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PLANNING FOR A FRIEND'S VISIT · Inglés 10°

PLANNING FOR A FRIEND'S VISIT · Inglés 10°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Analyze the tone and implied meaning in discussions. Interactive: Respond appropriately when participating in discussions on familiar topics.
  • Comprensión lectora (Reading): Reading: Distinguish between facts and opinions in texts on everyday subjects. Reading: Analyze the similarities and differences between two texts.
  • Expresión oral (Speaking): Productive: Present personal opinions on a variety of topics. Interactive: Engage in problem-solving discussions.
  • Expresión escrita (Writing): Productive: Create instructions for a task in personal life. Interactive: Compile feedback for collaborative writing in a structured manner.
  • Mediación (Mediation): Text: Mediate information from notices or announcements for broader understanding. Concept: Interpret graphical data for classroom use.

Comprensión auditiva · Listening

Conceptuales

  • Interesting Things to See
  • Unique Facts About My Area

Procedimentales

  • Receptive: Analyze the tone and implied meaning in discussions. Interactive: Respond appropriately when participating in discussions on familiar topics.

Indicadores de logro

  • Can recognize tone and implied meaning in conversations about visitor safety by identifying key concerns and suggested precautions (e.g., "They said Panama is generally safe, but emphasized being cautious in crowded areas, which suggests concern about pickpocketing.").
  • Can identify key attractions from a conversation about a city tour (e.g., "They said the Panama Canal, the Contemporary Art Museum, and the local beaches are good places to see!").
  • Can interpret implied suggestions and respond appropriately when discussing travel plans (e.g., "The guide suggested taking a bus because it makes it easy to get around in the city.").

Comprensión lectora · Reading

Conceptuales

  • Interesting Things to See
  • Unique Facts About My Area

Procedimentales

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

Indicadores de logro

  • Can distinguish between factual information and opinions in a travel guide and explain how these impact visitor perceptions (e.g., "The guide says Panama hats are popular souvenirs, but this might be an opinion to promote local businesses.").
  • Can compare two guides on Panama City attractions (e.g., "Both guides say you have to try the restaurants. The local food is amazing.").
  • Can analyze opinion differences between two restaurant reviews (e.g., "One reviewer loved the food, but didn't like the decorations. The other reviewer loved everything about the restaurant.").

Expresión oral · Speaking

Conceptuales

  • Interesting Things to See
  • Unique Facts About My Area

Procedimentales

  • Productive: Present personal opinions on a variety of topics. Interactive: Engage in problem-solving discussions.

Indicadores de logro

  • Can express personal opinions about places to visit by interpreting suggestions and explaining implied meanings. (e.g., "I think when someone says, 'It's popular with tourists,' they really mean it might be overcrowded or too commercial.").
  • Can solve problems related to directions and locations in the city (e.g., "To get to the museum, go straight down this street, take the second left, and it will be on your right.").
  • Can participate in a discussion about planning activities for a friend's visit by asking and answering questions to build a detailed itinerary (e.g., "What time does the museum open?" "After the museum, we can visit the seafood market. What do you think?").

Expresión escrita · Writing

Conceptuales

  • Interesting Things to See
  • Unique Facts About My Area

Procedimentales

  • Productive: Create instructions for a task in personal life. Interactive: Compile feedback for collaborative writing in a structured manner.

Indicadores de logro

  • Can write instructions for visiting a local attraction (e.g., "To reach the museum, walk two blocks from the bus station").
  • Can compile and organize peer suggestions into a cohesive guide for must-see locations, adding personal insights and recommendations (e.g., "Several classmates recommended Casco Viejo for its historical significance, and I agree because its restored buildings offer a glimpse into Panama's past.").
  • Can provide a written response to a friend's question about the best places to visit (e.g., "In the past, I visited the old town, and it was an unforgettable experience. I know that today, there are more restaurants and walking areas, making it even more enjoyable for visitors.").

Mediación · Mediation

Conceptuales

  • Interesting Things to See
  • Unique Facts About My Area

Procedimentales

  • Text: Mediate information from notices or announcements for broader understanding. Concept: Interpret graphical data for classroom use.

Indicadores de logro

  • Can explain basic information from local area notices or events, using gestures and visuals (e.g., "The museum is open on weekends," while pointing to weekend days on a calendar).
  • Can interpret visitor information charts for peers and explain the significance of highlighted points (e.g., "This map shows the museum and beach locations. Visiting the museum first makes sense because it's closer to the bus stop.").
  • Can summarize key details of an announcement by repeating main ideas (e.g., "The event starts at 3 p.m." while pointing to the time on a digital clock display).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: visit, area, location, attraction, plan, direction, market, museum, restaurant, beach, town, history, blocks, cathedral, accommodations, landmark, guide, itinerary, precaution, safety, Linguistic transportation Competences Verbs: see, visit, plan, stay, explore, showcase, witness, connect, miss, recommend, give, explain, guide, describe, enjoy, navigate, direct, advise, arrange
  • Adjectives: breathtaking, tranquil, interesting, unique, wonderful, must-see, local, national, famous, close, available, safe
  • Prepositions: go straight, turn right, turn left, across from, next to, between, behind, opposite, in front of Pronunciation Practice the pronunciation of contrastive sounds, focusing on single and double consonants (e.g., /st/ in "stay" and /ɪks/ in "explain," /tʃ/ in "chance" and /ʃ/ in "showcase") Practice pronouncing the disappearing or reduced syllables after a stressed syllable (e.g., "interesting" (/ˈɪn.trə.stɪŋ/) and "restaurant" (/ˈrɛs.trɒnt/) Pragmatic Asking for recommendations on local attractions (e.g., "What places should my friend visit?") Competences Describing popular landmarks (e.g., "The museum showcases our cultural heritage.") Participate in group planning for events or trips, offering directions and suggestions clearly, Sociolinguistic ensuring everyone understands (e.g., "Let's plan the trip so we visit the Panama Canal in the Competences morning and have lunch at the fish market. After that, we can walk through Casco Viejo." "We should meet at the park entrance at 9 a.m. From there, we'll take the first bus to the museum."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: City Tour Brochure Skills:
  • Overview: Students design a brochure for a tour of their city, connecting the past and the present perfect to describe Communication: Describing places to help others locate them locations and attractions (e.g., "This park has been a favorite and visualize the environment. spot for families for years, and it was once the site of historic events." "The old theater has attracted visitors since it was Problem-solving: Giving precise directions using spatial built in 1920."). language to help others navigate unfamiliar places. Project 2: Directions Video Tutorial
  • Overview: Students create a video giving directions to popular Organizational: Summarizing detailed information from others landmarks, incorporating the future with "will" and "going to" clearly and coherently to convey the intended message. and specific directions to guide viewers (e.g., "We will start at the Central Plaza, turn left at the museum, and continue Technology Integration: straight until we reach the park." "You're going to take the first right after the cathedral and then walk two blocks to the Develop a digital travel brochure in a presentation tool. art gallery."). Record and edit a short video tutorial using a video creation Project 3: Itinerary Planning Presentation platform.
  • Overview: Students create a presentation outlining a visit Create an interactive presentation using a digital design tool. itinerary, using reported speech to share recommendations and plans (e.g., "The guide said that the cathedral offers the best views of the city." "They mentioned that the local market is busiest in the mornings."). Being Local and Global Citizens 38 Pre-Intermediate B1.1

Procedimentales

  • 1. Past simple and present perfect for contrasting actions over time (e.g., "Casco Viejo was once a neglected area, but after its restoration, it has become a popular destination for tourists.")
  • 2. Future with "will" and "going to" to express future intentions (e.g., "I will book a tour of the city for us, and we’re going to try that new restaurant by the waterfront.")
  • 3. Reported speech (e.g., "They said that the best seafood is found in the seafood market.")

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