ingles educacion media[1]

7/27/2019 Ingles Educacion Media[1]

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TENTH ANDELEVENTH GRADES

ENGLISH

SYLLABUS

High School


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Elas Antonio SacaPresidente de la Repblica

Ana Vilma de EscobarVicepresidenta de la Repblica

Darlyn Xiomara MezaMinistra de Educacin

Norma Carolina RamrezDirectora General de Educacin

Ana Lorena Guevara de VarelaDirectora Nacional de Educacin

Manuel Antonio MenjvarGerente de Gestin Pedaggica

Rosa Margarita MontalvoJee de la Unidad Acadmica

Wendy Cristela Menndez CruzJea de Programa Compite

Augusto Antonio Cornejo Huezo Herbert Ovidio Aparicio Castellanos Jos Isaas Parada Daz

Jos Trinidad Galdmez Senz

ISBN 978-99923-58-61-0 Copyright Ministerio de Educacin de El Salvador 2008

Derechos Reservados. Prohibida su venta. Esta publicacin puede ser reproducida en todo o en parte,reconociendo los derechos del Ministerio de Educacin de El Salvador.

Ana Mara Martnez Mendoza Carmen Castillo Edgar Nicols Ayala

Equipo tcnico

Apoyo tcnico externo

Jos Luis GuzmnViceministro de Educacin

Carlos Benjamn OrozcoViceministro de Tecnologa


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Jos Luis GuzmnVice - Minister o Education

Darlyn Xiomara Meza

Minister o Education

Dear Teachers:

Within the ramework o the 2021 National Education Plan, The Ministry o Education is pleased tomake this updated version o the English Syllabus or High School Education available to you . Itscontent is coherent with our constructivist, humanist and socially committed curricular orientation.At the same time, it incorporates the vision o developing competencies, making the principles othe policy Currculo al Servicio del Aprendizaje be put into practice.

As part o this policy The Ministry o Education has renewed the guidelines or the evaluation olearning to match the competencies proposal and the needed type o evaluation or our educationalsystem: an evaluation in the service o learning. This is possible i high expectations are placed onour students and i they are told that with eort and steadiness they eventually can achieve theirgoals.

The Ministry o Education takes advantage o this opportunity to maniest our trust in you. We knowyou will read and analyze this Syllabus with an attitude geared towards learning and improving,taking into account your experience and studies in education.

The Ministry o Education believes in your commitment to the mission which has been entrusted tous - that the children, young men and women o El Salvador obtain better learning achievementsand develop integrally.


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English Syllabus for High School Education


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I. Introduction to The English Curriculum for The Tenth and Eleventh Grades

Currculo al Servicio del Aprendizaje, Ministerio de Educacin, San Salvador, 2007.

The High School English Curriculum presents a curricular proposal that answersmandatory questions teachers should respond as they plan their classes. Thesequestions are properly answered through the ollowing curricular components:

Syllabus InnovationsThe English curriculum designed and implemented in 1998 is denitely one o thesources or the designing and implementation o the current version; although,it is worth stating that this is a unctional/notional syllabus embracing the

communicative approach or its development in order to achieve objectives andlanguage prociency levels. Next, the most salient eatures are detailed1:

a. ObjectivesObjectives are presented or each High School grade and in each didacticalunit.

Objectives aim at achieving language and preparation or lie competencies,that is the reason why they are ormulated using action verbs introducing thegoals to be reached by means o procedures. Aterwards, concepts and attitudesare presented embedded in the objectives, thus, articulating the three types oknowledge. Besides, the what or or learning purpose is nally stated to connectcontents with lie and students needs.

Language proficiency levels

Language prociency levels are presented or each High School grade. They aremeant to serve as guiding reerences or planning, delivering and evaluatingteaching and learning to eventually reach the set language prociency levels 2per grade.

b. ContentsPresentation of content sets

The English curriculum presents and describes the sets o contents by eachgrade providing an insightul view on how they are structured rom the simple

to the complex, rom the immediate students world to the arthest and mostabstract world, properly integrating and balancing the three types o contentsor knowledge: conceptual, procedural and attitudinal and knitting languagelearning, ranging rom the mastery o simple daily language unctions to themastery o more complicated and sophisticated discourse. This new version othe English Syllabus has structured didactical units in a dierent orm; thesedierences are highlighted in a comparative chart o the ormer syllabus withthe current one.

QUESTIONS CURRICULAR COMPONENTS

What do teachers teach or? Competencies/Objectives

What must students learn? Contents

How to teach? Methodological guidelines

Evaluation guidelines

Achievement indicatorsHow, when and what to evaluate?

The English curriculum is designed based on these curricular components whichare orderly developed as ollows:

Description o competencies, prociency levels and approach that orientsthe English subject development.

Presentation o content sets which are aligned with the subject objectivesand allow the structuring o didactical units.

The Methodological guidelines provide specic recommendations orsequencing the didactical units. They describe, in logical order, thephases or steps to develop language competencies by means odelivering and practicing language unctions; moreover, they providegeneral recommendations and it is up to teachers to enrich and improvethem. The English syllabus presents general methodological guidelines

or teaching at High School. Evaluation is developed through suggestions and criteria applicable todiagnostic, ormative and summative evaluation unctions.

At last, objectives, contents, and achievement indicators are clearly presented ineach didactical unit.

The English curriculum has been designed setting standardized prociencylevels to be reached in each grade and cycle o education; in contrast, it is fexibleand opened up to teachers creativeness to contextualize it to their teachingenvironment to successully achieve the stated objectives and language prociencylevels.


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6 Evaluacin al Servicio del Aprendizaje, Ministerio de Educacin, San Salvador, 2007.7Evaluacin al Servicio del Aprendizaje, Ministerio de Educacin, San Salvador, 2007.

Three types of contents: conceptual, procedural and attitudinal

Contents relevance relies on their contribution to achieve the stated objectives aswell as language and preparation or lie competencies. Antoni Zabala3 denescontents as ollows:

Set o skills, attitudes and knowledge needed or development o competencies.

They are categorized in three large groups depending on how they are related

with knowing, knowing what to do or to be, that is to say, conceptual contents,

deeds, concepts and conceptual systems, procedural contents (skills, techniques,

methods, strategies..etc.) and attitudinal contents (attitudes, norms and values).

The conceptual, procedural and attitudinal contents have the same relevancebecause the importance and articulation o knowing, doing, knowing what to beand coexisting, is only refected through their integration. The challenge relieson overcoming the trend to solely teach inormation or learning by heart. Theyhave a space and importance o their own but must not be understood anymoreas a synonym o successul learning. This takes place only when the three typeso contents are articulated.

Procedural contents deserve special attention because there is potential risk oconusing them with methodology. Cesar Coll4 denes them as ollows:

They are always concerned with certain concrete orms o perormance, whose

most salient eature is that they take place in a systematic and orderly ashion,

and that perormance is purposely addressed to achieve a defnite goal

Procedural contents are not new in the curriculum, whereas the practicaldimension or concepts application has been long ostered or decades. Theyhave been labeled beore as techniques, skills, strategies, algorithms, etc.When categorizing them as contents, the procedures are subjected to planningand control in much the very same way activities are adequately prepared to

guarantee the learning o other types o contents5

.Sequencing of contents

The scope and sequence has been meticulously elaborated vertically andhorizontally as to guarantee that teachers will deliver teaching in a scaoldingashion and students will and construct knowledge in much the very same way.

Moreover, contents are calibrated to address students needs, interests andproblems to fuently connect learning with background knowledge, previouslie experiences and a sense o useulness; thereore, learning will emerge as alikeable, enjoyable and meaningul task.

Besides, standardized minimum proiciency levels have been set to bereached by the end o each grade and cycle o education; thus, assuringteachers and students have clear teaching and learning standards topursue.

c. Evaluation

Achievement indicators6 constitute one o the most salient innovations.Achievement indicators prove the expected outcomes in relationship withobjectives and contents o each unit. They are useul to evaluate students learningbecause they point out expected students perormance, thereore, they must beconsidered or evaluation and academic reinorcement activities. In this Englishsyllabus, achievement indicators are meant to evaluate students development olanguage and preparation or lie competencies.

Achievement indicators are correlatively numbered in each didactical unit.Example, 5.1 means that the indicator belongs to unit ve and is the indicatornumber one.

Academic reinforcementEvaluation results must be used to support and orient teaching planning aswell as students learning. By analyzing evaluation results teachers can makedecisions on what to eedback, and how to reshape their teaching approach toaddress students aective and learning needs, thus, preventing rustration anddislike towards English subject as well as drop out.

By looking into perormance outcomes teachers and students will be in a positionto judge learning quality, understand how learning took place and ponder theobstacles aced in the process.

Graphic description of units

Grade, number and name o unit: These are the units general data.

Time assigned or didactical unit development: Approximate number ohours that will be devoted to the development o each didactical unit.

Objectives o didactical unit: They express what is expected to beachieved by the students at the end o each unit.

Conceptual, procedural and attitudinal contents: They comprise theconcepts, procedures and attitudes that must be acquired by studentsthrough the mediation o the teaching-learning process.

Achievement indicators: They are sample evidence that students havereached the stated objectives at the end o each unit.

The American Council on the Teaching o Foreign Languages, Profciency Guidelines, New York, 1989. Marco Curricular. Antoni Zabala. Documento de reerencia de consulta para el Ministerio de Educacin, pgina 21.

4 Los Contenidos de la Reorma. Cesar Coll y otros. Editorial Santillana. Aula XXI, 1992, pgina 85.5Ibid. Pgina 103.


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Number and name o unit

Estimated time or the unit

Unit objectives

Proceduralcontents

Conceptual contents

Attitudinal contents

Prioritized achievementindicators

Numbered achievementindicators

Description and Presentation of the Learning Unit Format


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II. High School CurriculumThe High School Curriculum is organized in subjects with specifc number o hours asollows:

8 For urther inormation, read section on Proyecto Curricular de Centro. Currculo al Servicio del Aprendizaje,Ministerio de Educacin, San Salvador, 2007.9 Fundamentos Curriculares de la Educacin Nacional. Ministerio de Educacin, paginas 115- 116, El Salvador, 1999.

Eleventh gradeSubjects Tenth grade

Hours perweek Hours peryear Hours perweek Hours peryear

5 200 5 200

6 240 6 240

6 240 6 240

5 200 5 200

3 120 3 120

3 120 3 120

3 120 3 120

6 240 6 240

3 120 3 120

40 1,600 40 1,600

Language and Literature

Mathematics

Science

Social Studies

English

Computer Science

Life Skills

Vocational Skills Course

Seminars

Total of hours

Implementing the English curriculum implies doing curricular adaptationsto meet students needs and adjusting it to the conditions o the context. Thiscontextualization and adjustability is acilitated by El Proyecto Curricularde Centro (PCC)8 in which teachers agreements on curricular components(competencies/objectives, contents, methodology and evaluation) are registered,these agreements are worked out based on students academic achievements,mission and diagnose o the educational institution.Teachers should denitely take into account the PCC pedagogical agreementsand the English syllabus as key reerences or didactic planning. Both instrumentscomplement each other.The teaching cross-curricular themes contribute to the students integral educationbecause through their socialization a democratic society plenty o values isconsolidated, a society where people and nature are respected and people areable to solve personal, neighborhood and nations problems.The cross-curricular themes 9 are an essential part o the syllabus and should beapplied in the development o the contents. The present document includes theollowing cross-curricular themes: Education in Human Rights, EnvironmentalEducation, Education in Population, Preventive Integral Education, Education orEquality o Opportunities, Health Education, Education or The Consumer andValues Education.

Presentation of The English SubjectThe English Curriculum or High School ocuses on the development o languagecompetencies essential or communicating and properly interacting with theenvironment. Developing these competencies implies the learning o concepts,

the domain o procedures and the adopting o attitudes integrally. This integrationguarantees the acquisition o the expected competencies.This syllabus promotes the development o our competencies: oral comprehension(listening), oral production (speaking), reading comprehension (reading) andwriting production (writing). Such competencies are developed through a spiralprocess to internalize language unctions by using the language in dierentcontexts and situations with a given degree o accuracy and fuency.Grammar structures and vocabulary are introduced in each unit through aspecic content, rather than in an isolated orm.The language contents to be taught have been structured departing rom theclosest and most immediate students world to the arthest and most abstract one.Also, the language unctions to be developed have been orderly arranged romthe simplest to the most complex ones.

The Communicative ApproachThe communicative approach pursues the development o communicativecompetence. Chomsky distinguished between a native speakers underlyingcompetence- reerring to knowledge o the language, including rules ogrammar, vocabulary, and how linguistic elements can be combined to ormacceptable sentences- and the individuals perormance- or actual productionand comprehension o specic linguistic events.a. Communicative competence is a dynamic concept that depends on thenegotiation o meaning between two or more persons who share someknowledge o the language. Thus, communicative competence can be said to bean interpersonal trait.b. It applies to both written and spoken language.

c. It is context-specic, as communication always takes place in a particularcontext or situation. The competent language user will know how to makeappropriate choices in register and style to t the particular situation in whichcommunication occurs.d. It is important to distinguish between competence and perormance.Competence is what one knows. Perormance is what one does. Only perormanceis observable, however, and it is only through perormance that competence canbe developed, maintained, and evaluated.Lastly, the conceptualization o the term profciency includes specicationsabout the competency levels attained in terms o the unctions perormed, thecontexts in which the language user can unction, and the accuracy with whichthe language is used.

III. Presentation of The English Subject, Approach,Language Proficiency Levels and Content Blocks


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General Communicative Competence Level to be Reached by The End of The Eleventh Grade of High School EducationBy the end o the eleventh grade o high school education students will be able to participate in conversations on amiliar topics, and handle simple situations ortransactions in past, present and uture time.

Competencies

1AO

Year Listening Speaking Reading Writing

Tenthgrade

Able to handle successfully alimited number of interactive, task-oriented and social situations.Can ask and answer questions,initiate and respond to simplestatements and maintain face-to-face conversation, although in arestricted manner. Within theselimitations, can perform suchtasks as introducing self, orderinga meal, asking directions,and making purchases.Strong interference from nativelanguage may occur.

Able to understand mainideas and/or some facts fromsimple texts dealing with basicpersonal and social needs suchas public announcements andshort, straightforward instructionsdealing with public life.

Able to meet limited practicalwriting needs. Can write shortmessages, postcards, andtake down simple notes, suchas telephone messages. Cancreate statements or questionswithin the scope of limitedlanguage experience. Frequenterrors in grammar, vocabulary,punctuation, spelling and information of non-alphabetic

symbols, but writing can beunderstood by natives used tothe writing of nonnatives.

IntermediateLow 10

Able to understand sentencesin a limited number of contentareas, particularly if stronglysupported by the situationalcontext. Content refers to basicpersonal background andneeds, social conventions androutine tasks, such as gettingmeals and receiving simpleinstructions and directions.Listening tasks pertain primarilyto face-to-face conversations.Understanding is often uneven;repetition and rewording maybe necessary.

Able to understand sentenceson a variety of topics related topersonal background interestsand activities, social conventionsand tasks, such as lodging,transportation, and shopping.

Additional content areas includea diversity of instructions anddirections. Listening tasks pertainto face-to-face conversations,short telephone conversationsand some speech, such assimple announcements andreports over the media.

Eleventhgrade

Able to talk simply about self andfamily members. Can participatein simple conversations on topicssuch as personal history andleisure time activities. Utterancelength increases slightly, but

speech may continue to becharacterized by frequentlong pauses. Pronunciationmay continue to be stronglyinfluenced by first language andfl uency may still be strained.The Intermediate-Mid speakercan generally be understood bysympathetic interlocutors.

Able to read simple texts aboutwhich the reader has to makeminimal suppositions and towhich the reader brings personalinterest and/or knowledgeExamples may include short,straightforward descriptions ofpersons, places, and thingswritten for a wide audience.

Able to write short, simple textsabout personal preferences,daily routine, everyday events,and other topics of personalexperience. Can expresspresent time or at least oneother time frame or aspectconsistently, e.g., nonpast,habitual, imperfective. Evidenceof control of the syntax and basicinflectional morphology, such asdeclensions and conjugation.Writing tends to be a loosecollection of sentences orfragments on a given topic .Canbe understood by natives usedto the writing of nonnatives.

IntermediateMid11

10 Levels o Profciency. The American Council on the Teaching o Foreign Languages, ACTFL Guidelines, New York, 198911 Levels o Profciency. The American Council on the Teaching o Foreign Languages, ACTFL Guidelines, New York, 1989

Proficiency

level


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CURRENT ENGLISH SYLLABUSFORMER ENGLISH SYLLABUSDIDACTICAL UNITSDIDACTICAL UNITS OF FORMER

ENGLISH SYLLABUSBLOCKS OF CONTENTS

Unit 1. The Choices We HaveSystematization of the practice of reading techniqueswith simple readings. Expressing judgement and opinionsabout community problems. Making and sharing plansfor their future.

Unit 1. Meeting Salvadoran personalities: Students talkabout appointments, personal interviews, goals andSalvadoran personalities in order to share information andexperiences with peers and appreciate his/her personaland cultural environment.

Expressions to make appointments, commonly usedquestions for personal interviews,biographies ofSalvadoran personalities, personal goals

Unit 2. AdvertisementPractice in reading comprehension techniques continue.

At the same time, the students are challenged to dealwith situations which may affect their lives and to practicedecision-making strategies.

Unit 2. My country: Students interpret and producelanguage discourse related to jobs, interviews, geography,

weather, means of transportation and life style in order tofulfill communication needs and share information aboutplaces in El Salvador.

Jobs/interviews, current issues dealing with: weather,geography, local/regional food, transportation, health,

life style

Unit 3. Making FriendsDescriptions of people and objects. To help studentsestablish relationships of cause and effect, readingsalso deal with the environment. Reading comprehensiontechniques are enhanced.

Unit 3. Feeling homesick: Students discuss personalbiographical information, family ties, customs, traditions,postal services and telephone conversations in order toexchange ideas about the value of family and traditions.

Personal biographical information, family ties, customs/traditions, postal services, telephone conversations

Unit 4. Sharing Is...The concepts of happiness and solidarity complementthe concept of friendship introduced in the previous unit.

Likewise, the topic concerned with consumer education istaken up again.

Unit 4. Eating out: Students generate language related torestaurant situations, invitations, using polite expressions,as well as showing possession and interacting adequately

with others in order to communicate in an effective way.

Language used to order food in a restaurant, reviewof expressions to make, accept and refuse invitations,tipping, polite expressions in a restaurant

Unit 5. Science In Our LivesVisions of an imaginary future, scientific endeavors ofmankind and womens role in science and expressingexpectations for the future.

Unit 5. Vacations in El Salvador: Students recognizelanguage related to requesting information and expressingideas about vacations, means of transportation and hotelsin order to communicate in the target language.

Review of numbers up to 1,000,000, means oftransportation, tourist sites, expressions to makehotel/ transportation reservations, directions with timeexpressions

Unit 6. Lets Read For FunHealth care and the consequences of decisions taken.Skills in following instructions and a summary of readingcomprehension techniques.

Unit 6. The environment in El Salvador: Students generatelanguage related to pollution, health matters, deforestation,natural disasters and protection of the environment in orderto establish effective communication.

Pollution, health matters, deforestation, natural disasters,protection of the environment

Relation Between Content Blocks and Didactical UnitsThe High School English Syllabus is made up o six didactical units. It has the same number o units as the ormer English Syllabus and the same numbero hours to be developed as well; however, the current English Syllabus has been designed ollowing sound curricular principles to guarantee a coherent,progressive and fuent learning, they are:

Comparison Between The Former English Syllabus and The Current English Syllabus for Tenth Grade


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CURRENT ENGLISH SYLLABUSFORMER ENGLISH SYLLABUS

DIDACTICAL UNITSDIDACTICAL UNITS OF FORMERENGLISH SYLLABUS

BLOCKS OF CONTENTS

Unit 1. Reporting On Someone

This unit includes topics related to the students experiences.The readings introduced attempt to help students reflect onchoices made in the past that may help them make newchoices in the future; for example, as they look for a job.The topics presented lend to discussions concerning theircountry in a national context..

Unit 2. Legends, Fables and MythsThis unit introduces a brief collection of myths, legends,fables and common beliefs. In addition, students are en-couraged to learn more about the different cultural aspectsof their community. Students also express their opinionsabout myths and common beliefs.

Unit 3. Homelessness and PovertyCritical analysis of simple readings about poverty andhomeless people is encouraged. Since these topicsare surrounded by certain stereotypes, the studentsare provided with the opportunity to reflect upon them.Examination of the authors intention in the analysis isdiscussed.

Comparison Between The Former English Syllabus and The Current English Syllabus for Eleventh Grade

Unit 4. Great PeoplePeople and events that have made history are introducedin an effort to broaden students horizons. Students areasked to put events in logical sequence.

Unit 5. Education For a LifetimeThe main topic is a human beings need for education.Students are encouraged to appraise the access toeducation available to them. Writing on topics of studentinterest is encouraged.

Unit 6. What Will We Have Accomplished?Students express their uneasiness towards their future.Students use the future forms to plan short and long termactivities in their lives.

Unit 1. Meeting famous people around the world

Students understand and produce language related topersonality traits of famous people, life accomplishments,dreams and wishes in order to consolidate knowledge ofthe language and the world.

Unit 2. The worldStudents understand and produce language related tofashion, working trends, types of housing, entertainment,science, and technology through discussions and authenticaudio material and texts.

Unit 3. Customs around the worldStudents describe holidays, festivals and celebrations,customs, traditions and landmarks around the world inorder to communicate manifesting respect for internationalcustoms and traditions.

Unit 4. Eating habitsStudents express opinions and preferences on foodconsumption, healthy food, junk food, meals, beverages,desserts. Tasks include giving and following instructionsfor recipes.

Unit 5. International tourismStudents generate language related to advertisements,tourist sites, hotel reservations and travel advice in orderto communicate ideas and suggestions.

Unit 6. The environment around the worldStudents discuss health matters and environmental issues.Writing skills are practiced and enhanced.

Personality traits and professional background of famous

people, life accomplishments of famous people, dreamsand wishes

Fashion, working trends, types of housing, entertainment,science and technology

Holidays, festivals and celebrations, customs/traditions,landmarks, cultural advice

Healthy food versus junk food, meals, beverages anddesserts, instructions for cooking, recipes

Advertisements, tourist sites, hotel reservations, traveladvice

Pollutants, health matters, oil spills, global warming,natural disasters, protection of the environment


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9. Communicative strategies must also be accounted or in the learning process.Teachers should make students aware o the way strategies are used to takeull advantage o them. For example, when a student interacts with a nativespeaker o English in a situational context, sometimes the learner does notunderstand the language used by the speaker, the learner then must useall possible communicative and learning strategies to avoid breaking thecommunication channel.

10. Learning strategies are equal ly important since t hey contribute to theconstruction o the linguistic system o the English language. However, theyneed to be taught and controlled.

11. Errors made by the students must not be seen as aults, but as evidence o thedynamic nature o the learning process.

12. English teachers should be aware that English is learned through a creativeconstruction process, being exposed to authentic material, giving students theopportunity to construct hypothesis that may be tested through practice.

13. The teacher must create the appropriate conditions or learning. To do so,teachers must guide learners in the acquisition process by using activitiesthat are not only structure-oriented but also communication-oriented in a

comortable environment.

The ollowing methodological guidelines can be useul or teachers to plan anddeliver English teaching in the classroom:

1. Explore background knowledge on the topic to be taught.2. Begin classes with a lead-in or an icebreaker and present language in

context.3. Do controlled and ree language practice.4. Integrate macro skills and sub-skills in the teaching learning process.5. Time and pace your teaching.6. Create situations or using language or communication in varied contexts.7. Encourage students to communicate as early as possible in the teaching

learning process.8. Mostly use target language in your classes.9. Promote interaction and team work among students.10. Use authentic materials and input as much as possible.11. Provide opportunities or students to practice an array o language unctions

needed to go through basic survival situations as well as uncommon andcomplicated ones.

12. Care or equally promoting discourse fuency and accuracy.13. Address students cognitive needs as well aective ones.14. Create a comortable, condent and likeable teaching learning atmosphere.

These general methodological guidelines are intended to present a generalvision o the communicative approach and related methods. The applicationo its basic tenets will allow students to develop language and preparation orlie competencies; besides, teachers will be enhanced to deliver a humane,meaningul, motivating and eective teaching.The English syllabus or the third cycle o education should not only avor thatstudents learn English, but it should also enable them to communicate in thelanguage.

Tenets of The Communicative Approach

1. The communicative approach emphasizes comprehension and negotiationo meaning more than production o structures. Students can learn tocommunicate through interacting, and that the appropriate morpho-syntacticalstructures are developed once the interaction begins. This approach alsoavors the instructional value o communication.

2. English teachers and students must create an atmosphere o mutual respectand objectivity on the part o the listener in order to understand better.

3. This approach also develops cooperation and solidarity among the students,

which they will carry on to their proessional lives.4. The communicative approach is student-centered. What is taught and how itis taught are intimately related with what is learned and how it is learned. Theteaching learning process must be varied. It must not only take into accountthe oral aspect o communication but also those non-oral aspects. It must careabout the non-linguistic aspects such as gestures, body movement, acialexpressions, etc.

5. This approach demands that the classroom be a center o interaction betweenthe teacher and the students, and among the students themselves. Team workallows or the interaction through responsibility in the assigned shared tasks.

6. The classroom must be organized or cooperative teams. O course, this doesnot mean that work must always be done in teams. Students may choose towork individually, in small or large teams.

7. The communicative approach makes learning take place in a real situationalcontext and it also makes it meaningul in a variety o situations o everydaylie. Upon nishing ninth grade, students will have acquired theundamental communicative skills to ace reality skillully. Only then, studentscan value their progress and oster a positive attitude towards learning.

8. Conceptual, procedural and attitudinal contents must not be isolated, sinceall o them are strictly related to the communicative act. Attitudinal contentsplay an important role in the learning process. Teachers must detect the typeo attitude the student brings into the classroom, because this may impedethe development o the learning process. Likewise, solidarity, tolerance, teamwork, and other attitudinal contents are developed along procedural andconceptual contents.

IV. Methodological Guidelines


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meaning out o it. The goal o this competency is to understand general andspecic inormation rom written texts on various topics to enrich the Englishlearning level or interacting in diverse communicative contexts.Writing production (writing) is a graphic representation o the language that usesconventional, systematic and identiable signs. The goal o this competency is to

write general and specic texts on socio-cultural and scientic topics to expressideas, emotions and thoughts with diverse communicative purposes.Preparation or lie competenciesThese allude to the attitudinal contents through which attitudes, norms and valuesare socialized in school orging the character and personality o humane andeducated persons and citizens. Thereore, this dimension o the teaching learningprocess is subjected to be evaluated through students proper behavior whenbeing conronted with real lie situations.Types o evaluationTo evaluate students learning teachers must rely on norm-reerenced testing15but mostly on criterion-reerenced testing . Criterion-reerenced-testing classiesstudents according to whether or not they are able to perorm some tasks or seto tasks satisactorily. The tasks are set, and the perormances are evaluated. This

means that students are encouraged to measure their progress in relation tomeaningul criteria.A list o kinds o tests is provided or teachers to choose rom the ones that adjustto the intended evaluation purposes:Diagnostic tests16 are used to identiy students strengths and weaknesses.They are intended primarily to ascertain what urther teaching is necessary.Consequently, they can be used at the beginning o each grade or cycle oeducation to diagnose students entry English knowledge and continue teachingto attain higher levels o language standards.Progress achievement tests17 as their name suggests, are intended to measurethe progress that students are making. Thereore, this kind o tests can be usedhalway a grade or cycle o education to gather reliable evidence o learningprogress.Final achievement tests18are those administered at the end o a course o study.They can be used to evaluate nal learning achievement at the end o eachgrade or cycle o education.Profciency tests19 are designed to measure peoples ability in a languageregardless o any training they may have had in the language. The content o aprociency test, thereore, is not based on the content or objectives o languagecourses that may have ollowed. Rather, it is based on a specication o whatcandidates have to be able to do in the language in order to be consideredprocient. Being procient means having sucient command o the languageor a particular purpose.

Evaluation tenetsTeachers must take into account evaluation tenets to plan and administer tests.They state that evaluation is holistic or integrating, continuous, motivating, justand air, systematic and participatory12.

Competencies to be EvaluatedLanguage competenciesTeachers will ponder students learning outcomes by evaluating the ollowingcompetencies.13

Oral comprehension (listening) is the skill to listen and interpret oral messageseectively in diverse communicative contexts. It has to do with identiying generaland specic inormation orally articulated in a conversation among interlocutorsor understanding texts reproduced by electronic means (cassettes, recorded CDs,radio or videos).Oral production (speaking) is the capacity o communicating orally making useo grammatical, sociolinguistic, discourse and strategic competencies 14:Grammatical competence reers to the degree to which the language userhas mastered the linguistic code. It includes knowledge o vocabulary, rules o

pronunciation and spelling, word ormation, and sentence structure.Sociolinguistic competence addresses the extent to which grammatical ormscan be used or understood appropriately in various contexts to convey speciccommunicative unctions, such as persuading, describing, narrating, andgiving commands. Factors like topic, role o the participants, and the setting willdetermine the appropriateness o the speakers attitude and his choice o style orregister. Discourse competence involves the ability to combine ideas to achievecohesion in orm and coherence in thought. A person with a highly developeddegree o discourse competence will know how to use cohesive devices, suchas pronouns and grammatical connectors (i.e. conjunctions, adverbs, andtransitional phrases and expressions), to achieve unity o thought and continuityin a text. The competent language user will also be skilled in expressing andjudging the relationships among the dierent ideas in a text (Coherence).Strategic competence involves use o verbal and nonverbal communicationstrategies to compensate or gaps in the language users knowledge o the codeor or breakdown in communication or other reasons. The more procient orcommunicatively competent an individual becomes, the less he or she needsto draw on strategic competence. However, even educated native speakerssometimes experience breakdown in their communication with others and mustrely on this component or the successul transmission o messages.This competency goal is to produce oral discourse in a conversation to interchangegeneral and specic inormation on various topics.Reading comprehension (reading) is an interactive process where the readeruses inormation rom a text and relates it with his/her experience to make

V. Evaluation Guidelines

Evaluacin al Servicio del Aprendizaje, Ministerio de Educacin, 2007. Currculo al Servicio del Aprendizaje. Ministerio de Educacin, 2007.14Teaching Language in Context. Profciency-Oriented Instruction, Alice C Omaggio, 1986, pages 7-8.

15 Testing or Language Teachers. Arthur Hughes, 1989, pages 17-18.16 Testing or Language Teachers. Arthur Hughes, 1989, page 13.17 Ibid, page 10.18 Ibid, page 1019 Ibid, page 9


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ENGLISH

Tenth Grade

Tenth grade general objectivesBy the end o the tenth grade, students will be able to:

Produce language related to appointments, personal and job interviews by interactingwith peers in order to share personal inormation and courteously ulll communicationneeds.

Generate language related to geography, weather, transportation, Salvadoranpersonalities and lie style by reading and listening to texts in order to exchangeopinions and inormation about places in El Salvador.

Use language related to amily ties and traditions and postal services by writing andreading texts in order to communicate ideas about the value o amily and traditions.

Use vocabulary related to invitations and restaurant situations by engaging in oralexchanges in order to communicate ideas and interacting politely with others.

Recognize language related to vacations, transportation and lodging by reading andlistening to texts in order to request and share inormation with courtesy.

Interpret and produce language related to environmental issues and solutions byinteracting with peers and writing essays in order to exchange opinions and promoteenvironmental awareness.


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English Syllabus for Tenth Grade

UNIT 1

Approximate time: 15 hours

CONTENTS ACHIEVEMENT INDICATORSCONCEPTS PROCEDURES ATTITUDES

MEETING SALVADORANPERSONALITIES

Objectives

Interpret oral and written English language discourse related to appointments, personalinterviews, goals and Salvadoran personalities by listening to classmates, teacher and audio

material in order to ulfll intended communication needs in the target language.

Produce spoken and written English language discourse related to appointments, personal

interviews, goals and Salvadoran personalities in order to communicate with others in the

target language.

Value the importance o English to learn about onesel and others by cooperatively sharing

inormation and experiences with peers in order to appreciate his/her personal and cultural

environment.

Contents:

Expressions to makeappointments

Commonly used questions forpersonal interviews

Biographies of Salvadoran

personalities Personal goals

Grammar in context:

Use of used to

- She used to write poems atschool.

- I used to playwith my pets.

Listening

Identifying key words andspecific information.

Recognizing the linked soundof used to.

Recognizing chronological

order of events in differentsources.

Speaking

Using polite expressions tomake appointments.

Describing peoplespersonalities.

Developing interest in positivelocal personalities.

Evidencing self- confidencein conversations and oralpresentations.

Becoming aware of therelationship between a personsgoals and attitude and their lifeaccomplishments.

Showing courtesy inconversations with peers andothers.

Performing academic tasks withcreativity and enthusiasm.

Acquiring the habit of writingwith clarity and neatness.

1.1 Successfully identifies key words and specificinformation in audio interviews.

1.2 Effectively identifies and reproduces thelinked sound of used to.

1.3 Organizes biographical events on a listeningguide in chronological order.

1.4 Describes past routines appropriately.1.5 Makes an appointment with courtesy and

clarity.

1.6 Talks about someones life using the propervocabulary and grammatical correction.

1.7 Engages in a conversation about personalgoals and experiences with confidence.


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CONTENTS ACHIEVEMENT INDICATORS

CONCEPTS PROCEDURES ATTITUDES Simple past and past

continuous

- We traveled a lot when myparents were working there.

Present perfect versus simplepast: yes/no questions andinformation questions

- Have you ever been toMexico?

- Whendid you move to SanSalvador?

- How long have you studiedhere?

- How long did you studythere?

Vocabulary:

Name, age, job/ occupation,well-known, visionary,optimistic, remarkable,idealistic, awards, career,sports, hobbies, etc.

Useful expressions:

Id like to make anappointment. Is 3:00 o clockO.K.? How about 3:30?Ill see you then. I havealways wanted to What issomething you would like todo? Id like to.

Asking and talking aboutexperiences with personalities.

Expressing personal goals andexpectations.

Reading

Scanning an article for specificvocabulary.

Contrasting past routines withpast events.

Identifying sequence of events.

Writing

Writing biographicalparagraphs about oneself andSalvadoran personalities.

Writing a letter about personalgoals.

1.8 Successfully identifies trait-related languagein an article.

1.9 Organizes events from a biographical textwith a chronological sequence.

1.10 Elaborates biographical paragraphs correctlyand creatively.

1.11 Writes a letter expressing personal goalswith clarity and neatness.


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UNIT 2


MY COUNTRY


Contents:

Jobs/interviews

Current issues dealing with:weather, geography, local/regional food, transportation,health, life style

Grammar in context: Comparative and superlative

of adjectives

- San Salvador is hotterand more humid thanChalatenango.

- The bus is the cheapestmeansof transportation.

Listening

Identifying information andkey words related to jobinterviews.

Recognizing the reducedsound of be supposed to.

Identifying comparativesand superlatives in differentsources.

Speaking

Using polite expressions andvocabulary in interviews.

Describing and comparingplaces.

Showing interest in developinglistening skills.

Being tolerant and patientduring communicationbreakdowns.

Showing tolerance topronunciation and syntax

mistakes.

Being courteous whileconversing with peers andadults.

Performing oral and writtentasks with confidence.

Doing research work withinterest and enthusiasm.

2.1 Successfully identifies specific informationand key words related to job interviews.

2.2 Recognizes and correctly reproduces thereduced sound of be supposed to.

2.3 Discriminates comparative and superlativeforms of adjectives in diverse audio material.

2.4 Uses polite expressions and vocabularywhen making appointments andparticipating in an interview.

2.5 Compares life style, transportation, andhealth of cities or towns with grammaticalaccuracy.

2.6 Uses be supposed to correctly inconversations related to seasons andweather.

Objectives

Interpret oral and written English language discourse related to jobs, interviews, geography,weather, means o transportation and lie style, by listening to and reading authentic sources

in order to ulfll intended communication needs in the target language.

Produce spoken and written English language discourse related to appointments, job

interviews, issues related to weather, geography, regional ood, transportation, health and

lie style in El Salvador by using specifc vocabulary and structures in order to communicate

in the target language.

Value the importance o learning English to communicate with others and share inormation

about places in El Salvador.


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CONCEPTS PROCEDURES ATTITUDES Be supposed to

- Decemberis supposed to becool.

- Youre supposed to wearwarm clothes in winter.

Passive voice in the presenttense

- Pupusas are made with cornfl our.

- El Salvador is visited by manytourists every year.

Vocabulary:

Seasons and weather:summer, winter, spring, fall,cold, hot, rainy, windy, cool,cloudy, foggy, dry, and humid.

Country, region, continent,island, pupusas, tamales,truck, bus, taxi, train, plane.

Useful expressions:

Nice to meet you. Are youinterested in? Are youwilling to.? Thank youfor coming. Thank you, sir/maam. Have a seat. Its beena pleasure. Well be calling

you.

Talking about traditions andlife styles.

Talking about different meansof transportation.

Talking about seasons andweather.

Reading

Scanning an article forspecific vocabulary andexpressions.

Inferring meanings of words

from the context. Scanning a text for main ideas

and supporting information.

Writing

Using pre-writing strategies(making a word map,developing a focus andcreating an outline).

Developing a topic sentenceand supporting information.

Writing a descriptiveparagraph.

Working cooperatively withpeers or work teams insideand outside the classroom.

Valuing the importance ofknowing the history andfolklore of El Salvador.

Applying organizational skillsin academic tasks.

Acquiring the habit of writingwith clarity and neatness.

2.7 Discusses current issues in El Salvador withconfidence and correct grammar structure.

2.8 Successfully scans an article for specificinformation.

2.9 Infers meaning of words from different texts.

2.10 Identifies main ideas and supportinginformation in diverse written texts.

2.11 Uses pre-writing strategies before a writingtask.

2.12 Writes descriptive paragraphs around topicsentences with coherence and clarity.


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19


UNIT 3


FEELING HOMESICK


Contents: Personal biographical

information

Family ties

Customs/traditions

Postal services

Telephone conversations

Grammar in context: Yes-no questions with the

present perfect

- Haveyouvisited Mexicobefore?- Has she ever traveled?Questions with how long

- How long has she been away?- How long have you lived with

your grandparents?

The present perfect with forandsince

Listening Identifying personal

biographical information.

Recognizing vocabularyrelated to family ties.

Picking out vocabulary usedto talk about customs andtraditions.

Identifying the gist of atelephone conversation.

Recognizing polite requests.

Speaking Reporting personal

biographical information.

Describing customs andtraditions.

Developing respect for

individual differences in peers. Being aware of the

importance of family ties.

Showing respect for the family.

Developing a habit forreading.

Developing a habit for writingclearly and neatly.

Showing appreciation andtolerance for cultural diversity.

3.1 Successfully identifies personal biographical

information in audio sources.3.2 Clearly recognizes vocabulary related to

family ties in audio sources.

3.3 Identifies and explains the gist of a telephoneconversation with conciseness.

3.4 Successfully recognizes polite requests in oralconversations.

3.5 Reports personal biographical informationwith grammatical accuracy.

3.6 Talks about customs and traditions with

respect, using adequate vocabulary andgrammatical accuracy.3.7 Talks about habits in the past with the correct

usage of used toand would.

3.8 Carries on a telephone conversation withconfidence and politeness.

Objectives

Interpret oral and written language related to personal biographical inormation, amily ties,customs, traditions, postal services and telephone conversations by reading and listening todiverse sources to communicate with others in the target language.

Produce spoken and written language by using acquired vocabulary and structures relatedto personal biographical inormation, amily ties, and customs, traditions, postal services andtelephone conversations in order to exchange ideas about the value o amily and traditions.


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CONCEPTS PROCEDURES ATTITUDESIve been here since August.- Shes been on the phone for two

hours.

Used toversus would- We used to celebrate that day.- Wewould give each other

presents.Can and couldfor polite

requests- Could I speak to Tony?- Can I have a stamp for this

letter? Direct and indirect objects

- Ill call my sisternext week.- I want to send a postcard to my

aunt.Vocabulary: Nuclear and extended family

members: physical appearanceand personality

Christmas dinner, holidaydesserts: pastries, candy,preserves, beverages

Mail, letter, stamp, postcard

Useful expressions: How are you related? My

family used to get togetherfor Christmas. How much is astamp for? How long doesit take to get there? Could Ispeak to? Is there? Shesnot here now. Do you want toleave a message? Ill call hertomorrow. Do you miss yourfamily? I feel homesick.

Talking about habits in the past. Making polite requests.Reading Scanning for specific personal

data. Identifying unfinished actions. Using contextual clues for text

comprehension.Writing Writing mail (letters, postcards,

cards.) Developing a narrative

paragraph.

3.9 Successfully scans a text for specificbiographical data.

3.10 Infers meanings of words with contextual

clues in an article.3.11 Writes different types of mail withgrammatical accuracy.

3.12 Writes a narrative paragraph with correctuse of tenses and coherence.

3.13 Performs written tasks with neatness andclarity.


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UNIT 4EATING OUT


Contents: Language used to order food

in a restaurant

Review of expressions tomake, accept and refuseinvitations

Tipping

Polite expressions in arestaurant

Grammar in context:

Count and mass nouns with:another, some more

- Would you like another soda?

- Id like some more salad.

ListeningIdentifying language used to

order food in a restaurant.

Listening and listing politeexpressions used in arestaurant.

Recognizing the different waysin which a server takes orders.

Recognizing the different ways

of making, accepting andrefusing an invitation.

Speaking

Ordering food in a restaurant.

Expressing possession.

Making, accepting andrefusing an invitation.

Being respectful with peoplewho work in restaurants or anyother community services.

Showing politeness inrestaurants and other socialevents.

Promoting good mannerswhile interacting with others.

Being aware of the concept oftipping for services rendered.

Developing interest in healthyeating habits.

4.1 Successfully identifies language used inrestaurants in recorded material.

4.2 Lists polite expressions used in a restaurantfrom diverse oral input.

4.3 Clearly recognizes the different ways ofmaking, accepting and refusing an invitationin different audio sources.

4.4 Orders food in a restaurant using politeexpressions.

4.5 Expresses possession with grammaticalaccuracy.

4.6 Uses the appropriate expressions to make,accept and refuse invitations.

4.7 Successfully recognizes expressions forordering in a restaurant in different writtensources.


Objectives

Interpret written and oral language related to restaurant situations by reading and listeningto input rom peers and others in order to communicate in an eective way.

Produce spoken and written texts related to ordering ood, making, accepting and reusing

invitations, using polite expressions, as well as showing possession by using the acquired

language in order to interact adequately with others in the target language.


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CONCEPTS PROCEDURES ATTITUDES Whose

- Whose sandwich is this?

- Whose fries are these?

Possessive pronouns

- The fries are mine.

- The sandwich is hers.

Possessive adjectives

- Mysoup tastes delicious.

- Howsyourchicken?

Vocabulary:

Appetizer, main course,dessert, steak, fish, shrimp,salad, soup, bread, soda,coffee, sandwich, rice, cake,ice- cream, the check

Useful expressions:

Would you like to order? MayI take your order? Id like Illhave Could you pass ?Can I have the check, please?Is tip included? Would youlike to come along? Do youwant to go with us? Lets goto the movies. Id love to. Imsorry, but I cant. Maybe nexttime.

Reading

Recognizing expressions forordering in a restaurant.

Scanning a menu for specificinformation.

Reading and identifyingexpressions used by servers.

Identifying ways of making,accepting or refusing aninvitation in texts.

Writing

Writing a restaurant menu.

Writing e-mails making,accepting and refusing aninvitation.

Stating main ideas andsupporting facts in aparagraph.

4.8 Scans a menu for different dishes and tipinformation.

4.9 Extracts different expressions to make, acceptand refuse invitations from dialogues andother written sources.

4.10 Creatively writes a restaurant menu withappropriate vocabulary and tip information.

4.11 Writes e-mails making, accepting andrefusing invitations using the appropriatelanguage for each case.

4.12 Writes a paragraph from a main idea andsupporting facts with unity and coherence.


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UNIT 5VACATIONS IN

EL SALVADOR


Contents:

Review of numbers up to1,000,000

Means of transportation

Tourist sites

Expressions to make hotel/transportation reservations

Directions with time expressions

Grammar in context:

Past participles of regular andirregular verbs

- The flight is booked.

- I have made a reservation.

Future time clauses with thesimple present and the presentprogressive tense

Listening

Discriminating numbers from 0up to 1,000,000.

Identifying means oftransportation in differentsources.

Recognizing phrases for askingand giving directions with timeexpressions in different sources.

Picking out details and mainideas about tourists sites fromvaried oral input.

Recognizing expressions tomake reservations in audiosources.

Identifying specific informationabout hotel facilities andcategories from varied oralinput.

Being conscious of the amountof money spent during avacation.

Promoting the safe andresponsible use of means oftransportation.

Promoting respect for thepeople serving in thecommunity.

Being polite when asking forand giving directions to others.

Developing interest in visitingand preserving El Salvadorstourist sites.

Practicing organizational skillsin academic and leisure timeactivities.

5.1 Clearly discriminates numbers from 0 up to1,000,000 from diverse audio sources.

5.2 Successfully identifies different means oftransportation from recorded material.

5.3 Clearly recognizes phrases for asking andgiving directions with time expressions fromaudio sources.

5.4 Successfully picks out details and main ideasabout tourist sites from ads and documentaries.

5.5 Clearly recognizes expressions to make

reservations in conversations and other oralinput.

5.6 Identifies and writes down specific informationabout hotel facilities and categories fromconversations and other oral input.

5.7 Correctly pronounces and describes means oftransportation.


Objectives

Recognize oral and written language related to vacations by listening to peers, teachers, audiosources and reading texts in order to communicate ideas in the target language.

Produce oral and written discourse by using the learned vocabulary and grammar structures

in order to successully request and express ideas about vacations in the target language.


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CONCEPTS PROCEDURES ATTITUDES- Im leaving before the crowds

come.

- Call mewhen they arrive.

Real conditional sentences (firstcase)

- If I have a reservation, I willtravel with confidence.

- If you payin advance, youllget a discount.

Vocabulary:

Train, plane, bus, boat, car,hostel, three-star hotel, frontdesk, security box, elevator,lobby, swimming pool,trafficlight, traffic circle, turn left, turnright, go around, as soon as,when, then, until.

Tourist sites: El Cuco, El Espino,Suchitoto, Apaneca, Izalco

Useful Expressions:

Id like to make a reservation,please. Id like a round trip/nonstop flight. How are you

getting there? Were goingby bus. How are you paying?Your room/flight has beenbooked. How are you spending

your vacation? Have a greattime! Have fun! Enjoy yourself/

yourselves! Have a safe trip.

SpeakingListing and describing means

of transportation.

Describing tourist sites. Making hotel/transportation

reservations.

Asking and giving directionswith time expressions.

Talking about future vacationplans.

ReadingScanning reservation numbers

and transportation ticket prices

from texts.Picking out main ideas about

tourist sites, transportation andhotel accommodations fromtexts.

Identifying directions with timeexpressions from texts.

Writing Making numbers to pay

for hotel/transportationreservations and to buy tickets

for traveling.Designing the facilities of a

hotel on paper and writing thename of each area.

Making brochures promotinga tourist site.

Using pre-writing strategies.

Developing an argumentativeparagraph about vacationplans.

5.8 Describes tourist sites with appropriatevocabulary and expressions.

5.9 Uses the appropriate expressions to make

hotel/transportation reservations.5.10 Successfully asks and gives directions with time

expressions.

5.11 Talks about vacation plans with confidence andfluency.

5.12 Successfully scans reservation numbers andtransportation ticket prices from authentic texts.

5.13 Successfully picks out main ideas about touristsites, transportation and hotel accommodationsfrom brochures and articles.

5.14 Confidently reads and identifies directions withtime expressions from written conversations,maps and other texts.

5.15 Confidently makes numbers to pay for hotel/transportation reservations and buying tickets fortraveling.

5.16 Designs the facilities of a hotel on paper andcorrectly labels each area.

5.17 Makes original brochures of tourist sites withcreativity.

5.18 Uses pre-writing strategies (word-maps,brainstorming, outlining) before writingparagraphs.

5.19 Writes an 8 to 10-line paragraph with a cleartopic sentence and supporting arguments aboutvacation plans.


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UNIT 6


THE ENVIRONMENTIN EL SALVADOR


Contents:

Pollution

Health matters

Deforestation

Natural disasters

Protection of the environment

Grammar in context:

Present perfect continuous- We have been polluting our

lakes.

- He has been recycling lately.

Future with will

- Wewill starta reforestationcampaign soon.

Listening

Identifying vocabulary related topollution in different sources.

Listening and listing the factorsthat cause health matters.

Identifying solutions toenvironmental problems.

Identifying main ideas relatedto natural disasters from differentsources.

Recognizing contrast, cause andeffect in different sources.

Speaking

Expressing opinions aboutpollution.

Describing factors that causehealth matters.

Being aware of theimportance of protecting theenvironment.

Being aware of pollutiondangers.

Showing respect and care forhis/her body and health.

Developing genuine interestin keeping the environmentclean.

Actively diffusing andparticipating in reforestationactivities.

Responsibly recognizing andpromoting the practice ofsafety procedures during anatural disaster.

6.1 Successfully identifies vocabulary related topollution in different sources.

6.2 Listens and lists the factors that cause healthmatters from live and recorded oral input.

6.3 Identifies solutions to environmental problemsfrom TV and radio broadcasts.

6.4 Successfully identifies main ideas related tonatural disasters from different audio sources.

6.5 Recognizes contrast, cause and effect

of ideas related to health matters andenvironmental issues in different audiosources.

6.6 Respectfully expresses opinions aboutpollution during group discussions.

6.7 Describes factors that cause health matterswith grammatical accuracy.

Objectives

Interpret oral and written language related to the protection o the environment by readingand listening to dierent sources in order to accomplish the usage o the target language in

an adequate way.

Produce oral and written language related to concepts o pollution, health matters,

deorestation, natural disasters and the protection o the environment by using the learned

vocabulary and structures in order to communicate eectively and correctly with others.


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CONCEPTS PROCEDURES ATTITUDES- There will be new environmental

laws next year.

Linking words to show contrast,cause and effect: however,nevertheless, although, eventhough, so, consequently, as aresult, therefore, since, because.

- They have been destroyingforests; therefore, theres nomore clean air.

- Although its not mandatory, alot of people are recycling now.

Vocabulary: Smoke, chemical waste,

carbon hydrogen, greenhouse effect, the ozone layer,respiratory illnesses, amebas,floods, earthquakes, hurricane,wildfires, greening, recycling,land filling, environmental laws.

Useful Expressions:

What do you think about?What have you been doingfor the environment? What hasbeen happening to? Soon,we will.By the end of the

year/decade/ century, wewill

Speaking about howenvironmental problems arebeing solved.

Describing natural disasters.

Talking about theconsequences of deforestation.

Making predictions about thefuture.

Reading

Recognizing vocabularyrelated to pollution in texts.

Scanning texts for specificinformation.

Skimming texts.

Researching and summarizinginformation aboutenvironmental laws.

Writing

Showing contrast between

ideas and opinions. Developing a paragraph

from a topic sentence andsupporting facts.

Writing a multi-paragraphcomposition.

Editing and proofreading atext.

6.8 Talks about how environmental problems arebeing solved with the correct use of the presentperfect continuous.

6.9 Describes natural disasters with appropriatevocabulary and grammatical accuracy.

6.10 Makes predictions about his/her health andenvironment with correct use of the future withwill.

6.11 Recognizes vocabulary related to pollution inmagazine and newspaper articles.

6.12 Effectively scans paper and online articles forspecific information on environmental issues.

6.13 Successfully skims texts on health andenvironmental issues.

6.14 Does online research on given websites andsummarizes information about environmentallaws.

6.15 Shows contrast between written ideas andopinions with grammatical accuracy.

6.16 Coherently develops a 10 to 12-lineparagraph from a topic sentence and

supporting facts on how to solve environmentalproblems.

6.17 Writes a 3-paragraph composition, onprotecting his/her health and environment withcoherence and correct grammar structure.

6.18 Uses editing and proofreading strategies(peer editing, grammar and spelling check,proofreading checklist) before writing final drafts


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ENGLISH

Eleventh Grade

Eleventh grade general objectivesBy the end o the eleventh grade, students will be able to:

Produce language related to amous people, dreams and wishes by engaging inconversations in order to share inormation and opinions and increase generalculture.

Recognize language related to ashion, working trends, housing, entertainment,technology and traveling by listening to peers and authentic audio material in orderto ulll communication needs.

Produce language related to holidays, and traditions around the world by writing andreading texts in order to maniest and encourage respect toward world cultures.

Generate language related to ood consumption and preparation by engaging indialogues and practical demonstrations in order to exchange ideas and opinions withothers.

Generate language related to health matters and environmental issues by giving oralpresentations and writing texts in order to communicate ideas and developenvironmental awareness.


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English Syllabus for Eleventh Grade


UNIT 1


MEETING FAMOUS PEOPLEAROUND THE WORLD

Contents:

Personality traits andprofessional background offamous people

Life accomplishments of famouspeople

Dreams and wishes

Grammar in context:

Review of used to

- We used to gettogether withour friends.

Time clauses in the past

- Before I graduated, I didvolunteer work.

Listening

Recognizing personal andprofessional information fromdifferent sources.

Identifying famous peoplesachievements.

Speaking

Talking about peoplesappearance and personality.

Talking about famous peopleslives and accomplishments.

Talking about present andfuture achievements.

Exchanging information.

Valuing the role of positivetraits of famous people.

Paying careful attention topronunciation, stress, rhythmand intonation, grammar andword choice according topurpose and audience.

Showing appropriate verbal

and nonverbal behavior wheninteracting with other people.

Cooperating with his/herwork-team in the classroom.

Showing acceptance oferrors as part of the learningprocess.

1.1 Successfully completes a listening guide withinformation from a biography.

1.2 Paraphrases most of the personal andprofessional information from a video orradio interview.

1.3 Speaks with clear voice and correctpronunciation when making an oralpresentation about a famous persons life.

1.4 Reports orally and in writing about his/herdreams and wishes.

1.5 Uses appropriate organizational patternto make an oral presentation on a chosencharacter.

1.6 Successfully scans an article for specificinformation.

Objectives

Understand oral and written vocabulary related to personality traits o amous people, lie

accomplishments, dreams and wishes by listening to classmates, teacher and authentic audio

material and reading texts in order to ulfll intended communication needs in the target

language.

Produce spoken and written discourse related to personality traits o amous people, lie

accomplishments, dreams and wishes by using concrete vocabulary and unctions in order

to ulfll intended communication needs in the target language.

Value the importance o learning English by participating in class and working cooperatively

with classmates in order to consolidate his/her knowledge o the language and the world.


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CONCEPTS PROCEDURES ATTITUDES

- As soon as I finished the book, Ipublished it.

Review of present perfectwith always, never, since, for,already, yet

- Ive never been to Australia.

- Have you already finishedyourproject?

Use of would to state wishes:Yes/no questions, informationquestions, affirmative andnegative statements

- Wherewould you like to go?

- Id love to learn anotherlanguage.

Vocabulary:

Hardworking, creative,disciplined, perseverant,enduring, dedicated,leadership, cultural pride, by thetime, before, after, as soon as,right after.

Useful expressions:

How long have you.? Whatis something youve alwayswanted to do? I have alwayswanted to, Id like to Whatwas your childhood like? I usedto be...., but now Im ..

Summarizing orally andclarifying information receivedfrom different sources.

Interviewing celebrities.

Reading

Guessing the meaning ofwords through context.

Understanding connectionsand sequences.

Inferring and predictingoutcomes.

Writing

Expressing thoughts aboutfamous people.

Making an interview.

Writing about famous peoplescontributions and infl uence.

Showing commitment andpositive attitude toward theacquisition of the English

language.

1.7 Summarizes the main ideas in entire articlesand chapters of authentic printed text.

1.8 Demonstrates the ability to make inferencesand predict outcomes in written materials.

1.9 Takes notes and summarizes information fromwritten and oral sources.

1.10 Writes a biographical article with correctionand coherence.


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UNIT 2THE WORLD


Contents:

Fashion, working trends, typesof housing, entertainment

Science and Technology

Grammar in context:

Relative clauses with whoandthat

- Trendy is something that isfashionable.

- A workaholic is someonewhoworks a lot.

Review of comparative andsuperlative of adjectives

Listening

Identifying specific informationabout the environment indifferent sources.

Recognizing connections andsequences.

Speaking

Exchanging information aboutpeople and communities.

Describing naturalenvironmental features.

Comparing and contrastingpeople and technologicaladvances.

Valuing similarities anddifferences among cultures.

Paying careful attention topronunciation, stress, rhythmand intonation, grammar andword choice according topurpose and audience.

Appreciating the advantagesand challenges of a diversesociety.

Showing appropriate verbaland nonverbal behavior wheninteracting with other people.

2.1 Carefully finds the information required toanswer questions set in advance with datarelated to the environment and its effect ondifferent types of housing.

2.2 Successfully recognizes connections andsequences of events from audio material.

2.3 Speaks clearly and articulately (allowingfor some hesitation), when making an oralpresentation about people and communities.

2.4 Provides relevant details on naturalenvironmental features with grammaticalaccuracy.

2.5 Compares and contrasts people andtechnological advances with grammaticalaccuracy and coherence.


Objectives

Understand oral and written discourse related to ashion, working trends, types o housing,entertainment, science, and technology by listening to classmates, teacher and authenticaudio material and reading texts in order to ulfll intended communication needs in the target

language.

Produce spoken and written discourse related to ashion, working trends, types o housing,entertainment, science, and technology by using concrete vocabulary and unctions in orderto ulfll intended communication needs in the target language.

Value the importance o learning English by participating actively in class and workingcooperatively with classmates in order to consolidate his/her knowledge o the language andthe world.


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CONCEPTS PROCEDURES ATTITUDES- Telecommuting is easierthese

days.

- Jeans are the most popularpiece of clothing.

Passive voice in the past tense

- The computerwas invented inthe late 1960s.

- Day-care centerswere createdto help working parents.

Vocabulary:

Retro, classical, sport, trendy,old-fashioned, casual, vintage,sophisticated, outrageous,rags, day-care centers, familyincome, shared expenses,single mothers, telecommuting,workaholic, apartmentbuilding, condos, boathouse,penthouse, mansions, farms,igloos, concerts, trips,camping, movies, music,inventions, discoveries,

awards.Useful expressions:

When was invented/created/ introduced? Whattype of house do you live in?How would you describe yourclothing style? What are someof the greatest inventions of alltimes?

Summarizing and clarifyinginformation from differentsources.

Reading

Differentiating between literaland connotative meanings ofwords.

Finding connections andsequences.

Inferring and predictingoutcomes.

Writing Expressing thoughts about

peoples culture.

Contrasting and comparingfacts.

Summarizing ideas fromdifferent sources.

Cooperating effectively withhis/her work-team in theclassroom.

Tolerating errors as part of thelearning process.

Showing perseverance andpositive attitude toward theacquisition of the Englishlanguage.

2.6 Uses appropriate language andorganizational skills to make an oralpresentation about a chosen country.

2.7 Differentiates between dictionary meaningand implied meaning of the writers words.

2.8 Successfully finds connections and sequencesof events in texts about countries andtechnology.

2.9 Uses reading strategies (inferringand predicting outcomes) to assist incomprehension.

2.10 Writes short paragraphs on peoples culture

with respectful language and correct use ofvocabulary.

2.11 Writes sentences contrasting and comparingfacts with grammatical accuracy.

2.12 Uses correct grammatical construction whensummarizing from written and audio sources.


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UNIT 3CUSTOMS AROUND

THE WORLD


CONCEPTS PROCEDIURES ATTITUDESContents:

Holidays, festivals andcelebrations

Customs/traditions

Landmarks

Cultural advice

Grammar in context:

Should/ought to

- You shouldntarrive late to anappointment.

- You ought to send a thank youcard.

Had better

- Id bettercall him to apologize.

- Youd betterwear formal clothes.

Listening

Identifying main and keyinformation on holidays,festivals, celebrations andlandmarks.

Listing types of international foodand their characteristics.

Recognizing, on a timelinebasis, a countrys historicalevents.

Speaking Interchanging information about

holidays, festivals, celebrationsand landmarks.

Describing how holidays aroundthe world are observed.

Comparing and contrastingcustoms and traditions aroundthe world.

Diffusing the historical and

cultural value of the countrysfestivities, customs andtraditions.

Diffusing a countrys historywith respect and pride.

Recognize and respecting theadvantages and challenges ofa diverse society.

Showing appropriate verbaland nonverbal behavior wheninteracting with other people.


Identifying and respectingerrors as part of the learningprocess.

3.1 Identifies main ideas and key information on

a countrys tourist attractions and festivitiesfrom recorded materials.

3.2 Lists types of world wide local/regional foodand their characteristics when listening torecorded materials.

3.3 Finds the information about major historicalevents when listening to recorded materials.

3.4 Asks for and provides basic information ona countrys main festivities with adequatevocabulary and grammatical accuracy.

3.5 Describes the types of local/regional foodsfrom any country with adequate vocabularyand grammatical accuracy.

3.6 Uses appropriate expressions and structuresto give advice and express prohibition andobligation.


Objectives

Understand oral and written language related to holidays, estivals and celebrations, customs,traditions and landmarks by listening to classmates, teacher and audio material and readingtexts in order to communicate in the target language.

Produce spoken and written language by using the acquired vocabulary and structures toconvey inormation and express respect or holidays, estivals and celebrations, customs,traditions and landmarks around the world.


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CONCEPTS PROCEDURES ATTITUDES Must and mustnt for obligation

and prohibition

- You mustnttalk about thosetopics.

- We mustarrive on time.

Vocabulary:

April Fools Day, Carnival,Memorial Day, ChildrensDay,Chinese New Year,Day of the Dead, LaborDay, Mothers Day, bride,groom, best man, maid of

honor, cemetery, ceremony,courtship, custom, court, date,get (engaged/married/together), honor, diamondring, firecrackers, fireworks.

Esquipulas, New York,Jerusalem, China, Japan,Spain.

Useful Expressions:

How old are people in when they get married?Where is the . . . usuallyheld? In my country, peoplecelebrateWhat should I doin that situation? Is it O.K. ifI?

Giving advice on etiquetteand cultural behavior.

Express obligation andprohibition.

Reading

Scanning names and placesof countrys tourist attractionsfrom texts.

Recognizing concepts anddefinitions related to countrysfestivities in texts.

Identifying names andcharacteristics of countrysregional foods in texts.

Locating sequences ofhistorical events in differentsources.

Writing

Writing a chronologicalsequence of the countryshistorical events.

Describing a countrys touristattractions, festivities andlocal/regional foods.

Contrasting and comparingcustoms and traditions ofcountries around the world.

Showing perseverance andpositive attitude toward theacquisition of the English

language.

3.7 Successfully scans names and places ofcountrys tourist attractions from texts.

3.8 Recognizes concepts and definitions relatedto a countrys festivities from brochures,booklets or newspaper ads.

3.9 Understands the meaning of unfamiliar wordsby using a dictionary and implied meaningof words.

3.10 Identifies names and characteristics of local/regional foods from a magazine, internetarticles or stories written by the teacher.

3.11 Writes information about countrys historical

events in chronological order.3.12 Writes brochures and fl yers containing

general and specific information on acountrys tourist attractions, festivities andlocal/regional foods.

3.13 Contrasts and compares customs andtraditions of countries around the world withgrammatical accuracy and coherence.


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UNIT 4EATING HABITS


Contents:

Healthy food versus junk food

Meals, beverages and desserts

Instructions for cooking

Recipes

Grammar in context:

Sequence adverbs: first, then,finally

- First, you squeeze a lemon;then, you add sugar. Finally,

you add water and mix.

I usually like to

- I usually like to wake up early.

- We usually like to have fruit fordessert.

Listening

Listening and listing theadvantages and disadvantagesof eating at fast food restaurants.

Identifying ingredients and theprocess of preparing a recipefrom different sources.

Listening and followinginstructions to prepare a recipe.

Speaking

Describing eating habits,cooking terms, and recipes.

Summarizing informationreceived from different sources.

Comparing and contrastdifferent kinds of food peopleeat at mealtimes.

Appreciating the benefits of

eating healthy food.

Diffusing the advantages anddisadvantages of eating outand eating healthy food athome.

Respecting the eating habitsof his/her own and othercultures.

Showing appropriate verbal

and nonverbal behavior wheninteracting with other people.


Showing interest in practicingstrategies to improve languageskills.

4.1 Successfully lists the advantages and

disadvantages of eating at fast foodrestaurants from different oral sources.

4.2 Correctly follows instructions to prepare arecipe from audio and video sources.

4.3 Confidently and respectfully describes eatinghabits, cooking terms and recipes.

4.4 Summarizes main ideas of written and oraltexts with conciseness and fl uency.

4.5 Correctly compares and contrasts differentkinds of food.

4.6 States preferences with respect andgrammatical accuracy.

4.7 Gives instructions for preparing a recipe withlogical sequence and correct pronunciation.


Objectives

Interpret oral and written language related to ood consumption and preparation by listeningto classmates, teacher and audio material and reading texts in order to reach communication

needs in the target language.

Generate spoken and written discourse in order to convey inormation on healthy ood, junk

ood, meals, beverages, desserts, instructions or cooking and recipes and to consolidate his/

her knowledge o the language.


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CONCEPTS PROCEDURES ATTITUDES I prefer to / Id rather

- I prefer to drinkorange juice.

- Id rather eat at home. Review of conditional

sentences (first case)

- If you eatlean meat,youll getmore protein.

- If I eattoo much junk food, Illgain weight.

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