THE TOWN SQUARE · Inglés 7°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Comprensión auditiva · Listening

Conceptuales

Here Is a Map of the Town.
Look at the Traditional and Modern Building Materials.

Procedimentales

Receptive: Identify specific information in descriptions and narratives. Interactive: Respond flexibly to changes in group discussions.

Indicadores de logro

Can distinguish between key facts and minor details in spoken narratives about the town (e.g., "The town square has a fountain.").
Can follow spoken directions to locate places on a map (e.g., "Where is the library?").
Can adapt to changes in group discussions about map directions by clarifying and confirming details with peers (e.g., "I thought the library was next to the school. Can you show me again on the map?").

Comprensión lectora · Reading

Conceptuales

Here Is a Map of the Town.
Look at the Traditional and Modern Building Materials.

Procedimentales

Reading: Interpret charts, graphs, and diagrams. Reading: Summarize sections of texts in written form. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by applying knowledge of basic syllabification rules when decoding two-syllable, three-syllable, or compound words.

Indicadores de logro

Can interpret a diagram showing the layout of the town by extracting key information from a text (e.g., "The school is next to the market.").
Can summarize written instructions about traditional building techniques (e.g., "First, we collect the palm leaf. Second, we dry the leaves.").
Can identify syllable division and apply appropriate stress patterns in two-syllable words, three-syllable words, and compound nouns (e.g., "monument," "streetlamp," "tradition").

Expresión oral · Speaking

Conceptuales

Here Is a Map of the Town.
Look at the Traditional and Modern Building Materials.

Procedimentales

Productive: Describe changes in places. Interactive: Talk about preferences and familiar topics in a guided class discussion.

Indicadores de logro

Can describe and compare changes in local places on a map (e.g., "The market used to be small, but now it is larger.").
Can discuss preferences for places in the town square (e.g., "I like La Fondita de Lucia. It has good Panamanian food. What do you think?").
Can ask and answer questions about location preferences (e.g., "Where is the library? Do you like it there?").

Expresión escrita · Writing

Conceptuales

Here Is a Map of the Town.
Look at the Traditional and Modern Building Materials.

Procedimentales

Productive: Write descriptive reviews about content or products. Interactive: Write information for a presentation with peers in a coherent manner.

Indicadores de logro

Can describe with peers features of the town square for a class presentation (e.g., "Next to the market is the Town Council.").
Can write a short descriptive review of a town square attraction, highlighting personal impressions and details (e.g., "The town square was lively and colorful. The market is next to the tall building in the middle of the town, and I enjoyed trying the local food.").
Can help organize information about the town square for a presentation by describing its key features and surroundings (e.g., "The town square has a central plaza with a fountain, and there are shops and restaurants around it.").

Mediación · Mediation

Conceptuales

Here Is a Map of the Town.
Look at the Traditional and Modern Building Materials.

Procedimentales

Communication: Interpret cultural differences in communication. Concept: Clarify misunderstandings in group discussions.

Indicadores de logro

Can interpret cultural differences by using simple examples and gestures (e.g., says, "In Panama, people use palm leaves to make roofs." and gestures to a roof or points out a window).
Can clarify misunderstandings in group discussions by pointing to visuals (e.g., pointing to the map and saying, "The park is here, not there.").
Can resolve misunderstandings about locations using simple phrases (e.g., saying, "This is the library." and pointing it on a map).

Recursos de lengua · Communicative Competences

Conceptuales

Nouns: town square, map, statue, monument, plaza, intersection, fountain, street, building, roof, tradition, park, library, market, school, crosswalk, traffic light, sidewalk, town hall, pedestrian Linguistic bridge Competences Verbs: locate, visit, walk, turn, cross, gather, pass, follow, point, describe
Adjectives: historic, modern, busy, quiet, traditional, spacious, small, tall, crowded
Demonstratives: this, that, these, those Prepositions of place: near, between, across from, beside, next to, behind, in front of, under, over, on, at, on the corner of
Adverbs: here, there, nearby, around, ahead, straight Pronunciation & Phonemic Awareness
Pronunciation: Practice with consonant clusters that begin with /s/ (e.g., /s/ in "street," emphasizing the pronunciation of /s/ at the beginning of the word.) Phonemic awareness: Practice syllable division and stress in two-syllable words, three-syllable words, and compound nouns (e.g., "monument," "streetlamp," "tradition") Pragmatic Asking about locations: "Where is the school?" Competences Describing locations: "The park is next to the library." Sociolinguistic Collaboratively, in small groups, explain directions and describe map details (e.g., "To get to the Competences park, follow this road up to the intersection."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: Town Photo Tour Skills:
Overview: Students take pictures around town or town squares and organize them into a photo tour, using Spatial Awareness: Describing the locations of places in prepositions of place (e.g., "The school is next to the market.") town. and "there is/there are" to describe its features. Photos of the central area of the school can also be used for the photo tour.
Creativity: Creating virtual or physical representations of town squares. Project 2: Community Landmark Collage
Overview: Students create a collage of local landmarks by drawing or using magazine cutouts. They arrange the images using imperatives and sequencing words (e.g., "First, draw the park; then, add the school."), and describe the locations with there is/there are and prepositions of place Technology Integration: (e.g., "There is a library next to the park."). Use virtual tour platforms, digital map design tools, and 3D Project 3: Interactive Town Square Model modeling software.
Overview: Students build an interactive model of a town square (digital or with cardboard and other materials) and use prepositions and descriptive language to explain its features (e.g., "The statue is between the fountain and the park."). Family and Society 38 High Beginner - A2.2

Procedimentales

1. Imperatives and sequencing words for indicating the order of actions (e.g., "First, we collect the palm leaves. Second, we dry the leaves.")
2. There is/there are to describe locations (e.g., "There is a bank next to the police station.")
3. WH-questions for asking about places (e.g., "Where is the hospital?" "It is in front of the art gallery.")

THE TOWN SQUARE · Inglés 7°

Objetivos de aprendizaje

Comprensión auditiva · Listening

Conceptuales

Procedimentales

Indicadores de logro

Comprensión lectora · Reading

Conceptuales

Procedimentales

Indicadores de logro

Expresión oral · Speaking

Conceptuales

Procedimentales

Indicadores de logro

Expresión escrita · Writing

Conceptuales

Procedimentales

Indicadores de logro

Mediación · Mediation

Conceptuales

Procedimentales

Indicadores de logro

Recursos de lengua · Communicative Competences

Conceptuales

Procedimentales

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