CONTENIDOS DE LENGUA EXTRANJERA (INGLÉS) SUGERIDOS PARA EL SEGUNDO CICLO DE

EDUCACIÓN PRIMARIA: 4° GRADO

A continuación presentamos los contenidos sugeridos LCE Inglés para el Segundo Ciclo de Educación Primaria
los cuales están basados en los NAP (Núcleos de Aprendizaje Prioritarios) y en los Diseños Curriculares
Jurisdiccionales. El propósito es definir los contenidos mínimos para cada año y que el docente pueda adaptar los
mismos de acuerdo al contexto en el que se encuentra su escuela.

UNIT FUNCTION OF THE INTERCULTURAL LEXICAL ASPECT GRAMMATICAL ASPECT

LANGUAGE: ASPECT OF THE
LANGUAGE:

Students use the Students should The focus is on the system and
The focus is on vocabulary
language in order to develop respect, structures of the language
fulfill a specific tolerance, empathy, and specific expressions
( syntax, morphology,
purpose, therefore openness and
phonology, semantics)
making their speech flexibility towards:
more meaningful. Social values, social
costums, social norms
And social systems

● Expressing Looking for different ● Hello, bye, boy, girl, Good ● Wh- questions and
1- informal ways of expressing Morning/Good Afternoon/ answers
Greetings Greetings taking greetings in other Evening/Night
into account languages. Paying ● Possessive adjectives:
different attention to politeness, ● Expressions: Your- my
moments of the verbal and no verbal ● What’s your name? My
day. Verbal and communication, gestures name is…
 non-verbal and body language in ● What’s your last name...
communication, communication. Role ● How are you? I´m fine
gestures, body play. thanks
language, ● I´m a…
politeness. ● Where are you from?
Argentina
● Nice to meet you!
● Asking for ● How are you? I´m fine
personal thanks
information

Decorating the ● Grey, blue, green, white,

● Asking, classroom with pink, brown, purple ,orange, ● Wh-questions and answers
2- My answering and classroom language black, red, yellow
School expressing posters. Making posters ● Yes/No questions and
objects preferences in English and in other ● Book, pencil, pen, answers
and about school languages sharpener, eraser, ruler,
colours objects and pencil, pencil case, ● Affirmative sentences first/third
colours Students can decorate schoolbag, glue, notebook, person singular +verb “to be”
the classroom with teacher, student.
pictures of people from ● Article: “A/An”
different cultures using
the expressions ● Expressions:
● What is it? It´s a …pen
● Is it a pencil? Yes, it is/No, it
isn´t
● Is it …red? Yes, it is/No, it
isn´t
● What colour is the book? It
is…
● What´s your favourite
colour?
● My favourite colour is…
● I´m a…
● It is a(colour)+(school
Object)

● Using the Exploring the alphabet in ● Days of the week: Sunday, ● The English Alphabet
3- Days of alphabet to spell different cultures. Use Monday, Tuesday,
the week different words the information to Wednesday, Thursday, ● Recognition of letters. Spelling
and the in English. decorate the classroom Friday, Saturday words
alphabet Practicing ● Hot/cold/sunny/windy/
spelling rainy/cloudy
personal ● The English alphabet.
information and ● Expressions:
days of the
week ● How do you spell… your
name? your surname?/
Using the Sunday
alphabet to dictate letter ● My favourite day of the
by letter week is…
● What day is it today?
● Today is…
● Can you repeat, please?
Thank you

● Using numbers Taking pictures of car ● Zero, one, two, three, four,
4- to count and to license’s plates to five, six, seven, eight, nine, ● first person singular+
Numbers ask for price or practice saying the ten…twenty…fifty verb “to be”
quantity. numbers and letters. ● Revision: school objects
Exploring other cultures. ● Revision of the alphabet ● Wh-and Yes/No
questions and answers
Saying the numbers of ● Expressions:
the National Identity ● Singular and Plural
Document. Looking for How much is it? It’s…. forms
Personal identification in What number is it? It’s…
other cultures Is it number five? Yes, it is/No,
it isn’t
What´s your phone number? It
´s…
How many…pencils?
Show me your pencil case
5- My
Classroom ● Expressing Working together with ● Existence: There is/ There are
quantity, Science, Art and Music
existence and teachers. Considering Board flag, bookshelf ● Demonstrative Pronouns:
position of the classroom objects Boys, girls, globe, chair, teacher’s (This/That/These/ThosMe)
different objects and focusing the
desk
in the classroom students’ attention on
the wastebasket, student’s desk,board
they can explore the Chalk, wastebasket, window
connections between the
Door, crayons, markers, computer
3Rs (Reduce, Reuse,
Recycle) environmental printer,monitor,Drawer, books,
message and values posters, overhead
through reusing projector,Notebook, folder, eraser,
manufactured objects or
using found objects as Dictionary, teacher, clock,
percussion instruments. pencclock,table, teacher, student,
Students can learn to floorceilin,book,notebook
play percussion together
and vary such elements
as rhythm, pace, volume
and texture. Students
can reflect on the
application of the 3Rs
conservation message in
their own lives and in
other cultures. Students
can even experiment
with found or reused
instruments to make a
percussive musical
instrument.

6- My
house ● Identifying toys Showing pictures of ● Kite, doll, dominoes, robot, ● Possession: full and
to express different styles of houses plane, teddy bear, car, contracted forms (first person
possession and around the world. memory game, ball, train, singular) Have Got.
position in puzzle
 different parts of Looking for the house of ● Parts of the House: garage, ● Affirmative and negative
the house famous people around garden, backyard, kitchen, sentences. Have Got
the world. Which part of bedroom, living room, dining
the house is the most room
important in different ● Prepositions:
cultures? What part of in/on/under/behind/between/
the house is the next to/in front of
favourite for the family?
Domestic duties in ● Expressions:
different cultures I’ve got…/I have got
I haven´t got…
Comparing traditional or
modern toys around the There is a…train in the
world picture
There are…three balls in
the picture

● Head, hair, eyes, nose, ● Possessive:

7- Parts of ● Identifying parts Exploring the value, the mouth, ears, shoulders, (affirmative).
my body of the body importance of water for fingers, arms, hands, legs, First person singular+ Have
different cultures. Why knees, toes, foot/feet got+ Adjective+ Noun
should I wash my
hands? ● Adjectives
Using a practical (long/short/little/big)
demonstration of hand
washing. By reflecting on ● Revision: colours
a technique to wash
hands efficiently. ● Expressions:
Students can discover I have got+ blond/ long/
that awareness of and short+…hair
responsibility to others
are important values that
support reasons for
washing hands.
Students can then
demonstrate their
understanding by
designing a class poster
to visually represent the
consequences of having
 both dirty hands and
clean hands. This will
serve as a reminder for
students to take
responsibility to wash
their hands appropriately
throughout the day.
8- Espacio de integración de contenidos y fortalecimiento de aspectos en donde se hayan detectado dificultades