Planificación Docente / Currículo / Inglés 5° / HELPING AROUND THE HOUSE

HELPING AROUND THE HOUSE · Inglés 5°

HELPING AROUND THE HOUSE · Inglés 5°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Demonstrate comprehension of the main points of extended discussions on familiar topics. Interactive: Engage in role-plays based on familiar social situations.
  • Comprensión lectora (Reading): Reading: Identify main ideas on familiar topics in simple paragraphs. Reading: Illustrate main ideas from readings. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.
  • Expresión oral (Speaking): Productive: Describe favorite hobbies or activities briefly. Interactive: Exchange information about hobbies with peers.
  • Expresión escrita (Writing): Productive: Develop short poems or rhymes. Interactive: Summarize feedback from peer reviews.
  • Mediación (Mediation): Text: Simplify textbook content for peers. Concept: Use visual aids to explain basic concepts.

Comprensión auditiva · Listening

Conceptuales

  • I Wash the Dishes Everyday.
  • We All Do Chores.

Procedimentales

  • Receptive: Demonstrate comprehension of the main points of extended discussions on familiar topics. Interactive: Engage in role-plays based on familiar social situations.

Indicadores de logro

  • Can demonstrate comprehension of the main points of extended discussions about household chores (e.g., "What do you do at home?" "I wash the dishes every day.").
  • Can engage in role-plays based on familiar social situations involving household responsibilities (e.g., "I clean my room on Saturdays.").
  • Can summarize key points about daily chores from discussions (e.g., "Everyone has chores at home.").

Comprensión lectora · Reading

Conceptuales

  • I Wash the Dishes Everyday.
  • We All Do Chores.

Procedimentales

  • Reading: Identify main ideas on familiar topics in simple paragraphs. Reading: Illustrate main ideas from readings. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.

Indicadores de logro

  • Can identify the main ideas in simple paragraphs about household chores (e.g., "Everyone helps with chores.").
  • Can illustrate main ideas from readings about helping at home, through drawings or discussions (e.g., "I help wash the dishes.").
  • Can identify open and closed syllables in simple words (e.g., "do" as an open syllable and "cook" as a closed syllable).

Expresión oral · Speaking

Conceptuales

  • I Wash the Dishes Everyday.
  • We All Do Chores.

Procedimentales

  • Productive: Describe favorite hobbies or activities briefly. Interactive: Exchange information about hobbies with peers.

Indicadores de logro

  • Can describe a favorite household chore or activity using simple sentences (e.g., "I like cooking with my mom." "My favorite chore is watering the plants.").
  • Can have a simple discussion by asking and answering questions about chores and activities they do at home (e.g., "Do you help clean the house?" "Yes, I clean my room." "What chore do you like?" "I like doing the dishes.").
  • Can explain how they do simple chores at home using basic sentences (e.g., "I sweep and mop the floor every day." "I wash the dishes and then dry them.").

Expresión escrita · Writing

Conceptuales

  • I Wash the Dishes Everyday.
  • We All Do Chores.

Procedimentales

  • Productive: Develop short poems or rhymes. Interactive: Summarize feedback from peer reviews.

Indicadores de logro

  • Can write a short poem or rhyme about household chores using simple vocabulary and repetition (e.g., "I sweep the floor, I wash the plate, I clean the room, I can’t be late!").
  • Can write a simple summary of peer feedback on a classmate's poem or rhyme about chores (e.g., "Maria's rhyme was fun. She used good words and talked about cleaning the house.").
  • Can organize peer feedback into simple categories (e.g., what they liked, "Good job: used rhyming words." and what can be improved, "Needs work: add more lines about chores.").

Mediación · Mediation

Conceptuales

  • I Wash the Dishes Everyday.
  • We All Do Chores.

Procedimentales

  • Text: Simplify textbook content for peers. Concept: Use visual aids to explain basic concepts.

Indicadores de logro

  • Can simplify content on chores for their peers, using simple words and pictures (e.g., "Cleaning is making things tidy." while showing a tidy room image).
  • Can use visual aids to explain household chores (e.g., points to a clean room picture for "cleaning").
  • Can help classmates understand chores, using gestures (e.g., mimes sweeping for "We sweep.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: dishes, house, chores, broom, floor, kitchen, family, task, table, plant, laundry, sheets, Linguistic clothes, bathroom, bedroom, living room, porch
  • Verbs: wash, clean, sweep, cook, help, organize, dust, fold, feed, mop, tidy up, throw, wipe, hang, Competences change, make, water
  • Adjectives: daily, tidy, organized, messy, important
  • Adverbs: every day, often, usually Pronunciation & Phonemic Awareness
  • Pronunciation: /w/ in "wash" and /s/ in "sweep" Phonemic awareness: Recognition of closed and open syllables (e.g., closed syllable: "cook" and open syllable: "do") Pragmatic Asking about chores: "What do you do at home?" Competences Sharing experiences: "I help my mom." Sociolinguistic Discussing routines: Describing daily tasks and house chores according to context. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Chore Scheduling App
  • Overview: Students create a digital schedule or use a Responsibility: Describing household chores. paper scheduler for household chores. They describe daily routines, using the present simple tense (e.g., "I Communication: Explaining personal routines and chores in wash the dishes every day."), and frequency adverbs written and spoken forms. like "always" and "sometimes". Project 2: Family Chore Poster
  • Overview: Students design a chore poster showing who is responsible for different household tasks. They Technology Integration: use the present simple tense and vocabulary for chores (e.g., "wash," "clean," and "sweep"). Use digital scheduling tools and apps to create a list of house chores for each family member. Project 3: Chore Mural
  • Overview: Students each create a picture for a large classroom mural that shows various chores being completed. Family and Society 36 Beginner A1.3

Procedimentales

  • 1. Present simple (e.g., "I wash." "He washes." "I don't like to wash the dishes.")
  • 2. WH-questions ( e.g., "What do you do at home?" "How often do you clean?")
  • 3. Frequency adverbs (e.g., every day)

Genera tu planificación de esta área

Crea tu perfil, selecciona Inglés 5° y genera tu planificación de esta área.

Pruébalo gratis

El documento

Este contenido sale del programa oficial de Inglés 5°, publicado por el MEDUCA.

Abrir el documento en el portal del MEDUCA