Archdiocesan Private Educational Unit "Pedro Schumacher"

SCHOOL YEAR
2023-2024

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Prof. Ana María Véliz Area: English as a Grade/Course: 2 EGB Class: Elemental Level
Espinoza Foreign Language
Unit number: 1 TEXTBOOK: Unit Specific Objectives: O.EFL.2.2 Assess and appreciate
Abracadabra • Say hello, say goodbye and ask about the English as an international
Unit Title: Unit 1 name of others and respond about your own. language, as well as the five aspects
• Identify vocabulary related to school of English that contribute to
supplies. communicative competence.
• Distinguish the use of the article a/an.
• Identify the numbers 1 through 10.
• Answer questions of the type What it is?
• Develop a dialogue.
• Recognize the parts of a whole.
TRANSVERSA Solidarity, justice, innovation PERIODS:5 class STARTING WEEK: Since 15/05/23
L AXES: periods per week To 19/06/23
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.2.1.4 Express curiosity about the world and other cultures by asking simple CE.EFL.2.2 Catalog everyday objects and places in different cultures and recognize
questions. ways to act responsibly towards one’s environment and surroundings.
ORAL COMMUNICATION: ORAL COMMUNICATION:
EFL.2.2.3 Recognize familiar names, words and short phrases about simple everyday CE.EFL.2.7 Follow short and simple spoken texts that include familiar vocabulary and
topics are set in everyday contexts. Identify key items of information within the text.
READING: READING:
EFL.2.3.4 Understand the content in simple short written environmental print text CE.EFL. 2.13 Understand the content in a variety of well-known text types, both print
types, using artwork, symbols, and layout for support. and online, using the layout and artwork for support.
WRITING: WRITING:
EFL. 2.4.1 Know how to spell simple English words correctly, demonstrating CE.EFL.2.17 Write simple words, phrases and sentences to demonstrate knowledge of
awareness of sound-letter relationships. spelling, punctuation, capitalization and handwriting and identify their meanings.
LANGUAGE THROUGH THE ARTS: LANGUAGE THROUGH THE ARTS:
EFL. 2.5.2 Express emotions and feelings using basic adjectives and related images CE.EFL.2.22 Describe and write about emotions and responses to literary texts through
through written work on the school or class bulletin board. words and images, or other media on class or school bulletin boards and expand on ideas
and responses to texts read/seen/heard in by participating in songs and chants and
games.
 METHODOLOGICAL EVALUATION ACTIVITIES TECHNIQUES /
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
EXPERIENCE
Labeling pictures with correct
names.
Creating a poster of things that can
be recycled.
Choosing pictures that demonstrate
COMMUNICATION AND CULTURAL
responsibility.
AWARENESS:
Listening to short, staged
I.EFL.2.2.1 Learners can classify everyday objects
instructions and carrying them out.
and places in different cultures and recognize ways
REFLEXTION
• New Curriculum EFL to act responsibly towards one’s environment and
Listening to a short dialogue and
for Elemental Basic surroundings.
filling in a simple form. TECHNIQUE: Observation
ORAL COMMUNICATION:
Listening to a short text and
• Student’s Book I.EFL.2.7.1 Learners can understand short and INSTRUMENTS:
demonstrating understanding of it
Abracadabra 1 simple spoken texts well enough to be able to pick
using an accompanying graphic
out key items of information and record them in • Rubrics
organizer.
• Audio CD writing or drawings or act upon them. Essay Tests.
CONCEPTUALIZATION
READING:
Matching common signs to their
• Teacher’s Guide I.EFL.2.13.1 Learners can understand a short • Writing Tests
meanings.
Comparing and contrasting
simple environmental print text type and • Training Test
• Worksheet Interactives. successfully complete a simple task.
information.
WRITING: • Workshop individual
Circling an emoticon to match to a
• Photocopiable I.EFL.2.17.1 Learners can write words, phrases, • Workshop in group
picture.
worksheets and audio (TG) and short simple sentences using the correct
APPLICATION • Interactive participations by the students.
conventions for making simple learning resources
Locating specific words on the page
• Quiz (Lesson) LANGUAGE THROUGH THE ARTS:
and writing them in a list.
I.EFL.2.22.1 Learners can report emotions and
Unscrambling words or sentences
•Multimedia Resources compose short responses to literary texts through
and writing them down with the
words and images or other media. Learners can
correct punctuation and
generate and expand on personal opinions and
capitalization.
responses to oral and written texts through TPR,
Matching words to pictures.
games and songs.
Creating dances with songs or
chants.
Illustrating a piece of writing.
Discussing things learners have
done that are similar to those the
characters in the story have done.
Moving to the rhythm of a song or
chant.
Writing short weekly journal
entries.
Creating an audio message or short
video that tells what the student
thought about the text.

3. ADAPTED CURRICULUM
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
EFL 2.1.7 Collaborate in a friendly manner by sharing classroom materials and personal objects while participating in games
and activities in class and on the playground.
EFL 2.2.9 Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals, possessions, etc.
EFL 2.2.12 Respond to simple questions in quite a short time and initiate basic interaction spontaneously when there are
opportunities to speak. Speech is produced a little less slowly and hesitantly.
EFL 2.4.2 Make a simple learning resource, in order to record and practi ce new words. (Example: a picture dictionary, a
word list, set of flashcards, etc.)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE EVALUATION
INDICATORS ACTIVITIES
Specification of Educational Needs
Autism Spectrum Disorder (ASD) EXPERIENCE CE.EFL.2.8. Production - TECHNIQUES
Autism spectrum disorder (ASD) is a Show some pictures about the colors and HUMANS Pronunciation: Produce Observation
neurodevelopmental disorder characterized by shapes. • Teachers individual words and short Practice and solving
deficits in social communication and the presence Show the didactic train number (from cero to • Students phrases clearly enough that activities
of restricted interests and repetitive behaviors. ten) other people can usually
V.A.M.D Give him some glue to keep relax his hands TEACHING understand them easily. INSTRUMENTS
Diagnosis received: Autism Spectrum Disorder. and mind. MATERIALS CE.EFL.2.9. Production - Checklist
Curricular Adaptation AND Fluency: Utterances are Rubric
Grade 3 REFLEXTION EDUCATIONA sometimes produced slowly
Ask specific questions to engage with the L AIDS but use appropriate words
vocabulary. • Flascards. and phrases
• Puppets to express basic ideas, initiate
CONCEPTUALIZATION • Playdough conversations and respond to
Repat the words and make the students try to • Multimedia questions, including some
talk after listening. resources chunks of language and short
Sing a song to have a clear context about the sentences.
• Colored
topic.
pencils
APPLICATION
• Eraser
With the molding technique, give color to the
• Scissors
figures using primary colors.
• Glitter paper
 By using puppets, let the child sing the song • Crepe paper
with their own lexical code. • Educational
Ask simple and direct questions about the cards
vocabulary being studied. • Glue
Promote the child's visual attention by using • Pencil
drawings or displaying didactic material for
better retention.
Using the scissor, let him cut the papers given.
Trace the name and try to write it.
Crumple red crepe paper and place it inside
the shape
CLIL COMPONENTS Math: LISTEN AND NUMBER THE PICTURES

BIBLIOGRAPHY / WEBGRAPHY
Loyda, F., Carbajal, A. (2014). Abracadabra 1,Teacher’s Guide. Mexico DF, Mexico: Richmond Publishing.
National Curriculum Guidelines, EFL. Acuerdo No. 306-11. (2011). Quito, Ecuador: Ministerio de Educación Ecuador.
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Prof. Ana María Veliz Espinoza Area Coordinator: Mgtr. Talía Saavedra. Pedagogical Coordinator: Ing. Byron Sánchez
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 19/06/23 DATE: DATE: