PLANIFICACIÓN MICROCURRICULAR SEMANAL

ESCUELA DE EDUCACIÓN BÁSICA

“NUEVOS HORIZONTES”
NOMBRE DEL DOCENTE:
MSc. Martha Jordán Tigrero
GRADO: 8vo FECHA: 21 al 25 de noviembre del 2022
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 INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA LA ACTIVIDADES
DESEMPEÑO EVALUACIÓN ENSEÑANZA Y APRENDIZAJE EVALUATIVAS
COMMUNICATION AND CULTURAL COMMUNICATION AND CULTURAL Theme: What are you doing? TÉCNICA: Prueba
AWARENESS I.EFL.4.4.1. Learners can demonstrate Skate
EFL 4.1.6 an ability to give and ask for INSTRUMENTO:
Walk the dog
Seek and provide information and information and assistance using TRABAJO
assistance, orally or in writing and in online level-appropriate language and
Talk om the phone
interaction styles in online or face-to- Ridea bike
or face-to-face interactions, for personal, COLABORATIVO
face social and classroom
social and academic purposes. Go to
interactions. (J.2, J.3, J.4, I.3)
EFL 4.1.8 Listen to music TALLERES
Use suitable vocabulary, expressions, and ORAL COMMUNICATION eat
language and interaction styles for formal I.EFL.4.9.1. Learners can use simple Rum
and informal social or academic situations language to describe, compare and
COMMUNICATION AND CULTURAL
in order to communicate specific intentions state facts about familiar everyday
topics such as possessions, classroom  Comparing answers in pairs or small groups.
in online and face-to face interactions.
(Example: thanking, making promises,
objects and routines in short, ORAL COMMUNICATION
structured situations, interacting with
apologizing, asking permission, chatting relative ease. (I.3, I.4, S.4)  Asking learners simple questions about themselves, their
with friends, answering in class, greeting an
authority figure, etc.)
family or their possessions and noting that their
READING
ORAL COMMUNICATION I.EFL.4.13.1. Learners can apply response time is relatively quick (i.e., not so slow that
EFL 4.2.11 learning strategies such as using prior the interaction becomes uncomfortable for the student
Give short, basic descriptions of everyday knowledge and graphic organizers to or the teacher, and the response is appropriate although
interpret new information in a text. there may be some basic errors)
activities and events within familiar
Learners can assess this information READING
contexts and use simple descriptive according to the organization, subject
language to compare and make brief area and purpose of the text, through  Completing an outline for a cross-curricular text.
statements about objects and possessions. the use of different criteria, including  Studying an infographic on a familiar subject and
(Example: family, school, living conditions, ICT tools. (I.2, I.4, J.4) answering questions about the information. (Example:
personal belongings, etc.) learners study an infographic about teenagers and sleep
EFL 4.2.12 Describe habits, routines, past COMUNICACIÓN Y CULTURA
I.EFL.4.4.1. Los alumnos pueden and then answer questions such as, How many hours a
activities and experiences within the night do most teenagers get?, What percentage of teens
demostrar la capacidad de dar y pedir
personal and educational domains. información y asistencia utilizando un fall asleep in class?, etc.)
READING