ESCUELA DE EDUCACIÓN BÁSICA

FISCOMISIONAL SAN 2020 - 2021
JUAN BAUTISTA DE LA SALLE
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: FERNANDO POMA Area:   English as a Foreign Grade/Cours 10th year of Class: A
Language e: Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level Unit Specific  Talk about some inventors
Unit Title: 3 Objectives: and their inventions.
Breakthroughs in  Give accounts of past
science and technology events.
 Ask for and give
information about the past.
 Use time expressions when
giving accounts of past
achievements.
Periods 18 periods, 6 class periods per lesson Starting Week: 14.09 8 weeks
2020
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online CE.EFL.4.4. Demonstrate the ability to ask for and give
or face-to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple terms CE.EFL.4.8. Production – Accuracy and Intelligibility:
using grammatical structures learnt in class (although there may be frequent errors with Communicate needs and information clearly and in
tenses, personal pronouns, prepositions, etc.) simple terms, using grammatical structures learned in
EFL 4.2.14 Ask and answer straightforward follow-up questions within familiar contexts, class (although there may be frequent errors),
such as school and family life, provided there are opportunities to ask for clarification, effectively and without undue effort. Demonstrate an
reformulation or repetition of key points. ability to make appropriate use of new words and
expressions in social interactions.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to exchanges by asking and answering follow-up
organize and discuss relationships between academic content areas. (Example: questions, provided there are opportunities to use
nonfiction books for young adults, the Internet, audio and media presentations, oral repair strategies (e.g. asking for clarification) and
interviews, maps, diagrams, reference books, magazines, etc.) sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.
WRITING
READING
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
(i.e., “the writing process”) to produce well-constructed informational texts. CE.EFL.4.12. Use a range of reference materials and
sources, both online and in print, in order to support
LANGUAGE THROUGH THE ARTS ideas, answer inquiries, find relationships and relate
ideas between different subject areas.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-solving tasks by showing the ability to accept a variety of ideas and WRITING
capitalize on other people’s strengths.
CE.EFL.4.17. Show an ability to convey and organize
information through the use of facts and details and by
employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively

and to participate effectively in a variety of student
groupings by employing a wide range of creative

METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Comparing answers in pairs or
small groups.
Participating in short dialogues
and role plays to practice target
language. (Example: thanking
others, apologizing, asking for
help, greeting authorities, etc.)
ORAL COMMUNICATION
Identifying specific details
regarding people, places, times
and reasons.
Using background knowledge to
aid comprehension.
Exploring visual aids before
listening with the purpose of
activating previous knowledge.
Giving a presentation about an
inventor or invention.
Planning what to say and
rehearsing after collecting
thinking skills through the completion of activities such
as playing games, brainstorming and problem solving.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Work with a classmate and
Audio CD I.EFL.4.4.1. Learners can demonstrate an ability number the inventions in
to give and ask for information and assistance chronological order. Then listen
using level-appropriate language and and check.
interaction styles in online or face-to-face social Listen to a lecture and complete a
and classroom interactions. (J.2, J.3, J.4, I.3) chart.
Ask and answer wh-questions
ORAL COMMUNICATION about inventors and their
inventions.
I.EFL.4.8.1. Learners can communicate personal Listen to the dialog and fill in the
information and basic immediate needs and blanks.
deal with other practical everyday demands in Work in pairs. One student selects
familiar contexts, effectively and without undue an inventor and the other guesses
effort and using grammatical structures and his/her name by asking yes/no
vocabulary seen in class (although there may be questions.
frequent, basic errors). (I.1, I.2, I.3, S.1) Complete the encyclopedia entry
I.EFL.4.10.1. Learners can effectively participate with the verbs in the simple past
in familiar and predictable everyday tense form.
conversational exchanges in order to complete a Read the statements about
task, satisfy a need or handle a simple inventors and inventions and
transaction, using a range of repair strategies. correct them in affirmative or
(Example: asking for clarification, etc.) (I.3, J.3, negative form.
J.4) Read the text quickly and match
the inventions with the
paragraphs they belong to.
Label the encyclopedia entry.
relevant information about the
topic of a presentation.
Asking and answering questions
about people and their
achievements.
Using idioms to talk about
everyday topics.
Using wh-questions to obtain
extra details in dialogs.
READING
Locating main ideas and relevant
details in a text.
Predicting the content of a
reading by taking a look at
vocabulary first.
Answering information
questions.
Recognizing the structure of an
encyclopedia entry.
WRITING
Writing an encyclopedia entry.
Narrating and connecting ideas
chronologically when describing
important events.
LANGUAGE THROUGH THE
READING Write an encyclopedia entry about
one of the inventions or inventors
I.EFL.4.12.1. Learners can employ a range of presented in the unit.
reference materials and sources, both online Read the expressions and their
and in print, in order to support ideas, answer meanings. Listen to a radio
inquiries, find relationships and relate ideas program and match them.
between different subject areas. (I.1, I.2, J.2) Complete the conversation by
using the idioms studied in this
WRITING lesson.
Think of school-related
I.EFL.4.17.1. Learners can convey and organize experiences where you can use the
information through the use of facts and details idioms studied in this lesson.
and by employing various stages of the writing
process, while using a range of digital tools to TECHNIQUES
promote and support collaboration, learning
and productivity. (I.1, I.3, S.4, J.2, J.4) Observation
Interview
LANGUAGE THROUGH THE ARTS Self and pair-evaluation
I.EFL.4.22.1. Learners can collaborate and INSTRUMENTS
participate effectively in a variety of student
groupings by employing a wide range of creative Anecdotal Records
thinking skills through the completion of Checklists
activities such as playing games, brainstorming Rubrics
and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4) Questionnaire
ARTS

Brainstorming a list of questions

and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Teaching a story, grammar point,
vocabulary word or topic to a
group of peers.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.

Technological and scientific

breakthroughs
Inventors and inventions TRANSVERSAL AXES: justice, solidarity and
CLIL COMPONENTS
Facebook innovation
Household inventions
Accidental inventions
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: FERNANDO POMA Coordinator: LICDA. NUBIA ABAD Viceprincipal: MGS. LADY ALVARADO
Signature: Signature: Signature:
Date: 13.09.2020 Date: 13.09.2020 Date: 13.09.2020
 
ESCUELA DE EDUCACIÓN BÁSICA
FISCOMISIONAL SAN 2020 - 2021
JUAN BAUTISTA DE LA SALLE
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: FERNANDO POMA Area:   English as a Foreign Grade/Course: 10th year Class: A
Language of Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Narrate personal
Unit Title: Travel and adventure experiences.
 Describe places.

Periods 20 periods, 6 class periods per lesson Starting Week: 10 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring and
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative self-correcting strategies as well as appropriate nonverbal
pronunciations or wording, etc.) and oral communication features.

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying
out a collaborative/paired learning activity in which there are specific instructions for a task.
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations
within familiar contexts, provided that speech is given clearly, slowly and directly. (Example:
an interview, an information gap activity, etc.)
CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
 CE.EFL.4.9. Production – Fluency: Use simple language to
READING describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials in structured situations and short conversations.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a Interaction is with reasonable ease, provided speech is
dictionary. given clearly, slowly and directly.

WRITING READING

EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse CE.EFL.4.13. Apply learning strategies such as using prior
patterns and structures in writing. (Example: cause and effect, problem and solution, general- knowledge and graphic organizers to interpret new
to-specific presentation, etc.) information in a text, and assess this information according
to the organization, subject area and purpose of the text,
LANGUAGE THROUGH THE ARTS using different criteria, including ICT tools.

EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and
written) to understand short simple everyday stories, especially if there is visual support.
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and
situations, using appropriate vocabulary and elements of the literature learners have read or
heard.
WRITING
CE.EFL.4.17. Show an ability to convey and organize
information through the use of facts and details and by
employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.18. Use main ideas in order to understand,

predict, infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online, oral or in
print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Participating in short role plays
using a range of verbal and
nonverbal communication.
Rating one’s self after a speaking
activity, according to a set rubric.
Practicing a specific self-correcting
strategy during a pair work activity.
Demonstrating desirable behaviors
during class, group and pair
discussions.
ORAL COMMUNICATION
Catching the gist of a recorded text
by associating it to a corresponding
graph.
Following a text transcript to
identify specific words in a
recording.
Understanding the meaning of a
number of expressions present in a
recorded text based on the context
in which they appear.
Identifying the chronological order
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Complete the brochures with the
Audio CD monitoring and self-correcting strategies and corresponding words. Use the
interpret and use appropriate verbal and pictures as clues.
nonverbal communication features to Listen and select the picture that
communicate in familiar contexts. (I.3, S.4, J.4) best matches the conversation.
Complete the phone call between.
ORAL COMMUNICATION Peter and grandma about his family
vacation.
I.EFL.4.10.1. Learners can effectively participate in Label the pictures. Use the word
familiar and predictable everyday conversational bank. Then listen to Antonio’s
exchanges in order to complete a task, satisfy a narration and number the events
need or handle a simple transaction, using a range chronologically.
of repair strategies. (Example: asking for Summarize Antonio’s narration. Use
clarification, etc.) (I.3, J.3, J.4) sequence connectors.
I.EFL.4.9.1. Learners can use simple language to Talk to a partner about a mishap.
describe, compare and state facts about familiar Use sequence connectors, the past
everyday topics such as possessions, classroom tense and time conjunctions.
objects and routines in short, structured Locale the places in the pictures.
situations, interacting with relative ease. (I.3, I.4, Read the text and identify the
S.4) meaning of the words in red.
Answer the questions about the
sequence of events in the story.
Use synonyms to complete a
summary of a reading in a few ideas.
READING Look at the following pictures of a
of a number of events accounted
for in a recorded text, by paying
attention to connectors of
sequence and time conjunctions.
Identifying details in a narrative by
answering wh-questions.
Giving an account of a vacation
experience in form of a personal
narrative.
Asking and answering questions
about people’s vacation activities.
Using idiomatic expressions to talk
about travelling experiences.
READING
Using vocabulary knowledge to aid
reading comprehension.
Using words with similar meanings
to summarize information from a
reading.
Answering wh-questions to help
with comprehension of details in a
text.
Identifying the main elements of a
narrative: beginning, middle and
end.
WRITING
travel mishap. Fill in the blanks to
I.EFL.4.13.1. Learners can apply learning strategies complete it. Then follow to model to
such as using prior knowledge and graphic write, in your own words, a personal
organizers to interpret new information in a text. narration.
Learners can assess this information according to
the organization, subject area and purpose of the TECHNIQUES
text, through the use of different criteria, including
ICT tools. (I.2, I.4, J.4) Observation
Interview
WRITING Self and pair-evaluation
I.EFL.4.17.1. Learners can convey and organize INSTRUMENTS
information through the use of facts and details
and by employing various stages of the writing Anecdotal Records
process, while using a range of digital tools to Checklists
promote and support collaboration, learning and Rubrics
productivity. (I.1, I.3, S.4, J.2, J.4) Questionnaire
LANGUAGE THROUGH THE ARTS
I.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online, oral
or in print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.20.1. Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
I.EFL.4.22.1. Learners can collaborate and

Mapping the events of a narrative
into a story map.
Writing a personal narrative in
his/her own words by following a
model.
participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)

LANGUAGE THROUGH THE ARTS

Listening to or reading stories and

drawing an important scene.
Underlining main ideas in a text.
Sharing learners’ stories in pairs or
small groups and choosing to
represent some through a role
play.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Holiday Activities and places

CLIL COMPONENTS Extreme Vacations TRANSVERSAL AXES: justice, solidarity and innovation
Anecdotes and unfortunate happenings
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: FERNANDO POMA Coordinator: LICDA. NUBIA ABAD Viceprincipal: MGS. LADY ALVARADO
Signature: Signature: Signature:

Date: 13.09.2020 Date: 13.09.2020 Date: 13.09.2020

 
ESCUELA DE EDUCACIÓN BÁSICA
FISCOMISIONAL SAN 2020 - 2021
JUAN BAUTISTA DE LA SALLE
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: FERNANDO POMA Area:   English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about hobbies and
Unit Title: Hobbies, leisure and leisure activities
entertainment.  Express agreement or
disagreement about
controversial topics.
 Talk about rules, express
advice and emphatic
opinions.
 Determine main ideas,
supporting information and
examples in a reading.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 CE.EFL.4.2. Recognize and demonstrate an appreciation of

Recognize the consequences of one’s actions by demonstrating responsible decision-making commonalities between cultures as well as the
at school, online, at home and in the community, while considering ethical standards, safety consequences of one’s actions while exhibiting socially
concerns, social norms and mutual respect. responsible behaviors.
ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a CE.EFL.4.10. Interaction – Interpersonal: Participate
simple transaction. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
READING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.3.1 exchanges in pairs to complete a task, satisfy a need or
Understand main points in short simple texts on familiar subjects. (Example: news about handle a simple transaction.
sports or famous people, descriptions, etc.)
EFL 4.3.2 READING
Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
identify and understand relevant information in written level-appropriate text types. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
WRITING making use of contextual clues to identify relevant
information in a text.
EFL 4.4.4
Write to describe feelings/opinions in order to effectively influence an audience. (Example: WRITING
persuade, negotiate, argue, etc.)
CE.EFL.4.15. Express information and ideas and describe
LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
EFL 4.5.1 audience, while recognizing that different texts have
Make use of main points in literary texts (authentic and semi-authentic, oral and written) to different features and showing the ability to use these
understand short simple everyday stories, especially if there is visual support. features appropriately in one’s own writing.
EFL 4.5.4
Create personal stories by adding imaginative details to real-life stories and situations, using LANGUAGE THROUGH THE ARTS
appropriate vocabulary and elements of the literature learners have read or heard.
CE.EFL.4.18. Use main ideas in order to understand,

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Simulating desirable social
behaviors through role play
activities.
Choosing pictures that
demonstrate responsibility and
identifying why each is desirable
and what consequences the
irresponsible actions would have.
ORAL COMMUNICATION
Listening for specific information
Following a text transcript to
identify specific words in a
recording.
Transferring information from a
passage into a chart
Following speakers turn-taking in
conversations
predict, infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online, oral or in
print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.2.1. Learners can name similarities and Label the pictures about hobbies
Audio CD differences between different aspects of cultural then complete the conversations.
groups. Learners can demonstrate socially Listen to a radio talk show about the
responsible behaviors at school, online, at home do’s and don’ts of some hobbies and
and in the community, and evaluate their actions complete the information
by ethical, safety and social standards. (J.3, S.1, I.1)
Complete the list of Do and Don’ts
to attend concerts.
ORAL COMMUNICATION Have a conversation with a partner
about the do’s and don’ts of a
I.EFL.4.10.1. Learners can effectively participate in hobby.
familiar and predictable everyday conversational Mike’s father is telling him about his
exchanges in order to complete a task, satisfy a new leisure activity. Read and listen
need or handle a simple transaction, using a range to the dialog. Then complete the
of repair strategies. (Example: asking for grammar chart.
clarification, etc.) (I.3, J.3, J.4) Match the situations on the left with
their corresponding comments on
READING the right.
Fill in the gaps with the verb forms
I.EFL.4.11.1. Learners can understand main ideas have to, must or should.
and some details in short simple online or print Talk to your partner about some of
Asking and answering questions
about people’s hobbies and leisure
activities
Using idiomatic expressions to talk
about free time activities
Giving a presentation about a
hobby or favorite pastime
READING
Using vocabulary knowledge to aid
reading comprehension
Determining main ideas and
supporting information such as
examples
Using the dictionary to find
meanings of new words
Identifying discourse markers that
establish the relationship among
ideas in paragraphs.
WRITING
Writing a suggestion for a hobby,
based on a student’s profile
LANGUAGE THROUGH THE ARTS
Listening to or reading stories and
drawing an important scene.
Producing short, creative texts
texts on familiar subjects, using contextual clues to these hobbies: photography,
help identify the most relevant information. cooking, hiking, videogames and
(Example: title, illustrations, organization, etc.) (I.2,
reading.
I.4) Answer some questions before you
read.
WRITING Read the definitions and find in the
text the bold words that you
I.EFL.4.15.1. Learners can convey information and consider matches each one. Then go
ideas and describe feelings and opinions in simple to the dictionary to confirm your
transactional or expository texts on familiar answers.
subjects in order to influence an audience, while Read and listen
recognizing that different texts have different Look back at the reading and find
features and showing the ability to use these some supporting ideas or examples
features appropriately in one’s own writing. (I.3, associated with the given main
I.4, S.3, J.2) ideas.
The reading contains some words
LANGUAGE THROUGH THE ARTS and phrases the writer uses to
support his ideas. Take an example
I.EFL.4.18.1. Learners can understand, predict, from the reading that matches the
infer and deduce literal and implied meanings in connecting ideas given.
short, simple, everyday literary texts (online, oral Read the people’s profiles. Select
or in print), especially when visual support is one of them and write a piece of
provided. (I.2, I.3, I.4) advice for a hobby.
I.EFL.4.20.1. Learners can create short, original Match the ads with the hobbies
literary texts in different genres, including those Match the idioms on the left with
that reflect Ecuadorian cultures, using a range of their definitions on the right
digital tools, writing styles, appropriate vocabulary Look at the pictures and make a
and other literary concepts. (I.1, I.3) dialogue for each place using the
idioms in this lesson
using digital storytelling.
Doing free writing on a topic TECHNIQUES
suggested by another learner.
Observation
Interview
Self and pair-evaluation

INSTRUMENTS

Anecdotal Records
Checklists
Rubrics
Questionnaire
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Hobbies and entertainment

Leisure activities
CLIL COMPONENTS TRANSVERSAL AXES: justice, solidarity and innovation
Commitment in leisure activities
Feeling alive
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: FERNANDO POMA Coordinator: LICDA. NUBIA ABAD Viceprincipal: MGS. LADY ALVARADO
Signature: Signature: Signature:

Date: 13.09.2020 Date: 13.09.2020 Date: 13.09.2020

 
ESCUELA DE EDUCACIÓN BÁSICA
FISCOMISIONAL SAN 2020 - 2021
JUAN BAUTISTA DE LA SALLE
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: FERNANDO POMA Area:   English as a Foreign Grade/Course 10th year of Class: A
Language Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about landmarks and
Unit Title: The world is the limit compare them.
 Make comparisons in terms
of superiority
 Write profiles
 Have an informal dialog
making comparisons
 Listen for specific details
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENES COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible CE.EFL.4.2. Recognize and demonstrate an appreciation of
decision-making at school, online, at home and in the community, while considering ethical commonalities between cultures as well as the
standards, safety concerns, social norms and mutual respect. consequences of one’s actions while exhibiting socially
responsible behaviors.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.11 Give short, basic descriptions of everyday activities and events within familiar
contexts and use simple descriptive language to compare and make brief statements about CE.EFL.4.9. Production – Fluency: Use simple language to
objects and possessions. (Example: family, school, living conditions, personal belongings, etc.) describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
READING in structured situations and short conversations.
Interaction is with reasonable ease, provided speech is
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials given clearly, slowly and directly.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a
dictionary. READING

WRITING CE.EFL.4.13. Apply learning strategies such as using prior

knowledge and graphic organizers to interpret new
EFL 4.4.5 Recognize that various types of writing require different language, formatting and information in a text, and assess this information according
special vocabulary. (Example: a recipe, a letter, etc.) to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and
situations, using appropriate vocabulary and elements of the literature learners have read or CE.EFL.4.15. Express information and ideas and describe
heard. feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
audience, while recognizing that different texts have
different features and showing the ability to use these
features appropriately in one’s own writing.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.20. Create short, original literary texts in different

genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Completing and illustrating
statements about socially
responsible behaviors. (Example:
One thing I do to help the
environment is…, I can help people
in my neighborhood when I…)
Reading a list of actions people
take and evaluating and discussing
the consequences on others
(including on the environment).
Simulating desirable social
behaviors through role play
activities.
ORAL COMMUNICATION
Identifying specific details that
describe places, landmarks and
countries around the world.
Understanding the development of
a conversation based on turn-
taking exchanges.
Transferring information to
complete charts or specific texts.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.2.1. Learners can name similarities and Put the words (countries) in their
Audio CD differences between different aspects of cultural corresponding category.
groups. Learners can demonstrate socially Complete the facts
responsible behaviors at school, online, at home Make sentences comparing
and in the community, and evaluate their actions landmarks.
by ethical, safety and social standards. (J.3, S.1, I.1)
Make your own informal dialog
Think of two places. Talk to your
ORAL COMMUNICATION partner about them.
Locate some countries on the map
I.EFL.4.9.1. Learners can use simple language to Listen to some record
describe, compare and state facts about familiar announcements. Write the country
everyday topics such as possessions, classroom for each one of the records you
objects and routines in short, structured hear.
situations, interacting with relative ease. (I.3, I.4, Listen and complete the sentences
S.4) about the different countries.
Unscramble the sentences about
READING different countries.
Read the text about the Guinness
I.EFL.4.13.1. Learners can apply learning strategies book of world records and
such as using prior knowledge and graphic summarize each paragraph.
organizers to interpret new information in a text. Answer the following questions
Learners can assess this information according to based on the information in the
the organization, subject area and purpose of the text.
text, through the use of different criteria, including Complete this paragraph about the
ICT tools. (I.2, I.4, J.4) “Guinness book of records. Use the
Asking and answering questions
about places, landmarks and
people.
Creating dialogs based on language
prompts.
Using idiomatic expressions to talk
about everyday topics.
Asking and answering questions
about general knowledge topics.
Recombining language elements to
create new ideas and dialogs.
READING
Categorizing words based on
specific criteria.
Identifying cognates as a
vocabulary aid in reading
comprehension.
Using graphic organizers to
summarize key information from a
reading passage.
Answering information questions
to establish the content of a
reading.
Summarizing the contents of a
paragraph.
WRITING
Writing a profile of a celebrity from
true cognates in Spanish as a guide
WRITING to fill in the blanks with the
corresponding word in English.
I.EFL.4.15.1. Learners can convey information and Use the letter on the left to write a
ideas and describe feelings and opinions in simple similar petition for a record with
transactional or expository texts on familiar your own idea.
subjects in order to influence an audience, while
recognizing that different texts have different TECHNIQUES
features and showing the ability to use these
features appropriately in one’s own writing. (I.3, Observation
I.4, S.3, J.2) Interview
Self and pair-evaluation
LANGUAGE THROUGH THE ARTS
INSTRUMENTS
I.EFL.4.20.1. Learners can create short, original
literary texts in different genres, including those Anecdotal Records
that reflect Ecuadorian cultures, using a range of Checklists
digital tools, writing styles, appropriate vocabulary Rubrics
and other literary concepts. (I.1, I.3) Questionnaire
the sports world.

LANGUAGE THROUGH THE ARTS

Sharing learners’ stories in pairs or

small groups and choosing to
represent some through a role
play. Doing free writing on a topic
suggested by another learner.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Amazing Facts around the world

Some countries and their records
CLIL COMPONENTS TRANSVERSAL AXES: justice, solidarity and innovation
The Guinness world records
Success
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: FERNANDO POMA Coordinator: LICDA. NUBIA ABAD Viceprincipal: MGS. LADY ALVARADO
Signature: Signature: Signature:

Date: 13.09.2020 Date: 13.09.2020 Date: 13.09.2020