SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
(DEMO CLASS)
SCHOOL LOGO NAME OF THE SCHOOL E.E.B. ‘‘ENRIQUE AVELINO SILVA’’
SCHOOL YEAR 2020 - 2021

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Student-Teacher: SIGNATURE Area: English as a You Tube link: Grade/Course: Level: Intermediate
Foreign Language https:// Grade/ Course: EGB- Education
1. Linda Samaya Díaz De la Cruz translate.google.com/ 8º grade BGU ELEMENTAL Level: A1.1
2. Iván Andrés Díaz Cevallos ?
3. Marcos Francisco Coque Villao hl=es&sl=es&tl=en&
4. Paul Santiago Chuisaca Campos.
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Unit Number: Name of the unit: TEXTBOOK: TOUCHSTONE Unit Specific Objectives:
PLAN English Unit Title: 1
ONE (1) DIDACTIC Pedagogical • Personality Types and You will learn how to
UNIT (USE ANY Module 1 Attitudes • Inspirational People
ENGLISH TEXT Curricular • Facebook • talk about goals, obstacles, important
THAT YOU ARE decisions and achievements.
Threads:
USING IN THIS
MOMENT) Communication
and Cultural • describe inspirational people’s
lifestyles.
Awareness, Oral
Communication, • talk about a person’s experiences.
Reading, Writing,
Language
Through the Arts

PERIODS: 2 STARTING WEEK: August 2nd 2021

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COPY AND PASTE FROM THE PDF DOCUMENT (BASED ON THREADS p. How are you going to evaluate to your students.
445…) CHOOSE ONE CRITERIA BASED ON ONE THREAD Delivery some advanced sheets with completion drills.
1. Curricular Thread 1: Communication and cultural awareness This performance criterion could be evaluated by:
2. Curricular Thread 2: Oral communication (listening and speaking) • Drawing different houses and labeling different rooms and objects in a
3. Curricular Thread 3: Reading house.
4. Curricular Thread 4: Writing • Using question words (who, what, where) to ask about places.
5. Curricular Thread 5: Language through the arts • Reflecting on differences between a house and an apartment.
• Creating a diorama of urban and rural aspects.
• Drawing a map of a neighborhood.
• Asking and answering questions about where you and others live
ACTIVITIES
TEACHING METHODOLOGICAL
PERFORMANCE INDICATORS TECHNIQUES/INSTRUMENTS
METHOD OR STRATEGIES

APPROACH

Approach: EFL.2.1.3. Ask simple basic questions in
Communicative Approach class about the world beyond one’s own
Method: immediate environment in order to
Suggestopedia method increase their understanding of different
cultures.
EFL 2.1.4. Express curiosity about the
world and other cultures by asking
EFL 2.1.3 Ask simple basic questions in class
about the world beyond their own immediate Classroom step-up: It deals with the
environment in order to increase their arrangement that is made in class.
understanding of different cultures. Peripheral learning: It is the use of
EFL 2.1.4 Express curiosity about the world and charts, posters, realias and other objects
other cultures by asking simple WH- questions in that may facilitate the student’s learning.
class after reading and/or participating in Positive suggestion: It is done by
simple WH- questions in class after
reading and/or participating in
presentations or other group work.
presentations or other group work.
EFL 2.1.6 Understand and use common
expressions of politeness in class while working
in pairs or groups on projects. (Example: please,
sorry, thank you, etc.)
teacher’s guidance that try to develop
student’s self-confidence for being
successful when learning the other
language.
Visualization: It is achieved by
student’s concentration while listening
to their teacher.
Choose a new identity: It facilitates
student’s leaning since they feel less
dread of making errors.
Role-play: It gives students an
opportunity to perform and crate new
identities.
First concert: It talks about preliminary
introduction that teacher gives to his
students about the new lesson.
Second concert: It is done when the
students close their eyes and concentrate
on what they listen from the tape
recorder and from the teacher.
Primary activation: It is done when
students read again what they hear.
Secondary activation: It is done when
student encouraged in supplementary
teaching activities like games, song and
so forth.
3. ADAPTED CURRICULUM
Specification of Educational Needs
IF THERE IS A STUDENT WITH SPECIAL
NEEDS.
CLIL COMPONENTS (CLIL=CONTENT AND Science:
LANGUAGE INTEGRATED LEARNING N/A
MADE OF CULTURE, COMMUNICATION,
COGNITION, AND CONTENT) CHOOSE
ONLY ONE.
• Personality Types and Attitudes
• Inspirational People
• Facebook
PREPARED BY:
Student Teacher 1: Linda Samaya Díaz De la Cruz
Signature:
Student Teacher 2: Iván Andrés Díaz Cevallos
Specification of the adapted material to be applied
N/A
TRANSVERSAL AXES
-Training and continuous innovation. Is a
fundamental aspect to improve the quality of
teaching and learning in schools, it considers that an
educational change implies the implementation of
new resources and curricular materials, new actions
or the involvement of new agents that intervene in
the educational process through collaboration among
all its members.
-Health care and recreation habits of the
students. Promote healthy recreation and healthy
habits.
REVISED BY: APPROVED BY:
Coordinator: Lic. Wilson Amable Alquinga Ango Viceprincipal: Mgter. Dalila Peralta
Signature: Signature:
Signature:

Student Teacher 3: Marcos Francisco Coque Villao

Signature:

Date July, 4, 2021. Date July, 4, 2021. Date July, 4, 2021.

*Información tomada de la planificación curricular anual del MCE y adaptada a las necesidades de la asignatura de Learning Ex Context Inclu Curricular, de la Carrera de Pedagogía de los idiomas nacionales y extranjeros.