Planificación Docente / Currículo / Inglés 5° / TAKING CARE OF OUR CLASS

TAKING CARE OF OUR CLASS · Inglés 5°

TAKING CARE OF OUR CLASS · Inglés 5°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify specific information in announcements or recordings. Interactive: Ask for repetition and clarification in a conversation about known topics.
  • Comprensión lectora (Reading): Reading: Extract specific information from short informational texts. Reading: Demonstrate comprehension of basic descriptions in texts. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.
  • Expresión oral (Speaking): Productive: Give simple directions within the school. Interactive: Participate in short conversations about familiar topics.
  • Expresión escrita (Writing): Productive: Create short descriptions of favorite characters from books. Interactive: Draft questions for guest speakers, including imaginary "guests" or "characters" of relevance.
  • Mediación (Mediation): Text: Explain simple written instructions to peers. Communication: Facilitate discussions on classroom topics among peers.

Comprensión auditiva · Listening

Conceptuales

  • We Are Sweeping the Floors.
  • Let's Arrange the Chairs.

Procedimentales

  • Receptive: Identify specific information in announcements or recordings. Interactive: Ask for repetition and clarification in a conversation about known topics.

Indicadores de logro

  • Can identify specific information in announcements about classroom tasks (e.g., "Team One sweeps the floor, and Team Two arranges the desks.").
  • Can ask for repetition and clarification in conversations about classroom tasks (e.g., "Can you repeat which team cleans the board?" "Can you say that again? Who arranges the desks?").
  • Can identify specific details in recordings about classroom cleaning activities (e.g., "We sweep the floor.").

Comprensión lectora · Reading

Conceptuales

  • We Are Sweeping the Floors.
  • Let's Arrange the Chairs.

Procedimentales

  • Reading: Extract specific information from short informational texts. Reading: Demonstrate comprehension of basic descriptions in texts. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.

Indicadores de logro

  • Can extract specific information from short informational texts about classroom chores (e.g., "We sweep the floor.").
  • Can demonstrate comprehension of basic text descriptions by discussing what each chore means (e.g., "Sweep means clean the floor with a broom.").
  • Can decode English graphemes and phonemes using knowledge of compound words and syllable division (e.g., recognizing "whiteboard" as "white-board" with two syllables).

Expresión oral · Speaking

Conceptuales

  • We Are Sweeping the Floors.
  • Let's Arrange the Chairs.

Procedimentales

  • Productive: Give simple directions within the school. Interactive: Participate in short conversations about familiar topics.

Indicadores de logro

  • Can give simple directions to find places in the school (e.g., "The cleaning area is next to the bathroom.").
  • Can participate in short conversations about familiar tasks (e.g., "What are you doing?" "I am arranging the desks.").
  • Can ask and answer questions about their favorite activities (e.g., "Can you help me clean the classroom, please?" "Yes, I can clean up the board.").

Expresión escrita · Writing

Conceptuales

  • We Are Sweeping the Floors.
  • Let's Arrange the Chairs.

Procedimentales

  • Productive: Create short descriptions of favorite characters from books. Interactive: Draft questions for guest speakers, including imaginary "guests" or "characters" of relevance.

Indicadores de logro

  • Can describe a character involved in classroom tasks (e.g., "My favorite character is Super Tidy. He always helps organize the desks and sweep the floor.")•
  • Can write simple questions for guest speakers (e.g., "How can we keep our classroom clean?").
  • Can share their character description with the class (e.g., "Super Tidy likes to clean. He likes to sweep the floor and arrange the desks.").

Mediación · Mediation

Conceptuales

  • We Are Sweeping the Floors.
  • Let's Arrange the Chairs.

Procedimentales

  • Text: Explain simple written instructions to peers. Communication: Facilitate discussions on classroom topics among peers.

Indicadores de logro

  • Can explain written instructions with simple steps and gestures (e.g., "Please, wipe down the desks." and mimics wiping down the desks).
  • Can facilitate discussions by asking classmates questions, encouraging answers, and using gestures like nodding to prompt responses (e.g., "How can you help keep the classroom clean?").
  • Can summarize classroom responsibilities for peers, using basic words and gestures (e.g., "We put away our supplies." and points to a labeled supply bin).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: whiteboard, window, door, trash can, dustpan, mop, sponge, bucket, cloth, cleaner, Competences cleaning supplies
  • Verbs: sweep, wipe, arrange, organize, tidy, put away, clean up
  • Adjectives: tidy, clean, organized, easy, messy, neat, dirty, busy, lazy
  • Adverbs: quickly, carefully, quietly Pronunciation & Phonemic Awareness
  • Pronunciation: /r/ in "arrange" and /s/ in "supply" Phonemic awareness: Recognition of compound words and syllable division (e.g., "whiteboard, white-board, two syllables") Offering help: "Can I help you sweep?" Pragmatic Giving instructions: "Please arrange the chairs." Competences Collaborating in class: Using "please" to maintain politeness in interactions when giving Sociolinguistic instructions, fostering inclusion and solidarity. (e.g., "Let's clean the classroom." "Sweep the floor, Competences please.") Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: Classroom Clean-Up Plan Skills:
  • Overview: Students develop a written plan outlining roles and responsibilities for keeping the classroom Responsibility: Assigning and describing cleaning tasks clean, using imperatives and present continuous using imperatives. tense (e.g., "We are sweeping the floors.").
  • Communication: Using collaborative language and Project 2: Cleaning Instruction Poster present continuous tense to describe cleaning actions.
  • Overview: Students design posters with illustrated instructions for cleaning tasks, using imperatives and collaborative language (e.g., "Let's arrange the chairs."). Technology Integration: Project 3: Classroom Responsibility Chart Use digital design tools for posters and charts.
  • Overview: Students create a responsibility chart on paper or digitally, assigning weekly tasks to classmates, using present continuous and imperatives. Family and Society 342 Beginner A1.3

Procedimentales

  • 1. Present continuous (e.g., "We are sweeping.")
  • 2. Imperatives (e.g., "Sweep." "Let's sweep.")
  • 3. Modal "can" in affirmative and interrogative form (e.g., "I can sweep the floor." "Can you help me wipe down the desks?")

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