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PLACES I CAN GO · Inglés 3°

PLACES I CAN GO · Inglés 3°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Demonstrate comprehension of simple spoken instructions. Interactive: Identify the main points in a conversation.
  • Comprensión lectora (Reading): Reading: Outline the meaning of simple paragraphs. Reading: Follow written instructions for making or doing something simple. 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 routines and simple procedures. Interactive: Participate in simple dialogues on familiar topics.
  • Expresión escrita (Writing): Productive: Write simple phrases and sentences on familiar topics. Interactive: Write short role plays to be acted out based on class content.
  • Mediación (Mediation): Text: Interpret short, simple messages from class texts. Communication: Assist peers in following oral directions.

Comprensión auditiva · Listening

Conceptuales

  • I'm at School.
  • I'm at the Market.

Procedimentales

  • Receptive: Demonstrate comprehension of simple spoken instructions. Interactive: Identify the main points in a conversation.

Indicadores de logro

  • Can demonstrate comprehension and perform tasks based on oral instructions related to identifying location (e.g., "Point to the house.").
  • Can identify the main points of a conversation about specific places or locations (e.g., recognizing “market” in a short chant or sentence).
  • Can recognize words and phrases about places from one peer to another (e.g., "I'm at school." "Where is she?" "She's at school.").

Comprensión lectora · Reading

Conceptuales

  • I'm at School.
  • I'm at the Market.

Procedimentales

  • Reading: Outline the meaning of simple paragraphs. Reading: Follow written instructions for making or doing something simple. Phonemic Awareness: Blend spoken phonemes to form one-syllable or two-syllable words if these words have been previously encountered.

Indicadores de logro

  • Can identify the main idea in simple paragraphs about locations (e.g., "I'm at school.").
  • Can follow written instructions to identify or describe landmarks in a town (e.g., "Find the library on the map." "Point to the park in the picture.").
  • Can blend spoken phonemes to form one-syllable and two-syllable familiar words (e.g., blending the sounds /ɪ-n/ to form the word "in" and the sounds /b-ɪ-g/ to form the word "big").

Expresión oral · Speaking

Conceptuales

  • I'm at School.
  • I'm at the Market.

Procedimentales

  • Productive: Describe routines and simple procedures. Interactive: Participate in simple dialogues on familiar topics.

Indicadores de logro

  • Can describe routines using location phrases (e.g., "I go to school in the morning.").
  • Can participate in dialogue and answer questions about locations using simple terms (e.g., "Where are you?" "I'm at the market.").
  • Can describe personal experiences by asking questions about familiar places (e.g., "Are you at school?" "I'm at school.").

Expresión escrita · Writing

Conceptuales

  • I'm at School.
  • I'm at the Market.

Procedimentales

  • Productive: Write simple phrases and sentences on familiar topics. Interactive: Write short role plays to be acted out based on class content.

Indicadores de logro

  • Can write simple phrases and sentences about places like home and school (e.g., "I'm at home.").
  • Can write and perform, based on class content, short role plays about places (e.g., "Where are you?" "I'm at school.").
  • Can write simple captions for classroom images and content (e.g., write "This is the library." for a picture of the library).

Mediación · Mediation

Conceptuales

  • I'm at School.
  • I'm at the Market.

Procedimentales

  • Text: Interpret short, simple messages from class texts. Communication: Assist peers in following oral directions.

Indicadores de logro

  • Can interpret short, simple messages about locations using gestures (e.g., points to "hospital" when hearing "I'm at the hospital.").
  • Can assist peers in following directions by pointing or using gestures (e.g., points to "home" on a map).
  • Can guide peers by demonstrating simple actions to show locations (e.g., pointing to "park" and saying "This is the park.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: home, school, market, park, library, store, hospital, pharmacy, bakery, restaurant, Linguistic secretary's office, principal's office, gym, playground, cafeteria, nurse's office Competences Verbs: walk, play, read, study, buy, go, see, talk
  • Adjectives: quiet, busy, big, small, clean, crowded Possessive adjectives: my, your, his, her
  • Prepositions: at, in, near, on, next to Polite expressions: excuse me, please, thank you Pronunciation & Phonemic Awareness
  • Pronunciation: /sk/ in "school" and /m/ in "market" Phonemic awareness: The blending of spoken phonemes to form one-syllable and two-syllable words (e.g., "/ɪn/ for the word "in") Pragmatic Describing locations: "I'm at school." "I'm at home." Competences Confirming locations: "Are you at school?" "Yes, I'm at school." Polite expressions for responding to compliments about locations: Using polite expressions to Sociolinguistic describe familiar places (e.g., one person says, "Your home is beautiful." and the other responds Competences politely, "Thank you!"). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Where Am I? Map
  • Overview: Students create a map showing places like Place Awareness: Understanding locations and "home," "school," and "market," labeling each with "I'm prepositions. at…" sentences.
  • Communication: Describing places with contractions. Project 2: Digital Map Tour
  • Overview: Students create a digital tour of familiar places using an online map tool and label them with "I'm at" phrases. Technology Integration: Project 3: Location Drawing Project Use a digital mapping tool to label familiar places.
  • Overview: Students draw pictures of familiar places and write sentences like "I'm at the park.". Family and Society 30 Beginner - A1.1

Procedimentales

  • 1. Contractions (e.g., "I'm")
  • 2. Prepositions of place (e.g., "at home")
  • 3. Present simple (e.g., "I'm at school.")

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