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OUR TIME CAPSULE · Inglés 10°

OUR TIME CAPSULE · Inglés 10°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Show comprehension of everyday conversations, with some repetition of particular words and phrases. Interactive: Respond appropriately when participating in discussions on familiar topics.
  • Comprensión lectora (Reading): Reading: Analyze the similarities and differences between two texts. Reading: Distinguish between facts and opinions in texts on everyday subjects.
  • Expresión oral (Speaking): Productive: Explain how to use common technological devices and applications. Interactive: Exchange opinions about the results of surveys and investigations.
  • Expresión escrita (Writing): Productive: Write simple, informal emails/letters. Interactive: Participate in a written discussion on paper, through apps, online, or in a forum discussion.
  • Mediación (Mediation): Communication: Facilitate discussions on project goals and tasks. Text: Clarify written instructions in collaborative projects.

Comprensión auditiva · Listening

Conceptuales

  • How I Am Preparing for the Next Five Years
  • In Ten Years, I Will...

Procedimentales

  • Receptive: Show comprehension of everyday conversations, with some repetition of particular words and phrases. Interactive: Respond appropriately when participating in discussions on familiar topics.

Indicadores de logro

  • Can identify and summarize key points from a conversation about career plans, including relevant advice (e.g., "The speaker plans to pursue software development and will take an internship with a local Panamanian tech company.").
  • Can respond appropriately in a discussion about future goals and summarize peers' plans (e.g., "Carlos said that he is interested in studying marine biology.").
  • Can comprehend and summarize ideas in a conversation about career advice (e.g., "The podcast suggested that you should reach out to local organizations to meet mentors in areas you are interested in for work.").

Comprensión lectora · Reading

Conceptuales

  • How I Am Preparing for the Next Five Years
  • In Ten Years, I Will...

Procedimentales

  • Reading: Analyze the similarities and differences between two texts. Reading: Distinguish between facts and opinions in texts on everyday subjects.

Indicadores de logro

  • Can analyze similarities and differences in articles on skill development (e.g., "Both articles mention communication and critical thinking.").
  • Can distinguish between factual information and opinions in two articles about future careers, with examples related to Panama (e.g., "The first article states that coding jobs are growing globally, while the second article argues that Panama needs to increase training for tech roles.").
  • Can compare views in two texts about career paths for students (e.g., "I think this article about talking to family members about how they learned their skills is better advice than just reading about jobs on the internet.").

Expresión oral · Speaking

Conceptuales

  • How I Am Preparing for the Next Five Years
  • In Ten Years, I Will...

Procedimentales

  • Productive: Explain how to use common technological devices and applications. Interactive: Exchange opinions about the results of surveys and investigations.

Indicadores de logro

  • Can explain to classmates how to use a device to record goals for a time capsule (e.g., "Press this button to start recording.").
  • Can exchange ideas about future goals and skills for career planning (e.g., "I think critical thinking will be important for my career.").
  • Can discuss future career trends by sharing survey results and personal views related to Panama (e.g., "According to our class survey, many students want to pursue careers in tourism and eco-friendly innovation, which reflects Panama's focus on environmental conservation.").

Expresión escrita · Writing

Conceptuales

  • How I Am Preparing for the Next Five Years
  • In Ten Years, I Will...

Procedimentales

  • Productive: Write simple, informal emails/letters. Interactive: Participate in a written discussion on paper, through apps, online, or in a forum discussion.

Indicadores de logro

  • Can write a letter to their future self, describing detailed career goals and the steps needed to achieve them (e.g., "In five years, I will be pursuing a degree in marine biology at the University of Panama, supported by an internship at a conservation organization.").
  • Can participate in a written discussion about time capsule items (e.g., "The teacher said that we should include photos of our class in the project.").
  • Can write a brief note explaining a personal item for the time capsule (e.g., "I have chosen this book because it will help me grow.").

Mediación · Mediation

Conceptuales

  • How I Am Preparing for the Next Five Years
  • In Ten Years, I Will...

Procedimentales

  • Communication: Facilitate discussions on project goals and tasks. Text: Clarify written instructions in collaborative projects.

Indicadores de logro

  • Can facilitate a discussion on future goals for the time capsule using gestures (e.g., "What should we put in our time capsule?" while showing pictures of items like photos and letters.).
  • Can clarify project instructions by listing steps on the board (e.g., "Step 1: Choose items; Step 2: Write descriptions").
  • Can help classmates understand project instructions by rephrasing in simple terms or using the native language when needed (e.g., "Everyone must bring a personal object for the project," while pointing to the list of items).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: career, future, goals, possibilities, advice, education, training, technology, engineering, medicine, software developer, data analyst, internship, experience, skills, leadership, problem- Linguistic solving, critical thinking, community service, opportunities Competences Verbs: pursue, accomplish, reflect, suggest, recommend, develop, research, enhance, explore, volunteer, consider, gain, prepare, plan, train, learn, study, achieve, succeed, work
  • Adjectives: future-oriented, accomplished, skilled, practical, critical, adaptable, successful, educational, high-demand, relevant
  • Modals: will, would, might, can, could Wh-questions: what, how, why Pronunciation Practice the pronunciation of the long vowel /i/ in different types of spelling (e.g., -ie in "achieve" and "believe," -ee in "volunteer" and "engineering," and -ea in "leadership") Practice stress in multisyllabic words and compounds (e.g., "leadership," "problem-solving," "critical thinking," "community service," and "high demand") Asking peers about future goals for the time capsule (e.g., "What would you like to achieve in Pragmatic five years?") Competences Explaining item choices for the capsule (e.g., "I am including a photo of my robotics project because it represents my goal to become an electronic engineer in the future."). Sociolinguistic Organize class discussions about personal goals for the future, assigning roles to peers (e.g., "Let's Competences have a recorder to write down everyone's goals and a presenter to summarize our discussion."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Career Planning Infographic
  • Reflection: Exploring career possibilities by weighing
  • Overview: Students design an infographic outlining personal interests, potential challenges, and external their career goals, using modal to express possibilities opportunities. (e.g., "I might pursue...").
  • Communication: Describing personal or professional plans in progress, especially in the context of career goals. Critical thinking: Reflecting on advice received from others, Project 2: Time Capsule Video such as mentors, teachers, or peers, and evaluating its
  • Overview: Students record a video about their relevance. aspirations, using the future continuous to describe plans (e.g., "I will be working as..."). Technology Integration: Project 3: Reflection Blog Create a digital infographic outlining career goals using a
  • Overview: Students write a blog reflecting on the visual design tool. advice they've received about career planning. They Record and edit a personal video message about future use reported speech to share insights (e.g., "My aspirations using a multimedia platform. teacher said that..."). Write and publish a reflective blog about career advice using an online writing tool. Family and Society 44 Pre-Intermediate B1.1

Procedimentales

  • 1. Modals for career possibilities (e.g., "I might pursue...")
  • 2. Future continuous for ongoing plans (e.g., "I will be working as...")
  • 3. Reported speech to share advice (e.g., "My teacher said that I should...")

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