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LEARNING FROM OUR MISTAKES · Inglés 8°

LEARNING FROM OUR MISTAKES · Inglés 8°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify the main ideas of spoken news about familiar topics. Interactive: Contribute to simple discussions on a variety of issues.
  • Comprensión lectora (Reading): Reading: Develop arguments based on one or more texts studied. Reading: Identify the main ideas of persuasive texts and their arguments. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by practicing minimal pair sounds.
  • Expresión oral (Speaking): Productive: Explain daily habits and routines. Interactive: Respond to classmates' presentations.
  • Expresión escrita (Writing): Productive: Create a short narrative based on a personal experience. Interactive: Provide feedback on short texts during a peer review session.
  • Mediación (Mediation): Text: Summarize audio and video content for study notes. Communication: Clarify misunderstood social cues in peer interactions.

Comprensión auditiva · Listening

Conceptuales

  • What Can I Learn from This Experience?
  • Next Time, I Will Study Harder to Avoid...

Procedimentales

  • Receptive: Identify the main ideas of spoken news about familiar topics. Interactive: Contribute to simple discussions on a variety of issues.

Indicadores de logro

  • Can identify the main ideas in spoken news reports or classroom stories about familiar learning experiences by answering comprehension questions (e.g., "What did Maria learn from her mistake?" "She should ask for help.").
  • Can follow and contribute to discussions on how to improve study habits by sharing past experiences, making suggestions, and describing future actions (e.g., "What did you learn from your mistake?" "I forgot to review my notes." "What will you do next time?" "I will start studying earlier.").
  • Can respond to questions in a discussion about learning experiences by recognizing suggestions (e.g., "What advice was given?" "I should practice every day.").

Comprensión lectora · Reading

Conceptuales

  • What Can I Learn from This Experience?
  • Next Time, I Will Study Harder to Avoid...

Procedimentales

  • Reading: Develop arguments based on one or more texts studied. Reading: Identify the main ideas of persuasive texts and their arguments. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by practicing minimal pair sounds.

Indicadores de logro

  • Can develop arguments based on reading texts about personal growth (e.g., "Why is it good to learn from mistakes?").
  • Can identify the main ideas of persuasive texts about learning strategies (e.g., "What is one way to improve your grades?").
  • Can demonstrate phonemic awareness by recognizing and correctly pronouncing minimal pair sounds (e.g., /ð/ in "they" and /d/ in "day") to enhance pronunciation accuracy during reading activities.

Expresión oral · Speaking

Conceptuales

  • What Can I Learn from This Experience?
  • Next Time, I Will Study Harder to Avoid...

Procedimentales

  • Productive: Explain daily habits and routines. Interactive: Respond to classmates' presentations.

Indicadores de logro

  • Can explain study habits and routines that support academic growth by sharing specific examples (e.g., "Every morning, I review my vocabulary, and in the evening, I write a summary of what I learned.").
  • Can respond to classmates' presentations on learning from mistakes by asking and responding to questions, meeting the specific standard (e.g., "What did you learn from this experience?" "I learned to study harder.").
  • Can ask and answer questions about helpful routines and habits in discussions, directly following the specific standard (e.g., "What helps you focus?" "Studying in a quiet room.").

Expresión escrita · Writing

Conceptuales

  • What Can I Learn from This Experience?
  • Next Time, I Will Study Harder to Avoid...

Procedimentales

  • Productive: Create a short narrative based on a personal experience. Interactive: Provide feedback on short texts during a peer review session.

Indicadores de logro

  • Can create a narrative describing a lesson learned from a mistake (e.g., "I forgot my homework, so I will make a checklist.").
  • Can provide feedback on a peer's story about school experiences (e.g., "I like how you fixed the problem in your story.").
  • Can create a short paragraph on ways to improve study habits (e.g., "I will study every night.").

Mediación · Mediation

Conceptuales

  • What Can I Learn from This Experience?
  • Next Time, I Will Study Harder to Avoid...

Procedimentales

  • Text: Summarize audio and video content for study notes. Communication: Clarify misunderstood social cues in peer interactions.

Indicadores de logro

  • Can summarize the main points from an educational video on learning from mistakes by drawing symbols (e.g., drawing a red "X" for a mistake and a checkmark for learning).
  • Can clarify misunderstood social cues during discussions on personal growth by using facial expressions (e.g., showing "happy" for success and "sad" for a mistake).
  • Can summarize stories about overcoming challenges, using visuals and gestures (e.g., thumbs up for improvement and drawing a ladder for progress)."

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: mistakes, grades, study, habits, homework, feedback, progress, improvement, success Competences Verbs: study, practice, improve, try, learn
  • Adjectives: better, successful, challenging
  • Adverbs: carefully, well Pronunciation & Phonemic Awareness Pronunciation of past tense verbs ending "-ed": /d/ in "improved," /ɪd/ in "wanted," and /t/ in "practiced" Phonemic awareness: Recognize and produce minimal pair sounds in familiar words to improve pronunciation and comprehension during reading (e.g., /ð/ in "they" versus /d/ in "day," /θ/ in '"think" versus /s/ in "sink," /v/ in "van" versus /b/ in "ban") Reflecting on learning: "I learned a lot from my mistakes in this project." Pragmatic Giving advice: "You should study more to improve your grades." Competences Setting goals for improvement: "Next time, I will practice more before presenting." Sociolinguistic Provide constructive feedback in class discussions about overcoming challenges and improving Competences academic habits (e.g., "You should ask questions whenever you're unsure about something."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: Future Self Video Skills:
  • Overview: Students create a video of their future selves where they share two to three past mistakes and how Personal Reflection: Describing learning experiences and they’ve learned from them, using past simple and future improvements. tense (e.g., "I made this mistake, and next time I will study harder."). Problem-Solving: Offering suggestions using "should" to Project 2: Growth Mindset Journal
  • Overview: Students maintain a journal, on paper or digitally, reflect on mistakes. where they document the challenges they faced, how they responded, and what they learned. They will use the past simple to describe the challenge and future tense for their action plan (e.g., "I found the math problem difficult." "Next Technology Integration: time, I will ask the teacher for help."). Project 3: Overcoming Challenges Discussion
  • Overview: Students record an audio of a group discussion on Use blog platforms, digital journaling tools, and video a personal learning challenge they faced, how they dealt recording/editing software. with it, and their plans for improvement. They will use the past simple to share their experiences and the future tense to describe future actions (e.g., "I struggled with keeping up with homework." "I will create a schedule to manage my time better."). Family and Society 40 High Beginner - A2.3

Procedimentales

  • 1. Past simple is used to share experiences and ask questions (e.g., "What did you learn from this experience?" "I learned to study harder.")
  • 2. Future tense to describe future improvements (e.g., "I will study harder.")
  • 3. Use of "should" for advice (e.g., "I should practice every day to improve my grades.")

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