UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL BILINGÜE

“KITUKARA”
DIRECCIÓN: De las Alondras E5-186 y De los Albatros CALDERÓN- ZABALA CORREO: 17b00095@gmail.com

MICROCURRICULAR PLANNING
SECOND TERM
YEAR 2021 – 2022
INFORMATIVE DATA
TEACHER'S NAME: SUBJECT: English as a Foreign Language GRADE: 2nd “A- B” CLASS: MODULE 2nd
Lic. Maribel Yautibug
Prof. Victor Vera
MODALITY: Face to face CURRICULAR THREADS: LET´S START ENGLISH DATE: April 4th, 2022. DATE: April 29th, 2022.
Learning Objective: O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken and written English.
Values: Conflict resolution, critical thinking, communication skills, decision making.
Essential Skills and Indicators for the Methodological Strategies
contents performance performance criteria Teacher proposal Skills and performance
criteria descriptors to be evaluated

EFL 2.2.1. Understand I.EFL.2.3.1. Learners can 1. Vocabulary. Answer the following question:
I’m a boy meanings expressed use basic personal Good morning boys and girls.
I’m a girl in short dialogues on information and ………………………………
familiar topics, as well expressions of politeness in How are you today?
as basic spoken short dialogues or …………………………….
instructions and conversations. (J.2, J.3) Who am I?
simple questions Learners can understand ……………………………….
about self, people, the main ideas in short In-class exercises and
animals or things, simple spoken texts. homework.
especially when Learners can express basic 2. Match the sentence with the picture. ………………………….
spoken slowly and ideas, initiate conversation. Perfect job.
clearly. Learners can express basic
ideas, initiate
conversations, possibly
with slow and/or hesitant
delivery.

EFL 2.2.11 Produce I.EFL.2.3.1. Learners can
simple, mostly use basic personal
School isolated sentences, information and
Supplies using very short expressions of politeness in
phrases and short dialogues or
sometimes single conversations. (J.2, J.3)
words, possibly with Learners can understand
slow and/or hesitant the main ideas in short
pronunciation. simple spoken texts.
Learners can express basic
ideas, initiate conversation.
Learners can express basic
ideas, initiate
conversations, possibly
with slow and/or hesitant
delivery.
3. Match.
4. Write the names in each box.
5. Sing the song.
(16) Boy and girl song C.E.I Menuts - YouTube
1. Vocabulary. Answer the following question:
Good morning boys and girls.
………………………………
How are you today?
…………………………….
What are school supplies?
…………………………….
In-class exercises and
homework.
2. Listen and match. ………………………….
………………………….
Perfect job.
3. Look and circle the words.
 4. Match.

EFL 2.2.4. I.EFL.2.11.1. 1. Vocabulary. Answer the following question:

Identify items of Learners can understand Good morning boys and girls.
specific information familiar words, phrases, ………………………………
The within simple and short simple sentences How are you today?
numbers messages or from and can successfully …………………………….
short and simple complete the simple Count the numbers?
descriptions about accompanying task. ………………………….
familiar contexts, Exercises in class on reading,
especially if visual writing, and speaking.
support is provided. 2. Draw a line, and paint the color green.
………………………….

Perfect job.

3. Read and match.

 4. Match.

EFL 2.2.4 Identify I.EFL.2.11.1. 1. Vocabulary. Answer the following question:

What do you items of specific Learners can understand Good morning boys and girls.
see? information within familiar words, phrases, ………………………………
The alphabet simple messages or and short simple sentences Exercises in class on reading,
from short and simple and can successfully writing, and speaking.
descriptions about complete the simple
familiar contexts, accompanying task. ………………………….
especially if visual
support is provided. Perfect job.
(Example: letters of
the alphabet.
2. Read and say.

3. Write the missing letters.

 4. Which letter comes first (B, C, D).

RESOURCES RECOMMENDATIONS FOR PARENTS

Technological resources  Review and enforce activities sent home
• Laptop  Be in contact with the teacher at the established times and when the
•Cell phone academic situation of the student warrants it.
• Speaker
Didactic resources
• Posters
• Leaves
• Cards
• Printed worksheets
• Graphics
Bibliographic resources
• Texts from the Ministry of Education- Work notebook
• Books
• Stories
Material resources
 • Bond paper sheets
• Paintings
• Folders
• Notebook
• Board
• Market
• Colored cardboards
• Scissors
• Glue
Human Resources
• Teachers
• Students
BIBLIOGRAPHY

Ministerio de Educación del Ecuador (2018). English. Level A1.1. Students book (children). Educación General Básica.
Ministerio de Educación del Ecuador (2020). Curriculo Priorizado para la Emergencia Área de Inglés, Ciclo Sierra.

ELABORATED BY REVISED BY APPROVED BY

SIGNATURE: SIGNATURE: SIGNATURE:

TEACHER'S NAME NAME: NAME:

MSc. Patricia Correa Quishpe Lic. Luis Robles
Lic. Maribel Yautibug Lic. Luis Coro
Prof. Victor Vera Lic. Raúl Yucailla
FUNCTION: Teacher FUNCTION: Academic board FUNCTION: Vice-principal
DATE: March 23rd, 2022. DATE: DATE:
Dirección: Av. Amazonas N34-451 y Av. Atahualpa.
Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec