PLANIFICACION MICROCURRICULAR

IDIOMA EXTRANJERO
 PLAN ANUAL
INGLES
CUARTO AÑO DE
BASICA
MATUTINA Y
METODOLOGÍA DE TRABAJO DUA
VESPERTINA
Principio 1. Proporcionar múltiples formas de representación (visual, auditiva, oral) EXPERIENCIA Y REFLEXIÓN.
Principio 2. Proporcionar múltiples formas de acción y expresión (uso de herramientas) CONCEPTUALIZACIÓN
Principio 3. Proporcionar múltiples formas de implicación, motivación. APLICACIÓN.
 UNIDAD EDUCATIVA DEL MILENIO SIMÓN BOLÍVAR
PIMOCHA – BABAHOYO – LOS RÍOS
AMIE: 12H02611 CIRCUITO: 12D01C11_a
[email protected] TELÉFONO: __________________ AÑO LECTIVO 2023_2024
PLANIFICACIÓN MICROCURRICULAR DE INGLES
PRIMER TRIMESTRE
DATOS INFORMATIVOS:
Docente: Msc. Mónica Moncayo, Msc. Asignatura: INGLES
Grace Rebolledo, Lcda.Carolina
Rumazo
1 LESSON 1: Hello!
UNIDAD DIDACTICA:
LESSON 2: Is your
N# De Semanas; SEMANA 10 A LA 13
name Stella?
LESSON 3: I’m a boy.
I’m a girl.
LESSON 4: What do you see?
LESSON 5: Where’s the
crayon?
LESSON 6: What color is it?
PHONICS: Aa Bb Cc Dd Ee Ff

Grado / curos: CUARTO Sección: Matutina y Vespertina Fecha de inicio:26 de junio del
2023
VALORES U OTROS EJES INTERCULTURALIDAD, PROTECCIÓN Competencias Digitales: COMUNICACIONALES, Fecha de final: 21 de julio del 2023
TRANSVERSALES: DEL MEDIO AMBIENTE MATEMATICAS, DIGITALES, SOCIOEMOCIONAL

APRENDIZAJE DISCIPLINAR:
OBJETIVOS DE APRENDIZAJE:
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
OG.EFL 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.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.

OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language)
learning and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior

DESTREZAS CON INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA LA ENSEÑANZA Y ACTIVIDADES EVALUATIVAS
APRENDIZAJE
CRITERIOS DE EVALUACIÓN
DESEMPEÑO

Students learn to: say EFL.2.1.2 Recognize the Communication and cultural awareness CE.EFL.2.1. Differentiate
hello; differences between where Drawing different houses and labeling different rooms and between different living
introduce oneself and people live among the objects in a house. situations in a variety of
say goodbye; follow regions of the country in • Using question words (who, what, where) to ask about surroundings and express
essential directions for order to appreciate their places. curiosity about the world
learning; ask and own environment. • Reflecting on differences between a house and an through simple questions.
answer questions to (Example:house/apartmen,c apartment.
identify essential ountry/city, etc.) • Creating a diorama of urban and rural aspects. I.EFL.2.1.1. Learners can
items for learning EFL.2.1.3. Ask simple basic • Drawing a map of a neighborhood. recognize differences
questions in class about the • Asking and answering questions about where you and between where people live
Students learn to: world beyond one’s own others live. and write or talk about their
greet someone immediate environment in
own surroundings, as well
they have recently order to increase their Oral communication (listening and speaking)
met with understanding of different Listening to a very short and simple story and ordering the as ask questions about how
Hi and a question to cultures. pictures showing what happens. (Example: Jane is taking other people live. (I.2, S.2)
check EFL 2.1.4. Express curiosity her dog for a walk. They see some birds. The birds fly away, CE.EFL.2.6. Listening for
knowledge of their about the world and other etc.) Meaning: Understand the main
name; give and follow cultures by asking simple • Listening to a short and simple conversation between 2 ideas in short simple spoken
some essential WH- questions in class after speakers and deciding who is speaking, where they are, and texts that include familiar
directions for learning reading and/or participating how they feel. (Example: a boy and his Dad, at a soccer vocabulary and are set in
and some other useful in presentations or other game, happy, etc.) everyday contexts.
directions; ask group work • Watching a video clip and selecting the best title for it.
questions to check EFL.2.2.1. Understand (Example: Funny monkeys at the zoo, etc.) I.EFL.2.6.1. Learners can
knowledge of the meanings expressed in short Reading understand the main ideas
words for recently dialogues on familiar topics, • Drawing a line from individual words to a picture or a in short simple spoken texts
learned objects. as well as basic spoken scene. (Example: learners read a list of farm animals and and infer who is speaking
instructions and simple draw a line from each word to the appropriate animal in the and what the situation is,
Students learn to: questions about self, people, scene, etc.)
without decoding every
identify animals, or things, especially • Reading a list of four words and crossing out the word that
themselves and others when spoken slowly and doesn’t belong. (Example: arm – leg – house – foot, etc.) word. (I.3)
as a boy clearly. (Example: greetings, • Reading a simple sentence, looking at the accompanying
or a girl; give and short phrases, basic range of picture, and ticking yes/no. (Example: This is a house. Yes,
follow essential classroom instructions, etc.)
classroom common personal • Completing a gap in a sentence (print or online). CE.EFL.2.11. Identify and
instructions; identify information questions: (Example: Words: go, sleep. Sentence: Every day I --- to understand individual every-
things they see What’s your name? etc.) school, etc.) day words, phrases, and
EFL.2.2.2. Infer who is Writing. sentences, including
speaking and what the • Locating specific words on the page and writing them in a list. (Example: instructions.
situation is when listening to all the words beginning with the sound /k/ or all the words that contain the
short simple texts, especially long /a:/ sound, etc.) I.EFL.2.11.1. Learners can
when • Matching words to pictures. (Example: under the picture of a chair, understand familiar words,
accompanied by pictures or learners write the word chair with the five letters of the word on the five phrases, and short simple
other visual aids, or sound lines provided, etc.) sentences and can
effects. (Example: • Unscrambling words or sentences and writing them out correctly. successfully complete the
shopkeeper speaking to a (Example: Word: veleen = eleven. Sentence: There’s – under – the chair. – simple accompanying task.
customer who is buying a backpack, etc.) (I.4)
some fruit.) • Finding hidden questions in a box and writing them down with the correct
EFL.2.2.6. Enjoy extensive punctuation and capitalization. (Example: does it live on a farm / does it
listening in English. have two legs, etc.) CE.EFL.2.17. Write simple
(Example: listen to stories, • Writing new words in a picture dictionary and adding a sticker or picture. words, phrases, and sentences
watch short movies, to demonstrate knowledge of
experience song lyrics or Language through the Arts spelling, punctuation,
poetry, etc.) • Listening to or reading stories and drawing the main characters. capitalization and
EFL.2.2.7. Be comfortable • Choosing pictures of or drawing the scenes of a literary text. handwriting / typography, and
taking meaning from spoken • Standing up every time they hear the name of a character.
identify their meanings.
texts containing words or • Explaining through pictures or charts (ICT) the
I.EFL.2.17.1. Learners can
sections which are not relationships between characters. (Example:
mom/daughter, friends, etc.) write words, phrases, and
understood.
Be aware that understanding
short simple sentences
spoken texts does not using the correct
require decoding every conventions (spelling,
word. punctuation, capitalization,
EFL.2.3.1. Demonstrate and handwriting or
 basic reading typography, etc.), for
comprehension skills making simple learning
by identifying the meaning resources. (I.3)
of individual words, phrases,
and sentences, including CE.EFL.2.21. Distinguish key
simple written instructions. information in stories and
EFL.2.4.1 Know how to spell other age-appropriate literary
simple English words texts, both oral and written.
correctly, demonstrating I.EFL.2.21.1. Learners can
awareness of sound-letter
recognize, through pictures
relationships.(Example: sea,
mean, bee, etc.) or other media such as ICT,
EFL.2.4.2. Make a simple key aspects of a story or
learning resource, in order to literary text (both oral and
record and practice new written). (J.1, I.2)
words. (Example: a picture
dictionary,
a word list, set of flashcards,
etc.)
EFL.2.4.3. Write simple
words, phrases and
sentences with correct use
of standard writing
mechanics. (Example:
spelling, punctuation,
capitalization, and writing by
hand and/ or on the
computer.
EFL.2.5.1. Identify key
information such as events,
characters, and objects in
stories and other age-
appropriate literary texts if
there is visual support.
Learn to: describe EFL.2.1.4. Express curiosity Communication and cultural awareness CE.EFL.2.2. Catalog everyday
things they see; count about the world and other • Labeling pictures with correct names. objects and places in different
from 1 to 10 cultures by asking simple • Creating a poster of things that can be recycled. cultures and recognize ways to
Learn to: ask and WH- questions in class after • Matching objects with the places where they can be found. (Example: act responsibly towards one’s
answer questions reading and/or participating stove in kitchen, bed in bedroom, etc.) environment and
about where things in presentations or other • Simulating actions through TPR activities where learners follow basic surroundings.
are; agree. group work. commands. (Example: Put away your book, etc.).
Describe the color of EFL.2.1.5. Recognize ways to • Choosing pictures that demonstrate responsibility (cleaning room, I.EFL.2.2.1. Learners can
things relate responsibly to one’s watering the flowers). classify everyday objects
Recognize, pronounce, surroundings at home and at and familiar places.
and form Aa through school by exhibiting Oral communication (listening and speaking) Learners can compare
Ff; identify anchor responsible behaviors • Listening to short, staged instructions and carrying them out. (Example:
objects from different
words for each letter towards the environment. Open the door. Take this book to Mr. Davila. Walk, don’t run! etc.)
(Example: chores at home, • Listening to very short (spoken or recorded) descriptions of scenes, and cultural contexts. Learners
recycling, etc.) writing, coloring, or drawing items within them. (Example: learners are can say and recognize ways
EFL2.2.3. Recognize familiar given a simple picture of a classroom. They listen to a description of it and to take care of the
names, words, and short identify the table where Sara sits and draw 3 pens and a red book on it, etc.) environment and one’s
phrases about simple • Listening to a short dialogue and filling in a simple form. (Example: a surroundings. (J.3, S.1)
everyday topics whether conversation between a boy and a teacher meeting for the first time.
heard isolation or within Learners fill in the boy’s name, age, birth date, (part of his) address (e.g., CE.EFL.2.7. Listening for
short, simple spoken texts house number Information: Follow short and
describing people and or street name), favorite subject, etc. on a simple form.) simple spoken texts that
objects. (Example: • Listening to a short text and demonstrating understanding of it using an include familiar vocabulary
vocabulary about self, accompanying graphic organizer. (Example: marking the route on a map and are set in everyday
family, friends and while listening to directions, etc.) contexts. Identify key items of
immediate surroundings at information within the text,
school and home, adjectives Reading and record or act upon them.
for color and size, etc.) • Reading a short text and showing comprehension by completing the
EFL.2.2.4. Identify items of accompanying graphic organizer. (Example: learners read about the I.EFL.2.7.1. Learners can
specific information within location of a house and mark the point X on a map.) understand short and
simple messages or from • Reading a short simple story of just a few lines and ordering simple
simple spoken texts well
short and simple pictures of familiar objects.
• Reading a short simple text and coloring a picture. (Example: This is enough to be able to pick
descriptions about familiar
Ben’s room. His bed is green. Learners draw a green bed, etc.) out key items of
contexts, especially if visual
support is provided. • Reading a short simple text and circling the correct answer. (Example: information and record
(Example: letters of the Question: What’s her name? Answer: Mary / Sandra / Mia, etc.) them in writing or drawings,
alphabet, numbers, prices or physically act upon them.
and times, days, dates and Writing. (I.3)
months, etc.) • Completing simple sentences to practice a grammar structure by writing
EFL.2.2.5. Record key items words in gapped sentences. Support learners by providing pictures for
of specific information from context and / or a box of answers, from which they can choose. (Example: CE.EFL.2.12. Understand the
a heard message or My best friend is ten --- old. --- name is Carol. --- birthday is in May, etc.) gist and details in short simple
description, either in written • Identifying the differences between two pictures and writing simple written texts (online or print).
form or by drawing picture. sentences. (Example: In picture A, there’s one car, but in picture B there are
(Example: letters of the two cars, etc.)
alphabet, numbers, • Answering questions about a scene using full sentences. (Example: How EFL.2.12.1. Learners can
quantities, prices and times, many boys are there? There are four boys, etc.) understand a short simple
days, dates and months, text on an everyday topic
etc.) Language through the Arts and successfully complete a
EFL.2.3.2. Read a short • Creating a dance for a song or rhyme. simple task to show that
simple text (online or print) • Illustrating a short piece of writing.
they have understood most
and demonstrate • Participating in TPR activities such as acting out the movements of a
understanding of the gist character in a story as it is read aloud. or some of it. (I.4)
and some basic details of • Discussing things learners have done that are similar to those the
the content. characters in the story have done. (Example: gone on vacation to the beach,
EFL.2.3.3. Understand most got into a fight with a parent or friend, etc.)
of the details of the content • Moving to the rhythm of a song or chant. CE.EFL.2.18. Writing in order
of a short simple text (online • Creating an audio message or short video that tells what the student to perform controlled practice
or print). thought about the text. of vocabulary and grammar
EFL.2.4.3. Write simple • Writing short weekly journal entries. items.
words, phrases, and I.EFL.2.18.1. Learners can
sentences with correct use write short simple phrases
of standard writing and sentences to show that
mechanics. (Example: they know how to use
spelling, punctuation, simple grammar or
capitalization, and writing by vocabulary items. (I.3, I.4)
hand and/or on the
computer.
EFL.2.4.4. Write simple
words, phrases, and
sentences for controlled
practice of language items. CE.EFL.2.22. Describe and
EFL.2.5.2. Express emotions write about emotions and
and feelings using basic responses to literary texts
adjectives and related through words and images, or
images through written work other media (video, audio) on
on the school or class class or school bulletin boards
bulletin board. and expand on ideas and
EFL.2.5.3. Use audio, video, responses to texts
and pictures to respond to a read/seen/heard in by
variety of literary texts participating in songs/chants,
through online or in-class ICT TPR activities and playground
activities. games.
EFL.2.5.6. Generate and I.EFL.2.22.1. Learners can
expand ideas by responding report emotions and
in a fun and playful manner
 to oral and written texts in compose short responses to
order to increase enjoyment literary texts through words
of the language through and images, or other media
TPR, playground games, and (video, audio). Learners can
songs and chants.
generate and expand on
personal opinions and
responses to oral and
written texts through TPR,
playground games, and
songs. (I.3, S.3)
ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS: En esta sección se plasman las estrategias dirigidas a los
estudiantes con necesidades educativas específicas ligadas o no a la discapacidad.

DESTREZAS CON
CRITERIOS DE INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA LA ACTIVIDADES EVALUATIVAS

DESEMPEÑO EVALUACIÓN ENSEÑANZA Y APRENDIZAJE

JULY 2023. ENGLISH  Folder sheets.
TOPIC: TEMA INDICACIONES: para su mayor comprensión, las  Contingency plan-Project 1.
Let’s talk about the future. actividades están en inglés y en español.  Dictionary.
Vamos hablar acerca del futuro. ACTIVIDADES 1.
1. 1. Look at the pictures and color the
environmental problems that already exist or might
exist in the future.
Paso: 1. Mire los dibujos y pinte los problemas
ambientales que ya existe o podrían existir en el
futuro.

1.2. Match the half sentences according to the cause

and consequence.
Paso 2. Una las mitades de las oraciones de acuerdo a
la causa y la consecuencia.

If you throw plastics and garbage into the oceans and

rivers, they will be in danger of extinction
Si Ud. tira plásticos y basura en los océanos y
ríos, ellos estarán en peligro de
extinción.

If you cut down the

trees, the fish,
whales, sharks, dolphins will die
Si Ud. Tala los
árboles, los
peces, ballenas tiburones delfines morirán.

If you kill the

animals, the
birds don’t have a place to live.
Si Ud. mata a los
animales, las aves
no tienen un lugar para vivir.

1.3. Stick 5 photos of animals in danger of

extinction. Write the name in English.
Paso 3. Pegue 4 fotos de animales en peligro de
extinción. Escriba el nombre en inglés.

Example: POLAR BEAR.

Ejemplo: OSO POLAR

1.4 Write 2 causes and the consequences about the

pollution of the environment. You have examples in the
exercise 1.2.
Escriba 2 causes y las consecuencias acerca de la
contaminación del medio ambiente. Ud tiene ejemplos en el
ejercicio 1.2
1. Cause:………………………….
2. Cause:…………………………

2nd “A”: Lic. Doris Soto. E-mail. [email protected]

2nd B-C-D Lic. Raquel Ortega. E-mail
[email protected]
 CONTENTS UNIDAD
SKILLS AND
EDUCATIVA
EVALUATION
DEL MILENIO
CRITERIA
SIMÓN BOLÍVAR
ACTIVE METHODOLOGICLA INDICATORS FOR THE
PIMOCHA
PERFORMANC
– BABAHOYO – LOS RÍOS STRATEGIES FOR TEACHING AND PERFORMANCE CRITERIA
AMIE:
E CRITERIA
12H02611 CIRCUITO: 12D01C11_a
LEARNING
[email protected]

UNIDAD EDUCATIVA DEL MILENIO SIMÓN BOLÍVAR

ELABORADO: 2023-2024
PIMOCHA – BABAHOYO REVISADO – LOS RÍOS APROBADO
MICROCURRICULAR PLANNING (UNIT)
WEEK 1, WEEK AMIE:
2 AND 12H02611
WEEK 3 (AUGUSTCIRCUITO:
7 TO AUGUST12D01C11_a
25)
1.-DOCENTE:
DATA INFORMATIVE [email protected] DIRECTOR
PHONICS EFL 2.1.1 CE.EFL.2.3. Make use DE
of ÁREA:GRAMMAR VICERRECTOR:
I.EFL.2.3.1. Learners can
Msc. Mónica Moncayo,
AND Exchange basic basic personal information use basic personal
Msc. Grace Rebolledo, Area Subject
GRAMMAR
FIRMA: introductions and expressions
FIRMA:of politeness FIRMA: information and
2023-2024
Teacher Lcda.Carolina Rumazo Lengua Extranjera English
PRESENT and limited
MICROCURRICULAR PLANNINGin order to introduce
(UNIT) oneself TRIMESTRE.
SEGUNDO expressions of politeness in
WHAT DO WE DO AT
SIMPLE personal and participate in a short short dialogues or
1.- DATA INFORMATIVE
FECHA: FECHA: Topic Unit SCHOOL? Values or other
FECHA:
Didactic Unit information conversation. conversations.
UNITMsc.
1 Mónica Moncayo, WHAT IS MY FAVORITE learning axes
in class using (J.2, J.3)
Msc.
UNIT 2 Grace Rebolledo, Area SCHOOL SUBJECT? Subject
simple present
Grade Teachers tense in orderLcda.Carolina Rumazo Lengua Extranjera English
FOURTH
to get to know Weeks No Start Date
Values or other
Didactic Unit UNIT 1 Topic Unit WHAT DO WE DO AT
their peers. TWELVE learning axes NOVEMBER 6
SCHOOL?
Parallel (Example: FOURTH
Grade
where oneA-B-C Weeks No End Date
Start Date
TWELVE AUGUST 7
lives or goes to FEBRUARY 2
Parallel A-B-C
school, etc.) End Date
OCTUBRE 27
2.- Learning O.EFL 2.3 Independently read level-appropriate texts in English for pure enjoyment/ entertainment and to
Objective access information.
2.- Learning Objective
O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving and independent learning
using both spoken and written English.
PREPARED SKILLS
CONTENTS BY AND EVALUATION CRITERIA REVISED BY APPROVED BY
ACTIVE METHODOLOGICLA STRATEGIES INDICATORS FOR
Msc. Mónica Moncayo, Msc.
PERFORMANC FOR TEACHING AND LEARNING
1. Read these words with your teacher THE PERFORMANCE
Grace
E CRITERIARebolledo, Lcda.Carolina CRITERIA
COORDINATOR and repeat them.
TEACHERS
WEEK 1 (NOVEMBERRumazo
6 TO 10) COORDINATOR
TEACHER
OUR NEW EFL 2.3.2 CE.EFL.2.12. Understand the 1. Read the story. I.EFL.2.12.1.
CLASSMATE Read a short gist and details in short simple Learners can
simple text written texts (online orSIGNATURE
print). understand a short
SIGNATURE REVISED BY APPROVED BY SIGNATURE
(online or print) simple text on an
DATE and
JULY 31, 2023 DATEeveryday topic and
demonstrate successfully complete
understanding a simple
of the gist and task to show that they
some basic have understood most
details of the or some of
content. 2. Let’s describe our everyday activities. it. (I.4)
Read the example and find the S.
PREPARED BY
Msc. Mónica Moncayo, Msc.
Grace Rebolledo, Lcda.Carolina COORDINATOR
TEACHER COORDINATOR
Rumazo TEACHER

SIGNATUR SIGNATURE
SIGNATURE
E
DATE October 27, 2023 DATE

TERCER
TRIMEST
RE
 UNIDAD EDUCATIVA DEL MILENIO SIMÓN BOLÍVAR
PIMOCHA – BABAHOYO – LOS RÍOS
AMIE: 12H02611 CIRCUITO: 12D01C11_a
[email protected] AÑO LECTIVO 2023_2024

PLANIFICACIÓN MICROCURRICULAR DE INGLES

TERCER TRIMESTRE

DATOS INFORMATIVOS:
Docente: Msc. Mónica Moncayo, Asignatura: INGLES
Msc. Grace Rebolledo,
Lcda.Carolina Rumazo
UNIDAD DIDACTICA: 3 LESSON 12: Can you N# De Semanas; Semana 9
swim? a la 14
LESSON 13: Who’s
she? Who’s he?
LESSON 14: She’s my
friend
PHONICS: Qq Rr Ss Tt
Uu Vv
LESSON 15: Can you
sing?
LESSON 16: I’m
happy.
PHONICS: Ww Xx
Yy Zz

Grado / curos: CUARTO Sección: Matutina y

Vespertina
Valores u otros ejes interculturalidad, Competencias Digitales: COMUNICACIONALES, Fecha final: 02 de febrero del
transversales: protección del medio MATEMATICAS, DIGITALES, SOCIOEMOCIONAL 2024
ambiente

APRENDIZAJE DISCIPLINAR:
OBJETIVOS DE APRENDIZAJE:
 OG.EFL 5 Directly access the main points and important details of up-todate English language texts, such as those
published on the web, for professional or general investigation, through the efficient use of ICT and reference tools
where required.

 OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
 OG.EFL 7 Interact quite clearly, 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)

DESTREZAS CON INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA ACTIVIDADES EVALUATIVAS

CRITERIOS DE EVALUACIÓN LA ENSEÑANZA Y APRENDIZAJE
DESEMPEÑO

EFL.2.1.9. Communicate Communication and Cultural Awareness CE.EFL.2.5. Model turn-

Students learn to: to peers and teacher • Role-playing and participating in short dialogues. taking and ways to express
ask and answer when something is not • Playing games that practice classroom language and to others when something
questions to identify understood in class turn-taking. is not understood to
different family through the use of simple • Singing songs or chants that practice helpful improve comprehension
members basic questions. language. and/or intelligibility in
Students learn to: EFL.2.1.10. Recognize • Working in pairs and groups on a small project. conversations.
ask and answer when to speak and when Oral Communication: (Listening and Speaking)
questions to identify to listen while working in • Conducting a conversation with the teacher and
different people pairs or small groups in learner playing two characters using masks or hand I.EFL.2.5.1. Learners can
they know class by following puppets. The learner may be given the character’s apply turn-taking and ways
Students learn to: classroom instructions details or invent them. (Example: name, age, favorite to express to others when
recognize, and simple commands. color, etc.) The student’s character could introduce something is not
pronounce, and form EFL.2.2.13. Understand other puppets or request permission to do something. understood in short
the letters Qq and use basic greetings, (Example: This is Sebastian. He’s 11. Can I borrow a conversations. (J.3, S.1, S.4)
through Vv; identify leave-taking expressions, pencil, please?, etc.)
anchor words for and other simple • Doing a mingle activity where learners meet and CE.EFL.2.10. Interaction –
each letter everyday phrases to greet each other and ask and answer simple Interpersonal: Participate
facilitate interpersonal questions. Observing to see whether the learner can effectively in basic
interaction, to introduce interact effectively, and whether they are able to ask interpersonal interactions
others, and to name for repetition when required, and / or react in everyday contexts,
things. (Example: Thank- appropriately to responses received. (Example: Find provided the interlocutor
you, Can I help you? This someone who…. Do you have a red car? Yes? speaks slowly and clearly.
is [name], etc.) Great! – writes down name of person.) (Example: requesting,
EFL.2.2.14. Ask and • Establishing a clear expectation of English use for introducing, responding,
answer basic personal classroom functions. (Example: greeting, requesting, etc.)
information questions, as thanking, asking for repetition / clarification, offering
well as simple questions help, taking leave, etc.) Informal assessment could I.EFL.2.10.1. Learners can
about other people, involve a star chart, with points for learners who use interact effectively using a
animals, and possessions, L2 regularly. range of basic functional
provided the interaction is Reading exponents for interpersonal
slow and clear. (Example: • Reading a list of words in a Venn diagram and conversations in everyday
Where do you live? Do understanding the meaning. (Example: Venn diagram: contexts, providing speech
you have a bicycle?, etc.) Dog/Cat. Task: is slow and clear. Learners
EFL.2.2.16. Say when they Read a sentence and tick yes/no. Sentence: Dogs and can request repetition or
do not understand and cats have tails , etc.) clarification, and can react
ask for slower or clearer • Matching a simple short text to the correct plan. appropriately to responses
repetition where required. (Example: Text: a short simple description about a received. (I.3)
(Example: Sorry? Could zoo: The giraffes are next to the pandas. Plan: a
you say that again, etc.) simple map of the zoo, etc.)
EFL.2.2.17. React • Reading a short simple text and coloring a simple
appropriately to what bar chart. (Example: a description of some children’s
others say using favorite ice cream. Task: color the chart accordingly,
verbal/non-verbal back etc.)
channeling, or by asking Writing
further simple questions • Having learners complete a short simple
to extend the interaction. questionnaire about themselves. Learners read open-
(Example: express ended questions and write the answers on the form.
interest using facial (Example: What time do you get up? What time do you
expression or simple go to school? At 6 o’clock, etc.)
words with appropriate • Interviewing a partner, asking yes/no questions and
intonation: Oh!, Yes! writing yes/no on the survey form. (Example: Do you
Thanks. And you? etc.) live in an apartment? Yes, etc.)
EFL.2.3.6. Understand the • Writing a variety of simple text types, using the
content of a simple appropriate language and layout:
graphic organizer (online • Listen to a URL address and write it down. (Example:
or print). (Example, Venn www.cambridge.org, etc.)
Diagrams, charts, and • Write your own email address or invent one.
labeled diagrams.) (Example: [email protected] for your pet, etc.) CE.EFL.2.15. Learn to read
EFL.2.4.8. Complete a • Write a simple print/online message to a friend for graphs, diagrams, charts,
basic survey or a their birthday. (Example: Happy Valentine’s Day, and other kinds of graphic
questionnaire by Juan!, Have a wonderful birthday, Kate!, etc.) organizer. Demonstrate
providing personal details. Language through the Arts understanding of a text
EFL.2.4.9. Write a variety • Working on a project in small groups of 4-5 and presented in the form of a
of short simple text types, discussing what the group is doing well and what it graphic organizer (both
commonly used in print could do to improve. print and digital).
and online, with • Brainstorming ideas for a writing project together as
appropriate language and a class, using a graphic organizer.
layout. (Example: write a • Creating a product for another class and making a
greeting on a birthday short advertisement that could be used to sell the I.EFL.2.15.1. Learners can
card, name and address product. use simple graphic
on an envelope, a URL for • Playing games in class or doing puzzles. organizers to show that
a website, an email • Discussing mistakes and how learners (and all they can understand a short
address, etc.) humans) can learn from them. simple text. (Example:
EFL.2.5.9. Use creative maps, diagrams, bar charts,
thinking skills to learn Venn diagrams, etc.) (I.4)
how to share and respect
all ideas through
brainstorming activities
and pair work in class. CE.EFL.2.20. Complete a
simple survey form or
questionnaire by providing
personal details. Write a
variety of simple written
text types, used in print or
online, with appropriate
layout and language.
(Examples: message on a
greeting card, name and
address on an envelope, an
email address, etc.)
 I.EFL.2.20.1. Learners can
write information in a
simple survey form or
questionnaire, and can type
or write some simple digital
text-types, such as a URL
and an email address. (I.3)

CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in
brainstorms and pair work.

I.EFL.2.25.1. Learners can

utilize a range of creative
thinking skills to show a
respect for sharing and
accepting different ideas
while working in pairs and
through brainstorms. (J.3,
S.4)
EFL.2.1.9. Communicate Communication and Cultural Awareness CE.EFL.2.5. Model turn-
Students learn to: to peers and teacher • Role-playing and participating in short dialogues. taking and ways to express
ask and answer when something is not • Playing games that practice classroom language and to others when something
questions about understood in class turn-taking. is not understood to
ability through the use of simple • Singing songs or chants that practice helpful improve comprehension
Students learn to: basic questions. language. and/or intelligibility in
state their mood EFL.2.1.10. Recognize • Working in pairs and groups on a small project. conversations.
and the speed at when to speak and when Oral Communication: (Listening and Speaking)
which they can move to listen while working in • Conducting a conversation with the teacher and
Students learn to: pairs or small groups in learner playing two characters using masks or hand I.EFL.2.5.1. Learners can
recognize, class by following puppets. The learner may be given the character’s apply turn-taking and ways
pronounce, and form classroom instructions details or invent them. (Example: name, age, favorite to express to others when
the letters Ww and simple commands. color, etc.) The student’s character could introduce something is not
through Zz; identify EFL.2.2.13. Understand other puppets or request permission to do something. understood in short
anchor words for and use basic greetings, (Example: This is Sebastian. He’s 11. Can I borrow a conversations. (J.3, S.1, S.4)
each letter leave-taking expressions, pencil, please?, etc.)
and other simple • Doing a mingle activity where learners meet and CE.EFL.2.10. Interaction –
everyday phrases to greet each other and ask and answer simple Interpersonal: Participate
facilitate interpersonal questions. Observing to see whether the learner can effectively in basic
interaction, to introduce interact effectively, and whether they are able to ask interpersonal interactions
others, and to name for repetition when required, and / or react in everyday contexts,
things. (Example: Thank- appropriately to responses received. (Example: Find provided the interlocutor
you, Can I help you? This someone who…. Do you have a red car? Yes? speaks slowly and clearly.
is [name], etc.) Great! – writes down name of person.) (Example: requesting,
EFL.2.2.14. Ask and • Establishing a clear expectation of English use for introducing, responding,
answer basic personal classroom functions. (Example: greeting, requesting, etc.)
information questions, as thanking, asking for repetition / clarification, offering
well as simple questions help, taking leave, etc.) Informal assessment could I.EFL.2.10.1. Learners can
about other people, involve a star chart, with points for learners who use interact effectively using a
animals, and possessions, L2 regularly. range of basic functional
provided the interaction is Reading exponents for interpersonal
slow and clear. (Example: • Reading a list of words in a Venn diagram and conversations in everyday
Where do you live? Do understanding the meaning. (Example: Venn diagram: contexts, providing speech
you have a bicycle?, etc.) Dog/Cat. Task: is slow and clear. Learners
EFL.2.2.16. Say when they Read a sentence and tick yes/no. Sentence: Dogs and can request repetition or
do not understand and cats have tails , etc.) clarification, and can react
ask for slower or clearer • Matching a simple short text to the correct plan. appropriately to responses
repetition where required. (Example: Text: a short simple description about a received. (I.3)
(Example: Sorry? Could zoo: The giraffes are next to the pandas. Plan: a
you say that again, etc.) simple map of the zoo, etc.)
EFL.2.2.17. React • Reading a short simple text and coloring a simple
appropriately to what bar chart. (Example: a description of some children’s
others say using favorite ice cream. Task: color the chart accordingly,
verbal/non-verbal back etc.)
channeling, or by asking Writing
further simple questions • Having learners complete a short simple
to extend the interaction. questionnaire about themselves. Learners read open-
(Example: express ended questions and write the answers on the form.
interest using facial (Example: What time do you get up? What time do you
expression or simple go to school? At 6 o’clock, etc.)
words with appropriate • Interviewing a partner, asking yes/no questions and
intonation: Oh!, Yes! writing yes/no on the survey form. (Example: Do you
Thanks. And you? etc.) live in an apartment? Yes, etc.)
EFL.2.3.6. Understand the • Writing a variety of simple text types, using the
content of a simple appropriate language and layout:
graphic organizer (online • Listen to a URL address and write it down. (Example:
or print). (Example, Venn www.cambridge.org, etc.)
Diagrams, charts, and • Write your own email address or invent one.
labeled diagrams.) (Example: [email protected] for your pet, etc.) CE.EFL.2.15. Learn to read
EFL.2.4.8. Complete a • Write a simple print/online message to a friend for graphs, diagrams, charts,
basic survey or a their birthday. (Example: Happy Valentine’s Day, and other kinds of graphic
questionnaire by Juan!, Have a wonderful birthday, Kate!, etc.) organizer. Demonstrate
providing personal details. Language through the Arts understanding of a text
EFL.2.4.9. Write a variety • Working on a project in small groups of 4-5 and presented in the form of a
of short simple text types, discussing what the group is doing well and what it graphic organizer (both
commonly used in print could do to improve. print and digital).
and online, with • Brainstorming ideas for a writing project together as
appropriate language and a class, using a graphic organizer.
layout. (Example: write a • Creating a product for another class and making a
greeting on a birthday short advertisement that could be used to sell the I.EFL.2.15.1. Learners can
card, name and address product. use simple graphic
on an envelope, a URL for • Playing games in class or doing puzzles. organizers to show that
a website, an email • Discussing mistakes and how learners (and all they can understand a short
address, etc.) humans) can learn from them. simple text. (Example:
EFL.2.5.9. Use creative maps, diagrams, bar charts,
thinking skills to learn Venn diagrams, etc.) (I.4)
how to share and respect
all ideas through
brainstorming activities
and pair work in class. CE.EFL.2.20. Complete a
simple survey form or
questionnaire by providing
personal details. Write a
variety of simple written
text types, used in print or
online, with appropriate
layout and language.
(Examples: message on a
greeting card, name and
address on an envelope, an
email address, etc.)

I.EFL.2.20.1. Learners can

write information in a
simple survey form or
questionnaire, and can type
or write some simple digital
text-types, such as a URL
and an email address. (I.3)

CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in
brainstorms and pair work.

I.EFL.2.25.1. Learners can

utilize a range of creative
 thinking skills to show a
respect for sharing and
accepting different ideas
while working in pairs and
through brainstorms. (J.3,
S.4)
ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS: En esta sección se plasman las estrategias dirigidas a los
estudiantes con necesidades educativas específicas ligadas o no a la discapacidad.

DESTREZAS CON INDICADORES DE ESTRATEGIAS METODOLÓGICAS ACTIVAS

CRITERIOS DE EVALUACIÓN PARA LA ENSEÑANZA Y APRENDIZAJE ACTIVIDADES EVALUATIVAS
DESEMPEÑO
Enero 2023. ENGLISH Colors / Colores  Folder sheets.
TOPIC: TEMA Write the correct word under each color. / Qué  Contingency plan-Project 1.
What color is it?. color es este? Escribe la palabra correcta  Dictionary.
Days of the week debajo de cada color.

Days of the week

Write the missing letters. Escriba Las letras que

faltan para completer la escritura correcta de
los dias de la semana
ELABORADO: REVISADO APROBADO

DOCENTES: Msc. Mónica Moncayo, Msc. DIRECTOR DE ÁREA: VICERRECTOR:

Grace Rebolledo, Lcda.Carolina Rumazo
FIRMA: FIRMA: FIRMA:

FECHA: 02/02/2024 FECHA: 02/02/2024 FECHA: 02/02/2024