PLANIFICACIÓN MICROCURRICULAR SEMANAL
ESCUELA DE EDUCACIÓN BÁSICA
NOMBRE DEL DOCENTE:
MSc. Martha Jordán Tigrero
GRADO: 10MO
APRENDIZAJE DISCIPLINAR:
OBJETIVOS DE APRENDIZAJE: O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.2 Apreciar y valorar el inglés como idioma internacional y medio para interactuar globalmente.
DESTREZAS CON CRITERIOS DE
DESEMPEÑO
COMMUNICATION AND CULTURAL COMMUNICATION AND CULTURAL
AWARENESS
EFL 4.1.6
Seek and provide information and information and assistance using
assistance, orally or in writing and in online level-appropriate language and
or face-to-face interactions, for personal,
social and academic purposes.
EFL 4.1.8
Use suitable vocabulary, expressions, and
language and interaction styles for formal
and informal social or academic situations
in order to communicate specific intentions
in online and face-to face interactions.
(Example: thanking, making promises,
apologizing, asking permission, chatting
with friends, answering in class, greeting an
authority figure, etc.)
ORAL COMMUNICATION
EFL 4.2.11
Give short, basic descriptions of everyday
activities and events within familiar
contexts and use simple descriptive
language to compare and make brief
statements about objects and possessions.
(Example: family, school, living conditions,
personal belongings, etc.)
EFL 4.2.12 Describe habits, routines, past
activities and experiences within the
personal and educational domains.
READING
“NUEVOS HORIZONTES”
FECHA: 21 al 25 de noviembre del 2022
INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA LA ACTIVIDADES
EVALUACIÓN ENSEÑANZA Y APRENDIZAJE EVALUATIVAS
Theme: Imperative mode TÉCNICA: Prueba
I.EFL.4.4.1. Learners can demonstrate Modals: obligation, advice , emphatic opinions
an ability to give and ask for INSTRUMENTO:
Vocabulary
TRABAJO
Words related to hobbies
interaction styles in online or face-to- COMMUNICATION AND CULTURAL
COLABORATIVO
face social and classroom
interactions. (J.2, J.3, J.4, I.3)  Comparing answers in pairs or small groups.
ORAL COMMUNICATION TALLERES
ORAL COMMUNICATION
I.EFL.4.9.1. Learners can use simple  Asking learners simple questions about themselves, their
language to describe, compare and family or their possessions and noting that their
state facts about familiar everyday response time is relatively quick (i.e., not so slow that
topics such as possessions, classroom
objects and routines in short,
the interaction becomes uncomfortable for the student
or the teacher, and the response is appropriate although
structured situations, interacting with
relative ease. (I.3, I.4, S.4) there may be some basic errors)
READING
READING
 Completing an outline for a cross-curricular text.
I.EFL.4.13.1. Learners can apply
learning strategies such as using prior  Studying an infographic on a familiar subject and
knowledge and graphic organizers to answering questions about the information. (Example:
interpret new information in a text. learners study an infographic about teenagers and sleep
Learners can assess this information and then answer questions such as, How many hours a
according to the organization, subject
night do most teenagers get?, What percentage of teens
area and purpose of the text, through
the use of different criteria, including fall asleep in class?, etc.)
ICT tools. (I.2, I.4, J.4)
COMUNICACIÓN Y CULTURA COMUNICACIÓN Y CULTURA
I.EFL.4.4.1. Los alumnos pueden • Comparar respuestas en parejas o pequeños grupos.
demostrar la capacidad de dar y pedir COMUNICACIÓN ORAL
información y asistencia utilizando un • Hacer preguntas sencillas a los alumnos sobre ellos mismos, su familia