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ESCUELA DE EDUCACIÓN GENERAL BÁSICA “MIGUEL RIOFRÍO”

PLAN CURRICULAR INSTITUCIONAL 2018 – 2019


Loja-Ecuador
escuelamiguelriofrio1@yahoo.com
TELEFONO: 072571250 CODIGO AMIE: 11H00001
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Lic. Elsa Katerine
TEACHER: AREA: English as a Foreign Language SIGNATURE: English Language
Cuesta Palacios
COURSE: Second GBE GROUPS: “A/B/” WEEKS: 4
UNIT NUMBER: Six UNIT TITLE: Can you sing? I’m happy. Phonics: W, X, Y, Z.
STARTING DATE: June 1st, 2019 FINISHING DATE: June 30th, 2019 NUMBER OF PERIODS 8
1. UNIT PLAN
SPECIFIC OBJECTIVES OF Student learn to: ask and answer questions about ability, state their mood, recognize pronounce, and form the letters W through Z; and
UNIT 6 identify anchor words for each letter
Students can: distinguish between, identify or repeat sounds; differentiate one object/picture/letter/word from another.
SKILLS AND PERFORMANCE CRITERIA METHODOLOGICAL STRATEGIES RESOURCES
COMMUNICATION AND CULTURAL AWARENESS  Teacher’s guide
 Students’ book
EFL.2.1.9. Communicate to peers and teacher when something is not understood in  Role-playing and participating in short dialogues.
 Flashcards
class through the use of simple basic questions.  Singing songs or chants that practice helpful language.
 Audio CD
EFL.2.1.10. Recognize when to speak and when to listen while working in pairs or  Worksheets (TG)
small groups in class by following classroom instructions and simple commands.  Quiz
 Doing a mingle activity where learners meet and greet
ORAL COMMUNICATION each other and ask and answer simple questions.
Observing to see whether the learner can interact
EFL.2.2.14. Ask and answer basic personal information questions, as well as simple
effectively, and whether they are able to ask for
questions about other people, animals, and possessions, provided the interaction is repetition when required, and / or react appropriately  Teacher’s guide
slow and clear. (Example: Can you sing? Are you ready?, etc.) to responses received. (Example: Find someone  Students’ book
EFL.2.2.16. Say when they do not understand and ask for slower or clearer
who…. Do you have a red car? Yes? Great! – writes  Flashcards
repetition where required. (Example: Sorry? Could you say that again? Please, etc.)
down name of person.)  Audio CD
 Establishing a clear expectation of English use for  Worksheets (TG)
EFL.2.2.17. React appropriately to what others say using verbal/non-verbal back classroom functions. (Example: greeting, requesting,  Quiz
channeling, or by asking further simple questions to extend the interaction. thanking, asking for repetition / clarification, offering
(Example: express interest using facial expression or simple words with appropriate help, taking leave, etc.) Informal assessment could
intonation: Oh!, Yes! Thanks. And you? etc.) involve a star chart, with points for learners who use
L2 regularly.

1
READING
 Teacher’s guide
 Identify the letters in a text
EFL.2.3.2. Read a short simple text (online or print) and  Students’ book
 Reading a short simple story of just a few lines and ordering simple
demonstrate understanding of the gist and some basic details pictures of familiar objects.  Flashcards
of the content.  Reading a short simple text and coloring a picture.  Audio CD
 Reading a short simple text and circling the correct answer.  Worksheets (TG)
EFL.2.3.3. Understand most of the details of the content of a
 Quiz
short simple text (online or print).

WRITING  Teacher’s guide


 Students’ book
EFL 2.4.1 Know how to spell simple English words correctly,  Write the letters correctly  Flashcards
demonstrating awareness of sound-letter relationships.  Write short phrases learned. Example: Can you sing? Family members. .  Audio CD
(Example: sea, mean, bee, etc.)EFL.2.4.8.  Worksheets (TG)
 Quiz

LANGUAGE THROUGH THE ARTS


 Using ICT resources to organize and edit a short piece of creative or  Teacher’s guide
EFL.2.5.2. Express emotions and feelings using basic adjectives informational sounds of letters.  Students’ book
and related images through written work  Taking pictures of objects of the studied letters  Flashcards
.  Audio CD

2. EVALUATION
EVALUATION EVALUATION
Evaluation Criteria and Indicators PERFORMANCE INDICATORS
TECHNIQUES INSTRUMENTS
 Worksheet
 Observation activities
CE.EFL.2.5. Model turn-taking and ways to express to EFL.2.5.1. Learners can apply turn-taking and ways
 Checklist.  Workbook
others when something is not understood to improve to express to others when something is not  Questionnaires activities
comprehension and/or intelligibility in conversations understood in short conversations. (J.3, S.1, S.4)  Rubrics  Practical Exams.
 Interviews  Oral Tests
 Training Test
EFL.2.10.1. Learners can interact effectively using a  Worksheet
 Observation activities
CE.EFL.2.10. Interaction – Interpersonal: Participate range of basic functional exponents for interpersonal
 Checklist.  Workbook
effectively in basic interpersonal interactions in everyday conversations in everyday contexts, providing speech  Questionnaires activities
contexts, provided the interlocutor speaks slowly and is slow and clear. Learners can request repetition or  Rubrics  Practical Exams.
clearly. clarification, and can react appropriately to responses  Interviews  Writing Tests
received. (I.3)
 Training Test

2
CE.EFL.2.11. Identify and understand individual  Worksheet
 Observation activities
every-day words, phrases, and sentences, including I.EFL.2.11.1. Learners can understand familiar  Checklist.  Workbook
instructions words, phrases, and short simple sentences and  Questionnaires activities
can succe  Rubrics  Practical Exams.
CEFR: A1.1. All topics
 Interviews  Writing Tests
 Training Test

 Worksheet
EFL.2.4.8. Complete a basic survey or a questionnaire  Observation activities
by providing personal details. Write a variety of simple  Checklist.  Workbook
CE.EFL.2.20. Complete a simple survey form or written text types, used in print or online, with  Questionnaires activities
questionnaire by providing personal details appropriate layout and language. (Examples: What is  Rubrics  Practical Exams.
your name?  Interviews  Writing Tests
 Training Test

 Worksheet
CEFR: A1.1. Topics: Home, School, Transport,  Observation activities
CE.EFL.2.22. Describe and write about emotions and
Sports and Leisure, Work  Checklist.  Workbook
responses to literary texts through words and images, or
 Questionnaires activities
other media (video, audio) on class by participating in
 Rubrics  Practical Exams.
songs/chants, and playground games
 Interviews  Writing Tests
Training Test

Specification of Educational Needs


A students from 2nd A has attention deficit and needs
special attention  Every class there is a family member that helps him to fulfill the activities

DONE BY: REVISED BY APROVED BY:

____________________ ____________________ ____________________


Lic. Elsa Katerine Cuesta Palacios Lic. Carmita Iñiguez Mgs. Patricia Chimbo
ENGLISH TEACHER AREA COORDINATOR VICE PRINCIPAL
Date: June 27th, 2019 Date: June 27th, 2019 Date: June 27th, 2019

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