SCHOOL

YEAR
2018 - 2019

MICRO CURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA # 3

TEACHER: LIC. GENIFER CAÑAR CABRERA. DATE: SEPTEMBER 17th to OCTUBER 26th.
AREA: ENGLISH AS A FOREIGN CLASS: 2nd EGB ELEMENTAL PARALLEL: A-B
LANGUAGE
4 SUBJECT: FOREIGN LANGUAGE PERIODS: 35
DIDACTIC UNIT:
OBJECTIVES OF THE UNIT: Take part in Chant. Learn how to say the names of different animals .

Show a positive attitude towards animals and develop gross motor skills and oral expressions.
EVALUATION CRITERIA: CE.EFL.2.2. Catalog everyday objects and places in different cultures and recognize ways to act responsibly
towards one’s environment and surroundings.

CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce
oneself and participate in a short conversation

CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while
expressing personal preferences with peers.

CE.EFL.2.7. Listening for Information: Follow short and 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.

CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate knowledge of spelling,
punctuation, capitalization and handwriting / typography, and identify their meanings.
SKILLS WITH PERFORMANCE EVALUATION
CRITERIA LEARNING ACTIVITIES RESOURCES
ACHIEVEMENT TECHNIQUES
INDICATORS OF THE AND
UNIT INSTRUMENTS
OF
EVALUATION

CE.EFL.2.8. Production -
CLASS 1 (2 PERIODS)
Pronunciation: Produce
individual words and short
phrases clearly enough.
CE.EFL.2.22. Describe and
write about emotions and
responses to literary texts
through words and
images, or other media
(video, audio) on class or
school bulletin boards and
expand on ideas and
responses to texts read/
seen/heard in by
participating in songs/
chants, TPR activities and
playground games.
WEEK 1 STUDENT’S BOOK 3: C O M M U N I C AT I O N Minimal
A N D C U LT U R A L response
FOOD! AWARENESS:
• INTRODUCTION/WARM UP/REVISION:
I.EFL.2.4.1.
- Talk about the importance of not over Learners can select
eating and including salad or
vegetables in our diet if we want to p i c t u r e s a n d / o r Brainstorming
stay healthy. Resources section. short phrases that
relate to
collaborating and
PRESENTATION AND PRACTICE: sharing and express Dialogue
p e r s o n a l exercises
Focus the children’s attention on the
AUDIO CD A preferences.
pictures of the children and their
meals.
Ask them to guess what meal they are Exercises
Flashcards O R A L
having. Ask: breakfast, lunch or dinner? COMMUNICATION: practice
The children predict the type of meal and mini flashcards
according to the type of food they can from level 1. 
see.
I.EFL.2.6.1.
Pairing choose
Learners can
Supplementary u n d e r s t a n d t h e response
• PRODUCTION: worksheet main ideas in short
- The children have to count the food simple spoken texts
items and trace the number, then they
and infer who is
can colour their favorite .
speaking Task-based
- Emphasize numbers seven and eight to copies
be used by children activities
CLASS 2 (2 PERIODS)
• INTRODUCTION/WARM UP/REVISION: CEFR: A1.1. All
Benji hand puppet.
- Review about last class with picture topic
CE.EFL.2.5. Model turn- WEEK 2 STUDENT’S BOOK 3: C O M M U N I C AT I O N Minimal
taking and ways to A N D C U LT U R A L response
CLASS 1 (2 PERIODS) MY Safary Park AWARENESS:
express to others when
something is not I.EFL.2.4.1.
understood to improve Learners can select
• INTRODUCTION/WARM UP/REVISION:
comprehension and/or • Sing the song before to start the class. p i c t u r e s a n d / o r Brainstorming
intelligibility in short phrases that
conversations. relate to
• PRESENTATION AND PRACTICE: Resources section. collaborating and
sharing and express Dialogue
p e r s o n a l exercises
• Play the listening (CD Track 24 ) and
explain the task . The children have to preferences.
identify each characters´ drink Pause
after each part so the children have AUDIO CD A
time to look and say the drink. Exercises
• PRODUCTION: O R A L
COMMUNICATION: practice
• Check they are working and complete Flashcards
the task correctly.
• The children have to tick the and mini flashcards
corresponding picture, according to from level 1.  I.EFL.2.6.1.
Pairing choose
your instructions . Learners can
• Make sure the children answer with the u n d e r s t a n d t h e response
appropriate short answer, not just a main ideas in short
simple “Yes “or “No”. Supplementary simple spoken texts
worksheet and infer who is
speaking Task-based
CLASS 2 (2 PERIODS)
activities
• INTRODUCTION/WARM UP/REVISION: copies
• Review the last class about the food.
CEFR: A1.1. All
topic

CE.EFL.2.22. Describe and
CLASS 1
write about emotions and
responses to literary texts
through words and
images, or other media
(video, audio) on class or
school bulletin boards and
expand on ideas and
responses to texts read/
seen/heard in by
participating in songs/
chants, TPR activities and
playground games.
CE. EFL. 2.19. Convey some
simple ideas, facts or opinions in a
simple sentence or short
WEEK 3 STUDENT’S BOOK 3: Minimal
O R A L response
(2 PERIODS) MY Safary Park COMMUNICATION:
• INTRODUCTION/WARM UP/REVISION: I . E F L . 2 . 6 . 1 . Brainstorming
Play the Weather Song ( CD Track 08) Learners can
and talk to the children about the
understand the
weather that day.
Resources section. main ideas in short
simple spoken texts Dialogue
and infer who is. exercises
• PRESENTATION:
• Introduce the flashcards of differents CEFR: A1.1. All
animals . Show the cards and say the topic
words AUDIO CD A
To the class . Hide different cards Exercises
behind the door of the playhouse practice
poster . Knock on the table ( as if I.EFL.2.8.1.
Flashcards Learners can
knocking on the door of playhouse
poster ) and say: and mini flashcards pronounce most
from level 1.  familiar vocabulary
Pairing choose
What is it ? A snake ? A monkey ? items accurately,
and can therefore response
• PRACTICE AND PRODUCTION: usually be easily
• Open the door and check. Repeat with Supplementary understood.
the other animals. Then , hold up the worksheet
flashcards one by one by and ask :
Task-based
What ‘ s this? And elicit the vocabulary
from the children. activities
• Review animal body parts. For copies
example, point to the elephant and WRITING:
say : Has the elephant got big ears ?
Elicit yes from the children and I.EFL.2.17.1.
CE.EFL.2.8. Production - WEEK 4 STUDENT’S BOOK 3: Minimal
Pronunciation: Produce CLASS 1 O R A L response
(2 PERIODS) MY Safary Park COMMUNICATION:
individual words and short
phrases clearly enough.
• INTRODUCTION/WARM UP/REVISION: I . E F L . 2 . 6 . 1 . Brainstorming
• Play the bye bye Song ( CD Track 06 ) Learners can
and wave good bye to the children
using Pandy at the end of the lesson. understand the
• PRESENTATION: Resources section. main ideas in short
• Animal noises . Show the flascards for simple spoken texts Dialogue
the animals one bye one , and and infer who is. exercises
encourage the children to make the
corresponding animal noise . Divide the CEFR: A1.1. All
class into different groups of animals . topic
• Show a flashcard and encourage the AUDIO CD A
children from that group to make the Exercises
correct noise.
practice
• PRACTICE AND PRODUCTION: I.EFL.2.8.1.
• Check the Pronunciation . Flashcards Learners can
and mini flashcards pronounce most
CLASS 2 (2 PERIODS) from level 1.  familiar vocabulary
Pairing choose
items accurately,
and can therefore response
usually be easily
• INTRODUCTION/WARM UP/REVISION: Supplementary understood.
• Review about last class worksheet
Task-based
• PRESENTATION: activities
copies
WRITING:
• Show a flashcard quickly and tell the
children to mime the animal on the I.EFL.2.17.1.
CE.EFL.2.22. Describe and
write about emotions and
CLASS 1
responses to literary texts
through words and
images, or other media
(video, audio) on class or
- Using bkue tack, stick four flascards on
school bulletin boards and
expand on ideas and
responses to texts read/
seen/heard in by
participating in songs/
chants, TPR activities and
playground games.
WEEK 5 STUDENT’S BOOK 3: C O M M U N I C AT I O N Minimal
A N D C U LT U R A L response
(2 PERIODS) MY Safary Park AWARENESS:
I.EFL.2.4.1.
Learners can select
• INTRODUCTION/WARM UP/REVISION:
p i c t u r e s a n d / o r Brainstorming
different parts of the playhouse poster. short phrases that
Invite individual children or groups of relate to
children to touch or point to the correct Resources section. collaborating and
cards. sharing and express Dialogue
• PRESENTATION:
p e r s o n a l exercises
- Use the flashcards from the unit to play
preferences.
a game of Pass the card to practice the
vocabulary .
- Get the children to sit in a circle . Hold AUDIO CD A
up a flascard and say, for example : Exercises
CEFR: A1.1. Topics:
Look! A snake !
- Pass the flashcard to a child beside you Family and Friends, practice
and encourage the child to say : Look! Flashcards Clothes, Colors,
A snake . The child then passes the Food and Drink,
card to the child nex to him or her who and mini flashcards Sports and Leisure,
then repeats the sentences . Continue from level 1.  Toys Pairing choose
the same procedure until all of the
children have had a turn . Repeat with response
other animals cards.
• PRACTICE AND PRODUCTION: Supplementary O R A L
• make animal noises or do actiopns for worksheet COMMUNICATION:
each of the animals and encourage the Task-based
children to join in . then, make a noise
and tell the children to point to the activities
correct animal. copies I.EFL.2.6.1.
• Listen to the song (CD Track 26 ) and Learners can
show the children the actions. Listen
again encouraging the children to do understand the
 STUDENT’S BOOK 3: C O M M U N I C AT I O N
WEEK 6 MY Safary Park A N D C U LT U R A L Brainstorming
AWARENESS:
CLASS 1 (2 PERIODS)
I.EFL.2.4.1.
Learners can select
pictures and/or Exercises
• INTRODUCTION/WARM UP/REVISION: Resources section.
- Use the Playhouse poster and the unit short phrases that practice
flashcards to review key vocabulary . relate to
• PRESENTATION: collaborating and
- Look at the page and ask the children sharing and express
to point to, and name the different p e r s o n a l Pairing choose
animals ( giraffe , hipoo , snake ) Then AUDIO CD A preferences.
aks : What colour is the ( hipoo )? And response
elicit the answer from the children..
How many hippos are there ? Count
aloud with the children Flashcards
CEFR: A1.1. Topics:
- PRACTICE:
and mini flashcards Colors, Food and Task-based
- Put some exercises on the board and
encourage them to fill in the blanks. from level 1.  Drink, and, Toys, activities
Numbers 1-10,
Sports
• PRODUCTION:
- Explain to the children that they need Supplementary
to circle the correct number of animals Homework
worksheet
according to the sings the characters O R A L
are holding. Help the children to follow COMMUNICATION:
the same procedure with the other
animals, according to the number Ben copies Specific test
and Gina are holding.
- When the children have counted and CEFR: A1.1. All
circled the correct number of animals, topic
they can then count the number of Benji hand puppet
animals that are left.
CLASS 2 (2 PERIODS)
CuRRICULAR ADAPTATION:
SPECIFIC OF THE SPECIFIC ADAPTATION TO BE APPLIED
EDUCATIVE NECESSITY
SKILLS WITH EVALUATION
PERFORMANC LEARNING ACTIVITIES
ACHIEVEMENT ACHIEVEMENT
E CRITERIA
RESOURCES INDICATORS OF THE INDICATORS
UNIT OF THE UNIT

CREATED BY: REVIEWED BY: APPROVED BY

TEACHER: LIC. VANESSA ELECTRA NAME: ABG. JOHANNA LITUMA S. NAME: PARVULARIA. SRA. GINA FEBRES
ESCOBAR RODAS CORDERO
SIGNATURE SIGNATURE SIGNATURE

DATE: DATE: DATE: