ACADEMIC YEAR: 2022-
ESCUELA DE EDUCACION FISCOMISIONAL “LA DOLOROSA” 2023
MICROCURRICULAR PLAN
1. INFORMATION DATA:
Area: English as a Foreign Language Subject: English
Teacher: Johnny Fabricio Ordoñez Cumbicus
Grade/course: 3rd year of Basic Education Education Elemental
Level:
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods
hours
3 hours 120 hours/40 weeks 15 hours / 5 weeks 5 weeks 15 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
[Link] 4
Deploy a range of learning strategies, thereby increasing disposition and [Link] 2.1 Identify some main ideas and details of written texts, in order to develop an
ability to independently access further (language) learning and practice approach of critical inquiry to written and oral texts
opportunities. Respect themselves and others within the communication [Link] 2.9 Be able to interact in English in a simple way using basic expressions and
process, cultivating habits of honesty and integrity into responsible short phrases in familiar contexts to satisfy needs of a concrete type, provided others
academic behavior. talk slowly and clearly and are prepared to help.
4. TRANSVERSAL AXES:
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
Unit of the Planning Unit weeks
1. What did I Verbs in simple COMMUNICATION AND This curriculum is based on a Evaluation Criteria 6 weeks
learn in school present tense CULTURAL AWARENESS language-driven CLIL
today? approach, where content COMMUNICATION AND CULTURAL
Verb to be in present
EFL 2.1.1 Exchange basic from other disciplines is AWARENESS
Personal pronouns introductions and limited used for meaningful and
Introducing myself personal information in class purposeful language use [Link].2.3. Make use of basic
Counting from 1 to using simple present tense in (Met, 1999). It supports the personal information and expressions
order to get to know their overall curriculum, of politeness in order to introduce
50
peers. (Example: where one developing cognitive and oneself and participate in a short
social skills needed for other conversation.
lives or goes to school, etc.)
subjects, and reinforcing [Link].2.4. Develop skills of
EFL 2.1.7 Collaborate in a content covered in other
friendly manner by sharing collaboration by working together on
areas. The integration of
classroom materials and critical thinking skills as
projects and sharing materials while
personal objects while defined in Bloom’s Taxonomy expressing personal preferences with
participating in games and and the development of peers.
activities in class and on the communicative linguistic ORAL COMMUNICATION
playground. competencies are presented
in this proposal as [Link].2.6. Listening for Meaning:
interdependent processes Understand the main ideas in short
ORAL COMMUNICATION within a CLIL model, where simple spoken texts that include
critical thinking skills serve familiar vocabulary and are set in
EFL 2.2.1 Understand as the mechanism for everyday contexts
meanings expressed in short implementing the 4Cs [Link].2.7. Listening for
dialogues on familiar topics, framework (content, culture, Information: Follow short and simple
as well as basic spoken communication, and spoken texts that include familiar
instructions and simple cognition). vocabulary and are set in everyday
CLIL models are diverse, contexts. Identify key items of
questions about self, people,
making them flexible enough
animals or things, especially information within the text, and record
to be context-specific and
when spoken slowly and or act upon them
complementary to a range of
clearly. (Example: greetings, teaching methodologies, but
short phrases, basic range of they do share characteristics READING
classroom instructions, favorable to constructivist
common personal approaches and [Link].2.16. Understand the main
information questions: What’s ideas in short simple written texts on
your name? How old are you? communicative language cross-curricular subjects, both print
Where do you live? etc.) teaching (CLT). These and digital. (Example: art, science,
EFL 2.2.4 Identify items of characteristics include music, math, history, etc.)
specific information within learner-centered
simple messages or from approaches, text-based WRITING
learning, task-based learning,
short and simple descriptions
the necessity to use different [Link].2.17. Write simple words,
about familiar contexts,
types of activities to phrases, and sentences to demonstrate
especially if visual support is
encourage foreign language
provided. (Example: letters of knowledge of spelling, punctuation,
use for different purposes,
the alphabet, numbers, prices capitalization and handwriting /
high levels of interaction
and times, days, dates and between teachers and
typography, and identify their
months, etc.) learners and learners meanings.
themselves, intensive LANGUAGE THROUGH THE ARTS
READING language input, teacher
modeling and scaffolding, [Link].2.21. Distinguish key
EFL 2.3.1 Demonstrate basic and teacher enthusiasm. information in stories and other age-
reading comprehension skills appropriate literary texts, both oral and
by identifying the meaning of written.
individual words, phrases, [Link].2.23. Display an affinity for a
and sentences, including variety of literary texts by responding
simple written instructions. within a range of physical, cognitive,
EFL 2.3.3 Understand most and attitudinal manners, and vary
of the details of the content of elements of a literary text to create a
a short simple text (online or new text.
print).
EFL 2.3.8 Show Performance Indicators
understanding of some basic
details in short simple cross- COMMUNICATION AND CULTURAL
AWARENESS
curricular texts by matching,
[Link].2.3.1. Learners can use basic
labeling, and answering
personal information and expressions
simple questions
of politeness in short dialogues or
WRITING conversations. (J.2, J.3)
[Link].2.4.1. Learners can select
EFL 2.4.2 Write a short simple pictures and/or short phrases that
paragraph to describe yourself relate to collaborating and sharing and
or other people, animals, express personal preferences. (J.2, J.3,
places and things, with limited S.4)
support. (Example: by
answering questions or using ORAL COMMUNICATION
key words)
[Link].2.6.1. Learners can understand
LANGUAGE THROUGH THE the main ideas in short simple spoken
ARTS texts and infer who is speaking and
what the situation is, without decoding
EFL 2.5.1 Identify key every word. (I.3)
information such as events, [Link].2.7.1. Learners can understand
characters, and objects in short and simple spoken texts well
stories and other age- enough to be able to pick out key
appropriate literary texts if items of information and record them
there is visual support. in writing or drawings, or physically
EFL 2.5.7 Create picture act upon them. (I.3)
books and/or other graphic
expressions in pairs in class +
by varying scenes, characters, READING
or other elements of literary
texts. [Link].2.16.1. Learners can understand
the main ideas and some basic details
from a short simple cross-curricular*
text and successfully complete a
simple task, as well as acquire subject-
specific lexis. (I.2) * The content is
from other school subjects like art,
music, math, science, geography.
WRITING
[Link].2.17.1. Learners can write
words, phrases, and short simple
sentences using the correct
conventions (spelling, punctuation,
capitalization, and handwriting or
typography, etc.), for making simple
learning resources. (I.3)
LANGUAGE THROUGH THE ARTS
[Link].2.21.1. Learners can recognize,
through pictures or other media such
as ICT, key aspects of a story or
literary text (both oral and written).
(J.1, I.2)
[Link].2.23.1. Learners can
demonstrate an affinity for a variety of
literary texts by responding within a
range of physical, cognitive, and
attitudinal manners and adapt elements
of a literary text to create a new text.
(I.1, I.4)
2. How can I Verb to be COMMUNICATION AND Evaluation Criteria 5 weeks
describe my Article a/an CULTURAL AWARENESS
belongings? COMMUNICATION AND CULTURAL
EFL 2.1.2 Recognize the AWARENESS
differences between where
people live among the regions [Link].2.1. Differentiate between
of the country in order to different living situations in a variety
appreciate their own of surroundings and express curiosity
environment. (Example: about the world through simple
house/apartment, questions
country/city, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
[Link].2.7. Listening for
EFL 2.2.4 Identify items of Information: Follow short and simple
specific information within spoken texts that include familiar
simple messages or from vocabulary and are set in everyday
short and simple descriptions contexts. Identify key items of
about familiar contexts, information within the text, and record
especially if visual support is or act upon them
provided. (Example: letters of READING
the alphabet, numbers, prices
and times, days, dates and [Link].2.13. Understand the content
months, etc.) in a variety of well-known text types,
both print and online, using the layout
READING and artwork for support; recognize
typical signs and symbols found in the
EFL 2.3.4 Understand the text types
content in simple short
written environmental print LANGUAGE THROUGH THE ARTS
text types, using artwork,
symbols and layout for [Link].2.22. Describe and write
support. (Example: price tags, about emotions and responses to
signs, notices (No eating, literary texts through words and
etc.), candy wrappers, etc.) images, or other media (video, audio)
on class or school bulletin boards and
expand on ideas and responses to texts
LANGUAGE THROUGH THE read/seen/heard in by participating in
ARTS songs/chants, TPR activities and
playground games.
EFL 2.5.3 Use audio, video,
and pictures to respond to a Performance Indicators
variety of literary texts
through online or in-class ICT COMMUNICATION AND CULTURAL
activities. AWARENESS
[Link].2.1.1. Learners can recognize
differences between where people live
and write or talk about their own
surroundings, as well as ask questions
about how other people live. (I.2, S.2)
ORAL COMMUNICATION
[Link].2.7.1. Learners can understand
short and simple spoken texts well
enough to be able to pick out key
items of information and record them
in writing or drawings, or physically
act upon them. (I.3)
READING
[Link].2.13.1. Learners can understand
a short simple environmental print text
type and successfully complete a
simple task. (Example: a sign, notice,
menu, etc.) (I.3)
LANGUAGE THROUGH THE ARTS
[Link].2.22.1. Learners can report
emotions and compose short responses
to literary texts through words and
images, or other media (video, audio).
Learners can generate and expand on
personal opinions and responses to
oral and written texts through TPR,
playground games, and songs. (I.3,
S.3)
6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from
Ministerio de Educación: [Link]
content/uploads/downloads/2016/03/[Link]
Nuñez, P. A. (2015). Teacher's book level 1. Quito: Norma.
DONE BY: Johnny Ordoñez REVISED BY APROVED BY:
TEACHER: Johnny Ordoñez NAME: NAME:
Signature: Signature: Signature:
Date: January 10th, 2024 Date: Date:
