MICROCURRICULAR PLANNING

Institution`s Name "La Salle" High school

November 22nd -
Teacher`s name Jessica Lòpez, Vilma Zurita. Date December 17th - 2021
Area: Foreign Language Level 2nd A-B-C School year 2021- 2022
Subject: Speaking, Listening, Reading, Writing Time 4 weeks
Didactic Unit Two

Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity. O.EFL 5.2
Objective of the Unit
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning. O.EFL 5.3

CE.EFL.5.7. Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in a variety of oral interactions for a range
of audiences and level-appropriate purposes.
CE.EFL.5.6. Listening for Information: Deal with practical, everyday communication demands in familiar social and academic contexts,
including following directions in class activities and identifying main ideas in other curricular subjects when given sufficient support.

Evaluation Criteria
What will you learn? ¿ How are they going to learn? What and how to evaluate?
Resources
SKILLS WITH PERFORMANCE LEARNING ACTIVITIES EVALUATION
 (Methodological Strategy) Unit Evaluation Evaluation techniques
CRITERIA
Indicators and instrument
Follow oral directions in BUT IS IT ART? Meet I.EFL.5.6.1. Learners can Technique: Individual
classroom activities and EXPERIENCE Virtual campus Moodle deal with practical, work
projects and provide directions everyday communication
Pre-requirements Power point
demands
to peers For Example: UNIT 2 presentation. Instrument: Worksheet
in familiar social and
PRONUNCIATION: intonation in Teacher will greet her students, she`ll take the roll and Worksheets academic contexts, Complete sentences
tag questions page 13. EFL 5.2.4 give instructions of how the class will be conducted. Teacher`s book. such as following directions Content 9p
Dictionary in class Be punctual 1p
Use appropriate vocabulary
Previous knowledge activities and identifying
from UNIT 2 ADJECTIVE main ideas in
SUFFIXES PAGE 12; PRHASAL Learners will answer some questions:
other curricular subjects
VERBS PAGE 14. expressions, when given
language, routines and sufficient support. (I.1, I.3,
interaction styles in formal and S.1)
informal social or academic REFLECTION
situations by asking permission,
I.EFL.5.7.1. Learners can
thanking someone, apologizing Students will read the text about some pieces of art communicate
to friends, giving advice, and clearly and effectively by
making a suggestion, etc. EFL using appropriate
5.2.12 learn some interesting information about this art. vocabulary and language in
a variety of oral interactions
for a range
of audiences and level-
appropriate purposes.
(I.2, I.3, J.2)
Look at the highlighted words in the text and answer a
question: What do they have in common?

Go to vocabulary practice page 138 and classify the

adjectives according to the ending.

Find six more adjectives in the text with the suffixes: al,
able, ful, ive, less and ous.

Listen to three conversations and identify which piece

of art is each conversation about?

Read the sentences and choose the correct option to

complete them. Then listen and check.

Read the grammar box about questions patterns.

Watch the video about WH subject and object
questions:

https://www.youtube.com/watch?v=WSz3B-uDPGY

Teacher will show some slides about wh subject and

object questions:

https://es.slideshare.net/nlopez74/subject-object-
questions-explanation

Watch the video about negative questions:

https://www.youtube.com/watch?v=43jTh1HiIcI

Teacher will show some slides about negative

questions:

https://es.slideshare.net/1297039995/negative-
questions-ingles
Watch the video about question tags:

https://www.youtube.com/watch?v=6CSdK651k9Y

Teacher will show some slides about question tags:

https://es.slideshare.net/antaresian/tag-questions-
7677826

Watch the video about indirect questions:

https://www.youtube.com/watch?v=2wxVdehE-m0

Teacher will show some slides about indirect questions:

https://es.slideshare.net/Irenya/indirect-questions-
2386184

Students will listen to intonation in question tags,

answer the question: Does the intonation go up or
down at the end of the questions?

Match the sentences from the last exercise with the

functions.

Read the conversations and complete with the

appropriate question form, use the verbs in brackets
then listen and check.
CONCEPTUALIZATION

APPLICATION

MODELING

Teacher will complete the tag questions:

SIMULATION

Leaners will complete the tag questions:

EXERCISE

Students will develop the worksheet:

 https://es.liveworksheets.com/worksheets/en/
English_as_a_Second_Language_(ESL)/Question_tags/
Tag_questions_jx2294210ej

Homework: workbook page 2.

CLOSING ACTIVITY

The teacher is going to summarize the class and ask

about any question that students may have about the
topic

DEAR JULIET…. Meet I.EFL.5.11.1. Learners can TECHNIQUE:

EXPERIENCE Power point Identify and apply Individual work
Identify and use reading a range of reading strategies
Pre-requirements presentation. in order INSTRUMENT:
strategies to make informative teacher`s book. to make texts meaningful and Workbook
and narrative texts Teacher will greet her students, she`ll take the roll and Dictionary to select
information within a text that Complete sentences
comprehensible and give instructions of how the class will be conducted.
might be Content 8p
meaningful. (Example:
of practical use for one’s own Be punctual 1p
skimming, scanning, Previous knowledge academic Presentation 1p
previewing, reading for main Students will answer a question. needs. (I.1, I.2, I.4, S.3)
ideas and details and grammar What do you know about the story of Romeo and
in readings UNIT 2 “but is it Juliet?
art?” page 12, “lovesick” page
15; “the secret of success” page REFLECTION
16. EFL 5.3.2
Students will read the first paragraph of the article on
page 15 then tick the information you think the rest of
the text will contain
Read the box about skimming and scanning

Scan the article Write to Juliet… to answer the

questions:

Read the underline sentences in the article. What does

the word what mean in each sentence?

Read the text builder box and identify in the article the
underlined sentences the clause with what.

Watch the video about skimming and scanning:

https://www.youtube.com/watch?v=ounmqBsdgl0

Watch the video about clauses with what:

https://www.youtube.com/watch?v=9cThbb-vvYc

CONCEPTUALIZATION
APPLICATION

MODELING

Teacher will answer the question:

What does the word what refer to in the first

sentence?

SIMULATION

Leaners will read the second sentence and answer the

same question.

Follow main ideas in topics
covered in other curricular
subjects with the help of visual
support, using concepts and
vocabulary that have been
studied in advance.
PRONUNCIATION UNIT 2
sentence stress page 17 EFL
5.2.3
EXERCISE
Students will do the activities from the workbook page
9.
CLOSING ACTIVITY
The teacher is going to summarize the class and ask I.EFL.5.6.1. Learners can
about any question that students may have about the deal with practical,
everyday communication
topic. demands in familiar social
and academic contexts,
such as following directions
in class activities and
LINKERS identifying main ideas in
EXPERIENCE other curricular subjects
Pre-requirements when given
sufficient support. (I.1, I.3,
S.1) TECHNIQUE:
Teacher will greet her students, she`ll take the roll and Individual work
give instructions of how the class will be conducted. INSTRUMENT:
Worksheet
Previous knowledge Complete sentences
Students will read the questions and explain the Content 9p
meaning of the phrasal verbs: Be punctual 1p
REFLECTION

Students will review the vocabulary practice on page

139 about phrasal verbs.

Students will read the text about Taylor Swift and Ed

Sheeran, then complete the phrasal verbs 1-5.

Read and match the two parts to make sentences from

the text.

Look at the sentences in the last exercise and answer

the questions:
Read the grammar box about using linkers:

Go to grammar practice using linkers page 115.

Watch the video about using linkers:

https://www.youtube.com/watch?v=x824KmvH7LY

Teacher will show the slide about using linkers.

https://es.slideshare.net/sethcody/linkers-and-
connector

Listen to the sentences and circle the stressed words in

the underlined phrases.

CONCEPTUALIZATION
APPLICATION

MODELING

Teacher will rewrite the first sentence so they have the

same meaning using the linkers in brackets.

SIMULATION

Leaners will rewrite the second sentence so they have

the same meaning using the linkers in brackets.

EXERCISE

Students will develop a worksheet related to linkers:

https://es.liveworksheets.com/worksheets/en/
English_as_a_Second_Language_(ESL)/Linking_words/
Linkers_of_Contrast_oj965540mb
 Homework: Develop page 10 from Workbook

CLOSING ACTIVITY

The teacher is going to summarize the class and ask

about any question that students may have about the
topic.

Curricular Adaptations:
EVALUATION
SPECIFICATION OF EVALUATION
SKILLS WITH PERFORMANCE CRITERIA LEARNING ACTIVITIES RESOURCES UNIT EVALUATION
EDUCATIONAL NEEDS TECHNIQUES AND
INDICATORS
INSTRUMENT

TEACHER´S NAME Jessica López COORDINATOR´S NAME Msc. Vilma Zurita VICEPRINCIPAL Msc. Ana Vásconez
Date: November 17th ,2021. Date: November 20th,2021. Date:
Signature Signature Signature