Actualizacion Malla Ingles Por Niveles - Basico

MALLA LENGUA EXTRANJERA -INGLES- POR NIVELES MCE
BASICO – INTERMEDIO - AVANZADO
NIVEL BASICO/ BASIC LEVEL- *CEF(A2)

 Can understand enough to be able to meet needs of a concrete type, provided people articulate clearly and slowly.
 Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment),
provided people articulate clearly and slowly.
DERECHOS BÁSICOS DE APZ / BASIC LEARNING RIGHTS (MEN)*
-Participates in a short conversation where he/she provides his/her name, age and basic information to professors, friends and acquaintances.
-Requests and provides clarification on how names and unknown words are spelled
-Understands and uses familiar words and short phrases about routines, daily activities and preferences
-Understands instructions related to class, school, and community activities and expresses them in oral and written form to evidence his/her understanding.
-Describes the basic characteristics of people, things, and places found in his/her school, city or community using short phrases and sentences activities and expresses them in oral and written form to evidence
his/her understanding.
-Describes the basic characteristics of people, things, and places found in his/her school, city or community using short phrases and sentences
-Answers questions related to “what, who and when” after reading or listening to a short simple text whose topic is connected to familiar events.
-Writes basic personal information in pre-established forms that request information such as name, age, date of birth, gender, nationality, address, phone, etc
-Understands the subject and general information of a short simple text using aids such as images, titles, and key words. For example, after reading a short text, the student
ESTÁNDARES BÁSICOS DE COMPETENCIAS EN INGLÉS (MEN)*
Escucha
-Comprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno.
-Comprendo preguntas y expresiones orales que se refieren a mí, a mi familia, mis amigos y mi entorno
-Comprendo una descripción oral sobre una situación, persona, lugar u objeto. Identifico el tema general y los detalles relevantes en conversaciones, informaciones radiales o exposiciones orales.
Comprendo la idea general en una descripción y en una narración.
Lectura
-Comprendo textos literarios, académicos y de interés general, escritos con un lenguaje sencillo. -Puedo extraer información general y específica ca de un texto corto y escrito en un lenguaje sencillo.
-Aplico estrategias de lectura relacionadas con el propósito de la misma.
-Identifico en textos sencillos, elementos culturales como costumbres y celebraciones.
• Identifico la acción, los personajes y el entorno en textos narrativos
Escritura
-Describo con frases cortas personas, lugares, objetos o hechos relacionados con temas y situaciones que me son familiares.
-Completo información personal básica en formatos y documentos sencillos.
- Escribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.
- Escribo textos cortos en los que expreso contraste, adición, causa y efecto entre ideas.
-Utilizo vocabulario adecuado para darle coherencia a mis escritos
Monólogo
- Describo con oraciones simples a una persona, lugar u objeto que me son familiares, aunque, sí lo requiero, me apoyo en apuntes o en mi profesor
-Establezco comparaciones entre personajes, lugares y objetos.
-Expreso de manera sencilla lo que me gusta y me disgusta respecto a algo.
-Narro o describo de forma sencilla hechos y actividades que me son familiares.
Hago exposiciones muy breves, de contenido predecible y aprendido.
Conversación
-Participo en situaciones comunicativas cotidianas tales como pedir favores, disculparme y agradecer.
-inicio, mantengo y cierro una conversación sencilla sobre un tema conocido
COMPETENCIAS /COMPETENCES
COMPRENHENSION ORAL EXPRESSION WRITTEN EXPRESSION PLURILINGUAL AND PLURICULTURAL
Oral: COMPETENCE
*Can understand enough to be able to meet Overall production Creative writing
needs of a concrete type, provided people *Can give a simple description or presentation of *Can produce a series of simple phrases and *Can contribute to an intercultural exchange,
articulate clearly and slowly. people, living or working conditions, daily sentences linked with simple connectors like using simple words/signs to ask people to explain
*Can understand phrases and expressions related routines. likes/ dislikes, etc. as a short series of “and”, “but” and “because things and to get clarification of what they say,
to areas of most immediate priority (e.g. very simple phrases and sentences linked into a list. *Can describe everyday aspects of their while exploiting a limited repertoire to express
basic personal and family information, shopping, Sustained monologue: environment e.g. people, places, a job or study agreement, to invite, to thank, etc
local geography, employment), provided people *Can tell a story or describe something in a experience in linked sentences. *Can communicate (in Language B) the overall
articulate clearly and slowly. simple list of points. *Can give very short, basic descriptions of events, sense of what is said (in Language A) in everyday
Conversation *Can describe everyday aspects of their past activities and personal experiences. situations, following basic cultural conventions
*Can generally identify the topic of discussion environment, e.g. people, places, a job or study Can tell a simple story (e.g. about events on a and conveying the essential information,
around them when it is conducted slowly and experience. holiday or about life in the distant future). provided this is articulated clearly and they can
clearly. *Can give short, basic descriptions of events and *Can produce a series of simple phrases and ask for repetition and clarification.
*Can recognize when people agree and disagree activities. sentences about their family, living conditions, *Can communicate (in Language B) the main
in a conversation conducted slowly and clearly. *Can describe their family, living conditions, educational background, or present or most point of what is said (in Language A) in
*Can follow in outline short, simple social educational background, present or most recent recent job. predictable everyday situations, conveying back
exchanges, conducted very slowly and clearly job. *Can create short, simple imaginary biographies and forth information about personal wants and
Audio/ Listenning: *Can describe people, places and possessions in and simple poems about people. needs, provided other people help with
*Can understand the most important information simple terms. *Can create diary entries that describe activities formulation
contained in short commercials concerning goods *Can express what they are good at and not so (e.g. daily routine, outings, sports, hobbies), *Can recognise and apply basic cultural
and services of interest (e.g. CDs, video games, good at (e.g. sports, games, skills, subjects). people and places, using basic, concrete conventions associated with everyday social
travel). *Can briefly describe what they plan to do at the vocabulary and simple phrases and sentences exchanges (e.g. different greetings, rituals).
*Can understand in an interview what people say weekend or during the holidays. with simple connectives like “and”, “but” and *Can act appropriately in everyday greetings,
they do in their free time, what they particularly *Can present their opinion in simple terms, “because”. farewells and expressions of thanks and apology,
like doing and what they do not like doing, provided interlocutors are patient. *Can compose an introduction to a story or although they have difficulty coping with any
provided they speak slowly and clearly. Oral interaction continue a story, provided they can consult a departure from the routine.
*Can understand and extract the essential *Can interact with reasonable ease in structured dictionary and references (e.g. tables of verb *Can recognise that their behaviour in an
information from short, recorded passages situations and short conversations, provided the tenses in a course book). everyday transaction may convey a message
dealing with predictable everyday matters which other person helps if necessary. Can manage Reports and essays different from the one they intend, and can try to
are delivered slowly and clearly. simple, routine exchanges without undue effort; *Can produce simple texts on familiar subjects of explain this simply.
*Can extract important information from short can ask and answer questions and exchange interest, linking sentences with connectors like *Can recognise when difficulties occur in
broadcasts (e.g. the weather forecast, concert ideas and information on familiar topics in “and”, “because” or “then”. interaction with members of other cultures, even
announcements, sports results), provided people predictable everyday situations. *Can give their impressions and opinions about though they may not be sure how to behave in
talk clearly. *Can communicate in simple and routine tasks topics of personal interest (e.g. lifestyles and the situation.
*Can understand the important points of a story requiring a simple and direct exchange of culture, stories), using basic everyday vocabulary *Can recognise internationalisms and
and manage to follow the plot, provided the information on familiar and routine matters to do and expressions. words/signs common to different languages (e.g.
story is told slowly and clearly with work and free time. Planning haus/hus/house) to:
Reading: *Can handle very short social exchanges but is *Can recall and rehearse an appropriate set of - deduce the meaning of simple signs and notices;
*Can understand short, simple texts on familiar rarely able to understand enough to keep phrases from their repertoire - identify the probable message of a short, simple
matters of a concrete type which consist of high conversation going of their own accord. Can use an inadequate word/sign from their text;
frequency every day or job-related language. Understanding an interlocutor repertoire and use gestures to clarify what they - follow in outline short, simple social exchanges
*Can understand short, simple texts containing *Can understand enough to manage simple, mean. conducted very slowly and clearly in their
the highest frequency vocabulary, including a routine exchanges without undue effort. Can identify what they mean by pointing to it presence;
proportion of shared international vocabulary *Can generally understand clear, standard (e.g. “I’d like this, please”) - deduce what people are trying to say directly to
items. speech/sign on familiar matters directed at them, Written Interaction them, provided the articulation is very slow and
provided they can ask for repetition or Can compose short, simple formulaic notes clear, with repetition if necessary.
reformulation from time to time. relating to matters in areas of immediate need
*Can understand what is said clearly, slowly and Can compose short, simple notes, e-mails and
directly to them in simple everyday conversation; text messages (e.g. to send or reply to an
can be made to understand, if the interlocutor invitation, to
can take the trouble. confirm or change an arrangement).
Conversation Can compose a short text in a greetings card (e.g.
*Can establish social contact (e.g. greetings and for someone’s birthday or to wish them a Happy
farewells, introductions, giving thanks). New Year)
*Can generally understand clear, standard Online interaction
language on familiar matters directed at them, Can introduce themselves and manage simple
provided they can ask for repetition or exchanges online, asking and answering
reformulation from time to time. questions and
*Can express how they feel in simple terms, and exchanging ideas on predictable everyday topics,
express thanks. provided enough time is allowed to formulate
*Can ask for a favour (e.g. to borrow something), responses,
can offer a favour, and can respond if someone and that they interact with one interlocutor at a
asks them to do a favour for them. time.
Information exchange Can make short descriptive online postings about
*Can understand enough to manage simple, everyday matters, social activities and feelings,
routine exchanges without undue effort with
*Can ask and answer questions about habits and simple key details.
routines. Can comment on other people’s online postings,
*Can ask and answer questions about pastimes provided they are written/signed in simple
and past activities. language,
*Can ask and answer questions about plans and reacting to embedded media by expressing
intentions. feelings of surprise, interest and indifference in a
*Can give and follow simple directions and simple way.
instructions, e.g. explain how to get somewhere Can make brief positive or negative comments
*Can ask for and provide personal information. online about embedded links and media using a
*Can ask and answer simple questions about an repertoire
event (e.g. ask where and when it took place, of basic language, though they will generally have
who was there and what it was like) to refer to an online translation tool and other
resources
COMMUNICATIVE LANGUAGE STRATEGIES IN THE *CEF
RECEPTION PRODUCTION * INTERACTION MEDIATION
*Inferring *Compensating *Turn taking *Linking to previous
*Monitoring *Monitoring and self-correction *Co-operating knowledge
exploiting illustrations, formatting, headings, *Asking for clarification *Adapting language
subtitles, position in the text, etc.; Communication repair *Breaking down
f deducing meaning from the co-text and complicated information
linguistic context; exploiting linguistic clues: from *Amplifying a dense text
numbers and proper nouns, through word/sign *Streamlining a text
roots, prefixes and suffixes, temporal connectors
and logical connectors, to skilled use of a variety
of strategies
PERIODO 1 / FIST TERM

DESEMPEÑOS /PERFORMANCES META /AIM EJES CONCEPTUALES O TEMÁTICOS / TOPIC
(Indicadores de Evaluación)/Assesment Indicators (Conceptos clave)
CALENDARIO A / A CALENDAR
Identifica y describe los hechos históricos de la copa del mundo. *Recognize and Identify the basic structure grammar issues in Actividad 1 . WORLD CUP
Usa los comparativos y superlativos para hablar de los hechos más future tenses and present tenses talking about the world of sports GAMMAR FOCUS: Comparative, superlative, adjectives.
relevantes de la copa del mundo. and leisure activities
SUPERIOR Actividad 2. 2. EXTREME SPORTS
Identify and describing historical events of the World Cup. GRAMMAR FOCUS: ed- ing ended adjectives.
Use comparatives and superlatives to talk about the most relevant
events of the World Cup.
ALTO Micro- project: SPELLING BEE
Identify historical events of the World Cup.
Use comparatives and superlatives to talk about World Cup
BASICO
Recognize historical events of the World Cup.
Identify comparatives and superlatives in basic sentences
BAJO
It is difficult to Identify and describing the historical events of the
World Cup.
It is difficult to express situations with informal language.
CALENDARIO B / B CALENDAR
Comprende información básica acerca de festivos y vacaciones y de Recognize basic information about the family and how share time Actividad 1. VACATIONS OR HOLIDAYS
la familia desde la participación oral, audios y discusiones. with them, also apply reflexive pronouns to talk about themselves, GRAMMAR FOCUS
Lee y entiende textos cortos sobre planes futuros y eventos y to do that, uses readings songs and drawings. Going to vs. Will
escribe oraciones simples usando “going to
SUPERIOR Actividad 2 FAMILY TIME
Comprehend extended information about vacations and holidays GRAMMAR FOCUS
also about the family from spoken sources, participate in simple Reflexive pronouns
discussions., Read and understand short texts about future plans
and events, write simple sentences using "going to.
ALTO Actividad 3 Micro- Project:
Comprehend large information about vacations and holidays also Reading plan
about the family from spoken sources, participate in simple CONVERSATION CLUB
and events, write simple sentences using "going to
BASICO
Comprehend basic information about vacations and holidays also
about the family from spoken sources, participate in simple
and events, write simple sentences using "going to
BAJO
It is difficult to give basic information about vacations and holidays
also about the family from spoken sources, participate in simple
discussions., It is difficult to read and understand short texts about
future plans and events, write simple sentences using "going to
PERIODO 2 / SECOND TERM

Da opiniones críticas sobre el impacto de los video juegos y de la Recognize and reflect about technology and entertainment Actividad 1 . PROS AND CONS OF VIDEO GAMES
comida rápida en la cotidianidad in our daily life and learn how to express ideas GRAMMAR FOCUS: Present perfect
SUPERIOR Actividad 2. FAST FOOD

Give critical opinions about the impact of videogames and fast food GRAMMAR FOCUS: Used to
in the daily life. Use correctly past perfect grammar and used to
ALTO Micro- project:
Give opinions about the impact of videogames and fast food in the CONVERSATION CLUB
daily life. Use the past perfect and used to in different situations.
BASICO
Give basic opinions about the impact of videogames and fast food
in the daily life. Identify the past perfect and used to in basic
sentences.
BAJO
It is difficult to give opinions about the impact of videogames and
fast food in the daily life. It is difficult to express situations using
the past perfect and used to properly.
Identifica y describe los hechos históricos de la copa del mundo. Explore and recognize important historical events, making Actividad. 1 WORLD CUP
Usa los comparativos y superlativos para hablar de los hechos más comparisons, to do that uses adjectives in different ways. GAMMAR FOCUS: Comparative, superlative, adjectives.
relevantes de la copa del mundo.
SUPERIOR Actividad 2. EXTREME SPORTS
Identify and describing historical events of the World Cup. GRAMMAR FOCUS:
Use comparatives and superlatives to talk about the most relevant Ed- ing adjectives.
ALTO Actividad3. Micro- project:
Identify historical events of the World Cup. SPELLING BEE.
BASICO
BAJO
World Cup.
It is difficult to express situations with informal language
PERIODO 3 / THIRD TERM

(Indicadores de Evaluación) /Assesment Indicators (Conceptos clave)
Da opiniones críticas sobre el impacto de la presión social y la Give opinions about coexistence and relationships in their Actividad 1 . PEER PRESSURE
importancia del aprendizaje autónomo. Usa correctamente la daily context, to do that uses gerund and infinitives, GRAMMAR FOCUS: Gerunds and Infinitives
gramática de los verbos en gerundio, infinitivo y el futuro simple. suggestions and advices.
SUPERIOR Actividad 2. FUTURE OF EDUCATION
Give critical opinions about the impact of peer pressure and the GRAMMAR FOCUS: Simple future with WILL.
importance of autonomous learning. Use correctly the grammar of
gerund and infinitive verbs, and simple future
ALTO Micro- Project: Reflexive Spot
Give opinions about the impact of peer pressure and the
importance of autonomous learning. Use the grammar of gerund
and infinitive verbs, and simple future.
BASICO
Give basic opinions about the impact of peer pressure and the
importance of autonomous learning. Identify the grammar of
gerund and infinitive verbs, and simple future.
BAJO
It is difficult give basic opinions about the impact of peer pressure
and the importance of autonomous learning. It is difficult to
identify the grammar of gerund and infinitive verbs, and simple
future.
Da opiniones críticas sobre el impacto de los video juegos y de la Actividad 1 . PROS AND CONS OF VIDEO GAMES
comida rápida en la cotidianidad GRAMMAR FOCUS: Present perfect
SUPERIOR Actividad 2. FAST FOOD
Give critical opinions about the impact of videogames and fast food GRAMMAR FOCUS: Used to
in the daily life. Use correctly past perfect grammar and used to
ALTO Micro- project:
Give opinions about the impact of videogames and fast food in the CONVERSATION CLUB
daily life. Use the past perfect and used to in different situations
BASICO
Give basic opinions about the impact of videogames and fast food
in the daily life. Identify the past perfect and used to in basic
sentences.
BAJO
It is difficult to give opinions about the impact of videogames and
fast food in the daily life. It is difficult to express situations using
the past perfect and used to properly.
PERIODO 4 / FOURTH TERM

Comprende información básica acerca de festivos y vacaciones y de Recognize basic information about the family and how Actividad 1 . VACATIONS OR HOLIDAYS
la familia desde la participación oral, audios y discusiones. share time with them, also apply reflexive pronouns to talk GRAMMAR FOCUS Going to vs. Will
Lee y entiende textos cortos sobre planes futuros y eventos y about themselves, to do that, uses readings songs and
escribe oraciones simples usando “going to
drawings.
SUPERIOR Actividad 2. FAMILY TIME
Identify and describing historical events of the World Cup. GRAMMAR FOCUS Reflexive pronouns
Use comparatives and superlatives to talk about the most relevant
ALTO Micro- Project: Reflexive Spot Reading plan
Identify historical events of the World Cup. CONVERSATION CLUB
BASICO
BAJO
World Cup.
It is difficult to express situations with informal language.
Da opiniones críticas sobre el impacto de la presión social y la Give opinions about coexistence and relationships in their daily Actividad 1 . PEER PRESSURE
importancia del aprendizaje autónomo. Usa correctamente la context, to do that uses gerund and infinitives, suggestions and GRAMMAR FOCUS: Gerunds and Infinitives
gramática de los verbos en gerundio, infinitivo y el futuro simple advices.
ALTO
BASICO
BAJO
. It is difficult give basic opinions about the impact of peer pressure
future.
Periodo MICRO - PROYECTO Referencias Ubicación

1
2
3
4
NIVEL INTERMEDIO / INTERMEDIATE LEVEL- *CEF (B 1)
 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
 Can deal with most situations likely to arise whilst travelling
 Can produce simple connected text on topics which are familiar or of personal interest.
 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
-Participates in short conversations providing information about him/herself as well as about familiar people, places and events
-Describes people, activities, events and personal experiences orally
-Writes short and simple texts about familiar actions, experiences, and plans
-Understands the main idea and details related to activities, places, and people in a short descriptive text
-Recognizes specific information in written and oral texts related to objects, people, and actions
-Gives and follows instructions, recommendations, and suggestions about topics related to his/her immediate context.
-Describes actions related to a subject in his/her family or school environment
-Requests and provides information about experiences and plans in a clear and brief manner
-Explains in written form different familiar situations and facts in a coherent and simple manner.
-Recognizes specific information in short oral and written texts on topics of general interest
-Exchanges information about academic and general interest topics, through simple conversations, dialogues, and role-plays.
-Makes recommendations to people in his/her community about what to do, when and how
-Makes brief presentations on academic topics related to his/her school environment or community
-Briefly narrates current facts, daily situations or personal experiences orally and in written form
Escucha
-Sigo las instrucciones dadas en clase para realizar actividades académicas.
• Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado.
• Reconozco los elementos de enlace de un texto oral para identificar su secuencia.
• Muestro una actitud respetuosa y tolerante al escuchar a otros.
• Identifico diferentes roles de los hablantes que participan en conversaciones de temas relacionados con mis intereses.
• Utilizo mi conocimiento general del mundo para comprender lo que escucho.
• Infiero información específica a partir de un texto oral.
• Identifico la información clave en conversaciones breves tomadas de la vida real, si están acompañadas por imágenes.
• Reconozco el propósito de diferentes tipos de textos que presentan mis compañeros en clase.
Lectura
• Identifico iniciación, nudo y desenlace en una narración.
• Reconozco el propósito de una descripción en textos narrativos de mediana extensión.
• Identifico puntos a favor y en contra en un texto argumentativo sobre temas con los que estoy familiarizado.
• Comprendo relaciones de adición, contraste, orden temporal y espacial y causa-efecto entre enunciados sencillos.
• Identifico la recurrencia de ideas en un mismo texto.
• Identifico relaciones de significado expresadas en textos sobre temas que me son familiares.
• Represento, en forma gráfica, la información que encuentro en textos que comparan y contrastan objetos, animales y personas.
• Valoro la lectura como una actividad importante para todas las áreas de mi vida.
• Comprendo la información implícita en textos relacionados con temas de mi interés.
• Diferencio la estructura organizativa de textos descriptivos, narrativos y argumentativos.
• Identifico elementos culturales presentes en textos sencillos
Escritura
Escribo narraciones sobre experiencias personales y hechos a mi alrededor.
• Escribo mensajes en diferentes formatos sobre temas de mi interés.
• Diligencio efectivamente formatos con información personal.
• Contesto, en forma escrita, preguntas relacionadas con textos que he leído
• Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre temas personales y relacionados con otras asignaturas.
• Parafraseo información que leo como parte de mis actividades académicas.
• Organizo párrafos coherentes cortos, teniendo en cuenta elementos formales del lenguaje como ortografía y puntuación.
• Uso planes representados en mapas o diagramas para desarrollar mis escritos.
• Ejemplifico mis puntos de vista sobre los temas que escribo.
• Edito mis escritos en clase, teniendo en cuenta reglas de ortografía, adecuación del vocabulario y estructuras gramaticales
Monólogo
• Hago presentaciones cortas y ensayadas sobre temas cotidianos y personales.
• Narro historias cortas enlazando mis ideas de manera apropiada.
• Expreso mi opinión sobre asuntos de interés general para mí y mis compañeros.
• Explico y justifico brevemente mis planes y acciones.
• Hago descripciones sencillas sobre diversos asuntos cotidianos de mi entorno.
• Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés.
• Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando estrategias para monitorear mi pronunciación.
• Uso un plan para exponer temas relacionados con el entorno académico de otras asignaturas
Conversación
Participo en una conversación cuando mi interlocutor me da el tiempo para pensar mis respuestas.
• Converso con mis compañeros y mi profesor sobre experiencias pasadas y planes futuros.
• Me arriesgo a participar en una conversación con mis compañeros y mi profesor.
• Me apoyo en mis conocimientos generales del mundo para participar en una conversación.
• Interactúo con mis compañeros y profesor para tomar decisiones sobre temas específicos que conozco.
• Uso lenguaje formal o informal en juegos de rol improvisados, según el contexto.
• Monitoreo la toma de turnos entre los participantes en discusiones sobre temas preparados con anterioridad.
• Demuestro que reconozco elementos de la cultura extranjera y los relaciono con mi cultura.
Oral: COMPETENCE
*Can understand straightforward factual Overall production Overall Written production
information about common everyday or job- *Can reasonably fluently sustain a *Can produce straightforward connected texts on *Can generally act according to conventions
related topics, identifying both general messages straightforward description of one of a variety of a range of familiar subjects within their field of regarding posture, eye contact and distance from
and specific details, provided people articulate subjects within their field of interest, presenting interest, others.
clearly in a generally familiar variety. it as a linear sequence of points by linking a series of shorter discrete elements *Can generally respond appropriately to the most
*Can understand the main points made in clear Sustained monologue: into a linear sequence commonly used cultural cues.
standard language or a familiar variety on *Can give straightforward descriptions on a Creative Writting *Can explain features of their own culture to
familiar variety of familiar subjects within their field of *Can clearly signal chronological sequence in members of another culture or explain features
matters regularly encountered at work, school, interest. narrative text. of the other culture to members of their own
leisure, etc., including short narratives. *Can reasonably fluently relate a straightforward *Can give a simple review of a film, book or TV culture.
Conversation narrative or description as a sequence of points. programme using a limited range of language. *Can explain in simple terms how their own
*Can follow much of everyday conversation and *Can give detailed accounts of experiences, *Can give straightforward, detailed descriptions values and behaviours influence their views of
discussion, provided it is clearly articulated in describing feelings and reactions. on a range of familiar subjects within their field other people’s values and behaviours.
standard language or in a familiar variety. *Can relate details of unpredictable occurrences, of interest. *Can discuss in simple terms the way in which
*Can generally follow the main points of e.g. an accident. *Can give accounts of experiences, describing things that may look “strange” to them in
extended discussion around them, provided it is *Can relate the plot of a book or film and feelings and reactions in simple, connected text. another sociocultural context may well be
clearly describe their reactions. *Can give a description of an event, a recent trip “normal” for the other people concerned.
articulated in standard language or a familiar *Can describe dreams, hopes and ambitions. – real or imagined. *Can discuss in simple terms the way their own
variety. *Can describe events, real or imagined. *Can narrate a story. culturally determined actions may be perceived
Audio/ Listenning: *Can narrate a story. Reports and essays differently by people from other cultures.
*Can follow a lecture or talk within their own *Can explain the main points in an idea or *Can produce short, simple essays on topics of *Can use what they have understood in one
field, provided the subject matter is familiar and problem with reasonable precision. interest. language to understand the topic and main
the *Can describe how to do something, giving *Can produce a text on a topical subject of message of a text in
presentation straightforward and clearly detailed instructions. personal interest, using simple language to list another language (e.g. when reading short
structured. *Can report straightforward factual information advantages and disadvantages, and give and newspaper articles in different languages on the
*Can follow a straightforward conference on a familiar topic, for example to indicate the justify their opinion.
presentation or demonstration with visual nature of a problem or to give detailed *Can summarise, report and give their opinion same theme).
support (e.g. slides, handouts) on a topic or directions, provided they can prepare about accumulated factual information on *Can use parallel translations of texts (e.g.
product within their field, understanding beforehand. familiar routine and non-routine matters within magazine articles, stories, passages from novels)
explanations given. *Can express opinions on subjects relating to their field with some confidence. to develop comprehension in different languages.
*Can understand simple technical information, everyday life, using simple expressions. *Can produce very brief reports in a standard *Can deduce the message of a text by exploiting
such as operating instructions for everyday *Can briefly give reasons and explanations for conventionalised format, which pass on routine what they have understood from texts on the
equipment. opinions, plans and actions. factual information and state reasons for actions. same theme in different languages (e.g. news in
*Can follow detailed directions. *Can explain whether or not they approve of *Can present a topic in a short report or poster, brief, museum brochures, online reviews).
*Can understand public announcements at what someone has done and give reasons to using photographs and short blocks of text. *Can extract information from documents in
airports, stations and on planes, buses and trains, justify this Planning different languages in their field (e.g. to include in
provided these are clearly articulated with Opinion *Can rehearse and try out new combinations and a presentation).
minimum interference from [auditory/visual] *Can give a prepared presentation on a familiar expressions, inviting feedback. *Can recognize similarities and contrasts
background noise topic within their field, outlining similarities and *Can work out how to communicate the main between the way concepts are expressed in
*Can understand the information content of the differences (e.g. between products, point(s) they want to get across, exploiting any different languages, in order to distinguish
majority of recorded or broadcast material on countries/regions, plans). resources available and limiting the message to between identical uses of the same word/sign
topics of Oral interaction what they can recall or find the means to express and “false friends”.
personal interest delivered in clear standard *Can handle very short social exchanges but is Written Interaction *Can use their knowledge of contrasting
language. rarely able to understand enough to keep Can compose short, simple formulaic notes grammatical structures and functional
*Can understand the main points of news conversation going of their own accord. relating to matters in areas of immediate need expressions of languages in their plurilingual
bulletins and simpler recorded material about Addressing Audiences Can compose short, simple notes, e-mails and repertoire in order to support comprehension.
familiar subjects *Can give a prepared presentation on a familiar text messages (e.g. to send or reply to an *Can exploit creatively their limited repertoire in
delivered relatively slowly and clearly topic within their field, outlining similarities and invitation, to different languages in their plurilingual repertoire
*Can understand a large part of many TV differences (e.g. between products, confirm or change an arrangement). for everyday contexts, in order to cope with an
programmes on topics of personal interest such countries/regions, plans). Can compose a short text in a greetings card (e.g. unexpected situation.
as interviews, short lectures and news reports *Can give a prepared straightforward for someone’s birthday or to wish them a Happy
when the delivery is relatively slow and clear. presentation on a familiar topic within their field New Year)
*Can follow many films in which visuals and which is clear enough to be followed without Online interaction
action carry much of the storyline, and which are difficulty most of the time, and in which the main *Can engage in real-time online exchanges with
delivered clearly in straightforward language. points are explained with reasonable precision. more than one participant, recognizing the
*Can catch the main points in TV programmes on *Can take follow-up questions, but may have to communicative intentions of each contributor,
familiar topics when the delivery is relatively slow ask for repetition if the delivery is rapid. but may not understand details or implications
and clear Oral Interaction without further explanation.
Reading: *Can communicate with some confidence on *Can post online accounts of social events,
*Can read straightforward factual texts on familiar routine and non-routine matters related experiences and activities referring to embedded
subjects related to their field of interest with a to their interests and professional field. Can links and media and sharing personal feelings.
satisfactory level of comprehension. exchange, check and confirm information, deal *Can post a comprehensible contribution in an
*Can understand formal correspondence on less with less routine situations and explain why online discussion on a familiar topic of interest,
familiar subjects well enough to redirect it to something is a problem. Can express thoughts on provided they can prepare the text beforehand
someone else. more abstract, cultural topics such as films, and use online tools to fill gaps in language and
*Can understand the description of events, books, music, etc. check accuracy.
feelings and wishes in personal letters well *Can exploit a wide range of simple language to *Can make personal online postings about
enough to correspond regularly with a pen deal with most situations likely to arise while experiences, feelings and events and respond
friend. travelling. individually to the comments of others in some
*Can understand straightforward personal *Can enter unprepared into conversation on detail, though lexical limitations sometimes cause
letters, e-mails or postings giving a relatively familiar topics, and express personal opinions repetition and inappropriate formulation.
detailed account of events and experiences. and exchange information on topics that are Notes, messages and forms
*Can understand standard formal familiar, of personal interest or pertinent to *Can take routine messages that are likely to
correspondence and online postings in their area everyday life (e.g. family, hobbies, work, travel occur in a personal, professional or academic
of professional interest. and current events). context.
*Can scan longer texts in order to locate desired Understanding an interlocutor *Can take messages communicating enquiries
information, and gather information from *Can follow clearly articulated speech/sign and explaining problems.
different parts of a text, or from different texts in directed at them in everyday con *Can formulate notes conveying simple
order to fulfil a specific task Conversation information of immediate relevance to friends,
*Can find and understand relevant information in *Can start up a conversation and help keep it service people, teachers and others who feature
everyday material, such as letters, brochures and going by asking people relatively spontaneous in their everyday life, getting across
short official documents. questions about a special experience or event, comprehensibly the points they feel
*Can pick out important information about expressing reactions and opinions on familiar are important.
preparation and usage on the labels on foodstuff subjects. *Can take messages over the phone containing
and medicine. *Can have relatively long conversations on several points, provided the caller dictates these
*Can assess whether an article, report or review subjects of common interest, provided the clearly and sympathetically
is on the required topic. interlocutor makes an
*Can understand the important information in effort to support understanding.
simple, clearly drafted adverts in newspapers or *Can enter unprepared into conversations on
magazines, provided there are not too many familiar topics.
abbreviations. *Can follow clearly articulated language directed
*Can understand short texts on subjects that are at them in everyday conversation, though will
familiar or of current interest, in which people sometimes have to ask for repetition of particular
give their points of view (e.g. critical words/signs.
contributions to an online discussion forum or *Can maintain a conversation or discussion but
readers’ letters to the editor). may sometimes be difficult to follow when trying
*Can identify the main conclusions in clearly to express exactly what they would like to.
signalled argumentative text Formal discussion (meetings)
*Can understand the main points in descriptive *Can follow much of what is said that is related
notes such as those on museum exhibits and to their field, provided interlocutors avoid very
explanatory boards in exhibitions. idiomatic usage and articulate clearly.
*Can read newspaper/magazine accounts of *Can put over a point of view clearly, but has
films, books, concerts, etc. produced for a wider difficulty engaging in debate.
audience and understand the main points. Information Exchange
*Can understand simple poems and song lyrics *Can exchange, check and confirm accumulated
provided these employ straightforward language factual information on familiar routine and non-
and style. routine matters within their field with some
*Can understand a travel diary mainly describing confidence.
the events of a journey and the experiences and *Can summarise and give their opinion about a
discoveries of the writer. short story, article, talk, discussion, interview or
*Can follow the plot of stories, simple novels and documentary and answer further questions of
comics with a clear linear storyline and high detail.
frequency everyday language, given regular use
of a dictionary.
*Asking for clarification *Adapting language
Communication repair *Breaking down
complicated information
*Amplifying a dense text
*Streamlining a text

Identifica los sueños, las metas y los planes en su vida. Express in a fluent speech projects and goals using to do that, the Actividad 1. LIFE GOALS
Utiliza el primer y segundo condicional para hablar de sueños, 1st and the 2nd conditional also reflexive pronouns in sentences and Grammar Focus - Conditionals 1-2
metas y planes en su vida. play spelling bees with optimism. Micro – Project SPELLING BEE
SUPERIOR Actividad 2. BY MYSELF OR WITH MY FAMILY?
Identifying dreams goals and plans in your life. Use first and second Grammar focus: Reflexive Pronouns
conditional to talk about dreams goals and plans in your life. Micro- project: Reading Plan (PILEO)
ALTO
Recognize dreams goals and plans in your life. Identify first and
second conditional to talk about dreams goals and plans.
BASICO
Recognize dreams goals and plans in your life. Identify in basic
sentences the use of first and second conditional
BAJO
It is difficult to use the structure and new vocabulary to talk about
dreams goals and plans. It is difficult to using first and second
conditional.
Comprende diferentes condiciones del clima en variedad de . Comprehend diverse weather discussions in English from various Actividad 1 RAINING CATS AND DOGS
regiones mediante discusiones, diálogos y conversaciones, así regions, engage in dialogues about weather conditions. Grammar Focus: Telling the time
como aquellas relacionadas con los estereotipos identificando y Understand conversations related to stereotypes, participate in
distinguiendo prefijo y sufijo creando oraciones. discussions to share opinions. identify prefixes and suffixes in
written texts, create sentences showcasing the distinction between
SUPERIOR them. Actividad 2. STEREOTYPES
Comprehend diverse weather discussions in English from various GRAMMAR FOCUS: Prefixes and Sufixes.
regions, engage in dialogues about weather conditions.
Understand conversations related to stereotypes, participate in
discussions to share opinions. identify prefixes and suffixes in
them.
ALTO Actividad 3. Micro- Project: CONVERSATION CLUB
Recognize diverse weather discussions in English from various
regions, engage in dialogues about weather conditions. Identify
conversations related to stereotypes, participate in discussions to
share opinions. identify prefixes and suffixes in written texts, create
sentences showcasing the distinction between them.
BASICO
Identify diverse weather discussions in English from various
regions, engage in dialogues about weather conditions. Listen
sentences showcasing the distinction between them.
BAJO
It is difficult to dentify diverse weather discussions in English from
various regions, engage in dialogues about weather conditions. It is
difficult to listen conversations related to stereotypes, participate
in discussions to share opinions. I t is difficult to identify prefixes
and suffixes in written texts, create sentences showcasing the
distinction between them

Evidencia diferentes causas, efectos que afecten su futuro y la Find arguments and express opinions about causes and effects Actividad 1. WHAT WOULD YOU DO?
influencia de los comerciales en su vida cotidiana. about the future, to do that applies the 1st and the 2nd conditionals Grammar Focus: Second Conditional - Would –Could-Might
Identifica el uso del segundo condicional y los expresa usando in a moderate fluent speech.
opiniones y expresiones en idioma inglés.
SUPERIOR Actividad 2. T.V COMMERCIALS.
Evidence different causes, effects that affect the future and the Grammar Focus: Expressing Opinions
influence of commercials in daily life. Identifies the use of the Micro- Project: Reading plan
second conditional and expresses it using opinions and expressions
in English
ALTO Actividad 3. Micro- Project: CONVERSATION CLUB HOW TO
Evidence causes, effects that affect the future and the influence of OVERCOME FEARS?
commercials in daily life. Identifies the use of the second
conditional and expresses it using opinions and expressions in
English
BASICO
Evidence some causes, effects that affect the future and the
influence of commercials in daily life. Identifies the use of the
second conditional and some expressions in English language.
BAJO
It is difficult to evidence different causes, effects that affect the
future and the influence of commercials in daily life. It is difficult to
identifies the use of the second conditional and expresses it using
opinions and expressions in English.
Identifica los sueños, las metas y los planes en su vida. Express in a fluent speech projects and goals using to do that, the Actividad 1. LIFE GOALS
Utiliza el primer y segundo condicional para hablar de sueños, 1st and the 2nd conditional also reflexive pronouns in sentences Grammar Focus - Conditionals 1-2
metas y planes en su vida. and play spelling bees with optimism. Micro – Project SPELLING BEE
SUPERIOR Actividad 2. BY MYSELF OR WITH MY FAMILY?
Identifying dreams goals and plans in your life. Use first and second Grammar focus: Reflexive Pronouns
conditional to talk about dreams goals and plans in your life. Micro- project: Reading Plan (PILEO)
ALTO
Recognize dreams goals and plans in your life. Identify first and
second conditional to talk about dreams goals and plans.
BASICO
Recognize dreams goals and plans in your life. Identify in basic
sentences the use of first and second conditional
BAJO
It is difficult to use the structure and new vocabulary to talk about
dreams goals and plans. It is difficult to using first and second
conditional.

explica ampliamente cómo el dinero influencia en nuestra felicidad Give opinions about coexistence and relationships in their Actividad 1. CAN MONEY BUY HAPPINESS?
y expresa ideas complejas sobre los tipos de generaciones. daily context, to do that uses gerund and infinitives, Grammar Focus: Conditional 3
Identifica el uso del tercer condicional y utiliza correctamente los suggestions and advices.
verbos en gerundio.
SUPERIOR Actividad 2. WHICH GENERATION ARE YOU?
Explain widely how money influences our happiness and express GRAMMAR FOCUS: Gerunds and Infinitives
complex ideas about types of Generations. Identify the use of the
third conditional and use correctly gerund verbs.
Explain how money influences in our happiness and express ideas
about types of Generations. Identify the use of the third
conditional and use gerund verbs.
BASICO
Express some ideas about how money influences our happiness
and types of Generations. Difference between the use of the third
conditional and use gerund verbs.
BAJO
It is difficult to express ideas about how money influences in our
happiness and types of Generations. t is difficult to identify the use
of the third conditional and use gerund verbs.
Evidencia diferentes causas, efectos que afecten su futuro y la Find arguments and express opinions about causes and effects Actividad 1. WHAT WOULD YOU DO?
influencia de los comerciales en su vida cotidiana. about the future, to do that applies the 1st and the 2nd Grammar Focus: Second Conditional - Would –Could-Might
Identifica el uso del segundo condicional y los expresa usando conditionals in a moderate fluent speech.
opiniones y expresiones en idioma inglés
SUPERIOR Actividad 2. T.V COMMERCIALS.
Evidence different causes, effects that affect the future and the Grammar Focus: Expressing Opinions
influence of commercials in daily life. Identifies the use of the Micro- Project: Reading plan
second conditional and expresses it using opinions and expressions
in English
ALTO Actividad 3. Micro- Project: CONVERSATION CLUB HOW TO
Evidence causes, effects that affect the future and the influence of OVERCOME FEARS?
commercials in daily life. Identifies the use of the second
conditional and expresses it using opinions and expressions in
English
BASICO
Evidence some causes, effects that affect the future and the
influence of commercials in daily life. Identifies the use of the
second conditional and some expressions in English language
BAJO
It is difficult to evidence different causes, effects that affect the
future and the influence of commercials in daily life. It is difficult to
identifies the use of the second conditional and expresses it using
opinions and expressions in English.

Comprende diferentes condiciones del clima en variedad de Comprehend diverse weather discussions in English Actividad 1 RAINING CATS AND DOGS
regiones mediante discusiones, diálogos y conversaciones, así Grammar Focus: Telling the time
from various regions, engage in dialogues about
como aquellas relacionadas con los estereotipos identificando y
distinguiendo prefijo y sufijo creando oraciones. weather conditions. Understand conversations
SUPERIOR related to stereotypes, participate in discussions to Actividad 2. STEREOTYPES
Comprehend diverse weather discussions in English from various share opinions. identify prefixes and suffixes in GRAMMAR FOCUS: Prefixes and Sufixes.
regions, engage in dialogues about weather conditions.
Understand conversations related to stereotypes, participate in written texts, create sentences showcasing the
discussions to share opinions. identify prefixes and suffixes in
distinction between them.
them.
ALTO Actividad 3. Micro- Project: CONVERSATION CLUB
Recognize diverse weather discussions in English from various
regions, engage in dialogues about weather conditions. Identify
sentences showcasing the distinction between them
BASICO
Identify diverse weather discussions in English from various
regions, engage in dialogues about weather conditions. Listen
sentences showcasing the distinction between them
BAJO
. It is difficult to dentify diverse weather discussions in English from
various regions, engage in dialogues about weather conditions. It is
difficult to listen conversations related to stereotypes, participate
in discussions to share opinions. I t is difficult to identify prefixes
and suffixes in written texts, create sentences showcasing the
distinction between them
Da opiniones críticas sobre el impacto de la presión social y la Give opinions about coexistence and relationships in their daily Actividad 1 . PEER PRESSURE
importancia del aprendizaje autónomo. Usa correctamente la context, to do that uses gerund and infinitives, suggestions and GRAMMAR FOCUS: Gerunds and Infinitives
gramática de los verbos en gerundio, infinitivo y el futuro simple advices.
ALTO
BASICO
BAJO
It is difficult give basic opinions about the impact of peer pressure
future.
Periodo Micro proyecto Autor Ubicación

1
2
3
4
NIVEL AVANZADO / ADVANCED LEVEL- *CEF (B 2)

 Can understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social,
academic or vocational life. Only extreme [auditory/visual] background noise, inadequate discourse structure and/or idiomatic usage influence the ability to
understand.
 Can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a
familiar variety, including technical discussions in their field of specialization.
 Can follow extended discourse and complex lines of argument, provided the topic is reasonably familiar, and the direction of the argument is signposted by
explicit markers
-Recognizes general and specific information in written and oral opinion texts and discussions on familiar topics
-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
-Writes narrative, descriptive and explanatory texts related to topics of interest or that are familiar to him/her
-Composes clear and well-structured oral or written messages taking into consideration the context in which they are produced
-Exchanges opinions on topics of personal, social or academic interest
-Holds spontaneous and simple conversations on topics of personal or academic interest
-Responds to questions and inquiries after an oral presentation on general or academic topics of interest
-Identifies the purpose of medium length oral and written texts related to topics of general and academic interest and shares it with others
-Explains orally and in written forms the causes and effects as well as the problem and the solution of a situation
-Identifies opinions of the author in oral and written texts related to his/her school environment
-Writes opinion texts about academic topics using a clear and simple structure.
-Expresses his/her position on a familiar topic in written and oral form, taking into consideration his/her audience.
-Expresses orally his/her point of view about a controversial subject previously studied
-Maintains previously prepared formal discussions about academic topics
-Narrates personal experiences or familiar stories in oral or written form
Escucha
• Entiendo instrucciones para ejecutar acciones cotidianas.
• Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema.
• Identifico conectores en una situación de habla para comprender su sentido.
• Identifico personas, situaciones, lugares y el tema en conversaciones sencillas.
• Identifico el propósito de un texto oral.
• Muestro una actitud respetuosa y tolerante cuando escucho a otros.
• Utilizo estrategias adecuadas al propósito y al tipo de texto (activación de conocimientos previos, apoyo en el lenguaje corporal y gestual, uso de imágenes) para
comprender lo que escucho.
• Comprendo el sentido general del texto oral aunque no entienda todas sus palabras.
• Me apoyo en el lenguaje corporal y gestual del hablante para comprender mejor lo que dice.
• Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho.
Lectura
• • Identifico palabras clave dentro del texto que me permiten comprender su sentido general.
• Identifico el punto de vista del autor.
• Asumo una posición crítica frente al punto de vista del autor.
• Identifico los valores de otras culturas y eso me permite construir mi interpretación de su identidad.
• Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.
• Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.
• Analizo textos descriptivos, narrativos y argumentativos con el fi n de comprender las ideas principales y específicas.
• Hago inferencias a partir de la información en un texto.
• En un texto identifico los elementos que me permiten apreciar los valores de la cultura angloparlante.
• Comprendo variedad de textos informativos provenientes de diferentes fuentes.
Escritura
• Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión.
• Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor.
• Expreso valores de mi cultura a través de los textos que escribo.
• Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas, notas, mensajes, correos electrónicos, etc.).
• Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras disciplinas.
• Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector.
• Valoro la escritura como un medio de expresión de mis ideas y pensamientos, quién soy y qué sé del mundo.
• Escribo textos a través de los cuales explico mis preferencias, decisiones o actuaciones.
• Escribo textos expositivos sobre temas de mi interés.
Monólogo
• Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia.
• Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar.
• Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre temas del currículo y de mi interés.
• Puedo expresarme con la seguridad y confianza propios de mi personalidad.
• Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo.
• Sustento mis opiniones, planes y proyectos.
• Uso estrategias como el parafraseo para compensar dificultades en la comunicación.
• Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos escritos y orales previamente estudiados.
Conversación
Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo.
• Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto.
• Utilizo una pronunciación inteligible para lograr una comunicación efectiva.
• Uso mis conocimientos previos para participar en una conversación.
• Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un lenguaje claro y sencillo.
• Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar acuerdos en debates preparados con anterioridad.
• Utilizo estrategias que me permiten iniciar, mantener y cerrar una conversación sencilla sobre temas de mi interés, de una forma natural.
COMPETENCE
Conversation
*Can keep up with an animated conversation Overall production Overall Written production *Can generally act according to conventions
between proficient users of the target language. *Can reasonably fluently sustain a *Can produce straightforward connected texts on regarding posture, eye contact and distance from
*Can with some effort catch much of what is said straightforward description of one of a variety of a range of familiar subjects within their field of others.
around them, but may find it difficult to subjects within their field of interest, presenting interest, *Can generally respond appropriately to the most
participate effectively in discussion with several it as a linear sequence of points by linking a series of shorter discrete elements commonly used cultural cues.
users of the target language who do not modify Sustained monologue: into a linear sequence *Can explain features of their own culture to
their language in any way. *Can give straightforward descriptions on a Creative Writing members of another culture or explain features
*Can identify the main reasons for and against an variety of familiar subjects within their field of *Can clearly signal chronological sequence in of the other culture to members of their own
argument or idea in a discussion conducted in interest. narrative text. culture.
clear standard language or a familiar variety. *Can reasonably fluently relate a straightforward *Can give a simple review of a film, book or TV *Can explain in simple terms how their own
*Can follow chronological sequence in extended narrative or description as a sequence of points. programme using a limited range of language. values and behaviours influence their views of
informal discourse, e.g. in a story or anecdote *Can give detailed accounts of experiences, *Can give straightforward, detailed descriptions other people’s values and behaviours.
Understand a member of an audience: describing feelings and reactions. on a range of familiar subjects within their field *Can discuss in simple terms the way in which
*Can follow the essentials of lectures, talks and *Can relate details of unpredictable occurrences, of interest. things that may look “strange” to them in
reports and other forms of e.g. an accident. *Can give accounts of experiences, describing another sociocultural context may well be
academic/professional *Can relate the plot of a book or film and feelings and reactions in simple, connected text. “normal” for the other people concerned.
presentation which are propositionally and describe their reactions. *Can give a description of an event, a recent trip *Can discuss in simple terms the way their own
linguistically complex. *Can describe dreams, hopes and ambitions. – real or imagined. culturally determined actions may be perceived
*Can understand the point of view expressed on *Can describe events, real or imagined. *Can narrate a story. differently by people from other cultures.
topics that are of current interest or that relate *Can narrate a story. Reports and essays *Can use what they have understood in one
to their specialized field, provided the talk is *Can explain the main points in an idea or *Can produce short, simple essays on topics of language to understand the topic and main
delivered in standard language or a familiar problem with reasonable precision. interest. message of a text in
variety. *Can describe how to do something, giving *Can produce a text on a topical subject of another language (e.g. when reading short
*Can follow complex lines of argument in a detailed instructions. personal interest, using simple language to list newspaper articles in different languages on the
clearly articulated lecture, provided the topic is *Can report straightforward factual information advantages and disadvantages, and give and same theme).
reasonably on a familiar topic, for example to indicate the justify their opinion. *Can use parallel translations of texts (e.g.
familiar. nature of a problem or to give detailed *Can summarise, report and give their opinion magazine articles, stories, passages from novels)
*Can distinguish main themes from asides, directions, provided they can prepare about accumulated factual information on to develop comprehension in different languages.
provided the lecture or talk is delivered in beforehand. familiar routine and non-routine matters within *Can deduce the message of a text by exploiting
standard language or *Can express opinions on subjects relating to their field with some confidence. what they have understood from texts on the
a familiar variety. everyday life, using simple expressions. *Can produce very brief reports in a standard same theme in different languages (e.g. news in
*Can recognize the point of view expressed and *Can briefly give reasons and explanations for conventionalised format, which pass on routine brief, museum brochures, online reviews).
distinguish this from facts being reporting. opinions, plans and actions. factual information and state reasons for actions. *Can extract information from documents in
Audio/ Listenning: *Can explain whether or not they approve of *Can present a topic in a short report or poster, different languages in their field (e.g. to include in
*Can understand announcements and messages what someone has done and give reasons to using photographs and short blocks of text. a presentation).
on concrete and abstract topics delivered in justify this Planning *Can recognize similarities and contrasts
standard Opinion *Can rehearse and try out new combinations and between the way concepts are expressed in
language or a familiar variety at normal speed. *Can give a prepared presentation on a familiar expressions, inviting feedback. different languages, in order to distinguish
*Can understand detailed instructions well topic within their field, outlining similarities and *Can work out how to communicate the main between identical uses of the same word/sign
enough to be able to follow them successfully differences (e.g. between products, point(s) they want to get across, exploiting any and “false friends”.
*Can understand recordings in the standard form countries/regions, plans). resources available and limiting the message to *Can use their knowledge of contrasting
of the language likely to be encountered in social, Oral interaction what they can recall or find the means to express grammatical structures and functional
professional or academic life and identify *Can handle very short social exchanges but is Written Interaction expressions of languages in their plurilingual
viewpoints and attitudes as well as the rarely able to understand enough to keep Can compose short, simple formulaic notes repertoire in order to support comprehension.
information content. conversation going of their own accord. relating to matters in areas of immediate need *Can exploit creatively their limited repertoire in
Can compose short, simple notes, e-mails and
*Can understand most documentaries and most Addressing Audiences text messages (e.g. to send or reply to an different languages in their plurilingual repertoire
other recorded or broadcast material delivered in *Can give a prepared presentation on a familiar invitation, to for everyday contexts, in order to cope with an
the standard form of the language and can topic within their field, outlining similarities and confirm or change an arrangement). unexpected situation.
identify mood, attitude, etc differences (e.g. between products, Can compose a short text in a greetings card (e.g.
*Can extract the main points from the arguments countries/regions, plans). for someone’s birthday or to wish them a Happy
and discussions in news and current affairs *Can give a prepared straightforward New Year)
programmes. presentation on a familiar topic within their field Online interaction
*Can understand most TV news and current which is clear enough to be followed without *Can engage in real-time online exchanges with
affairs programmes. difficulty most of the time, and in which the main more than one participant, recognizing the
*Can understand documentaries, live interviews, points are explained with reasonable precision. communicative intentions of each contributor,
talk shows, plays and the majority of films in the *Can take follow-up questions, but may have to but may not understand details or implications
standard form of the language or a familiar ask for repetition if the delivery is rapid. without further explanation.
variety. Oral Interaction *Can post online accounts of social events,
Reading: *Can communicate with some confidence on experiences and activities referring to embedded
*Can read with a large degree of independence, familiar routine and non-routine matters related links and media and sharing personal feelings.
adapting style and speed of reading to different to their interests and professional field. Can *Can post a comprehensible contribution in an
texts and purposes, and using appropriate exchange, check and confirm information, deal online discussion on a familiar topic of interest,
reference sources selectively. Has a broad active with less routine situations and explain why provided they can prepare the text beforehand
reading vocabulary, but may experience some something is a problem. Can express thoughts on and use online tools to fill gaps in language and
difficulty with low-frequency idioms. more abstract, cultural topics such as films, check accuracy.
*Can read correspondence relating to their field books, music, etc. *Can make personal online postings about
of interest and readily grasp the essential *Can exploit a wide range of simple language to experiences, feelings and events and respond
meaning. deal with most situations likely to arise while individually to the comments of others in some
*Can understand what is said in a personal e-mail travelling. detail, though lexical limitations sometimes cause
or posting even where some colloquial language *Can enter unprepared into conversation on repetition and inappropriate formulation.
is used familiar topics, and express personal opinions Notes, messages and forms
*Can scan quickly through several sources and exchange information on topics that are *Can take routine messages that are likely to
(articles, reports, websites, books, etc.) in familiar, of personal interest or pertinent to occur in a personal, professional or academic
parallel, in both their own field and in related everyday life (e.g. family, hobbies, work, travel context.
fields, and can identify the relevance and and current events). *Can take messages communicating enquiries
usefulness of particular sections for the task at Understanding an interlocutor and explaining problems.
hand. *Can follow clearly articulated speech/sign *Can formulate notes conveying simple
*Can scan quickly through long and complex directed at them in everyday con information of immediate relevance to friends,
texts, locating relevant details. Conversation service people, teachers and others who feature
*Can quickly identify the content and relevance *Can start up a conversation and help keep it in their everyday life, getting across
of news items, articles and reports on a wide going by asking people relatively spontaneous comprehensibly the points they feel
range of professional topics, deciding whether questions about a special experience or event, are important.
closer study is worthwhile. expressing reactions and opinions on familiar *Can take messages over the phone containing
subjects. several points, provided the caller dictates these
*Can have relatively long conversations on clearly and sympathetically
subjects of common interest, provided the
interlocutor makes an
effort to support understanding.
*Can enter unprepared into conversations on
familiar topics.
*Can follow clearly articulated language directed
at them in everyday conversation, though will
sometimes have to ask for repetition of particular
words/signs.
*Can maintain a conversation or discussion but
may sometimes be difficult to follow when trying
to express exactly what they would like to.
Formal discussion (meetings)
*Can follow much of what is said that is related
to their field, provided interlocutors avoid very
idiomatic usage and articulate clearly.
*Can put over a point of view clearly, but has
difficulty engaging in debate.
Information Exchange
*Can exchange, check and confirm accumulated
factual information on familiar routine and non-
routine matters within their field with some
confidence.
*Can summarise and give their opinion about a
short story, article, talk, discussion, interview or
documentary and answer further questions of
detail.
*Asking for clarification *Adapting language
Communication repair *Breaking down complicated information
*Amplifying a dense text
*Streamlining a text

Reconoce y compara la educación tradicional y la educación en Express and tell his/her own ideas and opinions related to Actividad 1. TRADITIONAL EDUCATION
línea y la relación que hay con la Inteligencia artificial por medio de traditional and virtual education and its relation with AI to do that, VS ONLINE EDUCATION
textos escritos y orales empleando la planeación ya el correcto uso applies the phrasal verbs structure and the 2nd conditional. Grammar Focus: Phrasal verbs / Second conditional
de the phrasal verbs y 2° condicional. Micro – Project SPELLING BEE
SUPERIOR Actividad 2. ARTIFICIAL INTELLIGENCE

Express and tell his/her own ideas and opinions related to Grammar focus: Third Conditional. / Reported Speech
traditional and virtual education and its relation with AI to do that, Micro- project: Reading Plan (PILEO)
applies the phrasal verbs structure and the 2nd conditional.
ALTO
Narrates his/her own ideas and opinions related to traditional and
virtual education and its relation with AI to do that, applies the
phrasal verbs structure and the 2nd conditional.
BASICO
Give basic opinions related to traditional and virtual education and
its relation with AI to do that, applies the phrasal verbs structure
and the 2nd conditional.
BAJO
It is difficult to give opinions about traditional and virtual education
and its relation with AI .
It is difficult to applies the phrasal verbs structure and the 2nd
conditional.
Reconoce la biodiversidad presente en Colombia y propone buenas Recognize the biodiversity of Colombia and proposes good actions Actividad1. BIODIVERSITY OF COLOMBIAN ECOSYSTEMS
prácticas de preservación y cuidado de nuestros recursos, para ello to preserve and take care of our resources, to do that applies in Grammar Focus
emplea de manera correcta condicionales combinados y variedad correct way mixed conditionals and informative texts
de textos informativos.
SUPERIOR Actividad 2. CONSERVATION EFFORTS IN COLOMBIAN NATIONAL
Recognize the biodiversity of Colombia and proposes good actions PARKS
to preserve and take care of our resources, to do that applies in GRAMMAR FOCUS: Mixed Conditionals.
correct way mixed conditionals and informative texts
ALTO Actividad 3. Micro- Project: Reflexive Spot.
Identifies the biodiversity of Colombia and proposes good actions CONVERSATION CLUB.
to preserve and take care of our resources, to do that applies in
BASICO
Name the biodiversity of Colombia and give examples of actions to
preserve and take care of our resources, to do that applies in
BAJO
It is difficult to identify the biodiversity of Colombia and proposes
good actions to preserve and take care of our resources,
It is difficult to applies in correct way mixed conditionals and
informative texts

Analiza y explica el mejor proceso para tomar decisiones respecto a Analyzes and explains the best process for making decisions Actividad 1. MAKING DECISIONS
diferentes tipos de medicina. Utiliza correctamente los regarding different types of medicine. Use correctly the Grammar Focus: Mixed conditionals
condicionales y las cláusulas relativas de la gramática inglesa. conditionals and relative clauses of English grammar
SUPERIOR Actividad 2. TRADITIONAL MEDICINE VS ALTERNATIVE MEDICINE
Analyzes and explains the best process for making decisions Grammar Focus: Relative clauses / relative Pronouns.
regarding different types of medicine. Use correctly the Micro project: reading plan.
conditionals and relative clauses of English grammar
ALTO Actividad 3. Micro- Project: CONVERSATION CLUB MODERN
Analyzes and explains the process for making decisions regarding ADDICTIONS.
different types of medicine. Use correctly the conditionals and
relative clauses of English grammar.
BASICO
Analyzes and explains basically the best process for making
decisions regarding different types of medicine. Use some of the
conditionals and relative clauses of English grammar.
BAJO
It is difficult to analyze and explain the best process for making
decisions regarding different types of medicine. It is difficult to use
correctly the conditionals and relative clauses of English grammar.
Reconoce y compara la educación tradicional y la educación en Express and tell his/her own ideas and opinions related to Actividad 1. TRADITIONAL EDUCATION
línea y la relación que hay con la Inteligencia artificial por medio de traditional and virtual education and its relation with AI to do that, VS ONLINE EDUCATION
textos escritos y orales empleando la planeación ya el correcto uso applies the phrasal verbs structure and the 2nd conditional. Grammar Focus: Phrasal verbs / Second conditional
de the phrasal verbs y 2° condicional Micro – Project SPELLING BEE
SUPERIOR Actividad 2. ARTIFICIAL INTELLIGENCE
Express and tell his/her own ideas and opinions related to Grammar focus: Third Conditional. / Reported Speech
traditional and virtual education and its relation with AI to do that, Micro- project: Reading Plan (PILEO)
applies the phrasal verbs structure and the 2nd conditional
ALTO
Narrates his/her own ideas and opinions related to traditional and
virtual education and its relation with AI to do that, applies the
phrasal verbs structure and the 2nd conditional
BASICO
Give basic opinions related to traditional and virtual
education and its relation with AI to do that, applies the
phrasal verbs structure and the 2nd conditional.
BAJO
It is difficult to give opinions about traditional and virtual education
and its relation with AI .
It is difficult to applies the phrasal verbs structure and the 2nd
conditional.

Analiza y explica las implicaciones del mundo laboral, da una Analyze and explains implications of working world, give critical Actividad 1. WORKING WORLD
opinión crítica sobre clonación y genética. Utiliza correctamente opinions about cloning and genetics. Use correctly adverbs, Grammar Focus: Adverbs and Intensifiers
adverbios, intensificadores y conectores lógicos. intensifiers and logical connectors.
SUPERIOR Actividad 2. CLONNING AND GENETICS
Analyze and explains implications of working world, give critical GRAMMAR FOCUS: Connectors.
opinions about cloning and genetics. Use correctly adverbs,
intensifiers and logical connectors.
ALTO Micro- Project: Reflexive Spot -
Analyze and explains some implications of working world, give
opinions about cloning and genetics. Use adverbs, intensifiers and
logical connectors.
BASICO
Give some implications of working world, give basic opinions about
cloning and genetics. Use some adverbs, intensifiers and logical
connectors.
BAJO
It is difficult to give implications of working world and basic
opinions about cloning and genetics. It is difficult to use adverbs,
Analiza y explica el mejor proceso para tomar decisiones respecto a Analyzes and explains the best process for making decisions Actividad 1. MAKING DECISIONS
diferentes tipos de medicina. Utiliza correctamente los regarding different types of medicine. Use correctly the Grammar Focus: Mixed conditionals
condicionales y las cláusulas relativas de la gramática inglesa conditionals and relative clauses of English grammar
SUPERIOR Actividad 2. TRADITIONAL MEDICINE VS ALTERNATIVE MEDICINE
Analyzes and explains the best process for making decisions Grammar Focus: Relative clauses / relative Pronouns.
regarding different types of medicine. Use correctly the Micro project: reading plan.
ALTO Actividad 3. Micro- Project: CONVERSATION CLUB MODERN
Analyzes and explains the best process for making decisions ADDICTIONS.
regarding different types of medicine. Use correctly the
BASICO
Analyzes and explains basically the best process for making
decisions regarding different types of medicine. Use some of the
BAJO
It is difficult to analyze and explain the best process for making
decisions regarding different types of medicine. It is difficult to use
correctly the conditionals and relative clauses of English grammar

Reconoce la biodiversidad presente en Colombia y propone buenas Recognize the biodiversity of Colombia and proposes good actions Actividad1. BIODIVERSITY OF COLOMBIAN ECOSYSTEMS
prácticas de preservación y cuidado de nuestros recursos, para ello to preserve and take care of our resources, to do that applies in Grammar Focus:
emplea de manera correcta condicionales combinados y variedad correct way mixed conditionals and informative texts.
de textos informativos.
SUPERIOR Actividad 2. CONSERVATION EFFORTS IN COLOMBIAN NATIONAL
Recognize the biodiversity of Colombia and proposes good actions PARKS
to preserve and take care of our resources, to do that applies in GRAMMAR FOCUS: Mixed Conditionals.
ALTO Actividad 3. Micro- Project: Reflexive Spot.
Identifies the biodiversity of Colombia and proposes good actions CONVERSATION CLUB.
to preserve and take care of our resources, to do that applies in
BASICO
Name the biodiversity of Colombia and give examples of actions to
preserve and take care of our resources, to do that applies in
BAJO
It is difficult to identify the biodiversity of Colombia and proposes
good actions to preserve and take care of our resources,
It is difficult to applies in correct way mixed conditionals and
informative texts
Analiza y explica las implicaciones del mundo laboral, da una Analyze and explains implications of working world, give critical Actividad 1. WORKING WORLD
opinión crítica sobre clonación y genética. Utiliza correctamente opinions about cloning and genetics. Use correctly adverbs, Grammar Focus: Adverbs and Intensifiers
adverbios, intensificadores y conectores lógicos. intensifiers and logical connectors.
SUPERIOR Actividad 2. CLONNING AND GENETICS
Analyze and explains implications of working world, give critical GRAMMAR FOCUS: Connectors
opinions about cloning and genetics. Use correctly adverbs,
. Analyze and explains some implications of working world, give
opinions about cloning and genetics. Use adverbs, intensifiers and
logical connectors
BASICO
Give some implications of working world, give basic
opinions about cloning and genetics. Use some adverbs,
BAJO
It is difficult to give implications of working world and basic
opinions about cloning and genetics. It is difficult to use adverbs,
intensifiers and logical connectors
Periodo Micro- Proyect Autor Ubicación

1
3
4
Referencias :
*CEFR 2001, the conceptual framework of which remains valid.www.coe.int/lang-cefr . COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING,
TEACHING, ASSESSMENT. Companion volume. Language Policy Programme Education Policy Division Education Department Council of Europe.
*BASIC LEARNING RIGHTS. 6th to 11th GRADES. ISBN 978-958-691-778-0. 2016. Ministerio de Educación Nacional.
*https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf1.pdf. Estándares Básicos de Lengua Extranjera. cartilla 2. Grados de 6 a 11.

Actualizacion Malla Ingles Por Niveles - Basico

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Actualizacion Malla Ingles Por Niveles - Basico

Uploaded by

Copyright:

Available Formats

MALLA LENGUA EXTRANJERA -INGLES- POR NIVELES MCE

BASICO – INTERMEDIO - AVANZADO

NIVEL BASICO/ BASIC LEVEL- *CEF(A2)

PERIODO 1 / FIST TERM

PERIODO 2 / SECOND TERM

SUPERIOR Actividad 2. FAST FOOD

PERIODO 3 / THIRD TERM

PERIODO 4 / FOURTH TERM

Periodo MICRO - PROYECTO Referencias Ubicación

PERIODO 1 / FIST TERM

PERIODO 2 / SECOND TERM

PERIODO 3 / THIRD TERM

PERIODO 4 / FOURTH TERM

Periodo Micro proyecto Autor Ubicación

NIVEL AVANZADO / ADVANCED LEVEL- *CEF (B 2)

PERIODO 1 / FIST TERM

SUPERIOR Actividad 2. ARTIFICIAL INTELLIGENCE

PERIODO 2 / SECOND TERM

PERIODO 3 / THIRD TERM

PERIODO 4 / FOURTH TERM

Periodo Micro- Proyect Autor Ubicación

*https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf1.pdf. Estándares Básicos de Lengua Extranjera. cartilla 2. Grados de 6 a 11.

You might also like