RAFAEL BUCHELI HIGH SCHOOL SCHOOL YEAR

2022 -2023

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: ANDREA LLUMIQUINGA Area: English as a Foreign Grade/Course: 1ST BGU Class: A, B
Language
Unit number: 7 TEXTBOOK: STOPWATCH 4 Unit Specific Objectives: O.EFL. 5.2 Draw on this established
Unit Title: How adventurous are you? propensity for curiosity and tolerance
towards different cultures to
comprehend the role of diversity in
building an intercultural and
multinational society.
TRANSVERSAL AXES: TRANSVERSAL AXES STARTING WEEK: FINISH WEEK:
Solidarity, justice, innovation 29-05-2023 02-06-2023
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.5.1.9 Communicate information and ideas effectively to diverse audiences using CE.EFL.5.4 Communicate effectively using a variety of media and formats, including
a variety of media and formats ICT, by saying things in alternative ways and applying self-correcting and self-
monitoring strategies when needed.
ORAL COMMUNICATION:
EFL.5.2.3 Follow main ideas in topics covered in other curricular subjects with the ORAL COMMUNICATION:
help of visual support, using concepts and vocabulary that have been studied in CE.EFL. 5.6 Deal with practical, everyday communication demands in familiar social
advance. and academic contexts, including following directions in class activities and
identifying main ideas in other curricular subjects when given sufficient support.

READING: READING:
EFL.5.3.1 Find specific predictable information in short, simple texts in a range of age CE.ELF. 5.10 Find specific information and identify the main points in simple,
and level appropriate topics. straightforward texts on subjects of personal interest or familiar academic topics
while making informed decisions about one’s own reaction to the text.

WRITING: WRITING:
EFL.5.4.6 Produce emails and blogs describing personal experiences and feelings. CE.ELF.5.13 Produce emails, blogs and other written texts using an effective voice and
a variety of appropriate writing styles and conventions.

LANGUAGE THROUGH THE ARTS: LANGUAGE THROUGH THE ARTS:

EFL.5.5.4 Read aloud with confidence, accuracy, fluency, and expressions to
demonstrate understanding and to convey an interpretation of meaning.
METHODOLOGICAL
STRATEGIES
Participating in short role plays
using a range of verbal and
nonverbal communication.
Talking in pairs about a video
learners have watched using only
English.
Comparing nonverbal and body
language between L1 and L2
cultures.
Writing a short conversation and
including an appropriate idiom.
Listening to a short dialogue and
then writing and acting out a
similar dialogue, using some of the
same phrases and expressions.
Asking and answering questions
about unique or interesting things
one has experienced.
Listening to a set of instructions
and putting them together.
Watching a video and then talking
to a partner about it.
Reading a text and completing an
outline.
Agreeing or disagreeing with a
strong opinion stated in a 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
CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by
identifying distinguishing features, interpreting implicit and explicit messages and
responding in a variety of ways.
EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
TECHNIQUES / INSTRUMENTS
Student’s Book COMMUNICATION AND CULTURAL AWARENESS: WARM UP
CD player - I have a worm, take out the worm..
Class CD I.EFL.5.3.1 Learners can interpret cultural and
Digital Book language patterns in English, including nonverbal Listening, reading , culture activities
Teacher Toolkit communication, and apply them in appropriate - Read the stories and relate with vocabulary
contexts. and grammar of unit
- Develop listening through conversations
ORAL COMMUNICATION: between students and teacher
I.EFL. 5.6.1 Learners can deal with practical, - Fill the information about culture topics
everyday communication demands in familiar ACTIVITIES
social and academic contexts, including following - Activities 102,103,104,105
directions in class activities and identifying main CLASSWORK
ideas in other curricular subjects when given - Working in group to fill the information and
sufficient support. discus it
- Notebook, solve activities, student book
READING: 154
I.EFL. 5.10.1 Learners can find specific PRESENTATION
information and identify the main points in Make a presentation of their last vacation and
simple, straightforward texts on subjects of possibilities in the future or present.
personal interest or familiar academic topics
while making informed decisions about one’s
own reaction to the text
WRITING:
I.EFL.5.13.1 Learners can produce emails, blogs
and other written texts using an effective voice
and a variety of appropriate writing styles and
conventions.
LANGUAGE THROUGH THE ARTS:
I.EFL.5.17.1 Learners can demonstrate and
convey different levels of meaning in literary
texts by identifying distinguishing features,
a class blog. interpreting implicit and explicit messages and
Writing a blog post about your responding in a variety of ways.
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. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Specification of Educational Needs Specification of the adapted material to be applied

GRADO 2  Texto stopwatch

Discapacidad física  Organizador de ideas a través de mapas mentales y palabras claves
del 80%.  Trabajar en grupo
 Dinámicas sociales que puedan reforzar el contenido de la unidad
CLIL COMPONENTS: CE I.EFL.5.17.1 Learners can demonstrate and convey different levels of Project: Participating in a performance,
meaning in literary texts by identifying distinguishing features, interpreting such as a lip-synching contest or play.
implicit and explicit messages and responding in a variety of ways..EFL.5.16
respond to and interpret literary texts, including original stories written by
peers, referring to details and literary elements of the text.

ADAPTACIÓN CURRICULAR: TEMPORAL INICIALES ESTUDIANTE: R.M.N.J

Specification of Educational Needs Specification of the adapted material to be applied

GRADO 2  Texto stopwatch

Vulnerabilidad  Organizador de ideas a través de mapas mentales y palabras claves
 Trabajar en grupo
 Dinámicas sociales que puedan reforzar el contenido de la unidad
 Acompañamiento durante actividades en la clase

CLIL COMPONENTS: I.EFL.5.17.1 Learners can demonstrate and convey different levels of meaning Project: Participating in a performance,
in literary texts by identifying distinguishing features, interpreting implicit and such as a lip-synching contest or play.
explicit messages and responding in a variety of ways.

PREPARED BY: ANDREA LLUMQUINGA REVISED BY: VIVIANA SIGCHA APPROVED BY: MARISOL MUYULEMA
Teacher: ANDREA LLUMIQUINGA Coordinator: VIVIANA SIGCHA Viceprincipal: MARISOL MUYULEMA
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 25/05/2023 DATE: 25/05/2023 DATE: 25/05/2023