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MY FAMILY AND I · Inglés 1°

MY FAMILY AND I · Inglés 1°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Show comprehension of basic expressions for greeting and leave-taking if supported by gestures. Interactive: Answer simple questions about oneself, using gestures or formulaic expressions.
  • Comprensión lectora (Reading): Reading: Recognize when written, without visual support, not only their own name but also the names of classmates or family members. Reading: Point to simple words in the text that identify objects or characters in a picture book. Phonemic Awareness: Identify sounds of the letters of the alphabet when supported with a concrete item or picture representing that sound.
  • Expresión oral (Speaking): Productive: Locate objects and people, using words. Interactive: Respond nonverbally to simple yes/ no questions by nodding or shaking head.
  • Expresión escrita (Writing): Productive: Write their own name and other very familiar words without assistance. Interactive: Draw pictures related to a simple sentence they have written.
  • Mediación (Mediation): Text: Use pictures or objects to express ideas. Communication: Use gestures and demonstrations to help classmates perform a simple task.

Comprensión auditiva · Listening

Conceptuales

  • It's My Family!
  • She Is My Mom!

Procedimentales

  • Receptive: Show comprehension of basic expressions for greeting and leave-taking if supported by gestures. Interactive: Answer simple questions about oneself, using gestures or formulaic expressions.

Indicadores de logro

  • Can listen for and understand words related to greetings, leave-takings, and family members (e.g., "hello," "goodbye," "mom," "dad").
  • Can follow instructions about family-related activities (e.g., "Find a picture of your family.").
  • Can respond to questions about family members, using gestures or single words (e.g., "Who is he?" "Dad").

Comprensión lectora · Reading

Conceptuales

  • It's My Family!
  • She Is My Mom!

Procedimentales

  • Reading: Recognize when written, without visual support, not only their own name but also the names of classmates or family members. Reading: Point to simple words in the text that identify objects or characters in a picture book. Phonemic Awareness: Identify sounds of the letters of the alphabet when supported with a concrete item or picture representing that sound.

Indicadores de logro

  • Can recognize family-related words, including own name, in written texts (e.g., "mom," "dad").
  • Can match names of family members to pictures in books (e.g., matching the word "father" to a picture of a father in a family picture book).
  • Can identify sounds of the letters of the alphabet when supported with a concrete item or picture representing that sound (e.g., identifying the sound of the letter "S" in the word "sister" when shown a picture of a sister).

Expresión oral · Speaking

Conceptuales

  • It's My Family!
  • She Is My Mom!

Procedimentales

  • Productive: Locate objects and people, using words. Interactive: Respond nonverbally to simple yes/ no questions by nodding or shaking head.

Indicadores de logro

  • Can identify family members, using simple sentences (e.g., "She is my mom.").
  • Can answer basic yes/no questions about family members, using nods, gestures, or simple words (e.g., "Is she your mom?").
  • Can participate in conversations about their family, using one-word responses (e.g., "Who is she?" "Mom.") or two-word responses (e.g., "Who is she?" "My sister.").

Expresión escrita · Writing

Conceptuales

  • It's My Family!
  • She Is My Mom!

Procedimentales

  • Productive: Write their own name and other very familiar words without assistance. Interactive: Draw pictures related to a simple sentence they have written.

Indicadores de logro

  • Can write other very familiar family-related words without assistance when labeling a family drawing (e.g., "mom," "dad").
  • Can draw pictures related to simple sentences they have written about family members (e.g., drawing a picture of "my mom" to accompany the sentence, "This is my mom.").
  • Can write familiar family words on cards, without assistance.

Mediación · Mediation

Conceptuales

  • It's My Family!
  • She Is My Mom!

Procedimentales

  • Text: Use pictures or objects to express ideas. Communication: Use gestures and demonstrations to help classmates perform a simple task.

Indicadores de logro

  • Can use pictures and gestures to describe their family to classmates (e.g., miming or displaying a drawing or picture of a family member).
  • Can clarify responses by pointing to family pictures or objects (e.g., pointing to a picture of their mother).
  • Can use simple gestures or facial expressions to show who they are talking about in their family (e.g., pointing to a family member's picture).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: family, mom, dad, brother, sister, aunt, uncle, cousin, grandmother, grandfather, pet, home Competences
  • Verbs: be (is, are), love, live, play, visit, hug, help, talk, smile
  • Adjectives: old, young, friendly, tall, short Personal pronouns: she, he Possessive adjectives: my, your, his, her Pronunciation & Phonemic Awareness
  • Pronunciation: /m/ in "mom" and /d/ in "dad" Phonemic awareness: Matching letter sounds to words, such as /b/ in "brother" and /s/ in "sister" Introducing family members: Use simple sentences to describe family (e.g., "She is my mom.") Pragmatic Asking about family: Respond to basic questions about family members (e.g., "Who is he?" "He Competences is my brother.") Sociolinguistic Describing Family Roles: Using appropriate language to describe family members and their Competences roles (e.g., "This is my mother."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Family Portrait
  • Overview: Students draw a family portrait, labeling Emotional Awareness: Identifying family relationships and each family member with sentences like "This is my describing them using simple words. mom." and "He is my brother."
  • Communication: Using personal pronouns and possessive adjectives to identify family members. Project 2: Family Member Interview
  • Overview: Students ask a family member simple questions like "Who is she/he?" and record their answers to share with the class. Technology Integration: Project 3: Digital Family Tree Create a digital family tree using a simple app with photos
  • Overview: Students create a family tree using a digital and names. family tree maker or a slide presentation app. To describe family members, they include simple sentences like "This is my dad." and answer questions such as "Who is she?" with "She is my grandmother." Family and Society 36 Foundational Learner - Pre A1.3

Procedimentales

  • 1. Personal pronouns + verb (e.g., "I am" "She is")
  • 2. Possessive adjectives (e.g., "my mom")
  • 3. WH-questions (e.g., "Who is she/he?")

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