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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
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 1: TRANSPORTATION AND ROUTINES: HOW DO I MOVE?

Concepto: La movilidad es el pulso de la ciudad. Entender los medios de transporte (Transportation) y cómo operan mediante hábitos y rutinas (Do/Does) permite al estudiante navegar su entorno con autonomía y conciencia climática
(Clothing/Weather).

Objetivo: Definir medios de transporte y rutinas de movilidad, utilizando los
auxiliares Do/Does y WH- Questions para describir hábitos y diferenciar prendas de
vestir según el clima del viaje.

Fecha: Lunes 20 de abril de 2026
Actividad: Iniciamos con una lluvia de ideas visual sobre cómo llegan al colegio.
Presentamos vocabulario técnico: Subway, Taxi, Train, Motorcycle. En la segunda
hora, clasificamos los transportes por medio (Air, Land, Water) y realizamos una
encuesta grupal: «How do you go to school?».

Fecha: Martes 21 de abril de 2026
Actividad: Diferenciamos entre I use (objetos) e I wear (ropa). Sharon presenta
diferentes climas y los niños deben elegir el transporte y la ropa adecuada (ej. «In the rain, I wear a raincoat and I take the bus»). En la segunda hora, diseñan un «Kit
de Viaje» ilustrado para un destino específico.

Fecha: Lunes 27 de abril de 2026
Actividad: Introducimos los auxiliares como motores de las preguntas. Usamos una dinámica de «Sujeto y Motor»: los niños con tarjetas de I, You, We, They se muevencon Do, y He, She, It con Does. En la segunda hora, completan un taller de
«Mecánica de Oraciones» armando preguntas sobre rutinas de transporte.

Fecha: Martes 28 de abril de 2026
Actividad: Juego de asociación de verbos de movimiento: Ride, Drive, Take.
Se presenta ventajas (Speed, Cost, Environment) y los niños debaten cuál es
mejor. En la segunda hora, crean un cuadro comparativo entre «Bike» y «Car» usando los auxiliares aprendidos.

Fecha: Lunes 04 de mayo de 2026
Actividad: Los niños inician la construcción de un «Transportation Map» interactivo
con material reciclado. Deben ubicar vías, estaciones de bus y ciclorrutas. En la
segunda hora, comienzan a etiquetar los vehículos y a escribir pequeñas notas
usando el auxiliar Does.

Fecha: Martes 05 de mayo de 2026
Actividad: Observamos un video sobre el tráfico en ciudades famosas. Los niños
actúan como reporteros anotando los transportes más comunes. En la segunda
hora, redactan un informe breve sobre lo observado usando la estructura: «In Tokyo,
many people take the train».

Fecha: Lunes 11 de mayo de 2026
Actividad: Análisis técnico de velocidad y capacidad. Los niños comparan el metro
versus el bus en un diagrama de Venn gigante en el tablero. En la segunda hora,
transforman esas comparaciones en oraciones complejas usando la gramática de
la unidad.

Fecha: Martes 12 de mayo de 2026
Actividad: Usamos esquemas de orden para representar la estructura: Auxiliar +
Sujeto + Verbo. Los niños «desarman» preguntas mal escritas y las vuelven a armar.
En la segunda hora, realizan un concurso de velocidad de construcción de
preguntas complejas.

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