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A TRIP TO THE BEACH · Inglés 4°

A TRIP TO THE BEACH · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow simple instructions for using classroom technology. Interactive: Respond to questions about familiar topics.
  • Comprensión lectora (Reading): Reading: Demonstrate comprehension of simple written exchanges in letters, emails, or social media. Reading: Create lists from information read in texts. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.
  • Expresión oral (Speaking): Productive: Describe quantities and dates using numbers up to a hundred. Interactive: Sustain conversations on a variety of topics.
  • Expresión escrita (Writing): Productive: Write instructions for simple tasks. Interactive: Edit classmates' written work.
  • Mediación (Mediation): Communication: Facilitate a simple discussion among classmates. Concept: Link historical events to current events for class discussions.

Comprensión auditiva · Listening

Conceptuales

  • Let's Pack for a Trip.
  • I Always Pack Lunch.

Procedimentales

  • Receptive: Follow simple instructions for using classroom technology. Interactive: Respond to questions about familiar topics.

Indicadores de logro

  • Can follow simple instructions for using basic technology to prepare for the trip (e.g., "Open a maps app and search for this place.").
  • Can respond to questions about school trips (e.g., "What do we bring to the trip?" "We bring lunch.").
  • Can participate in discussions about beach trips, sharing simple ideas in response to a prompt. (e.g., "What do you like to do at the beach?" "I like to play in the sand.").

Comprensión lectora · Reading

Conceptuales

  • Let's Pack for a Trip.
  • I Always Pack Lunch.

Procedimentales

  • Reading: Demonstrate comprehension of simple written exchanges in letters, emails, or social media. Reading: Create lists from information read in texts. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.

Indicadores de logro

  • Can demonstrate comprehension by identifying steps in written exchanges about trip planning (e.g., "Please, pack a hat.").
  • Can locate key information in written checklists for trips (e.g., "Take a towel.").
  • Can recognize and decode regularly spelled, one-syllable, or two-syllable words related to beach vocabulary (e.g., /p/ /æk/ in "pack," /s/ /ændi/ in "sandy").

Expresión oral · Speaking

Conceptuales

  • Let's Pack for a Trip.
  • I Always Pack Lunch.

Procedimentales

  • Productive: Describe quantities and dates using numbers up to a hundred. Interactive: Sustain conversations on a variety of topics.

Indicadores de logro

  • Can describe quantities needed for a trip using numbers (e.g., "I need three towels and two hats.").
  • Can initiate and sustain conversations about beach trips and respond to questions (e.g., "Where are you going this weekend?" "We are going to the beach." "Do you like the beach?" "Yes, it’s fun." ).
  • Can answer, in collaboration with peers, questions and discuss plans for beach trips (e.g., "What do you bring to the beach? I bring sunscreen.").

Expresión escrita · Writing

Conceptuales

  • Let's Pack for a Trip.
  • I Always Pack Lunch.

Procedimentales

  • Productive: Write instructions for simple tasks. Interactive: Edit classmates' written work.

Indicadores de logro

  • Can write instructions for tasks related to a beach trip (e.g., "Pack a towel and sunscreen.").
  • Can develop short drafts about beach activities (e.g., "At the beach, I swim.").
  • Can revise peers' instructions for clarity (e.g., add "bring water" to the checklist.).

Mediación · Mediation

Conceptuales

  • Let's Pack for a Trip.
  • I Always Pack Lunch.

Procedimentales

  • Communication: Facilitate a simple discussion among classmates. Concept: Link historical events to current events for class discussions.

Indicadores de logro

  • Can facilitate a discussion about beach trips by asking simple questions, providing sentence starters, and using gestures (e.g., saying, "What do you bring to the beach?" while pointing to sunscreen or showing a packing checklist).
  • Can link historical beach-related events to current activities with guided comparisons (e.g., saying, "Look at the pictures of people at the beach. Which one is from the past and which one is from today?" while students identify clothing and activities from each period).
  • Can encourage classmates to compare beach activities from the past and present using structured prompts and gestures (e.g., saying, "How is it different now?" while pointing to an old-fashioned bathing suit).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: beach, towel, sunscreen, sand, shell, wave, bucket, picnic, sun, umbrella, swimsuit, Linguistic beachgoer, cooler, beach ball, flip-flops, sun hat, floaties Competences Verbs: swim, relax, build, collect, sunbathe, run, plan, bring, pack, forget
  • Adjectives: sunny, sandy, fun, warm, cool Adverbs of frequency: every day, sometimes, always Question words: what, where, when Pronunciation & Phonemic Awareness
  • Pronunciation: /b/ in "beach" and /p/ in "pack" Phonemic Awareness: Spelling one-syllable or two-syllable words using alphabet knowledge related to trip planning (e.g., "beach," "sandals," "fun") and blending spoken simple onsets and rhymes to form one- or two-syllable words related to the scenario (e.g., /p/ /æk/ in "pack," /s/ / ændi/ in "sandy") Pragmatic Describing trips: "I always pack lunch for the trip." Competences Describing routines: "We go to the beach every Saturday." Sociolinguistic Giving instructions politely: Communicating instructions politely when using imperative forms Competences (e.g., "Please pack a swimsuit and a pair of sandals."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Packing Checklist
  • Overview: Students create a checklist for a trip, using Routine Awareness: Describing routines and giving prepositions of movement ("to the beach") and instructions. routines ("I always..."). Communication: Using polite language when giving instructions. Project 2: Trip Storyboard
  • Overview: Students create a storyboard of their trip to the beach using "going to" (e.g., "We are going to the beach early in the morning." "I am going with my class." "I plan to bring a towel and sunscreen."). Technology Integration: Use a digital checklist and storyboarding tool for the beach Project 3: Digital Beach Adventure adventure project.
  • Overview: Students create a storyboard about a trip to the beach, incorporating digital pictures as illustrations and describing activities and routines. Nature and Wellness 38 Beginner A1.2

Procedimentales

  • 1. Present simple in affirmative and question forms (e.g., "I like to run." "Do you like to swim?")
  • 2. Imperatives (e.g., "Please, bring your swimsuit.")
  • 3. Going to (e.g., "I am going to the beach this weekend.")

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