SCHOOL YEAR

ANDINA SCHOOL 2021- 2022

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher Ximena Tapia Area: English as a Foreign Grade/Course: 2nd BASIC Class: A
: Language
Unit number: 5 TEXTBOOK: To understand and use Unit Specific Objectives: O.EFL 2.2
GO! 1 vocabulary related to the Assess and appreciate English as an
body. - To practice listening skills international language, as well as the
Unit Title: To identify and follow - To introduce body vocabulary. Arm five aspects of English that
Let´s dance instructions. feet, hand, head, knee, leg, toes. contribute to communicative
To become familiar with - To practice listening skills. competence.
abilities. - To practice body vocabulary. O.EFL 2.3
To practice imperatives, - To practice the imperative structure. Independently read level-appropriate
To describe abilities. Touch your nose. texts in English for pure enjoyment/
To produce the initial - To read instructions for actions. entertainment and to access
sound t correctly. - To practice imperatives with body information.
To follow and give parts. O.EFL 2.4
instructions involving the - To practice counting. Develop creative and critical
body. - To learn about non-standard units of thinking skills to foster problem-
To talk about their measurement. solving and independent learning
abilities. - To listen to and understand a story. using both spoken and written
To say the number of body - To recognize key vocabulary in English.
parts a person has context. Amazing, dance class,
excellent, hop, jump, rope, stamp,
walk, wave.
TRANSVERSA Having a Balanced Diet PERIODS: 24 STARTING WEEK:
L AXES: J.4 We accept and act on
our strengths and
weaknesses in order to
become better human beings
and fulfill our life plan.
I.1 We have creative
initiatives and proceed with
passion, open minds and a
vision of the future. We
 assume authentic leadership,
are responsible and
proactive when making
decisions and prepare
ourselves to face the risks
brought on by our actions.
S.3. We look for harmony
between
the physical and the
intellectual.
We use our emotional
intelligence to be positive,
flexible, friendly, and self-
critical.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 2.1.4 CE.EFL.2.4.
Express curiosity about the world and other cultures by asking simple WH Develop skills of collaboration by working together on projects and sharing
questions in class after reading and/or participating in presentations or other materials while expressing personal preferences with peers.
group work.
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

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 2.2.3
Recognize familiar names, words, and short phrases about simple everyday
topics whether heard in isolation or within short, simple spoken texts
describing people and objects. (Example:
vocabulary about self, family, friends and immediate surroundings at school
and home,adjectives for color and size, etc.)
EFL 2.2.6
Enjoy extensive listening in English. (Example: listen to stories, watch short
movies, experience song lyrics or poetry, etc.)
EFL 2.2.10
CE.EFL.2.6.
Listening for Meaning: Understand the main ideas in short simple spoken texts
that include familiar vocabulary and are set in everyday contexts.
CE.EFL.2.8.
Production - Pronunciation: Produce individual words and short phrases clearly
enough that other people can usually understand them easily.
Clap, move, chant or sing along with short authentic English language
rhymes or songs, approximating English rhythm and intonation once familiar
with the text.

READING READING
EFL 2.3.4 CE.EFL.2.11.
Understand the content in simple short written environmental Identify and understand individual every-day words, phrases, and sentences,
print text types, using artwork, symbols and layout for support. including instructions.
(Example: price tags, signs, notices (No eating, etc.), candy wrappers, CE.EFL.2.13.
etc.) Understand the content in a variety of well-known text types, both print and
online, using the layout and artwork for support; recognize typical signs and
EFL 2.3.5 symbols found in the text types.
Show the ability to use a simple learning resource. (Example: a small set of
flashcards, a picture-based dictionary (online or print), or a simple word list).
EFL 2.3.7
Read and understand the main ideas in a short simple text on a cross-
curricular topic. (Example: art, music, history, etc.)

WRITING WRITING
EFL 2.4.4 CE.EFL.2.18.
Write simple words, phrases and sentences for controlled practice of Writing in order to perform controlled practice of vocabulary and grammar
language items. items.

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 2.5.1 CE.EFL.2.21.
Identify key information such as events, characters, and objects in stories and Distinguish key information in stories and other age appropriate literary texts,
other age-appropriate literary texts if there is visual support. both oral and written.
CE.EFL.2.22.
EFL 2.5.4 Describe and write about emotions and responses to literary texts through
Listen to and read short narratives and/or other oral and written literary texts words and images, or other
in class (with a preference for authentic texts) in order to stimulate media (video, audio) on class or school bulletin boards and expand on ideas
imagination, curiosity, and a love for literature. and responses to texts read/seen/heard in by participating in songs/chants, TPR
activities and playground games.
EFL 2.5.6
Generate and expand ideas by responding in a fun and playful manner to oral
and written texts in order to increase enjoyment of the language through
TPR, playground games, and songs and chants.
 METHODOLOGICAL
STRATEGIES
This performance criteria
could be evaluated by:
1.Mimic gestures or
movements to learn and show
comprehension___
2.Work in small groups to
greet and say their names
3. Write their names—first
using
letter cards, then writing the
letters___
4.Use real objects to name
classroom objects
5. Recognize basic phonemes
of
the alphabet using letter cards
and listening to the audio
6.Recognize words and match
words to pictures
7.Use simple resources such as
flash cards to learn vocabulary
8.Unscramble words to write
short sentences
9.Create and use puppets ___
10.Sing songs and recite
___chants
11.Move to the rhythm of a
song or chant
EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
TECHNIQUES / INSTRUMENTS
RLP Platform COMMUNICATION AND COMMUNICATION AND
Student´s Book CULTURAL AWARENESS CULTURAL AWARENESS
Flashcards I.EFL.2.1.1. Learners can recognize ACTIVITY
Story cards differences between where people live and TECHNIQUE
Activity Book write or talk about their own surroundings, as (e.g. Observations, checklists, questionnaires,
Digital Book well as ask questions about how other people interviews, user diaries/logs, nominal group
Posters live. (I.2, S.2) technique, controlled experiments, pre-post
I.EFL.2.3.1. Learners can use basic personal testing , concept, etc.)
information and expressions of politeness in INSTRUMENT
short dialogues or conversations. (J.2, J.3) (e.g surveys, exams, assignments, scoring
rubrics, portfolios, etc)
ORAL COMMUNICATION ORAL COMMUNICATION
I.EFL.2.6.1. Learners can understand the ACTIVITY
main ideas in short simple spoken texts and TECHNIQUE
infer who is speaking and (e.g. Observations, checklists, questionnaires,
the situation is, without decoding every word. interviews, user diaries/logs, nominal group
(I.3) technique, controlled experiments, pre-post
I.EFL.2.8.1. Learners can pronounce most testing , concept, etc.)
familiar vocabulary items accurately, and can INSTRUMENT
therefore usually be easily understood. They (e.g surveys, exams, assignments, scoring
can also produce some phrases and short rubrics, portfolios, etc)
sentences clearly, and may approximate READING
English rhythm and intonation in longer ACTIVITY
utterances. (I.3) TECHNIQUE
READING (e.g. Observations, checklists, questionnaires,
I.EFL.2.11.1. Learners can understand interviews, user diaries/logs, nominal group
familiar words, phrases, and short simple technique, controlled experiments, pre-post
sentences and can testing , concept, etc.)
successfully complete the simple INSTRUMENT
accompanying task. (e.g surveys, exams, assignments, scoring
I.EFL.2.13.1. Learners can understand a short rubrics, etc)
simple environmental print text type and
successfully complete a simple task.
(Example: a sign, notice, menu, etc.) (I.3)

3. ADAPTED CURRICULUM
Specification of Educational Needs
Struggling Learners
Below Level Learners
CLIL COMPONENTS: Math
WRITING VISUAL
I.EFL.2.18.1. Learners can write short simple ACTIVITY
phrases and sentences to show that they know TECHNIQUE
how to use simple grammar or vocabulary (e.g. Observations, checklists, questionnaires,
items. (I.3, I.4). interviews, user diaries/logs, nominal group
technique, controlled experiments, pre-post
testing , concept etc.)
INSTRUMENT
(e.g surveys, exams, assignments, scoring
rubrics, etc)
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE
I.EFL.2.21.1. Learners can recognize, ARTS
through pictures or other media such as ICT, ACTIVITY
key aspects of a story or literary text (orally). TECHNIQUE
I.EFL.2.22.1. Learners can report emotions (e.g. Observations, checklists, questionnaires,
and compose short responses to literary texts interviews, user diaries/logs, nominal group
through words and images, or other media technique, controlled experiments, pre-post
(video, audio). Learners can generate and testing , concept, etc.)
expand on personal opinions and responses to INSTRUMENT
oral and written texts through TPR, (e.g surveys, exams, assignments, scoring
playground games, and songs. (I.3, S.3) rubrics, portfolios, etc)
Specification of the adapted material to be applied
Face students when speaking. Speak clearly and slowly. Pause frequently.
• Preview the lesson by having learners look at the pictures and think about what they will learn.
• Initially use whole group for instruction, then divide learners into small groups or pairs.
• Use pictures and flash cards to help learners connect meaning. Have learners create their own flash cards.
• Use props, real classroom objects, and gestures.
• Provide word walls for learners to reference.
• Have learners draw pictures to illustrate meaning. Learners share pictures to contribute to conversations.
• Ask learners to add pictures or drawings to a book activity
Non-standard units of measurement TRANSVERSAL AXES: Cultural Diversity
J.1 We understand the needs and strengths of our
country and commit to building an equal, inclusive
and democratic society.
 I.2 We are driven by intellectual curiosity, question
both local and international realities, reflect on and
apply our interdisciplinary knowledge to cope with
problems in a collaborative and codependent manner,
so as to take advantage of all possible resources and
information.

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Ximena Tapia Coordinator: Lcda. Jacqueline Cóndor Viceprincipal: Lcda. Myriam Herrera
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 04- 01- 2022 DATE: 05- 01-2022 DATE: 05- 01- 2022