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KEEPING OUR COMMUNITIES CLEAN · Inglés 6°

KEEPING OUR COMMUNITIES CLEAN · Inglés 6°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify specific details in spoken announcements. Interactive: Interpret audio clips from class lessons to support class discussions.
  • Comprensión lectora (Reading): Reading: Interpret simple charts and graphs related to texts. Reading: Analyze characters' actions and motives in stories. 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 familiar everyday activities in detail. Interactive: Brainstorm questions in a group.
  • Expresión escrita (Writing): Productive: Create lists of steps for solving problems. Interactive: Write questions for a classroom research project.
  • Mediación (Mediation): Text: Simplify complex instructions for classmates. Communication: Confirm comprehension of peer contributions during discussions.

Comprensión auditiva · Listening

Conceptuales

  • We Should Clean the Classroom on Friday.
  • Who Will Bring the Cleaning Supplies?

Procedimentales

  • Receptive: Identify specific details in spoken announcements. Interactive: Interpret audio clips from class lessons to support class discussions.

Indicadores de logro

  • Can identify specific details in spoken announcements about the school (e.g., "The school will launch a cleaning campaign tomorrow.").
  • Can interpret key details from audio clips about the community (e.g., "We need to clean the river.").
  • Can discuss main points about keeping communities clean (e.g., "We should work together.").

Comprensión lectora · Reading

Conceptuales

  • We Should Clean the Classroom on Friday.
  • Who Will Bring the Cleaning Supplies?

Procedimentales

  • Reading: Interpret simple charts and graphs related to texts. Reading: Analyze characters' actions and motives in stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words.

Indicadores de logro

  • Can interpret data in charts about community activities (e.g., "Most students like to clean the garden.").
  • Can analyze actions and motives of characters in short stories about supporting the community (e.g., "She is happy because she will participate in the clean-up campaign.").
  • Can demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words (e.g., recognizing /ɪ / in "bring" and /i/ in "clean").

Expresión oral · Speaking

Conceptuales

  • We Should Clean the Classroom on Friday.
  • Who Will Bring the Cleaning Supplies?

Procedimentales

  • Productive: Describe familiar everyday activities in detail. Interactive: Brainstorm questions in a group.

Indicadores de logro

  • Can describe a routine cleanup schedule (e.g., "First, I study. Then, I clean my desk.").
  • Can brainstorm questions for organizing a cleanup (e.g., "What supplies do we need?").
  • Can exchange information about recycling (e.g., "When is recycling picked up?" "It's on Monday.").

Expresión escrita · Writing

Conceptuales

  • We Should Clean the Classroom on Friday.
  • Who Will Bring the Cleaning Supplies?

Procedimentales

  • Productive: Create lists of steps for solving problems. Interactive: Write questions for a classroom research project.

Indicadores de logro

  • Can list steps to organize a cleanup (e.g., "Gather gloves, bags, and bins.").
  • Can make a supplies list for cleanup activities (e.g., paper towels, trash bags).
  • Can write questions for a cleanup research project collaboratively (e.g., "What day is best for cleaning?").

Mediación · Mediation

Conceptuales

  • We Should Clean the Classroom on Friday.
  • Who Will Bring the Cleaning Supplies?

Procedimentales

  • Text: Simplify complex instructions for classmates. Communication: Confirm comprehension of peer contributions during discussions.

Indicadores de logro

  • Can simplify complex instructions by using a combination of writing, visuals, symbols, and drawings to show steps (e.g., write "recycle," draw a recycling symbol, and point to a picture of a recycling bin).
  • Can confirm understanding by repeating peer contributions and adding visuals (e.g., writing "clean desks" and showing a cloth, saying, "We clean here.").
  • Can clarify peer ideas, using visuals and simple phrases (e.g., writes "need gloves" and points to gloves to confirm understanding).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: community, neighbor, park, supplies, trash, tasks, group, city, project, streets, bags, Linguistic recycling, tools, area, helpers, cleanup, volunteers, team, responsibility, environment
  • Verbs: clean, bring, pick up, collect, work, help, organize, sort, recycle, gather, bag, clear, lift, Competences throw, reduce, reuse Modal verbs: can, should, must
  • Adjectives: quick, careful, prepared, responsible, organized, dirty, clean, helpful, needed, safe Question words: what, how, where Expressions of time: on Saturday, next week Pronunciation & Phonemic Awareness
  • Pronunciation: Word stress on imperative commands like "bring" and "clean" Phonemic awareness: Identifying short and long vowel sounds in orally stated single-syllable words (e.g., /ɪ / in "bring" and /i/ in "clean") Describing plans and tasks: "We will clean the classroom on Friday." Pragmatic Making suggestions: "We should clean the desks." Competences Asking for and giving information: "Who will bring the cleaning supplies?" Sociolinguistic Participate in group discussions on community actions. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Community Clean-Up Plan
  • Overview: Students use imperatives and modals to Community Responsibility: Describing future tasks to keep create a step-by-step digital plan outlining tasks and the community clean. suggestions for cleaning their classroom (e.g., "Bring a trash bag." "We should organize the desks."). Organization: Discussing and planning tasks for clean-up events. Project 2: School Clean-Up Day Poster
  • Overview: Students design posters promoting a Technology Integration: school clean-up day, using future tense and time prepositions. Use video creation tools to produce instructional videos demonstrating clean-up tasks, focusing on sequencing steps and proper techniques. Project 3: Instructional Clean-Up Video
  • Overview: Students create an instructional video Use graphic design platforms to create posters promoting demonstrating cleaning tasks, using imperatives. the school clean-up day, highlighting key information such as dates, tasks, and responsibilities. Being Local and Global Citizens 32 High Beginner - A2.1

Procedimentales

  • 1. Modal verbs for suggestions, ability, and obligation (e.g., "We should clean the park this weekend." "You can help by collecting the recycling." "Volunteers must wear gloves during the cleanup.")
  • 2. Future (e.g., "We will clean up the school on Friday.")
  • 3. Imperatives (e.g., "Bring a bag for trash.")

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