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IN THE LIBRARY · Inglés 6°

IN THE LIBRARY · Inglés 6°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify specific information from instructions for a variety of activities. Interactive: Follow the thread of a conversation in role-plays.
  • Comprensión lectora (Reading): Reading: Extract main ideas from informational texts. Reading: Infer meaning from context clues in short texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words.
  • Expresión oral (Speaking): Productive: Describe a favorite book or movie. Interactive: Engage in role-plays for everyday situations.
  • Expresión escrita (Writing): Productive: Write descriptive book reviews for peers. Interactive: Rewrite the end of a story.
  • Mediación (Mediation): Communication: Facilitate a discussion on a group project. Communication: Relay complex information from teachers to students.

Comprensión auditiva · Listening

Conceptuales

  • I Need a Lot of Books!
  • How Do I Find a Book in the Library?

Procedimentales

  • Receptive: Identify specific information from instructions for a variety of activities. Interactive: Follow the thread of a conversation in role-plays.

Indicadores de logro

  • Can identify specific instructions for the library (e.g., "You should be quiet in the library.").
  • Can follow the thread of conversations in role-plays with multiple turns (e.g., "How do I borrow a book?" "Go to the library catalog." "What should I do next?" "Take the card and write your name.").
  • Can recognize essential details to complete library tasks (e.g., "Write your name on the list.").

Comprensión lectora · Reading

Conceptuales

  • I Need a Lot of Books!
  • How Do I Find a Book in the Library?

Procedimentales

  • Reading: Extract main ideas from informational texts. Reading: Infer meaning from context clues in short texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words.

Indicadores de logro

  • Can extract main ideas from informational texts about library procedures (e.g., "Librarians help us find books.").
  • Can infer meaning from context clues in library-related texts (e.g., "It's busy in the library, so we speak quietly.").
  • Can demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words (e.g., recognizing /ɪ/ in "pick" and /aɪ/ in "find").

Expresión oral · Speaking

Conceptuales

  • I Need a Lot of Books!
  • How Do I Find a Book in the Library?

Procedimentales

  • Productive: Describe a favorite book or movie. Interactive: Engage in role-plays for everyday situations.

Indicadores de logro

  • Can describe a favorite book or movie and ask peers for their opinion (e.g., "I read an adventure book about treasure hunting. What do you think about adventure stories?" or "I watched a comedy movie last weekend. Do you like comedies?").
  • Can participate in role-plays about common scenarios in the library (e.g., "I need this book. Can I borrow it?").
  • Can exchange thoughts on familiar topics, like library activities or films (e.g., "I liked the book; it was full of surprises." "The movie was exciting and fun to watch.").

Expresión escrita · Writing

Conceptuales

  • I Need a Lot of Books!
  • How Do I Find a Book in the Library?

Procedimentales

  • Productive: Write descriptive book reviews for peers. Interactive: Rewrite the end of a story.

Indicadores de logro

  • Can write descriptive reviews of books read in the library by providing a summary of the content and their opinion (e.g., "This book is about a boy who discovers a hidden treasure. It is funny and exciting.").
  • Can rewrite story endings based on library events (e.g., "And then, they found a treasure in the library.").
  • Can add new ideas to simple stories related to library themes (e.g., "Then, the dog found a hidden book.").

Mediación · Mediation

Conceptuales

  • I Need a Lot of Books!
  • How Do I Find a Book in the Library?

Procedimentales

  • Communication: Facilitate a discussion on a group project. Communication: Relay complex information from teachers to students.

Indicadores de logro

  • Can facilitate a discussion on a group project, using simple questions and visuals (e.g., holds up a checklist and says, "What’s next on the list?").
  • Can relay complex teacher instructions by breaking them into simple parts with visuals (e.g., writes "sort books" and points to the correct shelf).
  • Can guide classmates in completing project tasks with written steps and gestures (e.g., writing "return books" and gestures putting books on a shelf).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: library, book, catalog, author, index, title, section, summary, page, librarian, chapter, Linguistic checkout, research, outline, plan, fiction, non-fiction, shelf, resource Competences Verbs: read, check out, borrow, return, search, find, select, look up, scan, copy, study, summarize, highlight, understand
  • Adjectives: interesting, quiet, careful, silent, helpful, available, free, full, necessary, surprised
  • Determiners: many, all, most, each, a lot Pronunciation & Phonemic Awareness
  • Pronunciation: Practice intonation for yes/no questions using modals and emphasizing the final part of the sentence (e.g., "Can I take out this book?") Phonemic awareness: Identifying short and long vowel sounds in orally stated single-syllable words (e.g., /ɪ/ "pick" /aɪ/ in "find") Listing information collaboratively: "Let's make a list of books to check out." Pragmatic Asking for and giving information about resources: "Can I borrow this book?" Competences Making polite requests: "You should be quiet in the library." Sociolinguistic Use library-related vocabulary in peer discussions. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Library Instructional Video
  • Overview: Students create a video tutorial Research Skills: Using library-related vocabulary and modal demonstrating how to use the library, practicing verbs to describe resources. modal verbs and imperative forms.
  • Communication: Explaining how to use library resources. Project 2: Digital Library Map
  • Overview: Students design a digital map of the library, Technology Integration: labeling sections with determiners like "many, all, most". Use digital mapping software for library maps and research tools for reports. Project 3: Research Report
  • Overview: Students write a research report on a book they found in the library, using the past tense and research vocabulary. Expressing Ourselves 34 High Beginner - A2.1 and Connecting with Others

Procedimentales

  • 1. Past simple tense to describe activities and preferences (e.g., "I read a good book last week. I liked the story. It was interesting.")
  • 2. Modals can/should (Examples: "Can I borrow this book?" "You should be quiet in the library.")
  • 3. Imperatives (e.g., "Go to the library catalog.")

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