SCHOOL YEAR

UNIDAD EDUCATIVA “REMIGIO ROMERO Y CORDERO”

2024 - 2025

MICROCURRICULAR PLANNING
INFORMATIVE DATA:
TEACHERS’ NAME: Lic. Ana Siavichay Márquez, Mgs. CLASS: TENTH 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:
• To introduce the target language and create interest.
• To practice forming correct simple present tense sentences for states and routines.
• To reinforce learning and assess understanding

UNIT PLAN
NUMBER OF UNIT: ONE NUMBER OF WEEKS: 4 – 5 WEEKS
TRIMESTER: FIRST DATE: October 14th to November 17th
CURRICULAR COMPONENTS
SKILLS AND PERFORMANCE CRITERIA INDICATORS FOR PERFORMANCE METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES
CRITERIA
UNIT 1: MAKING FRIENDS
Lesson 1: Do you really speak INITIATION
Chinese?

-Short quiz on simple

EFL 4.1.5. Apply self-correcting and self- Learners can employ a range of self- • Warm-up: present tense grammar
monitoring strategies in social and monitoring and self-correcting strategies. o Students play a game of and usage.
classroom interactions. (Example: asking Ref (I.EFL.4.3.1.) (I.3, S.4, J.4) "Simon Says" to review basic
questions, starting over, rephrasing, -Oral presentation:
commands and body parts.
exploring alternative pronunciations or
• Presentation: Students describe their
wording, etc.) (IS). o T shows pictures of people favorite activities or
doing different activities (e.g.,
EFL 4.2.2. Use a series of phrases and sleeping, eating, working, hobbies using simple
sentences to describe aspects of personal Learners can communicate personal playing). present tense
background, immediate environment information and basic immediate needs in o Ask students to describe the
and matters of immediate need in simple simple terms using grammatical activities using simple -Participation:
terms using grammatical structures structures and vocabulary seen in class sentences.
learnt in class (although there may (although there may and / frequent basic
o Introduce the concept of Active involvement in
be frequent errors with tenses, personal errors) REF. (I.EFL.4.8.1.) (I.1, I.2, I.3, S.1)
states (e.g., "I am hungry") class activities and
pronouns, prepositions, etc.) and routines (e.g., "I get up at discussions.
7:00").
• Vocabulary Building:
o T presents a list of verbs
EFL 4.3.9. Demonstrate an ability to
interact and engage I.EFL.4.14.1. Learners can interact and
related to states and routines
with a wide range of ICT and classroom engage with a wide range of ICT and (e.g., be, have, like, need,
resources in order classroom resources and texts by work, study, play).
to strengthen literacy skills and strategies. selecting o Practice pronunciation and
and evaluating them in order to meaning through drills and
strengthen literacy skills and promote sentence repetition.
acquisition. (I.2, I.4, S.3, J.2, J.3)
CONSTRUCTION

EFL 4.5.10. Collaboratively produce • Grammar Focus:

criteria for Learners can evaluate and recommend o T explains the rules for
evaluating literary texts and the literary texts (both written and oral,
forming the simple present
effectiveness of groupwork. online, in video or in print) according
(IS) COLABORACIÓN to pre-established criteria. REF.
tense (verb form depending
(I.EFL.4.21.1.) on subject).
o Provide examples and practice
exercises.
• Controlled Practice:
o Fill-in-the-blank exercises to
practice verb conjugation.
o Gap-fill activities to complete
sentences about states and
routines.
• Guided Practice:
 o Role-play dialogues using
simple present tense to talk
about daily routines.
o Group work: Students create
short conversations about
their likes and dislikes.

CONSOLIDATION

• Free Practice:
o Write a short paragraph about
your daily routine using simple
present tense.
o Group work: Students
interview each other about
their habits and preferences.
• Productive Activities:
o Create a class poster or
infographic about "Our Daily
Lives" using simple present
tense sentences.
o Write a short story or comic
strip using the target
language.

INITIATION
Lesson 2: You´re standing on my foot! - Written test: Include
• Warm-up: questions on the Present
o T begins with a fun activity like Progressive form, use,
EFL 4.1.5. Apply self-correcting and self- Learners can employ a range of self- charades or a guessing game and relative pronouns.
monitoring strategies in social and monitoring and self-correcting strategies.
to get students engaged and
Ref (I.EFL.4.3.1.) (I.3, S.4, J.4)
thinking about actions.
classroom interactions. (Example: asking • Presentation: - Oral presentation:
questions, o T introduces the concept of Have students describe a
starting over, rephrasing, the Present Progressive tense current event or activity
exploring alternative pronunciations or through visuals (pictures, using the Present
wording, etc.) (IS). videos) showing actions in Progressive and relative
Learners can follow and understand short progress. pronouns.
EFL 4.2.3. Follow and understand short, straight forward spoken audio texts set in
o Explain the form of the
straightforward familiar contexts when the message is
delivered slowly and there
Present Progressive - Role-play assessment:
audio messages and/or the main
is other contextual support. (Example: (am/is/are + verb-ing) and its Observe students' ability
idea/dialogue of a movie or cartoon (or
other age-appropriate audio-visual rules for a game, classroom instructions, use to describe ongoing to use the Present
presentations) if delivered slowly and a dialogue in a scene from a cartoon or actions. Progressive and relative
visuals provide contextual movie, etc.) Learners can use other o Provide examples and have pronouns in a
support. (Example: an announcement of classmate’s contributions students repeat them chorally conversation.
a bus delay, an intercom announcement in class as models for their own. REF and individually.
at school, a dialogue supported (I.EFL.4.7.1.) (I.2, I.3, S.4 • Practice:
by facial expressions/gestures and o Simple sentence completion:
appropriate intonation, Give students sentences with
etc.) verbs and have them
complete them using the
I.EFL.4.11.1. Learners can understand
main ideas and some details in short Present Progressive.
EFL 4.3.1. Understand main points in
simple online or print texts on familiar o Picture dictation: Show
short simple texts
on familiar subjects. (Example: news subjects, using contextual clues to help pictures and have students
about sports or famous identify the most relevant information. describe what is happening
people, descriptions, etc.) CC (Example: title, illustrations, organization, using the Present Progressive.
etc.) (I.2, I.4)
CONSTRUCTION

• Review:
o Quickly recap the form and
use of the Present
Progressive.
• Controlled Practice:
o Gap-fill exercises: Provide
sentences with missing verbs
and have students fill them in
 using the correct Present
Progressive form.
o Error correction: Present
sentences with errors in the
Present Progressive and have
students identify and correct
them.
• Semi-Controlled Practice:
o Role-plays: Assign roles and
scenarios and have students
practice using the Present
Progressive in conversations.
o Picture stories: Show a
sequence of pictures and have
students create a story using
the Present Progressive to
describe the actions.

CONSOLIDATION

• Presentation:
o Introduce relative pronouns
(who/that) to describe people
and things within a sentence.
o Explain how to use relative
pronouns to connect
sentences and provide
additional information.
o Provide examples and have
students repeat them chorally
and individually.
• Practice:
o Sentence combination: Give
students two sentences and
have them combine them
using a relative pronoun.
 o Wh- questions with relative
pronouns: Ask questions using
"who" or "that" and have
students answer using the
Present Progressive.

Lesson 3: What´s the producer´s job? INITIATION - Quiz:

• Warm-up: • Multiple-choice
o Play a game of "Whose is questions (e.g.,
EFL 4.5.11. Participate in creative thinking I.EFL.4.22.1. Learners can collaborate and this?" to review personal Choose the
through brainstorming, working in participate effectively in a variety of
pronouns. The teacher holds correct
groups, games and problem-solving tasks student groupings by employing a wide
range of creative thinking skills through
up an object and asks, "Whose possessive
by showing the ability to accept a variety
the completion of activities such as is this?" Students answer with adjective: This is
of ideas and capitalize on other people’s
playing games, brainstorming and the correct personal pronoun _____ book.)
strengths.
(ISVM) (IS) TRABAJO EN EQUIPO problem solving. (S.2, S.4, J.1, J.2, J.3, J.4 (e.g., "It's mine"). • Fill-in-the-blank
• Presentation of possessive adjectives: questions (e.g.,
EFL 4.2.2. Use a series of phrases and o Introduce possessive The _____ car is
sentences to describe aspects of personal adjectives (my, your, his, her, red.)
background, immediate environment Learners can communicate personal its, our, their) using pictures • True/false
and matters of immediate need in simple information and basic immediate needs in and real-life examples. Explain questions (e.g.,
terms using grammatical structures simple terms using grammatical that possessive adjectives We use -'s to
learnt in class (although there may structures and vocabulary seen in class
show ownership or belonging. show possession
be frequent errors with tenses, personal (although there may and / frequent basic
o Practice using possessive with plural
errors) REF. (I.EFL.4.8.1.) (I.1, I.2, I.3, S.1)
pronouns, prepositions, etc.) adjectives in sentences. For nouns.)
example, "This is my book."
EFL.4.15.1. Learners can convey "That's her dog." - Role-play:
EFL 4.4.4. Write to describe feelings/ • Presentation of possessive pronouns:
information and ideas and describe
opinions in order
feelings and opinions in simple o Introduce possessive • Have students
to effectively influence an audience.
transactional or expository texts on pronouns (mine, yours, his, role-play
(Example: persuade,
familiar subjects in order to influence an hers, ours, theirs) as a shorter different
negotiate, argue, etc.)
audience, while recognizing way to express possession. scenarios using
that different texts have different Explain that they can be used the target
features and showing the ability to use
instead of a possessive language (e.g.,
these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
adjective + noun. talking about
 o Practice using possessive their belongings,
pronouns in sentences. For describing their
example, "This book is mine." family
"That dog is hers." members).

CONSTRUCTION - Conversation activity:

• Controlled practice: • Have students

o Give students worksheets with interview each
exercises to practice using other about their
possessive adjectives and possessions and
pronouns. family members,
o Provide feedback and using the target
corrections as needed. language.
• Guided discovery:
o Introduce apostrophes ('s) to
show possession. Explain that
-'s is used with singular nouns
(e.g., John's book) and s' is
used with plural nouns that
end in s (e.g., the boys' toys).
o Provide examples and have
students practice using
apostrophes to show
possession.

CONSOLIDATION

• Free practice:
o Play a game of "Describe the
picture." Show students a
picture and have them
describe it using possessive
adjectives, pronouns, and
apostrophes.
 o Have students work in pairs to
create dialogues using the
target language.
• Evaluation:
o Give students a short quiz to
assess their understanding of
possessive adjectives,
pronouns, and apostrophes.

CURRICULAR ADAPTATION:
SKILLS AND PERFORMANCE CRITERIA INDICATORS FOR PERFORMANCE METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES
CRITERIA
UNIT: 1 MAKING FRIENDS
INITIATION
EFL 4.2.2. Use few phrases and sentences to Learners can communicate personal
describe aspects of personal background in information and basic immediate needs in • Warm-up: Begin with a fun Evaluation Activities
very simple terms using grammatical simple terms using grammatical structures activity to get students' attention
structures learnt in class (although there may and vocabulary seen in class (although there
and activate their prior • Worksheet:
be frequent errors with tenses, personal may and / frequent basic errors) REF.
pronouns, prepositions, etc.).
knowledge. For example, play a Create a
(I.EFL.4.8.1.) (I.1, I.2, I.3, S.1)
game of "Simon Says" where worksheet with
students have to perform actions fill-in-the-blank
EFL 4.2.11. Give short, uncomplicated I.EFL.4.9.1. Learners can use simple only if the teacher says "Simon exercises to
descriptions of everyday activities and events language to describe, compare and state says." assess students'
within familiar contexts and use simple facts about familiar everyday topics such as • Introduction: Introduce the topic understanding of
descriptive possessions, classroom objects and routines of the Present Progressive by the structure of
language to make brief statements (Example: in short, structured situations, interacting asking students simple questions the Present
family, school, living conditions, personal with relative ease. (I.3, I.4, S.4) CC about what they are doing now. Progressive.
belongings, etc.) For example, "What are you • Oral Interview:
doing now?" "Are you sitting?" Conduct a short
"Are you listening?" oral interview
• Presentation: Explain the with each student
structure of the Present to assess their
Progressive using simple visuals ability to use the
 and props. For example, show Present
pictures of people doing different Progressive in
actions and write the conversation.
corresponding Present • Comic Strip: Have
Progressive sentences on the students create a
board. comic strip about
• Practice: Give students plenty of what they are
opportunities to practice using doing to assess
the Present Progressive in a their ability to
variety of contexts. For example, use the Present
have them play a game of "Hot Progressive
Seat" where one student sits in creatively.
the "hot seat" and the other
students ask them questions
about what they are doing.

CONSTRUCTION

• Review: Begin by reviewing the

structure of the Present
Progressive.
• Controlled Practice: Give
students-controlled practice
activities to help them
consolidate their understanding
of the Present Progressive. For
example, have them complete
fill-in-the-blank exercises or
match pictures to the correct
Present Progressive sentences.
• Guided Practice: Provide
students with guided practice
activities to help them apply the
Present Progressive in more
complex situations. For example,
have them work in pairs to create
 dialogues using the Present
Progressive.

CONSOLIDATION

• Free Practice: Give students

opportunities to practice using
the Present Progressive freely in
a variety of contexts. For
example, have them write short
stories or create comic strips
about what they are doing.
• Evaluation: Assess students'
understanding of the Present
Progressive through a variety of
activities. For example, have
them complete a worksheet with
fill-in-the-blank exercises, or
conduct a short oral interview
where they have to describe
what they are doing.

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 Firmado electrónicamente por: TORRES ROMERO
SIAVICHAY MARQUEZ MIGUEL ANGEL
SERRANO RAMOS Fecha: 2024.10.26
11:42:17 -05'00'

DATE: OCTOBER/2024