ESCUELA DE EDUCACIÓN BÁSICA

“CRNL. FÉLIX HUMBERTO PINEDA CORREA”

Arenillas – El Oro – Ecuador
DISTRITO EDUCATIVO 07D05 AÑO LECTIVO 2022 - 2023

PLANIFICACIÓN MICROCURRICULAR POR PARCIAL

DATOS INFORMATIVOS:
Nombre del Grado: 5th Fecha: 18th of July until 16th
docente: LINDA CORREA RIOFRIO. of September 2022.
Asignatura: ENGLISH Unidad: 2
Aprendizaje disciplinar
O.EFL 2.1 Identify some main ideas and details of written texts, to develop an approach of critical inquiry to written and oral
Objetivos de texts.
Aprendizaje: OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely,
and openly experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.

OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of
diversity in building an intercultural and multinational society.

OG. EFL7. 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.

ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN
TOPIC: A HEALTHY BODY
Pencil Technique:
EFL 3.1.1. Ask simple THE HUMAN BODY
Learners can show an Notebook
basic questions in class awareness of different EXPERIENCES: Eraser Homework
about the world beyond cultures and identify Picture
- Look point and repeat the
their own immediate similarities and differences Glue Instrument:
environment in order to between them in oral and movements after the teacher. Pedagogical module
increase their written short texts. (I.2, Pencil colors Questionnaire
- Listen and repeat the song with
understanding of Student english
S.2, J.1) (REF
different cultures. CS I.EFL.3.1.1.) your teacher book
https://www.youtube.com/ Flash cards
Speaker
watch?v=rsxhdjhz8kk Songhttps://
- Read,point and repeat the parts www.youtube.com/
watch?
of the human body in english v=gVIFEVLzP4o
REFLEXIÓN.
- Play ´´ simon says touch your
´´………….
The students have to listen wich
part of the body said the teacher
and touch
- Aswer the following questions
How do you say CABEZA in
English?
which part of your body can you
see?
Which part of your body can you
hear?
CONCEPTUALIZACIÓN.
- Pronounce the singular and
plural nouns
- Match with a line the word with
the part of the human body
APLICACIÓN.
- Wirte the name of the part of the
body
- Look and pronounce the parts of
 the body after repeat each one.
- Find the words in the puzzle and
color with a different color.

TOPIC: READ SHORTS HISTORY

EFL 3.1.7 Demonstrate I.EFL.3.2.1. Learners can Pencil Technique:
-THE ALIEN
appropriate classroom say ways to take care of Notebook
behaviors by the environment and one’s EXPERIENCE: Eraser Homework
participating in small surroundings. Learners Picture
- Look, listen and repeat the short
group or whole class can identify and exhibit Glue
discussions. (Example: socially responsible sentences. Pencil colors Instrument:
being courteous, behaviors at home, at Student english
- Read alone the lecture.
respecting the person school and towards the book Questionnaire
and property of others, environment. (J.3, S.1) - Identify what grammatical tense pag 4
they are using. Flash cards
etc.)
Paper sheet
REFLECTION:
- Read the questions and check
the best answer.
CONCEPTUALIZATION:
- Rewirte the sentences to for a
paragraph
APPLICATION:
- Identify the sentences with verb
to be
- Recognize the present tense
and underline

EFL 3.2.3.
I.EFL.3.7.1. Learners can
Record key items of record and identify key TOPIC: HOW MUCH MONEY IS
specific information from information. (I.2, I.3) Pencil
THERE?
a heard message or Notebook Technique:
description, either in NUMBERS Eraser
written form or by Picture Homework
-EXPERIENCE
drawing a picture. Glue
* listen and repeat the song how many Pencil colors Instrument:
(Example: letters of the
Speaker
alphabet, numbers, fingers one hand?
Questionnaire
quantities, prices and https://www.youtube.com/watch? Flashcards
times, days, dates, and
months, etc.) v=h2AndZKYZBQ Paper sheet
 Now can you count from 1 to 20 Book
, lets repeat the song .
Song
https://www.youtube.com/
watch?v=D0Ajq682yrA
 Look at the print and count after
write the correct number .
- REFLECTION
 Observe and comment on the
drawing.
 get an educational sheet of our
currency, cut and collect 100
I.EFL.3.6.1. Learners can
grasp the main idea of dollars.
EFL 3.2.2. Be
spoken texts set in familiar
comfortable taking - CONCEPTUALIZATION
everyday contexts and
meaning from spoken infer changes in the topic * Add the bills with the coins and write
texts containing words or of discussion as well as
sections which are not the result in letters
who is speaking and what
understood. Be aware the situation is, without 24,25,26.
that understanding having to decode every - APPLICATION
spoken texts does not word. (I.3, I.4)
require decoding every  Make the multiplications in page
single word. N° 27
  Draw the nouns or write the
numbers
 draw the elements or write the
numbers depending on the
case.

TOPIC: ORDINAL NUMBERS

EFL 3.2.3. Record key I.EFL.3.7.1. Learners can Pencil Technique:
EXPERIENCE:
items of specific record and identify key Notebook
information from a heard information from a spoken - Look at the picture and identify Eraser Quiz
message or description, message of immediate Picture
the use of ordinals numbers.
either in written form or need or interest when the Glue Instrument:
by drawing a picture. message contains - Listen and repeat after the Pencil colors
frequently used Song Questionnaire
(Example: letters of the teacher.
expressions and visual Book
alphabet, numbers,
support. (Example: rules - Write the order Write the order Student book
quantities, prices and for a game, classroom
times, days, dates and in which the animals arrived. Flashcards
instructions, a dialogue in
a scene from a cartoon or REFLECTION: Markers
months, etc.) movie, etc.) Learners can
- Answer the questions in what Speaker
use other classmate’s
contributions in class as place came each animal.
models for their own.
- Look at the picture and
complete the sentences with the
correct ordinal numbers
- The boys are in the correct
order than they arrive with the
initial letters.
CONCEPTUALIZATION:
- Identify and copy the cardinal
numbers and the ordinal
numbers in their respective
 group, then pronounce
- APPLICATION
- Solve the crossword with the
names of the cardinal and
ordinal numbers.
- Complete the exercises HOW
MANY DOLLARS DO YOU
HAVE?
- Read the numbers and write the
number in letters

TOPIC: HAPPY NEW YEAER

-MONTHS OF THE YEAR
EFL 3.2.3. Record key EFL.3.9.1. Learners can
items of specific answer simple questions EXPERIENCE
information from a heard quickly and initiate basic
- Observe and comment on the drawing
message or description, interaction spontaneously
either in written form or when given opportunities -Look point and repeat the months of
by drawing a picture.
the year.
(Example: letters of the
alphabet, numbers, -listen the song ‘’months of the year’’
quantities, prices and
https://www.youtube.com/watch?
times, days, dates and
v=Fe9bnYRzFvk
months, etc.)
- Listen and repeat abouth the
months the song
https://www.youtube.com/watch
?v=lPeAo1hz8GA
REFLECTION:
Answer the next questions? page 42
/43
 What moth has the letter L at the end?
In what month is Christmas?
What month has the longest name?
CONCEPTUALIZATION:
Complete the invitation card
APPLICATION:
- Listen,repite and copy the
months of the year.
- Complete the information with
the months of the year.
- Find the months of the year and
write in the correct order.

EFL.3.21. Elaborate EFL.3.21.1. Learners can  TOPIC: THE SEASONS

employ audio, video,
personal responses to EXPERIENCE:
pictures, and ICT to
both oral and written respond to oral and written The four seasons of the year
texts.
literary texts through are?
pictures, audio/video or - Summer
ICT in order to evaluate - Fall
literary texts using pre- - Winter
established criteria, - Spring
individually or in groups - Look at the pictures and label
. the season with the correct.
REFLECTION
-Listen the song about the four
season
 https://www.youtube.com/
watch?v=owppK-GHPTU
- listen the song
https://www.youtube.com/watch
?v=JxOMEUYKzvs
CONCEPTUALIZATION:
- Choose the letter and write it in
the parentheses as appropriate.
APPLICATION
- Read the sentences and
complete the missing words
about seasons

APRENDIZAJE INTERDISCIPLINAR
Nombre del proyecto: Juntos viviendo en armonía en la “Comunidad educativa “-Bullying
Objetivo de Aprendizaje: Students will know the different forms of bullying.
ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN
Learners can employ a range What is Bullying? Pencil Technique:
EFL 3.1.3. Exchange
of verbal and nonverbal Notebook
basic personal How affect people?
preferences to express communication features to Eraser Quiz
express likes and dislikes REF Types of bullying.: Verbal bullying, Picture
likes and dislikes.
I.EFL.3.3.1. (I.3, S.4 Pencil colors Instrument:
Racist bullying, Physical bullying, cyber
bullying. Questionnaire
Read the text about the bullying.
Comment the reading.

EFL 3.2.2. Be comfortable I.EFL.3.3.1. Learners can Talk negative effects about bullying. Pencil Technique:
taking meaning from employ a range of verbal Notebook
spoken texts containing and nonverbal Identify the Types of bullying. Eraser
words or sections which communication features to Read the text bullying. Picture Quiz
are not understood. Be express likes and dislikes Underline the correct answers. Pencil colors
aware that and can give Instrument:
Join the picture with words. Bullying
understanding spoken recommendations in basic
texts does not require yet effective terms. (I.3, affects many young people Read the
Questionnaire
decoding every single S.4) sentences and circle are true or false
word. the sentences.
Read again the text answer the
questions
Look at the pictures. Tick () the pieces
of advice to stop bullying in your school
and cross out the ones are not good.
Write four qualities that should a good
friend.

EFL 3.1.8. Interpret and Learners can demonstrate Pencil Technique:

demonstrate knowledge an ability to work in pairs Students will make an exposition about Notebook
of nonverbal and oral and small groups using the bullying and how affect to the Eraser Quiz
communication features level appropriate verbal Picture
children and teenagers.
in classroom activities and nonverbal Pencil colors Instrument:
and understand the communication features.
contexts in which they (J.2, J.3, J.4, I.3) (REF Questionnaire
are used appropriately. I.EFL. 3.4.1)
ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS:
ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN

ELABORADO POR: REVISADO POR: AUTORIZADO POR:

TEACHER JUNTA ACDÉMICA NIVEL ELEMENTAL DIRECTORA
LINDA CORREA RIOFRIO. Lcda. Ligia Guadalupe Salazar Ramos
Firma: Firma: Firma:

Fecha: 13/06/2022 Fecha: 13/06/2022 Fecha: 13/06/2022

 ESCUELA DE EDUCACIÓN BÁSICA
“CRNL. FÉLIX HUMBERTO PINEDA CORREA”
Arenillas – El Oro – Ecuador
DISTRITO EDUCATIVO 07D05 AÑO LECTIVO 2022 - 2023

PLANIFICACIÓN MICROCURRICULAR POR PARCIAL

DATOS INFORMATIVOS:
Nombre del LINDA CORREA RIOFRIO. Grado: 6th Fecha: 18th of July until 16th
docente: of September 2022.
Asignatura: ENGLISH Unidad: 2
Aprendizaje disciplinar
Objetivos de 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
Aprendizaje: 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.
O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access information.

O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken
and written English.
O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions or solve problems.

O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or familiar topics and use
them as a means of communication and written expression of thought.
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.
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 to interact socially and work cooperatively in pairs and groups.

ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN

TOPIC: VERB TO BE Pencil Technique:

EFL 3.1.5. Describe, I.EFL.3.3.1. Learners can Notebook
read about, participate in EXPERIENCE
employ a range of verbal  Listen and repeat the sentences Eraser Homework
or recommend a favorite and nonverbal Picture
activity, book, song or communication features to  Identify the personal pronouns
Glue Instrument:
other interest to various express likes and dislikes in the sentences Student book
audiences. (Example: and can give  Recognize the nouns with the Pencil colors
peers, other classes, Worksheet
recommendations in basic correct form of verb to be. Sheet paper
teachers, other adults, yet effective terms. (I.3, Song
S.4) REFLECTION: Flashcards
etc.) etc.)
Page 10
 Match the personal pronoun
with the correct form of verb to
EFL 3.2.3. Record key Learners can use other be
items of specific classmate’s contributions  Answer the following
information from a heard in class as models for their When you use the verb to be?
message or description, own. (I.2, I.3) Which are the forms of verb to
either in written form or
by drawing a picture. be?
(Example: letters of the Which are the singular form of
alphabet, numbers, verb to be?
quantities, prices and Which are the plural forms of
times, days, dates and verb to be?
months, etc.) CONCEPTUALIZATION.
 Read and fill in the blanks with
the correct form of verb to be.
Application
 Identify the noun and complete
with the correct form of verb to
 be (am /is / are)

TOPIC DEMOSTRATIVES
THERE IS Pencil Technique:
THERE ARE
EXPERIENCE: Eraser
EFL 3.2.7. Identify the Learners can use other Homework
- Look the picture and talk about Glue
main idea of short, clear, classmate’s contributions
it. Stundent English
simple messages and in class as models for their
- Listen and repeat after your book page 11
announcements and own. (I.2, I.3) Instrument:
teacher Colors
understand sentences
- Work in pairs the dialogue in Flash cards
and frequently used Worksheet
pag 11. Paper sheet
expressions related to
Reflection. Page 12,13,14
areas of immediate
relevance. (Example:  What is the meaning of THERE
follow verbal instructions IS?
for a game, ask for  What is the meaning of THERE
prices at a store, follow ARE?
simple classroom  When you use there ir or
instructions, describe there are?
places nearby, etc.)
Conceptualization.
 Look at the picture about the
little town.
 Identify what are in the picture?
 Write short sentences
identifying what are there in the
town.

Application

 Answer the question according

to the picture. Pag 12
 Answer the question according
to the picture. page 13

 Complete the sentences with

there is /there are .
TOPIC: PREPOSITIONS OF PLACE
EFL 3.2.3. Record key Experience Pencil Technique:
items of specific I.EFL.3.7.1. Learners can  Look, listen and repeat after Notebook
information from record and identify key your teacher the prepositions Eraser Homework
a heard message or information. (I.2, I.3)  Look at the picture and say the Picture
description, either in preposition o place. Glue Instrument:
written form Reflection. Flash cards
or by drawing a picture. Pencil colors Worksheet
(Example: letters of the Answer the following questions. Speaker
alphabet, what are the prepositions of Paper sheet
numbers, quantities, place Book
prices and times, days,  When you use the prepositions
dates of place?
and months, etc.) Conceptualization.
 Look at the picture and write a
I.EFL.3.6.1. Learners can sentence with each preposition.
grasp the main idea of
EFL 3.2.2. Be spoken texts set in familiar Application:
comfortable taking everyday contexts and  Complete with the correct
meaning from spoken infer changes in the topic preposition in English
texts containing words or of discussion as well as  Read the sentence and circle
sections which are not who is speaking and what the correct preposition.
understood. Be aware the situation is, without  Identify the affirmative form with
that understanding having to decode every there is or there are
spoken texts does not word. (I.3, I.4)
require decoding every  Recognize the sentences with
single word. there is/there are in negative
form.

.
*TOPIC: QUESTIONS AND
Learners can record and I.EFL.3.11.1. Learners can ANSWERS Pencil Technique:
identify key information understand most details in THERE IS Student book
from a spoken message a short simple online or THERE ARE Eraser Homework
of immediate need or print text and can follow INTERROGATIVE FORM Picture
interest when the short instructions in simple Experience Glue
message contains experiments and projects  Listen, point and repeat the Pedagogical module Instrument:
frequently used if step-by-step visuals are sentences in affirmative forms, Markers
expressions and visual provided. (I.3, I.4) there is /there are. Flashcards Worksheet
support. Ref. I.EFL.3.7.1.  Board
Song
Speaker
Reflection
 Work in pair, find the plural form
 of the words given by your
teacher.

Conceptualization.
 Write the correct form of the
following words.

Application
 Write the correct forms of the
plural in page n°9.

I.EFL.3.12.1. Learners can

VERB TO BE
EFL 3.3.2. Show match, label and answer
understanding of some simple questions about Experience
basic details in short basic details in a short
simple cross-curricular  Look point and remember the
simple cross-curricular
texts by matching, text. Learners can personal pronouns.
labeling and answering organize and discuss
information from different  Identify the forms and
simple questions. sources of academic grammatical use of verb to be
content. (I.2, S.1)
/am/is/are.
Reflection
 Listen and repeat the
sentences
 Analyze the nouns with the
correct form of verb to be.
Conceptualization
 Match the correct form of verb
to be with the noun o personal
pronouns.
Application
 complete the task in page n°10,
complete the sentences with the
 correct form of verb to be.

APRENDIZAJE INTERDISCIPLINAR
Nombre del proyecto: Juntos viviendo en armonía en la “Comunidad educativa “-Bullying
Objetivo de Aprendizaje: Students will know the different forms of bullying.
ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN
I.EFL.3.3.1. Learners can Learners can employ a What is Bullying? Pencil Technique:
employ a range of verbal range of verbal and Notebook
How affect people?
and nonverbal nonverbal communication Eraser Quiz
communication features features to express likes Types of bullying.: Verbal bullying, Picture
to express likes and and dislikes REF Pencil colors Instrument:
Racist bullying, Physical bullying, cyber
dislikes and can give I.EFL.3.3.1. (I.3, S.4)
recommendations in bullying. Questionnaire
basic yet effecti ve
Read the text about the bullying.
terms. (I.3, S.4)
Comment the reading.

Infer who is speaking I.EFL.3.3.1. Learners can Talk negative effects about bullying. Pencil Technique:
and what the situation is employ a range of verbal Identify the Types of bullying. Notebook
when listening to short and nonverbal Read the text bullying. Eraser Quiz
simple dialogues. communication features to Picture
Underline the correct answers.
(Example: who is express likes and dislikes Pencil colors Instrument:
buying some fruit?) Ref. and can give Read again the text answer the
EFL 3.2.1. recommendations in basic questions.
Questionnaire
yet effective terms. (I.3, Underline the correct answer
S.4) Join the pictures with types of bullying.

EFL 3.1.8. Interpret and Pencil Technique:

Learners can
demonstrate knowledge Students will make an exposition about Notebook
demonstrate an ability to
of nonverbal and oral the bullying and how affect to the Eraser Quiz
work in pairs and small
communication activities groups using level Picture
children and teenagers.
and understand the appropriate verbal and Pencil colors Instrument:
contexts. nonverbal
communication Questionnaire
features. (REF I.EFL.
 3.4.1)

ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS:

ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN

ELABORADO POR: REVISADO POR: AUTORIZADO POR:

TEACHER JUNTA ACDÉMICA NIVEL ELEMENTAL DIRECTORA
LINDA CORREA RIOFRIO. Lcda. Ligia Guadalupe Salazar Ramos
Firma: Firma: Firma:

Fecha: 13/06/2022 Fecha: 13/06/2022 Fecha: 13/06/2022

 ESCUELA DE EDUCACIÓN BÁSICA
“CRNL. FÉLIX HUMBERTO PINEDA CORREA”
Arenillas – El Oro – Ecuador
DISTRITO EDUCATIVO 07D05 AÑO LECTIVO 2022 - 2023

PLANIFICACIÓN MICROCURRICULAR POR PARCIAL

DATOS INFORMATIVOS:
Nombre del LINDA CORREA RIOFRIO. Grado: 7th Fecha: 20th of June until 15th
docente: of July 2022.
Asignatura: ENGLISH Unidad: 1
Aprendizaje disciplinar
Objetivos de O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and subskills that contribute to
Aprendizaje:
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 3.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken
and written English.
ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN
TOPIC: ACTION VERBS
Learners can understand EXPERIENCE: Technique:
EFL.2.2.4. Identify items
short and simple spoken  Listen and repeat the movement Pencil
of specific information
texts well enough to be of the song with your teacher . Notebook Homework
within simple messages Eraser
able to pick out key items https://www.youtube.com/
or from short and simple Picture
descriptions about of information. Ref. watch?v=hft6uJQIF4g Glue Instrument:
familiar contexts, I.EFL.2.7.1. (I.3) CC  Point, repeat each action verb in Book
especially if visual English. Pencil colors Questionnaire
support is provided. Flash cards
 Recognize the action verb in
(Example: letters of the Speaker
each picture.
alphabet, numbers, Pictures
REFLECTION Pag n°7
prices and times, days,
dates and months, etc.)
 Recognize the action verbs with
CC infinitive form vs with the action
verb with ing.
 Answer the following questions:
What is the meaning of to work?
What is the meaning of to cut?
Conceptualization:

 Repeat the action verbs

 Complete the sentences with
the present progressive.

Application
 Listen the song and identify the
action verb than can you hear.
https://www.youtube.com/
watch?v=d8SbAkn3uvs

 Make a list of the action verbs

than can you listen in the song.
https://www.youtube.com/
watch?v=_Ir0Mc6Qilo
 Write the correct form of the
verbs,then read the sentences
page 10
 Make sentences these cue
words.
EFL 3.2.7. Identify the Learners can record and Topic: WHAT TIME IS IT? Pencil Technique:
main idea of short, clear, identify key information Notebook
simple messages and from a spoken message of EXPERIENCE Eraser Homework
announcements and immediate need or
 Look at the picture in page 8 Picture
understand sentences interest. (I.2, I.3) (REF Glue Instrument:
and identify what is she asking
and frequently used I.EFL.3.7.1.) Book
 Look at the print and identify the
expressions related to Pencil colors Questionnaire
areas of immediate ways to tell the time in English pag 8
relevance. (Example: REFLECTION Flash cards
follow verbal instructions
 Listen the questions from your Paper sheet
for a game, ask for
teacher and answer.
prices at a store, follow
- What time is it?
simple classroom
- How are the ways can you say
instructions, describe
the time in English?
places nearby, etc.)
CONCEPTUALIZATION
 Read the sentences about the
time and draw the time in the
watches.
APPLICATION
Look at the pictures about the time and
write the time.

TOPIC: POSSESIVES Pencil Technique:

EFL 3.3.8. Make and Learners can make and Notebook
support inferences from support inferences using EXPERIENCE: Eraser Homework
evidence in a text with evidence from texts and  Listen, point and repeat the Picture
reference to features of features of written English. possessive adjectives in Glue Instrument:
written English. (I.2,J.3)(REF Pencil colors
English.
(Example: vocabulary, Speaker Questionnaire
I.EFL.3.15.1.)  Identify the use of possessive
facts, format, sequence, adjective.
relevance of ideas, etc.) Flashcards
 Look at the pictures in page 9
and recognize the form of Paper sheet
possessive.
REFLECTION:
  Answer the following questions:
What is the possessive
adjectives?
What is the meaning OF?
How is the form of possessive
nouns with apostrophe (´)?
CONCEPTUALIZATION
 Complete with correct possesive
adjective.

APPLICATION:

 Write sentences with the word

possessive OF.

 Write sentences with

possessive nouns with
apostrophe (‘)

TOPIC: OUR SOLAR SYSTEM

I.EFL.3.5.1. Learners can Learners can match, label, Pencil Technique:
employ various print and and answer simple SIMPLE PRESENT TENSE Notebook
digital sources to questions about basic Eraser Quiz
EXPERIENCE:
communicate with others details in a short simple Picture
in oral and written form in cross-curricular text. (I.2,  look at the picture in page 11 Glue Instrument:
social situations. (J.3, S.1, S.1) (REF I.EFL.3.12.1) and describe the picture about Pencil colors
the solar system. Song Questionnaire
S.4) Student book
REFLECTION:
Flashcards
 read the short dialogue in page
11. Markers
 Look at the picture and talk
about it Speaker
 Match the picture with the
corresponding word.
CONCEPTUALIZATION:

 Repeat the words from the

 picture.
 Solve the following crossword
puzzle about the planets of the
solar system.
APLICATION:

 Read the short text.

 Read the sentences and
complete with the correct form
of verb to be.
 Identify the negative form of
verb to be in present tense and
write sentences in negative
form. Page 14.
 Color and show the earth
movements. Page 16.

EFL 3.2.7. Identify the Demonstrate an TOPIC: PRESENT SIMPLE WITH Technique:
main idea of short, clear, ability to use a variety of OTHER VERBS. Pencil
simple messages and sources EXPERIENCE: Notebook Quiz
announcements and for oral and written  Identify the structure of present Eraser
understand sentences communication simple in affirmative form. Picture Instrument:
and frequently used in order to interact  Read the sentences in present Glue
expressions related to with others in social simple with verb have Pencil colors Questionnaire
areas of immediate situations. REFLECTION: Song
relevance. (Example:  Complete the chart with the Student book
follow verbal instructions simple form of the verbs. Flashcards
for a game, ask for  Read the sentences and identify
prices at a store, follow the present simple of the verbs Markers
simple classroom in page 18.
instructions, describe Speaker
CONCEPTUAIZATION:
places nearby, etc.)  Identify the negative form of
present simple with other verbs.
 Read the sentences with
affirmative form in present
simple.
 Change the sentences in
negative form in page 20.
APPICATION:
 read the short paragraph in
 page 23 then circle T is the
statement true or F if it is false.
 Circle the correct form of the
verb in present simple.

TOPIC: YES/ NO QUESTIONS AND SHORT Pencil Technique:

ANSWERS. INTERROGATIVE FORM Notebook
EFL 3.3.8. Make and Learners can match, label PRESENT SIMPLE. Eraser Quiz
and answer simple EXPERIENCE: Picture
support inferences from
questions about basic  Read the chart in page 21. Glue Instrument:
evidence in a text with details in a short simple Pencil colors
reference to features of  Identify the structure of
cross-curricular text. (I.2, Song Questionnaire
written English. interrogative form of simple
S.1)( REF I.EFL.3.12.1) Student book
(Example: vocabulary, present.
Flashcards
facts, format, sequence, REFLECTION:
relevance of ideas, etc.)  Read the questions in page 3 and Markers
identify the auxiliaries to make
questions. Speaker
 read the sentences and change to
questions.
CONCEPTUALIZATION:
 read the affirmative sentences
then the questions and short
answers.
 Repeat the sentences with your
teacher.
APPLICATION:
Read and answer the following questions.
APRENDIZAJE INTERDISCIPLINAR
Nombre del proyecto: Juntos viviendo en armonía en la “Comunidad educativa “-Bullying
Objetivo de Aprendizaje: Students will know the different forms of bullying.
ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN
EFL 3.1.3. Exchange Learners can employ a range What is Bullying? Pencil Technique:
basic personal of verbal and nonverbal Notebook
preferences with peers to communication features to How affect people? Eraser Quiz
express likes and express likes and dislikes REF Types of bullying.: Verbal bullying, Picture
dislikes. I.EFL.3.3.1. (I.3, S.4 Pencil colors Instrument:
Racist bullying, Physical bullying, cyber
bullying. Questionnaire

Read the text about the bullying.

Comment the reading.
EFL 3.2.2. Be comfortable I.EFL.3.3.1. Learners can Talk negative effects about bullying. Pencil Technique:
taking meaning from employ a range of verbal Identify the Types of bullying. Notebook
spoken texts containing and nonverbal Read the text bullying. Eraser Quiz
words or sections which communication features to Picture
Underline the correct answers.
are not understood. Be express likes and dislikes Pencil colors Instrument:
aware that and can give Join the picture with words. Bullying
understanding spoken recommendations in basic affects many young people Read the
Questionnaire
texts does not require yet effective terms. (I.3, sentences and circle are true or false
decoding every single S.4) the sentences.
word. Write the names below of the pictures.
Read the sentences and choose are
true or false the sentences.
Unscramble the words.

EFL 3.1.8. Interpret and Learners can demonstrate Students will make an exposition about Pencil Technique:
demonstrate knowledge an ability to work in pairs the bullying and how affect to the Notebook
of nonverbal and oral and small groups using children and teenagers. Eraser Quiz
communication features level appropriate verbal Picture
in classroom activities and nonverbal Pencil colors Instrument:
and understand the communication features.
contexts in which they (J.2, J.3, J.4, I.3) (REF Questionnaire
are used appropriately. I.EFL. 3.4.1)
ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS:
ACTIVIDADES
DESTREZAS CON CRITERIO INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS RECURSOS Y EVALUATIVAS
DE DESEMPEÑO EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE MATERIALES TÉCNICA/
INSTRUMENTOS DE
EVALUACIÓN

ELABORADO POR: REVISADO POR: AUTORIZADO POR:

TEACHER JUNTA ACDÉMICA NIVEL ELEMENTAL DIRECTORA
LINDA CORREA RIOFRIO. Lcda. Ligia Guadalupe Salazar Ramos
Firma: Firma: Firma:

Fecha: 13/06/2022 Fecha: 13/06/2022 Fecha: 13/06/2022