UNIDAD EDUCATIVA REMIGIO ROMERO Y CORDERO

SCHOOL YEAR
2024 - 2025

MICROCURRICULAR PLANNING
INFORMATIVE DATA:
TEACHERS’ NAME: Lic. Ana Siavichay Márquez, Mgs. CLASS: FIRST YEAR OF BGE PARALLEL: A/B
SUBJECT: ENGLISH AS A FOREIGN LANGUAGE DATE:
TRANSVERSAL AXIS: RESPECT, RESPONSIBILITY, SOLIDARITY, HONESTY, EMPATHY.
LEARNING OBJECTIVE: Students will be able to recognize their surroundings and establish good norms of behavior in order to establish a simple
presentation, interaction describing oneself and familiar background.
At the end of the unit, the students will be able to:
• Introduce the Present Progressive tense for future meaning.
• Explain the use of sequencing adverbs (e.g., first, next, then, finally).
• Identify and use objects pronouns correctly in simple sentences.
• Students will be able to use prepositions of direction and give simple directions.
• To introduce the concept of countable and uncountable nouns and the quantifiers "much" and "many."
• To introduce the modal verbs "can" and "could" for requests and practice ordering a meal in a restaurant.

UNIT PLAN
NUMBER OF UNIT: ONE NUMBER OF WEEKS: 4 – 5 WEEKS
TRIMESTER: FIRST DATE:
CURRICULAR COMPONENTS
SKILLS AND PERFORMANCE CRITERIA INDICATORS FOR PERFORMANCE METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES
CRITERIA
UNIT 1: OUT AND ABOUT
Lesson 1: What´s happening INITIATION: Conversation
tomorrow? Assessment: T have a
Warm-up: conversation with each
Identify the meanings of some unfamiliar EFL 5.2.1 Deduce the meanings of unfamiliar student, asking them
phrases and words from a context. phrases and words from a context containing • "What are you doing this weekend?" about their future plans
(Example: colloquial greetings, familiar elements. (Example: colloquial
Talk with students about their and arrangements.
exclamations) REF. (EFL 5.2.1) greetings, exclamations, interjections, etc.)
weekend plans. This will activate their Assess their use of the
prior knowledge of the Present Present Progressive,
Learners can find specific information and Progressive and set the context for the sequencing adverbs, and
EFL 5.3.1. Find specific predictable
information in short, simple texts in a range identify the main points in simple, lesson. ability to describe
of age and level-appropriate topics. straightforward texts on subjects of personal events.
(Example: biographies, news articles, interest or familiar academic topics. Ref. (I.EFL. Introduction:
narratives, memoirs and personal accounts, 5.10.1.) (I.1, I.2, S.2) Written Assessment:
formal letters and emails, etc.)
• Explain that the Present Progressive
can be used to talk about future plans T give students a writing
Students can identify, choose, and evaluate and arrangements, especially when prompt (e.g., "Describe
Select and make use of a range of digital various resources, including digital tools, the plans are definite and the time is your weekend plans")
tools to write. (Example: image editing, for learning and academic work.
infographic makers, audio and video specified. and assess their use of
Ref.I.EFL.5.14.1 (I.1, I.2, S.3, S.4)
editing.) REF. ( EFL 5.4.4.) • Example: "I'm meeting my friends for the target language
coffee tomorrow at 3." structures.

Practice:

• "What are your plans?" Have

students work in pairs and ask each
other about their plans for the week.
They should use the Present
Progressive to express their future
activities.
• Introduce common sequencing
adverbs like "first," "next," "then,"
"after that," and "finally."
• Explain their use in describing a
sequence of events.
 • Example: "First, I'm going to the gym.
Next, I'm having lunch with a friend."

• "Sequencing Stories" Give students a

set of picture cards showing a
sequence of events (e.g., getting ready
for school). Ask them to put the cards
in order and describe the sequence
using sequencing adverbs.

CONSTRUCTION

Review and Practice:

• "Mixed-Up Sentences" Give students

sentences with mixed-up words. They
should rearrange the words to form
correct sentences using the Present
Progressive and sequencing adverbs.
• "Picture Dictation" Show students a
picture and have them describe the
scene using the Present Progressive
and sequencing adverbs.

Introducing "Arrangements":

• Explain that "arrangements" are plans

that have been made in advance.
• Example: "I've arranged to meet my
parents at the airport."
• Practice: "Making Arrangements"
Have students role-play making
arrangements (e.g., planning a party,
scheduling a meeting). They should
 use the Present Progressive and
phrases like "I've arranged to..."

CONSOLIDATION

Project: "My Day"

• Ask students to create a visual

representation of their daily routine
(e.g., a comic strip, a flowchart).
• They should use the Present
Progressive to describe their activities
and sequencing adverbs to show the
order of events.
• Presentation: Have students present
their "My Day" projects to the class.
Lesson 2: You can´t miss it! INITIATION: -Observation: Observe
students' participation in
• Create a bingo grid with object class activities and their
pronouns (e.g., me, you, him, her, it, ability to use object
I.EFL.5.4.1. Learners can communicate
EFL 5.1.8 Employ alternative ways of us, them). Call out sentences using pronouns, prepositions
effectively using a variety of media and formats,
saying things in social and classroom object pronouns. Students who have of direction, and give
including ICT, by saying things in alternative
interactions.
ways and applying self-co- rrecting and self- the matching object pronoun on their directions accurately.
monitoring strategies when needed (I1, I.3, J.4) grid can cross it off. The first student
to get a line or a full house win.
Try to understand the main idea of audio EFL 5.2.5 Understand the main idea of radio and • Provide students with sentences with -Written work: Evaluate
recordings on subjects of personal interest, audio recordings on subjects of personal interest,
blanks. Students must fill in the blanks students' written
provided speech is clear. provided speech is clear.
with the correct object pronoun. paragraphs for accuracy
- Example: "I saw _____ at the store." in grammar and
vocabulary.
Use the relevant information in print or Learners can engage with a variety of digital and
online sources in order to support an idea. print texts and resources by evaluating the CONSTRUCTION:
(Example: online advertising, online or print information in order to find the most appropriate
timetables, web pages, posters, and adverts.) sources to support an idea or argument. Ref. Activity 1: Map Treasure Hunt
I.EFL.5.12.1. (I.2, I.4, J.3)
REF. (EFL 5.3.4.)
• Provide students with a simple map
and clus.
• The clues will use prepositions of
direction to guide students to a
hidden "treasure."
• Example: "Walk straight ahead, then
turn right. The treasure is behind the
tree."

Activity 2: Give Me Directions

• T divide students into pairs. One

student will be the "blindfolded"
person and the other will be the
"guide."
 • The guide will give the blindfolded
person directions to a specific location
in the classroom.
o Example: "Walk straight
ahead, then turn left. The desk
is in front of you."

CONSOLIDATION

Activity 1: Role-Play: Asking for Directions

• Divide students into pairs.

• One student will be a tourist and the
other will be a local.
• The tourist will ask for directions to a
specific location using prepositions of
direction.

The local will provide the directions using

object pronouns and prepositions of direction.

Lesson 3: Could I borrow some money? INITIATION

Use oral, print and some electronic forms Learners can produce emails, blog posts and • Warm-up: Show a picture of a
for writing to others or for writing for self. other written texts. Ref. I.EFL.5.13.1 (I.3, S.3, -Observe students'
restaurant menu and ask students to
(Example: notes, invitations, emails, J.2) participation in the
name the different items.
comments and notes to self.) REF. sorting activity and their
(EFL5.4.9.) • Presentation: Explain the difference
between countable and uncountable ability to use "much" and
nouns using examples from the menu. "many" correctly in
Learners can find specific information and • Practice: sentences.
Identify and comprehend the essential
themes in basic literature on personal identify the main points in simple, o Divide students into pairs.
interest or academic topics. REF. (EFL straightforward texts on subjects of personal Give each pair a set of -Evaluate students'
5.3.8.) interest or familiar academic topics. Ref. ability to use "some" and
(I.EFL. 5.10.1.) (I.1, I.2, S.2)
 flashcards with countable and "any" correctly in
uncountable nouns. sentences and during the
o Ask them to sort the role-play activity.
EFL 5.2.4. Follow uncomplicated oral I.EFL.5.6.1. Learners can deal with practical, flashcards into two categories.
directions in classroom activities and everyday communication demands in familiar o Introduce the quantifiers -Evaluate students'
provide directions to peers in selected social and academic contexts, such as following "much" and "many" and ability to use "can" and
interactions directions in class acti- vities and identifying
explain their usage with "could" correctly for
main ideas in other curricular subjects when
given sufficient support. (I.1, I.3, S.1) countable and uncountable requests and their
nouns. overall performance in
o Practice using "much" and the restaurant role-play.
"many" in sentences related
to food and drink.

CONSTRUCTION

• Review: Quickly review countable and

uncountable nouns and the
quantifiers "much" and "many."
• Presentation: Introduce the
quantifiers "some" and "any" and
explain their usage in positive,
negative, and interrogative sentences.
• Practice:
o Ask students to complete
sentences using "some" or
"any." For example: "Would
you like _____ coffee?"
o Role-play: Divide students into
pairs and have them practice
ordering food and drinks in a
restaurant using "some" and
"any."

CONSOLIDATION
 • Review: Quickly review countable and
uncountable nouns, quantifiers, and
"some" and "any."
• Presentation: Introduce the modal
verbs "can" and "could" for requests
and explain their usage.
• Practice:
o Ask students to complete
sentences using "can" or
"could" for requests. For
example: "Can I have _____?"
o Role-play: Have students
practice ordering a meal in a
restaurant using "can" and
"could" for requests.

Integrated Skills Revision of the topics learned by practicing

Suggestions and advice the four skills with the activities on the
book.

CURRICULAR ADAPTATION:
SKILLS AND PERFORMANCE CRITERIA INDICATORS FOR PERFORMANCE METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES
CRITERIA
UNIT: 1 OUT AND ABOUT
Lesson 1: What´s happening tomorrow? Initiation:
EFL 5.2.1 Deduce the meanings of
Identify the meanings of some unfamiliar unfamiliar phrases and words from a context • Presentation: Review of verbs by
phrases and words from a context. (Example: containing familiar elements. (Example: using flash cards and use them in
colloquial greetings, exclamations) REF. colloquial greetings, exclamations,
interjections, etc.) the Progressive tense for future Written Assessment:
(EFL 5.2.1)
plans
T give students a writing
prompt (e.g., "Describe
your weekend plans")
Lesson 2: You can´t miss it! EFL.5.4.1. Learners can communicate • Practice: Students repeat the and assess their use of
effectively using a variety of media and words after you and point to the target language
formats, including ICT, by saying things in pictures in the classroom. structures.
EFL 5.1.8 Employ alternative ways of saying alternative ways and applying self-co- • Present new vocabulary of the
things in social and classroom interactions. rrecting and self-monitoring strategies
different lessons. Class participation.
when needed (I1, I.3, J.4)

Learners can engage with a variety of digital Construction:

and print texts and resources by evaluating
Lesson 3: Could I borrow some money? the information in order to find the most • Guided practice: Have students
appropriate sources to support an idea or practice easy part of dialogues in
argument. Ref. I.EFL.5.12.1. (I.2, I.4, J.3) pairs.
Use the relevant information in print or online • Giving directions using simple
sources in order to support an idea. (Example: vocabulary.
online advertising, online or print timetables,
web pages, posters, and adverts.) REF. (EFL Consolidation:
5.3.4.)
• Students write short sentences
using vocabulary learned in the
lessons
• Review students' work and
provide feedback on their use of
vocabulary.

ELABORATED BY: REVISED BY: APPROVED BY:

TEACHER: Ana Siavichay Márquez AREA COORDINATOR: Lic. Miguel Serrano VICE-PRINCIPAL: Mgs. Ignacio Torres

SIGNATURE: SIGNATURE: SIGNATURE: Firmado digitalmente

Firmado electrónicamente por:
por IGNACIO LEONIDAS
ANA CECILIA
SIAVICHAY MARQUEZ
Firmado electrónicamente por:
MIGUEL ANGEL
TORRES ROMERO
SERRANO RAMOS Fecha: 2024.10.26
11:46:54 -05'00'

DATE: OCTOBER/2024