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CONSERVATION MORNING, NOON, AND NIGHT! · Inglés 5°

CONSERVATION MORNING, NOON, AND NIGHT! · Inglés 5°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Comprehend the gist of short stories and news items. Interactive: Contribute actively to group projects and discussions.
  • Comprensión lectora (Reading): Reading: Respond to texts with personal reflections. Reading: Participate in group discussions based on reading assignments. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.
  • Expresión oral (Speaking): Productive: Describe preferences and experiences. Interactive: Express likes and dislikes in group discussions.
  • Expresión escrita (Writing): Productive: Write instructions for playing a simple classroom game. Interactive: Write instructions for peers about how to improve their writing products.
  • Mediación (Mediation): Communication: Assist peers in following multi-step school procedures. Communication: Relay key points from the teacher's lectures to absent students.

Comprensión auditiva · Listening

Conceptuales

  • Let's Get Cool in the Shade.
  • Turn Off the Lights, Please.

Procedimentales

  • Receptive: Comprehend the gist of short stories and news items. Interactive: Contribute actively to group projects and discussions.

Indicadores de logro

  • Can comprehend the main idea from short announcements about conserving energy (e.g., "Turn off the lights and conserve energy.").
  • Can actively follow and contribute to a group project on community energy conservation (e.g., "We can reduce energy consumption.").
  • Can follow oral instructions to save energy (e.g., "Use natural light.").

Comprensión lectora · Reading

Conceptuales

  • Let's Get Cool in the Shade.
  • Turn Off the Lights, Please.

Procedimentales

  • Reading: Respond to texts with personal reflections. Reading: Participate in group discussions based on reading assignments. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.

Indicadores de logro

  • Can respond to texts about conservation, with personal reflections (e.g., "I think saving water is important.").
  • Can participate in group discussions about conservation topics (e.g., "We can recycle more and turn off electronics when not in use.").
  • Can recognize and decode simple prefixes and suffixes in words (e.g., identifying "-re" in "recycle" and "-er" in "safer").

Expresión oral · Speaking

Conceptuales

  • Let's Get Cool in the Shade.
  • Turn Off the Lights, Please.

Procedimentales

  • Productive: Describe preferences and experiences. Interactive: Express likes and dislikes in group discussions.

Indicadores de logro

  • Can describe preferences, using simple language (e.g., "I prefer saving energy wherever possible because it is beneficial and better for the environment.").
  • Can express experiences during group discussions (e.g., "Saving energy is the best choice for the planet.").
  • Can ask others about their likes and dislikes (e.g., "What do you think is the easiest way to save energy at home?" "Which do you prefer: switching off lights when not in use or using natural light?").

Expresión escrita · Writing

Conceptuales

  • Let's Get Cool in the Shade.
  • Turn Off the Lights, Please.

Procedimentales

  • Productive: Write instructions for playing a simple classroom game. Interactive: Write instructions for peers about how to improve their writing products.

Indicadores de logro

  • Can write simple instructions for a game (e.g., "First, create energy-saving ideas. Then, act them out and ask peers to guess them.").
  • Can write instructions to help peers improve their writing by explaining steps clearly (e.g., "Step 1: Add more details about conservation." "Step 2: Use adjectives like 'helpful' or 'important' to make your ideas clearer." "Step 3: Check for capital letters and punctuation.").
  • Can give step-by-step instructions (e.g., "Use natural sunlight to dry the clothes and use energy-efficient light bulbs.").

Mediación · Mediation

Conceptuales

  • Let's Get Cool in the Shade.
  • Turn Off the Lights, Please.

Procedimentales

  • Communication: Assist peers in following multi-step school procedures. Communication: Relay key points from the teacher's lectures to absent students.

Indicadores de logro

  • Can assist classmates in following conservation steps with visuals (e.g., shows a picture of a light switch and says, "Turn off the lights.").
  • Can relay key points about conservation, using basic words and gestures (e.g., "We save water." and mimes turning off a faucet).
  • Can summarize conservation actions for peers, using simple words and visuals (e.g., pointing to a tree picture and saying, "Save trees, don't waste paper.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: shade, light, morning, night, water, energy, environment, time, electricity, solar power, Linguistic bulbs, faucet Competences Verbs: recycle, turn off, save, conserve, help, reduce, waste, switch
  • Adjectives: cool, easy, meaningful, bright, safe
  • Comparatives: easier, safer
  • Superlative: most Pronunciation & Phonemic Awareness
  • Pronunciation: /sh/ in "shade" and /t/ in "turn off" Phonemic awareness: Introducing simple prefixes and suffixes (e.g., -re "recycle" -er -"safer") Giving and following suggested actions: "Use natural light when possible." "Turn off appliances when they are not needed." Pragmatic Expressing preferences: "I prefer saving energy wherever possible because it is beneficial and Competences better for the environment." Sociolinguistic Comparing actions: Using comparatives and superlatives to discuss conservation. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Daily Conservation Log
  • Overview: Students keep a daily log of their Environmental Awareness: : Describing conservation conservation activities, writing their actions in the actions, using present continuous and comparatives. imperative form (e.g., "Turn off the lights to save energy."). Communication : Explaining energy-saving techniques, using comparatives and superlatives. Project 2: Conservation vs. Recycling Poster
  • Overview: Students create a poster comparing different conservation actions and their benefits, using comparatives and superlatives (e.g., "Saving water is easier than recycling."). Technology Integration: Project 3: Energy Saving Challenge
  • Overview: Students participate in an energy-saving Use digital tracking tools and apps to log energy-saving challenge by tracking their energy conservation activities. efforts over a week and using comparatives to describe results (e.g., "Turning off the lights is more effective than..."). Being Local and Global Citizens 42 Beginner A1.3

Procedimentales

  • 1. Imperatives (e.g., "Turn off the lights when not in use." "Let's save energy.")
  • 2. Comparatives (e.g., "easier than")
  • 3. Superlatives (e.g., "the most important")

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