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LEARNING TO BALANCE · Inglés 12°

LEARNING TO BALANCE · Inglés 12°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Interactive: Describe the storyline of an audio or visual narrative. Receptive: Demonstrate comprehension of extended discussions on abstract topics.
  • Comprensión lectora (Reading): Reading: Comprehend complex narrative texts. Reading: Analyze persuasive pieces on current events.
  • Expresión oral (Speaking): Productive: Describe the process of adapting to a new environment. Interactive: Facilitate peer feedback sessions on presentations.
  • Expresión escrita (Writing): Productive: Write reflective essays on personal experiences. Interactive: Write a group text on various topics, collaboratively, to be shared in a digital format.
  • Mediación (Mediation): Concept: Explain complex ideas with simple examples. Communication: Assist in clear communication of plans and roles.

Comprensión auditiva · Listening

Conceptuales

  • How to Balance Social and School Activities
  • Learning to Relax

Procedimentales

  • Interactive: Describe the storyline of an audio or visual narrative. Receptive: Demonstrate comprehension of extended discussions on abstract topics.

Indicadores de logro

  • Can describe the storyline of an audio or visual narrative about balancing school and personal life (e.g., "The speaker shared how they've been balancing their schoolwork with their passion for volunteering.").
  • Can comprehend extended discussions on strategies for learning to relax and maintaining well-being (e.g., "The speaker explained that practicing relaxation techniques like deep breathing and time management is essential for mental health.").
  • Can ask questions about methods for balancing relaxation with daily responsibilities (e.g., "How does the speaker suggest incorporating relaxation into a busy schedule?" "The speaker says that regular relaxation practices help reduce stress and improve overall well-being.").

Comprensión lectora · Reading

Conceptuales

  • How to Balance Social and School Activities
  • Learning to Relax

Procedimentales

  • Reading: Comprehend complex narrative texts. Reading: Analyze persuasive pieces on current events.

Indicadores de logro

  • Can comprehend narratives about balancing school, social activities, and personal life (e.g., "The speaker described how they balance their academic work with social activities like volunteering. They explained how managing time well helps them stay organized and reduce stress.").
  • Can analyze persuasive pieces about managing relaxation effectively (e.g., "The article argues that students who set clear boundaries between school and personal time tend to have lower stress levels.").
  • Can discuss the benefits of balancing school work and relaxation (e.g., "The story suggests that having time for both schoolwork and relaxation helps students stay focused.").

Expresión oral · Speaking

Conceptuales

  • How to Balance Social and School Activities
  • Learning to Relax

Procedimentales

  • Productive: Describe the process of adapting to a new environment. Interactive: Facilitate peer feedback sessions on presentations.

Indicadores de logro

  • Can describe the process of balancing school and social activities, explaining strategies to manage time and reduce stress (e.g., "I balance my schoolwork and social life by planning my study time around social events and using a calendar to stay organized. This helps me avoid feeling overwhelmed.").
  • Can analyze persuasive pieces about managing relaxation effectively and provide constructive feedback during peer sessions (e.g., "The article argues that students who set clear boundaries between school and personal time tend to have lower stress levels.").
  • Can discuss the benefits of balancing school work and relaxation (e.g., "The story suggests that having time for both schoolwork and relaxation helps students stay focused.").

Expresión escrita · Writing

Conceptuales

  • How to Balance Social and School Activities
  • Learning to Relax

Procedimentales

  • Productive: Write reflective essays on personal experiences. Interactive: Write a group text on various topics, collaboratively, to be shared in a digital format.

Indicadores de logro

  • Can write a reflective essay on the experience of balancing school and personal life (e.g., "In my essay, I’ll describe how to manage my schoolwork alongside personal activities like sports and volunteering.").
  • Can collaboratively write a digital text about learning to relax or maintaining school-life balance (e.g., "Take breaks during study sessions and make time for hobbies to relax and recharge.").
  • Can exchange drafts and provide feedback to improve the group’s digital text (e.g., "Suggest ways to make the blog post more engaging for readers.").

Mediación · Mediation

Conceptuales

  • How to Balance Social and School Activities
  • Learning to Relax

Procedimentales

  • Concept: Explain complex ideas with simple examples. Communication: Assist in clear communication of plans and roles.

Indicadores de logro

  • Can explain time management strategies with simple examples and gestures (e.g., points to a timer to indicate time management).
  • Can assist in communication roles through miming or visuals (e.g., points to someone for "note-taker" and uses "writing" with a pencil gesture to indicate the role).
  • Can use basic bilingual terms to bridge understanding in discussions on school-life balance (e.g., "Take a break and relax, like 'descanso,' for a few minutes to clear your mind.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: balance, routine, activities, hobbies, schedule, boundaries, flexibility, stress, relaxation, mindfulness, well- Competences being, social life, workload, time management, downtime, procrastination
  • Verbs: practice, exercise, prioritize, manage, balance, schedule, organize, set goals, relax, unwind, focus, allocate, plan, reflect, procrastinate, relieve Modal Verbs: should, might, can, could, must, would, may
  • Adjectives: balanced, flexible, personal, busy, healthy, mindful, social, calm, organized, overwhelming, effective, restorative, productive Pronunciation Practice distinguishing between the short vowel sound /ɪ/ in "activities" (/ækˈtɪvɪtiz/) and the long vowel sound /iː/ in "relieve" (/rɪˈliːv/) Focus on emphasizing the correct vowel sounds in context (e.g., "Balancing school activities can help relieve stress.") Pragmatic Giving suggestions: (e.g., "You should plan your day better." "You might try mindfulness to relax.") Competences Expressing opinions on balance: (e.g., "I think breaks help me focus." "Spending time with friends reduces stress.") Sociolinguistic Lead collaborative projects on relaxation and school-life balance, encouraging inclusive communication where all Competences group members share their cultural perspectives and contribute strategies for managing stress effectively. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: School-Life Balance Plan
  • Overview: Students develop a personal school-life Time management: Focusing on expressing ongoing efforts balance plan, using the present perfect continuous to toward long-term goals. describe ongoing efforts. Communication: Exploring possibilities and options related to managing time effectively. Problem-solving: Considering hypothetical situations to Project 2: Time Management Infographic plan and make decisions.
  • Overview: Students create an infographic on time management strategies, using modals to express Technology Integration: possibilities for improving balance. Design time management infographics using a digital graphic tool to visualize strategies for balancing school and Project 3: Hypothetical Job Interview Role-Play social activities.
  • Overview: Students role-play a job interview, using the Record role-plays with a video recording platform to second conditional, discussing hypothetical work-life simulate scenarios on managing stress and relaxation. balance scenarios. Draft personal balance plans using a word processing tool to outline routines for maintaining a balance between social activities and school. Nature and Wellness 42 Pre-Intermediate - B1.3

Procedimentales

  • 1. Present perfect continuous to discuss ongoing efforts to balance social and school activities (e.g., "I have been studying late at night to finish my school projects while still making time for friends.")
  • 2. Second conditional for expressing hypothetical situations about improving balance (e.g., "If I had more free time after school, I would join the art club to relax and unwind.")
  • 3. Modals for possibility to suggest strategies for balancing social life, schoolwork, and relaxation (e.g., "You might need to set aside time each day for relaxation to avoid school-related stress.")

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