Formato de Programación Didactica

Teacher: Periodo: Agosto-Septiembre

Grade: 8th Subject: Foreign Language

Número de Competencia de Grado: Número de Competencia de eje transversal:

1. The student uses reading and listening strategies to get comprehension Self-regulation
of authentic texts related to food.
2. The student expresses personal preferences and describes food Recognizing emotions, reflecting on self-control setting boundaries, and the bigger picture.
procedures in different communicative settings.
3. The student states clear instructions to write a process paragraph
coherently about making dishes or meals that he-she likes.

# de Unidad Indicator de Logro Contenido Criterio de Evaluación Fecha Fecha de

Programátic de Inicio Finalización
a

UNIT III The student ask and Language Functions : 1. Cc. The student understands the functional use of 28/07/25 01/08/25
A journey answers questions in the Comparing actions in the past language to compare, narrate and exchange past
through past.
past. with those in the present experiences.
2. Exchanging information in Cp. The student uses appropriate language function to
Week 1
the past communicate about past events in different contexts.
3, Producing stories in the past Ca. The student demonstrates initiative and confidence
Project: Storytelling when engaging in communicative task about past
experiences.

The student asks for the Vocabulary Cc. The Student identifies vocabulary related the food 04/08/25 08/08/25
correct amount in many 1.Food through flashcards.
UNIT IV products in different
contexts. Grammar
Cp- The student classifies the countable and
FOOD 1.Countable and uncountable
uncountable nouns through quizzes app.
nouns
Speaking Ca.The students participates with respect in the role
Week 2 1. Role playing a conversation playing .
about buying food.

UNIT IV The student asks for the Pronunciation Cc. The student recognizes words for foods 11/08/25 15/08/25
 correct amount in many 1.Food: stressed syllables items ,numbers, units, of measurement, (kilo ,piece..)
products in different Listening
FOOD contexts. Cp. The students pronounces stressed syllable correctly
1. Making inferences and
understanding topic. when naming food items, through oral presentation.
Reading
Week 3
1. Identifyng words using Ca. The students interacts respectfully
visual support.
with classmates listens attentively,
Writing
1. Writing a conversation
about buying food.
UNIT IV The student writes a Vocabulary cc. The student knows words for common groceries, 18/08/25 22/08/25
conversations between a 2.Groceries understands when to use a, or, an, and correctly forms
shop assistant and a
FOOD customer. Grammar questions with how much and how many.
2. a-an 3. How much-How
many Cp. The student writes a conversation that includes

Speaking greeting, questions about pieces or quantities.

Week 4 2.Role-playing a customer- Ca. The student shares ideas respectfully, accepts
clerk conversation
feedback, and contributes in pair or group work.
Writing
2. Writing a conversation
between a customer and a
store clerk.
UNIT IV The student understands Vocabulary CC. The students identifies names and ingredients of 25/08/25 28/08/25
texts related to food 3.Nicaraguan typical dishes
FOOD typical Nicaraguans food.
through reading and
listening texts. Grammar
4.Quantifiers Cp. The student uses the vocabulary of Nicaraguans
Week 5 5.There is-are dishes to describe a typical meal through short oral or
Speaking
3.Talking about different written presentations
dishes there are in their
communities Ca. The student respects and values
Listening
classmates presentations and opinions
3.Listening for specific
information when sharing typical dishes from
Reading
1. Identifyng words using different regions
visual support.
UNIT IV The student produces Vocabulary Cc- The student recognizes the main sequence markers 01/09/25 05/09/25
texts and explains how 4.Cooking verbs used in instructional texts ( first, then, next, finally..)
FOOD
they prepare food using
Grammar
sequence markers, Cp. The student applies correctly sequence markers ,
quantifiers and 4.sequencing words
Week 6 quantifiers and imperatives when writing on
imperatives. Speaking
instructional text about a recipe.
4.Communicating to others
Language functions Ca. The student respects and appreciates
4. Producing texts about food. the ideas recipes and productions of
UNIT IV his/her classmates, fostering a
FOOD Vocabulary collaborative environment.
5.Units of measurement for
WEEK 7 Cc. The student describes the preparation of a dish
food
using an appropriate and coherently vocabulary.
Grammar
08/09/25 12/09/25
5.Imperatives Cp. The student produces a short text writing a recipe
The student produces Listening through google form app
texts and explains how
4.Listening to words
they prepare food using Ca. The student engages participation in active ways
sequence markers, pronunciation
during the class.
quantifiers and Writing
imperatives. 4.Writing a recipe

UNIT V The student writes a Vocabulary

PLACES paragraph to describe 15 AL 19
1.TV shows and genres
AND FUN and compare TV shows.
Grammar Cc. The student recognizes vocabulary related to TV DE SEPT RECESO
WEEK 8 1.Comparative adjectives shows and genres ESCOLAR
Speaking
Cp. The student writes sentences using comparative
1. Sharing a comparative 22/09/25 25/09/25
adjectives through worksheets in Kahoot app
paragraph about TV programs.
Ca. The student values the participation of the
 classmates in a respectful way
UNIT V Listening
1.Listening for details
PLACES The student writes a
AND FUN paragraph to describe Reading
and compare TV shows. 1.Skimming to understand the
main idea
WEEK 9
Writing
Cc. The student analyses short text related the TV
1.Structuring a paragraph shows. 29/09/25 03/10/25
comparing ideas Cp. The student describes TV shows using quizzes
Language Functions online.
1.Comparing TV shows and Ca. The student demonstrates good behavior during the
movies class.

26/09

EPI