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OUR NEW CLASSMATES · Inglés 7°

OUR NEW CLASSMATES · Inglés 7°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify specific information in descriptions and narratives. Interactive: Respond appropriately to spoken questions in familiar settings.
  • Comprensión lectora (Reading): Reading: Show comprehension of the main plot and characters in short stories. Reading: Follow instructions for academic tasks or projects. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by reading base words and inflectional endings (-s, -es, -ed, -ing).
  • Expresión oral (Speaking): Productive: Explain a useful skill. Interactive: Talk about preferences and familiar topics in a guided class discussion.
  • Expresión escrita (Writing): Productive: Write a personal diary entry about a recent event. Interactive: Reply to a message written on paper, in a text app, or in an email.
  • Mediación (Mediation): Text: Simplify messages for peers. Text: Summarize a classmate's presentation for a teacher.

Comprensión auditiva · Listening

Conceptuales

  • Where are you from?
  • What was Your 22 Previous School Like?

Procedimentales

  • Receptive: Identify specific information in descriptions and narratives. Interactive: Respond appropriately to spoken questions in familiar settings.

Indicadores de logro

  • Can identify specific details in conversations about classmates' backgrounds and school experiences (e.g., "I'm from Chiriquí, and my old school had a big garden." "In my previous school, classes started at 7 a.m.").
  • Can recognize key information in discussions about school schedules and community activities (e.g., "In my new school, I study in the afternoon, but before I had morning classes." "My new school organizes a book fair every September where students can buy and exchange books.").
  • Can respond to simple questions about classmates' previous schools and new routines (e.g., "Where did you go to school before?" "I studied in San Miguelito." "Do you like the afternoon schedule?" "Yes, because I have mornings free for doing homework.").

Comprensión lectora · Reading

Conceptuales

  • Where are you from?
  • What was Your 22 Previous School Like?

Procedimentales

  • Reading: Show comprehension of the main plot and characters in short stories. Reading: Follow instructions for academic tasks or projects. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by reading base words and inflectional endings (-s, -es, -ed, -ing).

Indicadores de logro

  • Can identify the main plot and characters in short stories about changing schools and making new friends (e.g., "In the story, Gianluigi and Emma felt nervous about their first day at a new school, but they made new friends during lunch.").
  • Can follow written instructions to complete school-related tasks or projects (e.g., "Step 1: Interview a classmate about their previous school. Step 2: Write three sentences comparing your schools.").
  • Can recognize base words and inflectional endings (-s, -es, -ed, -ing) in texts about classmates and school activities (e.g., "Giacomo talks to his classmates every day." "Giuseppe played soccer after school." "Giulietta is studying for the test.").

Expresión oral · Speaking

Conceptuales

  • Where are you from?
  • What was Your 22 Previous School Like?

Procedimentales

  • Productive: Explain a useful skill. Interactive: Talk about preferences and familiar topics in a guided class discussion.

Indicadores de logro

  • Can explain a useful skill learned at school or in the community (e.g., "I learned how to play the drum in music class." "Liam taught me how to solve math problems faster.").
  • Can talk about preferences when discussing school activities and routines (e.g., "I prefer morning classes because I have more energy." "I like math more than science because I enjoy solving problems.").
  • Can participate in guided discussions to compare school experiences with classmates (e.g., "In my previous school, we had longer breaks." "My new school has a bigger library than my old one.").

Expresión escrita · Writing

Conceptuales

  • Where are you from?
  • What was Your 22 Previous School Like?

Procedimentales

  • Productive: Write a personal diary entry about a recent event. Interactive: Reply to a message written on paper, in a text app, or in an email.

Indicadores de logro

  • Can write a personal diary entry about a recent event at school or in the community (e.g., "Today, I joined a new class. I felt nervous at first, but then I met Juan Manuel, and we became friends.").
  • Can reply to a simple message from a classmate about school activities (e.g., "Hi Tammy! Yes, I will bring my notebook for the science project tomorrow. See you in class!").
  • Can describe a recent move from one school to another in a short email to a friend. (e.g., "Hello, Bill!. This is Juan Carlos. Recently, I moved to a new school in Chiriquí. It is bigger than my old school in Puerto Armuelles. It is more modern, quieter, and cleaner. I will make new friends here!”).

Mediación · Mediation

Conceptuales

  • Where are you from?
  • What was Your 22 Previous School Like?

Procedimentales

  • Text: Simplify messages for peers. Text: Summarize a classmate's presentation for a teacher.

Indicadores de logro

  • Can simplify messages for peers about school events or activities (e.g., "Victoria said the event will take place at my previous school." "The activity is to learn more about our new classmate Adrian.").
  • Can summarize a classmate's presentation for a teacher (e.g., "Oscar talked about his old school. He said it had a big playground and that he loved math class.").
  • Can explain classroom rules to a new student using simple language (e.g., "We can't use our phones during class, but Teacher Angie said we can use them at lunch.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: classmate, school, community, subject, classroom, schedule, recess, cafeteria, playground, friend, teacher, project, uniform, library, activity, weekend, countryside, hometown, birthplace Competences
  • Verbs: study, read, write, play, learn, join, compare, describe, walk, talk, listen, ask, answer, share, bring, participate, explain, prepare, practice, move from, used to, come from
  • Adjectives: new, friendly, nervous, excited, big, small, clean, noisy, quiet, interesting, boring, colorful, old, young, tall, short, helpful, kind, creative, previous, modern Question words: who, what, where, when, why, how Adverbs of frequency: always, usually, often, sometimes, rarely, never Pronunciation & Phonemic Awareness
  • Pronunciation: Practice the endings of plurals and third person singular verbs with /s/, /z/, and /ɪz/ sounds (e.g., "books" /s/, "friends" /z/, "watches" /ɪz/). Phonemic awareness: Identify the sounds of the endings for third-person singular verbs and plurals with /s/ (e.g., "talks," "walks"), /z/ (e.g., "reads," "plays"), and /ɪz/ (e.g., "teaches," "washes") Responding to questions about classmates and schools (e.g., "Where are you from?" "I'm from Santiago." "What was your previous school like?" "It was small but had a big library.") Pragmatic Participating in guided discussions about preferences and routines (e.g., "I like my new school because the Competences classes are fun." "In my old school, we had music classes every Friday.") Comparing schools, classmates, or communities using comparatives and superlatives (e.g., "My new school is bigger than my old one." "She is the most talkative person in our class.") Sociolinguistic Present personal and classmate information in group discussions using appropriate language. Competences Use formal and polite language in classroom and school settings. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Our New Classmates Video
  • Overview: Students create short video interviews Collaboration and Communication: Working together to introducing their new classmates, using the present create interviews, digital posters, and news bulletins. simple for descriptions and comparatives/superlatives to Critical Thinking and Comparison: By analyzing and highlight differences and similarities (e.g., "Liam comes comparing schools, classmates, and community features, from a bigger school than ours, and he loves science students develop critical thinking skills. classes." "Giulietta is from Italy, and she speaks three languages."). Project 2: My Previous School vs. My New School
  • Overview: In groups, students design a digital poster comparing their previous school to their current one, Technology Integration: using comparatives and superlatives (e.g., "My old school was smaller, but the playground here is bigger."). Project 3: Classroom News Bulletin Video Creation: Use video editing tools to produce
  • Overview: Students create a classroom news bulletin community news reports and interviews. featuring school events, using the future tense to Digital Design: Utilize design software to create digital discuss upcoming activities and present simple to posters and Wall of Fame displays. describe regular routines. Expressing Ourselves 13805 HHigigh hB Begegininnenre r- AA22..22 and Connecting with Others

Procedimentales

  • 1.Present and Past Simple for habits and descriptions (e.g., "Adriana used to walk to go to her old school, but now she takes the bus.")
  • 2.Comparatives and superlatives (e.g., "This school is bigger than my old one." "Sofía is the fastest runner in our class.")
  • 3.Future tense in affirmative and interrogative sentences (e.g., "We will have a contest next month in Oscar's old school." "Will we have new classmates next year?")

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