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SUPPORTING OUR COMMUNITY · Inglés 12°

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

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Interpret dialogues from various social contexts. Interactive: Highlight opinions, both positive and negative, related to an audio or video recording, during discussions.
  • Comprensión lectora (Reading): Reading: Analyze articles on societal trends. Reading: Construct critical analyses of non-fiction works.
  • Expresión oral (Speaking): Productive: Explain how to organize projects or events. Interactive: Facilitate group decision-making on project planning.
  • Expresión escrita (Writing): Productive: Create instructions for everyday activities. Interactive: Write a group text on various topics, collaboratively, to be shared in a digital format.
  • Mediación (Mediation): Text: Simplify articles for easier understanding. Text: Paraphrase short passages in a simple fashion.

Comprensión auditiva · Listening

Conceptuales

  • How Does the Government Support Communities?
  • Volunteering in Our Community

Procedimentales

  • Receptive: Interpret dialogues from various social contexts. Interactive: Highlight opinions, both positive and negative, related to an audio or video recording, during discussions.

Indicadores de logro

  • Can interpret perspectives in dialogues on volunteer work (e.g., "In Panama, volunteer programs such as disaster relief initiatives help during emergencies, but some believe the government should allocate more resources for long-term infrastructure.").
  • Can highlight positive and negative opinions in audio recordings about community support (e.g., "Some community members believe we should increase support for Basura Cero initiatives, while others argue that more focus is needed on improving public transportation.").
  • Can ask questions to clarify viewpoints in community discussions (e.g., "What have the local authorities been doing to improve services for residents?" "The local authorities have been expanding public transportation.").

Comprensión lectora · Reading

Conceptuales

  • How Does the Government Support Communities?
  • Volunteering in Our Community

Procedimentales

  • Reading: Analyze articles on societal trends. Reading: Construct critical analyses of non-fiction works.

Indicadores de logro

  • Can analyze articles on how government support impacts community services (e.g., "In the article, it says that local programs are funded by the government to improve public infrastructure. This shows that public services are influenced by government priorities.").
  • Can construct critical analyses of non-fiction works on volunteerism (e.g., "The article discusses how the Jóvenes Unidos program helps at-risk youth and suggests that increasing partnerships with local organizations could extend its impact.").
  • Can ask and answer questions on public service articles to explore civic responsibility (e.g., "What have volunteers been doing to improve education?" "Volunteers have been organizing programs and distributing materials to students.").

Expresión oral · Speaking

Conceptuales

  • How Does the Government Support Communities?
  • Volunteering in Our Community

Procedimentales

  • Productive: Explain how to organize projects or events. Interactive: Facilitate group decision-making on project planning.

Indicadores de logro

  • Can explain the steps involved in how the government or local authorities support a community event (e.g., "To organize a community event, you should first plan the route. Then, you should apply for permits and coordinate with local government officials for road closures and safety. Finally, you should collaborate with community outreach departments to promote the event.").
  • Can facilitate group discussions to decide on key elements for planning a community volunteer project (e.g., "To plan the project, we should choose a cause we care about, select a date that works for everyone, and decide how to divide tasks, such as gathering supplies, creating signs, or reaching out to local organizations.").
  • Can respond to group questions during planning sessions (e.g., "We have been discussing what resources are needed for the event, and it seems we still need volunteers and supplies.").

Expresión escrita · Writing

Conceptuales

  • How Does the Government Support Communities?
  • Volunteering in Our Community

Procedimentales

  • Productive: Create instructions for everyday activities. Interactive: Write a group text on various topics, collaboratively, to be shared in a digital format.

Indicadores de logro

  • Can create a pamphlet with clear instructions explaining how the government or local authorities support a community event (e.g., "The event begins at 8:30 a.m. You should arrive at the community center by 8:00 a.m. for the Panamá Verde clean-up, which is supported by the local environmental agency. Then, check in at the registration booth.").
  • Can collaboratively write a group text on community issues to share online (e.g., "The community clean-up event will be on Saturday at 10 a.m. Volunteers have been working hard to prepare for the event. Join us at the park!").
  • Can review and revise group writing for clarity before digital publication (e.g., "I think the post should be checked for correct spelling and the message should be reviewed for clarity before it is shared online.").

Mediación · Mediation

Conceptuales

  • How Does the Government Support Communities?
  • Volunteering in Our Community

Procedimentales

  • Text: Simplify articles for easier understanding. Text: Paraphrase short passages in a simple fashion.

Indicadores de logro

  • Can simplify articles on community support, using visuals or diagrams for main points (e.g., "This diagram shows how Jóvenes Unidos por la Educación provides support to improve school facilities, increase resources, and create safer learning environments.").
  • Can paraphrase short passages on volunteer work, using gestures and simple language (e.g., "Volunteering means helping without being paid, like when we clean the streets or help at food banks. I can show this by acting like I'm picking up trash and handing out food to people.”).
  • Can explain complex community terms using simple definitions and examples (e.g., "Volunteering is when people help others without expecting money, like organizing a park clean-up or helping at an animal shelter. It's about supporting the community.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: government, programs, resources, services, responsibilities, volunteers, projects, community, influence, decision-making, public services, development, impact, participants, backgrounds, perspectives, opportunities, Linguistic involvement, meetings, areas, volunteer brigade, initiative, shelter Competences Verbs: support, fund, allocate, improve, promote, contribute, assess, address, participate, influence, dedicate, involve, lead, bring, play, take responsibility, engage, provide, develop, clean up
  • Adjectives: underserved, meaningful, positive, crucial, responsible, diverse, active, impactful, essential, appropriate, local, supportive, governmental, public, community-based, involved, collaborative, high-risk Pronunciation Practice alternating between stressed and unstressed syllables: reading words and sentences to improve rhythm and fluency (e.g., "Community programs are funded by the government.") Stress pattern: Com-MU-ni-ty PRO-grams are FUN-ded by the GOV-ern-ment Focus on stressing content words: Stressing nouns, main verbs, and adjectives while reducing stress on function words, such as auxiliary verbs, prepositions, and articles Engaging in discussions about civic responsibilities: "How has the local government been encouraging more Pragmatic people to volunteer in our community?" Competences Explore how different communities express and value support needs through language and communication: "Why has community involvement been important for everyone?" Sociolinguistic Lead collaborative discussions about volunteer projects, offering diverse solutions for community involvement. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Community Service Campaign
  • Overview: Students create a campaign to promote Civic literacy: Explaining how the government supports local volunteer opportunities. They use the passive communities by describing the actions and processes involved. voice to explain how the government supports Communication: Discussing volunteer roles and responsibilities communities. with awareness of obligations and recommendations. Critical thinking: Proposing and developing ideas for community service projects. Project 2: Volunteer Recruitment Video
  • Overview: Students record videos encouraging others Technology Integration: to join volunteer initiatives, using modals to emphasize civic duties. Use a word processing tool to write and edit volunteer project proposals, outlining goals, tasks, and expected outcomes. Create simple visuals or posters using a basic design platform to Project 3: Community Project Proposal promote local volunteer opportunities and encourage
  • Overview: Students write a proposal for a new community engagement. community service project, using the present perfect Document and share experiences from volunteer activities continuous to detail volunteer roles. through a digital journaling tool, including reflections, photos, and key takeaways. Family and Society 30 Pre-Intermediate - B1.3

Procedimentales

  • 1. Passive voice to explain support structures (e.g., "Community programs are funded by the government.")
  • 2. Modals for necessity (e.g., "Individuals should contribute to community projects.")
  • 3. Present perfect continuous for detailed descriptions (e.g., "Volunteers have been working to improve community services.")

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