4° medio · Formación General · Inglés 4º medio

Fluent interaction, worldviews and identity awareness

FG-INGL-4M-OAC-04 · Objetivos de aprendizaje

Estado editorialDesarrolladaContenido disciplinar específico; pendiente de revisión humana.

Objetivo oficial

Qué se espera aprender

OA significa Objetivo de Aprendizaje: el resultado que debe alcanzar el estudiante. No es una actividad ni una clase; por eso este OA se desarrolla en una secuencia.

Producir y comprender con fluidez textos orales y escritos claros en situaciones comunicativas que involucren otras visiones de mundo y la propia, con el fin de interactuar y tomar conciencia de su propia identidad.

Derechos y procedencia: el código y la redacción del OA proceden de Currículum Nacional (MINEDUC), se muestran con enlace y fecha de consulta y no se declaran obra del proyecto ni se relicencian bajo CC BY-NC-SA 4.0.

5 clasesBloques adaptables a 45 o 90 minformacion-general-comun

Alineación curricular

Fuente y progresión utilizada

Esta secuencia conserva la ficha oficial y explicita el origen de sus criterios de diseño.

Organización interna de la secuencia

Eje oficial · progresión pedagógica interna en 5 clases

Origen: Organización pedagógica interna derivada del eje y del objetivo; no se presenta como unidad oficial del programa.

Criterios de progresión derivados del OA

Activate purpose and prior knowledge: Fluent interaction, worldviews and identity awareness.
Notice central meaning and clues: Fluent interaction, worldviews and identity awareness.
Rehearse useful language: Fluent interaction, worldviews and identity awareness.

Origen: Criterios internos derivados del verbo, contenido y alcance del objetivo oficial.

Consultar fuente oficial

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

Activate purpose and prior knowledge: Fluent interaction, worldviews and identity awareness

Desarrollada

Propósito docente: Help students activate purpose and prior knowledge: Fluent interaction, worldviews and identity awareness through meaningful English, evidence from the input and purposeful revision.

Meta para estudiantes: Today I will activate purpose and prior knowledge: Fluent interaction, worldviews and identity awareness; I will use evidence, communicate for a purpose and revise meaning when needed; I will work independently and state the limits of my response.

Inicio · 10 min

Present a short, original and attributed oral, written or multimodal text about fluent interaction, worldviews and identity awareness once. Students identify purpose, central meaning and one clue before translating or preparing a full response.

Modelado · 20 min

Think aloud in accessible English to activate purpose and prior knowledge: Fluent interaction, worldviews and identity awareness. Use an exact clue, useful language and context; address the misconception: translate every word before responding.

Práctica guiada · 25 min

Pairs complete an information-gap or comparison about fluent interaction, worldviews and identity awareness, ask for clarification and revise one part for meaning and audience.

Desempeño individual · 25 min

Each student completes a new task to activate purpose and prior knowledge: Fluent interaction, worldviews and identity awareness; they select support, communicate a position and repair meaning after checking the input.

Materiales y preparación

a short, original and attributed oral, written or multimodal text about fluent interaction, worldviews and identity awareness; visible language support, planning grid and an offline alternative. Check attribution, accessibility and privacy.

Insumo concreto y consigna

Recurso listo para usar

Information-gap cards for two fictional community projects, planning notes, clarification and repair stems, and a simple audience-purpose card.

Consigna exacta

Work on “activate purpose and prior knowledge: fluent interaction, worldviews and identity awareness”: 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 chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.

Profundización: Change speaker, worldview, audience or purpose and adapt language while preserving the central message. Complete the transfer with less scaffolding and justify which support is no longer necessary.

Ticket de salida · 10 min

Give a short response for today's purpose and identify the clue or language choice that supports it.

Evidencia: Comprehensible individual response for «activate purpose and prior knowledge: fluent interaction, worldviews and identity awareness» with input evidence, purposeful language and revision.

Criterios observables

completes «activate purpose and prior knowledge: fluent interaction, worldviews and identity awareness» for the stated purpose
uses precise evidence or language from the input
communicates comprehensibly and revises one decision

Pauta de evaluación de cuatro niveles

Nivel	Descriptor observable
Aún no observable	No produce evidencia suficiente o responde sin relacionarla con la consigna.
En desarrollo	Responde parcialmente y necesita apoyo para usar el criterio o la evidencia.
Logrado	Responde la consigna, usa el criterio central y deja una evidencia comprensible. Referencia de esta clase: 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.
Profundizado	Justifica, contrasta o transfiere la decisión a una condición nueva.

Distribución de 45 minutos

Tiempo	Acción preservada
5 min	Activación breve y lectura de la consigna exacta.
8 min	Modelado con el insumo concreto y una decisión visible.
12 min	Primer intento guiado y retroalimentación según un criterio.
15 min	Desempeño individual con evidencia atribuible.
5 min	Ticket, clasificación del nivel y decisión posterior.

Decisión posterior: Move on when purpose, evidence and message align; otherwise change access, model another example and collect new evidence without labelling the learner.

Si dispone de 45 minutos: Keep the specific input, brief modelling, guided rehearsal, individual evidence and exit response; reduce length or turns, not the communicative demand.

Consolidación

Tarea breve y flexible

Observe or create a short, safe example using available resources. No purchase, account, internet access or disclosure of personal information is required.

Banco opcional

Actividades complementarias

Recovery: reduce input length or available choices, then return to the complete communicative task.
Error analysis: revise a fictional response that shows this misconception: translate every word before responding.
Transfer: change audience, viewpoint, mode or purpose and adapt the message.

Respuesta durante la clase

Control de dificultades con acciones

Dificultad observable	Acción inmediata	Comprobación
Responds before examining the input	Ask the learner to locate one exact clue before choosing or composing a response.	The new response cites a relevant clue.
Translate every word before responding	Keep chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.	The learner completes a new task without repeating the misconception and explains the change.
Completes the task but cannot justify a language choice	Ask for a comparison with one alternative and the clue that decided between them.	The explanation makes the communicative decision visible and revisable.

Coordinación profesional: El docente modela inglés comprensible y culturalmente situado; los apoyos facilitan acceso sin sustituir la intención comunicativa.

Clase 2 de 5

Notice central meaning and clues: Fluent interaction, worldviews and identity awareness

Desarrollada

Propósito docente: Help students notice central meaning and clues: Fluent interaction, worldviews and identity awareness through meaningful English, evidence from the input and purposeful revision.

Meta para estudiantes: Today I will notice central meaning and clues: Fluent interaction, worldviews and identity awareness; I will use evidence, communicate for a purpose and revise meaning when needed; I will work independently and state the limits of my response.

Inicio · 10 min

Modelado · 20 min

Think aloud in accessible English to notice central meaning and clues: Fluent interaction, worldviews and identity awareness. Use an exact clue, useful language and context; address the misconception: translate every word before responding.

Práctica guiada · 25 min

Pairs complete an information-gap or comparison about fluent interaction, worldviews and identity awareness, ask for clarification and revise one part for meaning and audience.

Desempeño individual · 25 min

Each student completes a new task to notice central meaning and clues: Fluent interaction, worldviews and identity awareness; they select support, communicate a position and repair meaning after checking the input.

Materiales y preparación

Insumo concreto y consigna

Recurso listo para usar

Information-gap cards for two fictional community projects, planning notes, clarification and repair stems, and a simple audience-purpose card.

Consigna exacta

Work on “notice central meaning and clues: fluent interaction, worldviews and identity awareness”: 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

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 chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.

Ticket de salida · 10 min

Give a short response for today's purpose and identify the clue or language choice that supports it.

Evidencia: Comprehensible individual response for «notice central meaning and clues: fluent interaction, worldviews and identity awareness» with input evidence, purposeful language and revision.

Criterios observables

completes «notice central meaning and clues: fluent interaction, worldviews and identity awareness» for the stated purpose
uses precise evidence or language from the input
communicates comprehensibly and revises one decision

Pauta de evaluación de cuatro niveles

Nivel	Descriptor observable
Aún no observable	No produce evidencia suficiente o responde sin relacionarla con la consigna.
En desarrollo	Responde parcialmente y necesita apoyo para usar el criterio o la evidencia.
Logrado	Responde la consigna, usa el criterio central y deja una evidencia comprensible. Referencia de esta clase: 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.
Profundizado	Justifica, contrasta o transfiere la decisión a una condición nueva.

Distribución de 45 minutos

Tiempo	Acción preservada
5 min	Activación breve y lectura de la consigna exacta.
8 min	Modelado con el insumo concreto y una decisión visible.
12 min	Primer intento guiado y retroalimentación según un criterio.
15 min	Desempeño individual con evidencia atribuible.
5 min	Ticket, clasificación del nivel y decisión posterior.

Decisión posterior: Move on when purpose, evidence and message align; otherwise change access, model another example and collect new evidence without labelling the learner.

Si dispone de 45 minutos: Keep the specific input, brief modelling, guided rehearsal, individual evidence and exit response; reduce length or turns, not the communicative demand.

Consolidación

Tarea breve y flexible

Observe or create a short, safe example using available resources. No purchase, account, internet access or disclosure of personal information is required.

Banco opcional

Actividades complementarias

Recovery: reduce input length or available choices, then return to the complete communicative task.
Error analysis: revise a fictional response that shows this misconception: translate every word before responding.
Transfer: change audience, viewpoint, mode or purpose and adapt the message.

Respuesta durante la clase

Control de dificultades con acciones

Dificultad observable	Acción inmediata	Comprobación
Responds before examining the input	Ask the learner to locate one exact clue before choosing or composing a response.	The new response cites a relevant clue.
Translate every word before responding	Keep chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.	The learner completes a new task without repeating the misconception and explains the change.
Completes the task but cannot justify a language choice	Ask for a comparison with one alternative and the clue that decided between them.	The explanation makes the communicative decision visible and revisable.

Coordinación profesional: El docente modela inglés comprensible y culturalmente situado; los apoyos facilitan acceso sin sustituir la intención comunicativa.

Clase 3 de 5

Rehearse useful language: Fluent interaction, worldviews and identity awareness

Desarrollada

Propósito docente: Help students rehearse useful language: Fluent interaction, worldviews and identity awareness through meaningful English, evidence from the input and purposeful revision.

Meta para estudiantes: Today I will rehearse useful language: Fluent interaction, worldviews and identity awareness; I will use evidence, communicate for a purpose and revise meaning when needed; I will work independently and state the limits of my response.

Inicio · 10 min

Modelado · 20 min

Think aloud in accessible English to rehearse useful language: Fluent interaction, worldviews and identity awareness. Use an exact clue, useful language and context; address the misconception: translate every word before responding.

Práctica guiada · 25 min

Pairs complete an information-gap or comparison about fluent interaction, worldviews and identity awareness, ask for clarification and revise one part for meaning and audience.

Desempeño individual · 25 min

Each student completes a new task to rehearse useful language: Fluent interaction, worldviews and identity awareness; they select support, communicate a position and repair meaning after checking the input.

Materiales y preparación

Insumo concreto y consigna

Recurso listo para usar

Information-gap cards for two fictional community projects, planning notes, clarification and repair stems, and a simple audience-purpose card.

Consigna exacta

Work on “rehearse useful language: fluent interaction, worldviews and identity awareness”: 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

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 chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.

Ticket de salida · 10 min

Give a short response for today's purpose and identify the clue or language choice that supports it.

Evidencia: Comprehensible individual response for «rehearse useful language: fluent interaction, worldviews and identity awareness» with input evidence, purposeful language and revision.

Criterios observables

completes «rehearse useful language: fluent interaction, worldviews and identity awareness» for the stated purpose
uses precise evidence or language from the input
communicates comprehensibly and revises one decision

Pauta de evaluación de cuatro niveles

Nivel	Descriptor observable
Aún no observable	No produce evidencia suficiente o responde sin relacionarla con la consigna.
En desarrollo	Responde parcialmente y necesita apoyo para usar el criterio o la evidencia.
Logrado	Responde la consigna, usa el criterio central y deja una evidencia comprensible. Referencia de esta clase: 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.
Profundizado	Justifica, contrasta o transfiere la decisión a una condición nueva.

Distribución de 45 minutos

Tiempo	Acción preservada
5 min	Activación breve y lectura de la consigna exacta.
8 min	Modelado con el insumo concreto y una decisión visible.
12 min	Primer intento guiado y retroalimentación según un criterio.
15 min	Desempeño individual con evidencia atribuible.
5 min	Ticket, clasificación del nivel y decisión posterior.

Decisión posterior: Move on when purpose, evidence and message align; otherwise change access, model another example and collect new evidence without labelling the learner.

Si dispone de 45 minutos: Keep the specific input, brief modelling, guided rehearsal, individual evidence and exit response; reduce length or turns, not the communicative demand.

Consolidación

Tarea breve y flexible

Observe or create a short, safe example using available resources. No purchase, account, internet access or disclosure of personal information is required.

Banco opcional

Actividades complementarias

Recovery: reduce input length or available choices, then return to the complete communicative task.
Error analysis: revise a fictional response that shows this misconception: translate every word before responding.
Transfer: change audience, viewpoint, mode or purpose and adapt the message.

Respuesta durante la clase

Control de dificultades con acciones

Dificultad observable	Acción inmediata	Comprobación
Responds before examining the input	Ask the learner to locate one exact clue before choosing or composing a response.	The new response cites a relevant clue.
Translate every word before responding	Keep chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.	The learner completes a new task without repeating the misconception and explains the change.
Completes the task but cannot justify a language choice	Ask for a comparison with one alternative and the clue that decided between them.	The explanation makes the communicative decision visible and revisable.

Coordinación profesional: El docente modela inglés comprensible y culturalmente situado; los apoyos facilitan acceso sin sustituir la intención comunicativa.

Clase 4 de 5

Communicate a critical position: Fluent interaction, worldviews and identity awareness

Desarrollada

Propósito docente: Help students communicate a critical position: Fluent interaction, worldviews and identity awareness through meaningful English, evidence from the input and purposeful revision.

Meta para estudiantes: Today I will communicate a critical position: Fluent interaction, worldviews and identity awareness; I will use evidence, communicate for a purpose and revise meaning when needed; I will work independently and state the limits of my response.

Inicio · 10 min

Modelado · 20 min

Think aloud in accessible English to communicate a critical position: Fluent interaction, worldviews and identity awareness. Use an exact clue, useful language and context; address the misconception: translate every word before responding.

Práctica guiada · 25 min

Pairs complete an information-gap or comparison about fluent interaction, worldviews and identity awareness, ask for clarification and revise one part for meaning and audience.

Desempeño individual · 25 min

Each student completes a new task to communicate a critical position: Fluent interaction, worldviews and identity awareness; they select support, communicate a position and repair meaning after checking the input.

Materiales y preparación

Insumo concreto y consigna

Recurso listo para usar

Information-gap cards for two fictional community projects, planning notes, clarification and repair stems, and a simple audience-purpose card.

Consigna exacta

Work on “communicate a critical position: fluent interaction, worldviews and identity awareness”: 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

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 chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.

Ticket de salida · 10 min

Give a short response for today's purpose and identify the clue or language choice that supports it.

Evidencia: Comprehensible individual response for «communicate a critical position: fluent interaction, worldviews and identity awareness» with input evidence, purposeful language and revision.

Criterios observables

completes «communicate a critical position: fluent interaction, worldviews and identity awareness» for the stated purpose
uses precise evidence or language from the input
communicates comprehensibly and revises one decision

Pauta de evaluación de cuatro niveles

Nivel	Descriptor observable
Aún no observable	No produce evidencia suficiente o responde sin relacionarla con la consigna.
En desarrollo	Responde parcialmente y necesita apoyo para usar el criterio o la evidencia.
Logrado	Responde la consigna, usa el criterio central y deja una evidencia comprensible. Referencia de esta clase: 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.
Profundizado	Justifica, contrasta o transfiere la decisión a una condición nueva.

Distribución de 45 minutos

Tiempo	Acción preservada
5 min	Activación breve y lectura de la consigna exacta.
8 min	Modelado con el insumo concreto y una decisión visible.
12 min	Primer intento guiado y retroalimentación según un criterio.
15 min	Desempeño individual con evidencia atribuible.
5 min	Ticket, clasificación del nivel y decisión posterior.

Decisión posterior: Move on when purpose, evidence and message align; otherwise change access, model another example and collect new evidence without labelling the learner.

Si dispone de 45 minutos: Keep the specific input, brief modelling, guided rehearsal, individual evidence and exit response; reduce length or turns, not the communicative demand.

Consolidación

Tarea breve y flexible

Observe or create a short, safe example using available resources. No purchase, account, internet access or disclosure of personal information is required.

Banco opcional

Actividades complementarias

Recovery: reduce input length or available choices, then return to the complete communicative task.
Error analysis: revise a fictional response that shows this misconception: translate every word before responding.
Transfer: change audience, viewpoint, mode or purpose and adapt the message.

Respuesta durante la clase

Control de dificultades con acciones

Dificultad observable	Acción inmediata	Comprobación
Responds before examining the input	Ask the learner to locate one exact clue before choosing or composing a response.	The new response cites a relevant clue.
Translate every word before responding	Keep chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.	The learner completes a new task without repeating the misconception and explains the change.
Completes the task but cannot justify a language choice	Ask for a comparison with one alternative and the clue that decided between them.	The explanation makes the communicative decision visible and revisable.

Coordinación profesional: El docente modela inglés comprensible y culturalmente situado; los apoyos facilitan acceso sin sustituir la intención comunicativa.

Clase 5 de 5

Repair and revise meaning: Fluent interaction, worldviews and identity awareness

Desarrollada

Propósito docente: Help students repair and revise meaning: Fluent interaction, worldviews and identity awareness through meaningful English, evidence from the input and purposeful revision.

Meta para estudiantes: Today I will repair and revise meaning: Fluent interaction, worldviews and identity awareness; I will use evidence, communicate for a purpose and revise meaning when needed; I will work independently and state the limits of my response.

Inicio · 10 min

Modelado · 20 min

Think aloud in accessible English to repair and revise meaning: Fluent interaction, worldviews and identity awareness. Use an exact clue, useful language and context; address the misconception: translate every word before responding.

Práctica guiada · 25 min

Pairs complete an information-gap or comparison about fluent interaction, worldviews and identity awareness, ask for clarification and revise one part for meaning and audience.

Desempeño individual · 25 min

Each student completes a new task to repair and revise meaning: Fluent interaction, worldviews and identity awareness; they select support, communicate a position and repair meaning after checking the input.

Materiales y preparación

Insumo concreto y consigna

Recurso listo para usar

Information-gap cards for two fictional community projects, planning notes, clarification and repair stems, and a simple audience-purpose card.

Consigna exacta

Work on “repair and revise meaning: fluent interaction, worldviews and identity awareness”: 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

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 chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.

Ticket de salida · 10 min

Give a short response for today's purpose and identify the clue or language choice that supports it.

Evidencia: Comprehensible individual response for «repair and revise meaning: fluent interaction, worldviews and identity awareness» with input evidence, purposeful language and revision.

Criterios observables

completes «repair and revise meaning: fluent interaction, worldviews and identity awareness» for the stated purpose
uses precise evidence or language from the input
communicates comprehensibly and revises one decision

Pauta de evaluación de cuatro niveles

Nivel	Descriptor observable
Aún no observable	No produce evidencia suficiente o responde sin relacionarla con la consigna.
En desarrollo	Responde parcialmente y necesita apoyo para usar el criterio o la evidencia.
Logrado	Responde la consigna, usa el criterio central y deja una evidencia comprensible. Referencia de esta clase: 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.
Profundizado	Justifica, contrasta o transfiere la decisión a una condición nueva.

Distribución de 45 minutos

Tiempo	Acción preservada
5 min	Activación breve y lectura de la consigna exacta.
8 min	Modelado con el insumo concreto y una decisión visible.
12 min	Primer intento guiado y retroalimentación según un criterio.
15 min	Desempeño individual con evidencia atribuible.
5 min	Ticket, clasificación del nivel y decisión posterior.

Decisión posterior: Move on when purpose, evidence and message align; otherwise change access, model another example and collect new evidence without labelling the learner.

Si dispone de 45 minutos: Keep the specific input, brief modelling, guided rehearsal, individual evidence and exit response; reduce length or turns, not the communicative demand.

Consolidación

Tarea breve y flexible

Observe or create a short, safe example using available resources. No purchase, account, internet access or disclosure of personal information is required.

Banco opcional

Actividades complementarias

Recovery: reduce input length or available choices, then return to the complete communicative task.
Error analysis: revise a fictional response that shows this misconception: translate every word before responding.
Transfer: change audience, viewpoint, mode or purpose and adapt the message.

Respuesta durante la clase

Control de dificultades con acciones

Dificultad observable	Acción inmediata	Comprobación
Responds before examining the input	Ask the learner to locate one exact clue before choosing or composing a response.	The new response cites a relevant clue.
Translate every word before responding	Keep chunks and visual clues available, allow rehearsal and alternative response modes, and do not penalize accent, wait time or self-correction.	The learner completes a new task without repeating the misconception and explains the change.
Completes the task but cannot justify a language choice	Ask for a comparison with one alternative and the clue that decided between them.	The explanation makes the communicative decision visible and revisable.

Coordinación profesional: El docente modela inglés comprensible y culturalmente situado; los apoyos facilitan acceso sin sustituir la intención comunicativa.

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