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SYLLABUS
Third Cycle of
Basic Education
Equipo técnico
• Augusto Antonio Cornejo Huezo
• Herbert Ovidio Aparicio Castellanos
• José Isaías Parada Díaz
• José Trinidad Galdámez Sáenz
ISBN 978-99923-58-62-7
© Copyright Ministerio de Educación de El Salvador 2008
Derechos Reservados. Prohibida su venta. Esta publicación puede ser reproducida en todo o en parte,
reconociendo los derechos del Ministerio de Educación de El Salvador.
Within the framework of the 2021 National Education Plan, The Ministry of Education is pleased to
make this updated version of the English Syllabus for the Third Cycle of Basic Education available
to you . Its content is coherent with our constructivist, humanist and socially committed curricular
orientation. At the same time, it incorporates the vision of developing competencies, making the
principles of the policy “Currículo al Servicio del Aprendizaje” be put into practice.
As part of this policy The Ministry of Education has renewed the guidelines for the evaluation of
learning to match the competencies proposal and the needed type of evaluation for our educational
system: an evaluation in the service of learning. This is possible if high expectations are placed on
our students and if they are told that with effort and steadiness they eventually can achieve their
goals.
The Ministry of Education takes advantage of this opportunity to manifest our trust in you. We know
you 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 of Education believes in your commitment to the mission which has been entrusted to
us - that the children, young men and women of El Salvador obtain better learning achievements
and develop integrally.
Contents’ relevance relies on their contribution to achieve the stated Sequencing of contents
objectives as well as language and preparation for life competencies.
Antoni Zabala3 defines contents as follows: The scope and sequence has been meticulously elaborated vertically
and horizontally to guarantee that teachers will deliver teaching in a
“Set of skills, attitudes and knowledge needed for development of scaffolding fashion and students will construct knowledge in the same
competencies. They are categorized in three large groups depending on way.
how they are related with knowing, knowing what to do or to be, that
is to say, conceptual contents, (deeds, concepts and conceptual systems), Moreover, contents are suited to address students’ needs, interests and
procedural contents (skills, techniques, methods, strategies..etc.) and problems to connect learning with background knowledge, previous life
attitudinal contents (attitudes, norms and values)” experiences and a sense of usefulness; therefore, learning will emerge as
a likeable, enjoyable and meaningful task.
2 The American Council on the Teaching of Foreign Languages, Proficiency Guidelines, New York, 1989.
6 3 Marco Curricular. Antoni Zabala. Documento de referencia de consulta para el Ministerio de Educación, página 21.
4
Los Contenidos de la Reforma. Cesar Coll y otros. Editorial Santillana. Aula XXI, 1992, página 85.
English syllabus for the third cycle 5
Ibid. Página 103.
d. Academic Reinforcement
Evaluation results must be used to support and orient teaching planning
as well as students’ learning. Through the analysis of evaluation results,
teachers could decide on what to feedback, and how to reshape their
teaching approach to address students’ affective and learning needs,
thus, preventing frustration and dislike towards English subject as well
as drop out.
6
Evaluación al Servicio del Aprendizaje, Ministerio de Educación, San Salvador, 2007.
7
Evaluación al Servicio del Aprendizaje, Ministerio de Educación, San Salvador, 2007. 7
English syllabus for the third cycle
Prioritized achievement
Conceptual contents
indicators
Procedural Numbered achievement
contents Attitudinal contents
indicators
8
English syllabus for the third cycle
On the understanding that there will be three English classes per week The cross-curricular themes contribute to the students’ integral education
and one hundred and twenty hours of classes in a school year, the six units because it is through their socialization that a democratic society plenty of
of study that make up the curriculum for the school year will be developed values is consolidated, a society where people and nature are respected
in the following estimated time: and people are able to solve personal, local and nation’s problems.
8
For further information, read section on Proyecto Curricular de Centro. Currículo al Servicio del Aprendizaje, Ministerio de Educación, San Salvador, 2007.
9
Fundamentos Curriculares de la Educación Nacional. Ministerio de Educación, páginas 115- 116, El Salvador, 1999. 9
English syllabus for the third cycle
10
English syllabus for the third cycle
Competencies
Grade Listening Speaking Reading Writing
Understanding is limited to Oral production consists of Able occasionally to identify Able to form some letters in
Novice
Grade
occasional isolated words, isolated words and perhaps isolated words and/or an alphabetic system, in
languages whose writing
Low10
such as cognates, borrowed a few high-frequency phrases. major phrases when strongly
AÑO
words, and high-frequency Essentially no func-tional supported by context. systems use syllabaries or
17th
Able to understand some Oral production continues Able to recognize the Able to copy or transcribe Novice
short utterances, particularly to consist of isolated words symbols of an alphabetic familiar words or phrases
and learned phrases within
Mid
where context strongly and/or syllabic writing and reproduce some from
supports understanding and very predictable areas of system and/or a limited memory. No practical
8th Grade
speech is clearly audible. need, although quantity is number of characters in a communicative writing
Comprehends words and increased. Vocabulary is system that uses characters. skills.
phrases from simple questions, sufficient only for handling The reader can identify an
statements, high-frequency simple, elementary needs increasing number of highly
and expressing basic
commands and courtesy contextualized words and/or
courtesies. Utterances rarely
formulae about topics related phrases including cognates
consist of more than two
to basic personal information and borrowed words,
or three words and show
or the immediate physical frequent long pauses and where appropriate. Material
setting. Requires long repetition of interlocutor’s understood rarely exceeds a
pauses, repetition and/or words. Speaker may have single phrase at a time, and
a slower rate of speech for some difficulty producing rereading may be required.
assimilation. even the simplest utterances.
Some Novice-Mid speakers
will be understood only with
great difficulty.
10
Levels of Proficiency. The American Council on the Teaching of Foreign Languages, ACTFL Guidelines, New York, 1989
11
English syllabus for the third cycle
utterances, particularly by relying heavily on learned of practical need. Where supply information on simple
where context strongly utterances but occasionally vocabulary has been learned, forms and documents. Can
9th
supports understanding and expanding these through can read for instructional write names, numbers, dates,
speech is clearly audible. simple combinations of their and directional purposes own nationality, and other
Comprehends words elements. Can ask questions standardized messages, simple autobiographical
and phrases from simple or make statements involving phrases or expressions, such information as well as some
questions, statements, high- learned material. Speech as some items on menus, short phrases and simple lists.
frequency commands and continues to consist of learned schedules, timetables, maps, Can write all the symbols in
courtesy formulae. May utterances rather than of and signs. At times, but not on an alphabetic or syllabic
require repetition, rephrasing personalized, situationally a consistent basis, the Basic- system or 50-100 characters
and/or a slowed rate of adapted ones. Vocabulary High level reader may be or compounds in a character
speech for comprehension. centers on areas such as able to derive meaning from writing system. Spelling and
basic objects, places, and material at a slightly higher representation of symbols
most common kinship terms. level where context and/or (letters, syllables, characters)
Pronunciation may still be extralinguistic background may be partially correct.
strongly influenced by first knowledge are supportive.
language. Errors are frequent
and, in spite of repetition,
some Novice-High speakers
will have difficulty being
understood.
12
English syllabus for the third cycle
Unit 2. What’s around us Unit 2. The classroom: Students demonstrate effective Classroom objects
The home, the school, the park and the street are the use of vocabulary and structures in order to describe Personal items, colors, possessions
settings in which students practice describing places and characteristics and location of classroom objects and expressions of thanks, common commands in the
asking and giving informa-tion. The vocabulary used refers talk about personal classroom belongings and exchange classroom
to home, school, days of the week, telling time. opinions about peers’ classroom possessions; moreover,
they give and follow classroom commands showing
courtesy and respect.
Unit 3. Having fun Unit 3. My family is from El Salvador: Students use Expressions for self-identification, family members, foods,
Students express preferences, describe actions, express vocabulary related to family ties, language and emotions and physical description, countries, nationalities
abilities ask and give informa-tion about entertaining, fun nationalities in order to give general information pertaining and languages, jobs and occupations, numbers from 91
activities at home, at the fair and on vacation. to age, nationality, number of family members, occupation to 200, age
and language; also, they express moods and describe
characteristics of family members.
Unit 4. Strengthening our body Unit 4. Goods: Students understand and produce language Numbers from 200 to 1000,clothing and accessories,
Sports and healthy life are the background in which related to prices, clothing, furniture, food and drinks in furniture, food and drinks, seasons and weather, money
students express their likes and dislikes, ask and give order to learn how to ask for and purchase goods as well denominations, prices up to $500.00
information about food and sports. as get acquainted with the role of Customer Service and
consumer’s rights.
Unit 5. Let’s save the earth Unit 5. Holidays: Students recognize and use ordinal Dates (month/day/year),ordinal numbers: 1st to 31st,
Vocabulary related to the eco-system is used to describe numbers, days of the week and months of the year in holidays, birthdays
animals and their habitats as well as to ask and give order to communicate ideas about age, and national
information about the weather. and international holidays. Furthermore, they engage in
conversations in order to tell age, place/date of birth and
general personal information.
Unit 6. What do you do? Unit 6. A perfect day Students interpret and use language Telling the time, daily activities, hobbies/entertainment
Actions and occupations as a framework to ask and give related to time, habitual actions and entertainment in
information about daily routines and future plans. order to keep a conversation going about daily routines
and schedules, frequency of habitual activities, hobbies
and leisure time activities.
13
English syllabus for the third cycle
Unit 2. Tales from other lands Unit 2. My school: Students identify vocabulary related Identification of facilities, personnel, objects and
Salvadorian short stories and traditions are the settings in to school facilities, personnel, courses, equipment, and equipment at school, comparison of objects, courses and
which students practice narrating and writing short stories, activities in order to recognize characteristics and make facilities, description of school activities
talking about the past and expressing their preferences. comparisons. They produce language using comparatives
and superlatives to denote degree in the school environment
and develop an attitude of respect and commitment toward
the school.
Unit 3. The wonders of nature Unit 3. My home: Students recognize and produce House and furniture, physical appearance of relatives,
Students talk and write about changes in their personality language related to house, furniture, physical appearance personality of relatives, meaning of home
and their body, ask and give infor-mation about food, and personality types in order to describe their own houses
describe a place, and ex-press the need to preserve and family members; besides, they are encouraged
nature. sensitive behavior by using respectful language to improve
relationships among family members.
Unit 4. The world of sports Unit 4. Let’s go shopping : Students recognize and produce Clothing and personal care items, home appliances,
The sense of cooperating in sports is the background language related to clothes, personal care items, home review of colors, prices up to $1000.00, groceries and
in which students talk about sports and other activities, appliances, groceries, and prices in order to exchange produce
describe and com-pare different occupations, and accept daily use information as well as value the importance of
or reject an invitation. learning a foreign language as a tool to communicate ideas
in the economic and social context.
Unit 5. Let’s enjoy music Unit 5. Party time: Students interpret and generate language Invitations, requests. expressions of agreement and
Vocabulary related to music, native musical instruments related to future plans, invitations, requests, expressions disagreement
and traditional festivities and food, are used to express of agreement and disagreement in order to fulfill basic
abilities, preferences, des-cribe people and places and communication needs and value the importance of planning
narrate past events social, cultural or academic activities in advance.
Unit 6. Not quantity but quality Unit 6. Healthy habits: Students recognize language related Food pyramid, eating habits, exercising and sports
Eating out and types of food as a framework to express to healthy eating habits, exercising and sports, as well as
preferences, compare prices and quality, accept or refuse the use of imperatives to give suggestions; in addition,
an invitation and make suggestions. they value and diffuse the importance of healthy habits to
achieve personal well-being.
14
English syllabus for the third cycle
Unit 2. Heroes are coming back Unit 2. The neighborhood: Students identify and demonstrate Locations in the neighborhood, directions in the
Some geographical locations, traffic signs, effective language use to ask for and give directions to get neighborhood, locations in a building
personal characteristics and behavior make up the to places in the neighborhood or offices in a building, and
framework in which students ask and give directions to simultaneously develop a sense of awareness to be helpful
a place, follow instructions on social behavior, describe to other people who need directions.
people, and express desires and plans.
Unit 3. Life in the future Unit 3. My hometown: Students comprehend and generate Tourist attractions, festivities, local/regional food,
Students describe what may happen in the future, discourse to convey information on tourist attractions, hometown history
express obligations and plans for the future and make festivities, local/regional food, and hometown’s history
predictions. and consequently promote cultural identity.
Unit 4. The living planet Unit 4. It’s on sale!: Students understand and articulate Food, shopping , numbers 1000 to 1,000,000, prices
The eco-system and weather conditions are the discourse expressing data on foods, numbers, prices, up to $1,000,000.00
background in which students talk about mythology, shopping and implicitly encourage good spending habits.
develop environmental awareness and describe the
weather in different places.
Unit 5. Towns and cities in the world Unit 5. Entertainment: Students understand and elaborate Leisure time activities (music, movies, books, games,
The students describe cities around the world, ask messages, at sentence and paragraph levels, on leisure sports)
and give information about holidays and means of time activities and decisively socialize the practice of sound
transportation, express opinions about cities, and create leisure time activities as a means to preserve physical and
a strong awareness about environmental problems. mental health and boost general cultural growth.
Unit 6. The magic screen Unit 6. You should visit the doctor: Students get meaning and Parts of the body, health problems, medications, feelings,
Television and the movie as a source of reference to ask operate successfully in communicating messages concerning suggestions
and give information about preferences concerning kinds to parts of the body, health problems, medications, feelings,
of movies, describe present and past events, express suggestions and acquire good health care-taking habits to
opinions and make suggestions. keep body healthy and be more productive in studies and
work.
15
English syllabus for the third cycle
1. The communicative approach emphasizes comprehension and The following methodological guidelines can be useful for teachers to
negotiation of meaning more than production of structures. Students plan and deliver English teaching in the classroom:
can learn to communicate through interacting, and understand that
the appropriate morpho-syntactical structures are developed once the 1. Explore background knowledge on the topic to be taught.
interaction begins. 2. Begin classes with a lead-in or an icebreaker and present language in
2. English teachers and students must create an atmosphere of mutual context.
respect and objectivity on the part of the listener in order to understand 3. Do controlled and free language practice.
better. 4. Integrate macro skills and sub-skills in the teaching-learning process.
3. This approach also develops cooperation and solidarity among the 5. Time and pace your teaching.
students, which they will carry on to their professional lives. 6. Create situations for using language for communication in varied
4. The communicative approach is student-centered. What is taught and contexts.
how it is taught are intimately related with what is learned and how it 7. Encourage students to communicate as early as possible, in the
is learned. The teaching learning process must be varied. teaching-learning process.
5. This approach demands that the classroom be a center of interaction 8. Mostly use target language in your classes.
between the teacher and the students, and among the students 9. Promote interaction and team work among students.
themselves. 10. Use authentic materials and input as much as possible.
6. The classroom must be organized in teams. Of course, this does not 11. Provide opportunities for students to practice an array of language
mean that work must always be done in teams. functions needed to go through basic survival situations as well as
7. The communicative approach makes learning take place in a real uncommon and complicated ones.
situational context and it also makes it meaningful in a variety of 12. Care for equally promoting discourse fluency and accuracy.
situations of everyday life. Upon finishing ninth grade, students will 13. Address students’ cognitive needs as well affective ones.
have acquired the fundamental communicative skills to face reality 14. Create a comfortable, confident and likeable teaching–learning
skillfully. atmosphere.
8. Conceptual, procedural and attitudinal contents must not be isolated, 15. Use proper error correction techniques in order to not hurt students’
since all of them are strictly related to the communicative act. Attitudinal feelings and hinder class participation.
contents play an important role in the learning process. 16. Promote cross-cultural understanding and harmonious exchange with
9. Communicative strategies must also be accounted for in the learning other cultures.
process. Teachers should make students aware of the way strategies 17. Teach across the curriculum to facilitate the education of exemplifying
are used to take full advantage of them. human beings and future professionals.
10. Learning strategies are equally important since they contribute to the 18. Wrap up classes to elicit the intended class learning and move on with
construction of the English language linguistic system. However, they the certainty the students have internalized knowledge to be successful
need to be taught and controlled. in the forthcoming classes.
11. Errors made by the students must not be seen as faults, but as evidence 19. Provide feedback in case it is needed; evaluate students’ learning and
of the dynamic nature of the learning process. your teaching.
12. English teachers should be aware that English is learned through a
creative construction process, being exposed to authentic material,
16
English syllabus for the third cycle
Grammatical competence refers to the degree to which the language user Writing production (writing) is a graphic representation of the language
has mastered the linguistic code. It includes knowledge of vocabulary, rules that uses conventional, systematic and identifiable signs. The goal of this
of pronunciation and spelling, word formation, and sentence structure. competency is to write general and specific texts on socio-cultural and
scientific topics to express ideas, emotions and thoughts with diverse
Sociolinguistic competence addresses the extent to which grammatical communicative purposes.
forms can be used or understood appropriately in various contexts to
convey specific communicative functions, such as persuading, describing, Preparation for life competencies
narrating, and giving commands. Factors like topic, role of the participants, These allude to the attitudinal contents through which attitudes,
and the setting will determine the appropriateness of the speaker’s attitude norms and values are socialized in school forging the character and
and his choice of style or register. personality of humane and educated persons and citizens. Therefore, this
dimension of the teaching learning process is subjected to be evaluated
Discourse competence involves the ability to combine ideas to achieve through students’ proper behavior when being confronted with real life
cohesion in form and coherence in thought. A person with a highly situations.
developed degree of discourse competence will know how to use cohesive
devices, such as pronouns and grammatical connectors (i.e. conjunctions,
adverbs, and transitional phrases and expressions), to achieve unity of
A list of kinds of tests is provided for teachers to choose from the ones that
adjust to the intended evaluation purposes:
15
Testing for Language Teachers. Arthur Hughes, 1989, pages 17-18.
18 16
Testing for Language Teachers. Arthur Hughes, 1989, page 13.
17
Ibid, page 10.
English syllabus for the third cycle 18
Ibid, page 10
19
Ibid, page 9
10
Ibid, pages 91-93.
ENGLISH
Seventh grade general objectives.
By the end of seventh grade, students will be able to:
Use vocabulary and structures by practicing dialogues in order to describe and locate
classroom objects, talk about personal belongings, give and follow classroom
commands showing courtesy and respect.
Use vocabulary related to family ties, age, language, nationalities and physical traits
by writing sentences and short paragraphs and engaging in dialogues in order to
exchange personal information and describe family members.
Interpret and use language related to time, habitual actions and entertainment by
asking and responding to questions in order to talk about daily routines and leisure
time activities.
20
English syllabus for seventh grade
21
English syllabus for seventh grade
■ Personal items classroom objects. ■ Thanking someone to show 2.2 Clearly recognizes expressions of thanks in audio
■ Recognizing expressions of gratitude. sources.
■ Colors
thanks. ■ Showing respect for others’ 2.3 Responds physically to classroom commands.
■ Possessions belongings.
■ Responding to classroom 2.4 Accurately discriminates the phonetic difference
■ Expressions of thanks commands. ■ Cooperating with peers in the between this /ðıs/ and these /ðiz/
■ Common commands in the ■ Identifying and associating classroom. 2.5 Names classroom objects with correct
classroom prepositions of place with spatial ■ Showing politeness when giving pronunciation.
Grammar in context: location. commands. 2.6 Describes classmates’ classroom belongings.
■ To be: wh-questions, yes-no ■ Discriminating the phonetic
questions, negative statements,
difference between this /ðıs/
and short answers
and these /ðiz/
22
English syllabus for seventh grade
23
English syllabus for seventh grade
24
English syllabus for seventh grade
25
English syllabus for seventh grade
✓ Understand both oral and written language related to prices, clothing, furniture, food and
UNIT 4
drinks in order to learn how to ask for and purchase goods in the target language.
✓ Produce oral and written language related to prices, clothing, furniture, food and drinks in
order to establish communication when purchasing goods.
GOODS
✓ Get acquainted with the role of Customer Service through authentic material in order to
become aware of consumer’s rights.
Approximate time: 28 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Participating in oral exchanges 4.1 Clearly discriminates numbers from 200 to 1000
actively. from diverse recorded material.
■ Numbers from 200 to 1000 ■ Discriminating numbers from 200
to 1000 in different sources. ■ Showing appreciation for his/her 4.2 Accurately writes down the prices of different
■ Clothing and accessories classmates’ remarks. clothing items and accessories from oral sources.
■ Identifying prices.
■ Furniture ■ Complimenting his/her 4.3 Identifies different clothing items and accessories
■ Listening and listing clothing items classmates’ preferences for by correctly pointing at them.
■ Food and drinks and accessories. clothing and accessories.
4.4 Discriminates colors of the most commonly used
■ Seasons and weather ■ Discriminating among colors. ■ Becoming aware of consumers’ clothing items, accessories, furniture, food and
rights and the role of Customer drinks.
■ Money denominations ■ Recognizing names of furniture in Service.
oral discourse. 4.5 Identifies and circles food mentioned in a
■ Prices up to $500.00
■ Developing awareness of the recording..
■ Associating oral input about food value of money.
Grammar in context: and drinks to pictures. 4.6 Actively gets involved in conversations about
■ Questions with How much…? clothes, accessories, furniture, food and drinks.
26
English syllabus for seventh grade
27
English syllabus for seventh grade
■ Identifying months in different ■ Being interested in classmates’ 5.2 Identifies and writes the months mentioned in diverse
■ Holidays participation. listening input.
sources.
■ Birthdays ■ Being polite when asking and 5.3 Identifies and associates action verbs from audio
■ Associating dates to holidays.
Grammar in context: answering questions. material with the corresponding holiday.
■ Identifying action verbs
■ Prepositions of time: in, on associated with holidays. ■ Tolerating classmates’ language 5.4 Successfully picks out specific information from
skills weaknesses. conversations of peers, teacher and audio related to
- Independence Day is in ■ Picking out specific information age and holidays.
September. about age and holidays. ■ Cooperating with other students
in group activities 5.5 Clearly distinguishes and applies the rising and
- What do you do on Mother’s ■ Distinguishing the intonation of falling intonation of questions.
Day? yes-no and wh- questions.
5.6 Differentiates and correctly reproduces the phonemes
■ To be: wh-questions ■ Differentiating the phonemes /s/, /z/, and /ez/ of the third person singular in
e
- When is your birthday? /s/, /z/, and /ez/ of the third
e
affirmative sentences in the present tense.
person singular.
- What is the main holiday in San 5.7 Accurately pronounces the days of the week and
Salvador? months of the year.
28
English syllabus for seventh grade
29
English syllabus for seventh grade
✓ Recognize language related to time, habitual actions and entertainment in order to establish
UNIT 6
a conversation about daily routines, schedules, frequency of activities, personal hobbies and
leisure time activities.
✓ Use vocabulary and structures learned, by exchanging oral and written language, in order to
A PERFECT DAY
talk about daily routines, daily schedules, frequency of habitual activities, personal hobbies
and leisure time activities.
- We hardly ever watch TV at ■ Differentiating the phonemes /t/, ■ Using his/her imagination and 6.8 Confidently exchanges information about their
night. /d/, and /ed/ of the regular
e creativity to perform specific daily schedule for personal activities at home,
past tense. tasks. work and school.
30
English syllabus for seventh grade
31
English syllabus for seventh grade
ENGLISH
Eighth grade general objectives.
By the end of eighth grade, students will be able to:
Recognize and produce language related to goods, by interacting with peers, in order
to exchange opinions and ideas about their economic and social context.
Recognize and produce language related to healthy life habits by describing activities
and giving suggestions in order to exchange opinions about the importance of healthy
habits.
✓ Understand sentence-level written and oral language related to introductions, greetings and
UNIT 1
leave-takings , personal information, likes and dislikes by listening to authentic conversations
and audio material in order to communicate with peers and others. GETTING TO KNOW
✓ Produce oral and written sentence-level texts related to introductions, greetings and leave-
takings, personal information, likes and dislikes by using vocabulary, expressions and
MY CLASSMATES
grammatical structures to fulfill basic communication needs in English.
✓ Develop a positive attitude toward English to exchange personal information with respect and
establish a cordial relationship with peers.
Approximate time: 9 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Demonstrating interest in listening 1.1 Recognizes formal and informal introductions,
to personal information. greetings and leave takings.
■ Formal and informal introductions, ■ Recognizing formal and informal
greetings and leave-takings introductions, greetings and leave ■ Showing respect for others when 1.2 Clearly identifies deletions and clusters
takings. exchanging personal information. in language when exchanging personal
■ Nicknames information.
■ Identifying deletions and clusters ■ Cooperating with peers in
■ Vocabulary and expressions to in language used to exchange teamwork. 1.3 Recognizes the phonemes /s/, /z/, and /ez/ e
exchange personal information personal information. of the third person singular form in audio and
■ Developing a positive attitude written sources.
■ Likes and dislikes ■ Recognizing the phonemes /s/, toward sharing personal
/z/, and /ez/ of the third
e preferences with peers. 1.4 Expresses formal and informal greetings with
Grammar in context: person singular form of action correct pronunciation and intonation.
verbs.. ■ Participating in dialogues with
■ Review of verb to be and the confidence. 1.5 Introduces himself/herself and others correctly.
simple present Speaking
1.6 Addresses his/her teachers and partners
- Ana is a good student. ■ Greeting and introducing people adequately, formally and informally.
formally and informally.
- Luis plays baseball.
33
English syllabus for eighth grade
34
English syllabus for eighth grade
✓ Identify vocabulary related to school facilities, personnel, courses, equipment, and activities
UNIT 2
in order to recognize characteristics and make comparisons.
✓ Produce oral and written language by comparing people, objects, and different issues in a MY SCHOOL
school setting.
✓ Develop an attitude of respect and commitment toward the school by becoming aware of
characteristics and differences in order to create a positive learning environment.
35
English syllabus for eighth grade
36
English syllabus for eighth grade
Useful expressions:
37
English syllabus for eighth grade
✓ Recognize oral and written language related to house, furniture, physical appearance and
UNIT 3
personality types by listening to audio material and reading texts in order to describe their
own houses and family members.
✓ Produce oral and written language by describing house spaces and furniture, physical
MY HOME
appearance, and personality of family members, in order to communicate the ideas of home
and family.
✓ Encourage a sensitive behavior by using respectful language in order to improve relationships
among family members.
Approximate time: 24 hours
■ Asking about people’s personality ■ Practicing cooperation when 3.8 Confidently gives short speeches about favorite
working in teams. chores at home.
38
English syllabus for eighth grade
39
English syllabus for eighth grade
✓ Recognize oral and written language related to clothes, personal care items, home appliances,
UNIT 4
groceries, and prices by reading antd listening to classmates, teacher and taped audio material
in order to exchange daily use information.
✓ Produce spoken and written language related to clothes, personal care items, home
LET’S GO SHOPPING
appliances, groceries, and prices in order to fulfill basic communication needs.
✓ Value the importance of learning a foreign language as a tool to communicate ideas in the
economic and social context.
40
English syllabus for eighth grade
41
English syllabus for eighth grade
✓ Interpret oral and written language related to future plans, invitations, requests, expressions
UNIT 5
of agreement and disagreement in order to fulfill basic communication needs.
✓ Generate spoken and written sentence-level language by expressing future plans, making, PARTY TIME
accepting, or declining invitations, making requests and showing agreement or disagreement
in order to establish a successful social relationship.
✓ Value the importance of planning social, cultural or academic activities in advance.
Approximate time: 24 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Showing courtesy when making 5.1 Uses pre-listening strategies (prediction, building
■ Invitations ■ Using pre-listening strategies. and accepting invitations. background knowledge) before listening
■ Cooperating actively in planning activities.
■ Requests ■ Recognizing vocabulary related
to invitations and requests in celebrations among peers. 5.2 Recognizes vocabulary related to invitations and
■ Expressions of agreement and requests in audio sources and from peers’ oral
disagreement different sources. ■ Promoting positive attitudes
toward traditional local festivities. input.
Grammar in context: ■ Picking out key words related to
future plans, adverbs of time and ■ Showing interest in making plans 5.3 Picks out key words related to future plans,
■ Future with BE+GOING TO expressions of agreement and for the future. adverbs of time and expressions of agreement
disagreement. and disagreement from recorded material and
- I’m going to have a birthday ■ Being polite when making authentic oral input.
party. ■ Recognizing the sounds /gonna/ requests.
for “going to” and /wanna/ for 5.4 Clearly recognizes and reproduces the sounds
- We’re going to celebrate ■ Developing awareness toward /gonna/ for “going to” and /wanna/ for “want
Teacher’s Day. “want to” in speaking. the role of learning strategies to”.
■ Adverbs of time Speaking in the acquisition of a foreign
language. 5.5 Correctly asks and answers questions about future
- I’m going to arrive early at the ■ Asking and telling about future plans.
party. plans.
5.6 Makes invitations to different events with
- Do you want to join us for lunch ■ Making invitations to different grammatical accuracy.
tomorrow? activities or events.
5.7 Politely accepts or declines invitations from
partners.
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English syllabus for eighth grade
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English syllabus for eighth grade
✓ Recognize oral and written language related to healthy eating habits, exercising and sports,
UNIT 6
as well as the use of imperatives in the context of daily life activities in order to communicate
with peers and others. HEALTHY HABITS
✓ Produce spoken and written language by using the acquired vocabulary and structures in
order to communicate ideas related to healthy habits within a present and past time frame.
✓ Value and diffuse the importance of healthy habits to achieve personal wellbeing. Approximate time: 24 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Emphasizing the importance of 6.1 Successfully identifies vocabulary related to
■ Food pyramid ■ Identifying vocabulary related nutrition and healthy habits to healthy food, good eating habits, exercising, and
to healthy food, eating habits, improve the quality of life. the practice of sports in oral input from teacher
■ Eating habits and peers.
exercising and sports in different ■ Encouraging the no consumption
■ Exercising and sports sources. of drugs for good mental and 6.2 Extracts specific information on foods, eating
Grammar in context: ■ Extracting specific information on physical health. habits, exercising and sports from live and
foods, eating habits, exercising, ■ Promoting a positive attitude recorded audio sources.
■ Imperatives
and sports from different sources. toward the practice of sports and 6.3 Clearly recognizes and reproduces the phonemes
- Drink lots of water. fitness activities. /s/, /z/ and /iz/ for third person singular verb
■ Recognizing the phonemes /s/,
- Don’t eat too much after seven. /z/ and /iz/ for third person ■ Working on academic tasks with endings.
■ Review of Simple present tense in singular verb endings. creativity. 6.4 Clearly recognizes and reproduces the phonemes
all forms ■ Recognizing the phonemes /t/, ■ Recognize in a positive manner /t/, /d/, and /id/ of the regular past tense.
- She does aerobics. /d/, and /id/ of the regular the authority of parents and 6.5 Describes personal eating and exercising habits
past tense. teachers. with appropriate vocabulary and correct use of
- We eat fruit for dessert.
the present tense.
- I don’t exercise after lunch.
6.6 Correctly quantifies food and other items by using
- What do you eat for breakfast? too many and too much.
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English syllabus for eighth grade
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English syllabus for eighth grade
ENGLISH
Ninth grade general objectives
By the end of ninth grade, students will be able to:
Recognize and produce language dealing with professional and academic background,
plans and invitations, by reading and writing texts, in order to exchange information.
Understand and articulate discourse by expressing data on food, numbers, prices and
shopping in order to communicate and foster good spending habits.
Produce language related to health problems, feelings, and leisure time activities by
describing issues and giving suggestions to communicate ideas and promote good
health habits and sound leisure time activities.
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English syllabus for ninth grade
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English syllabus for ninth grade
✓ Identify language related to directions and locations in the context of the neighborhood by
UNIT 2
discriminating or picking out information from recorded material, conversations or written
texts to understand and follow directions.
THE NEIGHBORHOOD
✓ Demonstrate effective use of the learned language oral and written by successfully asking for
and giving directions in order to find places in the neighborhood or in a building.
Approximate time: 9 hours
CONTENTS ACHIEVEMENT INDICATORS
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Acting in a helpful manner when 2.1 Locates places in the neighborhood and in a
■ Locations in the neighborhood ■ Locating places in the giving directions to others. building plan.
■ Directions in the neighborhood neighborhood and in a building. ■ Being patient and understanding 2.2 Follows oral directions in the neighborhood and
■ Following oral directions. with people who request detailed in a building.
■ Locations in a building directions.
Speaking 2.3 Politely asks for directions to get to places in the
Grammar in context: ■ Showing friendliness and neighborhood and in a building.
■ Prepositions of place ■ Asking for directions in the hospitality to people who request
neighborhood and in a building. 2.4 Gives directions in the neighborhood and
directions. in a building showing respect, support and
- The store is across from the bank.
■ Giving directions in the ■ Show respect and support to friendliness.
- The doctor’s office is on the second neighborhood and in a building. people who are lost searching
floor. 2.5 Successfully reads neighborhood maps and
Reading for locations in the neighborhood building plans.
■ Review of ordinal numbers and in a building.
■ Reading a map of the 2.6 Successfully follows written directions to get to
- The office is the second door on the neighborhood. ■ Showing creativity when places in the neighborhood and in a building.
right. performing academic tasks.
■ Reading a building plan.
- She lives on Third Avenue.
■ Following written information
■ Possessive of names (street signs, labels) in the
- That is Lidia’s house. neighborhood and in a building.
- Carlos’s sister lives around the
corner.
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English syllabus for ninth grade
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English syllabus for ninth grade
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English syllabus for ninth grade
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English syllabus for ninth grade
✓ Understand oral and written language related to foods, numbers, prices and shopping by
UNIT 4
IT’S ON SALE!
listening to and reading different sources in order to satisfy specific communication needs.
✓ Articulate oral and written discourse expressing data on foods, numbers, prices and shopping
in order to communicate with others and implicitly foster good spending habits.
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English syllabus for ninth grade
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English syllabus for ninth grade
✓ Interpret oral and written language messages related to leisure time activities in spoken and
UNIT 5
written discourse in order to fulfill communication needs.
✓ Produce, at sentence and paragraph levels, oral and written discourse about leisure time
activities in order to exchange ideas in the target language. ENTERTAINMENT
✓ Socialize decisively the practice of sound leisure time activities as a means to preserve physical
and mental health as well as to boost cultural growth.
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English syllabus for ninth grade
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English syllabus for ninth grade
✓ Recognize oral and written language associated with different parts of the body, health
UNIT 6
problems, medications, feelings and suggestions through listening and reading in order to
fulfill intended communication needs.
✓ Generate messages concerning parts of the body, health problems, medications, feelings and
YOU SHOULD VISIT
suggestions by producing comprehensive oral and written discourse in order to communicate
successfully. THE DOCTOR
✓ Acquire healthy habits to maintain a healthy body and be more productive in studies and work.
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English syllabus for ninth grade
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English syllabus for ninth grade
Communicative competence: It refers to the learners’ ability to Proficiency: It refers to language level performance with expert,
use vocabulary and grammatical rules as well as the ability to correctness and facility obtained through systematic learning
form correct utterances and use them appropriately according or acquisition. It is divided into several levels ranging from
to the context. novice low to superior according to the ACTFL proficiency
guidelines.
Contents: It is the set of socially relevant cultural forms and
knowledge chosen to be part of an area serving its general Proficiency tests: They are designed to measure people’s
objectives. The contents’ relevance depends on their role to ability in a language obtained through systematic learning or
achieve the development of competencies. Contents are acquisition. Its content is based on a specification of what
classified in three types: conceptual, procedural and attitudinal candidates have to be able to do in the language in order to be
contents. considered proficient. Being proficient means having sufficient
command of the language for a particular purpose.
Functional/notional syllabus: the course content is based on
functions not grammatical structures. Examples of functions Target language: The language a learner is trying to learn in
include: informing, agreeing, apologizing, requesting, addition to his/her native language. It’s also called L2.
promising, and so on. Examples of notions include size, age,
Technique: It refers to the procedures/activities, aligned with a
color, comparison, time, and so on.
given method, that are actually used in the classroom to
Language function: It refers to the language act through which develop contents, language competencies and preparation for
a speaker expresses his/her intended message using grammar, life competencies.
vocabulary, phrases, formulaic expressions, gestures, etc to
make himself/herself be understood. It is the most specific
distinctive feature of communicative competence because it
makes teachers and students move away from structural
teaching and learning, to serve the major purpose of cohesive
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English syllabus for the third cycle
This edition consists of 11,000 copies. It was printed with funds from the Government of the Republic of El Salvador
Provided by the Commission for Education, Social Peace and Security
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English syllabus for the third cycle