up...
• I think this can be prevented by….
• According to …(1994)
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
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.
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
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….

Expressions to give an opinion Grammar

• I (really) think that … • Adverbs of frequency and sequence
• I believe (that) …
• I’m sure that … • Possessive adjectives: her, his, my, their, your
• In my opinion / My opinion is … • Wh-questions
• I agree with … • Present tense
• I guess/imagine …
• I have no doubt that / • Infinitive/gerund
I’m certain that … Pronunciation
• I strongly believe that … • Recognition of expressions such as
Expressions to quote in a text:
• According to … pronunciation
/d/ v /t/ v /Id/
Expressions of contrast and addition
• Compared to… Played walked wanted
• In addition to…
• Nevertheless… Discourse
• Whereas…. • Sequence connectors
• On the other hand…
• However…
• Despite…. Sociolinguistic/Intercultural
• Moreover…
• Besides… • Skills to analyze, interpret and relate
Expressions to request clarification information
• Could you expand a little bit on what you
said about …? • Cognitive flexibility
• Could you be more specific about…? • Learning through interaction
• 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 abo Grammar
• I’m sorry; could you repeat what you • Present, past and future tense
said about …? • Present, past and future perfect
• Sorry, but I’m not quite clear about… tense
• Conditionals
Expressions to make an oral • Modals
presentation • Reported speech
• Today, we would like Pronunciation
to present... • Intonation
• Good afternoon, our purpose • Accent and stress on words
today is… I am shocked to see…
• My group members are… It is unbelievable…
and I am… Absolutely amazing!
Expressions to summarize ideas • Recognize emphasis in short phrases
• On the whole… What I hear you say.
• Basically he/she is saying that…. My group members are…
• In this text, the author Discourse
argues that…. • Relations of contrast and addition.
• To support the main claim, the • Discourse markers.
author provides evidence Sociolinguistic/Intercultural
that suggests • Respect for cultural differences and
• That… for situational, social and historical
contexts.
• Learning through interaction.

Expressions to propose/present Grammar:

a solution • Present perfect, present perfect
• If …then continuous tense
• Whether or not….. • Modals of possibility
• I have a proposal (to make) • Future perfect tense
• I would like to put forward a • Adjectives
proposal (formal) • Adverbs of manner, sequence, place
• You should … • Imperatives
• You must/ mustn´t • Third conditional
• This is the result Pronunciation
• I´d like to… • Recognition of expressions such as
pronunciation and blendings
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 …
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
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
Constant assessment strategies Transcribed by
Sugessted exam
 Grade and CEFR
Subject CEFRL CEFRL goal Grade Goal
Level

ENGLISH FIRST TERM READING 10TH -11TH BASIC

LEVELS DEMOCRACY PROJECT Can find specific information in everyday material (ads, menus,
reference lists, timetables, flyers)
Can identify specific information in newspaper articles

INTERMEDIATE
Can understand basic types of standard documents (orders,
enquiries, letters of confirmation, etc.)

ADVANCED
Can use an idea of the overall meaning of short texts on everyday
topics to derive the probable meaning of unknown words from
the context
SECOND TERM WRITING BASIC
HEALTH PROJECT Can write a series of simple phrases and sendences about their
educational background

INTERMEDIATE
Can write with reasonable phonetic accuracy (but not
necessarily fully standard spelling) short words that are in
his/her oral vocabulary

ADVANCED
Can write short, simple imaginary biographies about people, including
about their family, living conditions, education and job
 THIRD TERM SPEAKING BASIC
SUSTAINABILITY PROJECT Can give a short, rehearsed presentation on a topic pertinent to
his/her everyday life, briefly give reasons and explanations for
opinions, plans and actions
Can recall and rehearse an appropriate set of phrases from
his/her repertoire
Can discuss what to do in the evening, at the weekend

INTERMEDIATE
Can discuss what to do, where to go and make arrangements to meet
Can ask for and give directions referring to a map or plan
Can ask for clarification about key words or phrases not understood

ADVANCED
Can deliver very short rehearsed announcements of predictable,
learned content which are intelligible to listeners who are prepared to
concentrate
Can initiate, maintain and close simple face-to-face conversations
 FOURTH TERM LISTENING BASIC
GLOBALIZATION PROJECT Can identify the main point of TV news items reporting events,
accidents, etc. where the visual supports the commentary

INTERMEDIATE
Can generally identify the topic of discussion when listening to a
native speaker provided speech is clearly and slowly articulated
Can follow changes of topic of factual TV news items, and form an idea
of the main cotent

ADVANCED
Can understand enough to be able to meet needs of a concrete type
provided speech is clearly and slowly articulated
Can use an idea of the overall meaning of utterances on everyday
topics to derive the probable meaning of unknown words from the context
 YEARLY BASIC CONTENTS/GRAMM

Promoting Performances for the grade Lexical

• Distinguish the main information of oral School problems and how to

texts related to academic subjects of handle them
interest. • Cheating
• Identify general and specific information in • Using electronic devices
narrative oral and written texts related to in class
academic subjects of interest. • Plagiarism
• Identify main points and specific information Expressions to request
in different written and oral texts on personal clarification
and academic subjects of interest. • Could you expand a little bit
• Express points of view on personal and on what you said about …?
academic subjects of interest. • 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…

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

* Recognizes implicit information in argumentative Lexical

oral and written texts related to subjects of interest. Extreme sports:
• Exchanges opinions in spontaneous conversations. • Skateboarding
Produces simple oral and written argumentative texts about • Windsurfing
subjects of other disciplines. • Parachute
• Identifies specific information in long written argumentative • Jet skis
texts related to subjects of other disciplines. • Rock climbing
• Exchanges, orally, opinions and ideas in spontaneous • Motocross
interactions about subjects of other disciplines. 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…

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

Lexical
• Expresses points of view in simple argumentative written and Clothing, accessories and fashion
oral texts about academic subjects. • Jeans, T-shirt, shoes, blouse,
• Identifies explicit and implicit information, points of view popular trends, bag etc.
in different types of texts about subjects of general interest. • Long/short sleeves /sleeveless
• Structures different types of texts related to general and Side-pocket/Inside-pockets
personal topics of interest. V-neck/ Round neck - Low
• Exchanges oral information about topics of general and neckline - Hooded - Tight/lose
personal interest in debates. 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

Lexical
Words related to the UN (UNITED NATIONS)
• Poverty, hunger, health, education.
• Equality, gender, inequality.
• Environment, climate, oceans, seas, marine
energy, sanitation.
• Justice, peaceful, inclusion, safety
• Employment, economy, industrialization
 Lexical
• Recognizes general and specific ideas in short argumentative Globalization
written texts on academic and scientific subjects. • Affluence
• Structures argumentative oral and written texts about • Manufacturing
academic and scientific subjects. • Technology
• Expresses opinions about academic and scientific subjects in • Outsoource
spontaneous interactions. • Dominate
• Exchange information orally about a subject of • Emerge
general interest. • Capitalize
• Communication
• Appliances and devices

Lexical
Social networks
• Twitter
the context • Facebook
• Youtube
• Google +
• Badoo
• Linkedin
• Reddit
• Instagram
 YEARLY BASIC CONTENTS/GRAMMAR/LANGUAGE

Expressions Grammar

Expressions to make an oral presentation Grammar

• Today, we would like to present... • Present, past and future tense and
• Good afternoon, our purpose today is… perfect tense
• My group members are… and I am… • Conditionals
Expressions of cause and effect • Modals
• Because of...then • Reported speech
• In spite of, it was… Pronunciation
• Therefore, because of A, B happened. • Intonation
Expressions to summarize ideas • Accent and stress on words
• On the whole… I am shocked to see…
• Basically he/she is saying that…. It is unbelievable…
• In this text, the author argues that…. Absolutely amazing!
• To support the main claim, the author • Recognize stress in short phrases
provides evidence that suggests What I hear you say
• That… My group members are
Discourse
Expressions to defend points of view and • Relations of cause, consequence and
opinions contrast.
• My opinion/view is that… • Discourse markers.
• I hold the opinion that… Sociolinguistic/Intercultural
• I have the feeling that… • Respect for cultural differences and
• I would say that… situational, social and historical
Expressions to summarize sources contexts.
• Also, according to … and … the idea is… • Learning through interaction.
Expressing similarities and differences
• Holmes and Watson agree that… • Third conditional
• Differing viewpoints demonstrate that… • 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

Expressions to give an opinion: Grammar

• I think that… • Present, past and future tense and
• It is my opinion that… perfect tense
• I really believe that… • Conditionals
Expression to describe conditions • Modals
• If A…., then B…. Pronunciation
• Given these conditions, we will… • Intonation
• Whether or not… • Accent and stress on words
Expressions to talk about customs: I am shocked to see…
• They normally use/ dress … It is unbelievable…
• They pierce their ears Absolutely amazing!
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.
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...
• 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
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
• I'm angry about... • Knowledge of the impact of culture
Expressions to answer complaints: and situational, social and historical
Positive response to complaints: contexts
• 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.

Expressions about fashion Grammar

• To be trendy/cool/fashionable/ • Present and past tense
unfashionable. • Present perfect tense
• To be in fashion. • Future tense
• To come into fashion. • Questions with which?
• To go out of fashion. • Conditionals
• To wear designer labels. To be stylish. • This/These, that/those, one/ones
• To follow the latest fashion. • Too + adjetives
• To be interested in fashion. Pronunciation
• To shop in trendy stores. • Recognize stress in short phrases
• To spend money on clothes/buying What I hear you say
clothes. My group members are
Expressions of opinion • Intonation in questions.
• In my opinion, that one would be better. Discourse
• If you ask me, that one's better. • Discourse markers to summarize ideas
• In my way of thinking, this one's fine. • Strategies to prepare summaries
• I think is that one's better. Sociolinguístic/Intercultural
• For me, that one's better. • Valuation for cultural diversity
• I believe that… • Knowledge of the impact of culture
• I'm not so sure about that… and situational, social and historical
contexts
Expressions to request clarification, further information • Skills to analyze, interpret and relate
• Would you please repeat? information
• Can I ask a question?
• Sorry, I am not sure what you mean
• What I hear you saying is… Am I right? Grammar
Expressions of cause and effect • Future tense, perfect tense
• Because of...then • Conditionals
• In spite of, it was… • 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.
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 predict and give Grammar

a hypothesis • Present tense and continuous
• I predict / imagine that… verb tense
• Given… I hypothesize that… • Past tense and continuous verb tense
• If I use …then I predict… • Infinitives of purpose
will happen. It’s + adjective+ infinitive
• Based on past results, • Gerunds
I predict… • Modals
• I deduced …. after analyzing • Reported Speech
… further. Pronunciation
• I discerned that because…. • Recognize stress in short phrases
• I foresee …because…. What I hear you say
Expressions to infer My group members are
• Based on … I infer that … Discourse
• I infer that… based on… • Connectors to show advantages and
• My conjecture on… is…. disadvantages
• I anticipate that… Sociolinguístic/Intercultural
• Skills to analyze, interpret and relate
Expressions to justify • Adaptability to different forms of
• I believe this because… communication and learning
• My primary reason for thinking so is… • Learning through interaction
• Perhaps the most convincing reason
for this is… Grammar
Expressions to persuade • Third conditional
• Based on the evidence presented so far, I Pronunciation
believe that… • Recognize stress in short phrases
• Although some people claim that…, Let us talk privacy.
opponents argue that…. Discourse
• 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..
• Logical and sequence connectors
Sociolinguistic/Intercultural
• Self-critical reflection
• Adaptability to the different forms
of communication and learning
• Curiosity and discovery

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…
Constant assessment strategies Transcribed by
and contrast.

communication
Sugessted exam