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TIME FOR EXERCISE · Inglés 5°

TIME FOR EXERCISE · 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: Engage in simple discussions on lessons or current events.
  • 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: Talk about people or things using simple language. Interactive: Discuss homework assignments with peers.
  • Expresión escrita (Writing): Productive: Compose messages to invite peers to a performance, event, or activity. Interactive: Exchange messages, letters, or texts with classmates or peers.
  • Mediación (Mediation): Communication: Facilitate discussions on classroom topics among peers. Concept: Connect historical events discussed in class to real-life examples.

Comprensión auditiva · Listening

Conceptuales

  • I Like Walking in the Afternoon.
  • We Can Swim.

Procedimentales

  • Receptive: Comprehend the gist of short stories and news items. Interactive: Engage in simple discussions on lessons or current events.

Indicadores de logro

  • Can comprehend the gist of short stories about exercise (e.g., "The story is about a group of friends who play sports.").
  • Can participate in simple discussions about different types of exercises (e.g., "What exercises do you like?" "I like to swim.").
  • Can summarize the gist of news items related to health (e.g., "This news is about being healthy.").

Comprensión lectora · Reading

Conceptuales

  • I Like Walking in the Afternoon.
  • We Can Swim.

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 exercise, with personal reflections (e.g., "I think exercising is fun.").
  • Can participate in group discussions about exercise, based on reading assignments (e.g., "What are some simple exercises we can do?" "We can jump rope, ride a bike, or run.").
  • Can decode English graphemes and phonemes by segmenting words into parts, identifying syllables, and applying phonemic awareness (e.g., decoding "wellness" as "well-ness" and "exciting" as "ex-cit-ing").

Expresión oral · Speaking

Conceptuales

  • I Like Walking in the Afternoon.
  • We Can Swim.

Procedimentales

  • Productive: Talk about people or things using simple language. Interactive: Discuss homework assignments with peers.

Indicadores de logro

  • Can talk about people, using simple descriptions (e.g., "My friend can swim.").
  • Can discuss homework assignments with peers by offering or requesting help and following up with clarifying questions (e.g., "I need help with my physical education homework." "I can help you with the instructions." "What part do you need help with?").
  • Can ask classmates about their homework (e.g., "What is the homework for our physical education class?").

Expresión escrita · Writing

Conceptuales

  • I Like Walking in the Afternoon.
  • We Can Swim.

Procedimentales

  • Productive: Compose messages to invite peers to a performance, event, or activity. Interactive: Exchange messages, letters, or texts with classmates or peers.

Indicadores de logro

  • Can compose an invitation to a sports event (e.g., "Come to our sports day!").
  • Can exchange details in a message (e.g., "The sports day is on Friday at 10 a.m.").
  • Can exchange simple messages about activities and events (e.g., "Let's take a walk!").

Mediación · Mediation

Conceptuales

  • I Like Walking in the Afternoon.
  • We Can Swim.

Procedimentales

  • Communication: Facilitate discussions on classroom topics among peers. Concept: Connect historical events discussed in class to real-life examples.

Indicadores de logro

  • Can lead discussions about classroom topics by asking open-ended questions and prompting peers to elaborate (e.g., "What sports do you like and why?" and gestures to encourage more extended responses).
  • Can link historical events to current events with simple examples (e.g., points to an old picture of a sportsman or sportswoman and says, "He could run very fast; we can too.").
  • Can summarize class discussions, using gestures and visuals (e.g., points to a ball and says, "We all like baseball.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: walk, exercise, afternoon, gym, sport, activity, friend, football, swimming, running, hiking, Competences dancing, cycling, horseback riding
  • Verbs: go, swim, walk, play, run, jump, throw, catch, kick, hit, dance, climb, hike
  • Adjectives: healthy, active, fit, fun, exciting
  • Adverbs: every day, always, sometimes Pronunciation & Phonemic Awareness
  • Pronunciation: /k/ in "can" and /s/ in "swim" Phonemic awareness: Segmenting multisyllabic words ( e.g., "wellness" as "well-ness" and "exciting" as "ex-cit-ing") Pragmatic Asking about preferences: "Do you like to swim?" Competences Expressing preferences: "I like swimming." Sociolinguistic Encouraging others: Suggesting group activities to encourage and support peers (e.g., "Let's run Competences together!" "You can do it!"). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Fitness Routine Guide
  • Overview: Students write a fitness routine guide, using Fitness and Health: Describing physical abilities and modal verbs like "can" and "cannot" to describe routines, using modals. abilities and routines for sports or exercises.
  • Communication: Sharing exercise routines and plans, Project 2: Exercise Plan Poster using the present simple tense.
  • Overview: Students design posters showing different physical activities and sports (e.g., using present simple tense and modals like "can" to describe what they can do to stay active.). Technology Integration: Project 3: Virtual Exercise Challenge
  • Overview: Students participate in a virtual exercise Use digital tools for virtual exercise tracking and designing challenge by selecting an exercise challenge video or posters. creating their own, recording their activities, and using . the present simple and modals to describe their exercises (e.g., "I can swim." "I walk every morning."). Nature and Wellness 38 Beginner A1.3

Procedimentales

  • 1. Modal verbs (e.g., can, cannot)
  • 2. Present simple questions and affirmative sentences (e.g., "Do you like sports?" "Yes, I do. I ride my bike every day.")
  • 3. WH-question + answer + subject + verb + ing (e.g., "What type of exercise do you like?" "I like swimming.")

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