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EXPLORING MY COMMUNITY · Inglés 2°

EXPLORING MY COMMUNITY · Inglés 2°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Comprehend simple descriptions of people, places, and things around them. Interactive: Answer simple questions about a story they have just listened to.
  • 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: Introduce themselves or family members using basic personal information. Interactive: Take part in role-plays that mimic familiar everyday interactions.
  • Expresión escrita (Writing): Productive: Write simple phrases or sentences about personal experiences and familiar items with support and guidance. Interactive: Contribute a word to a class story or sentence, with help.
  • Mediación (Mediation): Text: Connect ideas from a text with personal experiences. Concept: Show a connection between class concepts and personal experiences.

Comprensión auditiva · Listening

Conceptuales

  • It's the Park!
  • It's the Market!

Procedimentales

  • Receptive: Comprehend simple descriptions of people, places, and things around them. Interactive: Answer simple questions about a story they have just listened to.

Indicadores de logro

  • Can demonstrate understanding of basic descriptions of people, places, and things around them (e.g., pointing to the park when listening "The park is next to the school.").
  • Can answer simple questions about familiar stories just heard (e.g., "Where is the boy in the story?" "At the market.").
  • Can identify simple characteristics of people and places in basic oral conversations or descriptions (e.g., "It's a big park." "Maria is tall and Jorge is short.").

Comprensión lectora · Reading

Conceptuales

  • It's the Park!
  • It's the Market!

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 identify keywords and phrases related to community places in simple texts (e.g., "park" or "market").
  • Can identify simple story elements in community-related texts by locating characters and settings (e.g., recognizing "the girl" at "the library").
  • Can identify the initial and final phoneme of community-related words and their corresponding letters when supported by a picture (e.g., identifying the /ʈʃ/ sound at the beginning and /tʃ/ sound at the end of "church" with the letters "CH" and "CH" when shown a picture of a church).

Expresión oral · Speaking

Conceptuales

  • It's the Park!
  • It's the Market!

Procedimentales

  • Productive: Introduce themselves or family members using basic personal information. Interactive: Take part in role-plays that mimic familiar everyday interactions.

Indicadores de logro

  • Can introduce themselves and family members while sharing personal information about community places (e.g., "I'm Ana, and this is the park where I play." or "My dad works at the library.").
  • Can take part in role-plays that mimic familiar everyday interactions about community places (e.g., "Where is the park?" "It's next to the library.").
  • Can participate in role plays about common activities with family members (e.g., Mom says, "Let's take a walk." The child says, "Yes, let's go!").

Expresión escrita · Writing

Conceptuales

  • It's the Park!
  • It's the Market!

Procedimentales

  • Productive: Write simple phrases or sentences about personal experiences and familiar items with support and guidance. Interactive: Contribute a word to a class story or sentence, with help.

Indicadores de logro

  • Can write simple sentences about visiting community places with support (e.g., "I go to the market with my mom.").
  • Can contribute a word or phrase to a class project about community places with support (e.g., adding "park" to a class story about the neighborhood).
  • Can write basic words or simple sentences about community places (e.g., "park," school," and "library").

Mediación · Mediation

Conceptuales

  • It's the Park!
  • It's the Market!

Procedimentales

  • Text: Connect ideas from a text with personal experiences. Concept: Show a connection between class concepts and personal experiences.

Indicadores de logro

  • Can connect ideas from a text with personal experiences by pointing to images (e.g., points to a market picture and says, "I go there on the weekend.").
  • Can show a connection between class concepts and personal experiences by drawing familiar places (e.g., draw a park to show "my favorite place").
  • Can relate new vocabulary to familiar places by pointing and naming (e.g., points to "school" and says "I go to school.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: park, market, school, library, church, store, office, home, playground, gym, restroom, Competences street, building, bus, bench, road, garden, map
  • Verbs: go, walk, visit, play, run, see, meet, find, stop, look, rest
  • Adjectives: big, small, busy, quiet, open, closed, tall, short, safe, familiar, friendly, clean
  • Prepositions: in, on, in front of, between, next to, near Pronunciation & Phonemic Awareness
  • Pronunciation: /p/ in "park" and /m/ in "market" Phonemic awareness: Identification of initial and final sounds with letter correspondence in community-related words (e.g., ch, /ʈʃ/ in "church") Pragmatic Describing places and activities: "The park is big. I play there." Competences Answering questions: "Where is the library?" "Next to the market." Sociolinguistic Polite expressions to ask for location: Describing places in the local community respectfully Competences (e.g., "Excuse me, where is the library?" "Thank you for showing me the way to the park."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Community Map
  • Overview: Students create a community map labeling Spatial Awareness: Understanding locations in the important places like "the park" or "the market" and community. drawing routes to explore them.
  • Communication: Describing community places. Project 2: Community Place Scavenger Hunt
  • Overview: Students participate in a scavenger hunt around the classroom, identifying places in the community and matching them to descriptions (e.g., "It's the market."). Technology Integration: Use an online map tool to create and label a simple Project 3: Digital Community Tour community map.
  • Overview: Students create a digital tour of their community with photos on a cell phone or by using pictures found or taken by the teacher, describing places with sentences like "This is the park." Family and Society 38 Foundational Learner - Pre A1.4

Procedimentales

  • 1. WH-questions (e.g., "Where is it?")
  • 2. Present simple (e.g., "It's the market.")
  • 3. Adjectives + nouns (e.g., big park)

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