Realizadas las pruebas diagnósticas a los estudiantes, éstas arrojaron los siguientes resultados.

Léxico pobre al igual que poco dominio de estructuras gramaticales, lo que se constituye en
dificultad al momento de elaborar, organizar y expresar las ideas, ya sea oral o por escrito; esto
mismo incide para que su nivel de comprensión textual no sea el mejor.

Al momento de expresar actos de habla orales, los estudiantes demuestran mucho temor, por miedo
a burlas y en especial a la inseguridad respecto a lo que han aprendido.

Desinterés por el aprendizaje de la lengua extranjera.

Lo anterior se constituye en los obstáculos más sobresalientes para que el aprendizaje de la lengua
extranjera sea eficaz. Cabe destacar que un porcentaje mínimo de estudiantes ha alcanzado un nivel medio
en cuanto al manejo de competencias propias del manejo de la lengua extranjera.

Dentro de las estrategias para que el aprendizaje del inglés sea atractivo sería contar con ayudas y
herramientas adecuadas para el estudio del inglés.

JUSTIFICACIÓN GENERAL DE AREA DE INGLES.

Mejora la calidad del sistema educativo y adecuando a las exigencias actuales y futuras del país, con el
propósito de lograr mejores condiciones de desarrollo social y económico, es uno de los objetivos
propuestos para el Gobierno, con la resolución Educativa y en él incluido el programa Nacional de
Bilingüismo, en el cual los docentes del área de inglés lo debemos tomar como herramienta para formar
ciudadanos Capaces de establecer una conversación en inglés.
Así mismo, los parámetros establecidos en el plan de estudio del área de inglés constituyen una orientación
fundamental para que toda la comunidad educativa CUENCA tenga claridad sobre las competencias
comunicativas que se esperan desarrollar en los niños y niñas de los niveles básico y Media y de esta forma
alcanzar las metas planteadas en el documento “Visión Colombia 2019” , dicho documento plantea que los
estudiantes de undécimo grado alcancen un nivel intermedio de competencia en inglés (Nivel B según el
marco común Europeo de preferencia para lenguas: Aprendizaje, Enseñanza y Educación) que les permita
comunicarse en el idioma, apropiarse de conocimiento y utilizarlos efectivamente en situaciones reales de
comunicación.
Teniendo en cuenta esta reglamentación y haciendo uso de su autonomía, la gran mayoría de las
instituciones educativas colombianas han optado por ofrecer a sus estudiantes la oportunidad de aprender
inglés como lengua extranjera.
“Además de todas las oportunidades que se abren con el manejo de una lengua extranjera, el inglés se ha
convertido en una herramienta muy importante para la educación. He aquí algunas razones por las cuales
vale la pena aprenderlo:
Es la lengua internacional más difundida y es un instrumento de comunicación estratégico en
diversas áreas del desarrollo humano.
Estimula al estudiante a abrir su mente, a aceptar y comprender nuevas culturas y a promover el
intercambio entre diferentes sociedades.
Permite el acceso a becas y pasantías fuera del país. Es muy importante que los jóvenes
colombianos puedan aprovechar, en igualdad de condiciones, las oportunidades educativas que se
ofrecen en el exterior y que requieren niveles de desempeño específicos en inglés.
Ofrece mayores y mejores oportunidades laborales.
Facilita el intercambio de conocimientos y experiencias con otros países cuya lengua oficial es
diferente al inglés, porque permite la comunicación a través de un idioma común y difundido”.
OBJETIVOS GENERALES

Alcanzar un alto grado de desarrollo social, cultural y cognitivo por medio

de la adquisición de una lengua extranjera.
Desarrollar las habilidades comunicativas y el manejo de signos, símbolos y
Significado en situaciones contextualizadas.
Formar a cada grupo de grados establecido en el plan de estudio lo que cada
Estudiante debe saber y saber hacer en el idioma extranjero.
Crear y desarrollar un club de inglés que permita superar las dificultades que
Presentan los estudiantes de la Institución Educativa cuenca en dicha área.

OBJETIVOS ESPECIFICOS
Desarrollar las habilidades de listening and speaking utilizando recursos audiovisuales
(Grabadora, video beam, computadores, Tv )
Potenciar las habilidades de Reading and writing por medios de ejercicios prácticos.
Facilitar el proceso de aprendizaje por medio de diálogos y canciones.
Proporcionar al estudiante los conocimientos requeridos para lograr un completo dominio de
la comprensión y la producción del inglés. Brindarle Igualmente los conocimientos
culturales y sociales para comprender los Contextos donde se desarrollan y utilizan tanto el
 inglés, permitiéndole obtener un dominio completo del idioma al igual que las habilidades
comunicativas tanto en sus
Aspectos lingüísticos como culturales.
Dotarlo de los elementos teóricos y prácticos relacionados con el proceso de aprendizaje de
una lengua extranjera, tanto en sus aspectos lingüísticos y culturales

FUNDAMENTOS TEÓRICOS

ESTÁNDARES

Son criterios claros que permiten a los estudiantes y a sus familias, a los docentes y a las instituciones
educativas, a las Secretarías de Educación y de más autoridades educativas, conocer lo que debe aprender.
Sirven además, como punto de referencia para establecer lo que los estudiantes están en capacidad de saber
sobre el idioma y lo que deben saber hacer con él en un contexto determinado. Los estándares están
organizados por cinco grupos de grados que corresponden, además, al desarrollo progresivo de los niveles
de desempeño en Ingles.
NIVELES DE DESEMPEÑO

NIVELES NIVELES PARA GRUPOS

MARCO COMÚN COLOMBIA DE
EUROPEO GRADOS

Usuario Pre-intermedio 2 10 – 11
independiente (B1)
Pre-intermedio 1 8–9
Usuario básico Básico 2 6–7
A2 Básico 1 4–5
Usuario básico Principiante 1–3
A1

Cada uno de estos niveles de desempeño especifica las competencias, saberes y habilidades que el hablante
tiene en cada etapa del proceso de desarrollo de la lengua extranjera.

COMPETENCIAS
Las competencias se definen como el conjunto de saberes, conocimientos, destrezas y características
individuales que permite a una persona realizar acciones en un contexto determinado. En el caso del inglés
se espera desarrollar la competencia comunicativa, que a su vez, incluye:

Competencia lingüística: “Se refiere al conocimiento de los recursos formales de la lengua como sistema
y la capacidad para utilizarlos en la formulación de mensajes bien formados y significativos. Incluye los
conocimientos y las destrezas léxicas, fonológicas, sintácticas y ortográficas, entre otras. Esta competencia
implica, no sólo el manejo teórico de conceptos gramaticales, ortográficos o semánticos, sino su aplicación
en diversas situaciones. (Por ejemplo, hacer asociaciones para usar el vocabulario conocido en otro
contexto o aplicar las reglas gramaticales aprendidas en la construcción de nuevos mensajes)”.

Competencia pragmática: “Se relaciona con el uso funcional de los recursos lingüísticos y comprende, en
primer lugar, una competencia discursiva que se refiere a la capacidad de organizar las oraciones en
secuencias para producir fragmentos textuales. En segundo lugar, implica una competencia funcional para
conocer, tanto las formas lingüísticas y sus funciones, como el modo en que se encadenan unas con otras
situaciones comunicativas reales”.

Competencia sociolingüística: Se refiere al conocimiento de las condiciones sociales y culturales que están
implícitas en el uso de la lengua. Por ejemplo, se emplea para manejar normas de cortesía u otras reglas
que ordenan las relaciones entre generaciones, géneros, clases y grupos sociales. También se maneja al
entrar en contacto con expresiones de la sabiduría popular o con las diferencias de registro, de dialecto y
de acento.
 COMPETENCIA COMPETENCIA COMPETENCIA
LINGUISATICA PRAGMÁTICA SOCIOLINGUSTICA

•GRAMÁTICAL •COMPETENCIA
•LEXICAL DISCURSIVA
•SINTÁTICA •COMPETENCIA
FUNCIONAL

COMPETENCIA CIUDADANA:

Trabajar en el desarrollo de competencias ciudadanas es tomar la decisión de hacer la democracia en el

país, de formar unos ciudadanos comprometidos, respetuosos de las diferencias y defensores del bien
común. Unos ciudadanos que desde sus casas, colegios, escuelas y universidades extiendan lazos de
solidaridad, abran espacios de participación y generen normas de sana convivencia (Cecilia Vélez White,
Ministra de Educación)
Indudablemente los estándares de inglés, desde sus estándares generales y específicos, promueven el
aprendizaje de la lengua extranjera y su relación con el desarrollo personal, ya que la implementación
de los mismos disminuye el etnocentrismo y permite a los individuos apreciar y respetar el valor de
su propio mundo, lo mismo que desarrollar el respeto por otras culturas . El aprendizaje de una lengua
extranjera fomenta el respeto y la valoración de la pluralidad y de las diferencias tanto en el entorno
inmediato como en el globalizado. En este sentido competencia ciudadana y estándares de inglés
van tomados de la mano.

Competencias laborales generales: Las competencias laborales generales comprenden todos aquellos
conocimientos, habilidades y actitudes que son necesarios para que los jóvenes se desempeñen con
eficiencia como seres productivos.
 La formación de competencias generales laborales en todos los estudiantes de educación básica y
media es uno de los objetivos de la política de articulación de la educación con el mundo productivo
propuesta por el Ministerio de Educación Nacional.

Por su parte los estándares básicos de lengua extranjera, en este caso el inglés, se convierte en una
herramienta muy importante para ofrecer mayores oportunidades laborales, en la medida en que
favorecen el aprendizaje de la lengua inglesa como un instrumento de comunicación estratégico en
diversas áreas del desarrollo humano.

Las competencias suponen la capacidad para usar los conocimientos acerca de la lengua en diversas
situaciones, esto indica el saber hacer en contexto.

CONOCIMIENTOS DECLARATIVOS

Son los programados y los que se derivan de la experiencia, del aprendizaje formal, es decir, de los
conocimientos académicos, su conocimiento del mundo, con sus valores, creencias, tabúes, historia,
tradiciones, etc. los cuales son esenciales para la comunicación intercultural

METODOLOGÍA Y ESTRATEGIAS

La propuesta metodológica de la asignatura de inglés se funda en los siguientes lineamientos:

Problémica y proactiva; Parte de una situación problemática como lecto-escritura, producción y

comprensión de diferentes tipos de textos, oralidad y escucha y al tener al alumno como centro, busca que
el docente descubra formas eficaces de trasponer el conocimiento para generar aprendizajes significativos
y de calidad. Este proceso se centrará en su observación para establecer planes de acción en torno a los
resultados.

Aprendizajes significativos: Permite adquirir nuevos significados, se mueve en tres actividades:

Exploración de significados previos; haciendo un diagnóstico de saberes, habilidades, necesidades y
estados de las competencias. Profundización o transformación de significados; Pasar de los conocimientos
previos a los conocimientos nuevos a través del análisis, la reflexión, la comprensión, el uso de los procesos
básicos de pensamiento, aplicación de los procesos de razonamiento inductivo y deductivo, la codificación,
la decodificación y la aplicación del pensamiento crítico. Verificación, evaluación, ordenación o
culminación de nuevos significados; comparación de las experiencias previas con las nuevas, teniendo en
cuenta el desempeño que medirá la calidad del aprendizaje. De esta manera el aprendizaje será significativo
para los estudiantes y lo relacionarán con experiencias concretas de su vida cotidiana.
Es integradora, ya que busca aportar al quehacer docente aquellas propuestas didácticas que
contribuyan a que los alumnos se interesen en el aprendizaje de una lengua extranjera.

Aprendizaje en equipo: Propuesta que implica un trabajo colectivo de discusión permanente, que
requiere de una apropiación sería de herramientas teóricas que se discuten en un grupo de determinado
número de estudiantes, quienes desempeñan diferentes roles siguiendo el patrón indicado; esto implica
un proceso continuo de retroalimentación entre teoría y práctica, lo que garantiza que estas dos
dimensiones tengan sentido.

Es comunicativa, ya que se define la enseñanza del inglés como una disciplina que pretende apoyar el
desarrollo de la competencia comunicativa en los alumnos. La competencia comunicativa entraña:
Competencia lingüística, sociolingüística, discursiva, estratégica, textual, pragmática. Estas
competencias están íntimamente relacionadas y se desarrollan en forma integral.
Dentro de las estrategias de aprendizaje a tener en cuenta al momento de enseñar una lengua extranjera,
encontramos:
Estrategias directas:
Estrategias de memoria: El alumno guarda y recupera información, ubica nuevas palabras
en un contexto, revisa y corrige.
Cognitivas: Permite comunicarse a pesar de las limitaciones en el conocimiento de la lengua,
Estrategias de compensación: Superación de limitantes en el habla y la escritura.
Estrategias indirectas:
Estrategias metacognitivas: Hacen posible el control del aprendizaje (atención, planeación y
evaluación).
Estrategias afectivas: Ayudan al alumno a ganar confianza en sí mismo y disminuir su ansiedad.
Estrategias sociales: Ayudan a la interacción con otros, a aclarar, verificar, corregir, cooperar, etc.

La metodología a aplicar será variada y de acuerdo a la situación, las cuales pueden ser:

- Enseñanza comunicativa: Se privilegia el lenguaje como elemento básico en la comunicación. Se

 expresan gustos, disgustos, deseos, intereses, sueños, opiniones, temores, etc. Énfasis en la fluidez
verbal.
- Respuesta física total (R. F. T.): Respuesta física a órdenes o comandos. Ideal para trabajar con niños.
- Método natural: Combina la respuesta física después de la producción.
- Lenguaje integral (Whole language): Del todo (texto) a las partes. Desarrollo de lectoescritura.
Lecciones significativas. Conceptos básicos adquiridos en su lengua y después en inglés.
EVALUACIÓN

La evaluación es una herramienta fundamental que nos brinda información acerca del grado de desarrollo
de las competencias que potencializa el alumno.

De esta manera, los logros, competencias y conocimientos de los educandos, en el estudio de la lengua
extranjera serán valorados de acuerdo a la disposición y motivación del estudiante para desarrollar la
competencia pragmática, para valorar su propio trabajo y el de los demás; su manejo oral y escrito, trabajo
individual y en equipo.
De acuerdo al Decreto 230 del 11 de febrero de 2002, el rendimiento de los estudiantes será expresado en
la escala de SUPERIOR, ALTO, MEDIO, BAJO...
 REPÚBLICA DE COLOMBIA
DEPARTAMENTO DE SUCRE

GOBERNACIÓN
SECRETARIA DE EDUCACION DEPARTAMENTA

PLAN DE AREA Y/O ASIGNATURA

1. GENERALIDADES
- ESTABLECIMIENTO EDUCATIVO: INSTITUCIÓN EDUCATIVA CUENCA

- AREA: Humanidades ASIGNATURA (s): INGLÉS - CICLO: III GRADO(s): 6 I.H.S 3 AÑO: 2018
- EDUCADOR(es) FORMADOR(es): NELYS PATRICIA CALDERON JIMENEZ

To form students capable of recognizing themselves as an individual and as a member of the class.
train students able to give and ask for personal information, which describes the basic characteristics of people,
things and places....
Metas generales del Train students able to identify words and related personal information and daily activities in oral and written texts
ciclo simple sentences.
Train students able to construct simple phrases about routines, tastes and interests oral, written, and identify
words, phrases about routines, tastes and interests in oral and simple texts.

Metas generales del Hypothesizing to demonstrate in simple oral and written texts the importance of defining the traits of national identity
grado
Colombia with agrumentativos purposes using grammatical structures in English.
Carry out search procedures, selection and storage of information about the subject that will try in a text argumentative
purposes.
 Use descriptive strategies to produce an oral text argumentative purpose to identify phrases and expressions related to
characteristics of people, celebrations and places in oral and written texts.
Use descriptive to produce an oral text argumentative purpose using simple English grammar such as routine verbs, the
description of people and places through questions and sentences.
Periodos académicos Periodo 1 Periodo 2
Gives and requests personal • I recognize when they speak to me in
information and daily activities, English and I react
Estándares Básicos de Verbal and non-verbal.
competencia, Expresses tastes, hobbies and • I understand when they greet me and
interests when expressing future say good bye to me.
plans, describing the habits and • I follow instructions related to class
routines of personal care, nutrition activities and
Recreational activities proposed by my
and physical activity. teacher.
Identify related words about subjects
Which are familiar to me.
• I recognize short words and phrases in
English in books,
Objects, toys, advertisements and places
of my school.
• I relate illustrations with simple
sentences
-Understands and uses familiar words and .Describe habits and routines of personal
short phrases about routines, daily care.
Derechos Básicos de activities and preferences.
Aprendizaje (DBA) - Write basic personal information in pre- -Understands and uses familiar words
established forms. and short phrases about routines, daily
- Describes the basic characteristics of activities and preferences.
people, things and places. • Give and request personal information
and daily activities.
• Express likes and interests.
• Describe body parts.
Periodo 3
• Express moods and personal
feelings through simple
conversations.
• Exchange information
related to everyday situations
in the classroom.
• Lists short and simple
sentences about daily activities.
• It internalizes the importance
of integral personal care.
• Describe actions in a simple
and logical sequence.
• Give and ask for information
on a topic.
• Verify information.
• Describe actions in a simple
and logical sequence.
• Give and ask for information
on a topic.
• Verify information.
• Describe the basic
characteristics of people, things
and places.
Periodo 4.
• Identify the people who
participate in a
conversation.
I follow the sequence of a
short story leaning on
images.
• Understand the general idea
of a story told
By my teacher when he relies
on movements,
Gestures and voice changes
• I understand children's songs,
rhymes, and rhymes, and
I demonstrate with gestures
and movements.
• Demonstrate understanding
of simple questions about me,
My family and my
environment.
• Describe characteristics of a
culture.
• Make cross-country
comparisons.
• Ask for and give information.
• Describe people, places and
customs.

Principales saberes.
procedimientos
(estrategias metodológica
de aprendizaje) y actitudes
Presente simple verb to be • Preguntas
Yes/No questions • Adjetivos • Sustantivos
singulares y plurales • Adverbios de
frecuencia( Lexical Miembros de la familia
• Mother/ mom/ma • Father/dad/ pop •
Grandmother/gramma • Cousins
Rutinas • Brush teeth • Comb hair •
Exercise • Eat healthy • Drink water •
Sleep well
Números 1 a 100 Objetos del salón de
clases La hora
Expresiones para saludar: • 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!
- According to the process the following
strategies will be used during this period:
Significant learning: It allows to acquire new
meanings, moves in three activities: Exploration
of previous meanings; Making a diagnosis of
knowledge, skills, needs and states of
competence. Deepening or transformation of
meanings; Moving from previous knowledge to
new knowledge through analysis, reflection,
understanding, use of basic thinking processes,
application of inductive and deductive reasoning
processes, coding, decoding and application of
critical thinking. Verification, evaluation,
ordering or completion of new meanings,
Integrative strategy, as it seeks to contribute to
the teaching task those didactic proposals that
contribute to the students' interest in learning a
foreign language and
Team learning
LINGUISTIC
Using the dictionary to find meanings of words
seen in class.
Practice pronunciation and writing new words
and expressions.
Presente simple • Preguntas Yes/No
questions (Do you…? Yes, I do...; No, I
don´t.) • Adverbios de frecuencia.(Lexical
Partes del cuerpo • Arm • Legs • Chest •
Brain
Expresiones de tiempo relacionadas con
rutinas • 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… Expresiones para el cuidado
personal • 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
According to the process, the following
strategies will be used during this period:
in order to facilitate learning
conversations related to Routine verbs
are shown, in group the students will
draw the actions they will do during the
day, games will be made using the
vocabulary seen, Letters and crosswords
using ICT with ludic activities
SCIENTIFIC:
Observation of dialogues in English to enable
it to formulate their own hypotheses about
their knowledge of English.
CITIZENS:
Participate in my immediate context (with my
Gramática • Preguntas Wh-
questions • Presente simple
Lexical Conectores • And • First
• Second • Later
Aparatos eléctricos • Light bulb
• Appliances • Fridge,
refrigerator • Stove • Air
conditioning • Heater.
Expresiones para describir
acciones de ahorro de energía
• Turn off the lights • Cook
with gas • Close the
refrigerator door • Turn off the
fan/air
Expresiones para reportar
resultados y tendencias • 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?
According to the methodology
strategies students will make
appliances such as computers,
tv, telephones, in order to play
and look at the English phrases
necessary to consume energy
in the same way they will make
puzzles, soup letters,
descriptions, etc.
SCIENTIFIC:
Formulation of ideas when I think
about writing a story in English for
the investigation of the whole
process.
CITIZENS:
Gramática • Presente simple •
Preguntas Wh- questions
Lexical Países y Nacionalidades
• Colombia/ Colombian •
United States of America/
American • Japan/ Japanese •
China/ Chinese
Comida Celebraciones
Vestuario
Adjetivos • Sweet, sour,
delicious, bitter, juicy, ripe, etc.
• Exciting, boring, interesting,
etc. • Beautiful, old fashioned,
modern, ugly, etc. • Tall, small,
short, big, intelligent, etc
Expresiones para gustos y
disgustos • I prefer to walk. • I
love to eat pizza. • I do not like
vegetables.
Expresiones para describir
personas • She is tall. • He is
really funny. • They do not look
happy. • Colombians are… •
They use…
According to the methodology
strategies students will make
the flags, will be played by
saying the nationalities in
English, students will be asked
to bring fruits, food or draw in
a jalaply what they like and do
not like writing the Expressions
in English For in this way he
gets them to socialize with the
songs using songs, soups of
letters crosswords etc.
SCIENTIFIC:
Analyzed words that help you find
the solution to supplement English
grammar when analyzing a simple
text.
CITIZENS:
 Study new grammatical structures needed to
express ideas about my past and present life.
PRAGMATICS
I talk about myself and give personal
information.
I write about my routine and when performed
Competencias.
each activity.
I read a simple text referring to the dictionary
unfamiliar words and answer questions about it
Perform a specific activity following the
instructions given by my teacher or a colleague.
Describe people, places and animals know.
SOCIOLINGUISTICS
I recognize some events, celebrations and
customs of other cultures and parts of the world
(Valentine's Day, Halloween, seasons).
I recognize that there are other people who
communicate in English.
CITIZENS:
PARTICIPATION AND DEMOCRATIC
RESPONSIBILITY: Use my freedom of expression
and respect the opinions of others.
. TECNOLOGICAS:
Facilitate gradually the use of technological tools
and use digital information to facilitate everyday
life
COMUNICATIVE :
Use necessary to interact linguistically in an
appropriate way strategies.
PERSONAL:
Bear the consequences of my own actions.
Intellectuals:
Accept the consequences of my decisions
regarding the English language.
Select one of the possible ways of acting.
INTERPERSONAL:
Identify the needs of my immediate
environment (family home neighborhood).
Search way to resolve conflicts.
BUSINESS FOR EMPRENDIMIIENTO:
Suggest a product or service required in my
immediate environment using English language
abroad.
INTERPRETIVE
Respond to greetings and farewells.
family and peers) in the construction of basic
agreements on standards for achieving
common goals and recital
TECHNOLOGICAL:
Act on the safety and use of tools and
equipment to manipulate
COMMUNICATION:
Enjoy reading as a leisure activity that helps
me to discover the world.
PERSONAL:
I overcome my weaknesses, I know my skills
skills and talents.
INTELLECTUALS:
I observe the problems that occur in around
me (my home, my school )
INTERPERSONAL:
Express my own interests and motivations.
Respect and understand my own views with
others even if they disagree.
BUSINESS FOR EMPRENDIMIIENTO:
Identify knowledge and my family and close
community experiences related to the
creation of businesses or business units
infusing English.
INTERPRETIVE
Answer questions about people, objects and
places in my surroundings.
I ask them to repeat the message when I do
not understand English.
ARGUMENTATIVE
Describe what I'm doing abroad using English.
Express my feelings and moods Cando I
communicate with my colleagues in English.
PROPOSITIVE
Follow the sequence of a simple story using
the English language.
Demonstrate knowledge of the basic
structures of English when I explain my
interest issues.
Identify and respect the differences
and similarities between the others
and me, and rejection situations of
exclusion or discrimination in my
family, with my friends and family
and in my living room
TECHNOLOGICAL:
Act on the safety and use of tools
and equipment that I manipulate.
Observe the problems that occur in
around me (my house my my
neighborhood school)
COMMUNICATION:
Use diagrams to organize
information short stories read in
English class.
PERSONAL:
Recognize my skills and talents
when skills I communicate and use
English as the medium of
instruction.
INTELLECTUALS:
Consult the possible solutions that
the affected propose to solve a
problem within my classroom
during English class.
INTERPERSONAL:
Express my own interests and
motivations during English class to
improve my English vocabulary and
pronunciation.
BUSINESS FOR
EMPRENDIMIIENTO:
Identify the knowledge and family
and my community close
experiences related to the creation
of businesses or business units
promoted English as a source of
work.
INTERPRETIVE
Write personal information in
simple formats using English.
Argumentative
Copy and transcribe words I
understand and I use frequently in
the classroom when I express in
English.
I participate in my immediate
context (with my family and peers)
in the construction of basic
agreements on standards for
achieving common goals and
practical with others.
TECHNOLOGICAL:
Act on the safety and proper use of
tools and equipment to develop
technological means manipulate
me facilitate understanding of the
importance of ICT in the classroom.
COMMUNICATION:
Understanding songs, rhymes and
nursery rhymes and show it with
gestures and movements in English.
PERSONAL:
Bear the consequences of my own
actions, whether oriented ethics,
my personal domain and my
emotional intelligence when I
communicate in English with
respect to the change.
INTELLECTUALS:
Consult the possible solutions that
the affected propose to solve a
problem in my room with regard to
attention, memory and
concentration during English class.
Facilitate understanding of the
importance of ICT in the classroom.
INTERPERSONAL:
Express my own interests and
motivations when I meet, I took the
lead and communicate group work
for learning and English proficiency.
.. BUSINESS FOR
EMPRENDIMIIENTO:
Identify knowledge and my family
and nearby community, related to
the creation of businesses or
business units developing plans to
facilitate me improve the company
using English as the main language
experiences.
INTERPRETIVE
Write personal information in
 Answer questions about how I feel. simple formats using information in
Argumentative: PROPOSITIVE English.
. Recognize when I speak in English and react Follow the sequence of a simple
verbally and nonverbally story using English grammar to ARGUMENTATIVE coherent and
propositive facilitate understanding me and convincing text Sustentation
Identify people involved in a conversation propose my own ideas. produced
PROPOSITIVE
Preparation of documents or
projects to solve problems of
context. Analysis of problems,
presentation of alternative
solutions
Principales resultados de Mapas conceptuales Canciones. Cartas describiendo cosas con el Tarjetas.
desempeño (evidencia). Videos. Maquetas vocabulario visto. Carteleras
carteleras audio Exposición Maquetas.
juegos

RECURSOS Y/O MATERIAL DIDÁCTICO. Tablero, marcador, video vim, T.V fotocopias ETC
INTRUMENTOS DE EVALUACIÓN: Trabajo en equipo, mapas mentales. Evaluación por competencia, talleres explosión etc
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación.
 REPÚBLICA DE COLOMBIA
DEPARTAMENTO DE SUCRE

GOBERNACIÓN
SECRETARIA DE EDUCACION DEPARTAMENTA

PLAN DE AREA Y/O ASIGNATURA

1. GENERALIDADES
- ESTABLECIMIENTO EDUCATIVO: INSTITUCIÓN EDUCATIVA CUENCA
_____________________________________________________________________________________________

- AREA: Humanidades ASIGNATURA (s): INGLÉS - CICLO: III GRADO(s):7 I.H.S: 3 AÑO: 2018
- EDUCADOR(es) FORMADOR(es): NELYS PATRICIA CALDERON JIMENEZ

To form students capable of recognizing themselves as an individual and as a member of the class.
train students able to give and ask for personal information, which describes the basic characteristics of people, things and places....
Train students able to identify words and related personal information and daily activities in oral and written texts simple sentences.
Metas generales del Train students able to construct simple phrases about routines, tastes and interests oral, written, and identify words, phrases about routines,
ciclo tastes and interests in oral and simple texts.
Metas generales del Define activities for integral personal care at the physical (body), intellectual (mind), emotional (psychological), and spiritual (beliefs) level.
grado
•
Periodos académicos Periodo 1 Periodo 2 Periodo 3 Periodo 4.
 Gives and requests personal information and
daily activities,
Estándares Básicos de
competencia, Expresses tastes, hobbies and interests when
expressing future plans, describing the habits
and routines of personal care, nutrition and
physical activity.
 Participantes in short conversations
providing information about him/ herself
Derechos Básicos de as well as about familiar people, places and
Aprendizaje (DBA) events using simple phrases and sentences
previously memorized.
 Describes people, activities, events and
personal experiences orally using simple
phrases and sentences previously
rehearsed with his/her classmates and
teacher.
Gramática
• Presente simple y futuro • Presente de “like” •
Preguntas “Wh- questions” • Modales: can • Adverbios
de frecuencia • Preguntas Yes/No questions.
Lexical:
Pasatiempos, Relaciones de tiempo, Dominios de
cuidado personal, Expresiones para describir hábitos,
Principales saberes. Expresiones para mostrar intereses y gustos,
Expresiones para explicar, Expresiones para mostrar
reflexión
• I recognize when they speak to me in English and I
react
Verbal and non-verbal.
• I understand when they greet me and say good bye
to me.
• I follow instructions related to class activities and
Recreational activities proposed by my teacher.
Identify related words about subjects
Which are familiar to me.
• I recognize short words and phrases in English in
books,
Objects, toys, advertisements and places of my
school.
• I relate illustrations with simple sentences
 Writes short and simple texts about
familiar actions, experiences, and plans
using a sequence of images and a
preestablished model for the text.
 Understands the main idea and details
related to activities, places, and people
in a short descriptive text through
familiar words and phrases. For
example, the student identifies
information and details connected to
place of birth and other places and
activities mentioned in a biography.
Gramática
• Imperativos para dar recomendaciones o
sugerencias. • Modales: must, have to, should, could,
etc. • Presente y pasado simple.
Lexical:
Sentimientos y emociones, Valores éticos,
Cualidades de las personas, Conectores • Because,
since, as, as a result of, therefore, for this reason.
Expresiones sobre emociones
Expresiones para recomendar
• Express moods and personal feelings
through simple conversations.
• Exchange information related to
everyday situations in the classroom.
• Lists short and simple sentences
about daily activities.
• It internalizes the importance of
integral personal care.
• Describe actions in a simple and
logical sequence.
• Give and ask for information on a
topic.
• Verify information.
 Recognizes specific information
in written and oral texts related
to objects, people, and actions
when they are familiar to the
student and the related
information is presented slowly.
The student may require use of
visual aids such as images or
texts for comprehension.
 Gives and follows instructions,
recommendations, and
suggestions about topics
related to his/her immediate
context. For example, the
student gives instructions on
how to make a traditional dish.
Gramática
• Preguntas “Wh-questions” • Presente
y Pasado simple • Presente continuous
tense • Imperativos • Modales.
Lexical:
Conservación • Protect, preserve, avoid,
save • Animals, oceans/land, plants. •
Natural resources • Global warming.
-Expresiones relacionadas con la
conservación del medio ambiente
• Identify the people who participate in a
conversation.
I follow the sequence of a short story
leaning on
images.
• Understand the general idea of a story
told
By my teacher when he relies on
movements,
Gestures and voice changes
• I understand children's songs, rhymes,
and rhymes, and
I demonstrate with gestures and
movements.
• Demonstrate understanding of simple
questions about me,
My family and my environment.
 Describes actions related to
a subject in his/her family
or school environment using
simple sentences and
images. For example: I will
recycle paper, plastic and
cans at home and at school.
 Describes people, activities,
events and personal
experiences orally using
simple phrases and
sentences previously
rehearsed with his/her
classmates and teacher.
Gramática
• Comparativos y superlativos. • Conectores
de secuencia. • Presente y Pasado simple y
continuo.
Lexical:
Países y Nacionalidades.
Biodiversidad • Animals and plants • Oceans,
rivers, mountains, valleys, etc.
Deporte, Clima, Estaciones.
Puntos cardinales • North, South, East, West.
Cualidades • Fast, slow, big, small, old, new,
modern, far, near, etc.
Expresiones para dar comparación y
contraste
 • Presentation of videos referring to the themes to be • Presentation of videos referring to the themes to be • Presentation of videos referring to the • Presentation of videos referring to the
developed in the classes developed in the classes themes to be developed in the classes themes to be developed in the classes
procedimientos (estrategias •Teamwork •Teamwork •Teamwork •Teamwork
metodológica de aprendizaje) y • Exhibition technique • Exhibition technique • Exhibition technique • Exhibition technique
actitudes • Workshops • Workshops • Workshops • Workshops
•Written works •Written works •Written works •Written works
• Presentation of dramas • Presentation of dramas • Presentation of dramas • Presentation of dramas
• Conceptual mapping • Conceptual mapping • Conceptual mapping • Conceptual mapping
• Billboard presentation • Billboard presentation • Billboard presentation • Billboard presentation
LINGUISTIC SCIENTIFIC: SCIENTIFIC: SCIENTIFIC:
Using the dictionary to find meanings of words seen in Observation of dialogues in English to enable it to Formulation of ideas when I think about Analyzed words that help you find the
class. formulate their own hypotheses about their writing a story in English for the solution to supplement English grammar
Practice pronunciation and writing new words and knowledge of English. investigation of the whole process. when analyzing a simple text.
expressions. CITIZENS: CITIZENS: CITIZENS:
Study new grammatical structures needed to express Participate in my immediate context (with my family Identify and respect the differences and I participate in my immediate context
and peers) in the construction of basic agreements similarities between the others and me, (with my family and peers) in the
ideas about my past and present life.
on standards for achieving common goals and recital and rejection situations of exclusion or construction of basic agreements on
PRAGMATICS
TECHNOLOGICAL: discrimination in my family, with my standards for achieving common goals
I talk about myself and give personal information. Act on the safety and use of tools and equipment to friends and family and in my living room and practical with others.
I write about my routine and when performed each manipulate TECHNOLOGICAL:
Competencias. activity. COMMUNICATION: Act on the safety and use of tools and TECHNOLOGICAL:
I read a simple text referring to the dictionary Enjoy reading as a leisure activity that helps me to equipment that I manipulate. Act on the safety and proper use of tools
unfamiliar words and answer questions about it discover the world. Observe the problems that occur in and equipment to develop technological
Perform a specific activity following the instructions around me (my house my my means manipulate me facilitate
given by my teacher or a colleague. PERSONAL: neighborhood school) understanding of the importance of ICT
Describe people, places and animals know. I overcome my weaknesses, I know my skills skills COMMUNICATION: in the classroom.
SOCIOLINGUISTICS and talents. Use diagrams to organize information COMMUNICATION:
I recognize some events, celebrations and customs of short stories read in English class. Understanding songs, rhymes and
other cultures and parts of the world (Valentine's Day, INTELLECTUALS: nursery rhymes and show it with
I observe the problems that occur in around me (my PERSONAL: gestures and movements in English.
Halloween, seasons).
home, my school ) Recognize my skills and talents when
I recognize that there are other people who
INTERPERSONAL: skills I communicate and use English as PERSONAL:
communicate in English. Express my own interests and motivations. the medium of instruction. Bear the consequences of my own
Respect and understand my own views with others INTELLECTUALS: actions, whether oriented ethics, my
CITIZENS:
even if they disagree. Consult the possible solutions that the personal domain and my emotional
PARTICIPATION AND DEMOCRATIC RESPONSIBILITY: Use
affected propose to solve a problem intelligence when I communicate in
my freedom of expression and respect the opinions of BUSINESS FOR EMPRENDIMIIENTO: within my classroom during English English with respect to the change.
others. Identify knowledge and my family and close class.
community experiences related to the creation of INTELLECTUALS:
. TECNOLOGICAS: businesses or business units infusing English. INTERPERSONAL: Consult the possible solutions that the
Facilitate gradually the use of technological tools and Express my own interests and affected propose to solve a problem in
use digital information to facilitate everyday life INTERPRETIVE motivations during English class to my room with regard to attention,
Answer questions about people, objects and places in improve my English vocabulary and memory and concentration during
COMUNICATIVE : my surroundings. pronunciation. English class. Facilitate understanding of
Use necessary to interact linguistically in an I ask them to repeat the message when I do not BUSINESS FOR EMPRENDIMIIENTO: the importance of ICT in the classroom.
appropriate way strategies. understand English. Identify the knowledge and family and my
community close experiences related to INTERPERSONAL:
PERSONAL:
ARGUMENTATIVE the creation of businesses or business Express my own interests and
Bear the consequences of my own actions. Intellectuals:
 Accept the consequences of my decisions regarding the Describe what I'm doing abroad using English. units promoted English as a source of motivations when I meet, I took the lead
English language. Express my feelings and moods Cando I communicate work. and communicate group work for
Select one of the possible ways of acting. with my colleagues in English. learning and English proficiency.
INTERPERSONAL: .. BUSINESS FOR EMPRENDIMIIENTO:
Identify the needs of my immediate environment (family INTERPRETIVE Identify knowledge and my family and
home neighborhood). Write personal information in simple nearby community, related to the
formats using English. creation of businesses or business units
Search way to resolve conflicts.
PROPOSITIVE developing plans to facilitate me improve
BUSINESS FOR EMPRENDIMIIENTO:
Follow the sequence of a simple story using the Argumentative the company using English as the main
Suggest a product or service required in my immediate English language. Copy and transcribe words I understand language experiences.
environment using English language abroad. Demonstrate knowledge of the basic structures of and I use frequently in the classroom
INTERPRETIVE English when I explain my interest issues. when I express in English. INTERPRETIVE
Respond to greetings and farewells. Write personal information in simple
Answer questions about how I feel. PROPOSITIVE formats using information in English.
Argumentative: Follow the sequence of a simple story
. Recognize when I speak in English and react verbally using English grammar to facilitate ARGUMENTATIVE coherent and
and nonverbally understanding me and propose my own convincing text Sustentation produced
propositive ideas. PROPOSITIVE
Identify people involved in a conversation Preparation of documents or projects to
solve problems of context. Analysis of
problems, presentation of alternative
solutions
Principales resultados de Mapas conceptuales Canciones. Cartas describiendo cosas con el vocabulario Tarjetas.
desempeño (evidencia). Videos. Maquetas visto. Carteleras
carteleras audio Exposición Maquetas.
juegos

RECURSOS Y/O MATERIAL DIDÁCTICO. Tablero, marcador, video vim, T.V fotocopias ETC
INTRUMENTOS DE EVALUACIÓN: Trabajo en equipo, mapas mentales. Evaluación por competencia, talleres explosión etc
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación.

1. GENERALIDADES
AREA: humanidades ASIGNATURA (s) Inglés CICLO: IV GRADO(s): 8
EDUCADOR(es) Nelys patricia calderón Jiménez.
Metas generales del ciclo
Metas generales del grado
REPÚBLICA DE COLOMBIA
DEPARTAMENTO DE SUCRE
GOBERNACIÓN
SECRETARIA DE EDUCACION DEPARTAMENTA
PLAN DE AREA Y/O ASIGNATURA
I.H.S: 3 Horas AÑO: 2018
 Instruct students capable of assimilating learning for life, using foreign language for personal enrichment and as a means to enjoy.
 Prepare students able to understand short videos in a foreign language where topics discussed in other areas are discussed.
 Project students able to listen and talk about content appropriate to their age, folk tales, folk songs, poems. Etc.
 I will be able to speak and communicate in basic situations. I can talk about situations and / or actions of the present, past or future.
 The student is able to: understand the general meaning of a text; Video, capture the information you need, even if there are parts of the text or video that does not
capture accurately; Select the parts of the text you need to perform your task and reject what you do not need. All this, through answers to questions or by relating
sentences / paragraphs with images.
Periodos académicos Periodo 1
I read and understand narrative and
descriptive texts or narratives and
descriptions from different sources on
topics that are familiar to me
Estándares Básicos de
competencia,
When you speak about me
what i do at school or in me
free time understanding
general ideas if the language
is clear
Requests and provides information about
experiences and plans in a clear and brief
Derechos Básicos de manner using his/her own information or
Aprendizaje information about familiar situations. Likewise,
the student uses familiar vocabulary and may
ask for assistance from classmates and/or the
teacher.
Requests and provides information about
experiences and plans in a clear and brief
manner using his / her own information or
information about familiar situations. Likewise,
the student uses familiar vocabulary and may
ask for assistance from classmates and / or
the teacher
Gramática
• Adverbios de frecuencia y secuencia
Principales saberes para • Adjetivos posesivos: her, his, my, their, your
resolver problemas del • Preguntas Wh-questions • Presente simple
Periodo 2
I make brief presentations to
describe narrating and briefly
explaining facts and processes
as well my dreams, hopes and
ambitions.
Writing texts
exhibitions about
themes of my environment and
my interests
with a
orthografia and point
acceptable
Explains in written form different
familiar situations and facts in a
coherent and simple manner. The
student can establish relationships of
addition, sequence, and cause and
effect as well as simple comparisons.
Recognizes specific information in
short oral and written texts on topics
of general interest. The student uses
different reading strategies such as:
previewing (images, titles, subtitles,
etc.), prediction, the underlining of key
words and Spanish cognates, and the
identification of the general idea of the
text (skimming
Gramática • Adverbios de frecuencia y
secuencia. • Adjetivos posesivos: her,
his, my, their, your • Preguntas Wh-
questions • Adverbios de frecuencia y
Periodo 3
In my essays I use the
vocabulary and grammar I
know with certain precision but
when I deal with topics that I do
not know or express ideas in
the past.
I like to participate in
Use represented plans
Una conversation with my
in maps or diagrams for
companions and my professor
develop my writings
Exchanges information about
academic and general interest
topics, through simple
conversations, dialogues, and role-
plays. In these conversations, the
student may express opinions in a
simple manner using previously
studied models.
Makes recommendations to people in
his/her community about what to
do, when and how, based on daily
situations in his or her family life,
school or local environment.
Briefly narrates current facts, daily
situations or personal experiences
orally and in written form.
Gramática • Presente continuo/
pasado simple • Primer condicional •
Modales: should, can, ought to, must
Periodo 4
I read and understand narrative
and descriptive texts or
narratives and descriptions from
different sources on topics that
are familiar to me.
Makes brief presentations on academic
topics related to his/her school
environment or community including in
the presentation: relevant facts, specific
details, and specific vocabulary pertinent
to the topic. Prior to giving the
presentation, the student prepares and
receives advice from his/her classmates
and/or teacher.
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
Gramática • Presente continuo •
Modales de posibilidad • Futuro con el
going to • Adjetivos • Adverbios de moda,
contexto. Conceptos, • Infinitivo/gerundio secuencia • Imperativos--Take…, Lexical Vocabulario positivo y secuencia, lugar • Imperativos • Tercero
procedimientos Lexical drink…; Don´t….. • Pasado simple. negativo • Like • Dislike • Bad taste condicional.
Acciones humanas Lexical • Fat • Ugly • Super skinny Lexical Consumismo • Buy and sell • Over
• Plant trees Partes del cuerpo Expresiones para narrar • One day I packaging • Disposable income • Fashion
• Throw garbage • Mining • Agriculture Síntomas y medicinas went for a walk • Technology
Prácticas medio ambientales Enfermedades y desórdenes Expresiones para argumentar y Palabras a favor o en contra • Like,
Expresiones para describir acciones humanas en alimenticios apoyar puntos de vista similar as, same in the same way, the
el medio ambiente. Expresiones para relacionar sintomas. • I agree, I disagree, I believe, I think, same as similarly • As well as • Although,
Expresiones para opinar Expresiones para concluir y citar in my opinion, I’m sorry, I can’t agree yet, while, instead, unless, unlike, on the
Expresiones para mostrar intereses y oralmente: with…Jorge • Exactly! I couldn’t contrary, contrary to…
Expresiones para citar en un escrito: • Expresiones para introducir un tema. agree more. • Perhaps, but … • Expresiones para proponer/mostrar una
According to … Expresiones para desarrollar That’s true. • I’m sorry, but I solución • If …then • Whether or not….. •
contenido. disagree. • I’m afraid that isn’t right. I have a proposal (to make) • I would like
• You’re absolutely correct!. • That to put forward a proposal (formal) • You
may be the case, however, … • You should… • You must/ mustn´t • This is
should, shouldn´t the result • I´d like to…

• Presentation of videos
(Estrategias metodológicas • Presentation of videos referring to • Presentation of videos referring to • Presentation of videos referring to referring to the themes to be
de aprendizaje) y actitudes).
the themes to be developed in the the themes to be developed in the the themes to be developed in the developed in the classes
classes classes classes • Teamwork
•Teamwork •Teamwork •Team work • Exhibition technique
• Exhibition technique • Exhibition technique • Exhibition technique • Workshops
• Workshops • Workshops • Workshops •Written works
•Written works •Written works • Written works • Dramas presentation
• Dramas presentation • Dramas presentation • Dramas presentation • Conceptual mapping
• Conceptual mapping • Conceptual mapping • Conceptual mapping • Billboard presentation
• Billboard presentation
CITIZENS CITIZENS Draw the scenarios where CITIZENS Communicate easily with CITIZENS Establish friendly relations
Draw the scenarios where you could stop the you could stop the conflict and avoid your peers, colleagues and teachers, with people of different social and
conflict and avoid so many victims. so many victims. and with the other people in your cultural level
TECHNOLOGIES TECHNOLOGIES Selects and uses community.
Selects and uses technological tools in the technological tools in the solution of
solution of problems problems

Competencias.
Se relacionan los procesos y acciones
necesarios e indispensables
correspondientes a cada competencia,
para contribuir y potencializar la
formación.
Principales resultados de desempeño
(evidencia).
COMMUNICATIVES
Participates constructively in democratic
processes of the classroom and the school
environment
C.LG: a. PERSONNEL :It acts autonomously,
following defined norms and principles
b. INTELLECTUAL
I choose and implement the appropriate
solution or strategy to solve a particular
situation
c. INTERPERSONAL
It contributes the resources that it presents
for the accomplishment of collective tasks
d. ORGANIZACIONALE
Collects, organizes and analyzes data to
produce information that can be transmitted to
others
INTERPRETATIVE
Identifies alternative ways of interpreting
humanity's actions during World War II
It recognizes the political processes carried out
by American states in the 20th century.
ARGUMENTATIVE:
He argues about the need to make decisions to
avoid armed conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION:
It raises value judgments around the world
situation at the time of the war.
world
PROPOSITIVE
It raises alternative forms of understanding of
the revolutionary phenomena in the world
 Write letters explaining the routine
situation in the foreign language English
COMMUNICATIVES Participates
constructively in democratic
processes of the classroom and the
school environment
C.LG: a. PERSONNEL It acts
autonomously, following defined norms
and principles
b. INTELLECTUAL I choose and
implement the appropriate solution or
strategy to solve a particular situation
c. INTERPERSONAL It contributes the
resources that it presents for the
accomplishment of collective tasks
c. ORGANIZACIONALE Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE:Identifies alternative
ways of interpreting humanity's
actions during World War II
It recognizes the political processes
carried out by American states in the
20th century.
ARGUMENTATIVE: He argues about the
need to make decisions to avoid armed
conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION: It raises value
judgments around the world situation
at the time of the war.
InterpretiveUnderstands the
revolutions of the 19th century in
Europe as a great step for humanity
 Develops diagrams that
explain the processes and
situations of daily life with their
TECHNOLOGIES Selects and uses
technological tools in the solution of
problems
COMMUNICATIVES Participates
constructively in democratic
processes of the classroom and the
school environment
C.LG: a. News
I act autonomously, following defined
norms and principles
b. INTELLECTUAL I choose and
implement the appropriate solution
or strategy to solve a particular
situation
c. INTERPERSONAL Contributes the
resources that it presents for the
accomplishment of collective tasks
ORGANIZATIONAL: Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE Recognizes the
political processes carried out by
the American states in the 20th
century.
ARGUMENTATIVE Arguments about
the need to participate in the
solution of the internal conflict that
has accompanied our country for
decades.
PROPOSITIVE Proposes different
ways to overcome the crises of the
American countries of the twentieth
century.
 Write and read texts
related to the situation of
TECHNOLOGIES Manages technological
tools and equipment according to the
procedures technically provided.
COMMUNICATIVES I cooperate and show
solidarity with my colleagues and my
colleagues; Work constructively in team
C.LG: a. PERSONAL Reflects on his own
attitude in relation to the activities
developed
b. INTELLECTUAL Identifies problems in a
given situation, Analyzes ways to
overcome them and implements suitable
alternatives
c. INTERPERSONAL Listens and
interprets ideas of others in a given
situation and supports the possible
disagreements with own arguments
d. ORGANIZATIONAL I contribute to
preserve and improve the environment
making proper use of the resources at
my disposal
INTERPRETATIVE
It interprets the current world situation
as a challenge to demonstrate its
capabilities and commitment to reality.
ARGUMENTATIVE
It raises reasons and arguments about
the population situation in Colombia
It raises reasons and arguments about
the population situation in America and in
Colombia
PROPOSITIVE Proposes alternatives for
solution and understanding about the
Colombian reality.
 Establish dialogues and
respectfully participate in
them in English
 Son los productos concretos que deben
presentar los estudiantes en cada periodo,
evento de clase, semana, semestral. Mínimo
se deben establecer dos productos, como
por ejemplo: cartas, mapas mentales,
mapas conceptuales, análisis de casos,
ejercicios, ensayos, cuentos, novelas,
noticias, reportajes, videos, audios,
informes, registros, etcétera.
 Describe and analyze events in the
classroom in English
 Graph and draw particular scenes of
the grammar seen in English
 Write her own conclusions about the
events of English grammar
 Produces written works of all the
subjects worked in classes
 Build projects with some of the themes
proposed.
 Write written analyzes on the situation
of our world in the face of globalization.
causes and consequences in
English
 Explain and ground through
written grammar view in
English
 Draw, cut and paste
illustrative situations of
inventions arising using the
English foreign language.
 Share your comments and
opinions about the situation in
our country in English
the human population in
the current world in  Proposes constructive
English contributions to problematic
situations using English
 Perform activities in
which those who identify
the origin of human  Draws reports on the
groups using English political and economic
situation of our country in
English
 Elaborates diagrams
explaining the situation of the
current world in English
 Maintains constant attention
to English population issues
and problems.

. RECURSOS Y/O MATERIAL DIDÁCTICO. Tablero, marcador, video vim, T.V, fotocopias, carteleras ETC
INTRUMENTOS DE EVALUACIÓN: Trabajo en equipo, mapas mentales. Evaluación por competencia, talleres explosión etc
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación.

1. GENERALIDADES
AREA: humanidades ASIGNATURA (s) Inglés CICLO: IV GRADO(s): 9
EDUCADOR(es) Nelys patricia calderón Jiménez.
Metas generales del ciclo
Metas generales del grado
REPÚBLICA DE COLOMBIA
DEPARTAMENTO DE SUCRE
GOBERNACIÓN
SECRETARIA DE EDUCACION DEPARTAMENTA
PLAN DE AREA Y/O ASIGNATURA
I.H.S: 3 Horas AÑO: 2018
 Instruct students capable of assimilating learning for life, using foreign language for personal enrichment and as a means to enjoy.
 Prepare students able to understand short videos in a foreign language where topics discussed in other areas are discussed.
 Project students able to listen and talk about content appropriate to their age, folk tales, folk songs, poems. Etc.
 I will be able to speak and communicate in basic situations. I can talk about situations and / or actions of the present, past or future.
 The student is able to: understand the general meaning of a text; Video, capture the information you need, even if there are parts of the text or video that does not
capture accurately; Select the parts of the text you need to perform your task and reject what you do not need. All this, through answers to questions or by relating
sentences / paragraphs with images.
Periodos académicos Periodo 1
I read and understand narrative and
descriptive texts or narratives and
Descriptions of different sources about
familiar themes, and I understand short and
simple argumentative texts.
I follow the instructions given in class to
Estándares Básicos de carry out academic activities.
competencia,
I understand relations of addition, contrast,
temporal order and spatial and cause-effect
between simple statements.
Explains the reasons behind plans and actions
related to his/her personal, school and
Derechos Básicos de community environment. The student structures
Aprendizaje explanations appropriately, uses connectors
between ideas, checks for spelling, and employs
proper pronunciation to communicate ideas.
Recognizes cause and effect relationships in
short written texts on academic topics. The
student takes into account vocabulary,
connectors, and prior knowledge when
identifying the relationships. For example, after
reading a short text, the student identifies
causes and effects and specifies them in a
graph.
Gramática
• Condicionales. • Modales of obligación: Should,
ought to, had better. • Comparativos y
Periodo 2
When I talk about what I do at school
or in my free time, I understand the
general ideas if the language is
clear.
I acknowledge the purpose of a
description in medium-length
narrative texts
I make brief presentations to
describe, narrate, justify and
Explain briefly facts and processes,
also my dreams,
Hopes and ambitions
Summarizes information s/he has
read or listened to on academic and
school related topics through a
structured written text. For example,
after reading a text, the student may
summarize it in one sentence.
Makes short presentations on
academic topics of interest using a
clear structure and organization. To
make his presentation he takes into
account:
Gramática
• Presente, pasado y futuro simple •
Presente, pasado y futuro perfecto •
Periodo 3
I write messages in different
formats on topics of my interest.
I write text expositions about
topics of my environment and my
interests, with an acceptable
spelling and punctuation
Participate in a conversation when
my interlocutor gives me the time
to think my answers..
Expresses his/her opinion on an
academic topic discussed in class by
quoting information presented by his
classmates, other people, or that
comes from other sources.
Exchanges information about
academic and general interest
topics in a conversation. To do so,
the student uses his/her notes from
a reading or listening on the topic
Gramática
• Adverbios de frecuencia y secuencia •
Imperativos: Take…, drink…; Don´t… •
Periodo 4
I express my opinion on matters of
general interest to myself and my
colleagues.
I answers, in written form, questions
related to texts that I have read.
In my essays I use the vocabulary and
grammar I know with some precision,
but when I deal with topics that I do
not know or express complex ideas, I
make mistakes
Identifies the type, purpose, and parts of
a short written or oral text and shares
ideas from the text with classmates. To
do so, the student uses the text
structure, titles and subtitles, sequence
markers, connectors, and repeated
vocabulary. For example, after reading a
narrative text on netiquette, the student
can explain what the text is about to
his/her classmates.
Produces medium length texts making
recommendations or suggestions related
to situations of academic, social, or
personal interest. To do so, the student
takes into account relationships of
compare and contrast and addition,
among others.
Gramática
• Pasado simple • Pasado perfecto •
Presente simple • Condicionales
Principales saberes para superlativos. • Presente perfecto. • Futuro Condicionales • Modales • Estilo Modales: should, would, ought to, had Lexical
resolver problemas del perfecto. indirecto better • Presente perfecto • Pasado Derechos • Right to vote freely • Right to
contexto. Conceptos, simple
procedimientos Lexical Lexical receive health, and basic services •
Lexical
Tecnologías de la información • Social network • Opuestas • Woman – women • Man – Dignity and identity • Civil disobedience
Partes del cuerpo • Abdomen • Heart •
Application (Apps) • Blogs • Download / upload Men • Child- children • Person –People Expresiones de ventajas y desventajas
Back • Kidney • Liver • Lung • Backbone
• Website • Save as • Password • Access • Just - Unjust • Wrong - right • Fair – Expresiones para presentar un proyecto
• Skull
Conectores de causa y efecto • Consequently • unfair • Lack of… Enfermedades y Síntomas Expresiones para presentar un proyecto
As a result • Therefore • For this reason • Expresiones de contraste y adición Transiciones de efecto • Therefore •
Because • As • Since Expresiones para solicitar clarificación Consequently • Accordingly • Thus •
Expresiones para sugerir Expresiones para realizar una Hence • As a result
Expresiones para opinar presentación oral Expresiones para relacionar síntomas
Expresiones para resumir ideas Expresiones para introducir un tema:

(Estrategias metodológicas
de aprendizaje) y actitudes).
COMPETENCIAS.
• Presentation of videos
• Presentation of videos referring to • Presentation of videos referring to • Presentation of videos referring to referring to the themes to be
the themes to be developed in the the themes to be developed in the the themes to be developed in the developed in the classes
classes classes classes • Teamwork
•Teamwork •Teamwork •Team work • Exhibition technique
• Exhibition technique • Exhibition technique • Exhibition technique • Workshops
• Workshops • Workshops • Workshops •Written works
•Written works •Written works • Written works • Dramas presentation
• Dialogues • Dramas presentation • Dramas presentation • Conceptual mapping
• Conceptual mapping • Conceptual mapping • Conceptual mapping • Billboard presentation
• Billboard presentation
CITIZENS CITIZENS Draw the scenarios where CITIZENS Communicate easily with CITIZENS Establish friendly relations
Draw the scenarios where you could stop the you could stop the conflict and avoid your peers, colleagues and teachers, with people of different social and
conflict and avoid so many victims. so many victims. and with the other people in your cultural level
TECHNOLOGIES TECHNOLOGIES Selects and uses community.
Selects and uses technological tools in the technological tools in the solution of TECHNOLOGIES Selects and uses TECHNOLOGIES Manages technological
solution of problems problems technological tools in the solution of tools and equipment according to the
COMMUNICATIVES COMMUNICATIVES Participates problems procedures technically provided.
Participates constructively in democratic constructively in democratic COMMUNICATIVES Participates COMMUNICATIVES I cooperate and show
processes of the classroom and the school processes of the classroom and the constructively in democratic solidarity with my colleagues and my
environment school environment processes of the classroom and the colleagues; Work constructively in team
C.LG: a. PERSONNEL :It acts autonomously, school environment
following defined norms and principles C.LG: a. News
 b. INTELLECTUAL
I choose and implement the appropriate
solution or strategy to solve a particular
situation
c. INTERPERSONAL
It contributes the resources that it presents
for the accomplishment of collective tasks
d. ORGANIZACIONALE
Collects, organizes and analyzes data to
produce information that can be transmitted to
others
INTERPRETATIVE
Identifies alternative ways of interpreting
humanity's actions during World War II
It recognizes the political processes carried out
by American states in the 20th century.
ARGUMENTATIVE:
He argues about the need to make decisions to
avoid armed conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION:
It raises value judgments around the world
situation at the time of the war.
world
PROPOSITIVE
It raises alternative forms of understanding of
the revolutionary phenomena in the world
C.LG: a. PERSONNEL It acts
autonomously, following defined norms
and principles
b. INTELLECTUAL I choose and
implement the appropriate solution or
strategy to solve a particular situation
c. INTERPERSONAL It contributes the
resources that it presents for the
accomplishment of collective tasks
c. ORGANIZACIONALE Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE:Identifies alternative
ways of interpreting humanity's
actions during World War II
It recognizes the political processes
carried out by American states in the
20th century.
ARGUMENTATIVE: He argues about the
need to make decisions to avoid armed
conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION: It raises value
judgments around the world situation
at the time of the war.
InterpretiveUnderstands the
revolutions of the 19th century in
Europe as a great step for humanity
I act autonomously, following defined
norms and principles
b. INTELLECTUAL I choose and
implement the appropriate solution
or strategy to solve a particular
situation
c. INTERPERSONAL Contributes the
resources that it presents for the
accomplishment of collective tasks
ORGANIZATIONAL: Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE Recognizes the
political processes carried out by
the American states in the 20th
century.
ARGUMENTATIVE Arguments about
the need to participate in the
solution of the internal conflict that
has accompanied our country for
decades.
PROPOSITIVE Proposes different
ways to overcome the crises of the
American countries of the twentieth
century.
C.LG: a. PERSONAL Reflects on his own
attitude in relation to the activities
developed
b. INTELLECTUAL Identifies problems in a
given situation, Analyzes ways to
overcome them and implements suitable
alternatives
c. INTERPERSONAL Listens and
interprets ideas of others in a given
situation and supports the possible
disagreements with own arguments
d. ORGANIZATIONAL I contribute to
preserve and improve the environment
making proper use of the resources at
my disposal
INTERPRETATIVE
It interprets the current world situation
as a challenge to demonstrate its
capabilities and commitment to reality.
ARGUMENTATIVE
It raises reasons and arguments about
the population situation in Colombia
It raises reasons and arguments about
the population situation in America and in
Colombia
PROPOSITIVE Proposes alternatives for
solution and understanding about the
Colombian reality.

Principales resultados de desempeño
(evidencia).
Son los productos concretos que deben
presentar los estudiantes en cada periodo,
evento de clase, semana, semestral. Mínimo
se deben establecer dos productos, como
por ejemplo: cartas, mapas mentales,
mapas conceptuales, análisis de casos,
ejercicios, ensayos, cuentos, novelas,
 Write letters explaining the routine
situation in the foreign language English
 Describe and analyze events in the
classroom in English
 Graph and draw particular scenes of
the grammar seen in English
 Develops diagrams that
explain the processes and
situations of daily life with their
causes and consequences in
English
 Explain and ground through
written grammar view in
English
 Write and read texts
related to the situation of
the human population in
the current world in
English
 Perform activities in
which those who identify
 Establish dialogues and
respectfully participate in
them in English
 Proposes constructive
contributions to problematic
situations using English
 noticias, reportajes, videos,
informes, registros, etcétera.
audios,  Write her own conclusions about the  Draw, cut and paste the origin of human  Draws reports on the
events of English grammar illustrative situations of groups using English political and economic
inventions arising using the situation of our country in
 Produces written works of all the English foreign language. English
subjects worked in classes
 Share your comments and  Elaborates diagrams
 Build projects with some of the themes opinions about the situation in explaining the situation of the
proposed. our country in English current world in English

 Write written analyzes on the situation  Maintains constant attention

of our world in the face of globalization. to English population issues
and problems.
. RECURSOS Y/O MATERIAL DIDÁCTICO. Tablero, marcador, video vim, T.V, fotocopias, carteleras ETC
INTRUMENTOS DE EVALUACIÓN: Trabajo en equipo, mapas mentales. Evaluación por competencia, talleres explosión etc
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación.

.
 REPÚBLICA DE COLOMBIA
DEPARTAMENTO DE SUCRE

GOBERNACIÓN
SECRETARIA DE EDUCACION DEPARTAMENTA

PLAN DE AREA Y/O ASIGNATURA

1. GENERALIDADES

AREA: humanidades ASIGNATURA (s) Inglés CICLO: IV GRADO(s): 10 I.H.S: 3 Horas AÑO: 2018

EDUCADOR(es) Nelys patricia calderón Jiménez.

Metas generales del ciclo
Metas generales del grado
Periodos académicos
He is able to understand simple exchanges with some difficulty about familiar topics, everyday situations, predictable and make detailed descriptions of
various aspects of his environment: (people, climate, places, jobs,
He usually follows the main points of a discussion (when the speech is clearly articulated, in standard English) by giving his own personal views and
opinions in informal discussions, familiar topics, with friends. Sometimes you can start a conversation and often ask your interlocutor to repeat so you
can understand what he has said.
To prepare students able to face situations that help them to solve a test to know with the knowledge and structure and parameters given by the ICFE in
English
The student is able to answer an icfe type test in English.
The student is able to read argumentative, interpretive texts that facilitate the understanding and analysis of this.
The student is able to comprehend ICFE know-how with enlightened about his environment and produce texts about him and his peers with complex and
sometimes memorized sentences
Periodo 1 Periodo 2 Periodo 3 Periodo 4
 I make brief presentations to
describe, narrate, justify and explain
briefly facts and processes, also my
dreams, hopes and ambitions
Estándares Básicos de
competencia, I structure my texts taking into
account formal language elements
such as punctuation, spelling, syntax,
coherence and cohesion.
I use my previous knowledge to
participate in a conversation.
Recognizes general and specific information in
written and oral opinion texts and discussions
Derechos Básicos de on familiar topics. For this purpose, the student
Aprendizaje asks questions such as “What is the text
about?” and “What is the most important idea
the author is trying to express?”
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. For example,
when reading a text, the student makes
comments that evidence his/her
understanding.
Gramática
• Presente, pasado y futuro simple y perfecto •
Principales saberes para Condicionales • Modales • Estilo indirecto voz
resolver problemas del pasiva voz activa.
I participate in conversations in
which I can explain my opinions and
ideas on general, personal and
abstract topics.
I use strategies appropriate to the
purpose and type of text (activation
of prior knowledge, support in body
language and gesture, use of
images) to understand what I hear.
I write texts through which I explain
my preferences, decisions or
actions.
Writes narrative, descriptive and
explanatory texts related to topics of
interest or that are familiar to
him/her.. The student follows a model
for the process of planning, writing,
reviewing, and editing a text. The
student may use his/her teacher
and/or classmates to receive advice
and support. Text.
Composes clear and well structured oral or
written messages taking into consideration the
context in which they are produced using the
necessary vocabulary and text structures. For
example, when writing an e-mail, the student
greets the person, composes the message, and
closes appropriately.
Holds spontaneous and simple on topics of
personal or academic
Gramática
• Presente, pasado y futuro simple y
perfecto • Condicionales • Modales
Lexical
In interactions with native
speakers of English, I recognize
elements of their culture and can
explain to my colleagues.
I value reading as a means to
acquire information from different
disciplines that expand my
knowledge.
Use functional language to discuss
alternatives, make
recommendations and negotiate
agreements in discussions
prepared in advance.
Exchanges opinions on topics of
personal, social or academic
interest in a natural and coherent
manner using familiar
expressions. For example, the
student participates in a round
table discussion giving his/her
opinion on the topic being
discussed
Gramática
• Presente y pasado simple •
Presente perfecto • Futuro simple •
Preguntas con which? • Gerundios • Modales • Estilo indirecto
I understand the texts of different
types and sources on topics of
general and academic interest. I
select and apply appropriate reading
strategies for text and engagement.
I use an appropriate vocabulary to
express my ideas clearly on topics of
the curriculum and my interest.
I verbally describe my ambitions,
dreams and hopes using clear and
simple language.
Holds spontaneous and simple
conversations on topics of personal or
academic interest. Depending on the
purpose and audience, the student
chooses appropriate expressions to
begin, maintain, and end conversations
Responds to questions and inquiries
after an oral presentation on general or
academic topics of interest using
information previously consulted and
organized. For example, the student can
clarify doubts from an audience on a
topic such as the following:
Gramática
• Presente simple y continuo • Pasado
simple y continuo • Infinitivos de
proposito It’s + adjective+ infinitive •
contexto. Conceptos, Lexical Deportes extremos • Skateboarding •
procedimientos Problemas escolares y su manejo • Cheating • Windsurfing • Parachute • Jetskis •
Rock climbing • Motocross
Using electronic devices in class • Plagiarism Desordenes alimenticias • Anorexia •
Expresiones para solicitar aclaración. Bulimia . Salud en general • Body
Expresiones para realizar una presentación oral image • Nutrition • Symptom • Binge •
Purge
Expresiones de causa y efecto
Expresiones para clarificación.
Expresiones para resumir ideas Expresiones para presentar un
proyecto, Expresiones para dar
opinion. Expresiones para describir
condiciones Expresiones para hablar
sobre costumbres, Expresiones para
hablar sobre las consecuencias
(Estrategias metodológicas • Presentation of videos referring to • Presentation of videos referring to
de aprendizaje) y actitudes).
the themes to be developed in the the themes to be developed in the
classes classes
•Teamwork •Teamwork
• Exhibition technique • Exhibition technique
• Workshops • Workshops
•Written works •Written works
• Dialogues • Dramas presentation
• Conceptual mapping • Conceptual mapping
• Billboard presentation
CITIZENS CITIZENS Draw the scenarios where
Draw the scenarios where you could stop the you could stop the conflict and avoid
conflict and avoid so many victims. so many victims.
TECHNOLOGIES TECHNOLOGIES Selects and uses
Selects and uses technological tools in the technological tools in the solution of
solution of problems problems
COMPETENCIAS. COMMUNICATIVES COMMUNICATIVES Participates
Participates constructively in democratic constructively in democratic
processes of the classroom and the school processes of the classroom and the
environment school environment
C.LG: a. PERSONNEL :It acts autonomously, C.LG: a. PERSONNEL It acts
following defined norms and principles autonomously, following defined norms
b. INTELLECTUAL and principles
Condicionales • This/These,
that/those, one/ones • Too +
adjetives
Lexical Vestuario, accesorios y moda
• Jeans, T-shirt, shoes, blouse,
popular trends, bag etc.
Expresiones sobre moda.
Expresiones de opinión
• Presentation of videos referring to
the themes to be developed in the
classes
•Team work
• Exhibition technique
• Workshops
• Written works
• Dramas presentation
• Conceptual mapping
CITIZENS Communicate easily with
your peers, colleagues and teachers,
and with the other people in your
community.
TECHNOLOGIES Selects and uses
technological tools in the solution of
problems
COMMUNICATIVES Participates
constructively in democratic
processes of the classroom and the
school environment
C.LG: a. News
I act autonomously, following defined
norms and principles
Lexical: Globalización • Affluence •
Manufacturing • Technology • Outsoource
• Dominate • Emerge • Capitalise •
Communication • Appliances and devices.
Expresiones para predecir y dar
hipótesis.
Expresiones para inferir.
Expresiones para justificar.
Expresiones para persuadir
• Presentation of videos
referring to the themes to be
developed in the classes
•Teamwork
• Exhibition technique
• Workshops
•Written works
• Dramas presentation
• Conceptual mapping
• Billboard presentation
CITIZENS Establish friendly relations
with people of different social and
cultural level
TECHNOLOGIES Manages technological
tools and equipment according to the
procedures technically provided.
COMMUNICATIVES I cooperate and show
solidarity with my colleagues and my
colleagues; Work constructively in team
C.LG: a. PERSONAL Reflects on his own
attitude in relation to the activities
developed
 I choose and implement the appropriate
solution or strategy to solve a particular
situation
c. INTERPERSONAL
It contributes the resources that it presents
for the accomplishment of collective tasks
d. ORGANIZACIONALE
Collects, organizes and analyzes data to
produce information that can be transmitted to
others
INTERPRETATIVE
Identifies alternative ways of interpreting
humanity's actions during World War II
It recognizes the political processes carried out
by American states in the 20th century.
ARGUMENTATIVE:
He argues about the need to make decisions to
avoid armed conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION:
It raises value judgments around the world
situation at the time of the war.
world
PROPOSITIVE
It raises alternative forms of understanding of
the revolutionary phenomena in the world
b. INTELLECTUAL I choose and
implement the appropriate solution or
strategy to solve a particular situation
c. INTERPERSONAL It contributes the
resources that it presents for the
accomplishment of collective tasks
c. ORGANIZACIONALE Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE:Identifies alternative
ways of interpreting humanity's
actions during World War II
It recognizes the political processes
carried out by American states in the
20th century.
ARGUMENTATIVE: He argues about the
need to make decisions to avoid armed
conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION: It raises value
judgments around the world situation
at the time of the war.
InterpretiveUnderstands the
revolutions of the 19th century in
Europe as a great step for humanity
b. INTELLECTUAL I choose and
implement the appropriate solution
or strategy to solve a particular
situation
c. INTERPERSONAL Contributes the
resources that it presents for the
accomplishment of collective tasks
ORGANIZATIONAL: Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE Recognizes the
political processes carried out by
the American states in the 20th
century.
ARGUMENTATIVE Arguments about
the need to participate in the
solution of the internal conflict that
has accompanied our country for
decades.
PROPOSITIVE Proposes different
ways to overcome the crises of the
American countries of the twentieth
century.
b. INTELLECTUAL Identifies problems in a
given situation, Analyzes ways to
overcome them and implements suitable
alternatives
c. INTERPERSONAL Listens and
interprets ideas of others in a given
situation and supports the possible
disagreements with own arguments
d. ORGANIZATIONAL I contribute to
preserve and improve the environment
making proper use of the resources at
my disposal
INTERPRETATIVE
It interprets the current world situation
as a challenge to demonstrate its
capabilities and commitment to reality.
ARGUMENTATIVE
It raises reasons and arguments about
the population situation in Colombia
It raises reasons and arguments about
the population situation in America and in
Colombia
PROPOSITIVE Proposes alternatives for
solution and understanding about the
Colombian reality.

Principales resultados de desempeño
(evidencia).
Son los productos concretos que deben
presentar los estudiantes en cada periodo,
evento de clase, semana, semestral. Mínimo
se deben establecer dos productos, como
por ejemplo: cartas, mapas mentales,
mapas conceptuales, análisis de casos,
ejercicios, ensayos, cuentos, novelas,
noticias, reportajes, videos, audios,
informes, registros, etcétera.
 Write letters explaining the routine
situation in the foreign language English
 Describe and analyze events in the
classroom in English
 Graph and draw particular scenes of
the grammar seen in English
 Write her own conclusions about the
events of English grammar
 Develops diagrams that
explain the processes and
situations of daily life with their
causes and consequences in
English
 Explain and ground through
written grammar view in
English
 Draw, cut and paste
illustrative situations of
 Write and read texts
related to the situation of
the human population in
the current world in
English
 Perform activities in
which those who identify
the origin of human
groups using English
 Establish dialogues and
respectfully participate in
them in English
 Proposes constructive
contributions to problematic
situations using English
 Draws reports on the
political and economic
situation of our country in
English
  Produces written works of all the inventions arising using the
subjects worked in classes English foreign language.  Elaborates diagrams
explaining the situation of the
 Build projects with some of the themes  Share your comments and current world in English
proposed. opinions about the situation in
our country in English  Maintains constant attention
 Write written analyzes on the situation to English population issues
of our world in the face of globalization. and problems.
. RECURSOS Y/O MATERIAL DIDÁCTICO. Tablero, marcador, video vim, T.V, fotocopias, carteleras ETC
INTRUMENTOS DE EVALUACIÓN: Trabajo en equipo, mapas mentales. Evaluación por competencia, talleres explosión etc
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación.

.
 REPÚBLICA DE COLOMBIA
DEPARTAMENTO DE SUCRE

GOBERNACIÓN
SECRETARIA DE EDUCACION DEPARTAMENTA

PLAN DE AREA Y/O ASIGNATURA

1. GENERALIDADES

AREA: humanidades ASIGNATURA (s) Inglés CICLO: IV GRADO(s): 11 I.H.S: 3 Horas AÑO: 2018

EDUCADOR(es) Nelys patricia calderón Jiménez.

Metas generales del ciclo
Metas generales del grado
Periodos académicos
He is able to understand simple exchanges with some difficulty about familiar topics, everyday situations, predictable and make detailed descriptions of
various aspects of his environment: (people, climate, places, jobs,
He usually follows the main points of a discussion (when the speech is clearly articulated, in standard English) by giving his own personal views and
opinions in informal discussions, familiar topics, with friends. Sometimes you can start a conversation and often ask your interlocutor to repeat so you
can understand what he has said.
To prepare students able to face situations that help them to solve a test to know with the knowledge and structure and parameters given by the ICFE in
English
The student is able to answer an icfe type test in English.
The student is able to read argumentative, interpretive texts that facilitate the understanding and analysis of this.
The student is able to comprehend ICFE know-how with enlightened about his environment and produce texts about him and his peers with complex and
sometimes memorized sentences
Periodo 1 Periodo 2 Periodo 3 Periodo 4
 . I make brief presentations to
describe, narrate, justify and explain
briefly facts and processes, also my
dreams, hopes and ambitions
Estándares Básicos de
competencia, I can also start a conversation topic
and keep the attention of My
interlocutors; When I speak, my
speech is simple and coherent.
Although my accent Is foreign, my
pronunciation is clear and adequate
Identifies the purpose of medium length oral
and written texts related to topics of general
Derechos Básicos de and academic interest and shares it with others
Aprendizaje using his/her knowledge about the structure of
texts. For example, after reading different texts,
the student identifies the purpose and type of
each one.
Explains orally and in written forms the causes
and effects as well as the problem and the
solution of a situation by defining the
relationship between ideas to be explained and
using appropriate language
Gramática • Futuro simple, perfecto •
Condicionales • Presente y Pasado simple •
Principales saberes para Estilo indirecto • Conectores de causa y efecto
resolver problemas del Lexical Palabras relacionadas con los 17
contexto. Conceptos, objetivos de la ONU • Poverty, hunger, health,
procedimientos
In addition to what I achieved in the
previous level, in this level I
participate in conversations in
which I can explain my opinions and
ideas on general, personal and
abstract topics.
I write texts that explain my
preferences, decisions and actions.
With my vocabulary I deal with
general themes,
Although I use strategies to talk
about
Facts and objects whose name I do
not know.
I accept acceptable linguistic
norms, with some interference
from my mother tongue
Identifies opinions of the author in
oral and written texts related to
his/her school environment using
prior knowledge related to the topic as
well as the structure of the text. For
example after reading or listening to a
text, the student writes a brief
summary of the author’s opinions.
Writes opinion texts about academic
topics using a clear and simple
structure. To do this, the student
follows a model for the process of
planning, writing, reviewing and editing
a text.
Gramática • Estilo indirecto •
Presente, pasado y futuro simple •
Presente y pasado continuo • Pasado
perfecto.
Lexical Servicios de salud • X-rays •
Doctor appointments • Laboratory •
Dentist • Women’s health • Pediatrics.
In interactions with native
speakers of English, I recognize
elements of their culture and can
explain to my colleagues.
I verbally describe my ambitions,
dreams and hopes using clear and
simple language
I participate spontaneous in
Conversations on topics of my
interest using clear and simple
language
Expresses his/her position on a
familiar topic in written and oral
form, taking into consideration
his/her audience. To achieve this,
the student sets the tone of the
message depending on the context
or relationship with the audience
(formal or informal).
Expresses orally his/her point of
view about a controversial subject
previously studied through the
selection or organization of
information from reliable sourcee
and use of clear and structures
ideas.
. Gramática • Tercer condicional.
Gramática • Tercer condicional •
Adverbios e intensificadores.
Lexical Valores sociales • Peace,
cooperation, collaboration, love,
honesty, etc. • Equality, dignity,
I understand the texts of different
types and sources on topics of
general and academic interest. I
select and apply appropriate reading
strategies for text and engagement.
I use metalinguistic elements as
gestures and intonation to make more
understandable what I say
I value writing as a means of
expressing my ideas and thoughts,
who I am and what I know of the world.
Maintains previously prepared formal
discussions about academic topics. To do
so, the student follows the ideas
presented about the topic and expresses
his/ her opinion and contrasts it with the
opinions of others in the discussion.
Narrates personal experiences or
familiar stories in oral or written form
through the use of details related to
situations, places, people, and actions.
For example, the student shares a life
lesson with classmates.
Lexical Redes sociales • Twitter •
Facebook • YouTube • Google + • Badoo •
Linkedin • Reddit • Instagram.
Expresiones para las normas de Etiqueta.
Expresiones relacionadas con opiniones.

(Estrategias metodológicas
de aprendizaje) y actitudes).
COMPETENCIAS.
education. • Equality, gender, inequality. • Expresiones para expresar
Environment, climate, oceans, seas, marine comparación.
Expresiones para resumir información
resources, ecosystems, water, energy, • In conclusion… • To sum up… • In
sanitation. • Justice, peaceful, inclusion, safety short…
• Employment, economy, industrialization. Expresiones para presentar ventajas y
desventajas.
Expresiones para pedir aclaración, ampliación.
Expresiones para citar fuentes
Expresiones de causa y efecto. bibliográficas.
Expresiones para proponer acciones Expresiones para quejar
Expresiones para responder a quejas:
Positive response to complaints
• Presentation of videos referring to • Presentation of videos referring to
the themes to be developed in the the themes to be developed in the
classes classes
•Teamwork •Teamwork
• Exhibition technique • Exhibition technique
• Workshops • Workshops
•Written works •Written works
• Dialogues • Dramas presentation
• Conceptual mapping • Conceptual mapping
• Billboard presentation
CITIZENS CITIZENS Draw the scenarios where
Draw the scenarios where you could stop the you could stop the conflict and avoid
conflict and avoid so many victims. so many victims.
TECHNOLOGIES TECHNOLOGIES Selects and uses
Selects and uses technological tools in the technological tools in the solution of
solution of problems problems
COMMUNICATIVES COMMUNICATIVES Participates
Participates constructively in democratic constructively in democratic
processes of the classroom and the school processes of the classroom and the
environment school environment
C.LG: a. PERSONNEL :It acts autonomously, C.LG: a. PERSONNEL It acts
following defined norms and principles autonomously, following defined norms
b. INTELLECTUAL and principles
I choose and implement the appropriate b. INTELLECTUAL I choose and
solution or strategy to solve a particular implement the appropriate solution or
situation strategy to solve a particular situation
sacrifice, acceptance, etc. •
Integration, unity, humanitarianism,
inclusion, etc. • Forgiveness,
absolution, reconciliation, amnesty,
clemency, etc.
Participación ciudadana •
Expresiones para presentar un tema.
Expresiones para defender punto de
vista y opiniones.
Expresiones parar sintetizar fuentes
• Presentation of videos referring to
the themes to be developed in the
classes
•Team work
• Exhibition technique
• Workshops
• Written works
• Dramas presentation
• Conceptual mapping
CITIZENS Communicate easily with
your peers, colleagues and teachers,
and with the other people in your
community.
TECHNOLOGIES Selects and uses
technological tools in the solution of
problems
COMMUNICATIVES Participates
constructively in democratic
processes of the classroom and the
school environment
C.LG: a. News
I act autonomously, following defined
norms and principles
b. INTELLECTUAL I choose and
implement the appropriate solution
• 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…
• Presentation of videos
referring to the themes to be
developed in the classes
•Teamwork
• Exhibition technique
• Workshops
•Written works
• Dramas presentation
• Conceptual mapping
• Billboard presentation
CITIZENS Establish friendly relations
with people of different social and
cultural level
TECHNOLOGIES Manages technological
tools and equipment according to the
procedures technically provided.
COMMUNICATIVES I cooperate and show
solidarity with my colleagues and my
colleagues; Work constructively in team
C.LG: a. PERSONAL Reflects on his own
attitude in relation to the activities
developed
b. INTELLECTUAL Identifies problems in a
given situation, Analyzes ways to
 c. INTERPERSONAL
It contributes the resources that it presents
for the accomplishment of collective tasks
d. ORGANIZACIONALE
Collects, organizes and analyzes data to
produce information that can be transmitted to
others
INTERPRETATIVE
Identifies alternative ways of interpreting
humanity's actions during World War II
It recognizes the political processes carried out
by American states in the 20th century.
ARGUMENTATIVE:
He argues about the need to make decisions to
avoid armed conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION:
It raises value judgments around the world
situation at the time of the war.
world
PROPOSITIVE
It raises alternative forms of understanding of
the revolutionary phenomena in the world
Principales resultados de desempeño Write letters explaining the routine
(evidencia). situation in the foreign language
Son los productos concretos que deben English
presentar los estudiantes en cada periodo,
evento de clase, semana, semestral. Mínimo Describe and analyze events in the
se deben establecer dos productos, como classroom in English
por ejemplo: cartas, mapas mentales,
mapas conceptuales, análisis de casos, Graph and draw particular scenes of
ejercicios, ensayos, cuentos, novelas, the grammar seen in English
noticias, reportajes, videos, audios,
informes, registros, etcétera. Write her own conclusions about the
events of English grammar
Produces written works of all the
subjects worked in classes
c. INTERPERSONAL It contributes the
resources that it presents for the
accomplishment of collective tasks
c. ORGANIZACIONALE Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE:Identifies alternative
ways of interpreting humanity's
actions during World War II
It recognizes the political processes
carried out by American states in the
20th century.
ARGUMENTATIVE: He argues about the
need to make decisions to avoid armed
conflict.
It gives reasons for the importance of
overcoming situations of exclusion and
radicalism in today's world
PROPOSITION: It raises value
judgments around the world situation
at the time of the war.
InterpretiveUnderstands the
revolutions of the 19th century in
Europe as a great step for humanity
Develops diagrams that
explain the processes and
situations of daily life with
their causes and
consequences in English
Explain and ground through
written grammar view in
English
Draw, cut and paste
illustrative situations of
inventions arising using the
English foreign language.
or strategy to solve a particular
situation
c. INTERPERSONAL Contributes the
resources that it presents for the
accomplishment of collective tasks
ORGANIZATIONAL: Collects,
organizes and analyzes data to
produce information that can be
transmitted to others
INTERPRETATIVE Recognizes the
political processes carried out by
the American states in the 20th
century.
ARGUMENTATIVE Arguments about
the need to participate in the
solution of the internal conflict that
has accompanied our country for
decades.
PROPOSITIVE Proposes different
ways to overcome the crises of the
American countries of the twentieth
century.
Write and read texts
related to the situation
of the human population
in the current world in
English
Perform activities in
which those who identify
the origin of human
groups using English
overcome them and implements suitable
alternatives
c. INTERPERSONAL Listens and
interprets ideas of others in a given
situation and supports the possible
disagreements with own arguments
d. ORGANIZATIONAL I contribute to
preserve and improve the environment
making proper use of the resources at
my disposal
INTERPRETATIVE
It interprets the current world situation
as a challenge to demonstrate its
capabilities and commitment to reality.
ARGUMENTATIVE
It raises reasons and arguments about
the population situation in Colombia
It raises reasons and arguments about
the population situation in America and in
Colombia
PROPOSITIVE Proposes alternatives for
solution and understanding about the
Colombian reality.
Establish dialogues and
respectfully participate in
them in English
Proposes constructive
contributions to problematic
situations using English
Draws reports on the
political and economic
situation of our country in
English
 Share your comments and Elaborates diagrams
Build projects with some of the opinions about the situation explaining the situation of the
themes proposed. in our country in English current world in English

Write written analyzes on the Maintains constant attention

situation of our world in the face of to English population issues
globalization. and problems.
. RECURSOS Y/O MATERIAL DIDÁCTICO. Tablero, marcador, video vim, T.V, fotocopias, carteleras ETC
INTRUMENTOS DE EVALUACIÓN: Trabajo en equipo, mapas mentales. Evaluación por competencia , talleres explosión etc
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación.

.
TIPOS DE EVALUACIÓN: Autoevaluación, coevaluación y heteroevaluación