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Matemáticas Lenguaje Ciencias Naturales Ciencias Sociales Inglés Transición
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Qué se consolida en este grado

Grade 10 students work at CEFR B1. They develop ability to handle more complex authentic texts on familiar and academic topics, produce structured written genres, sustain spontaneous conversations, and deliver oral presentations followed by Q&A. The year builds the inferential and interpretive reading skills required for the Saber 11 English component.

ING-G10-DBA01
Derecho básico 1

Distingue información general y específica en textos de opinión y discusiones orales y escritos sobre temas conocidos. Para esto, responde a las preguntas ¿de qué trata el texto? y ¿cuál es el enunciado más importante que el autor hace acerca del tema?.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Distinguishing general vs. specific information in opinion textsScanning and skimming in written and oral opinion piecesVocabulary for expressing degrees of certainty and opinion
4

Cómo lo trabajo en clase 1 h 30

General or Specific? Reading Between the Lines

ObjetivoStudents distinguish general and specific information in opinion texts and oral discussions, applying skimming and scanning strategies.

MaterialesTwo contrasting authentic opinion articles on the same topic (e.g. social media), two-column note-taking template, audio opinion excerpt, discussion guide.

Desarrollo1. Strategy review (10 min): Teacher reviews the difference between general statements ('Social media affects teens') and specific evidence ('A 2023 study found 67% of teens…'). 2. Skimming task (15 min): Students skim article 1 for general claims; share findings. 3. Scanning task (15 min): Students scan for specific data or examples; add to chart. 4. Listening (15 min): Audio opinion segment; students categorise information as general or specific in real time. 5. Group comparison (20 min): Groups compare both sources and discuss which provides stronger specific evidence. 6. Writing (15 min): Students write a paragraph explaining the difference between the general and specific information found in the texts.

Producto que entrega el estudianteCompleted two-column chart for both sources and a comparison paragraph (5–6 sentences).

«Why is it important to distinguish between general claims and specific information when reading or listening to opinion texts?»

5

Otras formas de trabajarlo

  • Two-Column Note-Taking — Students read an opinion article and complete a two-column chart separating general claims from specific evidence or examples, then compare notes and discuss the author's argument structure.
  • Opinion Panel Discussion — Groups listen to or read two contrasting opinion pieces on the same topic, identify general and specific information in each, and present a comparison to the class.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Identifies general information with support; struggles to locate specific details; chart is mostly incomplete.

Básico

Correctly identifies most general claims and at least two specific details; notes are brief but accurate.

Alto

Accurately distinguishes general and specific information in both reading and listening; explains how each type functions in the argument.

Superior

Critically evaluates the balance of general and specific information; judges the strength of arguments; written response is analytical and well-supported.

7

Con qué cierro

  • What general claims and specific evidence did you find in each text?
  • Which source do you think is more convincing and why? How does the use of specific information affect credibility?
  • Can a text be persuasive using only general information? What are the risks of relying on general claims without evidence?
ING-G10-DBA02
Derecho básico 2

Explica las ideas de un texto oral o escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo, inferencias e interpretaciones.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Inference and interpretation strategies for oral and written textsUsing prior knowledge and context clues to explain ideasVocabulary in context: connotation and denotation
4

Cómo lo trabajo en clase 1 h 30

Beyond the Words

ObjetivoStudents explain ideas from oral and written texts about familiar topics by making inferences and interpretations supported by prior knowledge.

MaterialesAuthentic text on a familiar topic (technology, environment, youth culture), inference ladder graphic organiser, annotation guide, Socratic seminar discussion norms poster.

Desarrollo1. Prior knowledge activation (10 min): Quick-write: what do you already know about the topic? 2. First reading (15 min): Students read for gist; circle unfamiliar words; use context clues. 3. Inference ladder (20 min): Complete the three rungs individually; share with a partner. 4. Socratic seminar (30 min): Open discussion; teacher monitors participation; students must use at least one inference from their ladder. 5. Written response (15 min): Students write 5–6 sentences explaining one key idea from the text using inference and prior knowledge.

Producto que entrega el estudianteCompleted inference ladder and a written explanation (5–6 sentences) of a key idea from the text.

«How do prior knowledge and context clues help me go beyond the literal meaning of a text to form my own interpretation?»

5

Otras formas de trabajarlo

  • Inference Ladder — Students read a text and use a visual 'ladder' tool to move from what the text says explicitly (bottom) to what they infer (middle) to their personal interpretation (top), supporting each step with prior knowledge and text evidence.
  • Socratic Seminar — Students prepare by annotating a text with personal connections and inferences; a structured discussion follows where participants must build on or challenge each other's interpretations using textual evidence.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Restates text information literally with little inference; struggles to connect prior knowledge to text ideas.

Básico

Makes at least one supported inference; connects one piece of prior knowledge to the text; explanation is basic but clear.

Alto

Makes multiple inferences well supported by text and prior knowledge; written explanation is coherent and developed.

Superior

Constructs nuanced interpretations integrating text evidence, prior knowledge and critical perspective; language is accurate and academically appropriate.

7

Con qué cierro

  • What does the text explicitly say about the topic? List at least three pieces of information.
  • What can you infer about the author's attitude towards the topic? What clues in the text support your inference?
  • How does your prior knowledge change or deepen your interpretation of the text? Could someone with different experiences interpret it differently?
ING-G10-DBA03
Derecho básico 3

Redacta textos narrativos, descriptivos y expositivos relacionados con temas de su interés o que le resultan familiares. Para esto, sigue un proceso de planeación, escritura, revisión y edición. Se apoya en su profesor(a) y/o compañeros(as) de clase.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Narrative, descriptive and expository writing: features and structureWriting process: brainstorming, drafting, revising, editingCohesion devices: pronouns, synonyms, transition words
4

Cómo lo trabajo en clase 1 h 30

One Topic, Three Genres

ObjetivoStudents produce narrative, descriptive and expository texts on the same topic of personal interest, recognising the distinctive features of each genre.

MaterialesMentor text samples for each genre, genre feature chart, writing process guide, revision station checklists, coloured pens for peer editing.

Desarrollo1. Genre analysis (20 min): Students read three short mentor texts on the same topic; identify genre-specific features in each. 2. Planning (15 min): Students choose a personal topic and plan one text per genre using a graphic organiser. 3. Drafting (25 min): Students write one complete text (chosen genre); drafts remain informal. 4. Revision stations (20 min): Three rotations: Content → Language → Cohesion; peers leave comments. 5. Final revision (10 min): Students apply feedback and note one improvement per station.

Producto que entrega el estudianteOne complete written text (narrative, descriptive or expository) with completed revision checklist and revised draft.

«How do I choose the most appropriate genre and features to communicate my ideas effectively in writing?»

5

Otras formas de trabajarlo

  • Genre Study and Mentor Texts — Students analyse mentor texts for each genre, identifying key features; they use findings to produce their own text in the same genre on a topic of personal or academic interest.
  • Writing Workshop with Revision Stations — Students rotate through three revision stations (content, language, cohesion) in small groups; each station provides a specific checklist and peer gives targeted feedback.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Attempts one genre with minimal features; text is short and may lack clear structure; frequent errors impede meaning.

Básico

Produces a text with the basic features of one genre; structure is recognisable; some cohesion devices used.

Alto

Produces a well-structured text with clear genre features, cohesion devices and mostly accurate language; personal voice is evident.

Superior

Demonstrates mastery of genre conventions; text is cohesive, engaging and linguistically rich; revision shows metacognitive awareness of writing choices.

7

Con qué cierro

  • What specific features distinguish a narrative text from a descriptive one? Give examples from the mentor texts.
  • Why might a writer choose an expository genre over a narrative one to present the same information?
  • Which genre do you think is most powerful for communicating your ideas to peers? Justify your choice with reasons about audience impact.
ING-G10-DBA04
Derecho básico 4

Produce mensajes escritos, tales como cartas y correos electrónicos, claros y bien estructurados teniendo en cuenta el contexto en el que tienen lugar. Para esto, utiliza el vocabulario y las estructuras de texto requeridas.

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1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Formal written communication: letters and emailsStructure and conventions: salutation, body paragraphs, closingRegister and audience awareness in formal writing
4

Cómo lo trabajo en clase 1 h 30

Write It Right: Letters and Emails

ObjetivoStudents produce a well-structured, clear formal letter or email in English, considering context, audience and appropriate register.

MaterialesModel formal letter and email, structural labelling worksheet, formal phrase bank, writing rubric, optional digital tools for email drafting.

Desarrollo1. Context setting (10 min): Teacher presents a real communication need (e.g. requesting a school visit from a local company). 2. Model analysis (20 min): Students label parts of a model email and identify formal phrases; compare with an informal message. 3. Planning (15 min): Groups decide on audience, purpose and key content using a planning template. 4. Collaborative writing (25 min): Groups draft their letter/email; teacher circulates and gives language support. 5. Peer review (15 min): Groups exchange drafts; use rubric to give feedback on structure, register and clarity. 6. Revision and sharing (5 min): Groups share one revised sentence and explain the change made.

Producto que entrega el estudianteA completed formal letter or email (10–12 sentences) with peer-review notes and a revision comment.

«How does the context and audience change the way I write a formal message in English?»

5

Otras formas de trabajarlo

  • Model Analysis and Deconstruction — Students analyse model letters and emails, labelling structural components and noting formal language features; they then use findings to write their own message.
  • Real-Purpose Writing Task — Groups identify a real audience (school principal, local business, NGO) and collaboratively write a formal email or letter requesting information or support, considering context and register.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Produces a message with one or two formal elements; structure is unclear; register is mostly informal; many errors.

Básico

Writes a message with recognisable structure and some formal phrases; purpose is clear; minor register inconsistencies.

Alto

Produces a well-structured formal message with appropriate register, clear purpose and mostly accurate language.

Superior

Writes a sophisticated, well-organised formal message perfectly suited to context and audience; language is precise, formal and error-free.

7

Con qué cierro

  • What are the essential structural components of a formal email or letter in English?
  • How would the tone and vocabulary of your email change if you were writing to a friend instead of a school principal?
  • Is formal written communication still relevant in the age of instant messaging? What situations demand it and why?
ING-G10-DBA05
Derecho básico 5

Intercambia opiniones sobre situaciones de interés personal, escolar o social. Para esto, presenta sus opiniones de manera natural y coherente y hace uso de expresiones conocidas.

+ Añadir al plan
1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Expressing and exchanging opinions in academic contextsPolite disagreement and counter-argument languagePersonal, school and social issues discussion vocabulary
4

Cómo lo trabajo en clase 1 h 30

Points of View

ObjetivoStudents exchange well-supported opinions on personal, school and social issues using appropriate academic discourse in English.

MaterialesDiscussion topic cards, debate structure guide, opinion-language reference sheet, observation checklist for outer circle, self-evaluation form.

Desarrollo1. Topic introduction (10 min): Teacher presents three social issues; students vote on one; activate vocabulary. 2. Preparation (15 min): Groups research basic arguments (using provided short texts) and assign roles. 3. Fishbowl round 1 (20 min): Inner circle debates; outer circle observes and counts opinion phrases used. 4. Role switch (20 min): Outer circle takes the inner circle's place; new points introduced. 5. Full-class synthesis (15 min): Class summarises points heard; teacher highlights effective language. 6. Written opinion (10 min): Students write 4–5 sentences expressing their final position.

Producto que entrega el estudianteActive participation in the fishbowl debate, observation notes and a written opinion statement (4–5 sentences).

«How can I exchange opinions on social issues respectfully and effectively in formal academic English?»

5

Otras formas de trabajarlo

  • Fishbowl Discussion — An inner circle of 4–5 students discusses a social topic while the outer circle observes and takes notes on opinion language used; roles rotate so all students participate.
  • Collaborative Debate Preparation — Groups research a social or school issue, assign roles (claim, evidence, rebuttal), and engage in a structured class debate practising formal opinion exchange.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

States a basic opinion without support; rarely engages with other participants; mostly passive in discussion.

Básico

Expresses an opinion with at least one supporting reason; responds to direct questions; uses basic opinion phrases.

Alto

Exchanges opinions fluently; offers and challenges arguments; uses a variety of discourse markers; stays on topic.

Superior

Engages in sophisticated opinion exchange; anticipates and refutes counter-arguments; uses academic vocabulary accurately; manages turn-taking skillfully.

7

Con qué cierro

  • What opinions were expressed in the fishbowl discussion and what language was used to express them?
  • Why is it important to support an opinion with reasons and evidence in a formal discussion?
  • Do you think debating controversial topics in a second language is harder than in your first language? What specific challenges did you face?
ING-G10-DBA06
Derecho básico 6

Sostiene conversaciones espontáneas y sencillas acerca de temas que son de su conocimiento, interés personal o académico. Según su propósito y el conocimiento del interlocutor, es capaz de seleccionar expresiones apropiadas para iniciar, mantener y cerrar una conversación.

+ Añadir al plan
1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Spontaneous conversation strategies: fillers, backchannelling, paraphrasingFamiliar and academic topics: technology, environment, youth, educationPronunciation for intelligibility: stress, rhythm, connected speech
4

Cómo lo trabajo en clase 1 h 30

On Air: The Student Talk Show

ObjetivoStudents sustain spontaneous, natural conversations in English about topics of personal and academic knowledge using appropriate interaction strategies.

MaterialesTopic cards, talk-show role cards (host, expert guest, audience member), interaction strategy poster, audio/video recording tool (optional), reflection checklist.

Desarrollo1. Strategy input (15 min): Teacher models filler words, backchannelling ('Right, I see, Exactly') and paraphrasing ('What I mean is…'). 2. Warm-up conversation (10 min): Two-minute free-talk with a partner on a random topic card. 3. Talk-show preparation (10 min): Groups assign roles and choose topic; quick planning (no scripts). 4. Talk-show performances (40 min): Each group performs 6–8 minutes; audience members take notes on effective interaction strategies. 5. Debrief (15 min): Class discusses what made conversations flow naturally; teacher provides corrective feedback.

Producto que entrega el estudianteParticipation in talk-show performance, completed observation notes and a brief reflection on one interaction strategy used.

«What strategies help me keep a spontaneous conversation in English flowing naturally and meaningfully?»

5

Otras formas de trabajarlo

  • Conversation Journals — Students keep a brief weekly log of topics they discussed in English, challenges they faced and new vocabulary used, building metacognitive awareness of conversational competence.
  • Talk-Show Simulation — Groups simulate a talk-show on a topic of personal or academic interest: one student plays the host, others are guests; conversations are spontaneous within a loose structure, practising fluency and interaction strategies.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Speaks only when prompted; long pauses; struggles to maintain topic; interaction strategies absent or unnatural.

Básico

Maintains short exchanges with some prompting; uses basic fillers; stays on topic most of the time.

Alto

Sustains spontaneous conversation with appropriate interaction strategies; responds naturally and adds relevant information.

Superior

Engages in fluent, natural conversation; uses a range of interaction strategies effectively; pronunciation is clear; topic is developed with depth and creativity.

7

Con qué cierro

  • Which interaction strategies (fillers, backchannelling, paraphrasing) did you observe during the talk-show performances?
  • How did the talk-show format help or hinder spontaneous conversation compared to a free discussion?
  • Is spontaneous conversation in English more challenging than prepared speech? What specific aspects do you need to develop to become more fluent?
ING-G10-DBA07
Derecho básico 7

Responde preguntas e inquietudes después de hacer una exposición oral sobre temas generales o académicos de interés. Para esto, se basa en la información consultada y organizada.

+ Añadir al plan
1

Cómo sé que lo aprendió

  • Ingles no presenta evidencias.

Estas evidencias sirven tal cual como indicadores de logro del periodo.

2

Qué contenidos toca

Oral presentation structure: Q&A and audience managementAcademic language for responding to questions: reformulating, hedgingSelf-assessment and reflection on oral performance
4

Cómo lo trabajo en clase 1 h 30

Present and Defend

ObjetivoStudents deliver a prepared oral presentation on a general or academic topic and respond to audience questions using academic language strategies.

MaterialesPresentation notes or visual aid, Q&A language card ('That's a great question…', 'What I mean is…', 'I'm not entirely sure, but…'), presentation rubric with Q&A section, peer question-preparation guide.

Desarrollo1. Preparation review (10 min): Students finalise presentations; review Q&A language card. 2. Audience question preparation (10 min): Groups write question sets using the three-level guide. 3. Presentations + Q&A (50 min): Each presenter speaks for 3–4 minutes then takes 2–3 minutes of questions; teacher notes language use. 4. Feedback session (15 min): Teacher gives group feedback on presentation language and Q&A strategies. 5. Self-assessment (5 min): Students complete rubric including Q&A section; set one goal.

Producto que entrega el estudianteOral presentation with live Q&A response, completed self-assessment rubric and one written improvement goal.

«How can I respond to unexpected questions about my presentation topic fluently and accurately in English?»

5

Otras formas de trabajarlo

  • Presentation-and-Panel — After delivering a prepared oral presentation, each student sits on a panel and answers three questions from classmates and the teacher, practising spontaneous academic language.
  • Question Generation Circles — Before presentations, audience groups prepare at least two questions per level (literal, inferential, evaluative) to ask the presenter, ensuring high-quality Q&A interaction.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Reads presentation verbatim; unable to respond to questions or gives monosyllabic answers; Q&A is very brief.

Básico

Delivers a basic presentation from notes; answers direct questions with simple sentences; uses one or two Q&A phrases.

Alto

Presents fluently with minimal notes; answers questions with relevant detail; uses reformulation and hedging appropriately.

Superior

Presents with confidence and engages the audience; responds to all question types with depth and accuracy; elaborates, clarifies and redirects questions skillfully.

7

Con qué cierro

  • What specific Q&A language phrases did you use to respond to audience questions?
  • How did audience questions help you think more deeply about your presentation topic?
  • How does the ability to respond to unexpected questions reflect real mastery of a topic compared to simply memorising a script?

Con qué se sostiene este plan

Los DBA no van solos: se apoyan en el enfoque del área y en los estándares del ciclo, y lo que aquí se enseña es lo que después evalúa la prueba Saber.

Enfoque del área

Enfoque comunicativo basado en el Marco Común Europeo de Referencia (MCER). El inglés como herramienta de comunicación intercultural.

Competencias clave

Competencia comunicativa en inglés: lingüística, sociolingüística y pragmática. Escucha, habla, lectura.