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DISCOVERING OUR CLASSROOM · Inglés 3°

DISCOVERING OUR CLASSROOM · Inglés 3°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow oral directions for simple games. Interactive: Present responses based on listened questions.
  • Comprensión lectora (Reading): Reading: Describe the purpose of everyday texts. Reading: Outline the meaning of simple paragraphs. Phonemic Awareness: Blend spoken phonemes to form one-syllable or two-syllable words if these words have been previously encountered.
  • Expresión oral (Speaking): Productive: Share simple stories from books or personal creations. Interactive: Interact with questions and answers about a classroom topic.
  • Expresión escrita (Writing): Productive: Compose short texts using simple phrases and sentences. Interactive: Respond to written questions from peers.
  • Mediación (Mediation): Text: Explain keywords from readings in simpler terms. Communication: Facilitate basic peer interactions in group activities.

Comprensión auditiva · Listening

Conceptuales

  • What's in Your Bag?
  • The Book Is on the Table.

Procedimentales

  • Receptive: Follow oral directions for simple games. Interactive: Present responses based on listened questions.

Indicadores de logro

  • Can follow game directions to place or find objects accurately (e.g., "Put the pencil in the bag.").
  • Can create and share responses about object locations (e.g., "What's on your desk?" "A notebook.").
  • Can listen and respond to questions about object locations (e.g., "Where is the book?" "On the table.").

Comprensión lectora · Reading

Conceptuales

  • What's in Your Bag?
  • The Book Is on the Table.

Procedimentales

  • Reading: Describe the purpose of everyday texts. Reading: Outline the meaning of simple paragraphs. Phonemic Awareness: Blend spoken phonemes to form one-syllable or two-syllable words if these words have been previously encountered.

Indicadores de logro

  • Can discover and underline or circle important words in paragraphs about classroom items (e.g., circling the word "bag" in the sentence "My bag is red.").
  • Can read and outline main points in paragraphs about classroom objects by responding to questions (e.g., "What's on the desk?" "A notebook.").
  • Can blend spoken phonemes to form one-syllable and two-syllable words such as prepositions or objects (e.g., blending /ɔ-n/ to form the word "on" or /b-æ-g/ to form the word "bag").

Expresión oral · Speaking

Conceptuales

  • What's in Your Bag?
  • The Book Is on the Table.

Procedimentales

  • Productive: Share simple stories from books or personal creations. Interactive: Interact with questions and answers about a classroom topic.

Indicadores de logro

  • Can share simple stories about object locations (e.g., "Maria is looking for the book. Where's the book? Oh, it's on the desk.").
  • Can ask and answer questions about people in the classroom (e.g., "What is the teacher's name?" "The teacher's name is Miss Maria.").
  • Can describe classroom objects using basic words and phrases (e.g., "I have a red pencil.").

Expresión escrita · Writing

Conceptuales

  • What's in Your Bag?
  • The Book Is on the Table.

Procedimentales

  • Productive: Compose short texts using simple phrases and sentences. Interactive: Respond to written questions from peers.

Indicadores de logro

  • Can compose short texts about classroom items using simple phrases and sentences (e.g., "This is a pencil.").
  • Can respond to written questions from peers about classroom topics (e.g., "Where is the book?" "It is near the teacher.").
  • Can write a short note to a peer using familiar language (e.g., "Hello, Elena! Your bag is on the floor.").

Mediación · Mediation

Conceptuales

  • What's in Your Bag?
  • The Book Is on the Table.

Procedimentales

  • Text: Explain keywords from readings in simpler terms. Communication: Facilitate basic peer interactions in group activities.

Indicadores de logro

  • Can explain keywords about classroom items with gestures (e.g., points to a "pencil" and says "write with it").
  • Can help peers ask questions about classroom items by pointing or showing objects (e.g., "What's in your bag?" by pointing to a bag).
  • Can clarify meanings by pointing to or holding objects (e.g., holds a "book" and says, "This is for reading.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: desk, book, marker, board, shelf, eraser, paper, chair, crayon, notebook, ruler, pencil, Linguistic pencil case, pen, map Competences Verbs: find, place, show, hold, look, color, draw, write, erase, read, paint, cut, paste
  • Adjectives: neat, messy, organized, large, small, colorful, light blue, green Possessive Adjectives: my, his, her, your
  • Adverbs: here, there
  • Prepositions: in, on, next to, between, behind Pronunciation & Phonemic Awareness
  • Pronunciation: /b/ in "book" and /t/ in "table" Phonemic awareness: Blending of spoken phonemes to form one-syllable and two-syllable familiar words like prepositions (e.g., /ɔ/ /-n/ in "on" and /ˈp-eɪ-p-ər/ in "paper") Locating objects and places: Using appropriate prepositions to describe familiar object places Pragmatic (e.g., "The book is on the table.") Competences Confirming object locations in the classroom: "It's here." "It's on the shelf." Sociolinguistic Classroom interactions: Respectfully asking and answering questions about objects (e.g., Competences Excuse me...). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Classroom Scavenger Hunt
  • Overview: Students go on a scavenger hunt, finding Spatial Awareness: Using prepositions to describe object and labeling classroom objects using prepositions locations. (e.g., "The book is on the table.").
  • Communication: Answering questions about classroom objects. Project 2: Object Sorting Game
  • Overview: Students organize classroom items into categories and label them with prepositions. Technology Integration: Project 3: Digital Object Finder
  • Overview: Students use digital devices to photograph Use a tablet to photograph objects and label them. classroom objects and label them with prepositions. Expressing Ourselves 34 Beginner - A1.1 and Connecting with Others

Procedimentales

  • 1. WH-questions (e.g., "What's in your bag?")
  • 2. Prepositions of place (e.g., on the table)
  • 3. Present simple (e.g., "The book is...")

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