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Matemáticas Lenguaje Ciencias Naturales Ciencias Sociales Inglés Transición
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Qué se consolida en este grado

Grade 9 students work at CEFR A2–B1. They consolidate ability to communicate about familiar topics in their personal, school and community environments. The year emphasises cause-effect reasoning, structured summaries, short academic expositions and exchange of opinions, preparing students for the oral and written demands of Saber 11.

ING-G09-DBA01
Derecho básico 1

Explica el por qué de planes y acciones relacionadas con su entorno personal, escolar y comunitario. Estructura sus explicaciones de manera apropiada y tiene en cuenta la ortografía, la pronunciación y conectores para comunicar sus ideas.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Explaining plans and actions (present continuous / be going to / will)Personal, school and community environment vocabularyConnectors of reason: because, since, as, due to
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Cómo lo trabajo en clase 1 h 30

Our School, Our Plan

ObjetivoStudents explain plans and actions related to their personal, school and community environments using appropriate connectors of reason in spoken and written English at A2–B1 level.

MaterialesPoster paper, markers, sentence-frame cards, bilingual dictionaries, rubric for oral production.

Desarrollo1. Warm-up (10 min): Teacher shows images of school/community problems and elicits vocabulary. 2. Language input (15 min): Short model text with 'because / since / due to'; students identify connectors. 3. Group work (30 min): Each group chooses a real school problem, writes a plan (5–6 sentences) explaining WHY they propose each action. 4. Oral presentations (25 min): Groups present their plan; classmates complete a listening grid. 5. Reflection (10 min): Class discusses which plans are most feasible.

Producto que entrega el estudianteA short written plan (5–6 sentences) plus a 2-minute oral presentation explaining the reasons behind the proposed actions.

«What plans can we make to improve our school or community, and why are those actions necessary?»

5

Otras formas de trabajarlo

  • Think-Pair-Share oral — Students individually think about a personal or community plan, then pair up to explain their reasons in English, and finally share with the whole class using a sentence frame: 'I am planning to … because …'
  • Community Action Poster — Small groups design a poster about a school or community improvement action. They write and orally present the plan and its justification using cause-and-reason connectors, then receive peer feedback.
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Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Names a plan using isolated words or memorised phrases; provides little or no reason; makes frequent errors that impede understanding.

Básico

States a plan and gives at least one reason using 'because'; sentences are simple but mostly comprehensible; limited vocabulary.

Alto

Explains plans and actions with two or more reasons using varied connectors; speech and writing are mostly fluent and accurate.

Superior

Articulates well-justified plans with coherent reasoning; uses a range of connectors and vocabulary; adapts register to audience; responds to questions confidently.

7

Con qué cierro

  • What plan does the group propose and what reasons do they give for it in their presentation?
  • Why do you think the group chose that specific problem to solve? What does that tell us about their priorities?
  • Do you agree that this plan is the best solution? What alternative actions would you propose and why?
ING-G09-DBA02
Derecho básico 2

Reconoce relaciones de causa y efecto en lecturas cortas sobre temas académicos. Para esto, tiene en cuenta el vocabulario, los conectores y sus conocimientos previos.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Cause-and-effect relationships in academic textsSignal words: therefore, as a result, consequently, leads to, because ofReading comprehension strategies: skimming, scanning, inference
4

Cómo lo trabajo en clase 1 h 30

Reading the Chain of Events

ObjetivoStudents identify and explain cause-and-effect relationships in short academic texts using appropriate signal words in English.

MaterialesPrinted authentic short texts (science/social studies topics), graphic organiser worksheet, coloured pens for annotation, signal-word reference card.

Desarrollo1. Activation (10 min): Teacher writes 'cause → effect' on board; students give everyday examples in English. 2. Modelled reading (15 min): Teacher reads aloud a sample text, thinks aloud to identify signal words. 3. Guided practice (20 min): Students read their assigned text, highlight signal words and complete the organiser. 4. Jigsaw sharing (25 min): New groups share their cause-effect chains orally; peers take notes. 5. Writing task (15 min): Each student writes 3 sentences summarising one cause-effect relationship from a classmate's text. 6. Wrap-up (5 min): Class compiles a shared list of signal words used.

Producto que entrega el estudianteCompleted graphic organiser and 3 written sentences explaining a cause-effect relationship using signal words.

«How do authors signal cause-and-effect relationships in academic texts, and why is recognising these relationships important for understanding?»

5

Otras formas de trabajarlo

  • Cause-Effect Graphic Organiser — Students read a short academic text (80–120 words) and complete a graphic organiser identifying causes and their effects; they then compare answers with a partner before class discussion.
  • Jigsaw Reading — Groups receive different short texts on related academic topics. Each group identifies cause-effect relationships and teaches the content to the rest of the class using a visual aid.
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Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Identifies at least one cause or effect with support; may confuse cause with effect; relies heavily on L1.

Básico

Recognises explicit cause-effect relationships and names one or two signal words; written sentences are simple but clear.

Alto

Identifies multiple cause-effect chains and explains them using varied signal words; infers implied relationships.

Superior

Analyses complex cause-effect relationships across texts; evaluates the author's reasoning; uses academic vocabulary accurately in written responses.

7

Con qué cierro

  • Which signal words in the text indicate a cause-effect relationship?
  • Based on the information in the text, what other effects could the same cause produce that are not mentioned?
  • Do you think the author presents the cause-effect relationship objectively or with a bias? Justify your answer with evidence from the text.
ING-G09-DBA03
Derecho básico 3

Resume la información que ha leído o escuchado sobre temas relacionados con su entorno escolar y académico a través de escritos estructurados.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Structured written summaries (topic sentence, key ideas, conclusion)Paraphrasing and avoiding copy-paste: synonyms and sentence restructuringNote-taking from reading and listening sources
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Cómo lo trabajo en clase 1 h 30

In My Own Words

ObjetivoStudents summarise information from a reading or listening source about a school or academic topic through a structured written paragraph.

MaterialesShort authentic text or audio recording (1–2 min) on an academic topic, note-taking template, summary writing guide, sticky notes, peer-feedback rubric.

Desarrollo1. Pre-reading/listening (10 min): Activate prior knowledge; students predict content from title and key words. 2. First reading/listening (15 min): Students take notes using a guided template (Who? What? Why? How?). 3. Second pass (10 min): Students verify and add details to notes. 4. Writing (25 min): Students write a summary paragraph (4–6 sentences): topic sentence → 2–3 key ideas → closing sentence. 5. Gallery walk (20 min): Summaries posted; peers give written feedback. 6. Revision (10 min): Students improve one aspect of their summary based on feedback.

Producto que entrega el estudianteA structured written summary paragraph (4–6 sentences) demonstrating paraphrasing and logical organisation.

«What are the most important ideas in this text, and how can I express them accurately and concisely in my own words?»

5

Otras formas de trabajarlo

  • Read-Note-Write-Share — Students read or listen to a short academic text, take brief notes in their own words, write a structured summary paragraph, then compare and discuss summaries in pairs.
  • Summary Gallery Walk — Groups post their written summaries on the walls; classmates do a silent gallery walk, leave sticky-note feedback on content accuracy and language, and then groups revise their summaries.
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Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Copies phrases from the source with minimal transformation; summary lacks clear structure; key ideas may be missing or inaccurate.

Básico

Writes a summary that includes the main idea and one or two key details with some paraphrasing; basic sentence structure.

Alto

Produces a well-organised summary with topic sentence, key ideas and conclusion; uses paraphrasing effectively; vocabulary is varied.

Superior

Summary is concise, accurate and fully in the student's own words; shows critical selection of information; uses cohesive devices and academic vocabulary accurately.

7

Con qué cierro

  • What is the main topic of the text and what key information does your summary include?
  • What information did you decide to leave out of your summary and why?
  • How does writing a summary in your own words help you understand and remember information better than simply copying it?
ING-G09-DBA04
Derecho básico 4

Realiza exposiciones cortas sobre un tema académico de su interés. Para esto, tiene en cuenta la secuencia de las acciones, la claridad de las ideas y se asesora con sus compañeros y su profesor.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Structure of a short academic oral presentation (introduction, body, conclusion)Presentation language: signposting phrases, transitionsPronunciation and delivery: pace, volume, eye contact
4

Cómo lo trabajo en clase 1 h 30

Spotlight on Knowledge

ObjetivoStudents deliver a short structured oral presentation (3–4 minutes) on an academic topic of their choice, using signposting language and appropriate delivery techniques.

MaterialesPresentation outline template, signposting phrase bank, oral presentation rubric, timer, optional visual aid (poster or slides).

Desarrollo1. Model analysis (15 min): Class watches/listens to a short model presentation; students identify structure and signposting phrases. 2. Planning (20 min): Students complete their outline: hook → 2 main points → conclusion + call to action. 3. Rehearsal pairs (20 min): Partner feedback using checklist (Did they introduce the topic? Use transitions? Maintain eye contact?). 4. Presentations (25 min): 3–4 students present to the class; audience completes a listening guide. 5. Reflection (10 min): Self-assessment against the rubric; students write one goal for improvement.

Producto que entrega el estudianteA 3–4 minute oral presentation with a written outline and completed self-assessment rubric.

«How can I organise and present an academic topic clearly so that my audience understands and stays engaged?»

5

Otras formas de trabajarlo

  • Structured Research and Rehearsal — Students individually research a topic of academic interest, organise their ideas using a presentation outline, rehearse with a partner using a feedback checklist, and then deliver their presentation to the class.
  • Peer Coaching Circles — In small groups, students take turns presenting; peers use a structured feedback form to comment on content, language and delivery, and the presenter reflects on improvements.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Presents with heavy reliance on notes or reads verbatim; limited use of signposting; difficult to follow; significant pronunciation issues.

Básico

Covers the main topic with a basic introduction and conclusion; uses some signposting phrases; delivery is hesitant but comprehensible.

Alto

Presents a clearly structured talk with effective signposting, adequate pacing and mostly accurate language; minimal reliance on notes.

Superior

Delivers a fluent, well-organised presentation; adapts language to the audience; uses visual aids effectively; responds confidently to questions; pronunciation and intonation are clear throughout.

7

Con qué cierro

  • What signposting phrases did the presenter use to guide the audience through their presentation?
  • How did the presenter's choice of examples help you understand the topic better?
  • Was the presentation effective in conveying the information? What changes would make it more persuasive or clear?
ING-G09-DBA05
Derecho básico 5

Expresa su opinión sobre un tema discutido en clase y relacionado con su entorno académico. Para esto, cita lo que han dicho sus compañeros, otras personas o fuentes de información

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Expressing opinions: I think/believe/feel, In my opinion, From my perspectiveAgreeing, disagreeing and hedging politelyDiscussion of academic and school-related topics
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Cómo lo trabajo en clase 1 h 30

My Voice in the Classroom

ObjetivoStudents express, justify and respectfully challenge opinions on academic topics discussed in class using appropriate opinion-expressing language.

MaterialesOpinion phrase bank cards, topic prompt cards (school uniform, homework, technology in class), discussion rubric, reflection journal.

Desarrollo1. Warm-up (10 min): Students rank 3 school topics from most to least important and share with a partner. 2. Language input (15 min): Teacher introduces opinion, agreement and disagreement phrases; students practise in short drills. 3. Four Corners activity (20 min): Statement posted; students choose position, explain to group, listen to others, may change position. 4. Mini-debate (30 min): Two teams argue opposing views on a class-related topic; each student must contribute at least one opinion or counter-argument. 5. Written reflection (15 min): Students write 4–5 sentences stating their opinion and one counter-argument they heard.

Producto que entrega el estudianteActive participation in the discussion plus a written reflection (4–5 sentences) expressing a personal opinion with justification.

«How can I express and defend my opinion clearly and respectfully in an academic discussion in English?»

5

Otras formas de trabajarlo

  • Opinion Spectrum (Four Corners) — Teacher poses a controversial academic statement; students move to corners labelled Strongly Agree / Agree / Disagree / Strongly Disagree and justify their position in English using opinion phrases.
  • Structured Academic Controversy — Pairs research both sides of a class-related issue, present one side, switch and present the other, then seek a consensus position, practising opinion and counter-argument language.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

States a yes/no opinion with little or no justification; relies on L1 or simple formulaic expressions.

Básico

Expresses a clear opinion using basic phrases and gives at least one reason; may struggle to respond to disagreement.

Alto

Justifies opinions with multiple reasons; acknowledges counterarguments; uses a variety of opinion and hedging phrases.

Superior

Engages fluently in academic discussion; builds on others' ideas; uses evidence to support views; language is accurate and nuanced.

7

Con qué cierro

  • What opinion phrases did your classmates use most often during the discussion?
  • Why might someone who disagrees with you still have a valid point? What evidence supports their view?
  • Did the discussion change your opinion on the topic? Why or why not? What makes an argument convincing?
ING-G09-DBA06
Derecho básico 6

Intercambia información sobre temas del entorno escolar y de interés general en una conversación. Para esto, se basa en los apuntes tomados después de leer o escuchar información sobre el tema tratado.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Conversational strategies: turn-taking, clarification requests, fillersSchool and general-interest vocabulary in contextQuestion formation and active listening
4

Cómo lo trabajo en clase 1 h 30

Let's Talk About It

ObjetivoStudents exchange information about school and general-interest topics through structured conversational interactions using turn-taking strategies.

MaterialesTopic cards (school life, hobbies, current events), conversation strategy posters, audio recording device (optional), observation checklist.

Desarrollo1. Modelling (10 min): Teacher demonstrates a conversation with a student, highlighting turn-taking cues and clarification requests ('Could you repeat that?', 'What do you mean by…?'). 2. Strategy practice (15 min): Students practise clarification and follow-up questions in pairs. 3. Information-gap task (25 min): Pairs exchange information about different school events using a structured form. 4. Speed-networking (25 min): Rotations with new topic each time; teacher circulates and notes language. 5. Debriefing (15 min): Class shares interesting information heard; teacher gives language feedback based on observations.

Producto que entrega el estudianteSuccessful participation in at least three different conversations; a brief written note on one interesting piece of information exchanged.

«What strategies help me keep a conversation going and ensure I understand and am understood?»

5

Otras formas de trabajarlo

  • Information-Gap Conversation Tasks — Student A has information that Student B needs and vice versa; they exchange information through real questions and answers in English, practising turn-taking and clarification.
  • Speed-Networking Conversations — Students rotate every 3 minutes to speak with a new partner about a different school-related topic card; each conversation requires at least one question and one follow-up question.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Participates minimally; gives very short answers; rarely initiates questions; frequent communication breakdowns.

Básico

Asks and answers basic questions; maintains short exchanges; uses some clarification strategies with support.

Alto

Sustains conversations with relevant questions and answers; uses turn-taking cues and clarification naturally; vocabulary is mostly appropriate.

Superior

Engages in fluid, natural exchanges; builds on partner's ideas; repairs misunderstandings efficiently; uses varied vocabulary and correct grammar consistently.

7

Con qué cierro

  • What information did you successfully exchange with your conversation partners?
  • When did you need to ask for clarification and what strategy did you use to understand your partner?
  • What makes a conversation productive? How is exchanging information in English different from doing so in Spanish?
ING-G09-DBA07
Derecho básico 7

Identifica el propósito, las partes y tipo de textos en una lectura o audio cortos y los comparte con sus compañeros. Para eso, se apoya en la estructura del texto, los títulos y subtítulos, marcadores de secuencia, conectores y el vocabulario que se repite.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Text types and purposes: narrative, descriptive, expository, persuasiveText structure: title, introduction, body, conclusionIdentifying author's purpose and target audience
4

Cómo lo trabajo en clase 1 h 30

What Kind of Text Is This?

ObjetivoStudents identify the purpose, structure and type of short authentic texts and audio excerpts, and share their analysis with classmates.

MaterialesSets of short authentic texts (news article, advertisement, story excerpt, instructions), audio clips, text-analysis worksheet, chart paper.

Desarrollo1. Pre-task (10 min): Teacher shows examples of different text types; class discusses how they look and sound different. 2. Guided analysis (20 min): Together the class analyses one text using the 5-question guide: Who wrote it? For whom? Why? What type? What are the parts? 3. Group sorting task (25 min): Groups sort mixed excerpts, justify choices in English, create a poster. 4. Presentations (20 min): Groups explain their sorting decisions; peers agree or challenge with reasons. 5. Audio extension (10 min): Class listens to a short audio clip and identifies its purpose and type. 6. Individual exit slip (5 min): Students write the text type and purpose of one excerpt in two sentences.

Producto que entrega el estudianteCompleted text-analysis worksheet, group classification poster, and written exit slip identifying text type and purpose.

«How can I recognise the type, purpose and key parts of a text in English, and how does this help me understand it better?»

5

Otras formas de trabajarlo

  • Text Detective — Students analyse a set of short authentic texts using a structured guide to identify purpose, text type, key parts and intended audience; they record findings and compare with a partner.
  • Collaborative Text-Type Sorting — Groups receive mixed excerpts from different text types; they sort, justify their classification, create a visual summary and present to the class.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Identifies text type with teacher support; confuses purpose with topic; analysis is incomplete.

Básico

Correctly identifies text type and states a basic purpose; names at least two structural parts.

Alto

Identifies text type, purpose, audience and main structural parts independently; explains reasoning using text evidence.

Superior

Critically analyses texts identifying multiple purposes, intended audiences and rhetorical strategies; compares text types and evaluates effectiveness.

7

Con qué cierro

  • What are the main parts of each text type you analysed today?
  • How does knowing the purpose of a text help you decide which reading strategy to use?
  • Can a text have more than one purpose? Give an example from your analysis and explain your reasoning.
ING-G09-DBA08
Derecho básico 8

Redacta textos de mediana longitud en los cuales realiza recomendaciones o sugerencias sobre situaciones de interés personal, escolar o social. Para ello, tiene en cuenta las relaciones de contraste, comparación, adición, entre otras.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Writing recommendations and suggestions (should, ought to, I recommend, Why not…)Paragraph structure: context, problem/situation, recommendations, closingFormal vs. informal register in written texts
4

Cómo lo trabajo en clase 1 h 30

Advice Worth Taking

ObjetivoStudents write a medium-length structured text (8–10 sentences) making recommendations or suggestions about a situation of personal, school or social interest.

MaterialesScenario cards (bullying, screen time, environment, study habits), writing frame template, modal-verb reference sheet, colour-coded peer-editing guide, revision checklist.

Desarrollo1. Warm-up (10 min): Students brainstorm common school/social problems; teacher introduces modal verbs for recommendations. 2. Scenario reading (10 min): Small groups read their scenario card and discuss possible recommendations. 3. Planning (15 min): Individual outline using the writing frame: context → problem → 3 recommendations with reasons → closing. 4. First draft (20 min): Students write their text using modals and recommendation phrases. 5. Peer editing (20 min): Exchange and annotate using colour guide. 6. Revision and sharing (15 min): Students revise drafts and share one recommendation with the class, explaining why.

Producto que entrega el estudianteA revised written text of 8–10 sentences with structured recommendations and peer-edited annotations.

«How can I write clear, well-structured recommendations that persuade others to act on an important situation?»

5

Otras formas de trabajarlo

  • Problem-Solution Writing Frame — Students read a brief scenario describing a personal, school or social situation, then plan and write a medium-length text giving structured recommendations using a guided writing frame.
  • Peer Editing Workshop — Students exchange drafts; peers use a colour-coded annotation guide to mark recommendations (blue), justifications (green) and language accuracy (yellow); writer revises based on feedback.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Produces a short text with one or two basic recommendations; modal verbs are absent or incorrect; little justification.

Básico

Writes a text with at least three recommendations using 'should'; gives simple reasons; basic paragraph structure present.

Alto

Produces a well-organised text with varied modal verbs and justified recommendations; register is mostly appropriate; sentences are complex.

Superior

Writes a coherent, persuasive text with nuanced recommendations, strong justifications and correct use of varied modals and cohesive devices; register is consistent and audience-aware.

7

Con qué cierro

  • What recommendations did you make in your text and what reasons did you give for each one?
  • How did your peer's feedback help you improve your text? What changes did you make and why?
  • Are written recommendations more effective than spoken ones for bringing about change in your school? Justify your view.

Con qué se sostiene este plan

Los DBA no van solos: se apoyan en el enfoque del área y en los estándares del ciclo, y lo que aquí se enseña es lo que después evalúa la prueba Saber.

Enfoque del área

Enfoque comunicativo basado en el Marco Común Europeo de Referencia (MCER). El inglés como herramienta de comunicación intercultural.

Competencias clave

Competencia comunicativa en inglés: lingüística, sociolingüística y pragmática. Escucha, habla, lectura.