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SCHOOL LIFE ADVENTURES · Inglés 2°

SCHOOL LIFE ADVENTURES · Inglés 2°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow the main plot of simple stories told with visual support. Interactive: Demonstrate comprehension of a variety of classroom commands.
  • Comprensión lectora (Reading): Reading: Identify key words and phrases in texts. Reading: Follow written instructions with visual aids. 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: Contribute to storytelling sessions with simple sentences based on visual prompts. Interactive: Use greetings and farewells appropriately in conversations with peers.
  • Expresión escrita (Writing): Productive: Write simple thank-you notes or greetings in cards using one-sentence picture cards. Interactive: Contribute a word to a class story or sentence, with help.
  • Mediación (Mediation): Text: Use visual information in texts to convey meaning. Communication: Relay simple information received verbally using English or Spanish.

Comprensión auditiva · Listening

Conceptuales

  • That's a Big Book!
  • That's a Small, Brown Bag.

Procedimentales

  • Receptive: Follow the main plot of simple stories told with visual support. Interactive: Demonstrate comprehension of a variety of classroom commands.

Indicadores de logro

  • Can follow the main idea of a simple story and identify familiar vocabulary when visuals are provided (e.g., a story about a small red pencil and a big blue book going to school, with students identifying them as the teacher points to the corresponding pictures while asking, "What size is the pencil?").
  • Can understand and respond appropriately to basic classroom commands (e.g., "Please sit down." or "Open your book.").
  • Can participate in brief exchanges using simple, familiar classroom phrases (e.g., responding to "What color is the bag?" with "It's brown.").

Comprensión lectora · Reading

Conceptuales

  • That's a Big Book!
  • That's a Small, Brown Bag.

Procedimentales

  • Reading: Identify key words and phrases in texts. Reading: Follow written instructions with visual aids. 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 in simple texts related to classroom objects (e.g., recognizing "desk," "book," and "pen" in the sentence, "The pen is on the desk next to the book.").
  • Can follow written instructions to identify classroom objects (e.g., "Circle the picture of the pencil.").
  • Can identify the initial and final phonemes of common classroom objects and make the correspondence between letters and their sounds at the beginning and end of words with visual support (e.g., identifying the initial letter and sound /p/ and the final letter and sound /l/ in "pencil" when shown a picture of a pencil).

Expresión oral · Speaking

Conceptuales

  • That's a Big Book!
  • That's a Small, Brown Bag.

Procedimentales

  • Productive: Contribute to storytelling sessions with simple sentences based on visual prompts. Interactive: Use greetings and farewells appropriately in conversations with peers.

Indicadores de logro

  • Can contribute simple sentences to storytelling sessions using visual prompts (e.g., "The book is big." when shown a picture of a large book).
  • Can use appropriate greetings and farewells in brief peer interactions (e.g., "How are you?" "Bye," and "See you tomorrow.").
  • Can ask and respond in a predictable pattern to questions about familiar objects (e.g., responding to "What color is the bag?" with "It's brown.").

Expresión escrita · Writing

Conceptuales

  • That's a Big Book!
  • That's a Small, Brown Bag.

Procedimentales

  • Productive: Write simple thank-you notes or greetings in cards using one-sentence picture cards. Interactive: Contribute a word to a class story or sentence, with help.

Indicadores de logro

  • Can write simple, polite thank-you notes or greetings using familiar classroom vocabulary and adjectives (e.g., "Hello, friend! Thank you for the red pencil.").
  • Can contribute words to a simple story describing classroom objects (e.g., "red," "green," and "pencil").
  • Can describe classroom objects in photos or drawings using adjectives and the present simple tense (e.g., "This is a big, blue book." or "The bag is small and brown.").

Mediación · Mediation

Conceptuales

  • That's a Big Book!
  • That's a Small, Brown Bag.

Procedimentales

  • Text: Use visual information in texts to convey meaning. Communication: Relay simple information received verbally using English or Spanish.

Indicadores de logro

  • Can use visual information in texts to convey meaning by pointing to images that match the story (e.g., points to a picture of a lost book to indicate, "The story is about a book.").
  • Can relay simple information received verbally by repeating short words or using gestures (e.g., hears "Sit down." and points to a chair).
  • Can point to classroom objects to help peers understand the vocabulary (e.g., points to "pencil" when asked).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: book, bag, pencil, desk, chair, eraser, ruler, board, marker, crayon, paper, shelf, folder, backpack, notebook, window, door, chalk, scissors, poster, table, bin, please, thank you Linguistic
  • Verbs: see, look, find, lost, draw, write, read, point, stack Competences Adjectives: brown, red, blue, yellow, green, black, white, round, flat, big, small, long, short, tall, square, rectangular, oval, diamond
  • Pronoun: it
  • Demonstratives: this, that, these
  • Prepositions: on, in, under, next to, by
  • Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve Pronunciation & Phonemic Awareness
  • Pronunciation: /b/ in "book" and /s/ in "small" Phonemic awareness: Identification of initial sounds and letters in common classroom objects (e.g., /p/ in "pencil") Describing objects with detail: "This is a small bag." "That's a big, blue book." Pragmatic Responding to questions: "What color is the book?" "It’s blue." Competences Discourse marker: and Employing polite expressions: Describing classroom objects (e.g., "Can you please pass me the Sociolinguistic blue pencil?" or "Thank you for the book."). Competences Employing polite expressions in greetings and farewells: (e.g., "How are you?" "See you tomorrow") Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: My Classroom Object Hunt
  • Overview: Students go on a classroom object hunt, Collaboration: Describing classroom objects through labeling objects with descriptive words like "big," collaborative teamwork. "small," or colors, and create a mini-poster. Communication: Describing objects using adjectives to facilitate communication of ideas. Project 2: Classroom Object Bingo
  • Overview: Students play a game of bingo. The teacher describes classroom objects (e.g., "small brown bag"), and students mark the correct object on their bingo cards. Technology Integration: Use a cellphone or tablet camera to take pictures and label Project 3: Digital Object Hunt classroom objects digitally.
  • Overview: Students use cell phones or tablets to take pictures of classroom objects, label them with adjectives, and create a digital poster. Expressing Ourselves 32 Foundational Learner - Pre A1.4 and Connecting with Others

Procedimentales

  • 1. Adjectives (e.g., "Point to the blue book.")
  • 2. Present simple (e.g., "That's a book.")
  • 3. WH-questions (e.g., "What size is the book?")

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