UNIDAD EDUCATIVA FISCOMISIONAL AÑO LECTIVO

2022 - 2023
SAN DANIEL COMBONI

MICROCURRICULAR PLAN PER PARTIAL

1. INFORMATIVE DATA:
TEACHERS: Lcda. Vanessa Valverde , Mgt. Daniel Cordova, Mgt. Veronica Panchi
GRADE/COUESE: 1st SCIENCE, CANNERY,
SUBJECT: English as a foreign English ÁREA: English
BUILDING, S`PORT
N. P. MICRO CURRICULAR: 1 START DATE: June 20th/2022 FINAL DATE: July 29th /2022
TRANSVERSALS AXES: Responsibility and punctuality
INTEGRAL OBJECTIVE FOR LIFE: Show an cooperative and collaborative attitude in the acquired commitments about yourself, family and environment to
complement your training.
2. DISCIPLINARY LEARNING
LEARNING OBJECTIVE:
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.2 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.
SKILLS AND
PERFORMANCE CRITERIA
TO BE DEVELOPED EVALUATION CRITERIA METHODOLOGICAL STRATEGIES ACTIVITIES

COMMUNICATION AND COMMUNICATION AND CULTURAL  Participating in short role Express their daily routine food
CULTURAL AWARENESS: AWARENESS: plays using a range of verbal and drink, free time activities,
EFL.5.1.7 Interpret and CE.EFL.5.3 Interpret cultural and language and nonverbal transportation.
demonstrate knowledge of patterns in English, including nonverbal communication.
nonverbal and oral communication, and apply them in appropriate  Talking in pairs about a video Identify statement and responses.
communication features by contexts. learners have watched using
applying them in appropriate only English.
contexts. ORAL COMMUNICATION:  Comparing nonverbal and
CE.EFL. 5.6 Deal with practical, everyday body language between L1
communication demands in familiar social and and L2 cultures.
ORAL COMMUNICATION: academic contexts, including following  Writing a short conversation
EFL.5.2.3 Follow main ideas in directions in class activities and identifying
and including an appropriate
topics covered in other main ideas in other curricular subjects when
idiom.
curricular subjects with the given sufficient support.
 Listening to a short dialogue
help of visual support, using and then writing and acting
concepts and vocabulary that READING: out a similar dialogue, using
have been studied in CE.ELF. 5.10 Find specific information and some of the same phrases and
advance. identify the main points in simple, expressions.
straightforward texts on subjects of personal  Asking and answering Making a map mind
READING: interest or familiar academic topics while questions about unique or
interesting things one has
EFL. 5.3.8 Identify and making informed decisions about one’s own
reaction to the text. experienced.
understand the main points
 Listening to a set of
in straightforward texts on
WRITING: instructions and putting them
subjects of personal interest
CE.ELF.5.13 Produce emails, blogs and other together.
or familiar academic topics. written texts using an effective voice and a  Watching a video and then
variety of appropriate writing styles and talking to a partner about it.
conventions.  Reading a text and Create an e-mail using the present
WRITING: completing an outline. progressive.
EFL.5.4.6 Produce emails and  Agreeing or disagreeing with
blogs describing personal a strong opinion stated in a
experiences and feelings. text and giving reasons for
one’s own response.
 Reading a text and answering
information questions.
 Choosing from a list of words
to complete gaps from a
reading.
 Doing extended or free
writing on a class blog.
 Writing a blog post about
your future plans.
 Making posters in small
groups of new phrases or
expressions.
 Creating an online invitation
to a class event.
 Summarizing the main idea
of a song.
 Reciting a poem, using
intonation and gestures.
 Brainstorming features and
conventions of a genre and
then reading an example in
 order to locate each one.
 Participating in a
performance, such as a lip-
synching contest or play.
3. DISCIPLINARY LEARNING
INTERDISCIPLINARY PROJECT NAME, LEARNING EXPERIENCE:
LEARNING OBJECTIVE: Determine the correct use of the wáter and its conservation.
SKILLS AND
PERFORMANCE
CRITERIA TO BE EVALUATION CRITERIA METHODOLOGICAL STRATEGIES ACTIVITIES
DEVELOPED

EFL 5.1.7. Interpret and  Learners can interpret and Read a passage about From

demonstrate knowledge demonstrate knowldedge of Dump to Nest.
of nonverbal and oral nonverbal communication Encourage to conserve the water, plants,  Answer the following
trees, pollute the environment, recycle, questions about the passage
communication features and oral communication by
reduce carbon emission, save electricity, a) How did Versova Beach recover its
by applying them in applying them in
send garbage to the landfills, use clean beauty?
appropriate contexts. appropriated energy, use fossil fuels. b) What did Afroz Shah collect during
(Example:use of stress, contexts.I.EFL.5.3.1. (I3, I4, the time of the campaign?
c) What do Marine turtles do at the
intonation, pace, etc. S1, S2 beach now?

4.- STUDENTS NEE

SKILLS AND PERFORMANCE CRITERIA
TO BE DEVELOPED EVALUATION CRITERIA METHODOLOGICAL STRATEGIES ACTIVITIES

ORAL COMMUNICATION:
EFL.5.2.3 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
ORAL COMMUNICATION:
 Talking in pairs about a video
CE.EFL. 5.6 Deal with
learners have watched using
practical, everyday
only English. Express their daily routine food
communication demands in
 Comparing nonverbal and and drink, free time activities,
familiar social and academic
body language between L1 and transportation.
contexts, including following
L2 cultures.
directions in class activities
 Writing a short conversation Identify statement and responses.
and identifying main ideas in
other curricular subjects when and including an appropriate
given sufficient support. idiom.

5.- TEACHER SUPPORT HOURS FOR THE DEVELOPMENT OF COMPLEMENTARY ACTIVITIES TO REINFORCE AND STRENGTHEN LEARNING
Help to the students to learn new vocabulary. Confidence is important in Tell students to imagine that they have invited an English –speaking friend to
Explain the new words or phrases using learning and using another spend a week kin their country.
 language. Build students
confidence in a number ways.
Avoid ask yes /no questions.
examples imagery and opposites. Try to tap Ask questions that require a In group of three, students discuss and make plans for themselves and their
into students prior knowledge. longer response from our friends for each day of the week.
students.
Correct to the students using
motivate phrases.
PREPARED BY: REVIEWED BY: APPROVED BY:
Teacher: VICE- PRINCIPALS
Lcda. Vanessa Valverde
Mgt, Daniel Cordova Lcda. Ebelin Castillo Mgt. Marjorie Escobar
Mgt. Veronica Panchi AREA COORDINATOR Mgt. Chanena Vera
SIGNATURE: SIGNATURE: SIGNATURES:

DATE: DATE: DATE: