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

Grade 11 students work at CEFR B1 consolidating towards B1+. This final year of secondary school emphasises argumentative writing, formal oral debate, critical reading of authentic texts and identification of authorial stance, preparing students directly for the Saber 11 English exam and the communicative demands of higher education.

ING-G11-DBA01
Derecho básico 1

Identifica el propósito de textos orales y escritos de mediana longitud relacionados con temas de interés general y de su entorno académico y la comparte con otros. Para esto, utiliza su conocimiento acerca de la estructura de los textos.

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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

Identifying purpose in academic and general-interest texts and speechText signals for purpose: inform, persuade, entertain, instructSharing and comparing text interpretations with peers
4

Cómo lo trabajo en clase 1 h 30

What's the Point? Identifying Purpose Together

ObjetivoStudents identify the communicative purpose of medium-length oral and written texts on topics of general and academic interest and share their analysis with classmates.

MaterialesTwo medium-length authentic texts (one article, one speech excerpt), annotation guide, purpose identification chart, discussion protocol cards.

Desarrollo1. Warm-up (10 min): Teacher shows four text excerpts; students guess purpose (inform/persuade/entertain/instruct). 2. Independent annotation (20 min): Students annotate text 1 marking evidence of purpose; write a purpose statement. 3. Pair comparison (10 min): Compare annotations; resolve any disagreements using evidence. 4. Audio text (15 min): Listen to a speech excerpt; complete purpose chart collaboratively. 5. Cross-group sharing (20 min): Students share analysis across groups; one spokesperson summarises consensus. 6. Written synthesis (15 min): 5–6 sentences: what is the text's purpose and how do you know?

Producto que entrega el estudianteAnnotated text, purpose chart and written synthesis paragraph (5–6 sentences).

«How do the language choices and structure of a text reveal its purpose, and how can sharing interpretations deepen my understanding?»

5

Otras formas de trabajarlo

  • Purpose Annotation Protocol — Students annotate a medium-length text marking sentences or passages that reveal purpose; they write a one-paragraph purpose statement and share with peers for comparison and discussion.
  • Collaborative Text Interpretation — Small groups read different texts on related topics, independently identify purpose, then meet in cross-groups to compare interpretations and resolve disagreements using textual evidence.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Identifies a general purpose with support but cannot justify using text evidence; annotation is minimal.

Básico

States the text's purpose with basic justification; identifies one or two purpose signals in the text.

Alto

Accurately identifies purpose and provides multiple pieces of evidence; compares interpretations critically with peers.

Superior

Evaluates how purpose is constructed through language choices; recognises multiple or shifting purposes; written synthesis is nuanced and well-argued.

7

Con qué cierro

  • What specific words or phrases in the text revealed its purpose to you?
  • Could the same text serve more than one purpose depending on the reader? Explain with reference to the text.
  • How does understanding the author's purpose change the way you read and respond to a text? Should readers always try to identify purpose?
ING-G11-DBA02
Derecho básico 2

Explica tanto en forma oral como escrita las causas y los efectos, así como el problema y la solución de una situación. Para esto, define la relación entre las ideas que quiere explicar y utiliza el lenguaje correspondiente.

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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

Cause-effect and problem-solution discourse in oral and written EnglishOrganisational patterns: connectors and paragraph structurePresenting and explaining complex situations in formal English
4

Cómo lo trabajo en clase 1 h 30

From Problem to Solution: Explaining Complex Situations

ObjetivoStudents explain the causes, effects, problems and solutions of a real-world situation orally and in writing using appropriate discourse patterns.

MaterialesCase study texts (environmental issue, school dropout, digital divide), cause-effect-problem-solution organiser, discourse marker reference card, poster materials, presentation rubric.

Desarrollo1. Input (15 min): Teacher presents a model explanation of a problem-solution situation; students identify discourse markers. 2. Case study reading (15 min): Groups read their assigned case study and complete the four-part organiser. 3. Poster creation (20 min): Groups design their poster visually representing causes → effects → solutions. 4. Carousel presentations (25 min): Groups rotate; at each station the resident group explains their poster while visitors ask questions. 5. Individual writing (15 min): Students write a 6–8 sentence explanation of the case study using the organiser and discourse markers.

Producto que entrega el estudianteCompleted four-part organiser, group poster and individual written explanation (6–8 sentences).

«How can I clearly explain causes, effects, problems and solutions in English so that others understand complex situations?»

5

Otras formas de trabajarlo

  • Case Study Analysis — Students read or listen to a case study describing a real-world problem (environmental, social, school) and write or present an explanation of causes, effects and possible solutions using appropriate discourse markers.
  • Problem-Solution Poster Carousel — Groups create a bilingual-free poster in English explaining a problem's causes, effects and solutions; they present at their station while peers rotate and ask questions.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Identifies one cause or one solution with support; written explanation is very brief; discourse markers absent.

Básico

Explains at least one cause, one effect and one solution using basic connectors; written explanation has a clear structure.

Alto

Provides a detailed explanation with multiple causes, effects and solutions using varied discourse markers; oral and written explanations are coherent.

Superior

Produces a sophisticated, well-argued explanation integrating cause-effect and problem-solution patterns; language is precise; critical evaluation of solutions is included.

7

Con qué cierro

  • What causes and effects of the problem did your group identify in the case study?
  • Could one of the solutions proposed actually create a new problem? Explain your reasoning.
  • Who is responsible for solving the problem in your case study: individuals, institutions or governments? Justify your position with evidence.
ING-G11-DBA03
Derecho básico 3

Reconoce la opinión del autor(a) en textos orales y escritos de mediana longitud que se relacionan con su contexto escolar y académico. Para esto, hace uso tanto de su conocimiento previo del tema como de la estructura del texto.

+ 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

Identifying authorial opinion and stance in academic and media textsDistinguishing fact from opinion in written and oral sourcesCritical reading of media content in English
4

Cómo lo trabajo en clase 1 h 30

Whose Opinion Is It? Reading for Stance

ObjetivoStudents identify and critically evaluate the author's opinion and stance in medium-length texts related to academic and school contexts.

MaterialesThree contrasting authentic texts on the same topic (news report, editorial, opinion blog), three-colour highlighters, stance analysis worksheet, media literacy discussion guide.

Desarrollo1. Concept introduction (10 min): Teacher explains fact vs. opinion vs. stance; shows quick examples. 2. Guided annotation (20 min): Class annotates text 1 together using the three-colour system. 3. Independent annotation (20 min): Students annotate texts 2 and 3 individually; identify stance signals. 4. Media literacy panel (25 min): Groups compare their three texts and present stance analysis to class; discuss how medium affects author's position. 5. Critical writing (15 min): Students write a 6-sentence analysis of one author's stance, using evidence from the text.

Producto que entrega el estudianteAnnotated texts, stance analysis worksheet and a critical written analysis (6 sentences).

«How can I identify and evaluate an author's opinion and stance in a text, and why does this matter for critical reading in English?»

5

Otras formas de trabajarlo

  • Fact-Opinion-Stance Annotation — Students use a three-colour annotation system to mark facts (yellow), opinions (blue) and authorial stance signals (pink) in medium-length texts, then write a stance analysis paragraph.
  • Media Literacy Panel — Groups analyse different media sources (news article, editorial, social media post) in English on the same event and present a comparison of authorial stance to the class, highlighting bias and perspective.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Identifies an opinion with teacher support; confuses facts and opinions; annotation is incomplete or inaccurate.

Básico

Correctly identifies the author's main opinion and some stance signals; written analysis states the stance with basic justification.

Alto

Identifies authorial stance with multiple pieces of evidence; distinguishes fact from opinion consistently; written analysis is coherent and critical.

Superior

Critically evaluates stance and bias across multiple texts; analyses how language choices construct perspective; written analysis is sophisticated and evidence-rich.

7

Con qué cierro

  • What words or phrases in the text reveal the author's opinion or stance? List at least three examples.
  • Why might the same event be reported with different stances in different media outlets? What factors influence this?
  • How does an author's stance affect your trust in a text? Should opinion always be clearly separated from fact in journalism? Defend your position.
ING-G11-DBA04
Derecho básico 4

Redacta textos argumentativos con una estructura clara y sencilla sobre temas académicos. Para esto, sigue modelos y 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

Argumentative text structure: thesis, arguments, counterarguments, conclusionArgumentative language: claims, evidence, refutation, concessionAcademic writing conventions: formal vocabulary, hedging, citation basics
4

Cómo lo trabajo en clase 1 h 30

Building My Argument

ObjetivoStudents produce a short argumentative text (thesis + 2 arguments + counterargument + conclusion) on an academic topic with clear, simple structure.

MaterialesArgumentative essay model, PEEL paragraph template, argument map graphic organiser, academic word list for argumentation, peer-review rubric.

Desarrollo1. Model analysis (15 min): Students read a model argumentative text and label: thesis, arguments, counterargument, conclusion. 2. Argument mapping (20 min): Groups map arguments for and against the topic; identify strongest evidence. 3. Individual thesis writing (10 min): Each student writes a clear thesis statement; shares with a partner for feedback. 4. PEEL paragraph writing (25 min): Students write two argumentative paragraphs using the PEEL template. 5. Peer review (15 min): Exchange essays; peers comment on thesis clarity, evidence and counterargument inclusion. 6. Revision (5 min): Students apply one key piece of feedback.

Producto que entrega el estudianteA short argumentative text (thesis + 2 PEEL paragraphs + counterargument + conclusion) with peer-review annotations.

«How do I structure a convincing academic argument in English that acknowledges opposing views while supporting my thesis?»

5

Otras formas de trabajarlo

  • PEEL Paragraph Writing — Students practise the PEEL structure (Point–Evidence–Explain–Link) to write individual argumentative paragraphs, then combine them into a short argumentative essay.
  • Collaborative Argument Mapping — Groups collaboratively map out the arguments for and against an academic topic using a visual argument map; they then use the map to write individual thesis statements and one argumentative paragraph.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Writes a text with a vague thesis; arguments lack evidence; no counterargument; PEEL structure not evident.

Básico

Produces a text with a clear thesis and one or two basic arguments with some evidence; counterargument attempted.

Alto

Writes a well-structured argumentative text with thesis, two evidenced arguments, counterargument and conclusion; academic vocabulary used.

Superior

Produces a sophisticated, coherent argumentative text; thesis is nuanced; arguments are well-evidenced; counterargument is effectively refuted; language is formal and precise.

7

Con qué cierro

  • What is the thesis statement of your argumentative text and what two main arguments support it?
  • Why is including a counterargument important in an academic essay even if it challenges your thesis?
  • Is a well-structured argument always more persuasive than an emotional appeal? When might emotional language be more effective?
ING-G11-DBA05
Derecho básico 5

Expresa de manera oral y escrita su posición acerca de un tema conocido teniendo en cuenta a quién está dirigido el texto. Para esto, define el tono del mensaje de acuerdo con el contexto o la cercanía con su audiencia (formal o informal).

+ 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 position in oral and written contexts: audience-aware languageAdapting register and tone to different audiences and purposesPersuasive techniques: rhetorical questions, repetition, call to action
4

Cómo lo trabajo en clase 1 h 30

Same Message, Different Audience

ObjetivoStudents express their position on a known topic in oral and written form, adapting language, register and persuasive techniques to the intended audience.

MaterialesAudience profile cards (peers, school principal, community members), persuasive technique reference sheet, two-version writing template, audience-fit evaluation checklist.

Desarrollo1. Discussion (10 min): What changes when you speak to different people? Students give examples from their own experience. 2. Input (15 min): Teacher presents persuasive techniques with authentic examples from English media. 3. Writing task (25 min): Students write their position twice using the template — once per audience; compare versions in pairs. 4. Oral speeches (25 min): Groups deliver speeches to a simulated audience; peers evaluate register and persuasive technique use. 5. Reflection (15 min): Class discusses which version was more effective and why; students write one self-improvement goal.

Producto que entrega el estudianteTwo written versions of a position statement (one per audience) and a 2-minute oral speech to a simulated audience.

«How does knowing my audience change the way I express my position and the persuasive strategies I choose in English?»

5

Otras formas de trabajarlo

  • Audience Analysis and Adaptation Task — Students write the same position on a topic twice: once for a peer audience and once for a formal academic audience; they compare and reflect on differences in register, vocabulary and persuasive techniques.
  • Persuasive Speech Workshop — Groups prepare and deliver a short persuasive speech on a familiar topic to different 'simulated' audiences (peers, teachers, community); peers evaluate audience-fit using a checklist.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Uses the same language for both audiences; limited awareness of register; persuasive techniques absent.

Básico

Shows some register differences between versions; uses one or two persuasive techniques; oral delivery is comprehensible.

Alto

Clearly differentiates register and vocabulary between audiences; uses three or more persuasive techniques; oral delivery is confident.

Superior

Masterfully adapts language, structure and persuasive strategy to each audience; oral speech is dynamic and impactful; written texts are formally correct and rhetorically effective.

7

Con qué cierro

  • What specific language and register differences did you include between your two written versions?
  • Why might using informal language in a formal context undermine the credibility of your argument?
  • Should a speaker always adapt their language to the audience, or is it sometimes more powerful to maintain a consistent authentic voice? Defend your position.
ING-G11-DBA06
Derecho básico 6

Expresa de manera oral su punto de vista acerca de un tema controversial previamente estudiado. Para esto, consulta fuentes confiables, selecciona y organiza la información y la utiliza para desarrollar sus ideas de una manera clara y estructurada.

+ 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 viewpoint on controversial topics: structured argumentationDebate language: presenting, challenging, conceding, concludingAcademic preparation for oral discussion: research-based argumentation
4

Cómo lo trabajo en clase 1 h 30

The Great Debate

ObjetivoStudents express their viewpoint on a controversial academic topic orally in a formally structured debate, using research-based arguments and appropriate debate language.

MaterialesOxford debate structure guide, debate language cards ('I would like to argue that…', 'My opponent claims… however…', 'In conclusion…'), research materials (short articles), debate rubric, timer.

Desarrollo1. Topic introduction (10 min): Teacher presents the debate motion; students are assigned to proposition or opposition. 2. Research and preparation (20 min): Teams read assigned short articles and prepare 3 key arguments; anticipate counter-arguments. 3. Team coaching (15 min): Teams rehearse using coaching checklist; coach gives feedback on clarity and language. 4. Formal debate (35 min): Oxford-style debate: opening statements → rebuttals → floor → closing; teacher uses rubric for language assessment. 5. Debrief (10 min): Class votes on most convincing team and explains why; teacher provides language feedback.

Producto que entrega el estudiantePreparation notes, active participation in formal debate and a written self-assessment of argument strength and language use.

«How can I use research-based arguments and formal debate language to express and defend my viewpoint on a controversial topic in English?»

5

Otras formas de trabajarlo

  • Oxford-Style Debate Preparation — Students research a pre-assigned controversial topic, prepare arguments for their assigned side, anticipate counter-arguments and participate in a formal timed debate following Oxford rules.
  • Debate Team Coaching — Teams of four (first speaker, second speaker, floor contributor, timekeeper) rehearse and critique each other's arguments using a structured coaching checklist before the formal debate.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Presents one or two arguments with minimal evidence; debate language is absent; responds to counter-arguments with confusion or silence.

Básico

Presents arguments with basic evidence; uses some debate language phrases; attempts to respond to opposition.

Alto

Presents well-researched arguments; uses debate language consistently; effectively counters opposing arguments; delivery is clear and confident.

Superior

Delivers powerful, evidence-based arguments with sophisticated debate language; anticipates and refutes counter-arguments skillfully; maintains formal register throughout.

7

Con qué cierro

  • What were the three main arguments your team used and what evidence supported each one?
  • How did anticipating counter-arguments help you strengthen your own position during the debate?
  • Is winning a debate the same as being right? What are the ethical responsibilities of a debater when presenting a controversial viewpoint?
ING-G11-DBA07
Derecho básico 7

Mantiene discusiones formales acerca de temas académicos que ha preparado previamente. Para esto, sigue las ideas de un tema propuesto, expresa su opinión y la contrasta con la de otros.

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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 academic discussion: preparation, moderation and participationDiscourse management: keeping to topic, extending, summarisingAcademic register: precise vocabulary, hedging, referencing others
4

Cómo lo trabajo en clase 1 h 30

Academic Forum: Formal Discussion

ObjetivoStudents maintain a formal academic discussion about a previously studied topic using appropriate discourse management, academic register and evidence-based contributions.

MaterialesAssigned reading on the discussion topic (completed as homework), academic discussion protocol card, moderator phrase guide, discussion observation rubric, reflection journal.

Desarrollo1. Preparation check (10 min): Students share their pre-prepared notes in pairs; identify two key points to contribute. 2. Moderator training (10 min): Teacher models moderator language; students practise inviting and redirecting phrases. 3. Formal discussion rounds (50 min): Groups of 5–6; each student moderates one 7–8 minute segment; others participate with academic language. 4. Observation and feedback (15 min): Observers report on discourse management strategies used; class gives peer feedback. 5. Written reflection (5 min): One thing I did well; one area to improve.

Producto que entrega el estudianteActive participation in formal discussion, moderator role performance and a written reflection on discussion skills.

«What skills and language are needed to participate in and moderate a formal academic discussion in English effectively?»

5

Otras formas de trabajarlo

  • Socratic Seminar with Academic Protocols — Students prepare a previously studied academic topic thoroughly, then engage in a formal Socratic seminar following strict academic protocols: citing evidence, building on others' ideas, not interrupting, summarising before changing topic.
  • Rotating Moderator Discussion — Each group member takes a turn as moderator for 5–7 minutes of a formal discussion, practising discourse management phrases (inviting contributions, redirecting, summarising) while others participate.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Participates minimally; struggles to use academic language; moderator role is unclear and ineffective.

Básico

Contributes at least two relevant points; uses some academic phrases; moderates basic turn-taking adequately.

Alto

Contributes substantively with evidence; uses academic register consistently; moderates discussion fluently and fairly.

Superior

Contributes insightful, well-evidenced points; uses sophisticated academic language and discourse markers; moderates with precision and sensitivity; builds a coherent discussion.

7

Con qué cierro

  • What academic language phrases did participants use to build on, challenge or summarise others' ideas?
  • How does prior preparation of a topic change the quality of your contributions in a formal discussion?
  • Is there a difference between being a good academic discussant and being a good debater? Which skills do you value more for your academic future and why?
ING-G11-DBA08
Derecho básico 8

Narra de manera oral o escrita experiencias personales o historias conocidas. Para esto, brinda detalles de las situaciones, los lugares, las personas y las acciones.

+ 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 and written narrative: structure, tense accuracy, descriptive detailPersonal anecdotes vs. known stories: narrative voice and perspectiveNarrative cohesion: sequence connectors, time expressions, vivid language
4

Cómo lo trabajo en clase 1 h 30

Tell Me a Story: From Experience to Text

ObjetivoStudents narrate a personal experience or known story orally and in writing, using accurate tense forms, narrative connectors and vivid descriptive language.

MaterialesStory arc graphic organiser, narrative connector reference card (First, Then, After that, Suddenly, Eventually, In the end), descriptive language bank, peer feedback checklist, recording device (optional).

Desarrollo1. Warm-up (10 min): Teacher narrates a short personal anecdote highlighting tense shifts and connectors; students identify them. 2. Story mapping (15 min): Students select a personal experience or known story and complete the story arc organiser. 3. Oral retelling (20 min): Students retell their story to a partner; partner gives feedback on tense use and detail. 4. Collaborative storytelling circle (20 min): Group adds sentences round-robin style; class listens to one full group story. 5. Written narrative (20 min): Students write their narrative (8–10 sentences) using the story arc and connector card. 6. Peer feedback (5 min): Partner marks two strengths and one improvement area.

Producto que entrega el estudianteCompleted story arc organiser, oral retelling to a partner and a written narrative (8–10 sentences).

«How do I use narrative structure, tense and descriptive language to make a personal or known story compelling in English?»

5

Otras formas de trabajarlo

  • Story Mapping and Oral Retelling — Students map a personal or known story using a story arc (exposition, rising action, climax, falling action, resolution), then retell it orally to a partner with descriptive detail and accurate tense use.
  • Collaborative Storytelling Circle — Groups collaboratively narrate a known story, each student adding one or two sentences and continuing from the previous speaker; the group then produces a written version with cohesive devices.
6

Cómo lo evalúo

Cuatro niveles listos para la rúbrica del periodo.

Bajo

Narrates a sequence of events with minimal cohesion; tense errors are frequent and impede clarity; little descriptive detail.

Básico

Narrates a story with a recognisable structure; uses some connectors and mostly correct past tenses; some descriptive detail.

Alto

Produces a well-structured narrative with varied connectors, accurate tense use and vivid descriptive language; oral and written versions are coherent.

Superior

Narrates with sophistication and creativity; tense use is accurate throughout; descriptive language is varied and effective; both oral and written versions are engaging and well-organised.

7

Con qué cierro

  • What sequence connectors did you use in your narrative and in which part of the story arc did you use them?
  • How does descriptive detail change the impact of a narrative compared to a simple factual account of the same events?
  • Is narrating a personal experience more challenging than narrating a known story? What are the advantages and limitations of each for developing English narration skills?

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.