Plan 4th

MICROCURRICULAR PLANNING – TERM 2

Teacher: Henry Guatemal Cadena
Area: English as a Foreign Language
Grade: Fourth
Institution: Unidad Educativa "28 de Septiembre"

DEVELOPMENT OF THE PLANNING

Performance Criteria Skills EFL.2.2.1 Understand short dialogues. EFL.2.3.1 Identify familiar words. EFL.2.4.4 Write simple phrases. EFL.2.1.6 Use polite expressions. EFL.2.1.8 Express likes and dislikes.

Assessment Indicators Identify food vocabulary. Understand daily routine expressions. Use frequency adverbs. Recognize dialogues in context.

Active Methodological Strategies (DUA) IMPLICACIÓN (Motivation) Students observe pictures of a market and discuss: “What do you want to buy?” Students role-play buying fruits and vegetables using play money. REPRESENTACIÓN (Representation) Teacher presents vocabulary using images: tomatoes lettuce potatoes beans milk bread Students listen to short dialogues between buyer and seller. ACCIÓN Y EXPRESIÓN (Action) Students create a mini market using recycled materials. They practice dialogues: I want tomatoes. How much? Thank you. Students complete worksheets about food and routines. IMPLICACIÓN Students observe daily routine pictures: breakfast, lunch, dinner. REPRESENTACIÓN Teacher explains frequency adverbs: Always – Usually – Sometimes – Never ACCIÓN Y EXPRESIÓN Students write sentences: I always eat breakfast. I sometimes eat vegetables. I never eat candy.

Assessment Activities Observation checklist Dialogue role-play Worksheet about food vocabulary Daily routine sentences Listening activity Short quiz (10 questions)

STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

Specifications Student requires visual support and simplified instructions.

Methodological Guidelines Use flashcards Provide pictures and gestures Allow drawing instead of writing

Assessment Oral answers accepted Visual identification tasks