Secundaria (DGES) · Mapa de progresiónInglés a lo largo de los grados
Cómo se desarrolla Inglés grado a grado según el programa oficial — para ver de dónde vienen y a dónde van tus estudiantes.
Ciclo Básico · 7/8
Inglés
Grado 7° - Unit 1: Welcome to my local community: Speaking: introduce themselves and provide details about their lives; use social formulas; spell in English fluently; give personal information about themselves and others; describe appearance and personality traits; request information about other people's age, appearance and personality; Reading: read someone's profile and describe it to others; understand basic notes, instructions and simple social media posts; Listening: detect key information such as prices, the time and dates from short, clear and simple announcements (e.g. voice messages); understand simple, everyday conversations if they are produced slowly and clearly; Writing: write their own profile and someone else's (name, age, address, school, family, favorite things, abilities) via a short descriptive text; write questions for a short interview using both prompts and examples; Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present Simple; Present Continuous
Grado 7° - Unit 2: Myself: Speaking: describe a room and name the objects in it and their location; compare pictures by pointing out their differences and similarities; identify, label and describe the parts of a house; talk about their favourite objects as well as others'; present themselves, aided by a poster, multimedia images or graphics; talk about their daily life and leisure time activities; Reading: read the description of a room; read about a person's routine; Listening: follow commands and instructions using classroom language to interact; identify specific vocabulary, phrases and chunks of information; listen to and complete a timetable with daily activities; Writing: write a paragraph about a favourite part of their house/flat; give a complete detailed description of their house; design a poster about themselves, including a descriptive text about their favourite objects and use multimedia images to illustrate them; write about their daily activities including their frequency; Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 3: My family: Speaking: Students' name family relationships; describe the members of their family, including their physical appearance and their personality traits, providing examples; talk about what they do for a living, providing information; answer questions about their family; ask questions about other people's families; Reading: read a text about a family (real or fictional); read texts about jobs using simple language; Listening: identify vocabulary related to families and relate them to the members of another family; Writing: describe a family (real or fictional); provide information about family members; make a poster or create a multimedia image about a famous family; Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 4: My surroundings: Speaking: describe their surroundings/town/city and provide details about it; identify and name a variety of buildings and places and say what's special about them (present arguments guided by the teacher); spot differences or similarities between landscapes in cities, towns and iconic areas, and talk about them using simple language; make reference to street signs and give directions using a map; talk about different means of transport locally and in the world; request information about places and buildings; Reading: read a text with information about towns/cities; read multimedia texts on this topic; Listening: find out different activities to do in a city; understand simple, everyday conversations if they are conducted slowly and clearly; Writing: write about their own town or city regarding: Buildings, Famous places, Things to do, Write about favourite places; Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 5: Animals: Speaking: describe an animal (real or imaginary) based on a photo or drawing for a peer to identify, guess or draw; tell where animals live geographically and describe their habitats; share which animals they like and don't like, as well as which ones they are afraid of and why; answer questions with single words, short phrases or complete sentences aided by visual input; ask what they need to know about animals and guess the animal based on the answers; are able to name animals and their characteristics without being misunderstood; Reading: read a text with factual information about an animal and identify its characteristics to fill in a chart, answer questions or decide if information is true/false; Listening: identify key words, draw, complete a graphic organizer, tick correct information and fill in blanks or charts; Writing: write a short text using simple connectors and both factual and opinion adjectives on the topic; present a multimedia project produced with classmates; Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 6: Food: Speaking: name the ingredients of their recipe, how it was made and the kitchenware they used to prepare it; are able to produce the sounds of the language in use without compromising comprehensibility; Reading: read menus and order food for them and their family/friends at a restaurant; understand recipes and explain to someone else; Listening: listen to a recipe from a different country and understand the steps needed to make it; Writing: describe a typical everyday meal; compare a particular holiday meal belonging to different countries; write a simple recipe (e.g. How to make a sandwich, scrambled eggs or a beverage); order a take-away; design a weekly menu; write about their likes and dislikes regarding food; Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 8° - Unit 1: Eating habits: Speaking: role-play, create dialogues and short presentations; guide their classmates where to find certain foods in their cities; speak about the foods they like justifying their answers in simple language; ask their classmates about their eating habits; compare their food preferences with a classmate's; present a multimedia project on the topic; are able to produce the sounds of the language in use without compromising comprehensibility; Reading: read about people's eating habits, dietary constraints and eating preferences; understand texts using different metacognitive skills; incorporate new ideas to a text and know where the idea should be; comprehend the general idea of a paragraph; Listening: understand information from a dialogue related to eating out; watch videos and associate what they listen with what they see; take specific information to complete a graphic organizer; Writing: use graphic organizers as pre-writing activities; write about their favourite food scaffolded by the teacher; write about the food they have at home, food options and ingredients of various dishes; write a recipe of their favourite food, and for making any food in the kitchen; present a project using a multimedia format; Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should; Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 2: Choices in life: Speaking: give and justify in simple language their opinion about their choices in life; express their feelings toward opinions and beliefs; talk about first impressions, stereotypes and judging people; talk about different cultures and subcultures; agree or disagree with the ideas they present; present posters or multimedia related to their findings; are able to produce the sounds of the language in use without compromising comprehensibility; Reading: read different quotes and find one they like; read, understand and solve problems they are presented with based on choices they might make; read about people who make choices and understand the reasons why they make them; describe pictures, tattoos and other expressions of art; understand idioms and compare them with their Spanish version; Listening: listen to a literary text to understand how to read it; detect the diverse spelling patterns represented by the sounds that rhyme; listen to conversations and understand specific vocabulary from what they hear; watch videos of people who speak different accents and understand them; realize the differences (in pronunciation, vocabulary) there are between the accents and how this might affect communication or not; use songs to express emotions and interpret ideas from them; Writing: create a T-shirt with a quote that they feel identified with; design a brochure to promote topics related to their quote; compare what people looked like before and what people look like now, explain the difference through the particular historic context; create a chart to match choices with dress-codes, eating habits, life styles, etc.; Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should; Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 3: History makers: Speaking: exchange information about historic events with their classmates; predict events that they will read later; create conversations between characters belonging to the historic events dealt with; present famous scientists, artists and their work to the rest of the class; predict what would have occurred if a certain discovery had happened in a different time or place; express positive and negative feelings towards history/art/science etc.; learn false cognates; are able to produce the sounds of the language in use without compromising comprehensibility; Reading: read about famous artists and understand important information (dates, places, time markers, etc.); search for information about great people related to historic events on the Internet (webquests); discover that specific vocabulary in science is very similar to Spanish for being Latin-based; read different multimedia articles, answer questions and compare information; name the ingredients of their recipe, how it was made and the kitchenware they used to prepare it; are able to produce the sounds of the language in use without compromising comprehensibility; Listening: listen to multimedia and understand the milestones of the texts, trying to perceive emotions; watch videos related to this unit and understand the most relevant information in them; listen to their classmates' presentations and complete charts with the information they hear; work with a movie related to a history maker; Writing: write and complete a graphic organizer (such as a KWL); write posts on social media with different purposes and styles to express different views on historic events, coherent with the media chosen; justify how a song or piece of art represents a historic event ('Guernica' by Picasso, etc.); organize their ideas to write about famous people (mind maps, flow charts, Gantt charts, time lines, etc.); Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 4: Eco-awareness: Speaking: use higher-order skills in their discussions, such as judging relevance, contrasting, solving problems, etc.; describe photos and pictures related to various ecological topics; discuss the consequences of their daily behaviour in terms of the environment; find information about nature in the lyrics of a song; give advice to their classmates and friends; are able to produce the sounds of the language in use without compromising comprehensibility; Reading: read and answer surveys that can be found in everyday means of communication; conduct some research on Uruguayan NGOs; read about recycling, reusing and reducing; find information about biomes, the 7 wonders, animal protection, the importance of water; read about different natural catastrophes (water shortage, volcanoes, etc.) and give opinions about them; read and share ideas about sustainable projects; Listening: watch videos and understand specific vocabulary related to the topic; express their feelings towards the video; listen to a recording and fill out a chart; listen to and order events; Writing: answer surveys; create a poster, an advertisement or a leaflet promoting eco-friendly habits; write possible ideas to address topics related to nature; detect key words in a paragraph; compare different eco-parks and decide where to go and why; express agreement or disagreement on the previous options made; Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 5: Celebrations and festivals: Speaking: talk about local and international celebrations; compare the different celebrations (with the aid of a Venn diagram); describe festivals that people of their age go to; relate pictures to other cultures (regional and international); ask and answer questions about the festivals dealt with; are able to produce the sounds of the language in use without compromising comprehensibility; Reading: read and understand about celebrations and festivals; read non-traditional texts, e.g. a map indicating where some of these festivals take place; read online texts to know more about traditional festivals in Uruguay; research historical events related to national celebrations; Listening: listen to people talking about past events in their lives; check their predictions; understand particular information in songs and create activities related to their content with the teacher's help; watch a movie that includes a celebration and understand its characteristics (with the aid of a graphic organizer); watch short musical clips as a trigger to conduct research on celebrations and festivals; Writing: use graphic organizers as pre-writing activities; plan their birthday party in stages; compare two celebrations in a Venn diagram and use it as a prewriting activity; write about the celebration they like the most and why; complete fact lines; write short texts about different events using prompts; work with a recipe and its different parts; write longer texts using topic sentences; Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 6: My country: Speaking: present the origins of certain holidays and customs considering ancestry; respond to imaginary situations presented in Uruguayan contexts (role play, problem solving); give opinions about multiple topics related to Uruguay; relate multimedia and explain their contexts; talk about Uruguayan cities, rivers and economic activities, aided by organizers, visuals and multimedia; present products that Uruguay exports (wine, rice, ICT services, soy, meat, etc.) and imports (ICT hardware, processed food, oil, etc.); express agreement or disagreement about Uruguay's place in global issues; Reading: read accounts of immigrants and ancestors, and understand their struggles and heritage; find information on the web about Uruguayan products in the world; transfer information from written texts to multimedia format about Uruguayan costumes and context; Listening: listen to nowadays immigrants, and detect differences in their accents; understand the information they provide (immigrants); watch original videos that have been scaffolded by the teacher; Writing: use a graphic organizer to express their knowledge about immigration and Uruguayan everyday life following the principles of process writing; write their own ideas about immigration aided by texts used in class; complete charts with information they find on the Internet; relate multimedia with what they read in this unit; write texts about various Uruguayan economic activities; express their knowledge of history and geography; create a multimedia brochure or a poster to promote their country; Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Ciclo Básico · 9
Inglés
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...
Bachillerato (EMS 2023) · 1EMS
Inglés
In the spotlight: Vocabulary: Tourism as a cultural phenomenon.; Reasons for traveling.; Famous places and landscapes.; Services: restaurants, accommodation, means of transportation.; Famous people in different places. Lifestyles.; Language: Revision and/or reteaching of Present Simple.
Small country big people: Vocabulary: Women in science.; Herbal remedies vs medical technology.; Superstition vs science.; Security systems.; Technology in relation to means of transportation.; The role of science and technology.
Live, Explore and Enjoy: Vocabulary: Tourism as a cultural phenomenon.; Reasons for traveling.; Famous places and landscapes.; Services: restaurants, accommodation, means of transportation.; Famous people in different places. Lifestyles.; Language: Revision and/or reteaching of Present Simple.
Science and Technology: Vocabulary: Women in science.; Herbal remedies vs medical technology.; Superstition vs science.; Security systems.; Technology in relation to means of transportation.; The role of science and technology.
Thinking Ahead: Vocabulary: Vocabulary related to work, society, volunteering, and other vocabulary is expected to be presented gradually, in a contextualized and motivating way. Recycling language and vocabulary is also beneficial for students in the process of acquisition.; Language: Present Perfect. Emphasizing the use of for, since, already and yet.; Concept of conditional sentences: Types 0, 1, 2.; Connected speech: so, such, because, but, and, or.; Revision and recycling of any language forms needed, relevant to the unit.; Intonation in questions, expressing doubts and certainties.
Núcleo variable DGES - Profundización de la CE3: Unidades: Small country Big people, Thinking ahead, Science and Technology.; Vocabulary: Related vocabulary is expected to be presented gradually, in a contextualized and motivating way. Recycling vocabulary is also beneficial for students in the process of acquisition.; Language: Revision and recycling of any language forms needed, relevant to the unit.; Expected Oral Outcomes: Presenting orally twice a year varying the format according with DUA principles. To assess students' oral performance, the use of rubrics previously negotiated with students, is advised. Self-assessment and peer-assessment are also encouraged to be used in these instances, implementing formative student evaluation strategies.; Expected Written Outcomes: Writing reports, CVs, letters/emails, blog entries, among others. To assess students' written performance we expect teachers to follow the principles of process-writing, producing drafts, revising, editing, giving and receiving feedback on students' work before coming up with the final version of a given text.
Bachillerato (EMS 2023) · 2EMS
Inglés
TECHNOLOGY: Vocabulary related to: technology and the world of work, digital citizenship, secure and insecure websites, fake news, meeting online, cyberbullying, protecting identities, online shopping, e-commerce, standing up to haters, virtual reality, tech fairs, inventions, innovations, AI and its uses.; Language Use - Create: Questions using Present Simple and Past Simple.; Recommendations and suggestions using modal forms.; Suggestions using the second conditional.; Future predictions using will - won't; Use idiomatic expressions related to technology.
TAKING CARE OF MYSELF: Vocabulary Related to: Healthy habits, health problems, mental health and emotions.; The description of images, situations.; Expressions, idioms and adverbials to keep the conversation going, giving opinions, stating one's beliefs, refuting.; Discrimination and inclusion.; Phrasal verbs; Language use: Making suggestions and giving advice about healthy habits using modals.
CULTURAL AWARENESS AND SOCIAL RESPONSIBILITY: Vocabulary: Related to Cultural Awareness and Social Responsibility.; The format of a debate; Argumentative vocabulary; adverbials of: cause and consequence, giving examples, contrasting, alternatives, clarifying and supporting arguments with evidence.; Paralanguage; Persuasion; Language Use: Integrating the third conditional to hypothesise while debating and making reference to past events/facts and their possible consequences.
ART AND ENTERTAINMENT: Vocabulary related to these units: having fun, video games, movies.; Art and culture; Language: Description and interpretation of pictures using present continuous.; Statement of differences and similarities using comparatives and superlatives.; Give directions by using prepositions of place.; Use of commands.
THE WORLD OF STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS): Vocabulary: Related vocabulary is expected to be presented gradually, in a contextualized and motivating way. Recycling vocabulary is also beneficial for students in the process of acquisition.; Language: Revise, recycle and reuse all the linguistic aspects developed in the previous units.
Bachillerato (EMS 2023) · 3EMS
Inglés
STUDYING AND WORKING: Vocabulary related to: the world of work, the workplace; Advantages and disadvantages of remote learning.; Writing a cover letter.; Writing a CV.; Preparing for a job interview.; Presenting simple arguments (stage 1 of debates)
NEWS AND MEDIA: Vocabulary related to mass media and media literacy.; Phrases related to mass media.; Expressing opinions and connecting ideas.; Giving and responding to good and bad news.; Recycling: verb tenses; Recycling: used to
LIFE CHANGING MOMENTS: Vocabulary related to life changing moments.; Using expressions and idioms related to: love; Using expressions and idioms related to: giving advice; Using expressions and idioms related to: giving orders (the imperative); Describing: someone's past life (the past tenses).; Describing: photos that represent special moments in life (present simple and the continuous form)
AMAZING EARTH: Vocabulary related to: the climate, the weather, environment issues, planet conservation, ecotourism, natural disasters, viruses and bacteria; Stating actions and habits people have done for some time (present Perfect); Using: expressions related to the weather.; Using: expressions related to animals.; Using: superlatives to talk about places.; Using: phrases that aid speculation while predicting future events/outcomes in a logical sequence of events/ideas (I suppose, I expect, perhaps...)
BEING HUMANS: Vocabulary related to: human beings, exceptional humans, human creations, technology applied to better human life, genetics and ethics, crime and justice, superstitions, psychology: fears and phobias, the consequences of demographic growth.; The format of a debate; Argumentative vocabulary; adverbials of: cause and consequence, exemplification, contrasting, alternatives, clarifying and supporting, argumenting with evidence.; paralanguage; persuasion; Hypothesising while debating.
URUGUAYAN FOR EXPORT: Vocabulary: Related vocabulary is expected to be presented gradually, in a contextualized and motivating way. Recycling vocabulary is also beneficial for students in the process of language use.; Going deeper into a debate: organizing your opinion; Going deeper into a debate: refuting explanations; Going deeper into a debate: organizing your refutation; Going deeper into a debate: challenging evidence; Going deeper into a debate: organizing a complete debate.
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