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DREAM JOBS · Inglés 10°

DREAM JOBS · Inglés 10°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow detailed oral instructions in class. Interactive: Interpret and relay information in pair and group discussions.
  • Comprensión lectora (Reading): Reading: Evaluate arguments in opinion pieces. Reading: Analyze the similarities and differences between two texts.
  • Expresión oral (Speaking): Productive: Explain future career or educational plans. Interactive: Participate in role-plays about job interviews.
  • Expresión escrita (Writing): Productive: Compose a detailed personal narrative. Interactive: Write collaborative stories or articles.
  • Mediación (Mediation): Communication: Assist in negotiations between student groups. Text: Mediate information from notices or announcements for broader understanding.

Comprensión auditiva · Listening

Conceptuales

  • What Are the Jobs of the Future?
  • What Skills Do I Need for a Future Career?

Procedimentales

  • Receptive: Follow detailed oral instructions in class. Interactive: Interpret and relay information in pair and group discussions.

Indicadores de logro

  • Can follow instructions from a career planning workshop (e.g., "I should study computer science and learn programming languages.").
  • Can interpret key details in a class discussion about future jobs and relay that information accurately during pair or group work (e.g., "They said that jobs in AI will need skills like data analysis and programming.").
  • Can identify key points from a group discussion on career goals, taking notes and summarizing information (e.g., "What career paths might emerge due to automation, and what skills are required?").

Comprensión lectora · Reading

Conceptuales

  • What Are the Jobs of the Future?
  • What Skills Do I Need for a Future Career?

Procedimentales

  • Reading: Evaluate arguments in opinion pieces. Reading: Analyze the similarities and differences between two texts.

Indicadores de logro

  • Can evaluate the strength of career predictions in an article, identifying key points and supporting arguments (e.g., "I agree with the argument that there is a growing need for data scientists and software engineers due to technological advancements.").
  • Can compare perspectives in two texts about future careers by highlighting differences in predictions and evidence (e.g., "One article supports remote work due to flexibility, while the other highlights challenges related to productivity.").
  • Can assess arguments in a text about AI's impact on careers (e.g., "I think the article presents a strong case that AI will replace repetitive tasks.").

Expresión oral · Speaking

Conceptuales

  • What Are the Jobs of the Future?
  • What Skills Do I Need for a Future Career?

Procedimentales

  • Productive: Explain future career or educational plans. Interactive: Participate in role-plays about job interviews.

Indicadores de logro

  • Can explain to peers the required skills for a future job (e.g., "You need to be good at math to work in engineering.").
  • Can participate in a role-play to practice for a job interview, asking and answering detailed questions about strengths, goals, and required skills (e.g., "What is your greatest strength?" "I am a quick learner, and I enjoy working with technology.").
  • Can share future educational plans and reasons (e.g., "I will study engineering to work on technology projects.").

Expresión escrita · Writing

Conceptuales

  • What Are the Jobs of the Future?
  • What Skills Do I Need for a Future Career?

Procedimentales

  • Productive: Compose a detailed personal narrative. Interactive: Write collaborative stories or articles.

Indicadores de logro

  • Can compose a detailed essay explaining why they chose a dream job, developing ideas across an introduction, body paragraphs, and a conclusion (e.g., "I chose engineering because I enjoy solving problems. I also like working on projects that require creativity. In the future, I hope to contribute to sustainable building projects.").
  • Can write a story with peers about a future job (e.g., "In the future, I will be working in technology.").
  • Can collaboratively write a description of skills needed for future careers (e.g., "New jobs will require creativity and problem-solving.").

Mediación · Mediation

Conceptuales

  • What Are the Jobs of the Future?
  • What Skills Do I Need for a Future Career?

Procedimentales

  • Communication: Assist in negotiations between student groups. Text: Mediate information from notices or announcements for broader understanding.

Indicadores de logro

  • Can assist groups negotiating job ideas by simplifying phrases (e.g., "Can we pick one dream job to research?" while showing job options like "doctor, teacher, artist" on a chart).
  • Can mediate information from job announcements with visuals (e.g., pointing to job descriptions like "Skills needed: computer skills" in a flyer).
  • Can explain terms from job notices, using examples (e.g., "Requires teamwork" by saying, "You work with others," and pointing to a teamwork image).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: jobs, skills, future, demand, advancement, automation, remote work, market, career, Linguistic prediction, technology, opportunities, industries, AI (artificial intelligence), fields, employment, Competences innovation, workforce, adaptability, education, industries
  • Verbs: disappear, evolve, work, adapt, acquire, require, advance, change, predict, automate, replace, develop, demand, learn, prepare, innovate, foresee, anticipate, grow
  • Adjectives: future, relevant, technological, automated, remote, in-demand, adaptable, advanced, evolving, innovative Pronunciation Practice the pronunciation of contrastive sounds, focusing on single consonants (e.g., /dʒ/ in "change" and /ʒ/ in "vision") Practice stress in multisyllabic words and compounds (e.g., "automation," "advancement," "adaptability," "employment," "artificial intelligence," and "remote work") Asking about future career paths (e.g., "What careers do you think will be in demand?") Pragmatic Explaining personal career goals (e.g., "I will be an engineer and will work on innovative Competences projects.") Participate in group discussions about future careers by giving advice that reflects an awareness of social context, such as adapting tone, formality, and language choices based on the audience, Sociolinguistic and by providing insights into the skills needed for evolving job markets (e.g., "If you're talking to Competences a peer, you might say, 'You should definitely build a portfolio.' But when speaking to a teacher or mentor, you might say, 'I'd like to develop a portfolio to demonstrate my creative skills.' ") Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Future Job Poster
  • Overview: Students create a poster showcasing future Career literacy: Describing potential job trends and future jobs, using the future simple tense to describe trends developments in different industries. (e.g., "New jobs will emerge..."). Communication: Discussing possible career paths and opportunities when exploring different options. Project 2: Career Interview Video Analytical thinking: Exploring hypothetical career
  • Overview: Students record an interview with a situations and evaluating possible outcomes based on professional about the future of work, using modals to different scenarios or choices. discuss job possibilities (e.g., "These jobs may require..."). Technology Integration: Project 3: AI Career Analysis Presentation Develop a digital visual poster illustrating future job trends
  • Overview: Students present an analysis of how AI using a graphic design platform. might impact future careers, using the future simple Record and edit an interview discussing career possibilities and future continuous to explore scenarios (e.g., "In using a multimedia tool. the next decade, AI will be transforming industries Create a digital presentation analyzing the impact of AI on and reshaping how we work and live." "If AI continues future careers using a presentation software. to evolve..."). Expressing Ourselves 42 Pre-Intermediate B1.1 and Connecting with Others

Procedimentales

  • 1. Future simple to predict jobs (e.g., "Many new jobs will emerge.")
  • 2. Future continuous for long-term goals (e.g., "In ten years, people will be working...")
  • 3. Modals for possibilities (e.g., "Jobs may require...")

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