Grad

11
a

6
os

DERECHOS BSICOS
DE APRENDIZAJE
GRADOS 6 A 11

MINISTERIO DE EDUCACIN NACIONAL

MINISTRA DE EDUCACIN NACIONAL DE COLOMBIA
Gina Parody dEcheona
VICEMINISTRO DE EDUCACIN PREESCOLAR, BSICA Y MEDIA
Vctor Javier Saavedra Mercado
DIRECTORA DE CALIDAD PARA LA EDUCACIN PREESCOLAR,
BSICA Y MEDIA
Ana Bolena Escobar Escobar
SUB DIRECTORA DE FOMENTO DE COMPETENCIAS
Paola Andrea Trujillo Pulido
GERENTE COLOMBIA BILINGE
Rosa Mara Cely Herrera
AUTORES
EQUIPO COLOMBIA BILINGE
COORDINADORA DE PROYECTOS COLOMBIA BILINGE
Martha Sofa Galvis Silva
PROFESIONAL COLOMBIA BILINGE
Carlos-Javier Amaya G.
FUNDACIN UNIVERSIDAD DEL NORTE
DIRECTORA DEL DEPARTAMENTO DE ESPAOL
Dra. Nayibe Rosado
DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERAS
Mag. Lourdes Rey
DOCENTE E INVESTIGADORA
Dra. Angela Bailey

DISEO GRFICO Y DIAGRAMACIN

TEAM TOON STUDIO

DOCENTE E INVESTIGADORA
Mag. Erica Ferrer Ariza

DISEO EDITORIAL
Janeth Barrios, Camila Gmez, Carolina Soleno,
Beatriz Jimnez

DOCENTE DE INGLS BSICA, SECUNDARIA Y MEDIA

Mag. Zulay Esther Daz Mercado

ILUSTRADORES
Oscar Reyes, Camila Gmez, Carolina Soleno

DOCENTE DE INGLS BSICA, SECUNDARIA Y MEDIA

Mag. Migdonia Abud Caarete

BEATRIZ JIMNEZ
Direccin de arte

ISBN 978-958-691-776-6
2016

LEN MEJA
Direccin general

DERECHOS BSICOS DE APRENDIZAJE: INGLS

Estimada Comunidad Educativa,

El Plan Nacional de Desarrollo 2014-2018 Todos por un nuevo pas, tiene como objetivo
construir una Colombia en paz, equitativa y educada. El Ministerio de Educacin Nacional
se hace partcipe de esta meta y pone todos sus esfuerzos en establecer la calidad y
la equidad en el contexto educativo a travs de programas como Colombia Bilinge,
cuyas acciones se enmarcan dentro del propsito de hacer de Colombia la mejor educada
de la regin para el ao 2025.
Hoy presentamos al pas los Derechos Bsicos de Aprendizaje de Ingls y el Currculo
Sugerido de Ingls para los grados 6 a 11, herramientas que buscan que los estudiantes
alcancen un nivel de ingls que les permita comunicarse, interactuar y compartir
conocimiento, y a la vez potenciar sus capacidades humanas y profesionales.
Estos dos documentos se construyeron teniendo en cuenta las necesidades y caractersticas
propias del sector educativo, lo que permiti establecer ejes pertinentes y adaptables
a los contextos particulares de cada institucin. Valoramos y entendemos la diversidad
cultural, demogrfica y social de nuestro pas, por lo que estos documentos se presentan
como una propuesta dirigida a los docentes de ingls, sus instituciones educativas y las
secretaras de educacin. Dichos actores, en su autonoma curricular, podrn analizar,
adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de
enseanza y aprendizaje del ingls.
Los Derechos Bsicos de Aprendizaje y el Currculo Sugerido de Ingls son una apuesta
clara que busca generar igualdad educativa y hacer que la enseanza y el aprendizaje del
ingls sean vistos como una herramienta que fortalezca la formacin integral y pertinente
para los estudiantes del siglo XXI en Colombia. Por esta razn, el Currculo Sugerido integra
diferentes ejes de formacin, tales como la Paz y la Democracia, aspectos fundamentales
en la construccin de un pas en paz que busca abrirse cada vez ms al mundo globalizado
y multicultural en el que vivimos.

DERECHOS BSICOS DE APRENDIZAJE: INGLS

Este documento se construy con el apoyo de expertos nacionales e internacionales

y de 94 docentes evaluadores de diversas regiones del pas, en un proceso que nos
permite asegurar su calidad y pertinencia para el contexto educativo colombiano. Con
estas herramientas, los docentes de ingls y las Instituciones Educativas aportarn cada
vez ms a la construccin del pas bilinge que deseamos y al alcance de la meta de ser
el pas mejor educado de la regin.
GINA PARODY DECHEONA
Ministra de Educacin de Colombia

DERECHOS BSICOS DE APRENDIZAJE: INGLS

INTRODUCCIN
Los Derechos Bsicos de Aprendizaje (DBA) en el rea de ingls son una herramienta
fundamental para asegurar la calidad y equidad educativa de todos los nios, nias y
jvenes en el pas. Estos derechos describen saberes y habilidades que los estudiantes
deben aprender en el rea de ingls en los grados de 6 a 11 del sistema educativo
colombiano y se estructuran guardando coherencia con los Lineamientos Curriculares y los
Estndares Bsicos de Competencia (EBC). Estos permiten identificar los aspectos claves
en el desarrollo de la competencia comunicativa de los estudiantes en la lengua extranjera
y por ello, se definen en las habilidades de comprensin y expresin oral y escrita.
Los DBA se reflejan como la seleccin de habilidades comunicativas que:

Da cuenta del desarrollo progresivo de la competencia comunicativa en ingls a lo

largo de los grados 6 a 11.
Presenta ejemplos para ilustrar y explicar las habilidades en trminos de la
comunicacin que pueden lograr los estudiantes en un grado escolar. De esta forma
se facilita su comprensin por parte de la comunidad educativa en general.
Es referente para la planeacin de aula ya que las actividades propuestas pueden, e
idealmente deben, involucrar varios DBA de un mismo grado.
No corresponde a una actividad ni a una clase.
Aunque tengan una numeracin, no estn organizados en un orden particular. No
necesariamente el estudiante debe desarrollar el nmero 2 antes del 3.

Los DBA son un complemento para la construccin y actualizacin de propuestas

curriculares, pues, comprenden algunos elementos fundamentales del desarrollo de la
competencia comunicativa en ingls. Por otra parte, no pretenden reemplazar el currculo
existente ya que ste se entiende desde una dimensin ms amplia y compleja como
el conjunto de criterios, planes de estudio, programas, metodologas y procesos que
contribuyen a la formacin integral y a la construccin de la identidad nacional, regional
y local incluyendo los recursos humanos, acadmicos y fsicos para poner en prctica las
polticas y llevar a cabo el PEI. (Artculo 76 Ley General de Educacin, Ley 115 de 1994)
-8-

DERECHOS BSICOS DE APRENDIZAJE: INGLS

JUSTIFICACIN
El Ministerio de Educacin Nacional, en su trabajo de mejoramiento de la calidad de la
educacin del pas, ha identificado la necesidad de proponer herramientas que fortalezcan
las prcticas escolares en las Instituciones Educativas oficiales con el fin de garantizar el
aprendizaje integral en las diferentes reas del conocimiento.
Con el fin de guiar y dar un referente de base a estas prcticas escolares, se presentan los
Derechos Bsicos de Aprendizaje en Ingls que identifican saberes y habilidades claves
que han de desarrollar todos los estudiantes en los grados 6 a 11. Su importancia radica
en que plantean elementos fundamentales para la construccin de aprendizajes en cada
ao escolar para que, como resultado de este proceso, los estudiantes alcancen las metas
planteadas en los Estndares Bsicos de Competencia y el Gobierno Nacional a travs
del Plan Nacional de Desarrollo (2014 2018).
Los DBA sirven de apoyo al desarrollo de propuestas curriculares integradas a los Proyectos
Educativos Institucionales (PEI) particulares que se concretan en planes de rea y de clase.
Estos sirven como referentes que permitirn a la comunidad saber si los estudiantes
estn logrando los aprendizajes esperados y as poder definir acciones de mejoramiento
permanente.
Como apoyo a los DBA, el Ministerio de Educacin Nacional presenta una propuesta
de currculo sugerido que permite materializar estos derechos en las Instituciones
Educativas y sus aulas de clase. Esta propuesta est disponible para consulta a travs de
www.colombiaaprende.edu.co/colombiabilingue.

-9-

DERECHOS BSICOS DE APRENDIZAJE: INGLS

PBLICO OBJETIVO
Los DBA son una herramienta que el Ministerio de Educacin Nacional (MEN) pone a
disposicin de toda la comunidad educativa:

A las Entidades territoriales, les proporciona un referente que les permite lanzar
iniciativas curriculares adaptadas a las necesidades de sus Instituciones Educativas.

A las Instituciones Educativas, les ayuda a articular sus planeaciones de rea y aula
por grados y niveles de manera que se logren los aprendizajes esperados.

A los docentes y directivos docentes, les muestra un referente y punto de partida

para llevar a cabo sus procesos de diseo curricular, de rea y sus prcticas de aula.

A las familias, les permite identificar e interpretar los aprendizajes que estn o no

alcanzando los nios, nias y jvenes en su proceso escolar para generar acciones de
acompaamiento desde casa, as como involucrarse en las decisiones de la escuela.

A los estudiantes, les brinda informacin sobre lo que deben aprender en el ao

escolar y en cada grupo de grados para orientar sus procesos de estudio personal.
Prepararse en algunos conocimientos que evalan las pruebas de estado y de acceso
a educacin superior.

Al Ministerio de Educacin Nacional, fundaciones y otras entidades les permite

generar estrategias acordes y que garanticen de forma bsica lo que se espera que
los estudiantes desarrollen a nivel comunicativo en ingls durante su permanencia
en el sistema escolar.

- 10 -

DERECHOS BSICOS DE APRENDIZAJE: INGLS

ESTRUCTURA Y COMPONENTES
DE LOS DBA: INGLS
Para cada grado de 6 a 11 se cuenta con un listado de Derechos Bsicos
de Aprendizaje. Cada DBA se estructura de la siguiente manera:

cono que indica la habilidad o habilidades que se

pretenden desarrollar.
DBA que el estudiante debe alcanzar durante el
ao escolar.

1
Participa en conversaciones cortas en las que brinda informacin sobre s
mismo, sobre personas, lugares y eventos que le son familiares. Para ello, usa
frases y oraciones sencillas previamente memorizadas. Por ejemplo:

Permite nominar al
DBA, no sugiere un
orden especfico para
su aprendizaje en el
ao escolar.

Ideas secundarias o
aclaraciones que le
dan contexto al DBA
y se escriben en un
color diferente al
enunciado

Luisa: Hi, Luisa. Tomorrow we

have our math test.
Anita: That is true. Im very
nervous. I need to pass.
Luisa: Why dont we study
together?
Anita: That is a great idea.
When we finish, we can play
some videogames to relax.
Luisa: Ok. Come to my house
after school.
Anita: Ok. See you there.

Ejemplo para facilitar la comprensin del DBA.

- 11 -

DERECHOS BSICOS DE APRENDIZAJE: INGLS

Un enunciado enumerado del DBA que corresponde al aprendizaje

bsico que el estudiante tiene derecho a alcanzar durante el ao
escolar. Se caracteriza por estar escrito en un color que lo identifica. El
enunciado corresponde a una o varias habilidades de la lengua (lectura,
escucha, escritura, monlogo y conversacin).
Unas ideas secundarias o aclaraciones que le dan contexto al DBA y se
escriben en un color diferente al enunciado.
Un ejemplo del DBA que busca facilitar la comprensin del enunciado.
Este NO se plantea como la nica actividad que el docente debe
realizar en clase ya que no representa todo lo que el DBA implica.
Simplemente presenta una muestra de lo que el estudiante puede
desarrollar en un contexto determinado.

3.1
A QU HABILIDAD APUNTA CADA DBA DE INGLS?
En cada uno de los DBA se indicar, con los conos abajo propuestos, la habilidad o
habilidades que se pretenden desarrollar.

ESCUCHA

LECTURA

MONLOGO

CONVERSACIN

- 12 -

ESCRITURA

DERECHOS BSICOS
DE APRENDIZAJE
GRADOS 6 A 11

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 6

2
Solicita y brinda aclaraciones sobre cmo se
escriben nombres y palabras desconocidas en una
conversacin corta.

Participa en una conversacin corta para decir su nombre,

edad y datos bsicos a profesores, amigos y familiares.
Por ejemplo:
Hello, I am Antonio. I am your new classmate.
Hi Antonio, How are you?

Antonio: Where are you from?

Margarita: I am from Riohacha.
Antonio: Margarita, how do you spell that?

I am fine, thank you. What is your name?

Margarita: R-I-O-H-A-C-H-A

My name is Margarita.

Antonio: Nice to meet you, Margarita

Margarita: Nice to meet you, too.

Comprende y utiliza palabras familiares y frases cortas

sobre rutinas, actividades cotidianas y gustos. Por
ejemplo, comprende o produce un texto como el siguiente:

Comprende instrucciones relacionadas con las actividades

y tareas de la clase, la escuela y su comunidad y expresa de
manera escrita y oral lo que entiende de estas. Por ejemplo:

Im Angela Poole.
Im a doctor.
I work in a hospital.
I really like my job.
On weekends, I like
to play soccer with my
children and listen
to music.

Name: Angela
Last name: Poole
Occupation: Doctor
Likes: Play soccer
and listen to music.

Dont run in
the halls.

- 15 -

Use the
trash can.

Turn off
the lights.

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 6

6
Responde a preguntas relacionadas con el qu, quin
y cundo despus de leer o escuchar un texto corto y
sencillo, siempre y cuando el tema est relacionado con
eventos que le son familiares. Por ejemplo, cuando lee o
escucha un texto puede responder preguntas como las
siguientes:

Describe las caractersticas bsicas de personas, cosas

y lugares de su escuela, ciudad y comunidad, a travs de
frases y oraciones sencillas. Por ejemplo:

Carnival of Barranquilla
Carnival is one of the most traditional
Colombian folklore celebrations.
Dance groups, costume makers, and
the Queen of the Carnival work very
hard to make it an unforgettable party.
We celebrate carnival for four days.
On Saturday, we see The Battle of
Flowers, a parade of dance groups
and floats.
On Sunday, we see La Gran Parada de
Tradicinand the Orchestra Festival.
On Monday, the Gran Parada de
Comparsas shows fantasy costumes
and dancing.
Carnival ends on Tuesday with The
Burial of Joselito, who symbolizes the
joy of the Barranquilla Carnival.

My City
I live in Pasto. This is a small and beautiful city in the Andean
area of Colombia. There are many mountains around the city.
Many tourists visit the famous Galeras Volcano and the Black
and Whites Carnival Museum.

What is the Carnival

of Barranquilla?
The Carnival is a traditional
Colombian folklore celebration.
Where is this celebration
performed?
Barranquilla.
Who participates in the party?
Dance groups, costume
makers, and the Queen of
the Carnival.
What is the Battle of Flowers?
A parade of dance groups
and floats.

Escribe informacin personal bsica en formatos

preestablecidos que solicitan datos como nombre, edad,
fecha de nacimiento, gnero, nacionalidad, direccin,
telfono, etc. Por ejemplo, llena los datos de un carnet de
identificacin.

Comprende el tema e informacin general de un texto

corto y sencillo, valindose de ayudas tales como imgenes,
ttulos y palabras clave. Por ejemplo, despus de leer un texto
corto, comparte con sus compaeros ideas sobre el tema.

Carlos: This text is

about France and
some interesting
facts.

Name: Mariluz
Last name: Gonzlez
Sex: Male __ Female X
Age: 15
Birthday: August 24Th
Nationality: Colombian
Address: 79th St # 42 - 200
City: Tunja
Phone: 741 48 60

Jess: Yes, for

example the capital
is Paris and the
language they speak
is French.
Carlos: And the flag
is blue, white and
red.

- 16 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 6

10

11

12

- 17 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 7

2
Describe, de manera oral, personas, actividades, eventos y
experiencias personales. Estructura estas descripciones con
frases y oraciones sencillas previamente ensayadas con sus
compaeros y su docente. Por ejemplo, hace una presentacin
breve y coherente sobre cmo convivir armoniosamente en el
saln de clases.

Participa en conversaciones cortas en las que brinda

informacin sobre s mismo, sobre personas, lugares
y eventos que le son familiares. Para ello, usa frases y
oraciones sencillas previamente memorizadas. Por ejemplo:
Anita: Hi, Luisa. Tomorrow
we have our math test.

Good morning,
Harmony in the classroom is very important; I
will share some ideas to help us do this.
Respect the teachers, the classroom, other
students and yourself. To show respect we can
listen to others and take turns when we speak.
It is also important to understand that people
have different points of view. These ideas can
help to live in harmony in our classroom.

Luisa: That is true. Im very

nervous. I need to pass.
Anita: Why dont we study
together?
Luisa: That is a great idea.
When we finish, we can play
some videogames to relax.
Anita: Ok. Come to my
house after school.
Luisa: Ok. See you there.

Entiende la idea principal y algunos detalles relacionados

con actividades, lugares y personas en un texto
descriptivo corto. Para la comprensin del texto, se apoya
en palabras y frases familiares. Por ejemplo, a partir de un
texto biogrfico, puede identificar informacin y detalles
relacionados con lugar de nacimiento, lugares y actividades.

Escribe textos cortos y sencillos sobre acciones,

experiencias y planes que le son familiares. Para la
escritura se ayuda de una secuencia de imgenes y un
modelo pre-establecido. Por ejemplo:
To keep a healthy life style, we need to take care of our body,
mind and soul.

People need to do
regular exercise
and have
a balanced diet.

People need to
enjoy family and
friends and learn
new things to keep
their mind healthy.

Character

Mother Teresa of Calcutta

Name

Agnes Gonxha Bojaxhiu

Place and date of birth

Uskub, August 26, 1910

Contributions to humanity

Humanitarian acts

Year of death

1997

Mother Teresa of Calcutta

Mother Teresa was a catholic nun born in Uskub, Ottoman Empire on
August 26, 1910. This is now Skopje, the capital of the Republic of Macedonia.
Her real name was Agnes Gonxha Bojaxhiu. Her father died when she was
a little girl and her mother raised her. She decided to devote her life to God
when she was very young. She became a sister of Loreto when she was 18
years old.
She is well known worldwide for her humanitarian acts. She created the
organization of the Missionaries of Charity to help many poor, sick and
needy people. In 1979, she received the Nobel Peace Prize for her hard work.
After her death in 1997, the Catholic Church started the process to make
her a saint. Today there are more than 4,000 nuns like Mother Teresa taking
care of the poorest people in the world.

People also need

to meditate and
live with passion
to have a long and
healthy life.

- 18 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 7

6
Reconoce informacin especfica relacionada con
objetos, personas y acciones cuando le son conocidos
y le hablan de manera pausada. Para esto, puede llegar a
requerir de ayudas visuales tales como imgenes o textos.
Por ejemplo, al escuchar la descripcin que hace el profesor
del proceso de reciclaje de residuos, completa el diagrama
con la informacin faltante.

Da y recibe instrucciones, recomendaciones y sugerencias

sobre sobre temas relacionados con su entorno cotidiano. Por
ejemplo, da instrucciones para hacer una receta.
1. Crack the eggs into
a bowl with salt and
pepper. Beat well
with a fork.

Disposal

2. Pour the eggs in a frying

pan and spread them out
evenly.

Analysis
Collection
Transportation

3. Put some grated cheese.

Recovery

4. Fold it over in half and

remove from pan.

Recycling

Recipe
for an
omelette

7
Describe acciones relacionadas con un tema de su entorno familiar o escolar. Para esto, usa oraciones sencillas y se apoya en
imgenes. Por ejemplo:

We are destroying our

planet. It is necessary
that we make decisions
to save it.

I will start with me.

For example, I will take
short showers to use
water efficiently.

I will plant new trees in

my mums garden.

- 19 -

I will recycle paper,

plastic and cans at
home and at school.

In this way, I can

contribute to save my
planet.

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 7
8

10

11

12

- 20 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 8

2
Solicita y brinda informacin sobre experiencias y planes de
manera clara y breve. Para esto, utiliza informacin propia o
de situaciones que le son familiares, empleando el vocabulario
conocido y apoyndose en sus compaeros y el profesor.
Por ejemplo:

Explica por escrito, de forma coherente y sencilla,

situaciones y hechos que le son familiares. Puede establecer
relaciones de adicin, de secuencia causa y efecto; y
comparaciones sencillas. Por ejemplo:
Condensation

Laura: Did you send the email to your teacher?

Daniela: No, I didnt. I am going to send it later.
Laura: Remember that we have until 3:00 p.m.
Daniela: I know. I will do it.

Precipitation

Evaporation

The Water Cycle

Earth is mostly water. Water is needed for all forms of life. Water can be
found in snow, glaciers, lakes, streams, and underground. Water can also
be in the form of vapor. The sun heats the water and it evaporates into the
atmosphere. When the atmosphere is cold, the vapor becomes clouds and
then rain or snow.

Reconoce informacin especfica en textos cortos orales

y escritos sobre temas de inters general. Para esto,
utiliza diferentes estrategias de lectura: Pre-visualizacin
(imgenes, ttulos, subttulos, etc), Prediccin: Subrayado,
palabras claves o parecidas al espaol; identificacin del
sentido general del texto (skimming). Por ejemplo,

Intercambia informacin sobre temas acadmicos

del entorno escolar y de inters general, a travs de
conversaciones sencillas, dilogos y juego de roles. En estas
conversaciones, puede expresar opiniones de manera sencilla
a partir de modelos previamente estudiados. Por ejemplo:

English around the World

People use words to express their ideas, intentions, emotions and
information. Currently, the words that people use are often English words.
The English language has More than 500.000 words. Most of these words are
very unusual: we almost never use them. Some words that English speakers
use are taken from different languages. For example:
Avocato, Barbecue and Totem come from indigenous American language.
Jungle and Yoga are of Indian origin.
Kangaroo comes from an aboriginal Australian word.
Ketchup is Chinese.
Color is Latin.
Besides, other languages take some words from English too, for instance:
Basketball, Tennis, Play Station, Chat, O.K., Bye.
Actually, you do not need to travel to USA or UK to learn English because
English is Everywhere.
Reading strategy: Predicting:
Key words
How many times do these words
occur in the text: English, language
(s), word?

Santi: Do you think that recycling paper is important?

Camilo: Yes, because recycling paper saves the trees in the forest.

Santi: How do you save

the trees?
Camilo: If we recycle
paper, we dont need to
cut more trees to make
more paper.
Santi: I agree with you.
I also think recycling paper
is very important.

Reading strategy: Predicting:

Cognates
Find words in the first paragraph
that are similar to Spanish words.

- 21 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 8

6
Realiza recomendaciones a personas de su comunidad sobre
qu hacer, dnde, cundo o cmo, con base en situaciones
cotidianas de su vida familiar, escolar o de su entorno. Por
ejemplo:

Tomas: You should organize your

free time.
Eduardo: Really? How?
Tomas: You can make a schedule.
Eduardo: Really, is it helpful?
Tomas: Yes. I do it and it really helps
me to organize my time.
Eduardo: Thank you! I will try.
Tomas: I think that you really need
to do it as soon as possible.
Eduardo: Can you help me to do it?
Tomas: O.k. Do you want to start
right now?
Eduardo: It is O.k. I am free!
Tomas: First of all, you should know when
you are free and what activities you have
to do; then, you should plan the activities
according to their importance.
Eduardo: Oh! Thats a good idea! I am
going to do a list of my pending
activities.

Hace exposiciones breves sobre un tema acadmico

relacionado con su entorno escolar o su comunidad y tiene
en cuenta: hechos relevantes, detalles concretos y vocabulario
especfico. Para esto, se ha preparado previamente y se ha
asesorado con sus compaeros y profesor. Por ejemplo:

Good morning! My purpose today is to talk about language. Language is

the ability to acquire and use the system of communication. There are about
5.000 to 7.000 languages in the world. When we communicate, we can use
words, symbols, gestures, movements, or images. It means that language
can be verbal (words: spoken or written) and symbolic (images, gestures,
movements, symbols). In conclusion, we use language to interact with other
people, to express our ideas, feelings and emotions.

Narra brevemente hechos actuales, situaciones cotidianas

o sus experiencias propias, en forma oral o escrita. Para
esto, tiene en cuenta la secuencia de las acciones, la claridad
de las ideas y se asesora con sus compaeros y su profesor.
Por ejemplo:

Expresa sus emociones y sentimientos sobre una

situacin o tema especfico de su entorno familiar
o escolar, presentando sus razones de forma clara
y sencilla. Para esto, se vale del vocabulario conocido.
Por ejemplo:
Sara: I am really sad.
Julio: Why? Whats up?
Sara: My best friend has a
serious problem.
Julio: What kind of problem?
Sara: She has an eating disorder
called anorexia and I dont know
how to help her.

My first trip...
The first time I left my small town was when I went to the capital. We had
a school visit to a local newspaper printing plant to understand the process
of producing and printing the newspaper. When we finished the activity, we
went to a mall. It was exciting for me because I have never been to a mall
before. There were some things which surprised me because I have never
seen them, such as: the electronic stairs and the elevator. I was afraid first
but once I tried them, I really enjoyed it!

Julio: Oh, dear! Lets talk to our

teacher.

- 22 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 8

10

11

12

- 23 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 9

2
Explica el por qu de planes y acciones relacionadas con
su entorno personal, escolar y comunitario. Estructura
sus explicaciones de manera apropiada y tiene en cuenta la
ortografa, la pronunciacin y conectores para comunicar sus
ideas. Por ejemplo:

Reconoce relaciones de causa y efecto en lecturas cortas

sobre temas acadmicos. Para esto, tiene en cuenta el
vocabulario, los conectores y sus conocimientos previos. Por
ejemplo, despus de leer un texto corto, puede identificar las
causas y efectos y representarlos a travs de un grfico.

ENDANGERED SPECIES

In order to prevent Chikungunya, I will follow

these recommendations: First, I will empty or cover
containers such as buckets, dustbins and flower pots
in my yard. By doing so, I can assure that mosquitoes
dont breed in my house.
Second, I will apply mosquito repellent on my arms
and legs because the fragrance of the repellent will
keep them away.
Third, I will sleep under a mosquito net when
necessary so they dont bite me at night.
Chikungunya is preventable. It is always better
to be cautious rather than getting this disease.
Sometimes if it is not treated
on time it may even lead to
other health complications.

Endangered species are those plants and animals that are in danger of extinction.
There are degrees of endangerment: critically endangered, threatened species,
and rare species. Extinction is a very normal process in the evolution of animals and
plants. The causes can be related to survival, climate, and human intervention.
Survival relates to how an animal can live and reproduce in an environment. If the
conditions become unlivable, then the species will become extinct. When climate
changes occur, less rain for example, a species may not be able to adapt well enough
to that new habitat. Human intervention includes chemical pollution, destruction of
habitats, or exploitation of plants and animals for food and
other products.
Survival
Survival
Climate
Climate

EXTINCTION

Human
invervention

Chemical pollution
Destruction of habitats
Exploitation of plants
and animals

Resume la informacin que ha ledo o escuchado sobre

temas relacionados con su entorno escolar y acadmico
a travs de escritos estructurados. Por ejemplo, al leer
un texto, lo resume en una oracin.

Realiza exposiciones cortas sobre un tema acadmico

de su inters. Para esto, tiene en cuenta la secuencia de
las acciones, la claridad de las ideas y se asesora con sus
compaeros y su profesor. Por ejemplo:

The Right to Health

Para realizar su exposicin tiene en cuenta:

Eleccin del tema. Consulta (fuentes digitales, escritas u
orales). Determinacin de la estructura expositiva, de lo
general a lo particular o viceversa. Estructura: Introduccin.
Presentacin del tema. Desarrollo. Explicacin de las ideas
y caractersticas principales del tema.Conclusin. Breve
sntesis de las ideas ms importantes. Elaboracin de
recursos didcticos (carteleras, presentaciones digitales,
etc.). Manejo de la expresin oral: uso de tecnicismos,
pronunciacin, nfasis en palabras claves, buen tono de
voz, citar fuentes.

All individuals are entitled to a minimum standard of health.

The right to health has been included in documents such as the
Universal Declaration of Human Rights, the International Covenant
on Economic, Social and Cultural Rights and the Convention
on the Rights of Persons with Disabilities. However, the right
to health is interpreted and applied in different ways in every
country depending on certain conditions such as the definition,
the minimum rights that are included, and the institutions that are
responsible for ensuring this right.
All people have the right to health as established in the Universal
Declaration of Human Rights, but how the right is interpreted and
applied depends on the conditions of every country.

Good morning! Today, I am going to talk about Equality Right.

According to the Charter Rules, Every individual is equal; therefore, they
should have the same right to the equal protection and equal benefit of the
law without discrimination and, in particular, without discrimination based on
race, national or ethnic origin, color, religion, sex, age or mental or
physical disability.

All people have the right to health as established in the

Universal Declaration of Human Rights, but how the right is
interpreted and applied depends on the conditions of every
country.

- 24 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 9

Expresa su opinin sobre un tema discutido en clase y

relacionado con su entorno acadmico. Para esto, cita lo
que han dicho sus compaeros, otras personas o fuentes de
informacin. Por ejemplo:

Intercambia informacin sobre temas del entorno

escolar y de inters general en una conversacin. Para
esto, se basa en los apuntes tomados despus de leer o
escuchar informacin sobre el tema tratado. Por ejemplo:

Blanca: Accepting differences helps us live in harmony.

Paola: I agree with you. However, there are a lot of people in our country who
dont accept differences. The Colombian Constitution states that Colombia
has ethnic, cultural, linguistic and religious diversity but most of us dont
respect the characteristics of others.
Blanca: As Mr. Rodrguez said in class,we have to start in our homes and
classrooms. We need to set some rules among us to
recognize the other.
Paola: Actually, in our class we
have agreed to not bully people
who use piercings and tattoos.
The reason for this is that for some
piercings and tattoos are related to
drug addiction. So, bullying is not
allowed in our class.
Blanca: Excellent idea! We have to
start with things like these actions.

Susi: In this video, we can see that the

number of pregnant teenagers has increased.
The government has developed many
campaigns but this situation continues.
Lili: Thats right. Also, it was interesting to
hear that teenagers dont think about the
consequences of their actions and dont
like to use contraceptive methods.
Susi: I agree, we need to think more about
the consequences of what we do.

8
Redacta textos de mediana longitud en los cuales realiza
recomendaciones o sugerencias sobre situaciones de
inters personal, escolar o social. Para ello, tiene en cuenta
las relaciones de contraste, comparacin, adicin, entre otras.
Por ejemplo, despus de ver un video sobre el manejo seguro
de las redes sociales, escribe un texto sobre recomendaciones
para publicarlo en el peridico escolar.

7
Identifica el propsito, las partes y tipo de textos en una
lectura o audio cortos y los comparte con sus compaeros.
Para eso, se apoya en la estructura del texto, los ttulos
y subttulos, marcadores de secuencia, conectores y el
vocabulario que se repite. Por ejemplo, despus de leer un
texto expositivo sobre las netiquetas, el estudiante puede
explicarle a sus compaeros de qu se trata.

Safe Social Networking

The text I read was about

netiquette. It had a short introduction
where they define the word
netiquette and then they present
some rules to use when we post
messages in the different media. At
the end, the author says that following
netiquette rules is important to have
effective communication.

Text

Netiquette

Purpose

Inform about rules to follow when writing online messages.

Type

Explanation

Parts

Definition: what is netiquette?

Body: tips
Conclusion: importance of netiquette for communication.

Facebook, Instagram, Snapchat,

and Twitter are among the
most frequently used social
networks. These sites expand
rapidly. Young people use social
networks to communicate among
them. However, the use of these
networks has its risks.
First, people can be vulnerable
when they publish their locations
and what they are doing all
the time. People you do not
know can get your personal
information easily.
They can
harm you. I suggest that people
avoid doing this.

- 25 -

Second, once your pictures go into

cyberspace, they always remain.
Pictures can be used to bully you
or your family. People should not
post pictures that others can use
against them. Choose your photos
carefully.
Finally, to keep social networking
safe, everyone must do their part.
Do not give too much information
about you and dont post
inappropriate photos.

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 9

10

11

12

- 26 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 10

2
Explica las ideas de un texto oral o escrito acerca de
temas de su inters o que le son familiares a partir de su
conocimiento previo, inferencias e interpretaciones. Por
ejemplo, al leer un texto, hace comentarios que dan cuenta de
su comprensin personal del mismo.

Distingue informacin general y especfica en textos

de opinin y discusiones orales y escritos sobre temas
conocidos. Para esto, responde a las preguntas de qu trata
el texto? y cul es el enunciado ms importante que el autor
hace acerca del tema? Por ejemplo, al leer un texto resalta las
ideas de cada prrafo y los detalles que las sustentan.

Protect your children from advertising

By Healthy Kids Foundation
Being a child today is very different from what it was ten or fifteen
years ago. Children see thousands of advertisements on TV, on the
Internet, and all around them daily. As a parent, you can help your
children face the dangers of advertising by talking and explaining
to them what advertisers do and what their intentions are.
Children need to understand that advertisers will always try to make
them buy something because that is their job. They will always try
to present things creatively so children end up desiring the products
that companies advertise.
Finally, as a parent, you can help your children learn the differences
between commercial advertising messages and other types of media
messages that are produced with educational, entertaining, or
informative purposes.

Letter to the editor: Tattoos.

Dear editor,
I do not understand what is happening with young
people these days!! More and more often I see them
with tattoos on their arms, their legs, and some on
their necks. This younger generation does not know
the risks of tattooing. There is the risk of long-term
effects of illnesses and infections that could be
created by dirty needles. Besides it is very painful to
remove the tattoo if they change their mind. Anyway,
I will never let my children get a tattoo!

I can understand from this discussion that parents have the responsibility to
guide their children and let them see how advertisers can trick them I
also understand that not all advertisements have the same intention, and it is
important to differentiate among the types .

In this article, the writer says thattattoos are badforyoung peoplebecause

they do notunderstand the risks. She thinks tattoos are not good and
willnever lether children get one.

3
Redacta textos narrativos, descriptivos y expositivos relacionados con temas de su inters o que le resultan familiares. Para esto, sigue un
proceso de planeacin, escritura, revisin y edicin. Se apoyaensuprofesor(a)y/ocompaeros(as)declase. Por ejemplo, sigue esta estructura
para escribir un texto.
Think about and write down all the ideas that
come to your mind related to the topic.
Brainstorming: advantages and disadvantages of
being a vegetarian.
In a country like Colombia, vegetarians are often
seen... weird people... they do not eat meat.
Colombians... dont cannot understand people can
live without eaeng meat. But However, there are
more advantages than disadvantages in being a
vegetarian.
Paragraph 1: ...vegetarians have lower chances of
having heart atack.
Paragraph 2: ...vegetarians have lower chances of
developing cancer...
Paragraph 3: vegetarians help to preserve the
environment
Conclusion: to be a vegetarian has many
advantages.

Being a Vegetarian in Colombia: A hard Decision

Tittle

In a country like Colombia, vegetarians are often seen as strange individuals because
they do not eat meat. Many people cannot understand how a person can live without
eating meat. However, there are more advantages than disadvantages in being a
vegetarian.

Introduction: Background/
general information.
Thesis statement

To mention a few, according to research, vegetarians have lower chances of having

heart attacks. Fatty red meat and processed meat are high in saturated fat, which
increases the levels of bad cholesterol in the body and, therefore, increases the risk
for heart disease.

Body paragraph 1 Topic

sentence Supporting ideas

Studies have also demonstrated that vegetarians have lower chances of developing
cancer. Every day cancer is more clearly connected to meat consumption. In short, a
vegetarian diet lowers the chances of getting cancer.

Body paragraph 2 (*If

needed) Topic sentence
Supporting ideas

Finally, vegetarians help to preserve the environment since raising cattle for beef and
milk emits a signicant amount of Carbon Dioxide into the air and also consumes vast
amounts of scarce resources such as water and land. When people decide not to eat
meat, they contribute with the preservation of the environment.

Body paragraph 3(*If

needed) Topic sentence
Supporting ideas 2

In conclusion, contrary to what many people may think, being a vegetarian has many
advantages.

Conclusion. Restatement
of the thesis.

- 27 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 10

5
Produce mensajes escritos, tales como cartas y correos
electrnicos, claros y bien estructurados teniendo en
cuenta el contexto en el que tienen lugar. Para esto, utiliza
el vocabulario y las estructuras de texto requeridas. Por
ejemplo, al escribir un correo electrnico saluda, escribe su
mensaje y se despide.

Intercambia opiniones sobre situaciones de inters

personal, escolar o social. Para esto, presenta sus opiniones
de manera natural y coherente y hace uso de expresiones
conocidas. Por ejemplo, participa en una mesa redonda dando
opiniones sobre el tema en discusin.
Juan: Today we are going to talk about nature conservation, more specifically
about Parque Tayrona. The question is: Should we open this natural park to tourism
investment?
Diana: Well, first, I want to say that we have to be careful with nature. When we
destroy nature, we destroy our own life.
Carlos: That is true! When we cut down trees, for example, we create problems with
the production of oxygen in the planet and also with the erosion of the soil.

A student writes her teacher about her impossibility to attend her class.
To: Angela Castro
Cc:
Subject: Absence to class this week
Dear Ms. Castro,
I was feeling sick this morning. My head hurt, I had a rash,
and I had a high fever. I went to the doctor, and he told me
that I needed to rest. I have chikungunya. For this, I will not
attend your class this week. I will give you the
written excuse.

David: I understand what you

all mean, but investing in the
country is also important. If
we open the park to tourism
investment, more people will
have jobs, and families will have
more places to go and spend
their time together.
Diana: I think that more jobs
and more places to visit arent
important. As I said if we
destroy nature, we destroy our
own life

I will talk to my classmates to catch up. I hope that you

understand my situation.
Regards,
Nathalie

Sostiene conversaciones espontneas y sencillas acerca

de temas que son de su conocimiento, inters personal
o acadmico. Segn su propsito y el conocimiento del
interlocutor, es capaz de seleccionar expresiones apropiadas
para iniciar, mantener y cerrar una conversacin. Por ejemplo:

Responde preguntas e inquietudes despus de hacer una

exposicin oral sobre temas generales o acadmicos de
inters. Para esto, se basa en la informacin consultada y
organizada. Por ejemplo, aclara las dudas de una audiencia
acerca de un tema como el siguiente:

Hi, Michael. How are you?

Hi, Erica. Im fine. How are you?
Im doing well. Hey! Did you watch the news
last night? Nevado del Ruiz is melting! Can
you imagine that?
Oh my God! Its terrible! I went there
two years ago with my family, and its
an awesome place. Is there any plan to
recover it?
They didnt say, but I dont think so because
people dont help.
I hope somebody does something about it.

How do earthquakes happen?

An Earthquake is the shaking of the earth by the unexpected
movement of rocks below its surface. This surface, called crust,
is made of tectonic plates. These plates are independent
blocks of rock. They crash or move against each other and
produce changes in the earths topography. The areas where
these changes happen are called fault lines

Q1: What does topography mean?

Answer: Topography is the detailed description of an
area
Q2: Are earthquakes predictable?
Answer: Earthquakes are hard to predict. The exact day,
time and place of an earthquake cannot be anticipated.
Scientists are trying to do it, but it is difficult.

Me too. Hey! Im running late to class. Ill

see you later.
Ok. Bye.

- 28 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 10
8

10

11

12

- 29 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 11

2
Identifica el propsito de textos orales y escritos de
mediana longitud relacionados con temas de inters
general y de su entorno acadmico y la comparte con
otros. Para esto, utiliza su conocimiento acerca de la
estructura de los textos. Por ejemplo, despus de leer
textos diferentes, identifica de qu tipo son y dice cul es su
propsito.

Explica tanto en forma oral como escrita las causas y

los efectos, as como el problema y la solucin de una
situacin. Para esto, define la relacin entre las ideas
que quiere explicar y utiliza el lenguaje correspondiente.
Por ejemplo, explica las causas de una inundacin y sus
consecuencias de forma lgica.

What happened yesterday

Heavy rain made the rivers overflow. Although the
city does not have a formal evacuation plan, people
have created an informal emergency system. There
are alarms in every neighborhood and local leaders
activated them when they realized there was a flood.
Consequently, people escaped the flood by running
to the mountains. For this reason, many lives were
The purpose of this Editorial is
to support the idea that
Colombia has all the rights to
keep the treasures found in the
Galleon

saved and there were no injuries. In conclusion,

The purpose of this manual

is to explain how to install the
software

having an emergency system could be the difference

between life and death.

3
Reconocelaopinindelautor(a)entextosoralesyescritosdemedianalongitudqueserelacionan con su contexto
escolar y acadmico. Para esto, hace uso tanto de su conocimiento previo del tema como de laestructuradeltexto. Por
ejemplo, despusdeleeroescucharuntexto,escribebrevementeculesla opinin del autor.

Animal Abuse
Animals are living beings just like humans. They cannot talk,
but they have feelings just as humans do. When we abuse
them, they feel pain. When we neglect them, they pay the
consequences. When we let them starve, they feel hunger. They
cannot take action to ght for their rights. Therefore, humans
have the responsibility to ensure animal rights as living beings are
respected. Those who violate their rights must be punished by
the law.
By concerned citizen from Bogot

- 30 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 11

4
Redacta textos argumentativos con una estructura clara y sencilla sobre temas acadmicos. Para esto, sigue modelos y un proceso de
planeacin, escritura, revisin y edicin; se apoya en su profesor(a) y/o compaeros(as) de clase. Por ejemplo:
Do citizens have the right to protect private information from the government?

Tittle

Tracking information is becoming common, and without protection, it can be

dangerous for people. Three important reasons are: the right to privacy, freedom of
speech, and the right to feel safe.

Introduction: Background/
general information.
Thesis statement

Sometimes we post our actions on the Internet. These private posts should not be
reviewed or scrutinized by third party observers, specifically the government. The
government can see our information and misinterpret it as something wrong or
illegal. Our private information is and should always be ours.

Body paragraph 1
Topic sentence
Supporting ideas

We also have the right to express our thoughts and feelings freely. If we want to
discuss a political point, for example, the government might use the information
incorrectly and take actions. Our expressions are private and should be protected
from government interpretation.

Body paragraph 2
(*If needed)
Topic sentence
Supporting ideas

Paragraph 3: vegetarians help to preserve the

environment

The right to feel safe is very important to us as individuals. If we choose to state an

opinion or post an important event in our lives, we should be able to trust that it is
not going to be used for unsafe reasons by third party observers. Our information is
important to us, and it should not be violated for any reason.

Body paragraph 3
(*If needed)
Topic sentence
Supporting ideas

Conclusion: in my opinion, the government should

not track and use private informaeon of ciezens
invasion of our privacy and...

So, in my opinion, the government should not track and use private information of
citizens. This invades our privacy and our freedom of speech. It also can put us in
danger.

Conclusion
Restatement of the thesis

Think about and write down all the ideas that

come to your mind related to the topic.
Brainstorming: Do citizens have the right to protect
private information from the government?
Tracking information is common, and can be bad
dangerous for people. 2 important justifications
reasons are: right to privacy and freedom of speech.
Paragraph 1: our individual private posts are
aceons on the Internet should not be seen reviewed.
Somebody can see our informaeon and
Paragraph 2: we also have the right to say express
our thoughts and feelings freely too. If we want

5
Expresa de manera oral y escrita su posicin acerca de un tema conocido teniendo en cuenta a quin est dirigido el texto. Para esto,
define el tono del mensaje de acuerdo con el contexto o la cercana con su audiencia (formal o informal). Por ejemplo, puede manifestar su
opinin acerca de un mismo tema a dos interlocutores diferentes.

MAIL

Message to a friend

MAIL

Message to the schools principal

Hi Christian,

Dear Mr. Castro,

Can you imagine??? My Math teacher took away

my cellphone cause it rang in class I hate when
these things happen !!! He will give it back to me
in a week Why are teachers so strict? They
dont understand us. Its like they never were
young. Arghhhh!! Im writing a message to the
school principal asap because I think this is unfair.
WBS.

I would like to express my disagreement with something Mr. Torres did

in class yesterday morning. I was in his Math class, and by accident, my
cellphone rang because I forgot to put it in silent mode. He immediately
confiscated my cellphone. It was not my intention to disrupt his class,
and I think I deserved a second chance before he did that. I understand
teachers need to manage discipline in their classrooms, but I think Mr.
Torres is too strict. He says will return my cellphone next week. I think this
is unfair. I would like to ask you to talk to him, please, so he gives me the
cellphone before that. I am looking forward to your kind reply.

Kisses,
Meli

Sincerely,
Melissa Arias

- 31 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 11

7
Expresa de manera oral su punto de vista acerca de
un tema controversial previamente estudiado. Para
esto, consulta fuentes confiables, selecciona y organiza la
informacin y la utiliza para desarrollar sus ideas de una
manera clara y estructurada. Por ejemplo, se dirige a una
audiencia y presenta sus opiniones a partir de sus notas.

Mantiene discusiones formales acerca de temas acadmicos

que ha preparado previamente. Para esto, sigue las ideas de
un tema propuesto, expresa su opinin y la contrasta con la de
otros. Por ejemplo, participa en un debate sobre problemas de
inmigracin.

The death penalty is not the right way to

reduce murder rates.

Opening statements:
A: Ladies and gentlemen, today were here to talk about
immigration problem in the country. We believe that our
country needs to close its borders to immigrants. We
have many problems, and we cant solve other peoples
problems

First, the death penalty may put the life of

innocent people at risk. Lawyers, judges, and
juries can make mistakes, and innocent people
can pay for murders they have not committed.
Second, the death penalty does not stop
murder from happening. Countries that use
death penalty still experience high murder rates.
Finally, we cannot kill someone to show people
that murdering is bad.

Rebuttal:
B: If countries around us have problems, those problems
could be our own problems in the future. For that reason, we
must help immigrants. Immigrants are people like you
and me

Closing statements:
B: In short, we are humans, and when a person needs help, it
is a human act to help.

8
Narra de manera oral o escrita experiencias personales
o historias conocidas. Para esto, brinda detalles de las
situaciones, los lugares, las personas y las acciones. Por
ejemplo, comparte una leccin de vida con sus compaeros.

When I was a kid I didnt study much.

I listened to my teacher in class, and I
didnt study for exams. I remembered
the explanations, and I answered all
the questions. As I advanced from
elementary school to high school, it
was more complicated and I needed
to study, but I didnt. For this reason,
I failed grade 7 and that was a very
bad experience. I had to make new
friends, retake the course, graduate
later, and I had to feel my parents
disappointment. Since that moment,
I promised I was going to study
seriously, and I was going to be a
good student. Failing that year taught
me a very important life lesson.

- 32 -

DERECHOS BSICOS
DE APRENDIZAJE
INGLS

Grado 11

10

11

12

- 33 -

I am an
English
student