Planificación Docente / Currículo / Inglés 7° / PANAMA'S WILDLIFE

PANAMA'S WILDLIFE · Inglés 7°

PANAMA'S WILDLIFE · 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: Engage in discussions about personal and school experiences based on texts heard.
  • Comprensión lectora (Reading): Reading: Interpret charts, graphs, and diagrams. Reading: Respond to questions based on class readings. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by applying knowledge of basic syllabification rules when decoding two-syllable or three-syllable or compound words.
  • Expresión oral (Speaking): Productive: Explain how to play a common game. Interactive: Exchange simple ideas about current events in group discussions.
  • Expresión escrita (Writing): Productive: Write instructions for a simple game or craft. Interactive: Write simple comments on a peer's short text.
  • Mediación (Mediation): Text: Contextualize basic classroom instructions supported with visual aids. Communication: Facilitate discussions on classroom rules.

Comprensión auditiva · Listening

Conceptuales

  • The Habitat of Wildlife
  • The Daily Habits of Animals

Procedimentales

  • Receptive: Identify specific information in descriptions and narratives. Interactive: Engage in discussions about personal and school experiences based on texts heard.

Indicadores de logro

  • Can identify details from spoken narratives about animal habitats (e.g., "Which animal is faster, the jaguar or the deer?" "The deer is faster.").
  • Can listen to descriptions of wildlife and respond to questions (e.g., "What animals live in Panama?").
  • Can listen to descriptions of personal and school experiences involving animals and engage in discussions by sharing opinions and asking follow-up questions (e.g., "During our school trip, we saw a sloth hanging from a tree." "What did you see during the trip?").

Comprensión lectora · Reading

Conceptuales

  • The Habitat of Wildlife
  • The Daily Habits of Animals

Procedimentales

  • Reading: Interpret charts, graphs, and diagrams. Reading: Respond to questions based on class readings. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by applying knowledge of basic syllabification rules when decoding two-syllable or three-syllable or compound words.

Indicadores de logro

  • Can interpret a chart showing the habitats of local animals and describe key information (e.g., "This chart shows that jaguars live in Darién National Park and are considered endangered. They need large forested areas to survive.").
  • Can respond to questions based on readings about wildlife (e.g., "What do sloths eat?").
  • Can recognize common compound words and segment them accurately into syllables (e.g., "wildlife" into "wild-life").

Expresión oral · Speaking

Conceptuales

  • The Habitat of Wildlife
  • The Daily Habits of Animals

Procedimentales

  • Productive: Explain how to play a common game. Interactive: Exchange simple ideas about current events in group discussions.

Indicadores de logro

  • Can explain the rules of a typical game related to wildlife or nature themes (e.g., "I will describe the animal. You guess.").
  • Can describe and ask questions about current changes in animal behavior in a group discussion. (e.g., "Jaguars now hunt closer to rivers because the prey moves there to find water.").
  • Can exchange ideas about current news related to wildlife or habitats in a group discussion. (e.g., "There is news about volunteers protecting sea turtle nests in Veraguas.").

Expresión escrita · Writing

Conceptuales

  • The Habitat of Wildlife
  • The Daily Habits of Animals

Procedimentales

  • Productive: Write instructions for a simple game or craft. Interactive: Write simple comments on a peer's short text.

Indicadores de logro

  • Can write instructions for a wildlife guessing game (e.g., "Choose an animal card and describe its habitat.").
  • Can provide steps for a nature craft related to animals (e.g., "Cut out shapes to make a sloth.").
  • Can write supportive comments on a peer's description of wildlife (e.g., "I like your information about the jaguar.").

Mediación · Mediation

Conceptuales

  • The Habitat of Wildlife
  • The Daily Habits of Animals

Procedimentales

  • Text: Contextualize basic classroom instructions supported with visual aids. Communication: Facilitate discussions on classroom rules.

Indicadores de logro

  • Can contextualize classroom instructions using visual aids (e.g., shows a picture of a jaguar for the instruction, "Choose your favorite animal.").
  • Can facilitate a discussion on classroom rules by using simple gestures (e.g., making a "quiet" gesture for "no talking").
  • Can support instructions with visual aids to help peers understand (e.g., points to a picture and says, "This is the jaguar's habitat. You have to write about it.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: habitat, wildlife, jaguar, forest, predator, prey, species, adaptation, jungle, biodiversity Linguistic
  • Verbs: protect, live, grow, hunt, survive, adapt, migrate, observe, conserve Competences Adjectives: endangered, nocturnal, wild, diverse, camouflaged, resilient
  • Demonstratives: this, that
  • Prepositions: in, on
  • Adverbs: naturally, here, there, quickly Pronunciation & Phonemic Awareness
  • Pronunciation: Practice pronunciation of long and short vowel sounds in key vocabulary (e.g., long vowels: (/sneɪk/) "snake," (/ˈiːɡəl/) "eagle" and short vowels: (/frɒɡ/) "frog," (/bæt/) "bat") Phonemic awareness: Practice syllable division in compound nouns (e.g., "wildlife" into "wild- life"). Pragmatic Discussing habitats: "Jaguars live in the forest." Competences Using comparatives: "The eagle is larger than the parrot." Sociolinguistic Facilitate group discussions about environmental topics and follow instructions in collaborative Competences activities (e.g., "Cut out shapes to make a sloth."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: Wildlife Documentary Storyboard Skills:
  • Overview: Students create a mini wildlife documentary storyboard, using present simple, comparative, and Observation: Describing wildlife using comparatives and superlative adjectives to describe Panama's animals habitat-related language. (e.g., "The sloth hangs from a branch, and the jaguar hides behind some trees." "The jaguar is faster than Research: Presenting factual information visually and orally. the sloth."). Project 2: Wildlife Habitat Tour Map
  • Overview: Students design a tour map of a local wildlife habitat, using "there is" or "there are" to Technology Integration: describe the environment. Use video editing software for documentaries, virtual tour Project 3: Animal Adaptation Infographic tools, and infographic creation software.
  • Overview: Students research animals, their habitats, and unique characteristics to create an infographic explaining how animals survive in their habitat using comparative forms (e.g., "The harpy eagle is stronger than most birds."). Nature and Wellness 32 High Beginner - A2.2

Procedimentales

  • 1. Comparative and superlative adjectives (e.g., "The harpy eagle is stronger than the hawk." "What bird is the fastest in Panama?" "The peregrine falcon is the fastest.").
  • 2. There is/there are to describe habitats (e.g., "There are many endangered animals in Panama.")
  • 3. Present simple to describe habits (e.g., "The sloth moves slowly.")

Genera tu planificación de esta área

Crea tu perfil, selecciona Inglés 7° y genera tu planificación de esta área.

Pruébalo gratis

El documento

Este contenido sale del programa oficial de Inglés 7°, publicado por el MEDUCA.

Abrir el documento en el portal del MEDUCA