Secuencia propuesta
De la activación a la evidencia
La dosificación responde a la amplitud y demanda cognitiva del OA. El docente ajusta el ritmo según la evidencia.
Clase 1 de 5
Recognize purpose and context: Planning, repairing and reviewing spoken English
Propósito docente: Help students recognize purpose and context: Planning, repairing and reviewing spoken English through meaningful, accessible English and evidence from the message.
Meta para estudiantes: Today I will recognize purpose and context: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Present fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english once without translating it in full. Students first respond with a choice, gesture, note or short chunk and then point to the clue they used.
Modelado · 20 min
Think aloud in clear, accessible English and show how to recognize purpose and context: Planning, repairing and reviewing spoken English. Point to the exact clue, combine it with context and check the meaning instead of translating every word.
Práctica guiada · 25 min
Pairs work with a second version of fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Each student contributes information, asks for clarification and improves one part of the message after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to recognize purpose and context: Planning, repairing and reviewing spoken English. They may use a word bank or planning card, but must select language, communicate meaning and check the result independently.
Materiales y preparación
fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “recognize purpose and context: planning, repairing and reviewing spoken english”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «recognize purpose and context: planning, repairing and reviewing spoken english» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «recognize purpose and context: planning, repairing and reviewing spoken english»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: treat accent, speed or immediate accuracy as intelligence.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
Integración curricular
Actitud transversal en esta clase
- Actitud · de Actitud IN1M OAA C: Se promueve curiosidad y respeto ante culturas y modos de vida diversos durante «I will recognize purpose and context: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate» mediante una acción observable y revisable.
02Clase 2 de 5
Locate precise evidence: Planning, repairing and reviewing spoken English
Propósito docente: Help students locate precise evidence: Planning, repairing and reviewing spoken English through meaningful, accessible English and evidence from the message.
Meta para estudiantes: Today I will locate precise evidence: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Show the title, format or first image from fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Students make a tentative prediction and choose what they will listen or read for.
Modelado · 20 min
Compare two comprehensible responses. Explain why both may communicate, then revise the one that does not yet fit the purpose or audience.
Práctica guiada · 25 min
Pairs work with a second version of fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Each student contributes information, asks for clarification and improves one part of the message after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to locate precise evidence: Planning, repairing and reviewing spoken English. They may use a word bank or planning card, but must select language, communicate meaning and check the result independently.
Materiales y preparación
fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “locate precise evidence: planning, repairing and reviewing spoken english”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «locate precise evidence: planning, repairing and reviewing spoken english» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «locate precise evidence: planning, repairing and reviewing spoken english»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: treat accent, speed or immediate accuracy as intelligence.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
Integración curricular
Actitud transversal en esta clase
- Actitud · de Actitud IN1M OAA A: Se promueve interés por conocer el contexto y entorno propio durante «I will locate precise evidence: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate» mediante una acción observable y revisable.
03Clase 3 de 5
Use a strategy or language function: Planning, repairing and reviewing spoken English
Propósito docente: Help students use a strategy or language function: Planning, repairing and reviewing spoken English through meaningful, accessible English and evidence from the message.
Meta para estudiantes: Today I will use a strategy or language function: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Offer two possible meanings for fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Students decide which one fits better and identify the word, sound, image or text feature that supports it.
Modelado · 20 min
Model a first attempt that shows this problem: treat accent, speed or immediate accuracy as intelligence. Pause, ask for clarification or reread, and repair the message without hiding the mistake.
Práctica guiada · 25 min
Pairs work with a second version of fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Each student contributes information, asks for clarification and improves one part of the message after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to use a strategy or language function: Planning, repairing and reviewing spoken English. They may use a word bank or planning card, but must select language, communicate meaning and check the result independently.
Materiales y preparación
fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “use a strategy or language function: planning, repairing and reviewing spoken english”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «use a strategy or language function: planning, repairing and reviewing spoken english» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «use a strategy or language function: planning, repairing and reviewing spoken english»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: treat accent, speed or immediate accuracy as intelligence.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
Integración curricular
Actitud transversal en esta clase
- Actitud · de Actitud IN1M OAA C: Se promueve curiosidad y respeto ante culturas y modos de vida diversos durante «I will use a strategy or language function: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate» mediante una acción observable y revisable.
04Clase 4 de 5
Communicate through an information gap: Planning, repairing and reviewing spoken English
Propósito docente: Help students communicate through an information gap: Planning, repairing and reviewing spoken English through meaningful, accessible English and evidence from the message.
Meta para estudiantes: Today I will communicate through an information gap: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Begin with a short information gap built from fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Students need one another's message to complete a practical task.
Modelado · 20 min
Build a response from useful chunks rather than a full script. Make one meaningful choice, test it with a partner and revise for clarity.
Práctica guiada · 25 min
Pairs work with a second version of fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Each student contributes information, asks for clarification and improves one part of the message after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to communicate through an information gap: Planning, repairing and reviewing spoken English. They may use a word bank or planning card, but must select language, communicate meaning and check the result independently.
Materiales y preparación
fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “communicate through an information gap: planning, repairing and reviewing spoken english”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «communicate through an information gap: planning, repairing and reviewing spoken english» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «communicate through an information gap: planning, repairing and reviewing spoken english»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: treat accent, speed or immediate accuracy as intelligence.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
Integración curricular
Actitud transversal en esta clase
- Actitud · de Actitud IN1M OAA A: Se promueve interés por conocer el contexto y entorno propio durante «I will communicate through an information gap: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate» mediante una acción observable y revisable.
05Clase 5 de 5
Respond independently: Planning, repairing and reviewing spoken English
Propósito docente: Help students respond independently: Planning, repairing and reviewing spoken English through meaningful, accessible English and evidence from the message.
Meta para estudiantes: Today I will respond independently: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Change the speaker, audience or purpose in fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Students predict which language and delivery choices should change.
Modelado · 20 min
Use fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english to model planning, communicating and checking. Highlight meaning, not speed, accent imitation or immediate accuracy.
Práctica guiada · 25 min
Pairs work with a second version of fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english. Each student contributes information, asks for clarification and improves one part of the message after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to respond independently: Planning, repairing and reviewing spoken English. They may use a word bank or planning card, but must select language, communicate meaning and check the result independently.
Materiales y preparación
fictional information-gap cards, useful chunks, audience roles and a paper storyboard for planning, repairing and reviewing spoken english; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “respond independently: planning, repairing and reviewing spoken english”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «respond independently: planning, repairing and reviewing spoken english» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «respond independently: planning, repairing and reviewing spoken english»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: treat accent, speed or immediate accuracy as intelligence.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
Integración curricular
Actitud transversal en esta clase
- Actitud · de Actitud IN1M OAA C: Se promueve curiosidad y respeto ante culturas y modos de vida diversos durante «I will respond independently: Planning, repairing and reviewing spoken English; I will show the clue or language choice that helped me communicate» mediante una acción observable y revisable.