Language for real interaction
Inglés · Unit 2: Education and lifelong learning
Qué aprenderás
- React to oral and written texts by making connections, expressing opinions and participating in discussion. Use the language functions of the level in oral communication with intelligible pronunciation.
- Use English about learning, education, skills, goals and lifelong learning.
- Communicate meaning before seeking perfect translation.
A school offers two workshops: robotics and creative writing. Emilia is interested in both. She compares schedules, what she wants to learn, and the type of work each workshop requires before choosing one for this semester.
En televisores, la síntesis de voz depende del navegador. No se fuerza una voz inglesa sobre explicaciones en español.Goal
React to oral and written texts by making connections, expressing opinions and participating in discussion. Use the language functions of the level in oral communication with intelligible pronunciation. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- Remember: first identify who communicates, for what purpose and in what situation; then use vocabulary and grammar to build meaning.
- Understand before translating
- Use English in context
- Check meaning with evidence
Input
A school offers two workshops: robotics and creative writing. Emilia is interested in both. She compares schedules, what she wants to learn, and the type of work each workshop requires before choosing one for this semester.
- What is the main message?
- Which detail supports it?
- What is the writer's or speaker's purpose?
Meaning first
Context: learning, education, skills, goals and lifelong learning. The input is short, age-appropriate and designed for First Year of Chilean secondary education. Focus: React to oral and written texts by making connections, expressing opinions and participating in discussion. Use the language functions of the level in oral communication with intelligible pronunciation..
- Main idea
- Relevant detail
- Purpose or response
Useful language
Learn expressions as chunks and reuse them in a new sentence: in my opinion; according to; I’m interested in; however; because; first/then/finally. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- Say it aloud
- Change one element
- Use it in a new context
Language tool
Grammar supports communication. Notice word order, verb time, connectors, quantities and descriptive language in the input; choose the form that makes your intended meaning clear. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- Meaning
- Form
- New example
Guided practice
Complete the task in English. First identify the communicative purpose; then select useful language; finally produce or interpret the message and check whether it makes sense. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- Purpose
- Language
- Check
Common mistakes
Avoid translating word by word, choosing an answer because one familiar word appears, or producing isolated grammar with no communicative purpose. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- Use context
- Read/listen beyond one word
- Prioritize intelligibility
Transfer
Use the same strategy in a different situation related to learning, education, skills, goals and lifelong learning. Change the people, purpose or details while keeping the communication skill. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- New situation
- Same strategy
- Independent response
Closure
Say what you understood or communicated, which strategy helped you and one expression you can reuse. En «Language for real interaction», conecta este paso con una evidencia concreta: Emilia compares learning options using her goals and constraints.
- Message
- Strategy
- Reusable English
Actividad de desarrollo
Write 120–180 words in English about learning, education, skills, goals and lifelong learning. Organize your message for a clear purpose, include relevant details, use connectors, and revise vocabulary, verb forms, spelling and punctuation before finishing.
Práctica
- The text says the situation has no useful information.
- The text argues that everyone should make the same choice.
- The text focuses only on an unrelated detail.
- Emilia compares learning options using her goals and constraints.
- She compares schedules and what she wants to learn.
- The opposite of the situation is stated.
- A fact not mentioned in the text is given as certain.
- The text says there are no relevant details.
- To give unrelated instructions with no connection to the topic.
- To show how to choose between learning opportunities.
- To prove that only one personal choice is acceptable.
- To list vocabulary without communicating a message.
- Translate every word before deciding what the text is about.
- Choose an answer as soon as one familiar word appears.
- Identify the main message first, then return to specific details and context.
- Ignore context and focus only on verb forms.