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Programa oficial
Unit 1: Fun and entertainment in Uruguay
Speaking: discuss options to celebrate with friends; negotiate with friends and family to have fun in particular situations such as a rainy/sunny day; present arguments to make a negotiated decision; tell stories.
Reading: read instructions to play games; read brochures, accounts and historical events; read to understand details; use specific strategies to understand different texts and text formats.
Listening: understand rules and procedures for games; listen to music and perform activities related to the lyrics; listen to others, respect their speaking time and negotiate meaning; listen for specific details that they need to understand from a speech.
Writing: write short stories based on their hobbies; plan parties and write e-invitations, text messages and media posts; describe events, hobbies and rules for games.
Learning goals: talk about their ancestors and how Uruguayan culture was formed; plan and organise a party for friends and family; share ways of having fun in multiple situations; know about games that are no longer popular but their parents used to play; plan group activities such as a trip with friends, attending a concert or playing board games.
Suggested language components: Simple present; Simple past; Comparatives and superlatives, ... as well as...; Modal verbs: should, must, have to, ought to; Will; Going to; Present perfect; enjoy + verb(ing) / love + verb(ing); Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions and justifying them; If I were you...
Unit 2: Human rights
Speaking: describe their rights and compare them with those of Uruguay's 19th century reality; present ideas about topics related to human rights and weakened populations; share ideas about ways of promoting the protection of human rights.
Reading: read articles and studies related to the protection of human rights; read NGOs' websites as well as laws that protect human and animal rights; read accounts of people who advocated for their rights; compare legal texts that speak of human rights in different times and places.
Listening: listen to people who suffered human rights' abuse; listen to immigrants with different accents and levels of proficiency in English and understand what they say; watch and listen to speeches of famous people advocating for freedom and respect (e.g. Martin Luther King, Mandela, Gandhi, Malala Yousafzai).
Writing: create different types of written communications to promote human rights; write a speech advocating for one of their rights; write about their own rights and the actions they can put forth to protect others; write short opinion essays about topics related to human rights.
Learning goals: know more about their rights and the rights of others; understand the struggles of minority groups and their rights; describe actions related to promoting human rights; become aware of the role of elderly people and immigrants in society; understand why migration occurs and present arguments on how migrants are regarded in our country; compare some rights taken for granted in Uruguay and how they are expressed in other countries.
Suggested language components: Simple present; Simple past; Comparatives and superlatives, ... as well as...; Modal verbs: should, must, have to, ought to; Will; Going to; Present perfect; enjoy + verb(ing) / love + verb(ing); Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions and justifying them; If I were you...
Unit 3: My social life
Speaking: discuss ideas with their classmates about social life and events; talk about the role of social media, peers, education, influencers and culture; give opinion about topics related to adolescence; give advice about topics related to teenagers; share ideas of activities they enjoy doing with friends and in their leisure time.
Reading: read authentic articles with multiple perspectives in reference to topics they are interested in; read informal accounts of people who are part of their close circle of friends; read websites to get more information about topics they are interested in; read multimedia texts related to the topics dealt with.
Listening: listen to and watch stories of people going through particular situations; use music to talk about their feelings, likes and dislikes; listen to people with different accents, backgrounds and cultures talking about topics of interest.
Writing: write descriptive texts expressing their ideas or describing situations; write about their favourite games or activities online; give opinions and rate public events such as concerts, movie premiers or famous people; write about the positive and negative aspects of topics of their interest.
Learning goals: talk about their social life, their friends and their relationships; share ideas about people who have influenced their lives; make written and oral accounts of some important events in their lives, e.g. going dancing; talk about their role in social media and entertainment; present simple arguments for and against a hot issue on the theme; discuss ideas about hot topics for adolescents, such as virtual life versus face-to-face life; exchange ideas with their classmates and friends about how they fit in society.
Suggested language components: Simple present; Simple past; Comparatives and superlatives, ... as well as...; Modal verbs: should, must, have to, ought to; Will; Going to; Present perfect; enjoy + verb(ing) / love + verb(ing); Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions and justifying them; If I were you...
Unit 4: My social responsibilities
Speaking: speak about the role they have in their family, with their friends and in society; discuss ways of contributing to a democratic and fair society; share accounts on how they take part in social organizations and NGOs; share how they take care of themselves and help others do it.
Reading: read and understand the law and the Constitution, as well as websites that assist them as citizens; read various types of texts containing different registers and jargon; read authentic texts and understand the main idea and some details in them; understand metaphoric language, legal language and other types of language that help them comprehend their active role in society.
Listening: listen to and understand people speaking with different registers and accents; identify details in long conversations; watch videos, identify the most important parts of them, and express their ideas related to the topics contained therein; react to situations and conversations in which their opinion is necessary.
Writing: fill in forms to enroll in NGOs and other types of organizations; write social media posts and reflect upon them; write a wide array of texts to give advice, to promote activities and to help others.
Learning goals: talk about the responsibilities they have in different areas; use higher-order skills and meta-cognitive strategies; talk about the changes in their lives due to their age and exposition; clearly see the multiple aspects of their citizenship; understand how they can contribute to democracy and social construction; realize how they can be proactive about their present and future life.
Suggested language components: Simple present; Simple past; Comparatives and superlatives, ... as well as...; Modal verbs: should, must, have to, ought to; Will; Going to; Present perfect; enjoy + verb(ing) / love + verb(ing); Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions and justifying them; If I were you...
Unit 5: Making my decisions about the future
Speaking: talk about their abilities and personal characteristics; discuss the pros and cons that future careers have; speak their mind about what they want to do in the future; manage an interview to talk about professional options; support and justify their projects.
Reading: read websites about possible options for their future; read accounts of other adolescents who struggled to find their path; find working opportunities within a series of options; find good reasons to support their choices about the future.
Listening: listen to people talking about their experiences and vocations; listen to accounts of other students who have gone through the same process they are now in; listen to people from other parts of the world talking about their experience choosing their future; watch videos and movies as well as listen to podcasts, recordings and live interviews.
Writing: fill in application forms to apply to the university or for scholarships; write letters of support to say why they want to do something; write emails and other types of written texts to ask for information to schools, universities and other educational institutions; describe themselves, including their abilities and the personal characteristics that make them good at something.
Learning goals: explore different options related to their future; know about the career options they have in the Public Education System; explicitly talk about their personal characteristics and how this influences their future decisions; make informed decisions about their future and about choosing the right career; find ways of supporting themselves when pursuing their vocation; have a first idea of what their vocation is.
Suggested language components: Simple present; Simple past; Comparatives and superlatives, ... as well as...; Modal verbs: should, must, have to, ought to; Will; Going to; Present perfect; enjoy + verb(ing) / love + verb(ing); Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions and justifying them; If I were you...
Unit 6: Teen media
Speaking: explain and support with simple arguments their likes and dislikes in terms of films, music, sports, etc.; compare and contrast celebrities' physical appearance with their personality traits; talk about the storyline of a film, and describe a specific scene using details and providing personal opinions about it.
Reading: read the profile of a celebrity and a short film review in simple vocabulary; read a wide variety of multimedia texts.
Listening: understand reasonably well what feelings or ideas a clip or song conveys, and find specific information while listening; listen to other people's preferences and find key information.
Writing: write a script for an oral presentation on the topics presented in the unit; write a film review; create a Gantt chart with the stages of a given multimedia production (video clip, movie, commercial, etc.).
Learning goals: recognize the differences between various means of mass media; express preferences in terms of mass media with simple arguments (films/music styles/social networks/digital platforms, etc.); compare different artists related to music, film genres, sports people, etc.; talk about movies (cast/characters/plot); describe what is aired in present day media (actions: here and now).
Suggested language components: Simple present; Simple past; Modal verbs: should, must, have to, ought to; Will; Going to; Present perfect; enjoy + verb(ing) / love + verb(ing); Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions and justifying them; If I were you...