Starter (28to01sep)

UNIDAD EDUCATIVA FISCOMISIONAL SANTA MARIANA DE JESÚS
Riobamba-Ecuador 2023-2024
“Ser firme en sus propósitos, leal en sus sentimientos y que la verdad habite en los labios” (Mercedes de Jesús Molina).
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA BY AREA PRORATED KNOWLEDGE N ° 01
Teacher: Marcelo Arguello Area/subject: English as a Grade/Course: 3rd BGU Paralell: A,B,C
foreign language
Unit Nº Starter This is me 1. Talk about your family Specific objectives of the O.EFL 5.7 Interact quite clearly,
2. Classroom Language planning unit: confidently, and appropriately in
a range of formal and informal
social situations with a limited
but effective command of the
spoken language (CEFR B1
level).
.
 Orientar a los estudiantes en un proyecto de vida a través de la contextualización de la asignatura en su quehacer diario.
VOCATION
 Modelar un perfil del educando que se acople a las necesidades del mundo actual.
IDENTIDY Marianitas unidas trabajando por una educación de calidad y calidez con la pedagogía del amor, el diálogo y la ternura.
2. PLANIFICATION
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: KEY PERFORMANCE INDICATORS:
. Oral Communication ● Learners can communicate clearly and effectively by using new words and expressions wherever
EFL 5.2.6 Use new words and expressions which occur in appropriate and necessary. Ref. I.EFL.5.7.1. (I.2, I.3, J.2)
conversations in the personal and educational domains, and make ● I.EFL.5.6.1. Learners can deal with practical, everyday communication demands in familiar social
use of such terms and expressions wherever appropriate and and academic contexts, such as following directions in class activities and identifying main ideas
necessary. in other curricular subjects when given sufficient support. (I.1, I.3, S.1) CC.
● Students can talk about everyday things (e.g., people, places, job, study) in a basic way.
● Learners can take part in a very simple conversation on a familiar topic if the other speaker
repeats questions and answers as necessary and speaks slowly and clearly.
● Learners can check that someone has understood information, using simple language.
● Learners can ask and answer questions about what they do at work and in their free time.
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www.uemarianitasriobamba.edu.ec
● Students can answer simple questions about their life and experiences.
2 STARTING 28/08/2023 ENDING 01/09/2023

TRANSVERSAL AXES: The Interculturality PERIODS:
WEEK: WEEK:
Evaluation Activities /
Methodological Strategies Resources
Techniques / Instruments
Diagnostic test
Informal assessment:
Students work individual, they do different exercises and activities to Monitoring to students
activate their knowledge.  Digital resources.
The students are able to demonstrate their knowledge filling up the  Power point slides. Evaluation Technique:
diagnostic assessment  Audios. Classroom Assessment
 Worksheets.
EXPERIENCE Evaluation Instrument:
 Dictionary.
Ask about personal information. Encourage the students to introduce
themselves to the rest and talk about likes and dislikes.  Gold experience A2 digital platform Written Performance Criteria
 Workbook activities Audio scripts.
REFLECTION  Gold experience A2 student book Self-assessment
Ask students to look at the photo and elicit what they can see.  Paper resources
Pointing to the people in the photos, ask: Are they happy or sad?  Paper assessment.
Point to the girl who’s taking the photo and ask: What is she doing?
(Taking a selfie). Read the quotation with the class: We always have
fun together! Ask students: What do you do for fun? Where do you do
it? Elicit answers.
.
CONCEPTUALIZATION
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Vocabulary wordlist page 10

● -Family
● -Titles
● -Identity
● -Classroom Language
● -Things in classroom
● -Other words
APPLICATION
To start if the rules allow it in your school and classroom, ask
students with smartphones to show their partner a recent selfie and
tell them about it. First, show the class a recent selfie of yourself,
preferably with other people in the photo so you have more to talk
about. Try to include the unit title in your description, for example:
This is me! I’m at the park with my friends. This is Sam and this is our
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friend, Lisa. We’re going on a walk around the lake. Invite students to
show each other their photos and talk about them for a couple of
minutes.
-Later on, the students make their family tree put them into pairs or
groups of three to talk about their families. If students have brought in
photos or have photos on their phone and it’s appropriate to use
phones in your classroom, they could show each other pictures of
their families. Encourage students to ask each other questions about
their family tree, referring them back to the example in the book if
they get stuck.
Exercise 2, from page 8 Textbook
-Ask a student to read the question, then encourage some
discussion from the class.
-Do the first one as an example: ask a strong student to read the first
question, then reply Yes, here you are. Allow students to work in
pairs. Tell students to first read through all the options and if they
aren’t sure of the answer, try answering the question with each of the
options out loud to see which one sounds right. Don’t check the
answers immediately.
-To practice intonation in questions, play the recording again before
students practice the exchanges in Ex 5. Pause the recording after
each question for the class to repeat then do the same with the
answer. You might like to do a couple with the class then a few
individually around the room.
- Students must practice the conversations.
Alternative:
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-If you have space in your classroom, allow students to circulate and
ask a different student each question. Alternatively, students can say
the answer first and the other student has to say the question from Ex
3 that it answers.
Invite the student to ask another student a question. Allow students to
continue in their pairs. While pairs are talking, you could write some
more words on the board for fast finishers to use, e.g. lamp, sofa,
chairs, books, flowers, etc.
Exercise 9, page 9 Textbook
Review the pronunciation of the alphabet with the class. If you have
an alphabet chart you could do this out of order, pointing to different
letters and drilling pronunciation around the class. Write the word
bottle on the board and drill the pronunciation of the letters. Elicit how
we spell out two letters which are the same (double ‘t’). Now ask
students to read the conversation beginning How do you spell the
word ‘bottle’? in pairs.
Game on
-When students are thoroughly familiar with the short conversation,
they can use it as the basis for a spelling game in which they ask
each other how to spell a variety of other words from the unit to win
points. Encourage them to look for more double-letter words, e.g.,
football, address, tree. Award double-points for double-letter words if
you like. Go around the class, helping students with any difficulties.
Allow three minutes for the activity, then find out who was the winner.
Alternative:
-To make the activity more fun, you could turn it into a game of two
teams. The teacher invites a student from one team to nominate a
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student from the other team and ask: How do you spell …? If the
student from the other team spells the word correctly, their team gets
a point. At the end of the activity, the team with the most points win.
Exercises from1 to 5 pages 4 and 5
Exercises from 1 to 9 pages 6 and 7
-
3. CURRICULAR ADAPTATIONS
Educational Specifications Specs Specification of the adapted material to be applied
Techniques and Evaluation

Skills and performance criteria to be developed Learning activity Indicators
Instruments
4. INTERDISCIPLINARY
THEME/ TITLE PROYECT: STORY TELLING INTERDISCIPLINARY SPECIFICATION / SUBJECT
Learning activity Indicators Techniques and Evaluation
Skills and performance criteria to be developed Instruments
5.HORAS DE ACOMPAÑAMIENTO DOCENTE PARA EL DESARROLLO DE ACTIVIDADES COMPLEMENTARIAS PARA EL REFUERZO Y FORTALECIMIENTO DE LOS
APRENDIZAJES
Planned activities for the teaching to support and reinforce the
Active Methodologic Strategies Evaluated Activities
strengthen learning
Workshop:
OBSERVATIONS:
PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Marcelo Arguello Area Director: Lic. Sebastian Vicerrectora: Dra. Mercedes Velásquez
Santos
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Telefax: 032966018
Signature: Signature: Signature:
Date: 28-08-2023 Date: 28-08-2023 Date: 28-08-2023
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Telefax: 032966018

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UNIDAD EDUCATIVA FISCOMISIONAL SANTA MARIANA DE JESÚS

2 STARTING 28/08/2023 ENDING 01/09/2023

Vocabulary wordlist page 10

Techniques and Evaluation

PREPARED BY: REVISED BY: APPROVED BY:

Date: 28-08-2023 Date: 28-08-2023 Date: 28-08-2023

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