UNIDAD EDUCATIVA

“MANUELA SÁENZ DE AIZPURU D7”

2021-2022
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
TEACHER: AREA: SUBJECT: COURSE: CLASSES: ENGLISH LEVEL: QUIMESTER: PARTIAL:
Lic. Angela Paguay English as a Foreign Language English THIRD B.G.U. A–B B 1.2 FIRST TERM 1
-Students will understand that we need to use different strategies to solve different social, economic, environmental, and cultural problems. We need to communicate well and act independently.
UNIT SPECIFIC -Learning objective project three: Students will understand the most important aspects of life and its diversity, from the study of its origin, challenges and commitment to maintain sustainable
OBJECTIVE: environments that ensure comprehensive health and the continuity of life in its different forms.
- O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language (CEFR B1 level)
2. PLANNING
METHODOLOGICAL STRATEGIES
SKILLS AND PERFORMANCE CRITERIA INDICATORS FOR THE PERFORMANCE RECOMMENDATIONS
TO BE DEVELOPED CRITERIA AUTONOMOUS
PRESENTIAL WORK TO PARENTS OR
WORK
TUTOR AT HOME:
Communication and Cultural Awareness Communication and Cultural Awareness Active learning Communication and Cultural Awareness ● Encourage students to
EFL 5.1.7. Interpret and demonstrate I.EFL.5.3.1. Learners can interpret cultural and • Participating in short dialogues read and complete the
knowledge of nonverbal and oral language patterns in English, including nonverbal Students have to: • Asking and answering with wh words activities sent on time.
communication features by applying them in communication, and apply them in appropriate •Describing controversial movies ● Ask the teacher in
appropriate contexts. (Example: use of contexts. (I.3, I.4, S.1, S.2) ● To read carefully the Oral Communication case of doubts.
stress, intonation, pace, etc.) information on the • Paraphrasing an idea when a peer asks for clarification. ● Accompaniment of the
Oral Communication Oral Communication card. • Listening to some records about the subject of interest and weekly agenda to their
EFL 5.2.6 Use new words and expressions I.EFL.5.7.1. Learners can communicate ● To show high levels paraphrasing the main points with a partner. children.
which occur in conversations in the personal of energy fascination •Integrating idiomatic expressions into the daily ● Prioritize your students
clearly and effectively by using appropriate
and educational domains, and make use of to learn more. communication. learning.
such terms and expressions wherever vocabulary and language in a variety of oral ● To be involved and Reading Persuade the students to
appropriate and necessary. interactions for a range of audiences and concentrate in all • Using expressions to attach ideas smoothly and to signpost observe and listen to the
Reading level-appropriate purposes. (I.2, I.3, J.2) academic activities. chronological sequences of events. different contents.
EFL 5.3.1. Find specific predictable ● To pay attention to • Using context clues to discover what comes after and before
information in short, simple texts in a range Reading details. the sentences.
of age-and level-appropriate topics. I.EFL. 5.10.1. Learners can find specific ● To bounce back • Using an interesting idea from a text to inspire extra
(Example: biographies news articles, information and identify the main points in simple, after difficulties. research.
narratives, memoirs and personal accounts, straightforward texts on subjects of personal ● To keep trying. To • Predicting main ideas by reading the title and using other
formal letters and emails, etc.) interest or familiar academic topics while making search in different contextual clues (e.g., illustrations, subheadings, etc.).
EFL 5.3.8. Identify and understand the main informed decisions about one’s own reaction to the bibliography resouces • Underlining the cognates in short texts.
points in straightforward texts on subjects of text. (I.1, I.2, S.2) in case of doubts or •Skimming online reference web sites for ones that have the
personal interest or familiar academic topics. ask to the teacher. information needed for a research project.
Writing Writing ● To persist with • Scanning a text for the main characters.
EFL 5.4.4. Select and make effective use of I.EFL.5.14.1. Learners can identify, critically activity when • Reading quickly and looking for words to find the topic of
a range of digital tools to write, edit, revise evaluate and recommend a variety of potential challenges occur. To paragraphs.
and publish written work in a way that resources and references, including digital tools, solve the exercises Writing
supports collaboration, learning and that support collaboration and productivity, for and learn. ▪ Direction students’ attention to the grammar according to the
productivity. (Example: image editing, educational and academic use. (I.1, I.2, S.3, S.4) ● To show a belief that essential contents and have them choose the correct option
Google Drive, infographic makers) more effort or a to form the rules and complete the examples.
EFL 5.4.9. Use a variety of oral, print and I.EFL.5.13.1. Learners can produce emails, blog different approach will ▪ Activating the vocabulary and inviting students to describe
electronic forms for writing to others or for posts and other written texts using an effective pay off. about lifestyles, personalities, types, preferences and
writing for self, applying the conventions of voice and a variety of ● To maintain focus interests.
social writing. (Example: notes, invitations, appropriate writing styles and conventions. (I.3, on their activity for a ▪ Encourage students to predict the meaning of these idioms.
emails, blog entries and comments, notes to S.3, J.2) period f time. Be • Recommending web sites to another learner.
self, etc.) responsible. • Finding a variety of online references to practice the
Language through the Arts Language through the Arts ● To enjoy achieving grammar structures, then recommending the best one to the
EFL 5.5.5. Create original, imaginative I.EFL.5.16.1. Learners can respond to and what they set out to class.
stories using appropriate vocabulary and interpret literary texts, including original stories do. Language through the Arts
elements of the literature learners have read written by peers, referring to details and literary • Producing short, creative texts using their drawing skills.
or heard. elements of the text. (S.1, S.4, J.2) • Writing wh questions to discuss in groups
3. ADAPTED CURRICULUM
SPECIFICATION OF THE EDUCATIONAL
SPECIFICATION OF ADAPTATION TO BE APPLIED
NEED
• A.S.J.G. We are going to develop the same skills and performance criteria because these students just need flexibility in order to submit the tasks, lessons or homework for their
ADD – Behavioral conditions.
2 BGU “A”
G2 We are going to develop the same indicators for the performance criteria because these students just need flexibility in order to submit the tasks, lessons or homework for
• P.C.D their conditions.
Vulnerability – Hospital Classroom
2 BGU “A” The activities will be stablished considering flexibility.
G2
• G.O.D.L •Clear directions it means individually.
Maternity Vulnerability •These guys need academic support and a lot of empathy to get involved in the learning process.
2 BGU “B” • They are going to receive support using TIC to get involved in the learning process.
G2
METHODOLOGICAL STRATEGIES
SKILLS AND PERFORMANCE CRITERIA INDICATORS FOR THE PERFORMANCE RECOMMENDATIONS
TO BE DEVELOPED CRITERIA AUTONOMOUS PRESENTIAL WORK TO PARENTS OR
WORK
TUTOR AT HOME:
Communication and Cultural Awareness Communication and Cultural Awareness Active learning Communication and Cultural Awareness ● Encourage students to
EFL 5.1.7. Interpret and demonstrate I.EFL.5.3.1. Learners can interpret cultural and • Participating in short dialogues read and complete the
knowledge of nonverbal and oral language patterns in English, including nonverbal Students have to: • Asking and answering with wh words activities sent on time.
communication features by applying them in communication, and apply them in appropriate ● To read carefully the •Describing controversial movies ● Ask the teacher in
appropriate contexts. (Example: use of contexts. (I.3, I.4, S.1, S.2) information on the Oral Communication case of doubts.
stress, intonation, pace, etc.) card. • Paraphrasing an idea when a peer asks for clarification. ● Accompaniment of the
Oral Communication Oral Communication ● To show high levels • Listening to some records about the subject of interest and weekly agenda to their
EFL 5.2.6 Use new words and expressions I.EFL.5.7.1. Learners can communicate of energy fascination paraphrasing the main points with a partner. children.
which occur in conversations in the personal to learn more. •Integrating idiomatic expressions into the daily ● Prioritize your students
clearly and effectively by using appropriate
and educational domains, and make use of ● To be involved and communication. learning.
such terms and expressions wherever vocabulary and language in a variety of oral concentrate in all Reading Persuade the students to
appropriate and necessary. interactions for a range of audiences and academic activities. • Using expressions to attach ideas smoothly and to signpost observe and listen to the
Reading level-appropriate purposes. (I.2, I.3, J.2) ● To pay attention to chronological sequences of events. different contents.
EFL 5.3.1. Find specific predictable details. • Using context clues to discover what comes after and before
information in short, simple texts in a range Reading ● To bounce back the sentences.
of age-and level-appropriate topics. I.EFL. 5.10.1. Learners can find specific after difficulties. • Using an interesting idea from a text to inspire extra
(Example: biographies news articles, information and identify the main points in simple, ● To keep trying. To research.
narratives, memoirs and personal accounts, straightforward texts on subjects of personal search in different • Predicting main ideas by reading the title and using other
formal letters and emails, etc.) interest or familiar academic topics while making bibliography resouces contextual clues (e.g., illustrations, subheadings, etc.).
EFL 5.3.8. Identify and understand the main informed decisions about one’s own reaction to the in case of doubts or • Underlining the cognates in short texts.
points in straightforward texts on subjects of text. (I.1, I.2, S.2) ask to the teacher. •Skimming online reference web sites for ones that have the
personal interest or familiar academic topics. ● To persist with information needed for a research project.
Writing Writing activity when • Scanning a text for the main characters.
EFL 5.4.4. Select and make effective use of I.EFL.5.14.1. Learners can identify, critically challenges occur. To • Reading quickly and looking for words to find the topic of
a range of digital tools to write, edit, revise evaluate and recommend a variety of potential solve the exercises paragraphs.
and publish written work in a way that
supports collaboration, learning and
productivity. (Example: image editing,
Google Drive, infographic makers)
EFL 5.4.9. Use a variety of oral, print and
electronic forms for writing to others or for
writing for self, applying the conventions of
social writing. (Example: notes, invitations,
emails, blog entries and comments, notes to
self, etc.)
Language through the Arts
EFL 5.5.5. Create original, imaginative
stories using appropriate vocabulary and
elements of the literature learners have read
or heard.
SPECIFICATION OF THE EDUCATIONAL
NEED
P.P.D.F
ADD – Intellectual Disability
3 BGU “A”
G3
SKILLS AND PERFORMANCE CRITERIA
TO BE DEVELOPED
Communication and Cultural Awareness
Recognize and appreciate individual and
group similarities and differences by
establishing and maintaining healthy and
rewarding online and face-to-face
relationships. EFL 4.1.10
Oral Communication
Understand phrases and expressions related
to areas of most immediate priority within the
personal and educational domains. EFL
4.2.1
Reading
Understand main points in short simple texts
on familiar subjects. EFL 4.3.1
Read, gather, view and listen to information
from various sources in order to organize
and discuss relationships between academic
content areas. EFL 4.3.7
Writing
Make and use a simple print or digital
learning resource to compare and contrast
information in order to demonstrate under-
standing. EFL 4.4.2
Language through the Arts
resources and references, including digital tools, and learn.
that support collaboration and productivity, for ● To show a belief that Writing
educational and academic use. (I.1, I.2, S.3, S.4) more effort or a ▪ Direction students’ attention to the grammar according to the
different approach will essential contents and have them choose the correct option
I.EFL.5.13.1. Learners can produce emails, blog pay off. to form the rules and complete the examples.
posts and other written texts using an effective ● To maintain focus ▪ Activating the vocabulary and inviting students to describe
voice and a variety of appropriate writing styles on their activity for a about lifestyles, personalities, types, preferences and
and conventions. (I.3, S.3, J.2) period f time. Be interests.
responsible. ▪ Encourage students to predict the meaning of these idioms.
Language through the Arts ● To enjoy achieving • Recommending web sites to another learner.
I.EFL.5.16.1. Learners can respond to and what they set out to • Finding a variety of online references to practice the
interpret literary texts, including original stories do. grammar structures, then recommending the best one to the
written by peers, referring to details and literary class.
Language through the Arts
elements of the text. (S.1, S.4, J.2)
• Producing short, creative texts using their drawing skills.
• Writing wh questions to discuss in groups
SPECIFICATION OF ADAPTATION TO BE APPLIED
The student receives personalized education. He has a particular schedule.
The student receives specific contents according to his need (in this school year of 9th E.G.B). The previous school year we worked with content from 8th E.G.B.
The activities will be stablished considering flexibility:
•Clear directions it means individually.
•This guy needs academic support and a lot of empathy to get involved in the learning process.
•He is going to receive support using TIC to get involved in the learning process.
METHODOLOGICAL STRATEGIES
INDICATORS FOR THE PERFORMANCE RECOMMENDATIONS
CRITERIA AUTONOMOUS WORK VIRTUAL WORK TO PARENTS OR
TUTOR AT HOME:
Communication and Cultural Awareness Active learning Communication and Cultural Awareness The student represents
Learner can appreciate and show respect for Student has to: • Reflecting on differences between people from other himself.
individual and group differences by establishing ● To read carefully the countries and regions. He has to apply the
and maintaining healthy and rewarding online and information on the card. • Practicing the language needed to deal with a need autonomous work.
face-to-face interactions REF (J.3, S.1, S.4) ● To show high levels of through a mini role play. The student has not
EFL.4.5.1 energy fascination to learn • Singing songs that practice helpful language. authorized the return to
Oral Communication more. Oral Communication face-to-face classes.
Learner can communicate personal information ● To be involved and • Listening to a short dialogue between two or more
and basic immediate needs in simple terms using concentrate in all academic people and deciding if each statement is true or false.
grammatical structures and vocabulary seen in activities. • Listening clear and short instructions and solve simple
class (although there may and / frequent basic ● To pay attention to details. exercises in context according to his level.
errors) I.EFL.4.8.1. ● To bounce back after Reading
Reading difficulties. • Choosing from a list of words to complete gaps from a
Learner can understand main ideas and some ● To keep trying. To search reading.
details in short simple online or print texts on in different bibliography • Reading a short story from the Internet and
familiar subjects, using contextual clues to help resouces in case of doubts highlighting interesting.
identify the most relevant information. (Example: or ask to the teacher. • Scanning a text for the main characters.
title, illustrations, organization, etc.) (I.2, I.4) ● To persist with activity • Reading quickly and looking for words to find the topic
I.EFL.4.11.1. when challenges occur. To of paragraphs.
Learner can employ a range of reference materials solve the exercises and Writing
and sources, both online and in print, in order to learn. ▪ Finding a variety of online references to practice a
support ideas, answer inquiries, find relationships ● To show a belief that more grammar structure, then recommending the best one to
and relate ideas between different subject areas. effort or a different approach the class.
(I.1, I.2, J.2) I.EFL.4.12.1. will pay off. ▪ Making flashcards for new words.
Locate and identify selected literary
elements and techniques in texts and
relate those elements to those in other
works .EFL 4.5.7
Done by:
English teacher: Lic. Angela Paguay
Date: September 20th, 2021
Writing
Learner can use and make simple learning
resources, both online and in print, in order to
compare and contrast information. REF. (I.1, I.3,
I.4, J.2, J.4) I.EFL.4.16.1.
Language through the arts
Learner can locate and identify literary elements
and techniques in other works, including one’s
own. (I.3, S.3, J.4) I.EFL.4.19.1.
Checked by:
Area Coordinator: Lic. Gabriela Carillo
Date: September 20th, 2021
● To maintain focus on their ▪ Activating the vocabulary and inviting student to
activity for a period f time. describe about city attractions
Be responsible. ▪ Solve easy exercises to reinforce the knowledge
● To enjoy achieving what learned.
they set out to do. Language through the Arts
• Producing short, creative texts/ cards using main
ideas and details.
Approved by: DECE
Viceprincipal: M.Sc. Nancy Sánchez Coordinator: M.Sc. Margot Villaroel
Date: September 20th, 2021 Date: September 20th, 2021