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OUR CHANGING FORESTS · Inglés 11°

OUR CHANGING FORESTS · Inglés 11°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow the linear structure of a short formal talk. Interactive: Respond to questions and arguments in debates.
  • Comprensión lectora (Reading): Reading: Summarize arguments from general and academic articles. Reading: Analyze authentic non-fiction texts.
  • Expresión oral (Speaking): Productive: Give a speech on an academic topic. Interactive: Engage in negotiations on various topics.
  • Expresión escrita (Writing): Productive: Create informative articles on common interests. Interactive: Produce a collaborative story on local or global interest topics.
  • Mediación (Mediation): Concept: Interpret non-verbal cues in communication. Communication: Facilitate peer discussions on various topics.

Comprensión auditiva · Listening

Conceptuales

  • I Explored the Ecological History Of…
  • How Our Ecology Is Changing

Procedimentales

  • Receptive: Follow the linear structure of a short formal talk. Interactive: Respond to questions and arguments in debates.

Indicadores de logro

  • Can follow the linear sequence of points on a short history of local ecology (e.g., "You can see from the photo in 2020 there was more rainforest in the area than in 2025.").
  • Can respond to questions in arguments or debates on forest change (e.g., "The author makes a good argument about cutting down the forest for farming. It has a big impact on the environment.").
  • Can identify and discuss key points in a structured talk on ecological issues (e.g., "The first part of the talk was about the water cycle of rainforests.").

Comprensión lectora · Reading

Conceptuales

  • I Explored the Ecological History Of…
  • How Our Ecology Is Changing

Procedimentales

  • Reading: Summarize arguments from general and academic articles. Reading: Analyze authentic non-fiction texts.

Indicadores de logro

  • Can summarize and evaluate arguments in articles about local governance and civic engagement, focusing on diverse viewpoints (e.g., "This article highlights that participation in town meetings can lead to better street repairs, but others argue that online surveys could be more inclusive.").
  • Can analyze authentic texts about environmental restoration activities, evaluating their impact on the environment (e.g., "Planting trees along the river has improved air quality and reduced erosion.").
  • Can extract main points from articles on forest health and share them in reviews, noting environmental improvements (e.g., "Our community's recycling program has successfully reduced waste in local landfills.").

Expresión oral · Speaking

Conceptuales

  • I Explored the Ecological History Of…
  • How Our Ecology Is Changing

Procedimentales

  • Productive: Give a speech on an academic topic. Interactive: Engage in negotiations on various topics.

Indicadores de logro

  • Can give a speech about deforestation and its impact on local ecology (e.g., "Deforestation has affected biodiversity in our area.").
  • Can engage in role-play discussions about ecological changes in the local area and propose environmentally responsible actions (e.g., "If people planted more trees, the forests would recover faster.").
  • Can participate in negotiations about environmental changes and ask follow-up questions to encourage detailed answers (e.g., "If we limited urban expansion, would local wildlife have more space to thrive?").

Expresión escrita · Writing

Conceptuales

  • I Explored the Ecological History Of…
  • How Our Ecology Is Changing

Procedimentales

  • Productive: Create informative articles on common interests. Interactive: Produce a collaborative story on local or global interest topics.

Indicadores de logro

  • Can create informative articles explaining local ecological changes and their impact on the community (e.g., "If the town plants more trees, the air quality will improve.").
  • Can create informative articles about environmental conservation guidelines, listing actions to protect local forests (e.g., "If we prevent illegal logging, the forest ecosystem will recover faster.").
  • Can work with peers to produce a story about ecological changes, incorporating community conservation efforts (e.g., "Over the past few years, our community has implemented several conservation projects that have significantly improved the local ecosystems.").

Mediación · Mediation

Conceptuales

  • I Explored the Ecological History Of…
  • How Our Ecology Is Changing

Procedimentales

  • Concept: Interpret non-verbal cues in communication. Communication: Facilitate peer discussions on various topics.

Indicadores de logro

  • Can interpret classmates' non-verbal cues, like nodding or frowning, in discussions about environmental issues and adjust responses accordingly (e.g., uses a hand gesture to invite contribution and says, "I noticed you seemed interested; would you like to share your thoughts on recycling?").
  • Can facilitate discussions on ecological topics by prompting classmates to contribute ideas about conservation, using visuals like a deforestation map to spark conversation (e.g., "How can we reduce pollution in our area?").
  • Can interpret reactions, such as looking puzzled, during discussions on deforestation, using simpler language and drawings to explain (e.g., points to a simple diagram of a forest and says, "Deforestation means cutting down trees, which harms animals' habitats.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: deforestation, biodiversity, pollution, rivers, marine life, ecosystems, plastic waste, trees, air quality, climate change, forest, conservation, landfills, recycling, forest health, logging, species Competences
  • Verbs: explore, change, impact, reduce, plant, improve, fight, protect, recycle, accumulate, affect, contribute, maintain, recover
  • Adjectives: healthier, increased, significant, dramatic, local, sustainable, environmental, comparative, ecological, plastic-free, illegal, approximate, accurate, dramatic, native Pronunciation Pronunciation of the long vowel sound /aɪ/ in words spelled with "i" (e.g., "life," "bio," and "diversity") and "y" (e.g., "try" and "type") Nouns and adjectives ending in -ate often have the ending reduced to /ɪt/ (e.g., "climate," "approximate," and "accurate") Word stress in multisyllabic words and compound terms, such as "dramatic," "ecological," and "plastic-free" Pragmatic Asking about environmental impact (e.g., "How has deforestation affected our area?" ) Competences Discussing conservation ideas (e.g., "If we plant more trees, we can improve air quality.") Sociolinguistic Expressing environmental concerns politely (e.g., "Protecting our forests benefits everyone."). Competences Using community-focused language (e.g., "Together, we can make a difference in conservation."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Forest Conservation Report Critical thinking: Analyzing and comparing past and present
  • Overview: Students create a report on local forest health, actions affecting biodiversity, evaluating their consequences, using the present perfect to discuss environmental and proposing sustainable alternatives. changes and conditionals to predict future consequences Problem-solving: Identifying challenges such as deforestation (e.g., "The forest has lost many native species over the and brainstorming actionable solutions, both individually and past decade." "If we reduce deforestation, the forest will collaboratively. recover faster." "If more people planted trees, the forest Communication: Expressing ideas clearly and confidently about would be healthier."). environmental issues and discussing changes in biodiversity with peers and community members. Project 2: Forest Health Infographic
  • Overview: Students design an infographic using Technology Integration: comparatives to raise awareness about deforestation (e.g., Collaboratively write a report using a cloud-based document "Biodiversity is greater..."). editor that allows multiple users to write, edit, and comment in real time. Project 3: Environmental Documentary Design infographics with a visual design tool that supports the
  • Overview: Students create a documentary about local creation of charts, images, and text for data representation. forests, using the present perfect and conditionals to Edit videos using video editing software that allows students to discuss conservation efforts. cut, merge, and enhance clips with transitions and effects. Nature and Wellness 32 Pre-Intermediate - B1.2

Procedimentales

  • 1. Present perfect (e.g., "Deforestation has significantly affected biodiversity in our area.")
  • 2. First and second conditional (e.g., "If we preserve our forests, we will help reduce deforestation." "If people planted more trees, forests would recover faster.")
  • 3. Comparatives (e.g., "Urban ecosystems have less biodiversity compared to rural or natural habitats.")

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