Guia de Plan de Aula

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DE EDUCACIÓN Grado: 6 Período: primero Año lectivo: 2024
MUNICIPAL Carácter: Público
ÁREA: Humanidades ASIGNATURA: Lengua Extranjera Inglés
DOCENTES: Lesly Calvache, Luis Fernando Galindez, Johnny Gonzalez, Evelin Mejía.
Intensidad horaria semanal: 150 minutes. N° de sesiones Fecha inicio: Fecha final:
programadas: 28
Número de estudiantes por clase: 33 students. January 15, April 26, 2024
2024
Horario de clases: Tuesday - from 8:50 to 9:40, Thursday - from 8:50 to 10:30 14 weeks
Nivel actual de los estudiantes: A1
I. INFORMACIÓN DEL CURSO
1. Descripción general del curso:
This suggested syllabus focuses on developing communicative competence through the principles of Task-Based Language Teaching (TBLT). It aims to provide
learners with tools and opportunities to improve their language skills in a practical and realistic way. In addition, this course adopts a learner-centered perspective,
where students actively participate and take responsibility for their own learning process. The teacher serves as a facilitator, that means that his or her main role is
accompanying students throughout their learning processes. Classroom activities are designed to promote active engagement, collaboration, and critical thinking
through problem-solving activities, role-plays, discussions, and interactive tasks that integrate the following skills: listening, speaking, writing, reading, and
intercultural competence.
2. Análisis de necesidades
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The needs analysis will be conducted in three stages: before, during, and at the end of the course, each involving a form with self-reflective and self-assessment
purposes. Through these stages, valuable information will be gathered to gain insights into each student's individual needs, progress, and overall perception of the
class. The first stage aims to enable students to reflect on their expectations for the course and provides them with an opportunity to express their interests in engaging
topics that can be incorporated into the lesson planning. The second stage, with a reflective undertone, encourages students to self-assess their experiences and
development during the academic midterm. This allows them to identify collaborative areas that they believe the class should work on together. The third and final
stage serves as a concluding self-reflection, wherein students evaluate the course taking into account the impact on their performance and provide suggestions for
future academic periods.
II. ASPECTOS GENERALES DE LA PLANEACIÓN
Derechos Básicos de Aprendizaje para el período
1. Participates in a short conversation where he/she provides his/her name, age and basic information to teachers, friends and acquaintances.
3. Understands and uses familiar words and short phrases about routines, daily activities and preferences.
4. Understands instructions related to class, school, and community activities and expresses them in oral and written form to evidence his/her understanding.
5. Describes the basic characteristics of people, things, and places found in his/her school, city or community using short phrases and sentences.
6. Answers questions related to “what, who and when” after reading or listening to a short simple text whose topic is connected to familiar events.
7. Writes basic personal information in pre-established forms that request information such as name, age, date of birth, gender, nationality, address, phone, etc.
8. Understands the subject and general information of a short simple text using aids such as images, titles, and key words.
Módulo Meta (Goal)

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● Democracy and peace: Coexistence In ● Recognize self as an individual and a member of the class.
● The Classroom ● Define own traits of national Colombian identity.
● Globalization: Value Of Local Cultures
Objetivos y funciones lingüísticas
● Give and ask for personal information.
● Describe persons and daily activities.
● Describe the frequency of activities.
● Present self and others.
● Ask and answer questions about the time.
● Give instructions.
● Understand culture elements and components.
● Ask and give information.
● Describe persons, places and customs.
● Establish comparisons between countries.
● Describe characteristics of a culture.
Metodología: Enfoque de aprendizaje por tareas.

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CONTENIDOS (no es necesario llenar todas las celdas, pero la mayoría debe estar llena)
Temáticos Gramaticales Lexicales Fonológicos Culturales/sociolingüísticos
My daily life at school • Yes/No questions (Do you...? School vocabulary • Recognize sounds in pairs. • Formal and informal use of
Yes, I greetings
My family /i/ v /I/
do...; No, I don ́t.) • Learning through interaction
Desk Bean v bin
• Present simple tense • Respect for differences
Chair Beat v bit
• Adjectives • Different types of families
My own culture and cultures Whiteboard • Recognize sounds and
from around the world • Singular and plural nouns adequate • Taking turns
Chalkboard
• Adverbs of frequency intonation. • Valuation of cultural
Projector diversity
Anglophone cultures /e/ v /ɛ/ v /ᴂ/
Textbook
• Wh- questions Beat bet bat
Notebook
• Prepositions of time (at, in, Meet met mat
on) Pencil
Pen
• Recognize sounds in short
Calculator
conversations.
Classmate
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Group work /s/ v /z/ v /Iz/
Wants, gives, pushes
Countries and Nationalities
• Colombia/ Colombian
• United States of America/

American
• Japan/ Japanese
• China/ Chinese
• etc.
Food
Celebrations
Clothing
Weather and landscape:
• Seasons
• Temperature
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• Famous places
Family Members
• Mother/ mom/ma
• Father/dad/ pop
• Grandmother/gramma
• Cousins
Adjectives (for places/for

people/for food)
• Sweet, sour, delicious, bitter,

juicy,
ripe, etc.
• Exciting, boring, interesting,

etc.
• Beautiful, old fashioned,

modern, ugly, etc.
• Tall, small, short, big,

intelligent, responsible, caring,
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kind, creative, etc.
Expressions to ask questions
• So, are you...?
• Do you like...?
• Can you ...?
• Do you have any brothers or

sisters?
Expressions to describe
interests
• I like...
• He doesn’t like...
• She can...
• She can’t…
• Routines
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Expressions on routines
• I eat dinner at 6.
• Before going to bed,
Numbers from 0 to 60
Escucha Lectura Monólogo Conversación Escritura
• Personal ID cards. • Article. • Formal presentation. • Pre-structured conversations. • Descriptive paragraph.
• School ID cards. • Diary entrances. • Introducing someone. • Dialogues with short • Informative paragraph.
descriptions.
• Radio program. • Letter. • Stating an opinion. • Form.
• Sharing of experiences.
• Informal conversations. • Poem. • List.
• Surveys.
• Diary entrance audio. • Blog. • Brochure.
• Memory games.
• Letter audio. • Multimodal text.
• Role-plays.
• TikTok /Youtube videos. • ID Card.
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II. CRONOGRAMA
SEMANA/FECHA Objetivos y funciones lingüísticas Contenidos Tarea/actividad/fase del Evaluación

proyecto
1. Introduction These objectives are special for the first Needs analysis Product: Drawing
session and do not correspond to the
15/01/2024 - ones in the objectives chart. - Students will create a
19/01/2024 drawing that represents them
● Get to know each other. Explanation of the course (things they like, love, or do
assessment and percentages. not like, hobbies, etc).
● Share the expectations about the
course.
● Discuss the course assessment Explanation of the Fill out the needs analysis
and methodological strategies. methodological strategies. form.
2. My First Day at Temáticos: My daily life at Product: A classmates’ ID card Formative evaluation
School school.
● Give and ask for personal
22/01/2024 - information. Gramaticales: Present Simple Tools: Observations, portfolio.
26/01/2024 tense.
Culturales: Formal and

informal use of greetings
Fonológico:Recognize sounds
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in pairs.
/i/ v /I/
Bean v bin
Beat v bit
Escucha: Personal ID cards.
Diary.
Culturales: Learning through

interaction.
Escritura: ID card
Conversación: Pre-structured
conversations.
Lectura: Blog
3. My family. ● Present self and others. Temáticos: My family Product: Family tree with a Formative evaluation
descriptive paragraph
Tools: Observations, portfolio.

29/01/2024 - Gramaticales: Yes/No
02/02/2024
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questions (Do you...? Yes, I Rubric.
do...; No, I don ́t.), Present

simple tense, Adjectives.
Lexicales: Family Members
• Mother/ mom/
• Father/dad/
• Grandmother/grandma
• Cousins
• Brother/sister
Adjectives for people
Culturales: Respect for

differences, Different types of
families.
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Escucha: TikTok
Monólogo: Formal
presentation.
Conversación: Dialogues with

short descriptions and
Sharing of experiences
Escritura: Descriptive
paragraph.
4. People I Admire. ● Describe persons and daily Temáticos: My daily life at Product: Descriptive short Formative evaluation
activities. school. paragraph of a famous person
Gramaticales: Simple present Tools: Observations, portfolio,

05/02/2024 - rubric for the descriptive
09/02/2024 paragraph
Adjectives.
Portfolio first delivery (Not

Lexicales: adjectives for
graded, just for checking the
people progression and giving
feedback)
interests:
• I like...
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• He doesn’t like...
• She can...
• She can’t…
Fonológicos: Recognize
sounds and adequate
intonation.
/e/ v /ɛ/ v /ᴂ/
Beat bet bat
Meet met mat
• Recognize sounds in short
conversations.
/s/ v /z/ v /Iz/
Wants, gives, pushes
Culturales: Learning through

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interaction.
Respect for differences.
Monólogo: Formal
presentation and introducing
someone.
Escucha: Informal
conversations, Radio program.
Lectura: Diary entrance,

Letter.
5. My school ● Describe persons and daily Temáticos: My daily life at Product: Brochure about Formative evaluation.
routine. activities. school. school habits
Tools: Checklist.
● Describe the frequency of Gramaticales:
activities. ● My classmate presents
12/02/2024 -
● Adverbs of frequency. 5 school habits. YES
16/02/2024
___ / NO ___
● Simple present.
● My classmate
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● Prepositions of time. describes the

frequency of activities
● Adjectives. using adverbs (always,
usually, rarely,
Lexicales:
sometimes, never).
● School vocabulary. YES ___ / NO ___
● Adjectives for places. ● My classmate uses

both drawings and text
● Routines. creatively. YES ___ /
NO ___
Culturales:
● My classmate makes
● Learning through
mistakes in their
interaction.
writing. YES ___ /
● Respect for NO ___
differences.
● Something my
Escucha: classmate did good:
● Informal ● Something my
conversations. classmate needs to
practice:
Escritura:
● Brochure.
6. ● Ask and answer questions about Temáticos: My daily life at Product: Survey for classmates Formative evaluation
the time. school. about at what time they do a
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Gramaticales: certain activity. Tools: rubric, portfolio.
19/02/2024 - ● Prepositions of time

23/02/2024 (at, in, on).
● Wh- questions.
● Adverbs of frequency
Lexicales:
● Routines expressions:
• I eat dinner at 6.
• Before going to bed,
● Numbers from 0 to 60.
Escucha:
● Informal
conversations.
● Diary entrance audio.
Lectura:
● Poem.
● Diary entrances.
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Conversación:
● Surveys.
Escritura:
● Form.
7. This is a special objective related to the Formative evaluation
formative evaluation
26/02/2024 - Instruments:
01/03/2024 ● Assess student progress
First module exam,
portfolio 2nd delivery

(graded),
observations (midterm
tutoring),
midterm needs analysis form.
8. ● Describe characteristics of a Temáticos: My own culture Products: In pairs, Students Formative evaluation
culture. and cultures from around the will prepare wh-questions
world about a country to state their
● Understand culture elements and Tools: Observations, portfolio.
04/03/2024 - opinion, they will have a short
08/03/2024 components. conversation using those
questions with their partner.
Gramaticales: Wh-questions
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• Which places do you

recognize?
• Which animals do you

recognize?
• Which products do you

recognize?
• Which regional things can

you identify?
Lexicales: Countries and

Nationalities

American
• Japan/ Japanese
• China/ Chinese
• etc.
interests
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Culturales: Valuation of
cultural diversity.
Escucha: Informal
conversations.
Lectura: Diary entrances.
Conversación: Pre-structured
conversations.
9. ● Describe characteristics of a Temático: My own culture Product: A brochure Formative evaluation

culture. and cultures from around the introducing Colombian food to
world foreign people, and the
● Ask and give information. presentations of the brochure. Tools: Observations, portfolio,
11/03/2024 - and rubric for the oral
15/03/2024 presentation.
Gramaticales: Yes/No
questions (Do you...? Yes, I
do...; No, I don ́t.)
• Present simple tense
• Likes and dislikes

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Lexicales: Food
Adjectives (for food)
interests
cultural diversity
Lectura: Blog
Monólogo: Formal
presentation
Conversación:
Sharing of experiences
Escritura: Brochure
10. ● Describe characteristics of a Temáticos: My own culture Product: Draw and write a Formative evaluation
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culture. and cultures from around the short text describing some of
world the clothing talked about in
18/03/2024 - ● Describe persons, places and class.
22/03/2024 customs. Tools: Observations, portfolio.
Gramaticales: Present simple

tense
First delivery of the portfolio
Adjectives for this module (not graded).

Nationalities
Clothing
Adjectives
Beautiful, old-fashioned,
modern, ugly, etc.
interests
cultural diversity
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Escucha: Radio program
Lectura: Article
Monólogo: Stating an opinion.
Escritura: Multimodal text.
11. ● Describe characteristics of a Temático: My own culture Product: Write a short text Formative evaluation
culture. and cultures from around the about a celebration from
world around the world and
● Describe persons, places and Colombia that caught their Tools: Observations, portfolio.
01/04/2024 - attention.
05/04/2024 customs.
● Establish comparisons between Gramaticales:

countries.
• Adjectives

Nationalities
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Celebrations
Adjectives
interests
cultural diversity
Escucha: Informal
conversations.
Lectura: Article
Blogs
Conversación:
Dialogues with short

descriptions.
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Escritura: Descriptive
paragraph.
12. Temáticos: My own culture Product: Workshop-knowing Formative evaluation

and cultures from around the our local cultures
● Describe characteristics of a world
culture. Tools: Observations, portfolio
08/04/2024 -
12/04/2024
● Understand culture elements and
components. Gramaticales:
• Adjectives

Nationalities
Weather landscape
Adjectives to describe the

weather.
Adjectives to describe the

places.
interests
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Culturales: Valuation of the

own culture
Escucha: Audiovisual content

about famous places, cities and
national parks. TikTok
/Youtube videos.
Lectura: Short articles about

famous places, cities and
national parks around the
world.
Conversación: Dialogues with

short descriptions.
Sharing of opinions.
Escritura: Poster
13. ● Describe characteristics of a Temáticos: Anglophone Product: An oral presentation Portfolio, and rubric for the
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culture. cultures about an English-speaking formal oral presentation

country.
● Describe the different
components of English-speaking
15/04/2024 - Gramaticales: Adjectives to
19/04/2024 cultures around the world
describe places, Simple
Present to describe general
facts,

Nationalities

American
• South Africa/South African
• Australia/Australian
Lectura: Descriptive
paragraphs
Monólogo: Formal
presentation in groups
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Escritura: Multimodal text
14. These objectives are special for the last Final review of the portfolio. Formative Evaluation
session and the formative assessment.
Instruments:
22/04/2024 - Final stage of the needs Second Module Exam

26/04/2024 analysis.
● Reflect about the student's Exit tickets’ reflection
performance and the
Final Needs analysis
● Reflect about the effectiveness Final reflections.
of the class Observations (Final tutoring)
● Asses students their final notes
III. ASPECTOS METODOLÓGICOS
Estrategia metodológica
Task Based Learning (TBL): Taking into account the definition given by the Ministry of Education in the Pedagogical Principles and Guidelines Suggested English
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Curriculum, this focus is based on the development of tasks that offer a variety of communicative activities (Ellis, 2004) that favor the use of English to communicate
ideas making greater emphasis on fluency instead of grammatical accuracy (Brumfit, 1984).
Therefore, TBL is a suitable option for this syllabus because it allows students to use the target language for real life situations by enhancing their communicative
competence, leads students to gain fluency and accuracy by promoting the use of their own different skills, encourages self-directed rather than teacher-directed
learning, and boosts intrinsic rather than extrinsic motivation. Additionally, with TBL, students become more active because they learn from their own mistakes, and
start conceiving them as a normal part of their learning process.
Regarding the structure of a TBL lesson, according to Nunan (2004) and Ellis (2009), there are three main stages that should be carried out as the following:
- Pre-task: this stage is composed of an activity or a set of activities that students engage in before carrying out the main task or assignment. It is designed to
prepare students by activating their previous knowledge, and providing them with the key concepts and necessary tools. The purpose of the pre-task is to
familiarize students with all they need for the completion of the main task, this implies activities that help them to understand guidelines, to brainstorm, to get
to know examples, to acquire useful vocabulary, etc.
- During-task: During this second stage, students work on the task itself applying all strategies, vocabulary, ideas, and skills they got familiar with during the
pre-task phase. This stage focuses on students' active participation to perform the main task in their own time or a time limit set by the teacher. In order to
achieve this objective, students can take advantage of peer-collaboration and problem-solving strategies. Therefore, the during-task stage is the moment in
which students are encouraged to put into everything they have learned all along the lesson in combination with their previous knowledge and different skills.
- Post-task: Even though this is a non-obligatory stage, it can serve to ensure that the task performance has been effective for language development.
Subsequently, this is a consciousness-raising phase that encompasses a discussion around the completion of the main task or assignment. During the post-task
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phase, students have the opportunity to review and evaluate their work and receive feedback from their teacher and classmates. According to Ellis (2000)
post-task goals can be: (1) to provide an opportunity for a repeat performance of the task, (2) to encourage reflection on how the task was performed, and (3)
to encourage attention to form, in particular to those forms that proved problematic to the learners when they performed the task.
Based on the above mentioned principles of TBLT, the overall structure of the classes in this syllabus would be the following:
Pre-task
Warm-up activities: The objective of these are to diagnose students’ knowledge concerning the central topic of the class and to establish a connection with the
foregoing classes of the module.
Framing the activity: This consists of establishing the outcome of the task to be carried out and the strategies needed to accomplish it. According to Skehan (1996)
there exist two main alternatives: an emphasis on the general cognitive demands of the task, or an emphasis on linguistic factors implied in it.
Doing a similar task: For this instance, it is suggested to provide a model that serves as a guide for the expected outcome of the task. Thus, if students are supposed
to create a formal oral presentation, in this stage they will get familiar with an example that contains the different elements that would be taken into account for the
assessment. According to ellis (2000) “the model can also be accompanied by activities designed to raise learners’ consciousness about specific features of the task
performance — for example, the strategies that can be employed to overcome communication problems, the conversational gambits for holding the floor during a
discussion or the pragmalinguistic devices for performing key language functions”.
During task: This is the task completion. Depending on the class, students can access the input given in the pre-task. E.g. If students are supposed to create an oral
presentation about countries, students can use the given example of a similar presentation to try to organize their own presentation following the same structure.
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Post-task: This last stage is composed by the review or recapitulation of the learned contents all along the class and the completion of the main task. In this case, it is
possible to call attention to linguistic form even underline mistakes made. Additionally, this part of the class should be composed by: a) The peer-assessment and
teacher assessment based on the rubric (for those activities to be collected in the portfolio). b) The realization of the exit tickets design for each class. c) The extra
work assignment.
Recursos Materiales
● Way to go 6th grade
● Computer. ● ¿Cómo es la comida colombiana? (What is Colombian food?)

https://blogs.transparent.com/spanish/que-es-la-comida-colombiana-
● Video projector. what-is-colombian-food/
● Markers. ● 33 Paper sheets
● Board. ● Pencil colors
● Audio system. ● Markers
● Computers (if possible) ● Images
● Scissors
● Glue
● Cardboard
● Sound Grammar 2-5 Adverbs of Frequency -

https://vimeo.com/332887530
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● Adverbs of Frequency – English Grammar Lessons
● 33 sheets of paper.
● 8 transcription copies from website.
● List of family members

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● https://www.tiktok.com/@bleelis/video/7238701134465043754?
is_from_webapp=1&sender_device=pc
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● https://www.tiktok.com/@stuartandfrancis/video/
7126989422159039749?is_from_webapp=1&sender_device=pc
● https://www.tiktok.com/@mrgtfrench/video/6928750868405751046?
is_from_webapp=1&sender_device=pc
● 33 Exit ticket copies
33 Exit Ticket copies:

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● Rubric
Globalization: Value Of Local Cultures class #13 materials
- Flashcards for the pre-task:

https://drive.google.com/file/d/1TTBllhlB4R6Y_JJO2648itLytDlWMfqH/view?
usp=sharing
- Google slides presentation (presentation model):
https://docs.google.com/presentation/d/
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16zSfTsPW6QvzVlAbMxjxZjC8NEqVc8NyVxbTgx81JgM/edit?usp=sharing
https://www.youtube.com/watch?v=Ntn1-SocNiY
https://docs.google.com/document/d/1yHbk9y9fp-tvFvaHrX7JovMNy2-
Xu2yTCynzewxsIV4/edit?usp=sharing
- English-speaking countries information:
https://docs.google.com/document/d/
1cFlaeTx9Z2oEAAaZbEHakk9WIJZ571kyP782bRpSMNs/edit?usp=sharing
- Images for the multimodal text:
https://drive.google.com/file/d/1ZevHe_gf21GSgbPHmgYkQFU9VnhB-e3T/
view?usp=sharing
- Rubric:
https://docs.google.com/spreadsheets/d/
1cAloc2Xu1cABnMZ6Z37on5E4ljDTENsn0N73VhG4h-8/edit?usp=sharing
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IV. EVALUACIÓN
This course adopts a formative assessment perspective, which focuses on the learning process as well as in the product and the communicative production. Within the
evaluation processes it will be implemented the four following instruments: a portfolio, exit tickets, a self-assessment and observation.
The portfolio consists of the collection of students’ work that demonstrates to students and others their efforts during the course period. This tool will offer the
possibility to present tangible material for feedback from the teacher and record students development emphasizing their accomplishments
Exit tickets provide a space of reflection for both students and teachers. With them the students raise awareness on their learning process while providing important
data to the teacher on the effectiveness of the classes.
Self-assessment plays an important role in the evaluation process. Students are encouraged to reflect on their own language skills, identifying strengths and
weaknesses. By actively engaging in self-assessment, students are able to take ownership of their own progress and become more aware of their learning needs.
Observation would be another assessment tool used in this course. Teachers observe students' learning process during class interactions and task’s completion. This
would allow teachers to gather valuable insights into students' progress, their ability to apply learned skills in real-life situations, and their development over the
course.
In the next table it is presented the relationship between the assessment tools and the objectives as well as the percentage distribution of each criteria:
Objetivos Técnica o instrumento Breve descripción Fecha Ponderación
● Give and ask for Portfolio Using a folder, students will 05/02/2024 - 09/02/2024 50%
personal information. create a portfolio where they
will collect some products 26/02/2024 - 01/03/2024
● Describe persons and
indicated by the teacher
daily activities.
(activities/workshops/homewo
18/03/2024 - 22/03/2024
● Present self and others. rk) made through the school
period. Each product will be
graded individually, like this,
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● Give instructions. the final grade of the portfolio 22/04/2024 - 26/04/2024

will be the weighted average of
● Spell out names.
them. There will be four times
● Describe for delivering the portfolio, two
characteristics of a at the middle and at the end of
culture. the two modules. The
deliveries of the middle will not
● Establish comparisons
have a note, since they will be
between countries.
only for checking the
● Ask and give progression and giving
information. feedback to improve their
work.
● Describe persons,
places and customs. At the end of the period,
students will hand in the
portfolio to the teacher and are
expected to have all the
activities completed.
Module Final Exams Achievement tests will be done First Module Exam: 20% (10% each exam)
at the end of each module in 26/02/2024 - 01/03/2024
order to determine the
acquisition of the course
objectives. Second Module Exam:
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22/04/2024 - 26/04/2024
Self-assessment To promote self-awareness and 22/04/2024 - 26/04/2024 10%

critical thinking in their learning
process, students will give
themselves a grade at the end
of the course according to their
feelings and perceptions of
their overall performance.
Midterm tutoring: Qualitative assessment
Observations In order to give students more

26/02/2024 - 01/03/2024
detailed feedback on their
learning process, the teacher
will provide a midterm and a Final Tutoring:
final individual tutoring to let
students know if they are 2/04/2024 - 26/04/2024
achieving the objectives at their
different levels. The midterm
one will serve as a tool to
improve the aspects that the
teacher identified to work on,
and the final one to reflect on
the overall process made by
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the student.
Exit-Tickets Exit-Tickets will be done at the At the end of all the classes. 10%
end of every class, so the
students and teacher can
reflect on the effectiveness of
each session. Each entry will
not be graded by their content,
but rather by the fulfillment of
the 28 formats.
Reflection Taking into account the exit 22/04/2024 - 26/04/2024 10%

tickets, students are going to
make a text or a drawing to
reflect about what they learn
and what they felt throughout
the first school period in the
English class.
GESTIÓN ACADÉMICA
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Este plan de aula será evaluado de la siguiente manera:
1 2 3 4 5
Deficiente Falta claridad en Aceptable Muy buena Excelente
descripción, la descripción, descripción, descripción, descripción,
justificación y justificación y justificación y justificación y justificación y
coherencia hay poca coherencia coherencia coherencia entre los
Componente Comentarios
entre los coherencia entre los entre los principios teóricos y
principios entre los principios principios prácticos.
teóricos y principios teóricos y teóricos y
prácticos. teóricos y prácticos. prácticos.
prácticos.
Descripción general del curso:
view of language, language
teaching and language learning
Análisis de necesidades (Needs
analysis plan).
Módulo y metas (goals) del curso
Objetivos específicos
Contenidos
Estrategia metodológica
Recursos y materiales
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TOTAL PLAN DE AULA #¡DIV/0!
1 2 3 4 5
Le falta Se relaciona un Se relaciona de Se relaciona en Se relaciona
relacionarse con poco forma con cierta forma con su gran mayoría coherentemente con
el plan de aula, el plan de aula, el plan de aula, con el plan de el plan de aula,
contexto y con contexto y con contexto y con aula, contexto y contexto y con el
el público a el público a el público a con el público a público a quien va
quien va quien va quien va quien va dirigido, y tiene
dirigido, y dirigido, y dirigido, y tiene dirigido, y tiene conexión lógica con
establecer una alcanza cierto un poco de una buena los otros
Componente conexión lógica grado de conexión lógica conexión lógica componentes de la Comentarios
con los otros conexión lógica con los otros con los otros evaluación. Está
componentes de con los otros componentes de componentes de completo y claro.
la evaluación. Le componentes de la evaluación. la evaluación.
falta claridad y la evaluación, Hay cierto grado Hay un buen
completitud. sin embargo de claridad y grado de
podría mejorar. completitud. claridad y
Hay cierto grado completitud.
de claridad y
completitud.
Claridad en la evaluación
Cronograma de evaluación
GESTIÓN ACADÉMICA
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Herramienta(s) de evaluación

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© SECRETARÍA DE EDUCACIÓN MUNICIPAL SANTIAGO DE CALI Agregue el logo de la IEO (si

NOMBRE DE LA INSTITUCIÓN está disponible)

ÁREA: Humanidades ASIGNATURA: Lengua Extranjera Inglés

Nivel actual de los estudiantes: A1

I. INFORMACIÓN DEL CURSO

1. Descripción general del curso:

II. ASPECTOS GENERALES DE LA PLANEACIÓN

Derechos Básicos de Aprendizaje para el período

Módulo Meta (Goal)

● The Classroom ● Define own traits of national Colombian identity.

● Globalization: Value Of Local Cultures

Objetivos y funciones lingüísticas

● Give and ask for personal information.

● Describe persons and daily activities.

● Describe the frequency of activities.

● Present self and others.

● Ask and answer questions about the time.

● Understand culture elements and components.

● Ask and give information.

● Describe persons, places and customs.

● Establish comparisons between countries.

● Describe characteristics of a culture.

Metodología: Enfoque de aprendizaje por tareas.

Temáticos Gramaticales Lexicales Fonológicos Culturales/sociolingüísticos

Group work /s/ v /z/ v /Iz/

Wants, gives, pushes

Countries and Nationalities

• United States of America/

Weather and landscape:

Adjectives (for places/for

• Sweet, sour, delicious, bitter,

• Exciting, boring, interesting,

• Beautiful, old fashioned,

• Tall, small, short, big,

kind, creative, etc.

Expressions to ask questions

• So, are you...?

• Can you ...?

• Do you have any brothers or

• Before going to bed,

Escucha Lectura Monólogo Conversación Escritura

• Personal ID cards. • Article. • Formal presentation. • Pre-structured conversations. • Descriptive paragraph.

SEMANA/FECHA Objetivos y funciones lingüísticas Contenidos Tarea/actividad/fase del Evaluación

Culturales: Formal and

Escucha: Personal ID cards.

Culturales: Learning through

Tools: Observations, portfolio.

questions (Do you...? Yes, I Rubric.

do...; No, I don ́t.), Present

Lexicales: Family Members

Adjectives for people

Culturales: Respect for

Conversación: Dialogues with

Gramaticales: Simple present Tools: Observations, portfolio,

Portfolio first delivery (Not

/e/ v /ɛ/ v /ᴂ/

Beat bet bat

Meet met mat

• Recognize sounds in short

/s/ v /z/ v /Iz/

Wants, gives, pushes

Culturales: Learning through

Respect for differences.