UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA

CAPAC”

MICROCURRICULAR PLANNING FOR TERMS:

School year 2022-2023

TERM 4

INFORMATIVE DATA:
Teacher’s name: Mg. Ivonne Paredes Course: Seventh EGB

Subject: English Room: A

Quimester: 2 Term 2 Date: April 21st, 2023

ENGLISH SUBJECT

LEARNING OBJECTIVES:

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 sub skills that contribute to communicative and pragmatic competence.

O.EFL 3..3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access information.

O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions or solve problems.

O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, songs, games and graphic short stories in order to
foster imagination, curiosity and memory, while developing a taste for oral and written literary texts.

O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing as an outlet to personal expression and intercultural competence.

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
CAPAC”
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in familiar and personalized contexts, demonstrating a limited but effective
command of the spoken language in simple and routine tasks which require a direct exchange of information.

O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in pairs and groups.
SKILLS AND PERFORMANCE INDICATORS FOR METHODOLOGICAL ORIENTATION RESOURCES
CRITERIA THE
PERFORMANCE EVALUATION ACTIVITIES
CRITERIA

EFL 3.4.6. Write a simple narrative I.EFL.3.18.1. TOTAL PHYSICAL RESPONSE (TPR) Teacher’s Formative Assessment will be done through a checklist.
with linking words on familiar Learners can material and
subjects in order to express write short simple Activation audios. T: observation
everyday activities. (Example: free text-types and
Teacher presents commands asking students to I: Checklist
time, descriptions, what happened narratives, online
and in print, using follow them.
last weekend, etc.) Students’ Assessment for Assessment as learning
appropriate Show the topic HOW TO SEND A learning
language, layout material.
MESSAGE TO MAKE PLANS. Summarizes all the Can use the target
and linking words. relevant information language fluently to
(I.3, J.2) Connection from the reading share ideas.
Charts. passage.
Ask students to represent the command or new
vocabulary about WRITING A MESSAGE
Y= yes
Ask simple questions which the student could Color
answer with a gesture such as pointing. markers N= no
Students ask commands to peers.

Teacher writes all the commands or Pictures.

vocabulary learned on board.

Affirmation.
Classroom
Give their own examples and create a new materials.
message.

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
EFL 3.5.6. Work in groups to Learners can VISUALS CAPAC”
Teacher’s Students will present details about themselves.
create a brainstorm and/or draw a work in groups material and
mind map to describe and organize to create ACTIVATION audios.
ideas or organize useful brainstorms
Show students to review the topic SPORTS T: observation
information from literary texts. and/ or draw
mind maps to CONNECTION I: Rubrics
describe and Students’
organize ideas Provide visual links to key concepts and material. 2 4 6 8 10
or useful vocabulary. SPORTS STUDENTS PLAY IN No Can Appropriatel Appropri Appropriately
information respond respond y but ately and and well-
SCHOOL- LIKES AND DISLIKES. given with one minimal sufficient organized
from literary Charts. word ly answer
texts. (I.4, S.4, Choose a kind of transportation and draw a
J.3) picture. Make a description about sports in
(REFI.EFL.3.24. school.
1.) Color
AFFIRMATION markers

Allow students share their findings to whole

class.
Pictures.
Present the poster to the class about sports
they like to play.
Classroom
materials.

EFL 3.2.14. Make and respond to I.EFL.3.9.1. LISTEN SKETCH LABEL Teacher’s Students will give their own ideas and check their effort.
invitations, suggestions, apologies Learners can material and
answer simple ACTIVATION audios.
and requests.
questions quickly
Begin the lesson with the whole class to T: observation
and initiate basic
interaction explain the first activity and introduce the
topic. CAREERS – OCCOPATIONS ANS Students’ I: Check list
spontaneously
when given PROFESSIONS. material. What I think Things I learned Summary of
opportunities. events
(Example: make CONNECTION
Can work Can understand Can correctly
an invitation, give Discuss in small groups the meaning behind Charts. individually to the reading and answer the
a suggestion, brainstorm record questions?
the listening track and reading. : Questions
etc.) Learners can effective remarkable
and answers.
describe simple, connections to ideas?
familiar situations Share and compare their ideas. Color the topic?
and talk about markers Cooperate
past experiences. AFFIRMATION accurately in

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
(I.3, J.3) CAPAC”
Ask students to individually record their small
connections between their sketchers of the groups?
vocabulary and their sketchers of the Pictures.
professions.
Y= yes
Create sentences describing about careers, Classroom N= no
professions and occupations. materials.

EFL 3.3.8. Make and support Learners can LINKING LANGUAGE Teacher’s Students will present a chart.
inferences from evidence in a text make and support material and
Activation T: observation
with reference to features of written inferences using audios.
English. (Example: vocabulary, evidence from Select three or four pictures that illustrate key I: Check list
facts, format, sequence, relevance texts and features concepts from the lesson. Readings can be
of ideas, etc.) of written English. Can work Is Tak OUTPUT
taken from the internet, clipart, or magazines, Students’
(I.2, J.3)(REF cooperati enga e
I.EFL.3.15.1.) or pictures from the textbook can be used. material.
WORKING IN A MINE. vely ge tur pronuncia accur vocab
on ns tion acy ulary
Connection.
topic to
Charts. spe
ak
Ask students to identify common ideas /
vocabulary by circling them or connecting Color Y= yes
them with a line. (students can find synonyms markers
or antonyms depending on their level) N= no
Reading READ AND ANSWER THE
QUESTIONS.
Pictures.
Next, share with the students the academic
vocabulary words for the day and have them
look for associations between the words on Classroom
the posters and the academic vocabulary materials.
topic.
Affirmation.

Write questions and answer them.

Share their ideas.

EFL 3.2.15. Provide a simple I.EFL.3.9.1. TOTAL PHYSICAL RESPONSE (TPR) Teacher’s Formative Assessment will be done through a checklist.
description and/or opinion of a Learners can material and

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
common object or a simple account answer simple Activation CAPAC”
audios. T: observation
of something experienced. questions quickly
(Example: an Ecuadorian celebra- and initiate basic Teacher presents commands asking students to I: Checklist
tion, a class trip, a party, a game interaction follow them.
Students’ Assessment for Assessment as learning
played, etc.) spontaneously
when given Show the topic : Read : The elves and the material. learning
opportunities. shoe maker. Summarizes all the Can use the target
(Example: make relevant information language fluently to
Connection from the reading share ideas.
an invitation, give Charts.
a suggestion, passage.
Ask students to represent the command or new
etc.) Learners can vocabulary about THE ELVES AND THE
describe simple,
SHOE MAKER. Color Y= yes
familiar situations
and talk about Ask simple questions which the student could markers N= no
past experiences. answer with a gesture such as pointing.
(I.3, J.3)
Students ask commands to peers. Pictures.
Teacher writes all their ideas.

Affirmation. Classroom
Give their own ideas and summarize the story. materials.

EFL 3.4.5. Write a questionnaire or Learners can COOPERATIVE LEARNING Teacher’s Students will present details about themselves.
survey for friends, family or write material and
classmates using WH- questions in questionnaires ACTIVATION audios.
order to identify things in common and surveys for
Assign groups taking into account student’s T: observation
peers and family
using WH- backgrounds and the lesson objective :
DAILY ROUTINES. Students’ I: Rubrics
and preferences. questions in order
to identify things material. 2 4 6 8 10
CONNECTION
in common and No Can Appropriatel Appropri Appropriately
preferences. (I.2, Encourage teams to promote content respond respond y but ately and and well-
given with one minimal sufficient organized
S.2) comprehension working cooperatively and Charts. word ly answer
(REFI.EFL.3.19.1.
document important information. WRITING
) QUESTIONS AND ANSWERS ABOUT
DAILY ROUTINES. Color
Make sure students are engaged in the activity markers
so that they could be able to develop critical
thinking skills and share their opinions
individually.

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
AFFIRMATION CAPAC”
Pictures.

Give their own examples and create short

dialogues.
Classroom
materials.

INTERDISCIPLINARY LEARNING

PROJECT’S NAME, LEARNING EXPERIENCE, CHALLENGE:

PROJECT’S LEARNING OBJECTIVE :
SKILLS AND PERFORMANCE INDICATORS METHODOLOGICAL ORIENTATION RESOURC
CRITERIA FOR THE ES
PERFORMANCE EVALUATION ACTIVITIES
CRITERIA

EFL 3.2.9. React appropriately to Learners can use TRI –FOLD Oral Communication Teacher’s Students will give their own ideas and check their effort.
what others say using verbal/non- back-channeling material and
verbal back-channeling, or by to react ACTIVATION audios.
asking further simple questions to appropriately to
Explain the activity to the students T: Individual work.
extend the interaction. (Example: what others say
express interest using facial about familiar Share the topic with the students with the I: Rubrics.
topics in Students’
expression or simple words with script What is a teacher daily routine?
predictable, material.
appropriate intonation: Oh!, Yes! everyday CONNECTION
Thanks. And you? etc.) situations and Excellent Good Needs practice
when carrying out Ask students to individually listen carefully
Charts.
pair work for a the text. Complete some Complete some Needs more
specific task in sentences and sentences and practice.
class. (I.3, J.3) Ask the students to discuss what they have
fill in the fill in the
(REF learn from their listening as a whole group, Color pictures in pictures with
ask them to share their ideas. markers correct form. some errors.
I.EFL.3.10.1)
Daily routines.

Simple Present. Pictures.

Ask students to individually record what they
learned.
Classroom
AFIRMATION materials.
After students have finished documenting
their individual thoughts have them share their

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
ideas. CAPAC”
Complete the activities and share answers
about if it´s necessary to plan about daily
routines.

EFL 3.4.9. Make effective use of a Learners can Brainstorming. – interests. Students will work in small blog using imperative forms.
range of digital tools to write, edit, effectively use a
revise and publish written work in a range of digital LINKING LANGUAGE Student´s T: observation
way that supports collaboration. tools during the module for
ACTIVATION I: Rubrics
(Example: add sound or images to a writing process. Seventh
presentation, use an app to (I.3, S.4, J.3) Select a short topic about Daily routines EGB
collaborate on a mind map, (REFI.EFL.3.20.1.
Ask students to identify common ideas / What What What How
)
vocabulary by circling them or connecting we we we can we
contribute to a class wiki, etc.) them with a line. (students can find new words know want to learned learn
depending on their level) daily routines. Teacher’s find out more
guide 4 6 8 10
Next, share with the students the academic
vocabulary words and ask to complete the
questions according to the reading.
sticky notes
AFFIRMATION

Once you have finished the Connection, ask

students to write a blog with recommendations
using simple present.

English
dictionary

EFL 3.2.12. Ask and answer Learners can use COOPERATIVE LEARNING Teacher’s Students will present a paragraph about themselves using extra
questions and exchange information back-channeling material and information.
on familiar topics in predictable to react ACTIVATION audios.
everyday situations. (Example: ask appropriately to T: observation
Assign groups taking into account student’s
for directions, give directions, what others say
express a personal opinion, etc.) about familiar backgrounds and the lesson objective : FINAL I: Check list
topics in – PROJECT – MY DAILY ROUTINE. Students’
Can Is Take OUTPUT
predictable,

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
everyday CAPAC”
Encourage teams to promote content
material. work engage turns pronu accura vocabul
situations and comprehension working cooperatively and coope on to nciatio cy ary
EFL 3.5.8. Create stories, poems, when carrying out document important information. FINAL rative topic speak n
songs, dances and plays including pair work for a PROJECT- MY DAILY ROUTINE. ly
those that reflect traditional and Charts.
specific task in
popular Ecuadorian culture, class. (I.3, J.3) Y= yes
observing the conventions of the (REF
genre. (Example: purpose, settings, Make sure students are engaged in the activity Color N= no
I.EFL.3.10.1)
audience, voice, rhythm, etc.) so that they could be able to develop critical markers
thinking skills and share their opinions
Learners can create individually.
stories, poems,
songs and plays to AFFIRMATION Pictures.
reflect traditional
and popular Present the chart using their ideas in the final
Ecuadorian culture, PROJECT. Classroom
observing the materials.
conventions of the
genre. (S.2, J.1)
(REFI.EFL.3.25.1.)

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL LAGGING, NEED FOR ACADEMIC REINFORCEMENT (SEN)

TEACHER SUPPORT HOURS FOR THE DEVELOPMENT OF COMPLEMENTARY ACTIVITIES FOR LEARNING FEEDBACK AND STRENGTHENING

SKILLS AND PERFORMANCE INDICATORS METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES

CRITERIA FOR THE
PERFORMANCE RESOURC
CRITERIA ES

GRADO 2

- ACOSTA BONILLA BRYAN

ALEXANDER( 7 EGB A)

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
- HURTADO PAEZ AARON CAPAC”
DANIEL( 7 EGB B)

- CAZA FREIRE JUAN

DIEGO (

7 EGB C)

- POMA MALDONADO
EDITH

ANAHI ( 7 EGB C)

- TEJADA VARGAS JOSEPH

MARTIN ( 7 EGB C)

METACOGNITION :  How did my ancestors live?

 What do you know about your family history?
 What can you learn about your family stories?
 Why is a family tree important?
 How is your relation with your mom/dad?
 What do you want to be when you grow up?
 What are your parents ‘occupations?
 What do you do?
 What is your daily routine?
 What professions are common in your city?

ELABORATED BY REVISED BY APROVED BY

TEACHER: Lic. Ivonne Paredes Mg. Coordinator: Lic. Ivonne Paredes Mg. Vicechancellor: Lic. Miguel Bravo Mg.

Sign: Sign: Sign:

Date: 21/04/2023 Date: 21/04/2023 Date: 21/04/2023

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]
 UNIDAD EDUCATIVA INTERCULTURAL BILINGÜE “HUAYNA
CAPAC”

Cuatro Esquinas – Santa Rosa – Tungurahua – Ambato

Telf.: 033 731 191 [email protected]