Planificación Docente / Currículo / Inglés 4° / A WALK IN THE NEIGHBORHOOD

A WALK IN THE NEIGHBORHOOD · Inglés 4°

A WALK IN THE NEIGHBORHOOD · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify the main points of talks on familiar matters. Interactive: Respond to questions about familiar topics.
  • Comprensión lectora (Reading): Reading: Outline key information in simple factual texts on familiar subjects. Reading: Comprehend instructions for classroom projects and crafts. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.
  • Expresión oral (Speaking): Productive: Describe a current personal experience in detail in a logical sequence. Interactive: Engage in simple exchanges about personal interests.
  • Expresión escrita (Writing): Productive: Write simple sentences on familiar topics. Interactive: Edit classmates' written work.
  • Mediación (Mediation): Text: Interpret simple school notices. Communication: Facilitate a simple discussion among classmates.

Comprensión auditiva · Listening

Conceptuales

  • This Is My Favorite.
  • It's the Best!

Procedimentales

  • Receptive: Identify the main points of talks on familiar matters. Interactive: Respond to questions about familiar topics.

Indicadores de logro

  • Can listen and identify main points in talks about favorite places in the neighborhood (e.g., "The park has swings.").
  • Can respond to questions about familiar places (e.g., "What is your favorite place?" "My favorite place is the park.").
  • Can listen to and recognize the main points people share about places they like (e.g., "I like the store. It has toys.").

Comprensión lectora · Reading

Conceptuales

  • This Is My Favorite.
  • It's the Best!

Procedimentales

  • Reading: Outline key information in simple factual texts on familiar subjects. Reading: Comprehend instructions for classroom projects and crafts. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.

Indicadores de logro

  • Can read and outline key information about places in the neighborhood in short texts using superlatives (e.g., "The library is the best place to read.").
  • Can comprehend instructions and highlight phrases describing familiar places for a classroom project (e.g., "The park has swings.").
  • Can blend spoken onsets and rhymes to form one-syllable and two-syllable words (e.g., /b/ and /ɪɡ/ in "big" and /b/ /ɪɡ/ /g/ /ɚ/) in bigger.

Expresión oral · Speaking

Conceptuales

  • This Is My Favorite.
  • It's the Best!

Procedimentales

  • Productive: Describe a current personal experience in detail in a logical sequence. Interactive: Engage in simple exchanges about personal interests.

Indicadores de logro

  • Can describe a current personal experience related to familiar places in sequence when sharing with peers (e.g., "I am at the park, and I see trees.").
  • Can engage in simple exchanges about personal interests and listen to peers' preferences (e.g., "I like the park because it is fun. What do you like?").
  • Can express opinions about a familiar place (e.g., "The park is the best because it has swings.").

Expresión escrita · Writing

Conceptuales

  • This Is My Favorite.
  • It's the Best!

Procedimentales

  • Productive: Write simple sentences on familiar topics. Interactive: Edit classmates' written work.

Indicadores de logro

  • Can write simple sentences about favorite places (e.g., "The park is fun.").
  • Can edit classmates' sentences about familiar places for clarity (e.g., change "fun park" to "The park is fun.").
  • Can revise sentences to add reasons using "because" (e.g., "I like the park because it has swings.").

Mediación · Mediation

Conceptuales

  • This Is My Favorite.
  • It's the Best!

Procedimentales

  • Text: Interpret simple school notices. Communication: Facilitate a simple discussion among classmates.

Indicadores de logro

  • Can interpret simple school notices using gestures to indicate main ideas (e.g., "The notice says there's a park trip." and points to a park picture).
  • Can help facilitate a discussion on favorite places in the neighborhood by asking simple questions and using visual aids (e.g., "What do you like at the park?" while showing a picture of a playground or pointing to a specific part of the map).
  • Can guide classmates in expressing opinions about neighborhood places by using gestures (e.g., points to school and says, "This school is the best.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: neighborhood, park, place, tree, flower, building, street, path, playground Linguistic Verbs: walk, explore, visit, see, enjoy, like, share, hear, prefer, observe, ride, run, play Competences Adjectives: fun, exciting, beautiful, quiet, friendly, busy, safe, favorite, best, cool, amazing, big, small, crowded
  • Adverbs: often, sometimes, always, usually, rarely
  • Conjunctions: and, or, but, because
  • Superlatives: best, worst Pronunciation
  • Pronunciation: /b/ in "best" and /f/ in "favorite" Phonemic awareness: Blend of spoken simple onsets and rhymes (onset /b/ and rhyme /ɪɡ/) to form one-syllable or two-syllable words using comparative and superlative forms (e.g., "big," "bigger," and "biggest") Describing preferences: "This is my favorite." Pragmatic Expressing opinions: "I like this park because it is fun." Competences Discourse marker: Because (e.g., "I like this park because it is fun.") Sociolinguistic Explaining opinions: Using "because" to justify preferences in familiar contexts (e.g., "I like this Competences street because it has beautiful trees."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Favorite Place Poster
  • Overview: Students create posters of their favorite Environmental Awareness: Describing places using neighborhood, explaining why it's their favorite using superlatives. "because".
  • Communication: Explaining preferences with "because". Project 2: Virtual Neighborhood Walk
  • Overview: Students use an online map tool to take a virtual walk, labeling favorite spots. Technology Integration: Project 3: Neighborhood Storybook
  • Overview: Students write a story about their Use a digital map tool for a virtual walk and a story-creating neighborhood, describing places and preferences app for the neighborhood storybook. using "the best" and "because". Expressing Ourselves 30 Beginner A1.2 and Connecting with Others

Procedimentales

  • 1. Superlatives (e.g., "This school is the best.")
  • 2. Simple present + conjunction: (e.g., "I like this park because it is fun.")
  • 3. Question structure (e.g., "What is your favorite?")

Genera tu planificación de esta área

Crea tu perfil, selecciona Inglés 4° y genera tu planificación de esta área.

Pruébalo gratis

El documento

Este contenido sale del programa oficial de Inglés 4°, publicado por el MEDUCA.

Abrir el documento en el portal del MEDUCA