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AN ENVIRONMENTAL PROJECT · Inglés 6°

AN ENVIRONMENTAL PROJECT · Inglés 6°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Extract practical information from simple instructional videos. Interactive: Clarify spoken instructions in collaborative tasks.
  • Comprensión lectora (Reading): Reading: Infer meaning from context clues in short texts. Reading: Write responses to questions about informational texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by segmenting multisyllabic words into syllables.
  • Expresión oral (Speaking): Productive: Explain structured rules for specific activities, like playing a game, or collaborating on a project. Interactive: Coordinate roles and tasks for a group project.
  • Expresión escrita (Writing): Productive: Draft descriptive texts about everyday events. Interactive: Write short scripts for plays collaboratively about familiar topics.
  • Mediación (Mediation): Text: Write simple interpretations of common texts in English supported with visual aids. Communication: Facilitate a discussion on a group project.

Comprensión auditiva · Listening

Conceptuales

  • Let's Recycle Our Paper!
  • How Can We Help the Environment?

Procedimentales

  • Receptive: Extract practical information from simple instructional videos. Interactive: Clarify spoken instructions in collaborative tasks.

Indicadores de logro

  • Can extract specific information from instructional videos about ways to keep the environment clean (e.g., "Turn off the lights to save energy.").
  • Can ask for questions to clarify spoken instructions when working collaboratively (e.g., "Put plastic in this bin." "Do you mean plastic bottles or all types of plastic?")
  • Can show comprehension of specific spoken instructions in environmental projects after asking for repetition (e.g., "Can you repeat that, please?" "Yes, put that paper in this bin.").

Comprensión lectora · Reading

Conceptuales

  • Let's Recycle Our Paper!
  • How Can We Help the Environment?

Procedimentales

  • Reading: Infer meaning from context clues in short texts. Reading: Write responses to questions about informational texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by segmenting multisyllabic words into syllables.

Indicadores de logro

  • Can infer meanings of environmental vocabulary from context (e.g., "Go green means protecting nature.").
  • Can write reflections on environmental informative text by answering key questions and sharing their thoughts (e.g., "What was the story about?" "It was about saving water.").
  • Can segment multisyllabic words into syllables, demonstrating knowledge of phonemic awareness (e.g., dividing "presentation" into "pre-sen-ta-tion").

Expresión oral · Speaking

Conceptuales

  • Let's Recycle Our Paper!
  • How Can We Help the Environment?

Procedimentales

  • Productive: Explain structured rules for specific activities, like playing a game, or collaborating on a project. Interactive: Coordinate roles and tasks for a group project.

Indicadores de logro

  • Can explain rules for recycling (e.g., "Everyone needs to bring their own bag.").
  • Can coordinate roles for the environmental project with classmates (e.g., "You bring markers, and I'll bring paper.").
  • Can ask and answer logistics questions on recycling task (e.g., "Do we wash bottles before putting them in recycling?").

Expresión escrita · Writing

Conceptuales

  • Let's Recycle Our Paper!
  • How Can We Help the Environment?

Procedimentales

  • Productive: Draft descriptive texts about everyday events. Interactive: Write short scripts for plays collaboratively about familiar topics.

Indicadores de logro

  • Can draft short scripts about everyday recycling activities (e.g., "We wash the plastic and glass bottles every day.").
  • Can write descriptive texts on recycling projects (e.g., "We collect the plastic bottles and sort them by color.").
  • Can collaborate with peers to write and perform short scripts about environmental projects (e.g., "Let's write a play about how we recycle at school. I’ll write the first part, and you can add the next part.").

Mediación · Mediation

Conceptuales

  • Let's Recycle Our Paper!
  • How Can We Help the Environment?

Procedimentales

  • Text: Write simple interpretations of common texts in English supported with visual aids. Communication: Facilitate a discussion on a group project.

Indicadores de logro

  • Can write a simple interpretation of common texts with visual aids (e.g., write "recycle paper" and show a recycling symbol).
  • Can facilitate a group project discussion by writing prompts and showing visuals (e.g., "Who wants to write the title of the project on the board?" and holds up a marker, helping the team decide who will take that role.).
  • Can use visual aids and simple phrases to clarify project instructions for peers (e.g., holds up a drawing of sorting bins and says, "This is the blue bin for paper.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: project, environment, classroom, plan, field, garden, trees, plants, meeting, trip, event, Competences celebration, competition, presentation day, due date
  • Verbs: participate, finish, submit, review, complete, plant, present, grow, water, dig, clean, care
  • Adjectives: prepared, excited, local, stressed, ready, future, upcoming, improved
  • Imperatives: bring, plant, dig Pronunciation & Phonemic Awareness
  • Pronunciation: Focus on the pronunciation of "will" /wɪl/ and its contracted form (I'll) /aɪl/ Phonemic awareness: Segmenting multisyllabic words into syllables ( e.g., "presentation" into "pre-sen-ta-tion") Give instructions and suggestions: "Let's recycle paper." Pragmatic Explain how to recycle: "Put paper in the blue bin." Competences Describing everyday events: "We usually sort the bottles by color and size." Sociolinguistic Discuss environmental actions in group discussions, such as proposing ways to reduce plastic Competences waste. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Classroom Recycling Campaign
  • Overview: Students create a campaign promoting Environmental Awareness: Using the present simple tense recycling. They will explain why recycling is essential, to describe everyday events related to recycling. using the future with "will" and imperative forms (e.g., "Recycle paper and help protect the environment." "You Communication: Giving suggestions and creating will reduce waste by recycling."). instructions for community projects. Project 2: Environmental Poster
  • Overview: Students design posters explaining environmental actions. They will use the imperative form Technology Integration: to suggest actions and explain what should be done to protect the environment (e.g., "Save water." "Use reusable bags." "Turn off the lights when not in use."). Use digital platforms for recycling instructions and Project 3: Digital Recycling Instructions campaign tools.
  • Overview: Students create digital instructions for recycling in their community. They will explain the steps, using simple present and imperative forms (e.g., "Take plastic bottles to the recycling center." "Sort your waste into separate bins." "Recycling helps the community stay clean."). Nature and Wellness 40 High Beginner - A2.1

Procedimentales

  • 1. Future simple tense for plans (e.g., "We will plant trees tomorrow.")
  • 2. Imperatives for instructions (e.g., "Bring a shovel to the park.")
  • 3. Present simple to describe everyday events (e.g., "We wash the plastic and glass bottles every day.")

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