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CAREER GOALS · Inglés 8°

CAREER GOALS · Inglés 8°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Get the gist of dialogues in social settings. Interactive: Participate in group problem-solving sessions.
  • Comprensión lectora (Reading): Reading: Analyze the structure of various texts. Reading: Summarize the main points of various non-fiction texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by practicing minimal pair sounds.
  • Expresión oral (Speaking): Productive: Explain a recent learning experience. Interactive: Engage in questions and answers about future goals.
  • Expresión escrita (Writing): Productive: Create a short narrative based on a personal experience. Interactive: Provide feedback on short texts during a peer review session.
  • Mediación (Mediation): Communication: Facilitate a discussion on team roles in group work. Concept: Aid in interpreting differences in communication.

Comprensión auditiva · Listening

Conceptuales

  • I Want to Be a Doctor Because...
  • To Become a Doctor, First I Will Need To...

Procedimentales

  • Receptive: Get the gist of dialogues in social settings. Interactive: Participate in group problem-solving sessions.

Indicadores de logro

  • Can get the gist of dialogues about career ideas by identifying main goals (e.g., "What does Mariana want to be?" "A teacher.").
  • Can participate in group discussions on future goals, showing comprehension by contributing ideas (e.g., "What can help you become a doctor?" "Studying hard.").
  • Can answer questions in problem-solving discussions about careers (e.g., "What does Liam plan to do next?" "He will study engineering.").

Comprensión lectora · Reading

Conceptuales

  • I Want to Be a Doctor Because...
  • To Become a Doctor, First I Will Need To...

Procedimentales

  • Reading: Analyze the structure of various texts. Reading: Summarize the main points of various non-fiction texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by practicing minimal pair sounds.

Indicadores de logro

  • Can analyze the structure of career-focused texts (e.g., "Read the job description and find the key duties.").
  • Can summarize main points of texts related to career aspirations (e.g., "List two skills needed to be a doctor.").
  • Can distinguish and correctly pronounce minimal pairs, demonstrating improved phonemic discrimination (e.g., /ʃ/ in "ship" versus /tʃ/ in "chip," and /dʒ/ in "joke" versus /tʃ/ in "choke").

Expresión oral · Speaking

Conceptuales

  • I Want to Be a Doctor Because...
  • To Become a Doctor, First I Will Need To...

Procedimentales

  • Productive: Explain a recent learning experience. Interactive: Engage in questions and answers about future goals.

Indicadores de logro

  • Can explain a past learning experience relevant to a future career by answering questions and sharing reflections (e.g., "What did you learn during your presentation?" "I learned to speak clearly and organize my ideas because I want to be a teacher.").
  • Can ask and answer questions about personal career goals (e.g., "What are your plans for the future?" "I want to be a flight attendant.").
  • Can respond to questions about personal goals related to specific professions (e.g., "What do you need to do to become a flight attendant?" "I need to study languages and have good communication skills.").

Expresión escrita · Writing

Conceptuales

  • I Want to Be a Doctor Because...
  • To Become a Doctor, First I Will Need To...

Procedimentales

  • Productive: Create a short narrative based on a personal experience. Interactive: Provide feedback on short texts during a peer review session.

Indicadores de logro

  • Can write a short description of their future career plans by listing their motivation and planned steps in sequence (e.g., "I want to be a doctor because I like helping people. First, I will study medicine. Next, I will gain experience by training at a hospital.").
  • Can provide feedback on a peer's narrative about career plans (e.g., "Good job describing your future goals!").
  • Can clarify different job roles by writing simple descriptions supported with pictures for common tasks (e.g., "A doctor helps people get healthy.").

Mediación · Mediation

Conceptuales

  • I Want to Be a Doctor Because...
  • To Become a Doctor, First I Will Need To...

Procedimentales

  • Communication: Facilitate a discussion on team roles in group work. Concept: Aid in interpreting differences in communication.

Indicadores de logro

  • Can facilitate a discussion on team roles for a career project, using gestures and visuals (e.g., pointing to each role on a poster and asking the peers about their ideas).
  • Can aid in interpreting differences in communication styles by using both English and the native language, if needed, to explain career roles (e.g., using the term for "lawyer" in both languages while pointing to an image of a lawyer).
  • Can clarify different job roles by miming common tasks (e.g., miming "helping" for a doctor and "teaching" for a teacher).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Competences
  • Nouns: doctor, lawyer, teacher, career, goals, internship, qualifications, plan, practice
  • Verbs: plan, train, achieve, succeed, prepare
  • Adjectives: professional, skilled, important
  • Adverbs: successfully, professionally Pronunciation & Phonemic Awareness
  • Pronunciation: Practice pronunciation of modals: should, would, will (/ʊ/ and /ɪ/) Phonemic awareness: minimal pairs (e.g., /ʃ/ in "ship" versus /tʃ/ in "chip," and /dʒ/ in "joke" versus /tʃ/ in "choke") Role-playing discussions: "I want to be a teacher because I like helping others." Pragmatic Asking about future goals: "What do you want to be in the future?" Competences Expressing intentions: "I plan to study engineering after school." Sociolinguistic Participate in group activities focused on educational and career planning, providing Competences suggestions for improvement (e.g., "I want to be a lawyer." "I need to go take an admission test."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: Career Pathway Presentation Skills:
  • Overview: Students create a presentation in which they research the skills needed for specific career Career Exploration: Exploring and discussing different paths. They use wh-questions and future tenses to career options. discuss career goals (e.g., "What are your plans for the future?"). Communication: Engaging in role-play and interviews Project 2: Career Exploration Website Board using modals and future tenses.
  • Overview: Students design a website board that provides information about different career paths. They use modals for intention and plans (e.g., "I should take extra English classes to improve my grades."). The board includes drawings of web pages and Technology Integration: descriptions of links and connections. It can be done with pencil and paper. Use podcast platforms, website design tools, and role-play Project 3: Career Role-Play Interviews scenario planners.
  • Overview: Students engage in mock job interviews, using wh-questions and future tenses to discuss career aspirations (e.g., "I plan to be a doctor because..."). Expressing Ourselves 38 High Beginner - A2.3 and Connecting with Others

Procedimentales

  • 1. Wh-questions for career goals, future tense for plans (e.g., "I will need to...")
  • 2. Modals for intention and suggestions (e.g., "I would like to...")
  • 3. Want to + infinitive verb, indicating plans or future intentions/wishes (e.g., "I want to be a doctor." The wish is to become a doctor. "She wants to become a nurse." Her intention is to be a nurse. "They want to complete their high school education." Their intention is to finish high school.)

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