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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
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MORPHOSYNTAX AND VERBAL TEMPORALITY
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LEXICAL ACQUISITION AND CONTEXTUAL INFERENCE.
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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.

LEXICAL ACQUISITION AND CONTEXTUAL INFERENCE.

  • Objetivo: Emplear estrategias de análisis contextual para la ampliación del léxico y la interpretación técnica de textos informativos y narrativos de nivel intermedio.

 

  • Concepto: La autonomía lectora depende de la capacidad de procesar información de manera holística. Al utilizar sinónimos, antónimos y pistas gramaticales para deducir significados, el estudiante desarrolla un pensamiento crítico que le permite navegar textos complejos sin recurrir al diccionario de forma constante.

Fecha: 23 de marzo del 2026

Actividad: Jugaremos a ser científicos del lenguaje, descomponiendo palabras para hallar su raíz. Aprenderemos cómo los prefijos y sufijos cambian el significado de las cosas y crearemos nuestro propio banco de «familias de palabras» para expandir nuestro vocabulario de forma lógica.

Fecha: 25 de marzo del 2026

Actividad: Aprenderemos a leer «entre líneas». Practicaremos cómo adivinar el significado de una palabra desconocida simplemente mirando lo que tiene a su alrededor (sustantivos, verbos o adjetivos). Completaremos textos desafiantes confiando en nuestra lógica gramatical.

Fecha: 30 de marzo del 2026

Actividad: Entrenaremos nuestros ojos para ser veloces con las técnicas de Scanning y Skimming. Buscaremos datos específicos en artículos como si estuviéramos buscando un tesoro, aprendiendo a captar la idea general de un texto en un abrir y cerrar de ojos.

Fecha: 01 de abril del 2026

Actividad: Enriqueceremos nuestra forma de hablar mediante la sustitución léxica. Participaremos en un taller donde cambiaremos palabras comunes por sinónimos más elegantes y precisos. Terminaremos el periodo creando un glosario técnico con los términos más poderosos que hemos conquistado.

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