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UNIDAD EDUCATIVA DEL MILENIO
“COCHASQUÍ”
Barrio Pasquel, Calle Vicente Estrella y
Panamericana Norte
Teléfono: (02) 383 6550
Tabacundo – Ecuador
MID-TERM FIRST MICROCURRICULAR PLAN
FIVE-MONTH PERIOD FIRST
INFORMATIVE DATA:
TEACHER:
LIC. NATALIA CAMPAÑA
LIC. MARJORIE SISALEMA
Grades/Courses: Groups
Commencement
Date:
Leaving Date: Proyect.
4RD A, B 14-12-2020 15-01-2021 3
LEARNING GOALS:
The students will understand that the progressive return to classes implies the respect and implementation of health protocols, based on personal
care and the rest of the people, promoting actions to take care of health, maintain distance and use protection supplies correctly, to through different
media in the immediate environment.
VALUES:
Conflict resolution, critical thinking, communication skills, taking actions.
PROJECT’S NAME 3:
¡Mi entorno ha cambiado, mi familia y yo también! My environment has changed, my family and me too!
ESSENTIAL CONTENT PROJECTS
PERFORMANCE (MANDATORY LEARNING)
INDICATORS FOR THE
PERFORMANCE CRITERIA
METHODOLOGICAL GUIDELINES
TEACHER PROPOSALS
RECOMMENDATIONS FOR
THE FAMILY PARENT OR
GUARDIAN IN THE HOME
UEM Cochasquí
WH QUESTIONS
NUMBERS FROM 1 TO 100
SUBJECTS
PHONICS U
EFL2.2.3. Recognize familiar names, words, and
short phrases about simple everyday topics
whether heard in isolation or within short, simple
spoken texts describing people and objects.
(Example: vocabulary about self, family, friends
and immediate surroundings at school and home,
adjectives for color and size, etc.)
EFL.2.2.4. Identify items of specific information
within simple messages or from short and simple
descriptions about familiar contexts, especially if
visual support is provided. (Example: letters of
the alphabet, numbers, prices and times, days,
dates and months, etc.)
EFL.2.2.13. Understand and use basic greetings,
leave-taking expressions, and other simple
everyday phrases to facilitate interpersonal
interaction, to introduce others, and to name
things. (Example: Thank-you, Can I help you? This
is [name], etc.)
EFL.2.2.14. Ask and answer basic personal
information questions, as well as simple
questions about other people, animals, and
possessions, provided the interaction is slow and
clear. (Example: Where do you live? Do you have
a bicycle?, etc.)
EFL.2.2.16. Say when they do not understand and
ask for slower or clearer repetition where
required. (Example: Sorry? Could you say that
again, etc.)
Learners can understand
short and simple spoken
texts well enough to be
able to pick out key items
of information. Ref.
I.EFL.2.7.1. (I.3)
Learners can interact
effectively using a range
of basic functional
exponents for
interpersonal
conversations in
everyday contexts,
providing speech is slow
and clear. Learners can
request repetition or
clarification.Ref.
I.EFL.2.10.1. (I.3)
ABP Estrategies
of expressions of
politeness during
collaborative pair
and small group
work.
of politeness to
dialogues.
differences
between two
pictures and
writing simple
sentences.
(Example: In
picture A, there’s
one car, but in
picture B there are
two cars, etc.)
Reading a short
simple text and
circling the correct
answer. (Example:
Question: What’s
her name? Answer:
Mary / Sandra /
Mia, etc.)
Draw, paint, cut and
paste pictures about
the environment using
recycled materials.
Test - Quiz
(Autoevaluation)
Accompany your child in
the process.
Verify that your student
meets the established
schedule of virtual
classes.
Communicate difficulties
in a timely manner to the
tutor / teacher
Support your client to
compile the activities in
the portfolio according to
rubric.
UEM Cochasquí
Lic. Natalia Campaña
Lic Marjorie Sisalema Lic. Marjorie Sisalema MSc. Francisco Coyago
FIRMA: FIRMA: FIRMA:
UEM Cochasquí
