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IT'S TIME TO EAT. · Inglés 3°

IT'S TIME TO EAT. · Inglés 3°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Demonstrate comprehension of phrases with names and dates in a short, simple recording delivered at a slow pace. Interactive: Present responses based on listened questions.
  • Comprensión lectora (Reading): Reading: Show comprehension of texts by answering questions, both written and oral. Reading: Write responses to questions about a text. Phonemic Awareness: Blend spoken phonemes to form one-syllable or two-syllable words if these words have been previously encountered.
  • Expresión oral (Speaking): Productive: Describe objects using basic words or phrases, provided they can prepare in advance. 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: Simplify written instructions for peers. Concept: Relate concepts to everyday scenarios.

Comprensión auditiva · Listening

Conceptuales

  • What's Your Favorite Food?
  • I Like Sancocho!

Procedimentales

  • Receptive: Demonstrate comprehension of phrases with names and dates in a short, simple recording delivered at a slow pace. Interactive: Present responses based on listened questions.

Indicadores de logro

  • Can demonstrate understanding of familiar words and phrases with dates and numbers from recordings (e.g., "On Sunday, lunch is at 12.").
  • Can recognize familiar phrases with food names or numbers from simple recordings (e.g., "Three apples, two bananas").
  • Can create and present responses to questions about food preferences (e.g., "What's his favorite food?" "He likes apples.").

Comprensión lectora · Reading

Conceptuales

  • What's Your Favorite Food?
  • I Like Sancocho!

Procedimentales

  • Reading: Show comprehension of texts by answering questions, both written and oral. Reading: Write responses to questions about a text. Phonemic Awareness: Blend spoken phonemes to form one-syllable or two-syllable words if these words have been previously encountered.

Indicadores de logro

  • Can show understanding of food preference texts by writing short responses (e.g., "What is his favorite food?" "He likes apples.").
  • Can answer questions in writing about food choices based on short texts. (e.g., "What is his favorite food?" "He likes Sancocho.").
  • Can combine individual phonemes to construct familiar one-syllable or two-syllable words, using prior knowledge of the words (e.g., blending /ˈæ- p- əl / to form the word "apple").

Expresión oral · Speaking

Conceptuales

  • What's Your Favorite Food?
  • I Like Sancocho!

Procedimentales

  • Productive: Describe objects using basic words or phrases, provided they can prepare in advance. Interactive: Interact with questions and answers about a classroom topic.

Indicadores de logro

  • Can describe food items using basic phrases (e.g., "It's a red apple.").
  • Can ask and answer questions in simple discussions about food with peers (e.g., "What's your favorite food?" "I like ice cream.").
  • Can describe basic food items by following a model provided in advance (e.g., "I like bananas. They are sweet.").

Expresión escrita · Writing

Conceptuales

  • What's Your Favorite Food?
  • I Like Sancocho!

Procedimentales

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

Indicadores de logro

  • Can compose short texts for images of food with simple words (e.g., "This is my lunch.").
  • Can respond to written questions from peers about food choices (e.g., "Do you like bananas?" "Yes, I do.").
  • Can write short notes for a lunch order (e.g., "I want a hamburger.").

Mediación · Mediation

Conceptuales

  • What's Your Favorite Food?
  • I Like Sancocho!

Procedimentales

  • Text: Simplify written instructions for peers. Concept: Relate concepts to everyday scenarios.

Indicadores de logro

  • Can simplify food-related instructions for peers by pointing and using simple words (e.g., pointing to an apple and saying "Take an apple.").
  • Can relate food vocabulary to everyday scenarios with gestures (e.g., points to lunch and says, "I eat chicken at lunch.").
  • Can support understanding of food-related words by rephrasing instructions (e.g., says, "pick food" while holding an apple).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: apple, banana, sandwich, lunch, breakfast, dinner, food, snack, water, juice, rice with chicken, soup Competences
  • Verbs: eat, drink, taste, choose, bring, want, enjoy, share, prepare, serve
  • Modals: can, can't
  • Adjectives: tasty, healthy, hungry, favorite, sweet Pronunciation & Phonemic Awareness
  • Pronunciation: /f/ in "favorite" and /s/ in "snack" Phonemic awareness: Blending of spoken phonemes to form one-syllable and two-syllable familiar words related to food (e.g., /ˈæ-p.əl/ in "apple" and /ˈw-ɔːt-ər/ in "water") Pragmatic Asking for and giving information about preferences: Expressing likes and dislikes about food Competences (e.g., "I like apples."), and asking about others' food preferences (e.g., "Do you like oranges?") Sociolinguistic Sharing preferences: Respectfully expressing likes and dislikes about food (e.g., "I like apples, but Competences I am not a fan of broccoli."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Favorite Food Survey
  • Overview: Students conduct a class survey asking Social Interaction: Asking and answering questions about peers about their favorite foods (e.g., "What's your food preferences. favorite food?") and create a chart showing the results. Communication: Describing food preferences with "like". Project 2: Food Recipe Book
  • Overview: Students create a simple recipe book by drawing pictures of their favorite foods and writing sentences like "I like sancocho.". Technology Integration: Use a digital survey tool to gather and graph class food Project 3: Digital Food Survey preferences.
  • Overview: Students use a digital survey tool to gather and make a graph of types of food preferences. Nature and Wellness 42 Beginner - A1.1

Procedimentales

  • 1. WH- and yes/no questions (e.g., "What's your favorite food?" "Do you like sancocho?")
  • 2. Present simple (e.g., "I like sancocho.")
  • 3. Compound sentences with the conjunction but (e.g., "I like...but I don't...")

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