MICROCURRICULAR PLANN.docx- Foreign Language

MICROCURRICULAR PLANN 2024 – 2025
INFORMATIVE DATA
Teacher: Area: Foreign Language Subject: English
Didactic Unit: Hobbies and Entertaiment Paralels: A, B, C Month:
Level: Superior A2.1 Weeks: 14 Period: First
LEARNING OBJECTIVE
CURRICULAR OBJECTIVES OF THE ENGLISH AS A FOREIGN LANGUAGE AREA FOR SUBNIVEL MEDIA OF EDUCACIÓN GENERAL BÁSICA:
O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
PLANN
NO. PERFORMANCE CRITERIA
(MANDATORY LEARNING)
INDICATORS FOR THE
PERFORMANCE
CRITERIA
ACTIVE METHODOLOGICAL STRATEGIES FOR TEACHING
AND LEARNING
EVALUATION ACTIVITIES
Classroom
language,
giving
instructions,
rules
Curricular Thread 1:
Communication and cultural
awareness
EFL 4.1.5. Apply self-correcting and
self-monitoring strategies in social
and classroom interactions.
(Example: asking questions, starting
over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
Learners can employ a
range of self-monitoring
and self-correcting
strategies. Ref
(I.EFL.4.3.1.) (I.3, S.4, J.4)
Warm up: Eenie, Meenie, Miney, Moe
Introducing vocabulary: Throughout the year you’ll be using
classroom language and it’s important for children to be
introduced to it very early on so that they can understand what
you want them to do. Giving clear, simple instructions is not
always easy. Here are some tips to make yours effective:
• Actions can speak louder than words – always demonstrate
• This lesson focuses on vocabulary related to classroom
language (“open your books”, “stand up”, “sit down” etc).
Students will practice both listening to and producing this
language with 2 simple games. Then there is an activity where
students will come up with classroom rules and sign their own
class contract. Finally students will review / learn vocabulary
related to classroom materials (scissors, books, pens, bags,
Sellotape etc).
Practice:
This is a great visual and interactive game to introduce and
review instructions.
Start the lesson by asking everyone to stand up. Say ‘Everyone,
stand up.’ Show them what you mean by standing up yourself
Observation
Direct observation of behaviours in
actual or simulated work settings.
Writing Exercises
Write up on the board the
instructions they met in the previous
for them to copy
into their books, leaving enough
space next to each instruction for a
picture. Then
they could draw the corresponding
picture of someone carrying out the
instruction, or draw a picture of an
open book next to the instruction
‘Open your books’.

and raising your arms.
Then say ‘Everyone, sit down.’ and demonstrate in the same way
as before. Continue this a few times before introducing new
actions. These should be actions that they will need to perform
throughout the year such as; ‘Put your hand up’ ‘Open your book’
‘Close your book’ ‘Open your bag’ etc
Then go back to the original ‘Stand up’ and ‘Sit down’ to
introduce Simon Says. Say ‘Listen’ and put your hand to your ear
to demonstrate this very useful instruction! ‘Simon says stand up’
then make a show of standing up. Say ‘Sit down’. When they start
to sit down say ‘No, and signal for them to stay standing up.
Then, while emphasizing the first two words say ‘Simon says sit
down’ and actually do it yourself to demonstrate that it’s now OK
for them to sit down too. Continue like this a few times before
moving on to the other actions.
Application: In the last activity the children only heard the
actions. This time it’s up to them to try and
produce some of them orally.
Put the class into two teams and number each child. Ask the
number 1s from each team to come forward. Say ‘Number 1,2
come here.’ Point and motion with your hand to the number 1s.
Show them a picture flashcard of someone doing one of the
previous actions.
The next stage can be done through mime or drawing. They have
to draw on the board for their team the action. The first person
to correctly say the instruction wins a point for their team.
It’s essential to establish some classroom ground rules very early
on. The class contract should be displayed and referred to during
the year if you find that certain rules are being forgotten.
Olympic
Sports
Curricular Thread 1:
Communication and cultural
awareness.
EFL 4.1.9. Recognize the
consequences of
I.EFL.4.2.1. Learners can
name similarities
and differences between
different aspects of
cultural groups. Learners
Motivation:
Warm up
 Mimic a sport.
Information:
Observation
Observe a few learners every lesson
and make notes.
Pair share
At the end of a lesson learners share

one’s actions by demonstrating
responsible decision-making at
school, online, at home and in the
community, while considering
ethical standards, safety concerns,
social norms and mutual respect.
can demonstrate socially
responsible behaviours
at school, online, at
home and in the
community, and
evaluate their actions by
ethical, safety and social
standards. (J.3, S.1, I.1)
 Answer the following question: Does Ecuador have any
Olympic champions? In what events?
 Listen and match the word with the picture.
https://learnenglishteens.britishcouncil.org/vocabulary/a1-
a2-vocabulary/olympic-sports
 Check vocabulary matching
 Team work: Write the
whttps://learnenglishteens.britishcouncil.org/vocabulary/a1-
a2-vocabulary/olympic-sportsord to fill the gap
 Introduce the meaning of the abbreviations
Practice:
Before reading
Ask the questions: When did it begin? When did the modern
Olympics start?
Classify the numbers in cardinal and ordinal
While reading
with their partner:
 Three new things they have
learnt
 What they found easy
 What they found difficult
 Something they would like to
learn in the future.
Post-its
Use post-it notes to evaluate
learning. Give to groups, pairs or
individuals and ask them to answer
questions. For example:
 What have I learnt?
 What have I found easy?
 What have I found difficult?
 What do I want to know now?
Design an Olympic mascot.

 Highlight dates, countries, cities and circle sports. Using
different colours.
 Write the cardinal numbers in word.
 Classify the numbers in cardinal and ordinals.
After reading
Answer the questions
1. What other sports championship or tournament can you
name? 2. What is your favourite sport? Why do you like it? 3. Are
there any sports you dislike? Explain. 4. Which sport is the easiest
to practice in your city?
Application:
Create a timeline
Timeline “History of the Olympics”
 8th century B.C. to 4th century A.D.: Ancient Olympic
Games in Greece.
 1896: First modern Olympic Games in Athens.
 1994: Split of Summer and Winter Olympic Games.
 Today (post-1994): Olympics with more than 300 events,
global significance.
Wrap up:
Say what are the summer sports in the Olympic games
Assessment:
Write the name under each picture
Complete the crossword. https://n9.cl/scmii

My Favorite
Sports
Moment
Curricular Thread 4: Writing
EFL 4.4.7. Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational
texts.
Learners can convey and
organize information
through the use of facts
and de tails and by
employing various stages
of the writing process.
REF. ( I.EFL.4.17.1.) (I.1,
I.3, S.4, J.2, J.4)
Motivation:
Warm up
 Spidergram
Information:
Answer the following question: What was the best moment in
the history of sports?
Practice:
Look at the pictures and answer the following questions.
Observation
Observe a few learners every lesson
and make notes.
Pair share
At the end of a lesson learners share
with their partner:
 Three new things they have
learnt
 What they found easy
 What they found difficult
Something they would like to learn in
the future
Design a medal
Olympic
Games
Summer
Olympic
games
Winter
Olympic
Games

https://www.ecuadortimes.net/historical-gold-neisi-dajomes-is-
ecuadors-first-female-olympic-medalist/
What? When? Where? Before... then... After...
What are the steps to writing a narrative essay?
 Choose a topic and generate ideas for your essay.
 Write an outline.
..read4U1WP.pdf
 Write a first draft.
Review of time expressions.
 Edit the draft.
 Proofread and submit your final draft.
Application:
Think of a sports moment that you really like. It can be from any
time or place. Write down all the information you know about
this moment. Include what the moment was, when it was, who
was involved, why you liked it, etc
Wrap up:
Trivia cards about Richard Carapaz.

Assessment:
In Your Notebook, with all the ideas and information that you
collected, write a short 80-90 words narration. Be sure to write
all the events in chronological order. Use at least five-time
expressions, for example: before, after, during, as soon as, while,
then, later, at the same time, etc.
Synchronized
Swimming
Curricular Thread 5: Language
through the Arts
EFL 4.5.1. Make use of main points
in literary texts (authentic and semi-
authentic, oral and written) to
understand short simple everyday
stories, especially if there is visual
support
Learners can
understand literal mea
nings in short, simple,
everyday literary texts
(online, oral or in
print), especially when
visual support is
provided. REF.
(I.EFL.4.18.1.) (I.2, I.3,
I.4)
Motivation:
Warm up
 Wordle.
Information:
 Look at the picture and identify the sport.
 Introduce the meaning of the following words.
Practice:
Before reading
 Ask the questions: What does synchronize swimming look
like? Do you think it is an easy sport?
While reading
Exploration Table: At the end of
class, each learner answers the
following questions presented to
them on index cards:
 What did we do in class?
 Why did we do it?
 What did I learn today?
 How can I apply it?
 What questions do I have about
it?
Roll the Dice: Put a 6-sided dice at
each desk. At the end of class, each
learner rolls and briefly answers
aloud a question based on the
number rolled:
 I want to remember …
 Something I learned today
 One word to sum up what I
learned
 Something I already knew
 I’m still confused about …
 An “aha” moment that I had
today

 Underline the verbs.
 Write the verbs in simple past.
 Classify the into regular and irregular.
After reading
Answer the questions
1. Describe synchronized swimming in your own words.
2. Have you ever seen a synchronized swimming performance?
Did you like it? Why or why not?
3. Do you think that it should be considered a sport? Explain
4. What other sports look like an artistic performance? Which
one(s)?
5. How can sports be considered a form of art?
Application:
Create a storyboard about an Olympic event: Synchronized
Swimming
Wrap up:
Say what are the sport in the Olympic games
Assessment:

https://www.teacherspayteachers.com/Product/Adaptive-Music-
Music-Olympics-Synchronized-Swimming-Dance-Creation-
4647545
ELABORATED BY TEACHER REVIEWED BY AREA COORDINATOR APPROVED BY VICERRECTOR/A
Name: Name: Name
Signature: Signature: Signature:

MICROCURRICULAR PLANN.docx- Foreign Language

MICROCURRICULAR PLANN.docx- Foreign Language

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MICROCURRICULAR PLANN.docx- Foreign Language