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ALL ABOUT MY BODY · Inglés 2°

ALL ABOUT MY BODY · Inglés 2°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow two-step spoken instructions related to classroom activities. Interactive: Respond in a predictable pattern to simple questions about familiar things.
  • Comprensión lectora (Reading): Reading: Identify keywords and phrases in texts. Reading: Identify simple story elements (e.g., characters, setting). Phonemic Awareness: Identify a spoken word's initial and final phoneme if these words have been previously encountered and are attached to a picture.
  • Expresión oral (Speaking): Productive: Locate people, objects, and things around them. Interactive: Respond to simple verbal commands in classroom settings.
  • Expresión escrita (Writing): Productive: Write simple responses to texts. Interactive: Write simple words supported with drawings to peers.
  • Mediación (Mediation): Text: Interpret simple phrases from a text. Communication: Describe everyday objects using visual support.

Comprensión auditiva · Listening

Conceptuales

  • Head to Toes!
  • Hats and Shoes!

Procedimentales

  • Receptive: Follow two-step spoken instructions related to classroom activities. Interactive: Respond in a predictable pattern to simple questions about familiar things.

Indicadores de logro

  • Can follow two-step instructions related to body movements (e.g., "Raise your hand and wave." or "Touch your nose and clap your hands.").
  • Can listen and respond to predictable patterns presented in rhymes, songs, and chants (e.g., "Put your left foot in, take your left foot out.").
  • Can follow and answer questions about body parts using gestures or short answers (e.g., "Where is your hat?" "On my head.").

Comprensión lectora · Reading

Conceptuales

  • Head to Toes!
  • Hats and Shoes!

Procedimentales

  • Reading: Identify keywords and phrases in texts. Reading: Identify simple story elements (e.g., characters, setting). Phonemic Awareness: Identify a spoken word's initial and final phoneme if these words have been previously encountered and are attached to a picture.

Indicadores de logro

  • Can locate and identify keywords related to body parts and clothing within sentences (e.g., identifying "head" and "hat" in a description).
  • Can recognize simple story elements, such as characters and setting, in texts about body parts and clothing (e.g., identifying "the boy" and "his hat" in a story).
  • Can identify the initial and final sounds with letter correspondence in body parts and clothing-related vocabulary (e.g., the /h/ and /d/ sounds and letters in "hand" or the /t/ and /z/ sounds in "toes" when shown images of a hand or toes).

Expresión oral · Speaking

Conceptuales

  • Head to Toes!
  • Hats and Shoes!

Procedimentales

  • Productive: Locate people, objects, and things around them. Interactive: Respond to simple verbal commands in classroom settings.

Indicadores de logro

  • Can locate and identify people, objects, and things around them by describing body parts or clothing (e.g., "the boy with the blue hat" or "the red shoes").
  • Can follow and respond to simple commands in a game, calling out familiar body parts (e.g., "Touch your head!").
  • Can ask and respond to questions about familiar body parts and clothing using descriptive language (e.g., The teacher asks, "What is on your feet?" and the student responds, "These are shoes.").

Expresión escrita · Writing

Conceptuales

  • Head to Toes!
  • Hats and Shoes!

Procedimentales

  • Productive: Write simple responses to texts. Interactive: Write simple words supported with drawings to peers.

Indicadores de logro

  • Can write simple sentence responses to questions about body parts and clothing (e.g., What do you wear on your head? "I wear a hat.").
  • Can write simple words about body parts supported with drawings to communicate ideas (e.g., drawing a hand and writing "hand" to label it).
  • Can write, with support, simple phrases or sentences about personal experiences with body parts or clothing (e.g., "I wear my raincoat on rainy days.").

Mediación · Mediation

Conceptuales

  • Head to Toes!
  • Hats and Shoes!

Procedimentales

  • Text: Interpret simple phrases from a text. Communication: Describe everyday objects using visual support.

Indicadores de logro

  • Can interpret simple phrases from a text by pointing to related visuals (e.g., points to "head" when hearing "Touch your head.").
  • Can describe everyday objects using visual support (e.g., when asked, "What do you wear on rainy days?" the student responds, "I wear my red raincoat." When shown a picture and asked, "What's this?" the student responds, "It's my red raincoat.").
  • Can use simple gestures to clarify descriptions for peers (e.g., points to "hand" and says "hand").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: head, toes, hand, foot, arm, leg, knee, elbow, shoulder, finger, thumb, neck, back, face, Linguistic eye, nose, mouth, ear, hair, hat, shoes, coat, jacket, shirt, undershirt, pants, socks, boots, belt Competences Verbs: wear, put on, take off, touch, raise, bend, point, stretch, lift
  • Adjectives: clean, dirty, warm, cold, comfortable, uncomfortable, thick, thin, light, heavy
  • Demonstratives: this, that, these, those Possessive adjectives: my, your, his, her
  • Prepositions: on, in, under, next to Pronunciation & Phonemic Awareness
  • Pronunciation: /h/ in "hat" and /t/ in "toes" Phonemic awareness: Identification of initial sounds with letter correspondence in body parts and clothing-related vocabulary (e.g., /h/ "hand") Pragmatic Identifying body parts and clothing: "This is my hand." "The hat is on my head." Competences Following directions: "Put on your hat." "Raise your hand." Sociolinguistic Personal awareness: Describing and identifying body parts and clothing (e.g., "This is my hand."). Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Body & Clothes Matching Game
  • Overview: Students create a matching game with Body Awareness: Identifying body parts and clothes. cards showing body parts and clothes (e.g., "head" with "hat") and play the game in groups. Communication: Describing body parts and clothes using simple sentences. Project 2: Body Part Puppet Show
  • Overview: Students create a storybook about puppets and the type of clothes they want them to wear, using descriptive sentences like "The teddy bear wears a hat on his head.". Then, they exhibited the puppets and Technology Integration: describe them in a puppet show. Use an online matching game platform to create a digital version of the game. Project 3: Digital Body Quiz
  • Overview: Students create an interactive body part quiz using a simple online quiz-making tool. Family and Society 346 FFoouunnddataitoionnala Ll eLaeranrnere r- -P Prer eA A1.14.4

Procedimentales

  • 1. Imperative + noun (e.g., "Put on your hat.")
  • 2. WH-questions (e.g., "Where is your hat?")
  • 3. Present simple (e.g., "This is my head.")

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