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Contenido del curso
First Period
The first academic term of 4th Grade English is designed as a foundational journey that transitions students from basic word recognition to conscious, structured language production. This period focuses on empowering students to navigate different social environments, organize their thoughts through time, and decode information with independence.The curriculum is structured around three core pillars of linguistic development:1. Social & Pragmatic Competence The term begins with Linguistic Structures and Oral Interaction. Students will explore the "Social Mirror," learning to adapt their speech between formal and informal registers. This stage goes beyond simple greetings, focusing on technical classroom commands, polite inquiry, and the use of precise descriptive language. The goal is for students to understand that language is a tool for building respectful and clear social connections.2. Narrative Logic & Temporality In the second phase, Morphosyntax and Verbal Temporality, the focus shifts to the internal logic of the language. Students will master the ability to "travel through time" by differentiating between facts (Present Simple), memories (Past Simple), and projections (Future with Will). By aligning subjects and verbs correctly, students will move from isolated sentences to coherent narratives, gaining the ability to tell stories that are logically and chronologically organized.3. Critical Literacy & Inferred Meaning The term concludes with Lexical Acquisition and Contextual Inference. This pillar is dedicated to fostering "Textual Autonomy." Rather than relying on constant translation, students are trained to use "context clues," word roots, and reading strategies like Scanning and Skimming. This develops the critical thinking skills necessary to process intermediate-level texts and expand their vocabulary through logical deduction rather than rote memorization.
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LINGUISTIC STRUCTURES AND ORAL INTERACTION
00:00
MORPHOSYNTAX AND VERBAL TEMPORALITY
00:00
LEXICAL ACQUISITION AND CONTEXTUAL INFERENCE.
00:00
SECOND PERIOD
Unit Overview: 2nd Period – "Moving Through My World" In this second unit, students will expand their horizons by exploring transportation, community roles, and environmental awareness. Moving beyond personal feelings, they will now learn to describe the dynamic "gears" that make their society function.Through an active and kinesthetic approach, children will analyze the speed and utility of different ways to travel, using the Present Continuous and Simple Present (Do/Does) to describe actions happening in real-time and daily habits, such as "The bus is moving through the city" or "Does she wear a raincoat in the rain?"They will also discover the community as a living engine, identifying public places and the professions that inhabit them. By using Prepositions of Place and Movement (Next to, Between, Go straight), students will navigate their own "Interactive Neighborhood Maps" and connect these spaces to their own families' needs and desires, expressing preferences with "I want" and "I like."This period focuses on civic responsibility and critical thinking, encouraging students to compare transportation methods based on their environmental impact and practice values in public spaces. By the end of the unit, students will not only use English to communicate but also to project themselves as active citizens who understand their city, plan family adventures, and value their role within the community.
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TRANSPORTATION AND ROUTINES: HOW DO I MOVE?
FOOD AND PUBLIC PLACES: WHAT DO YOU WANT TO EAT?
FAMILY AND FINAL REVIEW: MY FAMILY IN THE CITY
English Fourth Grade.

TEMA 2: FOOD AND PUBLIC PLACES: WHAT DO YOU WANT TO EAT?

Concepto: La ciudad ofrece espacios comunes para la nutrición y la recreación.
Navegar estos lugares requiere precisión espacial (Prepositions of
Place/Movement) y la capacidad de expresar deseos y preferencias (I want / I like).

Objetivo: Explicar la ubicación de lugares públicos y dar direcciones precisas,
relacionando tipos de comida con su origen y expresando preferencias alimentarias
mediante preposiciones y expresiones de deseo.

Fecha: Lunes 01 de junio de 2026
Actividad: Búsqueda del tesoro visual en el patio o salón para identificar lugares
(Supermarket, Park, Hospital). En la segunda hora, definimos vocabulario de
alimentos y practicamos las expresiones de preferencia: Like / Dislike.

Fecha: Martes 02 de junio de 2026
Actividad: Introducimos preposiciones: Next to, Between, Opposite. Sharon da
instrucciones para ubicar edificios en un mapa. En la segunda hora, los niños
dibujan su propio «Barrio Ideal» y escriben 5 oraciones sobre la ubicación de sus
lugares favoritos.

Fecha: Lunes 06 de julio de 2026
Actividad: Regresamos creando una maqueta física del barrio con cajas pequeñas.
Deben usar preposiciones de lugar para explicar la maqueta. En la segunda hora,
cada grupo expone: «The supermarket is next to the park».

Fecha: Martes 07 de julio de 2026
Actividad: Relacionamos alimentos con su origen y lugar de venta mediante un
mapa conceptual. En la segunda hora, realizamos un juego de rol: un cliente busca
un alimento y el «vendedor» debe indicarle dónde adquirirlo y en qué estante está.

Fecha: Lunes 13 de julio de 2026
Actividad: Se crea un circuito en el suelo del salón. Los niños practican
preposiciones de movimiento: Go straight, Turn left, Cross. En la segunda hora,
dibujan el mapa del circuito con las instrucciones correspondientes para llegar a un
lugar específico.

Fecha: Martes 14 de julio de 2026
Actividad: Investigamos menús de restaurantes locales. En la segunda hora,
diseñan su propio cartel de menú saludable usando la estructura: «I want to eat…
because I like…», integrando colores y diseño gráfico.

Fecha: Lunes 20 de julio de 2026
Actividad: Comparamos oraciones de ubicación (Where’s the supermarket?)
usando diferentes preposiciones en un cuadro comparativo. En la segunda hora, los niños resuelven un taller de lógica espacial analizando mapas de ciudades famosas.
Fecha: Martes 21 de julio de 2026
Actividad: Discutimos cómo se organizan los estantes de un supermercado
(hábitos de consumo). En la segunda hora, los niños diseñan un «Pasillo Saludable»
etiquetando la ubicación técnica de cada producto con preposiciones precisas.

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