Planificación Docente / Currículo / Inglés 12° / EXPLORING OUR GLOBAL COMMUNITY

EXPLORING OUR GLOBAL COMMUNITY · Inglés 12°

EXPLORING OUR GLOBAL COMMUNITY · Inglés 12°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Comprehend lectures on general academic subjects. Interactive: Engage in debates on change, including local or global changes.
  • Comprensión lectora (Reading): Reading: Evaluate informational content from various sources. Reading: Summarize discussions from academic texts.
  • Expresión oral (Speaking): Productive: Describe experiences from a cultural exchange. Interactive: Conduct interviews on general interest topics.
  • Expresión escrita (Writing): Productive: Write formal and informal letters on general topics. Interactive: Write different types of messages to coordinate group projects.
  • Mediación (Mediation): Communication: Resolve misunderstandings in team interactions. Communication: Assist in clear communication of plans and roles.

Comprensión auditiva · Listening

Conceptuales

  • A Dream Trip Around the World
  • What Can I Learn From Other Cultures?

Procedimentales

  • Receptive: Comprehend lectures on general academic subjects. Interactive: Engage in debates on change, including local or global changes.

Indicadores de logro

  • Can comprehend main ideas in academic lectures or presentations about global travel and tourism (e.g., "The speaker explained that Machu Picchu is one of the most famous ancient sites in the world, but Chichen Itza is larger and has more well-preserved structures.").
  • Can participate in debates on global cultural issues, recognizing and responding to different opinions (e.g., "Some people believe traveling sustainably is expensive, while others argue that it benefits local economies in the long run.").
  • Can ask questions about global changes discussed in debates (e.g., "What ideas were the speakers sharing about how different cultures were managing tourism impacts?" "During the debate, community leaders were explaining how they were balancing tourism with preserving their cultural heritage and natural environments.").

Comprensión lectora · Reading

Conceptuales

  • A Dream Trip Around the World
  • What Can I Learn From Other Cultures?

Procedimentales

  • Reading: Evaluate informational content from various sources. Reading: Summarize discussions from academic texts.

Indicadores de logro

  • Can evaluate information from travel articles and summarize cultural learning experiences related to other countries (e.g., "I read an article comparing the preservation efforts at the National Museum of Archaeology and Ethnology in Guatemala City and the Ixchel Museum of Indigenous Textiles and Clothing. Both emphasize the importance of preserving Mayan history and cultural identity.").
  • Can summarize discussions on intercultural exchange in academic texts (e.g., "The text explained that travel promotes global understanding by exposing people to different cultures, allowing them to experience new perspectives and challenge their own assumptions.").
  • Can discuss insights gained from informational texts on global travel (e.g., "The article suggests that learning a second language while traveling opens up new opportunities for communication, helps travelers understand local customs, and enhances their overall cultural experience.").

Expresión oral · Speaking

Conceptuales

  • A Dream Trip Around the World
  • What Can I Learn From Other Cultures?

Procedimentales

  • Productive: Describe experiences from a cultural exchange. Interactive: Conduct interviews on general interest topics.

Indicadores de logro

  • Can describe cultural exchange experiences, noting specific learning points (e.g., "On my cultural exchange, I adapted to new customs, like greeting with a kiss on the cheek and respecting local food traditions.").
  • Can conduct interviews to explore cultural interests and perspectives about traveling and learning from other cultures (e.g., "If you could travel anywhere in the future, where would you go?" "If I traveled to Paris, I would explore the history and architecture." "If you visited another country, which one would you choose?" "If I visited Japan, I would experience the cherry blossom festivals, and if I went to the USA, I would explore historical landmarks like the Smithsonian museums in Washington D.C.").
  • Can respond to interview questions with thoughtful reflections (e.g., "How was your trip abroad influencing your understanding of different cultures and global challenges?" "During the trip, I was noticing cultural differences and learning about global issues, especially how climate change was affecting communities worldwide.").

Expresión escrita · Writing

Conceptuales

  • A Dream Trip Around the World
  • What Can I Learn From Other Cultures?

Procedimentales

  • Productive: Write formal and informal letters on general topics. Interactive: Write different types of messages to coordinate group projects.

Indicadores de logro

  • Can write a formal letter requesting information about a cultural exchange or travel program (e.g., "I am writing to inquire about the requirements for your cultural travel program. Could you please provide information on the application process and schedule?").
  • Can write messages to coordinate logistics for a group project focused on cultural exploration (e.g., "Hi everyone, just confirming that we'll meet at 9 a.m. on Saturday to discuss travel details. Please let me know if you have any specific preferences for the trip.").
  • Can write informal letters sharing cultural experiences with a friend (e.g., "Hey! I had an amazing time in Emberá-Wounaan. I learned so much about their traditional jewelry.").

Mediación · Mediation

Conceptuales

  • A Dream Trip Around the World
  • What Can I Learn From Other Cultures?

Procedimentales

  • Communication: Resolve misunderstandings in team interactions. Communication: Assist in clear communication of plans and roles.

Indicadores de logro

  • Can resolve misunderstandings by miming or gesturing roles in a group travel project (e.g., uses gestures to show who is in charge of booking transportation and who is responsible for finding accommodations).
  • Can clarify project plans with role cards or diagrams to show responsibilities (e.g., uses labeled visuals to show each group member's role in coordinating a cultural trip).
  • Can repeat and rephrase using gestures to confirm understanding in multilingual settings (e.g., signals agreement by nodding and confirms details with simple phrases).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: travel, culture, experience, diversity, adventure, destination, trip, pyramids, beaches, mountains, world, Linguistic waterfall, wonders, understanding, perspectives, skills, benefits, Exchange Program, traditions Competences Verbs: explore, compare, travel, visit, experience, learn, enjoy, hike, encounter, enhance, develop, meet, understand, broaden, narrate, dream, reflect, gain, discover, share
  • Adjectives: breathtaking, global, romantic, natural, diverse, cultural, beautiful, unforgettable, personal, year-long, enriching, different, unique, educational, stunning, exciting, magnificent, remote, distant, traditional Pronunciation Practice alternating between stressed and unstressed syllables: focusing on vowel reduction in modal verbs like "could" (/kəd/ or /kʊd/) and "would" (/wəd/ or /wʊd/)(e.g., "If I could travel around the world, I would visit Egypt." Stress pattern: If I could TRAVel aROUND the WORLD, I would VISit EGYPT.) Practice stress on multisyllabic words: emphasizing the correct syllables in words like: "adVENTure," "des-ti- NA-tion," and "PYR-a-mids" Respectfully discussing cultural differences and travel experiences: "What is one tradition you found Pragmatic interesting while you were traveling?" Competences Showing interest in classmates' stories: "How was your experience abroad in regards to changing your perspective?" Sociolinguistic Lead group projects that explore cultural diversity and the personal benefits of travel, ensuring everyone has Competences input. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Dream Trip Presentation
  • Overview: Students design a presentation on their Cultural awareness: Engaging in conversations about dream trip, using the second conditional to discuss potential travel experiences, reflecting on cultural hypothetical travel plans. differences.
  • Communication: Expressing and comparing the unique features and traditions of various cultures. Project 2: Cultural Comparison Blog Critical thinking: Reflecting on past travel experiences in
  • Overview: Students write a blog comparing cultures detail and evaluating the impact of those experiences on they would like to explore, using superlatives to personal growth and cultural understanding. describe different places. Technology Integration: Project 3: Travel Experience Video Plan a virtual world tour using a digital mapping tool with
  • Overview: Students create a travel vlog, narrating cultural highlights. their personal travel experiences, using the past Create an interactive presentation showcasing global continuous. cultures with multimedia. Collaborate online to design a cultural guide with text, images, and reflections. Family and Society 34 Pre-Intermediate - B1.3

Procedimentales

  • 1. Second conditional for hypothetical travel experiences (e.g., "If I could go anywhere, I would visit Egypt.")
  • 2. Superlatives for comparing places (e.g., "Paris is considered the most beautiful city in Europe.")
  • 3. Past continuous to narrate past experiences (e.g., "While traveling, I was learning new cultures.")

Genera tu planificación de esta área

Crea tu perfil, selecciona Inglés 12° y genera tu planificación de esta área.

Pruébalo gratis

El documento

Este contenido sale del programa oficial de Inglés 12°, publicado por el MEDUCA.

Abrir el documento en el portal del MEDUCA