2 Trimestre

ESCUELA DE EDUCACIÓN BÁSICA “VICENTE ROCAFUERTE”
MICROCURRICULAR PLANNING – 2° TRIMESTRE

INFORMATIVE DATA
TEACHER: DANNY PAUCAR SUBJECT: ENGLISH
GRADE: FOURTH SUBLEVEL ELEMENTAL
LENGTH 13 WEEKS TRIMESTRE: SECOND
START DATE: 27-11-2023 ENDING DATE: 02-03-2024
LEARNING OBJECTIVE:
O.EFL 2.1 Identify some main ideas and details of written texts, in order to develop an approach of critical inquiry to written and oral texts.
O.EFL.2.6. Write short descriptive and informative texts and use them as a means of communication and written expression of thought.
Content Indicators for the performance Methodological strategies-
Performance criteria Evaluation Activities
criteria
-Information Questions EFL 2.1.4. Express curiosity about the CE.EFL.2.1. Differentiate between EXPERIENCE: TECHNIQUES
Where is ……? world and other cultures by asking different living situations in a The teacher speaks in English and students listen carefully Identifying and
Where are…? simple WH- questions in class after variety of surroundings and REFLECTION: responding
reading and/or participating in express curiosity about the world Students recognize the congugations. INSTRUMENTS:
presentations or other group work. through simple questions. CONCEPTUALIZATION: Homework.
 He is,She is,They are
 Prepositions: in,on and bellow
 The article (The)
APPLICATION:
Homework: Complete the activity on the notebook(pag 16,17,18,19,37,38)
- Parts of the Face - EFL.2.2.14. Ask and answer basic Learners can interact using a EXPERIENCE: TECHNIQUES
Possessive adjectives personal information questions, as range of basic functional The teacher plays a song related to the parts of the face Identifying and
well as simple questions about other exponents for interpersonal REFLECTION: responding
people, animals, and possessions, conversations in everyday Could you repeat any part of the face in English? INSTRUMENTS:
provided the interaction is slow and contexts, providing speech is CONCEPTUALIZATION: Homework.
clear. (Example: Where do you live? slow and clear. Ref. I.EFL.2.10.1.  Parts of the face
Do you have a bicycle?, etc.) (I.3)  Possessive adjectives(my, his and her)
APPLICATION:
Homework: Complete the activity on the notebook(pag 20,21,22,23)
- Parts of the body EFL.2.2.14. Ask and answer basic Learners can interact using a EXPERIENCE: TECHNIQUES
personal information questions, as range of basic functional The teacher plays a song related to the parts of the body Identifying and
well as simple questions about other exponents for interpersonal REFLECTION: responding
people, animals, and possessions, conversations in everyday Could you repeat any part of the face in English? INSTRUMENTS:
provided the interaction is slow and contexts, providing speech is CONCEPTUALIZATION: Homework.
clear. (Example: Where do you live? slow and clear. Ref. I.EFL.2.10.1.  Parts of the body
Do you have a bicycle?, etc.) (I.3)  Pronoun ( I ) and verb ( Have)
APPLICATION:
Homework: Complete the activity on the notebook(pag 24,25)
-Descriptions EFL 2.1.1. Exchange basic CE.EFL.2.3. Make use of basic EXPERIENCE: TECHNIQUES
-WH questions introductions and limited personal personal information and The teacher plays a song related to the parts of the body Identifying and
What,How information in class using simple expressions of politeness in order REFLECTION: responding
present tense in order to get to know to introduce oneself and Could you repeat any part of the face in English? INSTRUMENTS:
their peers. (Example: where one participate in a short CONCEPTUALIZATION: Homework.
lives or goes to school, conversation.  Description
 WH questions
APPLICATION:
Lesson about the personal description
- At home EFL 2.2.3. Recognize familiar names, CE.EFL.2.7. Listening for EXPERIENCE: TECHNIQUES
Common things in a words, and short phrases about Information: Follow short and The teacher reads all the things in a bedroom and in a living room Identifying and
bedroom and in a living simple every day topics whether simple spoken texts that include REFLECTION: responding
room heard in isolation or within short, familiar vocabulary and are set in Students try to recognize some things and translate in spanish. INSTRUMENTS:
simple spoken texts describing everyday contexts. Identify key CONCEPTUALIZATION: Homework.
people and objects. (Example items of information within the  Common things in a bedroom and in a living room
vocabulary about self, family, friends text, and record or act upon APPLICATION:
and immediate surroundings at the them. Homework: Students draw things in a bedroom and in a living room
school and home, adjectives for color
and size,etc.)
-Yes/No questions EFL 2.1.4. Express curiosity about the CE.EFL.2.1. Differentiate between EXPERIENCE: TECHNIQUES
Verb to be world and other cultures by asking different living situations in a The teacher reads all the things in a bedroom and in a living room Identifying and
It is, They are simple WH- questions in class after variety of surroundings and REFLECTION: responding
Possessives (Saxon reading and/or participating in express curiosity about the world Students try to recognize some things and translate in spanish. INSTRUMENTS:
genitive) presentations or other group work. through simple questions. CONCEPTUALIZATION: Homework.
 Yes /No questions
 It is, They are
 Possessive
APPLICATION:
Homework: Complete the activity on the notebook(pag34,36)
-Birthday Vocabulary EFL 2.2.11. Produce simple, mainly CE.EFL.2.9. Production - EXPERIENCE: TECHNIQUES
- Days of the week. isolated utterances using very short Pronunciation: Produce individual The teacher and students sing a song(Happy birthday) Identifying and
- Months of the year. phrases and sometimes individual words and short phrases clearly REFLECTION: responding
words, possibly with slow and/or enough that other people can Students say birthday party food INSTRUMENTS:
hesitant delivery. (Example: words, usually understand them easily. CONCEPTUALIZATION: Homework.
phrases, and short sentences about  birthday party food
people, animals, things, etc.  Days of the week.
 Months of the year
APPLICATION:
Homework: Complete the activity on the notebook(pag41,46,47)
- How old are you? EFL 2.2.11. Produce simple, mainly CE.EFL.2.9. Production - EXPERIENCE: TECHNIQUES
- When is…. birthday? isolated utterances using very short Pronunciation: Produce individual The teacher and students sing a song(Happy birthday) Identifying and
- How old is….? phrases and sometimes individual words and short phrases clearly REFLECTION: responding
words, possibly with slow and/or enough that other people can Students say the days and months of their birthdays INSTRUMENTS:
phrases, and short sentences about - How old are you?
people, animals, things, etc. - When is…. birthday?
- How old is….?
APPLICATION:
Homework: Complete the activity on the notebook(pag42,44,45)
-At the Market EFL 2.2.11. Produce simple, mainly CE.EFL.2.9. Production - EXPERIENCE: TECHNIQUES
Fruits and Vegetables isolated utterances using very short Pronunciation: Produce individual The teacher reads fruits and vegetables of a market. Identifying and
phrases and sometimes individual words and short phrases clearly REFLECTION: responding
words, possibly with slow and/or enough that other people can Students try to recognize fruits and vegetables. INSTRUMENTS:
phrases, and short sentences about  Fruits and vegetables
people, animals, things, etc. APPLICATION:
Homework: Complete the activity on the notebook(pag 51)
 Homework: Students draw the Fruits and vegetables on the notebook.
-Prepositions EFL 2.2.4. Identify items of specific CE.EFL.2.7. Listening for EXPERIENCE: TECHNIQUES
In,on,below,above information within simple messages Information: Follow short and The teacher reads fruits and vegetables of a market. Identifying and
or from short and simple descriptions simple spoken texts that include REFLECTION: responding
about familiar contexts, especially if familiar vocabulary and are set in Students try to recognize fruits and vegetables. INSTRUMENTS:
visual support is provided. (Example: everyday contexts. Identify key CONCEPTUALIZATION: Homework.
letters of the alphabet, numbers, items of information within the -Prepositions
prices and times, days, dates and text, and record or act upon In,on,below,above
months, etc.) them. -Verb to be
APPLICATION:
Homework: Complete the activity on the notebook(pag 49,50,52,53,54)
-At the Store EFL 2.2.4. Identify items of specific CE.EFL.2.7. Listening for EXPERIENCE: TECHNIQUES
Food information within simple messages Information: Follow short and The teacher reads the products of a store. Identifying and
How may I help you? or from short and simple descriptions simple spoken texts that include REFLECTION: responding
I’d ike about familiar contexts, especially if familiar vocabulary and are set in Students try to recognize the products of a store. INSTRUMENTS:
visual support is provided. (Example: everyday contexts. Identify key CONCEPTUALIZATION: Homework.
letters of the alphabet, numbers, items of information within the  products of a store.
prices and times, days, dates and text, and record or act upon  How may I help you?
months, etc.) them. I’d ike
APPLICATION:
REVIEW EFL 2.4.3. Write simple words, CE.EFL.2.18. Writing in order to Review TECHNIQUES
phrases and sentences with correct perform controlled practice of -WH questions Identifying and
use of the standard writing vocabulary and grammar items. -Prepositions responding
mechanics. (Example: spelling, -Days of the week, months of the year INSTRUMENTS:
punctuation, capitalization, and Homework.
writing by hand and /or on the
computer)
REVIEW EFL 2.4.3. Write simple words, CE.EFL.2.18. Writing in order to -Review
phrases and sentences with correct perform controlled practice of -Common things in a bedroom and in a living room
use of the standard writing vocabulary and grammar items. -At the store
mechanics. (Example: spelling, -At the market
punctuation, capitalization, and -Description
computer)
INTERDISCIPLINARY LEARNING:
PROJECT NAME: Become the guardian of recycling
PROJECT LEARNING OBJECTIVE: At the end of the interdisciplinary project, students will be able to understand and assume the role of guardians of recycling, being able to adequately reduce, reuse and recycle waste in
their educational units, homes and neighborhoods.
Content Indicators for the performance Methodological strategies
criteria
Recycling Vocabulary EFL.2.2.11. Produce simple, mainly Learners can understand short  Make a logo taking into consideration of the RRR (reduce,reuse,recycle) TECHNIQUES
isolated utterances using very short and simple spoken texts well  Make a collage taking into consideration of the RRR (reduce,reuse,recycle) Decoration
phrases and sometimes individual enough to be able to pick out key  Listen to a song about the recycle https://www.youtube.com/watch? INSTRUMENTS:
words, possibly with slow and/or items of information. Ref. v=AOvcW8l3RzE Rubric
hesitant delivery. (Example: words, I.EFL.2.7.1. (I.3) C
phrases and short sentences about
people, animals, things, etc.)
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL LAGGING, NEED FOR ACADEMIC REINFORCEMENT
criteria
In the classroom EFL2.2.3. Recognize familiar names, Learners can understand short  Repetition of words TECHNIQUES
words, and short phrases about and simple spoken texts well  Drawing objects Identifying and
simple everyday topics whether enough to be able to pick out key  Use of basic vocabulary responding
heard in isolation or within short, items of information. Ref.  Do activities on the notebook INSTRUMENTS:
simple spoken texts describing I.EFL.2.7.1. (I.3) C Classwork.
people and objects. (Example:
vocabulary about self, family, friends
and immediate surroundings at
and size, etc.)
Greetings EFL 2.3.1. Demonstrate basic reading I.EFL.2.11.1. Learners can  Repetition of words TECHNIQUES
comprehension skills by identifying understand familiar words,  Drawing objects Identifying and
the meaning of individual words, phrases, and short simple  Use of basic vocabulary responding
phrases, and sentences, including sentences and can successfully  Do activities on the notebook INSTRUMENTS:
simple written instructions. CC complete the simple Homework.
accompanying task. (I.4) CC
Classroom commands EFL 2.5.1. Identify key information I.EFL.2.21.1. Learners can  Repetition of words TECHNIQUES
such as events, characters, and recognize, through pictures or  Drawing objects Identifying and
objects in stories and other age- other media such as ICT, key  Use of basic vocabulary responding
appropriate literary texts if there is aspects of a story or literary text  Do activities on the notebook INSTRUMENTS:
visual support. C (both oral and written). (J.1, I.2) C Homework.
EFL.2.4.1 Know how to spell simple Learners can write words,  Repetition of words TECHNIQUES
My classroom English words correctly, phrases, and short simple  Drawing objects Identifying and
demonstrating awareness of sound- sentences using the correct  Use of basic vocabulary responding
letter relationships. (Example: sea, conventions (spelling,  Do activities on the notebook INSTRUMENTS:
mean, bee, etc.) CC punctuation, capitalization, and Homework.
handwriting or typography, etc.).
Ref.I.EFL.2.17.1. (I.3) CC
Vocabulary of unit one, EFL2.2.3. Recognize familiar names, Learners can pronounce  Repetition of words TECHNIQUES
two, three, four words, and short phrases about most familiar vocabulary items  Drawing objects Identifying and
simple everyday topics whether accurately. They can also produce  Use of basic vocabulary responding
heard in isolation or within short, some phrases and short  Do activities on the notebook INSTRUMENTS:
simple spoken texts describing sentences clearly. Ref. I.EFL.2.8 Homework.
people and objects. (Example:
vocabulary about self, family, friends
and immediate surroundings at
and size, etc.)
Numbers EFL.2.2.8. Imitate individual English Learners can pronounce most  Repetition of words TECHNIQUES
language sounds, especially those familiar vocabulary items  Drawing objects Identifying and
phonemes which do not exist in the accurately. They can also produce  Use of basic vocabulary responding
student’s own L1, both in isolation some phrases and short  Do activities on the notebook INSTRUMENTS:
and within key vocabulary items. sentences clearly. Ref. I.EFL.2.8.1. Homework.
(Example: /ŋ / /ð/ /ʌ/ /i: / and in
words like singing, these, up, sea,
etc.)
EFL 2.5.1. Identify key information I.EFL.2.21.1. Learners can  Repetition of words TECHNIQUES
Counting numbers from such as events, characters, and recognize, through pictures or  Drawing objects Identifying and
one to ten objects in stories and other age- other media such as ICT, key  Use of basic vocabulary responding
appropriate literary texts if there is aspects of a story or literary text  Do activities on the notebook INSTRUMENTS:
visual support. (both oral and written). (J.1, I.2) Homework.
Vocabulary and rhyme EFL.2.2.10 Clap, move, chant, or sing Learners can pronounce  Repetition of words TECHNIQUES
along with short authentic English most familiar vocabulary items  Drawing objects Identifying and
language rhymes or songs, accurately. They can also produce  Use of basic vocabulary responding
approximating English rhythm and some phrases and short  Do activities on the notebook INSTRUMENTS:
intonation once familiar with the sentences clearly. Ref. I.EFL.2.8.1. Homework.
text. (Example: jump or clap in time
to jump-rope rhymes, do the actions
to action songs or short rhythmic
poems, enunciating some of words in
time with the rhythm, etc.)
Language trough the arts EFL 2.3.5. Show the ability to use a I.EFL.2.14.1. Learners can  Repetition of words
Toys vocabulary simple learning resource. (Example: a successfully use simple online  Drawing objects
small set of flashcards, a picture- and print learning resources.  Use of basic vocabulary
based dictionary (online or print), or (Example: flashcards, picture  Do activities on the notebook
a simple word list). dictionaries, word lists, etc.) (I.2)
Colors EFL 2.3.5. Show the ability to use a I.EFL.2.14.1. Learners can  Repetition of words
simple learning resource. (Example: a successfully use simple online  Drawing objects
small set of flashcards, a picture- and print learning resources.  Use of basic vocabulary
based dictionary (online or print), or (Example: flashcards, picture  Do activities on the notebook
a simple word list). dictionaries, word lists, etc.) (I.2)
Colors short responses to literary texts short responses to literary texts  Repetition of words
through words and images. Learners through words and images.  Drawing objects
can generate and expand on personal Learners can generate and  Use of basic vocabulary
opinions and responses to oral and expand on personal opinions and  Do activities on the notebook
written texts through TPR, responses to oral and written
playground games, and songs. Ref texts through TPR, playground
I.EFL.2.22.1. (I.3, S.3) games, and songs. Ref
I.EFL.2.22.1. (I.3, S.3)
Colors review EFL.2.5.4. Listen to and read short Learners can demonstrate an  Repetition of words
narratives and/or other oral and affinity for a variety of literary  Drawing objects
written literary texts in class (with a texts in order to stimulate  Use of basic vocabulary
preference for authentic texts) in imagination and curiosity for  Do activities on the notebook
order to stimulate imagination, literature. Ref I.EFL.2.23.1 (I.1,
curiosity and a love for literature. I.4) C
Domestic animals EFL 2.3.5. Show the ability to use a using resource. (Example: a small  Repetition of words
simple learning resource. (Example: a set of flashcards, a picture-based  Drawing objects
small set of flashcards, a picture- dictionary (online or print), or a  Use of basic vocabulary
based dictionary (online or print), or simple word list). CD I.EFL.2.14.1.  Do activities on the notebook
a simple word list). Learners can successfully use
simple online and print learning
resources. (Example: flashcards,
picture dictionaries, word lists,
etc.) (I.2)
REINFORCEMENT AND STRENGTHEN LEARNING

ACTIVITIES PLANNED FOR THE HOURS OF TEACHER ACTIVE METHODOLOGICAL STRATEGIES FOR THE REINFORCEMENT AND EVALUATIVA ACTIVITIES
ACCOMPANIMENT FOR REINFORCEMENT AND STRENGTHENING OF STRENGTHENING OF LEARNING
LEARNING
-Traditional games -Active English TECHNIQUES
-Music: - Total physical response Identifying and responding
-Dialogues and dramatizations: -Repetition INSTRUMENTS:
-Content and language Integrated learning Homework.
OBSERVATIONS:
BIBLIOGRAPHY: CURRÍCULO PRIORIZADO CON ÉNFASIS EN COMPETENCIAS COMUNICACIONALES, MATEMÁTICAS, DIGITALES Y SOCIOEMOCIONALES
DESIGNED BY: REVIEWED BY:
DANNY PAUCAR LIC. CARINA DOMINGUEZ

TEACHER LIDER INSTITUCIONAL
DATE: 27-11-2023 DATE: 27-11-2023

INFORMATIVE DATA
GRADE: FIFTH SUBLEVEL MEDIA
LEARNING OBJECTIVE:
O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to develop an approach of critical inquiry to a variety of texts.
O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and subskills that contribute to communicative and pragmatic competence.
criteria
-Information Questions Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE:
Where is ……? about the city beyond their own awareness of different cultures The teacher speaks in English about studen´s information and students listen carefully
Where are…? immediate environment in order to and identify similarities and REFLECTION:
increase their understanding of differences between them Students recognize the congugations.
different cultures. EFL 3.1.1 through oral and written literary CONCEPTUALIZATION:
texts.  He is,She is,They are
 The article (The)
 Where is ……?
 Where are…?
APPLICATION:
Homework: Complete the activity on the notebook(pag 13,14,15)
- In the shopping Center Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
. Fast food Restaurant about the city beyond their own awareness of different cultures The teacher starts the lesson by reading the places of the shoping center Identifying and
. Coffee shop immediate environment in order to and identify similarities and REFLECTION: responding
. Toys store increase their understanding of differences between them Could you infer the meaning of the places of the shoping center. INSTRUMENTS:
. Clothes store different cultures. EFL 3.1.1 through oral and written literary CONCEPTUALIZATION: Homework.
. Shoe store texts.  the places of the shoping center
. Book store.  Things you find in a shipping ceter
 Can I have a shirt ,please?
APPLICATION:
- Express needs Exchange basic personal preferences CE.EFL.3.3. Interact with others EXPERIENCE: TECHNIQUES
-Express likes and dislikes with peers in order to express likes using a variety of both verbal and The teacher starts the class by speaking 100% in English what I like and dislike) Identifying and
and dislikes. nonverbal communication REFLECTION: responding
EFL 3.1.3. features and express likes and Could you infer the meaning of the phrases INSTRUMENTS:
dislikes while giving CONCEPTUALIZATION: Homework.
recommendations in basic yet Vocabulary :
effective terms.  Fast food
 Clothes
 Toys
 fruits
 I like-dislike
 I want
APPLICATION:
Activity: Complete the activity on the notebook(pag21)
-Occupations and places Exchange basic personal preferences CE.EFL.3.3. Interact with others EXPERIENCE: TECHNIQUES
-Descriptions with peers in order to express likes using a variety of both verbal and The teacher starts the lesson by reading the occupations Identifying and
- I,He, she. and dislikes. nonverbal communication REFLECTION: responding
EFL 3.1.3. features and express likes and Students try to guess the meaning in spanish INSTRUMENTS:
dislikes while giving CONCEPTUALIZATION: Homework.
recommendations in basic yet  Occupations and places
effective terms.  Conjugations:I am,He is, she is,you are
APPLICATION:
- Use yes/ no questions, Show understanding of some basic CE.EFL.3.12. Display an EXPERIENCE: TECHNIQUES
details in short simple cross- understanding of some basic The teacher starts asking students Identifying and
curricular texts by matching and details in short simple cross- REFLECTION: responding
labeling. curricular texts from various Students respond guessing the meaning in spanish INSTRUMENTS:
EFL 3.3.2. sources by matching, labeling and CONCEPTUALIZATION: Homework.
answering simple questions, and  Yes/No Questions
use the information gathered in  Are you?
order to organize and discuss  Is he?
relationships between different  Is she ?
academic content areas. APPLICATION:
- Numbers from 1 to Record key items of specific CE.EFL.3.6. Listening for Meaning: EXPERIENCE: TECHNIQUES
1000. information from a message or Demonstrate an understanding of The teacher starts asking counting from 1 to 20 Identifying and
- WH questions description, either in written form or the main idea, speaker and REFLECTION: responding
Ask questions and by drawing a picture. (Example: situation in spoken texts set in Students help the teacher count in english INSTRUMENTS:
answers about prices. letters of the alphabet, numbers, familiar everyday contexts CONCEPTUALIZATION: Homework.
quantities, prices and times, days, without having to decode every  WH questions
dates and months, etc.) word.  How much?
EFL 3.2.3. APPLICATION:
Homework about the numbers on the notebook(pag 38,39)
- Ages. Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
- Questions and answers about the city beyond their own awareness of different cultures The teacher starts saying the ages of all students Identifying and
about age and phone immediate environment in order to and identify similarities and REFLECTION: responding
numbers increase their understanding of differences between them Students interpret what the teacher says INSTRUMENTS:
different cultures. EFL 3.1.1 through oral and written literary CONCEPTUALIZATION: Homework.
texts  WH questions
 How old?
APPLICATION:
Lesson: Role play (pag 37,38)
- Seasons and weather. Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
- Temperature the English vowels. (Example: names, and Intelligibility: Communicate The teacher talks about the seasons Identifying and
colors, animals, possessions, etc.) EFL needs clearly in class by asking REFLECTION: responding
3.2.8. questions or requesting Students interpret what the teacher says INSTRUMENTS:
clarification. Demonstrate CONCEPTUALIZATION: Homework.
acquisition of skills taught in - Seasons and weather.
class, such as being able to spell - Temperature
out words or use some APPLICATION:
grammatical structures (albeit Homework: Complete the activity on the notebook(pag 35)
with frequent errors) Lesson: Role play (pag 42,44)
- Cold and hot clothes Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
the English vowels. (Example: names, and Intelligibility: Communicate The teacher talks about the seasons Identifying and
acquisition of skills taught in - Cold and hot clothes
class, such as being able to spell APPLICATION:
out words or use some Activity: Complete the activity on the notebook(pag 46)
grammatical structures (albeit
with frequent errors)
- School Schedule CE.EFL.3.10. Interaction – React appropriately to what EXPERIENCE: TECHNIQUES
- When is…? Interpersonal: Participate effectively others say using verbal/non- The teacher talk about the fifth grade schedule Identifying and
-What day is it today? in familiar and predictable verbal by asking further simple REFLECTION: responding
conversational exchanges by sharing questions to extend the Students interpret what the teacher says INSTRUMENTS:
information and reacting interaction. (Example: express CONCEPTUALIZATION: Homework.
appropriately in basic interpersonal interest using facial expression or - School Schedule
interactions. simple words with appropriate -When is…?
intonation: Oh! Yes! Thanks. And -What day is it today
you? Etc.) EFL 3.1.3. APPLICATION:
Activity: Complete the activity on the notebook(pag 50,52,53)
-My new classmates Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
Descriptions the English vowels. (Example: names, and Intelligibility: Communicate The teacher talks about the fifth grade students Identifying and
acquisition of skills taught in - this is
class, such as being able to spell -Conjugations verb to be He is,She is
out words or use some -Verb like and live
grammatical structures (albeit APPLICATION:
with frequent errors) Activity: Complete the activity on the notebook(pag 56,57)
-Review Write a questionnaire for friends, CE.EFL.3.19. Create a Review TECHNIQUES

family or classmates using WH- questionnaire or survey using Information questions (where is,where are) Identifying and
questions in order to identify things WH-question words in order to In the shopping Center responding
in common and preferences. identify things in common and Express likes and dislikes INSTRUMENTS:
EFL 3.4.5. preferences while displaying an Occupations and places Homework.
ability to convey and organize Seasons and weather.
information using facts and
details.)
-Review Write a questionnaire for friends, CE.EFL.3.19. Create a Review TECHNIQUES
family or classmates using WH- questionnaire or survey using Cold and hot clothes Identifying and
questions in order to identify things WH-question words in order to School Schedule responding
in common and preferences. identify things in common and My new classmates INSTRUMENTS:
EFL 3.4.5. preferences while displaying an Descriptions Homework.
ability to convey and organize Homework: Complete the activity on the notebook(pag 47)
information using facts and
details.)
criteria
Recycling Vocabulary EFL 3.3.10. Follow short instructions  Make a ILLUSTRATION taking into consideration of the RRR TECHNIQUES
Learners can understand short
illustrated through step-by-step (reduce,reuse,recycle) Decoration
and simple spoken texts well
visuals in simple experiments and  Recommendations about avoiding plastic INSTRUMENTS:
enough to be able to pick out key
projects. (Example: simple science  Sing a song about the recycling. https://www.youtube.com/watch? Rubric
items of information. Ref.
experiments, instructions for an art v=AOvcW8l3RzE
I.EFL.2.7.1. (I.3) C
project, etc.)
criteria

LEARNING
-Music: - Total physical response Identifying and responding
-Dialogues and dramatizations: -Repetition INSTRUMENTS:
-Content and language Integrated learning Homework.
OBSERVATIONS:

DATE: 27-11-2023 DATE: 27-11-2023

INFORMATIVE DATA
GRADE: SIXTH SUBLEVEL MEDIA
LEARNING OBJECTIVE:
criteria
- My school EFL 3.1.5. Describe, read about, I.EFL.3.3.1. Learners can employ a EXPERIENCE: TECHNIQUES
- There is – There are participate in or recommend a range of verbal and nonverbal The teacher starts the class by speaking 100% in English using the structures Identifying and responding
- Plural nouns favorite activity, book, song or other communication features to (there is and there are) INSTRUMENTS:
interest to various audiences. express likes and dislikes and can REFLECTION: Homework.
(Example: peers, other classes, give recommendations in basic Could you infer the meaning of the questions?
teachers, other adults, etc.) yet effective terms. (I.3, S.4) CONCEPTUALIZATION:
 There is and there are
 Plural of nouns
APPLICATION:
Complete the activities on the notebook (pag. 18)
Complete the activities on the notebook (pag. 21,22)
Homework:Complete the activities on the notebook (pag. 20)
-Days of the week and Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
months the English vowels (Example: names, and Intelligibility: Communicate The teacher and a student read the dialogue (pag 26) Identifying and responding
-Wh? Questions colors, animals, possessions, etc.) EFL needs clearly in class by asking REFLECTION: INSTRUMENTS:
How-what 3.2.8 questions or requesting Students interpret what the dialogue is about Homework.
clarification. Demonstrate CONCEPTUALIZATION:
acquisition of skills taught in Where are you?
class, such as being able to spell At what time?
out words or use some How many days?
with frequent errors) Activity: Complete the activity on the notebook(pag 26,27,28,31)
-Ordinal Numbers for Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
dates the English vowels (Example: names, and Intelligibility: Communicate Students participate in a race in the classroom Identifying and responding
-Wh? Questions colors, animals, possessions, etc.) EFL needs clearly in class by asking REFLECTION: INSTRUMENTS:
When-what 3.2.8 questions or requesting Students interpret what the techer says at the end of the race Homework.
acquisition of skills taught in Ordinal Numbers
class, such as being able to spell When is?
out words or use some What?
grammatical structures (albeit At what time?
with frequent errors) APPLICATION:
Activity: Complete the activity on the notebook(pag 30)
Homework: When is my birthday? When is his/her birthday?
-Use in-on-at. Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
-Wh? Questions the English vowels (Example: names, and Intelligibility: Communicate The teacher reads a party invitation. Identifying and responding
How-what colors, animals, possessions, etc.) EFL needs clearly in class by asking REFLECTION: INSTRUMENTS:
3.2.8 questions or requesting Students interpret what the party invitation is about Homework.
acquisition of skills taught in In ,on , at for Dates
class, such as being able to spell APPLICATION:
out words or use some Activity: Complete the activity on the notebook(pag 31,32)
-To recognize the -ing Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
form. about the country beyond their own awareness of different cultures The teacher describes an Image Identifying and responding
-Description of a scene. immediate environment in order to and identify similarities and REFLECTION: INSTRUMENTS:
increase their understanding of differences between them Students interpret what the teachers reads Homework.
different cultures. through oral and written literary CONCEPTUALIZATION:
EFL 3.1.1. texts Present continuous rules
Structure
APPLICATION:
Activity: Complete the activity on the notebook(pag 34,38,44,45)
Written lesson: 8 verbs
-To answer with the --Ing Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
form about the country beyond their own awareness of different cultures The teacher describes an Image Identifying and responding
Questions with the -ing immediate environment in order to and identify similarities and REFLECTION: INSTRUMENTS:
form increase their understanding of differences between them Students interpret what the teachers reads Homework.
Yes/No questions different cultures. through oral and written literary CONCEPTUALIZATION:
Short answers ing form. EFL 3.1.1. texts Wh questions
Yes/No questions
APPLICATION:
Activity: Complete the activity on the notebook(pag 35,36,37,46,47)
Homework: pag 39
Feelings Exchange basic personal preferences CE.EFL.3.9. Production - Fluency: EXPERIENCE: TECHNIQUES
-Verb to be with peers Respond to simple The teacher shows emoticons to students Identifying and responding
- Dates and times. in order to express likes and dislikes. questions and familiar everyday REFLECTION: INSTRUMENTS:
EFL 3.1.3. social situations, such as an Students interpret the meaning of the emoticons Homework.
invitation or request, relatively CONCEPTUALIZATION:
quickly. Feelings
Spontaneously initiate Sentences
interactions in order to express APPLICATION:
opinions or give accounts of Activity: Complete the activity on the notebook(pag 42,43)
personal experiences. Homework: pag 39
- Prepositions of place. Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
about the country beyond their own awareness of different cultures The teacher shows on the board pictures Identifying and responding
immediate environment in order to and identify similarities and REFLECTION: INSTRUMENTS:
increase their understanding of differences between them Students interpret the meaning of what the teavher says Homework.
EFL 3.1.1. texts. Prepositions of place
APPLICATION:
Homework: Complete the paragraph by using the prespositions of place
On Vacation Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
about the country beyond their own awareness of different cultures Students read the verbs from the image on the book Identifying and responding
-Wh question immediate environment in order to and identify similarities and REFLECTION: INSTRUMENTS:
(What, where-who-how) increase their understanding of differences between them Students interpret the meaning of the verbs Homework.
EFL 3.1.1. texts Questions
APPLICATION:
Dialogues Record key items of specific CE.EFL.3.6. Listening for Meaning: EXPERIENCE: TECHNIQUES
information from a message or Demonstrate an understanding The teacher calls to a students Identifying and responding
description, either in written form or of the main idea, speaker and REFLECTION: INSTRUMENTS:
by drawing a picture. (Example: situation in spoken texts set in Students interpret the meaning of the dialogue Homework.
letters of the alphabet, numbers, familiar everyday contexts CONCEPTUALIZATION:
quantities, prices and times, days, without having to decode every Questions
dates and months, etc.) EFL 3.2.3 word APPLICATION:
Sing a song
-Likes and Dislikes Exchange basic personal preferences CE.EFL.3.9. Production - Fluency: EXPERIENCE: TECHNIQUES
-Affirmative and negative with peers Respond to simple The teacher told students what he likes and dislikes Identifying and responding
sentences in order to express likes and dislikes. questions and familiar everyday REFLECTION: INSTRUMENTS:
EFL 3.1.3. social situations, such as an Students interpret the meaning what the teachers told students Homework.
invitation or request, relatively CONCEPTUALIZATION:
quickly. I like
Spontaneously initiate I dislike
interactions in order to express APPLICATION:
opinions or give accounts of Activity: Complete the activity on the notebook(pag 58,59)
personal experiences.
Review Write a short simple paragraph to CE.EFL.3.17. Produce a short - My school TECHNIQUES
describe yourself, animals, places and simple paragraph to describe - There is – There are Identifying and responding
things, with limited support. people, places, things and - Plural nouns INSTRUMENTS:
(Example: by answering questions or feelings in order to influence an -Days of the week and months Homework.
using key words) audience and use linking words -Ordinal Numbers for dates
EFL 3.4.2. to write other narratives on -Use in-on-at.
familiar subjects. -To recognize the -ing form.
-Description of a scene.
Review Write a short simple paragraph to CE.EFL.3.17. Produce a short -To answer with the --Ing form TECHNIQUES
describe yourself, animals, places and simple paragraph to describe Questions with the -ing form Identifying and responding
things, with limited support. people, places, things and Yes/No questions INSTRUMENTS:
(Example: by answering questions or feelings in order to influence an Short answers ing form. Homework.
using key words) audience and use linking words Feelings
EFL 3.4.2. to write other narratives on - Prepositions of place.
familiar subjects. Dialogues
-Likes and Dislikes
PROJECT LEARNING OBJECTIVE: At the end of the interdisciplinary project, students will be able to understand and assume the role of guardians of recycling, being able to adequately reduce, reuse and recycle waste
in their educational units, homes and neighborhoods.
criteria
I.EFL.2.7.1. (I.3) C
project, etc.)
criteria
-Information Questions EFL 2.1.4. Express curiosity about the CE.EFL.2.1. Differentiate between  Activities on the notebook TECHNIQUES
Where is ……? world and other cultures by asking different living situations in a  Repeat of words Identifying and responding
Where are…? simple WH- questions in class after variety of surroundings and  Drawing objects INSTRUMENTS:
reading and/or participating in express curiosity about the world  Use of basic vocabulary Homework.
presentations or other group work. through simple questions.  Writen lessons
- Parts of the Face - EFL.2.2.14. Ask and answer basic Learners can interact using a  Activities on the notebook TECHNIQUES
Possessive adjectives personal information questions, as range of basic functional  Repeat of words Identifying and responding
well as simple questions about other exponents for interpersonal  Drawing objects INSTRUMENTS:
people, animals, and possessions, conversations in everyday  Use of basic vocabulary Homework.
provided the interaction is slow and contexts, providing speech is  Writen lessons
clear. (Example: Where do you live? slow and clear. Ref. I.EFL.2.10.1.
Do you have a bicycle?, etc.) (I.3)
- Parts of the body EFL.2.2.14. Ask and answer basic Learners can interact using a  Activities on the notebook TECHNIQUES
personal information questions, as range of basic functional  Repeat of words Identifying and responding
well as simple questions about other exponents for interpersonal  Drawing objects INSTRUMENTS:
people, animals, and possessions, conversations in everyday  Use of basic vocabulary Homework.
provided the interaction is slow and contexts, providing speech is  Writen lessons
clear. (Example: Where do you live? slow and clear. Ref. I.EFL.2.10.1.
Do you have a bicycle?, etc.) (I.3)
-Descriptions EFL 2.1.1. Exchange basic CE.EFL.2.3. Make use of basic  Activities on the notebook TECHNIQUES
introductions and limited personal personal information and  Repeat of words Identifying and responding
information in class using simple expressions of politeness in order  Drawing objects INSTRUMENTS:
present tense in order to get to know to introduce oneself and  Use of basic vocabulary Homework.
their peers. (Example: where one participate in a short  Writen lessons
lives or goes to school, conversation.
- Common things in a EFL 2.2.3. Recognize familiar names, CE.EFL.2.7. Listening for  Activities on the notebook TECHNIQUES
bedroom and in a living words, and short phrases about Information: Follow short and  Repeat of words Identifying and responding
room simple every day topics whether simple spoken texts that include  Drawing objects INSTRUMENTS:
heard in isolation or within short, familiar vocabulary and are set in  Use of basic vocabulary Homework.
simple spoken texts describing everyday contexts. Identify key  Writen lessons
people and objects. (Example items of information within the
vocabulary about self, family, friends text, and record or act upon
and immediate surroundings at the them.
and size,etc.)
-Yes/No questions EFL 2.1.4. Express curiosity about the CE.EFL.2.1. Differentiate between  Activities on the notebook TECHNIQUES
Verb to be world and other cultures by asking different living situations in a  Repeat of words Identifying and responding
simple WH- questions in class after variety of surroundings and  Drawing objects INSTRUMENTS:
reading and/or participating in express curiosity about the world  Use of basic vocabulary Homework.
presentations or other group work. through simple questions.  Writen lessons
- Days of the week. EFL 2.2.11. Produce simple, mainly CE.EFL.2.9. Production -  Activities on the notebook TECHNIQUES
- Months of the year. isolated utterances using very short Pronunciation: Produce individual  Repeat of words Identifying and responding
phrases and sometimes individual words and short phrases clearly  Drawing objects INSTRUMENTS:
words, possibly with slow and/or enough that other people can  Use of basic vocabulary Homework.
hesitant delivery. (Example: words, usually understand them easily.  Writen lessons
phrases, and short sentences about
people, animals, things, etc.
- How old are you? EFL 2.2.11. Produce simple, mainly CE.EFL.2.9. Production -  Activities on the notebook TECHNIQUES
- When is…. birthday? isolated utterances using very short Pronunciation: Produce individual  Repeat of words Identifying and responding
- How old is….? phrases and sometimes individual words and short phrases clearly  Drawing objects INSTRUMENTS:
-At the Market EFL 2.2.11. Produce simple, mainly CE.EFL.2.9. Production -  Activities on the notebook TECHNIQUES
Fruits and Vegetables isolated utterances using very short Pronunciation: Produce individual  Repeat of words Identifying and responding
phrases and sometimes individual words and short phrases clearly  Drawing objects INSTRUMENTS:
-Prepositions EFL 2.2.4. Identify items of specific CE.EFL.2.7. Listening for  Activities on the notebook TECHNIQUES
In,on,below,above information within simple messages Information: Follow short and  Repeat of words Identifying and responding
or from short and simple descriptions simple spoken texts that include  Drawing objects INSTRUMENTS:
about familiar contexts, especially if familiar vocabulary and are set in  Use of basic vocabulary Homework.
visual support is provided. (Example: everyday contexts. Identify key  Writen lessons
letters of the alphabet, numbers, items of information within the
prices and times, days, dates and text, and record or act upon
months, etc.) them.
-At the Store EFL 2.2.4. Identify items of specific CE.EFL.2.7. Listening for  Activities on the notebook TECHNIQUES
Food information within simple messages Information: Follow short and  Repeat of words Identifying and responding
How may I help you? or from short and simple descriptions simple spoken texts that include  Drawing objects INSTRUMENTS:
I’d ike about familiar contexts, especially if familiar vocabulary and are set in  Use of basic vocabulary Homework.
visual support is provided. (Example: everyday contexts. Identify key  Writen lessons
letters of the alphabet, numbers, items of information within the
prices and times, days, dates and text, and record or act upon
months, etc.) them.
REVIEW EFL 2.4.3. Write simple words, CE.EFL.2.18. Writing in order to  Activities on the notebook TECHNIQUES
phrases and sentences with correct perform controlled practice of  Repeat of words Identifying and responding
use of the standard writing vocabulary and grammar items.  Drawing objects INSTRUMENTS:
mechanics. (Example: spelling,  Use of basic vocabulary Homework.
punctuation, capitalization, and  Writen lessons
computer)
LEARNING
´-Speaking club: - Total physical response Identifying and responding
-Music: -Repetition INSTRUMENTS:
-Dialogues and dramatizations: -Content and language Integrated learning Homework.
OBSERVATIONS:

DATE: 27-11-2023 DATE: 02-03-2024

INFORMATIVE DATA
GRADE: SEVENTH SUBLEVEL MEDIA
LEARNING OBJECTIVE:
criteria
. To Use Wh- Questions EFL 3.2.12. Ask and answer questions Learners can make and support EXPERIENCE: TECHNIQUES
- Simple Present and exchange information on familiar inferences using evidence from The teacher starts the class by speaking 100% in English asking several Identifying and responding
topics in predictable everyday texts and features of written questions (what,where, At what time) INSTRUMENTS:
situations. (Example: ask for English. (I.2, J.3)(REF I.EFL.3.15.1.) REFLECTION: Homework.
directions, give directions, express a Teachers asks: How many words and phrases did the students understand?
personal opinion, etc.) CONCEPTUALIZATION:
 Simple Present
I Play
You Play
2,3,4…. Play
1 Plays
 Simple present
rules
APPLICATION:
Classwork: Complete the activities on the notebook (pag. 10,11)
Homework: Complete the activities on the notebook (pag. 12)
- Negative Sentences. EFL 3.2.12. Ask and answer questions Learners can use back-channeling EXPERIENCE: TECHNIQUES
- Auxiliaries Do and Does and exchange information on familiar to react appropriately to what The teacher starts the class by speaking 100% in English Identifying and responding
topics in predictable everyday others say about familiar topics in REFLECTION: INSTRUMENTS:
situations. (Example: ask for predictable, everyday situations Teachers asks: How many words and phrases did the students understand? Homework.
directions, give directions, express a and when carrying out pair work CONCEPTUALIZATION:
personal opinion, etc.) for a specific task in class. (I.3,  Negative Sentences
J.3)(REF I.EFL.3.10.1) I don’t Play
You don’t Play
2,3,4…. Don’t Play
2 Doesn’t Play
 Conjuction But
But - Pero
APPLICATION:
Classwork: Complete the activities on the notebook (pag. 13,14)
Homework: Complete the activities on the notebook (pag. 15,16)
EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
- Wh – Questions in class about the world beyond their awareness of different cultures The teacher starts asking students Identifying and responding
. What own immediate environment in order and identify similarities and REFLECTION: INSTRUMENTS:
. Where to increase their understanding of differences between them Students respond by guessing the meaning Homework.
. At what time different cultures. through oral and written literary CONCEPTUALIZATION:
. How many texts  Wh questions
. Why  Auxiliar do
. Who.  Structure
Auxiliar do APPLICATION:
- Wh – Questions EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
. What in class about the world beyond their awareness of different cultures The teacher starts asking students Identifying and responding
. Where own immediate environment in order and identify similarities and REFLECTION: INSTRUMENTS:
. At what time to increase their understanding of differences between them Students respond by guessing the meaning Homework.
. How many different cultures. through oral and written literary CONCEPTUALIZATION:
. Why texts  Wh questions
. Who.  Auxiliar does
Auxiliar does  Structure
APPLICATION:
-Free time EFL 3.2.8. Spell out key vocabulary CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
Yes /no questions items using the English alphabet. and Intelligibility: Communicate The teacher starts asking students Identifying and responding
Auxiliar do (Example: names, colors, animals, needs clearly in class by asking REFLECTION: INSTRUMENTS:
possessions, etc questions or requesting Students respond by guessing the meaning Homework.
acquisition of skills taught in  Yes /no questions
class, such as being able to spell  Auxiliar do
out words or use some  but
with frequent errors) Homework: Complete the activity on the notebook(pag 24,25,26,27)
-Free time EFL 3.2.8. Spell out key vocabulary CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
Yes /no questions items using the English alphabet. and Intelligibility: Communicate The teacher starts asking students Identifying and responding
Auxiliar does (Example: names, colors, animals, needs clearly in class by asking REFLECTION: INSTRUMENTS:
possessions, etc questions or requesting Students respond by guessing the meaning Homework.
acquisition of skills taught in  Yes /no questions
class, such as being able to spell  Auxiliar does
out words or use some  Vocabulary
with frequent errors) Homework: Complete the activity on the notebook(pag 28,29)
Activity:pag 30
-How many EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
in class about the world beyond their awareness of different cultures The teacher starts speaking in English about the thing of classroom Identifying and responding
(Countable nouns) own immediate environment in order and identify similarities and REFLECTION: INSTRUMENTS:
- to recognize to increase their understanding of differences between them Students infer the what the teacher says Homework.
countable nouns different cultures. through oral and written literary CONCEPTUALIZATION:
texts.  Countable nouns
 How many?
 I neeed
 I want
APPLICATION:
Homework: Draw 5 countable nouns
-How much EFL 3.2.12. Ask and answer Learners can use back- EXPERIENCE: TECHNIQUES
questions and exchange channeling to react The teacher starts speaking in English about the uncountable nouns Identifying and responding
(uncountable nouns.) REFLECTION: INSTRUMENTS:
- to recognize nouns
information on familiar topics appropriately to what
Students infer the what the teacher says Homework.
in predictable everyday others say about familiar CONCEPTUALIZATION:
situations. (Example: ask for topics in predictable,  Uncountable nouns
directions, give directions, everyday situations and  How much?
express a personal opinion, when carrying out pair  I neeed
etc.) work for a specific task in  I want
APPLICATION:
class. (I.3, J.3)(REF Homework: Draw 5 countable nouns
I.EFL.3.10.1) Homework: Complete the activity on the notebook(pag 34)
-There is -there are EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
- Wh – Questions in class about the world beyond their awareness of different cultures The teacher starts the class by speaking 100% in English using the structures Identifying and responding
-Yes/No-Questions own immediate environment in order and identify similarities and (there is and there are) INSTRUMENTS:
to increase their understanding of differences between them REFLECTION: Homework.
different cultures. through oral and written literary Could you infer the meaning of the questions?
texts CONCEPTUALIZATION:
 Plural of nouns
APPLICATION:
Famiy tree EFL 3.2.8. Spell out key vocabulary CE.EFL.3.8. Production – Accuracy EXPERIENCE: TECHNIQUES
-Possessive adjectives items using the English alphabet. and Intelligibility: Communicate The teacher starts the class by drawing the memebers of the family Identifying and responding
(my-Your-his-her-its- (Example: names, colors, animals, needs clearly in class by asking REFLECTION: INSTRUMENTS:
their) possessions, etc questions or requesting Students infer the meaning Homework.
acquisition of skills taught in  Family tree
class, such as being able to spell  Possessive adjectives
out words or use some
with frequent errors) APPLICATION:
Homework: Complete the
activity on the
notebook(pag 38,39)
-demonstrative adjectives EFL 3.2.3. Record key items of CE.EFL.3.6. Listening for Meaning: EXPERIENCE: TECHNIQUES
(this,These, those, that) specific information from a heard Demonstrate an understanding of The teacher starts the class by Identifying and responding
message or description, either in the main idea, speaker and showing school suplies INSTRUMENTS:
written form or by drawing a picture. situation in spoken texts set in REFLECTION: Homework.
(Example: letters of the alphabet, familiar everyday contexts Students infer the meaning
numbers, quantities, prices and without having to decode every CONCEPTUALIZATION:
times, days, dates and months, etc.) word.  Demostrative adjectives
APPLICATION:
Homework: Complete the activity on the notebook(pag 41,42,)
Activity:pag 43,44,45
-Abilities EFL 3.3.4. Distinguish between fact CE.EFL.3.13. Show an EXPERIENCE: TECHNIQUES
Can, can’t and opinion and relevant and ability to identify the meaning of The teacher starts the class by sspeaking about the abilities Identifying and responding
-but and because irrelevant information in an specific content-based words and REFLECTION: INSTRUMENTS:
informational text through the use of phrases, with the aid of visual Students infer the meaning Homework.
mind maps/charts support, and use charts/mind CONCEPTUALIZATION:
maps to distinguish between  Can,can’t
fact/opinion and  But
relevant/irrelevant information in  Yes /no questions
informational texts. APPLICATION:
Review EFL 3.3.2. Show understanding of CE.EFL.3.12. Display an Review TECHNIQUES

some basic details in short simple understanding of some basic -Simple present Identifying and responding
cross-curricular texts by matching, details in short simple cross- Negative and afirmative sentences INSTRUMENTS:
labeling and answering simple curricular texts from various Wh uestions Homework.
questions. sources by matching, labeling and Yes/No questions
answering simple questions, and How many,how much
use the information gathered in Possessive adjectives
order to organize and discuss There is and there are
relationships between different Demostrative adjectives
academic content areas. Abilities (can-can´t)
criteria
I.EFL.2.7.1. (I.3) C
project, etc.)
criteria
. To Use Wh- Questions EFL 3.2.12. Ask and answer questions Learners can make and support  Activities on the notebook TECHNIQUES
- Simple Present and exchange information on familiar inferences using evidence from  Repeat of words Identifying and responding
topics in predictable everyday texts and features of written  Drawing objects INSTRUMENTS:
situations. (Example: ask for English. (I.2, J.3)(REF I.EFL.3.15.1.)  Use of basic vocabulary Homework.
directions, give directions, express a  Writen lessons
personal opinion, etc.)
- Negative Sentences. EFL 3.2.12. Ask and answer questions Learners can use back-channeling  Activities on the notebook TECHNIQUES
- Auxiliaries Do and Does and exchange information on familiar to react appropriately to what  Repeat of words Identifying and responding
topics in predictable everyday others say about familiar topics in  Drawing objects INSTRUMENTS:
situations. (Example: ask for predictable, everyday situations  Use of basic vocabulary Homework.
directions, give directions, express a and when carrying out pair work  Writen lessons
personal opinion, etc.) for a specific task in class. (I.3,
J.3)(REF I.EFL.3.10.1)
EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
- Wh – Questions in class about the world beyond their awareness of different cultures  Repeat of words Identifying and responding
. What own immediate environment in order and identify similarities and  Drawing objects INSTRUMENTS:
. Where to increase their understanding of differences between them  Use of basic vocabulary Homework.
. At what time different cultures. through oral and written literary  Writen lessons
. How many texts
. Why
. Who.
Auxiliar do
- Wh – Questions EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
. What in class about the world beyond their awareness of different cultures  Repeat of words Identifying and responding
. Where own immediate environment in order and identify similarities and  Drawing objects INSTRUMENTS:
. At what time to increase their understanding of differences between them  Use of basic vocabulary Homework.
. How many different cultures. through oral and written literary  Writen lessons
. Why texts
. Who.
Auxiliar does
-Free time EFL 3.2.8. Spell out key vocabulary CE.EFL.3.8. Production – Accuracy  Activities on the notebook TECHNIQUES
Yes /no questions items using the English alphabet. and Intelligibility: Communicate  Repeat of words Identifying and responding
Auxiliar do (Example: names, colors, animals, needs clearly in class by asking  Drawing objects INSTRUMENTS:
possessions, etc questions or requesting  Use of basic vocabulary Homework.
clarification. Demonstrate  Writen lessons
acquisition of skills taught in
class, such as being able to spell
Auxiliar does (Example: names, colors, animals, needs clearly in class by asking  Drawing objects INSTRUMENTS:
-How many EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an
in class about the world beyond their awareness of different cultures
(Countable nouns) own immediate environment in order and identify similarities and
- to recognize to increase their understanding of differences between them
countable nouns different cultures. through oral and written literary
texts.
-How much EFL 3.2.12. Ask and answer Learners can use back-  Activities on the notebook TECHNIQUES
questions and exchange channeling to react  Repeat of words Identifying and responding
(uncountable nouns.)  Drawing objects INSTRUMENTS:
- to recognize nouns information on familiar topics appropriately to what  Use of basic vocabulary Homework.
in predictable everyday others say about familiar  Writen lessons
situations. (Example: ask for topics in predictable,
directions, give directions, everyday situations and
express a personal opinion, when carrying out pair
etc.) work for a specific task in
class. (I.3, J.3)(REF
I.EFL.3.10.1)
-There is -there are EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
-Yes/No-Questions own immediate environment in order and identify similarities and  Drawing objects INSTRUMENTS:
to increase their understanding of differences between them  Use of basic vocabulary Homework.
different cultures. through oral and written literary  Writen lessons
texts
Famiy tree EFL 3.2.8. Spell out key vocabulary CE.EFL.3.8. Production – Accuracy  Activities on the notebook TECHNIQUES
-Possessive adjectives items using the English alphabet. and Intelligibility: Communicate  Repeat of words Identifying and responding
(my-Your-his-her-its- (Example: names, colors, animals, needs clearly in class by asking  Drawing objects INSTRUMENTS:
their) possessions, etc questions or requesting  Use of basic vocabulary Homework.
-demonstrative adjectives EFL 3.2.3. Record key items of CE.EFL.3.6. Listening for Meaning:  Activities on the notebook TECHNIQUES
(this,These, those, that) specific information from a heard Demonstrate an understanding of  Repeat of words Identifying and responding
message or description, either in the main idea, speaker and  Drawing objects INSTRUMENTS:
written form or by drawing a picture. situation in spoken texts set in  Use of basic vocabulary Homework.
(Example: letters of the alphabet, familiar everyday contexts  Writen lessons
numbers, quantities, prices and without having to decode every
times, days, dates and months, etc.) word.
-Abilities EFL 3.3.4. Distinguish between fact CE.EFL.3.13. Show an  Activities on the notebook TECHNIQUES
Can, can’t and opinion and relevant and ability to identify the meaning of  Repeat of words Identifying and responding
-but and because irrelevant information in an specific content-based words and  Drawing objects INSTRUMENTS:
informational text through the use of phrases, with the aid of visual  Use of basic vocabulary Homework.
mind maps/charts support, and use charts/mind  Writen lessons
maps to distinguish between
fact/opinion and
relevant/irrelevant information in
informational texts.
Review EFL 3.3.2. Show understanding of CE.EFL.3.12. Display an  Activities on the notebook TECHNIQUES
some basic details in short simple understanding of some basic  Repeat of words Identifying and responding
cross-curricular texts by matching, details in short simple cross-  Drawing objects INSTRUMENTS:
labeling and answering simple curricular texts from various  Use of basic vocabulary Homework.
questions. sources by matching, labeling and  Writen lessons
answering simple questions, and
use the information gathered in
order to organize and discuss
relationships between different
academic content areas.
LEARNING
OBSERVATIONS:

DATE: 27-11-2023 DATE: 02-03-2024

INFORMATIVE DATA
GRADE: EIGHTH SUBLEVEL SUPERIOR
LEARNING OBJECTIVE:
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
criteria
- Possessive adjectives EFL 4.4.5. Recognize that various .EFL.4.15.1. Learners can convey EXPERIENCE: TECHNIQUES
- Proper nouns types of writing require different information and ideas and The teacher starts the class by speaking 100% in English mentioning the Identifying and responding
language, formatting and special describe feelings and opinions in possessive adjectives INSTRUMENTS:
vocabulary. (Example: a recipe, a simple transactional or REFLECTION: Homework.
letter, etc.) expository texts on familiar Teachers asks: How many words
subjects in order to influence an and phrases did the students
audience, while recognizing that understand?
different texts have different CONCEPTUALIZATION:
features and showing the ability  Possessive adjectives
to use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2 APPLICATION:
Homework: Complete the
activities on the notebook (pag. 17,19,20)
Countries and cities EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
- Wh – Questions in class about the world beyond their awareness of different cultures The teacher starts asking students Identifying and responding
. What own immediate environment in order and identify similarities and REFLECTION: INSTRUMENTS:
. Where to increase their understanding of differences between them Students respond by guessing the meaning Homework.
. At what time different cultures. through oral and written literary CONCEPTUALIZATION:
. How many texts  Wh questions
. Why  Auxiliar does
. Who.  Structure
Auxiliar does APPLICATION:
-Free time EFL 3.2.8. Spell out key vocabulary CE.EFL.3.8. Production – EXPERIENCE: TECHNIQUES
Yes /no questions items using the English alphabet. Accuracy and Intelligibility: The teacher starts asking students Identifying and responding
- Auxiliar do (Example: names, colors, animals, Communicate needs clearly in REFLECTION: INSTRUMENTS:
possessions, etc class by asking questions or Students respond by guessing the meaning Homework.
requesting clarification. CONCEPTUALIZATION:
Demonstrate acquisition of skills  Yes /no questions
taught in class, such as being  Auxiliar do
able to spell out words or use  but
some grammatical structures APPLICATION:
(albeit with frequent errors) Homework: Complete the activity on the notebook(pag 29,30,34,,35,40)
- Adectives Spell out key vocabulary items using CE.EFL.3.8. Production – EXPERIENCE: TECHNIQUES
- prepositions the English vowels (Example: names, Accuracy and Intelligibility: The students read the book (pag 31) Identifying and responding
colors, animals, possessions, etc.) EFL Communicate needs clearly in REFLECTION: INSTRUMENTS:
3.2.8 class by asking questions or Students interpret what each paragraph is about Homework.
requesting clarification. CONCEPTUALIZATION:
Demonstrate acquisition of skills Adjectives
taught in class, such as being Prepositions
able to spell out words or use APPLICATION:
some grammatical structures Activity: Complete the activity on the notebook(pag
(albeit with frequent errors) 32,33,36,37,38,39,41,42)
-Clothes and accesories Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
-To recognize the -ing about the country beyond their own awareness of different cultures The students read the pag 48 Identifying and responding
form. immediate environment in order to and identify similarities and REFLECTION: INSTRUMENTS:
-Description of a scene. increase their understanding of differences between them Students interpret what the paragraph is about Homework.
- different cultures. through oral and written literary CONCEPTUALIZATION:
Structure
APPLICATION:
Activity: Complete the activity on the notebook(pag 48,51,52,53,55,56)
-Conjunctions Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
And-but about the country beyond their own awareness of different cultures The students read the pag 48 Identifying and responding
increase their understanding of differences between them Students interpret what the paragraph is about Homework.
Structure
APPLICATION:
-Weather and seasons Ask simple basic questions in class CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
about the country beyond their own awareness of different cultures The students read the pag 51 Identifying and responding
increase their understanding of differences between them Students interpret what the paragraph is about Homework.
EFL 3.1.1. texts Weather and seasons
APPLICATION:
Write a paragraph on the notebook, using the simple present and
continuous
7 -demonstrative EFL 3.2.3. Record key items of CE.EFL.3.6. Listening for EXPERIENCE: TECHNIQUES
adjectives (this,These, specific information from a heard Meaning: Demonstrate an The teacher starts the class by Identifying and responding
those, that) message or description, either in understanding of the main idea, showing school suplies INSTRUMENTS:
- conjunctions written form or by drawing a picture. speaker and situation in spoken REFLECTION: Homework.
(Example: letters of the alphabet, texts set in familiar everyday Students infer the meaning
numbers, quantities, prices and contexts without having to CONCEPTUALIZATION:
times, days, dates and months, etc.) decode every word.  Demostrative adjectives
APPLICATION:
Homework: Complete the activity on the notebook(pag 41,42,)
Activity:pag 43,44,45
8-There is -there are EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
- Wh – Questions in class about the world beyond their awareness of different cultures The teacher starts the class by speaking 100% in English using the Identifying and responding
-Yes/No-Questions own immediate environment in order and identify similarities and structures (there is and there are) INSTRUMENTS:
- to increase their understanding of differences between them REFLECTION: Homework.
different cultures. through oral and written literary Could you infer the meaning of the questions?
texts CONCEPTUALIZATION:
 Plural of nouns
APPLICATION:
Homework: Complete the activity on the notebook(pag
98,99,101,102,103,105,106)
-Abilities EFL 3.3.4. Distinguish between fact CE.EFL.3.13. Show an EXPERIENCE: TECHNIQUES
Can, can’t and opinion and relevant and ability to identify the meaning of The teacher starts the class by sspeaking about the abilities Identifying and responding
- -but and because irrelevant information in an specific content-based words REFLECTION: INSTRUMENTS:
informational text through the use of and phrases, with the aid of Students infer the meaning Homework.
mind maps/charts visual support, and use CONCEPTUALIZATION:
charts/mind maps to distinguish  Can,can’t
between fact/opinion and  But
relevant/irrelevant information  Yes /no questions
in informational texts. APPLICATION:
-How many EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an EXPERIENCE: TECHNIQUES
in class about the world beyond their awareness of different cultures The teacher starts speaking in English about the thing of classroom Identifying and responding
(Countable nouns) own immediate environment in order and identify similarities and REFLECTION: INSTRUMENTS:
- - to recognize to increase their understanding of differences between them Students infer the what the teacher says Homework.
countable nouns different cultures. through oral and written literary CONCEPTUALIZATION:
texts.  Countable nouns
 How many?
 I neeed
 I want
APPLICATION:
Homework: Draw 5 countable nouns
Homework: Complete the activity on the notebook(pag ,92,100,101)
-How much EFL 3.2.12. Ask and answer Learners can use back- EXPERIENCE: TECHNIQUES
questions and exchange channeling to react The teacher starts speaking in English about the uncountable nouns Identifying and responding
(uncountable nouns.) REFLECTION: INSTRUMENTS:
- to recognize nouns information on familiar topics appropriately to what Students infer the what the teacher says Homework.
- in predictable everyday others say about familiar CONCEPTUALIZATION:
situations. (Example: ask for topics in predictable,  Uncountable nouns
directions, give directions, everyday situations and  How much?
 I neeed
 I want
etc.) work for a specific task in APPLICATION:
class. (I.3, J.3)(REF Homework: Draw 5 uncountable nouns
I.EFL.3.10.1) Homework: Complete the activity on the notebook(pag 92,100,101)
- Review EFL 3.3.2. Show understanding of CE.EFL.3.12. Display an - Possessive adjectives TECHNIQUES
some basic details in short simple understanding of some basic - Proper nouns Identifying and responding
cross-curricular texts by matching, details in short simple cross- - Wh – Questions INSTRUMENTS:
labeling and answering simple curricular texts from various . What Homework.
questions. sources by matching, labeling . Where
and answering simple questions, . At what time
and use the information . How many
gathered in order to organize . Why
and discuss relationships . Who.
between different academic -Auxiliar does and do
content areas. -Adjectives
-prepositions
-Conjunctions
And-but
-Weather and seasons
-demonstrative adjectives (this,These, those, that)
-conjunctions
There is -there are
-Abilities
Can, can’t
-How many
(Countable nouns
-How much
(uncountable nouns.)
PROJECT NAME: The theme of the Steam project is “Recycling as a tool for responsible consumption” and is aimed at students of Higher Basic General Education and Unified General Baccalaureate
PROJECT LEARNING OBJECTIVE: The objective of the STEAM project is that the students take on the role of guardians of recycling and can reduce, reuse and recycle properly waste in their units educational
institutions, homes and neighborhoods.
criteria
Recycling Vocabulary EFL 4.2.3. Follow and understand  The use of disposable bottles and returnable beverage bottles that TECHNIQUES
short, straightforward audio are used differently and have different environmental impacts. Decoration
messages and/or the main  Types of waste solids and how they can be classified into paper, INSTRUMENTS:
idea/dialogue of a movie or cartoon cardboard, plastic, glass and cans to encourage reduction and Rubric
Learners can grasp the general
(or other age-appropriate audio- recycling practices.
meaning of spoken texts set in
visual presentations) if delivered  Sing a song about the recycle https://www.youtube.com/watch?
familiar everyday contexts and
slowly and visuals provide contextual v=AOvcW8l3RzE
infer changes in the topic of
support. (Example: an announcement
discussion.REF. (I.EFL.4.6.1.) (I.3,
of a bus delay, an intercom
S.1, J.4)
announcement at school, a dialogue
supported by facial
expressions/gestures and
appropriate intonation, etc.)
criteria
- Possessive adjectives EFL 4.4.5. Recognize that various .EFL.4.15.1. Learners can convey  Activities on the notebook TECHNIQUES
Proper nouns types of writing require different information and ideas and  Repeat of words Identifying and responding
language, formatting and special describe feelings and opinions in  Drawing objects INSTRUMENTS:
vocabulary. (Example: a recipe, a simple transactional or  Use of basic vocabulary Homework.
letter, etc.) expository texts on familiar  Writen lessons
subjects in order to influence an
audience, while recognizing that
different texts have different
features and showing the ability
to use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2
Countries and cities EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
. What own immediate environment in order and identify similarities and  Drawing objects INSTRUMENTS:
. Where to increase their understanding of differences between them  Use of basic vocabulary Homework.
. At what time different cultures. through oral and written literary  Writen lessons
. How many texts
. Why
. Who.
Auxiliar does
Auxiliar do (Example: names, colors, animals, needs clearly in class by asking  Drawing objects INSTRUMENTS:
- Adectives Spell out key vocabulary items using CE.EFL.3.8. Production – Accuracy  Activities on the notebook TECHNIQUES
- prepositions the English vowels (Example: names, and Intelligibility: Communicate  Repeat of words Identifying and responding
colors, animals, possessions, etc.) EFL needs clearly in class by asking  Drawing objects INSTRUMENTS:
3.2.8 questions or requesting  Use of basic vocabulary Homework.
-Clothes and accesories Ask simple basic questions in class CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
-To recognize the -ing about the country beyond their own awareness of different cultures  Repeat of words Identifying and responding
form. immediate environment in order to and identify similarities and  Drawing objects INSTRUMENTS:
-Description of a scene. increase their understanding of differences between them  Use of basic vocabulary Homework.
EFL 3.1.1. texts
-Conjunctions Ask simple basic questions in class CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
And-but about the country beyond their own awareness of different cultures  Repeat of words Identifying and responding
immediate environment in order to and identify similarities and  Drawing objects INSTRUMENTS:
increase their understanding of differences between them  Use of basic vocabulary Homework.
EFL 3.1.1. texts
-Weather and seasons Ask simple basic questions in class CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
about the country beyond their own awareness of different cultures  Repeat of words Identifying and responding
immediate environment in order to and identify similarities and  Drawing objects INSTRUMENTS:
increase their understanding of differences between them  Use of basic vocabulary Homework.
different cultures. through oral and written literary Writen lessons
EFL 3.1.1. texts
7 -demonstrative EFL 3.2.3. Record key items of CE.EFL.3.6. Listening for Meaning:  Activities on the notebook TECHNIQUES
adjectives (this,These, specific information from a heard Demonstrate an understanding  Repeat of words Identifying and responding
those, that) message or description, either in of the main idea, speaker and  Drawing objects INSTRUMENTS:
conjunctions written form or by drawing a picture. situation in spoken texts set in  Use of basic vocabulary Homework.
(Example: letters of the alphabet, familiar everyday contexts  Writen lessons
numbers, quantities, prices and without having to decode every
times, days, dates and months, etc.) word.
8-There is -there are EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
-Yes/No-Questions own immediate environment in order and identify similarities and  Drawing objects INSTRUMENTS:
to increase their understanding of differences between them  Use of basic vocabulary Homework.
texts
-Abilities EFL 3.3.4. Distinguish between fact CE.EFL.3.13. Show an  Activities on the notebook TECHNIQUES
Can, can’t and opinion and relevant and ability to identify the meaning of  Repeat of words Identifying and responding
-but and because irrelevant information in an specific content-based words and  Drawing objects INSTRUMENTS:
informational text through the use of phrases, with the aid of visual  Use of basic vocabulary Homework.
mind maps/charts support, and use charts/mind  Writen lessons
maps to distinguish between
fact/opinion and
relevant/irrelevant information in
informational texts.
-How many EFL 3.1.1. Ask simple basic questions CE.EFL.3.1. Cultivate an  Activities on the notebook TECHNIQUES
in class about the world beyond their awareness of different cultures  Repeat of words Identifying and responding
(Countable nouns) own immediate environment in order and identify similarities and  Drawing objects INSTRUMENTS:
- to recognize to increase their understanding of differences between them  Use of basic vocabulary Homework.
countable nouns different cultures. through oral and written literary  Writen lessons
texts.
-How much EFL 3.2.12. Ask and answer Learners can use back-  Activities on the notebook TECHNIQUES
questions and exchange channeling to react  Repeat of words Identifying and responding
(uncountable nouns.)  Drawing objects INSTRUMENTS:
- to recognize nouns information on familiar topics appropriately to what  Use of basic vocabulary Homework.
in predictable everyday others say about familiar  Writen lessons
situations. (Example: ask for topics in predictable,
directions, give directions, everyday situations and
etc.) work for a specific task in
class. (I.3, J.3)(REF
I.EFL.3.10.1)
Review EFL 3.3.2. Show understanding of CE.EFL.3.12. Display an  Activities on the notebook TECHNIQUES
some basic details in short simple understanding of some basic  Repeat of words Identifying and responding
cross-curricular texts by matching, details in short simple cross-  Drawing objects INSTRUMENTS:
labeling and answering simple curricular texts from various  Use of basic vocabulary Homework.
questions. sources by matching, labeling and  Writen lessons
answering simple questions, and
use the information gathered in
order to organize and discuss
relationships between different
academic content areas.
LEARNING
OBSERVATIONS:

DATE: 27-11-2023 DATE: 02-03-2024

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ESCUELA DE EDUCACIÓN BÁSICA “VICENTE ROCAFUERTE”

MICROCURRICULAR PLANNING – 2° TRIMESTRE

REINFORCEMENT AND STRENGTHEN LEARNING

DANNY PAUCAR LIC. CARINA DOMINGUEZ

MICROCURRICULAR PLANNING – 2° TRIMESTRE

-Review Write a questionnaire for friends, CE.EFL.3.19. Create a Review TECHNIQUES

REINFORCEMENT AND STRENGTHEN LEARNING

DANNY PAUCAR LIC. CARINA DOMINGUEZ

MICROCURRICULAR PLANNING – 2° TRIMESTRE

DANNY PAUCAR LIC. CARINA DOMINGUEZ

MICROCURRICULAR PLANNING – 2° TRIMESTRE

Review EFL 3.3.2. Show understanding of CE.EFL.3.12. Display an Review TECHNIQUES

DANNY PAUCAR LIC. CARINA DOMINGUEZ

MICROCURRICULAR PLANNING – 2° TRIMESTRE

DANNY PAUCAR LIC. CARINA DOMINGUEZ

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