Formato de Programación Didáctica

Grado: Séptimo Asignatura:

Inglés

Número de competencia de Grado: 1

Número de competencia de eje transversal: 1
# de Indicador de Logro Contenido Criterio de Evaluación – Fecha
Unidad de
Programáti Inicio
ca

Semana The student Identifies Vocabulary: 1.1 He/she distinguishes between formal and informal greetings by identifying the appropriate context Jan Feb
formal and informal 1. Greetings (hi/hello, bye, for each.
1 greetings when 29th 2nd
goodbye) 1.2 He/she demonstrates the ability to apply knowledge of formal and informal greetings during playful
participating in 2. Personal Info (name, age)
Greeting playful oral activities. 3. Numbers (1-10)
oral activities.
s and Grammar: 1.3He/she exhibits a respectful and adaptable attitude by employing the right greeting for the context.
The student Identifies 1. Be: I am …. 2.1 He/she demonstrates a conceptual understanding of numbers from 1 to 10 by explaining their order
numbers. numbers from 1 to 10 Listening: and recognizing them through visual aids and audio cues.
through visual aids 1. Listen, point, count
and audio. 2.2 He/she applies the knowledge of numbers 1 to 10 through visual aids and audio cues in practical
Speaking: scenarios.
The student 1. Asking for/responding 2.3 He/she demonstrates enthusiasm and engagement when identifying numbers from 1 to 10 through
demonstrates respect names
2. role-playing dialogues visual aids and audio.
when introducing
themselves to others. 3.1 He/she understands the importance of demonstrating respect when introducing themselves to others
by articulating the significance of polite language and appropriate behavior in social interactions
3.2 He/she applies respectful behaviors when introducing themselves to others
3.3 He/she displays a positive and open-minded attitude during self-introductions, fostering a welcoming
environment.
Semana Vocabulary 1.1 He/she comprehends the concept of identifying body parts through visual aids and audios by Feb
2 1. The student 1.The Face: eyes, nose, understanding the names and functions of various body parts.
recognizes body 1.2 He/she applies the use of visual aids and audios to recognize body parts in practical scenarios.
5th
parts through mouth, ears, hair, teeth
My Body visual aids and 3. The senses 1.3 He/she approaches the learning of body parts with curiosity and engagement, showing an
audios. Grammar enthusiastic attitude
1. This is… 2.1 He/she demonstrates a conceptual understanding of naming body parts using "this is/these are"
correctly by explaining the grammatical structure and accurately associating it with the appropriate body
2. The student 2.These are …
parts.
names body parts Listening
2.2 He/she applies the correct usage of "this is/these are" when naming body parts in practical situations.
Feb
using this is/these 1. listen & point
are, correctly. 2.3 He/she demonstrates a positive and confident attitude when using "this is/these are" to name body 9th
Speaking parts, fostering effective communication.
1. I have… 3.1 He/she understands the importance of showing respect to others' physical appearance by recognizing
3. Show respect to the diversity of human bodies and appreciating the significance of treating individuals with
others’ physical consideration.
appearance.
3.2 He/she applies respectful behaviors when interacting with others, specifically regarding their
physical appearance.
3.3 He/she displays an open-minded and accepting attitude towards diverse physical appearances,
fostering an inclusive environment.
Semana 3 1. The student uses Vocabulary: 1.1 He/she comprehends the distinction between formal and informal greetings in English through Mar Mar
formal and informal 1. Greetings: Hi/hello, playing roles in short conversations by understanding the appropriateness of each type of greeting in
Introducin greetings in English goodbye/bye
different social contexts.
ch ch
2. Family: sister, mom,
g Myself through playing
brother, dad, grandma, 1.2 He/she employs formal and informal greetings in English during role-playing exercises. 12th 16th
and role in short grandpa. 1.3 He/she demonstrates a positive and adaptable attitude when using formal and informal greetings in
Someone conversations. Grammar: English during role-playing.
Else 2. The student uses 1. My name´s … 2. This is 2.1 He/she comprehends the conceptual framework of using vocabulary about self-introduction to ask
vocabulary about my … and answer for personal information by understanding the significance of specific terms and phrases in
self-introduction to Listening:
the context of interpersonal communication.
ask and answer for 1. Songs
2. Listen to audios and point 2.2 He/she utilizes the acquired vocabulary related to self-introduction to proficiently ask and answer for
personal images personal information in practical scenarios.
information. 3. Listen sentences and read 2.3 He/she maintains an open and communicative attitude when using vocabulary for self-introduction,
Speaking contributing to positive interactions.
1.Greeting others
3.1 He/she is able to follow commands and instructions when participating in games.
3. The student follows 2.Giving personal info (name,
instructions when age) 3.2 He/she demonstrates ability to follow different instructions correctly.
participating in 3. Talking about family He/she demonstrates respect for other when interacting in the class.
class. members.

Semana 4 1.The student Vocabulary 1.1 He/she demonstrates a conceptual understanding of countryside vocabulary through audios and
identifies countryside 1. Flora and fauna: tree, bird, visual aids by recognizing and explaining the meanings of key terms associated with rural environments.
Feb Feb
In the vocabulary through ladybug, butterfly, flower, 1.2 He/she applies the countryside vocabulary acquired through audios and visual aids in practical 19th 23rd
Country audios, and visual squirrel. situations.
aids 2. Colors review 1.3 He/she approaches the exploration of countryside vocabulary with curiosity and engagement,
Grammar demonstrating a positive attitude.
2.The student uses 1. Yes/no, they are/ aren’t 2.1 He/she comprehends the conceptual framework of using plural nouns related to the countryside when
plural nouns related
2. They are (color + describing surroundings by understanding the role of plurals in conveying the presence of multiple
to countryside when
animal/objects) elements.
describing their
surroundings. Listening 2.2 He/she applies the use of plural nouns related to the countryside when describing surroundings in
3.The student is aware 1. Listen & point practical scenarios.
of the importance of 2. Song: out in the sun! 2.3 He/she approaches the use of plural nouns with creativity and attention to detail, fostering a positive
the environment in 3. Story: Blue bananas attitude toward linguistic expression.
their immediate Speaking 3.1 he/she show importance of the environment when express ideas about the animals.
surroundings. 1. What color are the…? 3.2 he /she practice values during the class.
3.3 he /she demonstrate good behaviors in class.

Semana 5 1. The student Vocabulary 1.1 He/she demonstrates a conceptual understanding of recognizing alphabet letters through visual aids,
Feb Mar
recognizes the 1. The alphabet audios, and written forms by explaining the importance of each medium in reinforcing letter recognition.
The
alphabet letters 2. Plural words 1.2 He/she applies methods of recognizing alphabet letters through visual aids, audios, and written forms 26th ch
Alphabet (regular/irregulars) to spell words correctly in practical situations.
through visual
Grammar 1.3 He/she maintains a positive and adaptable attitude toward learning the alphabet, recognizing the
1st
aids, audios and 1. Spelling names, words value of various methods in reinforcing letter recognition and spelling
written forms and 2. This is / These are 2.1 He/she understands the importance of proper pronunciation when spelling familiar words and names
spell words Listening: by recognizing the role of clear articulation in effective communication.
correctly. The Alphabet song. 2.2 He/she applies proper pronunciation when spelling familiar words and names in practical situations.
2. The student Recognizing names from
2.3 He/she maintains a focused and attentive attitude towards pronunciation, recognizing its importance
pronounces words spellings
in clear communication.
Speaking
properly when
1.Spelling names/ words
spelling familiar 2.Asking for personal 3.1 He/she demonstrates a conceptual understanding of identifying singular and plural nouns of body
words and names. information (names) parts through reading and listening texts by explaining the grammatical rules governing singular and
3. The student Reading plural forms.
identifies singular 1. Identifying letters and 3.2 He/she applies the knowledge of identifying singular and plural nouns of body parts through reading
and plural nouns reading words and listening texts in practical scenarios.
2. Reading words and short 3.3 He/she maintains an attentive and detail-oriented attitude towards identifying singular and plural
of body parts
sentences. nouns, recognizing the importance of precision in language comprehension.
through reading Writing
and listening 1. Writing names from
texts. dictations.
2. Ordering words
 alphabetically
Semana 6 1. The student Vocabulary: 1.1 He/she demonstrates a conceptual understanding of identifying adjectives in written and oral
identifies 1. Opposite adjectives (fat – sentences by explaining the role of adjectives in modifying and describing nouns.
Mar Mar
adjectives in thin) 1.2 He/she applies the knowledge of identifying adjectives in written and oral sentences in practical ch ch
written and oral 2. Size, age, opinion scenarios. th
sentences. adjectives 1.3 He/she maintains a perceptive and detail-oriented attitude towards identifying adjectives, recognizing
4 08th
3. “and” Ben is tall and thin the significance of descriptive elements in language comprehension.
4. Values (solidarity,
diversity, be positive)
2.1 He/she holds the conceptual framework of using adjectives to describe people, animals, or objects in
2.The student uses Grammar:
adjectives to describe 1. Adjective position (adj + oral and written form by understanding the role of adjectives in adding detail and vividness to
people, animals or noun) descriptions.
objects in oral and Listening: 2.2 He/she incorporates adjectives to describe people, animals, or objects in oral and written form in
written form. 1. Listening to words practical situations.
(adjectives) 2.3 He/she demonstrates a creative and expressive attitude when using adjectives, recognizing their
3. The student Speaking value in bringing language to life.
respects other people's 1. Describing feelings, people
physical appearance. and animals. 2. 3.1 He/she shows respect for other physical appearance.
Describing oneself 3.2. He/she appreciates others people's physical appearance.
Reading 1. Reading words 3. 3 He/she demonstrates respect for physical appearance if his/her classmates.
and matching pictures 2.
Reading descriptions and
making drawings
Writing
1. Writing descriptions about
oneself and others.

Semana 7 1. The student 1. Beach words (swim, sand, 1.1 He/she demonstrates a conceptual understanding of recognizing vocabulary about the beach through Mar Mar
recognizes ocean, sandcastle, make, audios, visual aids, and written forms by understanding the importance of multi-sensory approaches in
sleep, buy, ice-cream) language learning.
ch ch
vocabulary about
the beach through
2. Entertainment words 1.2 He/she applies methods of recognizing beach-related vocabulary through audios, visual aids, and 11th 15th
(dance, hold, kiss, feed, written forms in practical scenarios.
audios, visual trumpet, trainer, seal, rope,
aids, and written. 1.3 He/she approaches the exploration of beach-related vocabulary with curiosity and engagement,
etc.)
demonstrating a positive attitude.
Grammar:
2. The student uses 1. Present continuous (they
are ….) 2.1 He/she demonstrates a conceptual understanding of using plural forms of pronouns when describing
plural forms of
Listening: pictures related to people at the beach by recognizing the grammatical rules governing pronoun usage.
pronouns when 2.2 He/she applies the knowledge of using plural forms of pronouns when describing pictures related to
1. Listening to words: beach,
describing people at the beach in practical scenarios.
entertainment
pictures related to Speaking 2.3 He/she maintains a detail-oriented and communicative attitude towards using plural pronouns,
people at the 1. Describing what others are recognizing their importance in conveying information accurately.
beach. doing.
Reading 3.1 He/she demonstrates a conceptual understanding of talking about actions people can do at the beach
3. The student talks 1. Reading sentences about using progressive and plural pronouns by recognizing the grammatical structures involved.
about actions what people are doing. 3.2 He/she applies the knowledge of talking about actions at the beach using progressive and plural
2. Reading a postcard. pronouns in practical scenarios.
people can do at
Writing
the beach using 3.3 He/she maintains a communicative and expressive attitude when talking about actions at the beach,
1. Writing responses to
progressive and recognizing the importance of accurate language use.
questions using plural
plural pronouns. pronouns
2. Completing missing
information in a postcard
Semana 8 1. The student Vocabulary: 1.1 He/she demonstrates a conceptual understanding of writing words about food when listening to Mar Mar
writes words 1. Food words (pizza, audios or people by recognizing the connection between auditory input and vocabulary acquisition.
about food when hamburger, milk, salad, apple 1.2 He/she applies the method of writing words about food when listening to audios or people in
ch ch
 listening to pie, fries, Jello, lemonade). practical scenarios. 18th 22nd
audios or people. Grammar: 1.3 He/she maintains an attentive and receptive attitude when writing words about food, recognizing the
1. Are they eating….? Yes, value of auditory input in language learning.
2. The student uses they are/ no
food vocabulary 2. I like bananas 2.1 He/she comprehends the conceptual framework of using food vocabulary to ask and answer yes/no
to ask and answer Listening: questions coherently by understanding the role of vocabulary in constructing meaningful questions and
yes/no questions 1. Say the words (food)
responses.
coherently. 2. The Jello men! song
2.2 He/she applies the use of food vocabulary to ask and answer yes/no questions coherently in practical
Speaking:
1. Asking and answering situations.
3. The student
shows interest in questions about food. 2.3 He/she maintains a communicative and engaging attitude when using food vocabulary, recognizing
healthy food 2. Naming food words. its importance in fostering coherent communication.
habits. Reading
1. Reading texts and drawing 3.1 He/she appreciates healthy food habits.
what people are eating. 3.2 He/she understands the importance of healthy food habits.
2. Matching words and 3-3 He/she is interested in practicing healthy food habits.
pictures
Writing:
1. Unscrambling
questions/sentences.