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SHOPPING AT THE MARKET · Inglés 4°

SHOPPING AT THE MARKET · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Comprehend basic facts in simple educational content. Interactive: Discuss learned content from audio lessons.
  • Comprensión lectora (Reading): Reading: Write short responses to questions about a text. Reading: Outline key information in simple factual texts on familiar subjects. Phonemic Awareness: Blend spoken simple onsets and rhymes to form real words (onset /c/ and rhyme /at/).
  • Expresión oral (Speaking): Productive: Describe quantities and dates using numbers up to a hundred. Interactive: Participate in role-plays based on classroom scenarios.
  • Expresión escrita (Writing): Productive: Create short texts based on prompts. Interactive: Write findings from group research projects for a presentation.
  • Mediación (Mediation): Text: Explain the main ideas of class readings to absent students. Concept: Use examples to explain math concepts to peers.

Comprensión auditiva · Listening

Conceptuales

  • How Much Is the Pineapple?
  • I Need Five Yucas.

Procedimentales

  • Receptive: Comprehend basic facts in simple educational content. Interactive: Discuss learned content from audio lessons.

Indicadores de logro

  • Can comprehend basic facts about quantities in market settings (e.g., "How many apples?" "Three apples, please.").
  • Can identify key details in talks about prices and items at the market (e.g., "The apples are one dollar each.").
  • Can discuss main ideas from simple audio lessons on shopping (e.g., "We buy yucas (cassava) and bread at the market.").

Comprensión lectora · Reading

Conceptuales

  • How Much Is the Pineapple?
  • I Need Five Yucas.

Procedimentales

  • Reading: Write short responses to questions about a text. Reading: Outline key information in simple factual texts on familiar subjects. Phonemic Awareness: Blend spoken simple onsets and rhymes to form real words (onset /c/ and rhyme /at/).

Indicadores de logro

  • Can write short responses to questions about items and prices (e.g., "How many apples?" "Five apples, please.").
  • Can read and outline key information about prices and quantities in texts about the market or groceries (e.g., "Four bananas cost one dollar.").
  • Can blend simple spoken onsets and rhymes to form familiar words (e.g., /t/ and / ɛn/ to form the word "ten").

Expresión oral · Speaking

Conceptuales

  • How Much Is the Pineapple?
  • I Need Five Yucas.

Procedimentales

  • Productive: Describe quantities and dates using numbers up to a hundred. Interactive: Participate in role-plays based on classroom scenarios.

Indicadores de logro

  • Can describe the quantity of items needed using numbers (e.g., "I need five...").
  • Can participate in role-plays by responding to questions about items and prices in a market setting (e.g., "How many apples do you need?" "Three apples, please.").
  • Can ask for prices using correct structures, for example, using simple WH-questions and phrases in a role-play (e.g., "How much is the pineapple?" "It is one dollar.").

Expresión escrita · Writing

Conceptuales

  • How Much Is the Pineapple?
  • I Need Five Yucas.

Procedimentales

  • Productive: Create short texts based on prompts. Interactive: Write findings from group research projects for a presentation.

Indicadores de logro

  • Can create short texts based on shopping prompts (e.g., "I need five apples.").
  • Can write and present short findings from a group project on market items (e.g., "Apples cost one dollar each.").
  • Can revise shopping lists or short reports for accuracy by correcting quantities and names (e.g., change "one orange" to "two oranges).

Mediación · Mediation

Conceptuales

  • How Much Is the Pineapple?
  • I Need Five Yucas.

Procedimentales

  • Text: Explain the main ideas of class readings to absent students. Concept: Use examples to explain math concepts to peers.

Indicadores de logro

  • Can explain the main ideas from a class reading about the market with basic words and gestures (e.g., points to apples and says, "We buy apples at the market." "They are cheap.").
  • Can use objects to explain quantities and prices (e.g., holds two apples and says, "These are two apples." or "The apples cost two dollars.").
  • Can use simple counting with classmates to show math concepts (e.g., holds up three fingers and says, "three apples").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: market, price, shopping list, item, store, cost, pineapple, cashier, money, cassava, potatoes Linguistic Verbs: buy, sell, ask, pay, choose, compare, need, want, get, cost, help Competences Adjectives: cheap, fresh, expensive, delicious, ripe
  • Adverbs: quickly, easily, often
  • Interrogatives: how much, how many
  • Numbers: 1-100 Pronunciation & Phonemic Awareness
  • Pronunciation: /p/ in "pineapple" and /m/ in "money" Phonemic awareness: Blending of spoken simple onsets and rhymes to form one-syllable or two-syllable words related to numbers (e.g., "one" /w/ /ʌn/, "twenty" /tw/ /ɛ n/ /ti/), and reading and spelling one-syllable or two-syllable words using alphabet phonemic awareness knowledge related to numbers (e.g., "one," "two," "three")." Asking about prices: "How much is the pineapple?" Pragmatic Describing quantities: "I need five apples." Competences Discourse marker: "I need two apples and four bananas." Sociolinguistic Expressing needs: Using polite expressions to talk about shopping and prices (e.g., "Excuse me, Competences how much is it?"). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Market Shopping Role-Play
  • Overview: Students role-play market transactions, Numeracy: Describing quantities and prices. asking "How much is...?" and using numbers up to 100. Communication: Asking polite questions about costs. Project 2: Price Comparison Chart
  • Overview: Students describe prices of items from different markets (e.g., "In this supermarket, the milk costs two dollars; in that supermarket, it costs three dollars."). Technology Integration: Project 3: Digital Shopping List Game Use a digital shopping list app and a calculator for price
  • Overview: Students create a digital shopping list, comparison. choosing items and assigning quantities/prices to practice numbers and shopping phrases. Expressing Ourselves 34 Beginner A1.2 and Connecting with Others

Procedimentales

  • 1. WH-Questions (e.g., "How much is it?")
  • 2. Quantities (e.g., "I need five potatoes.")
  • 3. Present Simple (e.g., "I want three apples and one banana.")

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