MICROCURRICULAR PLANN 7th.doc Foreign Language

Microcurriculum plan with prioritized curriculum.

1. MICROCURRICULAR PLANN 2024 – 2025
INFORMATIVE DATA
Teacher: Area: Foreign Language Subject: English
Didactic Unit: Future transportation Paralels: A, B, C Month: May 6th to August 9th
Level: 7th A 2.2 Weeks: 12 Period: First
LEARNING OBJECTIVE
CURRICULAR OBJECTIVES OF THE ENGLISH AS A FOREIGN LANGUAGE AREA FOR SUBNIVEL MEDIA OF EDUCACIÓN GENERAL BÁSICA:
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in familiar and personalized contexts, demonstrating a limited but
effective command of the spoken language in simple and routine tasks which require a direct exchange of information.
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: Giving clear, simple instructions is not
always easy. Here are some tips to make yours effective:
• 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.
Practice:
Start the lesson by asking everyone to stand up. Say ‘Everyone,
stand up.’ Show them what you mean by standing up yourself and
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’.
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
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’.

2. 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.
Future
transportation
Curricular Thread 1:
Communication and cultural
awareness.
EFL 3.1.1. Ask simple basic
questions in class about the
world beyond their own
immediate environment in
order to increase their
understanding of different
cultures.
Learners can show an
awareness of different
cultures and identify
similarities and
differences between
them in oral and
written short texts.
(I.2, S.2, J.1) (REF
I.EFL.3.1.1.)
Motivation:
Warm up
Wordle.
Information:
Look at the picture and identify the transportation.
Introduce the meaning of the following words.
bicycles to cars to trains, buses, boats, subways.
Practice:
Before reading
Ask the questions: Do people use a different way of transport
in rural and urban zones? What will be the future of
transportation?
Self reporting
Checklist
Observation
Observe a few learners every lesson
and make notes.
Ask and answer close and open
questions
Do people use a different way
of transport in rural and urban
zones?
What will be the future of
transportation?
Peer assessment or peer feedback
Self-assessment

3. While reading
Underline the different means of transportation.
After reading
Answer the questions
1. What other transport do people use in your city?
2. How can transport be in the future?
Application:
Describe a new kind of transport
Wrap up:
Say what are the transport in your city.
Assessment:
Look at the picture and identify the transportation.
Transportation
in Rural and
Urban Areas
Curricular Thread 2: Oral
Communication
EFL 3.2.12. Askand
answer questions
Learners can use back-
channelling to react
appropriately to what
Motivation:
Warm up
Create a crossword.
Observation
Observe a few learners every lesson
and make notes.
Pair share

4. and exchange information on
familiar topics in predictable
everyday situations. (Example:
ask for directions, give
directions, express a personal
opinion, etc.)
others say about
familiar topics in
predictable, everyday
situations and when
carrying out pair work
for a specific task in
class. (I.3, J.3)(REF
I.EFL.3.10.1)
Information:
Look at the picture and identify the transportation.
Ask students How a girl that live in the mountains get to
school.
Introduce the vocabulary for this lesson, we will use the
expression ‘How do you go to school? ‘ – ‘I go to school by
(bus).’
Taxi, trolley, metro, canoe, motorbike, bus, bike boat.
Practice:
Before reading
Ask the questions: What transportation do people use in rural
and in urban areas?
While reading
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.
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?

5. Scan the words: urban and rural
Underline the different means of transportation.
After reading
Answer the questions
1. What other transport do people use in your city?
2. How can transport be in the future?
Application:
Match the words in the box to each picture. Write the
corresponding vocabulary word on the line below each picture
Wrap up:
Pair work. Ask and answer the questions. Take turns to answer
these questions. a. What kind of transportation do you take? b.
How is transportation different between the city and the
countryside? c. What’s one thing you could do to improve
transportation where you live?
Assessment:
Trivia cards
One day we'll
have flying
cars
Curricular Thread 5: Language
through the Arts
EFL 3.5.1. Use audio, video and
pictures to respond to a variety of
literary texts through online or in-
class ICT activities.
I.EFL.3.21.1. Learners
can employ audio, video,
pictures and ICT to
respond to oral and
written texts and use
pre-established criteria
to evaluate literary texts
individually or in
groups. (I.2, I.3, I.4)
Motivation:
Warm up
Start a debate. Do boats will fly?
Information:
One day we'll have flying cars: Match the words to the
pictures.
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

6. Practice:
Listen to the chant.
https://learnenglishkids.britishcouncil.org/grammar-
vocabulary/grammar-chants/one-day-well-have-flying-cars
One day we'll have flying cars. Listen to the grammar chant.
Choose the correct answer.
Application:
One day we'll have flying cars Put 'will ('ll)' or 'won't' and a
verb in the sentences
Wrap up:
What will the future be like? Will we have flying cars? Tell us your
ideas!
Assessment:
What will the future be like? Will we have flying cars? Write about
it and draw a picture!

7. Getting
Around
Curricular Thread 2: Oral
communication
EFL 3.2.8. Spell out key vocabulary
items using the English alphabet.
(Example: names, colors, animals,
possessions, etc.)
EFL 3.2.8. Spell out key
vocabulary items using
the English alphabet.
(Example: names, colors,
animals, possessions,
etc.)
Motivation:
Warm up
Unscramble the word.
Information:
Have you heard of the schwa?
The lazy sound. Look at the video.
https://www.youtube.com/watch?v=yWGCPXPkqG0&t=10s
? It is an interesting sound in English. It is a low
sound that is found in words like about and bus.

Practice:
Underline the vowels that are pronounced with a schwa.
Application:
Then, pronounce the words carefully.
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

8. Wrap up:
What will the future be like? Will we have flying cars? Tell us your
ideas!
Assessment:
What will the future be like? Will we have flying cars? Write about
it and draw a picture!
Getting
Around
Curricular Thread 2: Oral
communication
EFL 3.2.13. Respond to simple
questions in quite a short time and
initiate basic interaction
spontaneously when there are
opportunities to speak. Speech is
produced a little less slowly and
hesitantly.
I.EFL.3.9.1. Learners
can answer simple
questions quickly and
initiate basic
interaction
spontaneously when
given opportunities.
(Example: make an
invitation, give a
suggestion, etc.)
Learners can describe
simple, familiar
situations and talk
about past expe, etc.)
Motivation:
Warm up
Two lies one true.
Information:
How do you get to school?
By carOn footBy motorbike
Practice:
Introduce the vocabulary
Self reporting
Checklist
Observation
Observe a few learners every lesson
and make notes.
Ask and answer close and open
questions
“How are you going to go to the
Moon/China/etc.?”

9. Application:
“How are you going to go to the Moon/China/etc.?” Choose a
card, and answer using the drawing from the card. For
example, “I’m going to go by bus/on a train/on foot.”
Wrap up:
3-2-1 ;3 things they learned, 2 things they have a question about,
1 thing they want the instructor to know – post-its, index cards,
whatever
Assessment:
Peer review
Curricular Thread 3: Reading
EFL 3.3.10. Follow short
instructions illustrated through
step-by-step visuals in simple
experiments and projects.
(Example: simple science
experiments, instructions for an art
project, etc.)
I.EFL.3.11.1. Learners
can understand most
details in a short simple
online or print text and
can follow short
instructions. (I.3, I.4) CC,
CD
Motivation:
Warm up
Look at the pictures, write the worde and choose the odd one
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

10. Information:
Before reading
What is a priority vehicle?
Why do priority vehicles drive so fast?
Do priority vehicles have to respect the traffic rules all time
 Why do priority vehicles use sirens.
Practice:
Introduce the vocabulary
Application:
While reading
Identify new words.
Pair work. Role play! Create a dialogue. Student 1: You are a
journalist. Interview the mayor of your city about priority
vehicles. Ask questions about the types of priority vehicles,

11. their functions, and what people have to do when they see a
priority vehicle. Student 2: You are the mayor of your city.
Answer the journalist’s questions with lots of details
Wrap up:
3-2-1 ;3 things they learned, 2 things they have a question about,
1 thing they want the instructor to know – post-its, index cards,
whatever
Assessment:
Peer review
ELABORATED BY TEACHER REVIEWED BY AREA COORDINATOR APPROVED BY VICERRECTOR/A
Name: Name: Name:
Signature: Signature: Signature: