SCHOOL YEAR
ANDINA SCHOOL 2022- 2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher Area: English as a Foreign Grade/Course: 2nd BASIC Class: ´´ A ´
: Language
Unit number: 6 TEXTBOOK: • To practice imperatives. • Unit Specific Objectives: O.EFL 2.3
GO! 1 • To introduce the Independently read level-appropriate
question. Do you like • To practice listening skills texts in English for pure enjoyment/
Unit Title: fruit, • To introduce food vocabulary. entertainment and to access
That´s delicious! • To use and to list foods. Cake, chesse, chicken, fish, fruit, information.
• To talk about likes and meat, salad, soup, yogurt. English.
dislikes. • To introduce the structure. Do you O.EFL 2.5
• To read and understand like chicken. Use in-class library resources and
food vocabulary. • To review imperatives. explore the use of ICT to enrich
• To demonstrate • To sing a song. competencies in the four skills.
understanding by reading • To introduce short answers for O.EFL 2.7
and placing stickers. Appreciate the use of English
questions.
language through spoken and written
• To read and follow a • Do you like milk. Yes I do.- No I
literary texts such as poems, rhymes,
song. don´t.
chants, riddles and songs, in order to
• To read and understand • To introduce the structure is there
foster imagination, curiosity and
simple sentences. milk in cheese. memory, while developing a taste for
• To practice short answers, Yes literature.
there is- No, there isn´t.
• To listen to understand a story.
• To recognize key vocabulary in
contex.- fruit, apple, banana,
mango, orange, pear, supermarket,
wash you’re your hands
TRANSVERSAL Cultural Diversity PERIODS: 24 STARTING WEEK: 4
AXES: J.1 We understand the
needs and strengths of our
country and commit to
building an equal, inclusive
and democratic society.
I.2 We are driven by
intellectual curiosity,
question both local and
international realities,
reflect on and apply our
interdisciplinary knowledge
to cope with problems in a
collaborative and
codependent manner, so as
to take advantage of all
possible resources and
information.
S.2. We build our national
identity in search of a
peaceful
world and we value our
multi-ethnicity and multi-
cultural
background. We respect
the identity of other people
and individuals.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 2.1.4 CE.EFL.2.4.
Express curiosity about the world and other cultures by asking simple WH Develop skills of collaboration by working together on projects and sharing
questions in class after reading and/or participating in presentations or other materials while expressing personal preferences with peers.
group work.
EFL 2.1.7
Collaborate in a friendly manner by sharing classroom materials
and personal objects while participating in games and activities in
class and on the playground
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 2.2.3 CE.EFL.2.6.
Recognize familiar names, words, and short phrases about simple everyday Listening for Meaning: Understand the main ideas in short simple spoken texts
topics whether heard in isolation or within short, simple spoken texts that include familiar vocabulary and are set in everyday contexts.
describing people and objects. (Example: CE.EFL.2.8.
vocabulary about self, family, friends and immediate surroundings at school Production - Pronunciation: Produce individual words and short phrases clearly
and home,adjectives for color and size, etc.) enough that other people can usually understand them easily.
EFL 2.2.6
Enjoy extensive listening in English. (Example: listen to stories, watch short
movies, experience song lyrics or poetry, etc.)
READING
EFL 2.3.4
Understand the content in simple short written environmental READING
print text types, using artwork, symbols and layout for support. CE.EFL.2.11.
(Example: price tags, signs, notices (No eating, etc.), candy wrappers, Identify and understand individual every-day words, phrases, and sentences,
etc.) including instructions.
EFL 2.3.5 CE.EFL.2.13.
Show the ability to use a simple learning resource. (Example: a small set of Understand the content in a variety of well-known text types, both print and
flashcards, a picture-based dictionary (online or print), or a simple word list). online, using the layout and artwork for support; recognize typical signs and
EFL 2.3.7 symbols found in the text types.
Read and understand the main ideas in a short simple text on a cross-curricular
topic. (Example: art, music, history, etc.)
WRITING
EFL 2.4.4 WRITING
Write simple words, phrases and sentences for controlled practice of language CE.EFL.2.18.
items. Writing in order to perform controlled practice of vocabulary and grammar
items.
LANGUAGE THROUGH THE ARTS
EFL 2.5.1
Identify key information such as events, characters, and objects in stories and LANGUAGE THROUGH THE ARTS
other age-appropriate literary texts if there is visual support. CE.EFL.2.21.
EFL 2.5.4 Distinguish key information in stories and other age appropriate literary texts,
Listen to and read short narratives and/or other oral and written literary texts in both oral and written.
class (with a preference for authentic texts) in order to stimulate imagination, CE.EFL.2.22.
curiosity, and a love for literature. Describe and write about emotions and responses to literary texts through
EFL 2.5.6 words and images, or other
Generate and expand ideas by responding in a fun and playful manner to oral media (video, audio) on class or school bulletin boards and expand on ideas
and written texts in order to increase enjoyment of the language through TPR, and responses to texts read/seen/heard in by participating in songs/chants, TPR
playground games, and songs and chants. activities and playground games.
METHODOLOGICAL EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
This performance criteria could • RLP Platform COMMUNICATION AND COMMUNICATION AND
be evaluated by: • Student´s Book CULTURAL AWARENESS CULTURAL AWARENESS
1.Use real objects to name • Flashcards I.EFL.2.1.1. Learners can recognize ACTIVITY
classroom objects • Story cards differences between where people live and TECHNIQUE
2. Recognize basic phonemes of • Activity Book write or talk about their own surroundings, as (e.g. Observations, checklists, questionnaires,
the alphabet using letter cards • Digital Book well as ask questions about how other people interviews, user diaries/logs, nominal group
and listening to the audio live. (I.2, S.2) technique, controlled experiments, pre-post
• Posters
3.Recognize words and match I.EFL.2.3.1. Learners can use basic personal testing , concept, etc.)
words to pictures information and expressions of politeness in INSTRUMENT
4.Use simple resources such as short dialogues or conversations. (J.2, J.3) (e.g surveys, exams, assignments, scoring
flash cards to learn vocabulary rubrics, portfolios, etc)
5.Unscramble words to write
short sentences
6.Create and use puppets ___ ORAL COMMUNICATION ORAL COMMUNICATION
7.Sing songs and recite I.EFL.2.6.1. Learners can understand the ACTIVITY
___chants main ideas in short simple spoken texts and TECHNIQUE
8.Move to the rhythm of a song infer who is speaking and (e.g. Observations, checklists, questionnaires,
or chant the situation is, without decoding every word. interviews, user diaries/logs, nominal group
(I.3) technique, controlled experiments, pre-post
I.EFL.2.8.1. Learners can pronounce most testing , concept, etc.)
familiar vocabulary items accurately, and can INSTRUMENT
therefore usually be easily understood. They (e.g surveys, exams, assignments, scoring
can also produce some phrases and short rubrics, portfolios, etc)
sentences clearly, and may approximate
English rhythm and intonation in longer
utterances. (I.3)
READING READING
I.EFL.2.11.1. Learners can understand ACTIVITY
familiar words, phrases, and short simple TECHNIQUE
sentences and can
successfully complete the simple (e.g. Observations, checklists, questionnaires,
accompanying task. interviews, user diaries/logs, nominal group
I.EFL.2.13.1. Learners can understand a short technique, controlled experiments, pre-post
simple environmental print text type and testing , concept, etc.)
successfully complete a simple task. INSTRUMENT
(Example: a sign, notice, menu, etc.) (I.3) (e.g surveys, exams, assignments, scoring
rubrics, etc)
WRITING
I.EFL.2.18.1. Learners can write short simple
phrases and sentences to show that they know VISUAL
how to use simple grammar or vocabulary ACTIVITY
items. (I.3, I.4). TECHNIQUE
(e.g. Observations, checklists, questionnaires,
interviews, user diaries/logs, nominal group
technique, controlled experiments, pre-post
testing , concept etc.)
INSTRUMENT
(e.g surveys, exams, assignments, scoring
rubrics, etc)
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE
I.EFL.2.21.1. Learners can recognize, ARTS
through pictures or other media such as ICT, ACTIVITY
key aspects of a story or literary text (orally). TECHNIQUE
I.EFL.2.22.1. Learners can report emotions (e.g. Observations, checklists, questionnaires,
and compose short responses to literary texts interviews, user diaries/logs, nominal group
through words and images, or other media technique, controlled experiments, pre-post
(video, audio). Learners can generate and testing , concept, etc.)
expand on personal opinions and responses to INSTRUMENT
oral and written texts through TPR, (e.g surveys, exams, assignments, scoring
playground games, and songs. (I.3, S.3) rubrics, portfolios, etc)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners Face students when speaking. Speak clearly and slowly. Pause frequently.
Below Level Learners • Preview the lesson by having learners look at the pictures and think about what they will learn.
• Initially use whole group for instruction, then divide learners into small groups or pairs.
• Use pictures and flash cards to help learners connect meaning. Have learners create their own flash cards.
• Use props, real classroom objects, and gestures.
• Provide word walls for learners to reference.
• Have learners draw pictures to illustrate meaning. Learners share pictures to contribute to conversations.
• Ask learners to add pictures or drawings to a book activity
CLIL COMPONENTS: NATURAL SCIENCE Milk production TRANSVERSAL AXES: Cultural Diversity
J.1 We understand the needs and strengths of our
country and commit to building an equal, inclusive
and democratic society.
I.2 We are driven by intellectual curiosity, question
both local and international realities, reflect on and
apply our interdisciplinary knowledge to cope with
problems in a collaborative and codependent manner,
so as to take advantage of all possible resources and
information.
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Ximena Tapia Coordinator: Lcda. Jacqueline Cóndor Viceprincipal: Lcda. Myriam Herrera
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: 22- 01- 2022 DATE: 09- 02- 2022 DATE: 09- 02- 2022
