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PRESERVING OUR HERITAGE · Inglés 11°

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

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Summarize detailed explanations in academic lectures. Interactive: Participate in group discussions on literature.
  • Comprensión lectora (Reading): Reading: Recognize the writer's point of view in various texts. Reading: Analyze authentic non-fiction texts.
  • Expresión oral (Speaking): Productive: Narrate a story about personal experiences. Interactive: Engage in storytelling sessions using personal experiences.
  • Expresión escrita (Writing): Productive: Write personal letters or emails to express opinions. Interactive: Engage in writing exchanges about future aspirations.
  • Mediación (Mediation): Concept: Explain general concepts in simple terms. Text: Summarize information from instructions or announcements.

Comprensión auditiva · Listening

Conceptuales

  • 1Learning How We Take2 Care of Our Past
  • What Should We Preserve in the Future?

Procedimentales

  • Receptive: Summarize detailed explanations in academic lectures. Interactive: Participate in group discussions on literature.

Indicadores de logro

  • Can summarize the main ideas in a lecture about a historical Panamanian figure (e.g., "The speaker talked about Victoriano Lorenzo, a Panamanian hero who fought for independence. He was a symbol of resistance against foreign control.").
  • Can participate in discussions on literature, sharing insights from a story (e.g., "In the story, the Emberá villages are depicted as a vital part of Panama's heritage.").
  • Can respond constructively to classmates' views on cultural heritage by sharing examples and asking questions to deepen the discussion (e.g., "I agree that the Emberá weaving tradition is important. What do you think about how it's passed down to younger generations?").

Comprensión lectora · Reading

Conceptuales

  • 1Learning How We Take2 Care of Our Past
  • What Should We Preserve in the Future?

Procedimentales

  • Reading: Recognize the writer's point of view in various texts. Reading: Analyze authentic non-fiction texts.

Indicadores de logro

  • Can recognize a writer's point of view in texts on heritage preservation and explain their reasoning with textual evidence (e.g., "The writer argues that historical traditions are crucial for national identity because they strengthen community pride.").
  • Can analyze articles on cultural heritage, identifying examples that highlight preservation efforts (e.g., "Restoring Casco Viejo attracts tourists and promotes local culture.").
  • Can summarize main points and viewpoints in articles about heritage, preparing for classroom presentations (e.g., "The author argues that preserving Casco Viejo is essential for maintaining Panama's cultural legacy and historical identity." "Another viewpoint emphasizes the importance of protecting indigenous traditions, such as the craftsmanship of the Guna molas, to ensure that future generations value and celebrate their cultural roots.").

Expresión oral · Speaking

Conceptuales

  • 1Learning How We Take2 Care of Our Past
  • What Should We Preserve in the Future?

Procedimentales

  • Productive: Narrate a story about personal experiences. Interactive: Engage in storytelling sessions using personal experiences.

Indicadores de logro

  • Can narrate a story about personal experiences with cultural traditions, illustrating their importance for heritage preservation (e.g., "During Corpus Christi celebrations in La Villa de Los Santos, I watched traditional dances that showcased our folkloric heritage.").
  • Can engage in storytelling to describe the personal importance of heritage (e.g., "I visited the Panama Canal, which fills me with pride because my grandfather helped with its construction." "I visited the Panama Canal, where my grandfather worked during its construction.").
  • Can explain the cultural significance of Indigenous heritage by describing traditional practices (e.g., "The Guna people's traditional use of molas, brightly colored hand-woven textiles, is an important expression of their cultural identity and history.").

Expresión escrita · Writing

Conceptuales

  • 1Learning How We Take2 Care of Our Past
  • What Should We Preserve in the Future?

Procedimentales

  • Productive: Write personal letters or emails to express opinions. Interactive: Engage in writing exchanges about future aspirations.

Indicadores de logro

  • Can write emails to peers about the importance of preserving cultural heritage, sharing personal perspectives (e.g., "I have learned about the importance of preserving both architectural sites like Casco Viejo and traditional crafts like mola weaving.").
  • Can participate in writing exchanges discussing the significance of Panama's historical landmarks (e.g., "I believe Portobelo should be preserved because it's part of our history.").
  • Can compose letters to local officials, expressing opinions on cultural preservation efforts (e.g., "It's essential to protect our heritage sites for future generations.").

Mediación · Mediation

Conceptuales

  • 1Learning How We Take2 Care of Our Past
  • What Should We Preserve in the Future?

Procedimentales

  • Concept: Explain general concepts in simple terms. Text: Summarize information from instructions or announcements.

Indicadores de logro

  • Can explain the importance of heritage sites to classmates, using simple language and a map or image of a heritage site to emphasize cultural value (e.g., shows a timeline of restoration efforts and explains, "Casco Viejo is important because it represents Panama's colonial past and restoration efforts.").
  • Can summarize instructions for a field trip to a historical site, ensuring classmates understand the objectives by using visual aids (e.g., shows a timeline of events and says, "We'll learn about Panama's history and see how it connects to today.").
  • Can clarify the purpose of cultural preservation by using bilingual explanations and visuals in peer discussions (e.g., "Preserving our heritage sites helps us remember and share our history," with a translated summary if needed).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Competences Nouns: heritage, history, sites, tourists, culture, restoration, villages, trade routes, weaving, landmark, legacy, identity, efforts
  • Verbs: preserve, attract, live, offer, opened, became, transformed, continue, restore, play
  • Adjectives: relevant, historical, traditional, global, critical, cultural, significant, completed, interesting, restored, colonial, pre-hispanic Pronunciation Practice the pronunciation of the long vowel sound /eɪ/ in most words spelled with "a" + CV and "ai" or "ay" (e.g., "trade," "became," "great," "say") Practice the alternation of full vowels and reduced vowels in multisyllabic words (e.g., "important": /ɪmˈpɔːtənt/, "heritage": /ˈhɛrɪtɪdʒ/) Asking about cultural significance: "Why is preserving historic landmarks like Casco Viejo or the Pragmatic Panama Viejo ruins important?" Competences Describing historical sites: "The Panama Canal opened in 1914, becoming a pivotal part of Panama's global identity and transforming global trade." Discussing heritage respectfully: "I learned so much about the Emberá community when I visited their village, and it made me realize the importance of their traditions in preserving our Sociolinguistic national identity." Competences Showing interest in cultural diversity: Hearing about traditional festivals from the Ngäbe-Buglé region made me want to participate and understand their cultural roots. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Cultural Heritage Website Critical Thinking: Evaluate the importance of cultural
  • Overview: Students design a website about Panama's traditions and identity. historical sites, using relative clauses to describe Communication: Share ideas and experiences about essential locations (e.g., "The Panama Canal, which heritage clearly. opened in 1914..."). Collaboration: Work together to explore and present historical sites. Project 2: Heritage Virtual Exhibition Technology Integration:
  • Overview: Students create a virtual exhibition Create a website to showcase Panama's heritage using showcasing Panama's cultural heritage. They use the images, maps, and other elements. present perfect to describe ongoing preservation Build a virtual exhibition with artifacts and stories to efforts (e.g., "They have preserved..."). highlight preservation efforts. Make a short documentary combining visuals and interviews to show the value of protecting historical sites. Project 3: Heritage Preservation Documentary
  • Overview: Students create a documentary about the importance of preserving historical sites. Family and Society 36 Pre-Intermediate B1.2

Procedimentales

  • 1. Relative clauses like "which" and "where" (e.g., "Casco Viejo, which is a UNESCO World Heritage Site, attracts tourists from around the world." "The museum where the history of the Canal Zone is explained provides a great learning experience.")
  • 2. Past simple vs. present perfect (e.g., "The Panama Canal opened in 1914." "The Panama Canal has attracted many tourists.")
  • 3. Future simple for predictions (e.g., "We will continue to preserve our cultural and historical heritage.")

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