ACADEMIC

UNIDAD EDUCATIVA FISCOMISIONAL “JOSÉ MARÍA YEAR 2020-

VÉLEZ S.J.” EXTESIÓN 68B GAPAL CUENCA 2021
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Teache Ar Subje Level Course Timefra Durati
r: ea ct me on
Ing. Walter Ramiro Foreign Englis EGBS 10 Wee Periods Sta E
Astudillo Astudillo Language h ks rt n
d

2. UNIT PLAN
Unit No.: 1
Unit Title: Breakthroughs in Science and Technology
Unit Objective: Students will be able to talk about some inventors and their inventions.
Evaluation Criteria:
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.

CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in familiar contexts,
when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.

CE.EFL.4.12.Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find relationships and relate ideas
between different subject areas.

CE.EFL.4.15. Express information and ideas and describe 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.

CE.EFL.4.19.Find and identify literary elements and techniques and relate those elements to the learner’s own experiences and to other works, including one’s peers, in
order to present personal responses and interpretations.
Skills and Performance Criteria Learning Activities Resources Assessment
Methodological Performance Indicator Techniq Instrume
Strategies ues nts With
How? what?
EFL 4.1.5. Apply self-correcting - Work with a I.EFL.4.3.1.Learners can employ a - -Rubrics
and self-monitoring strategies in classmate and number range of self-monitoring and self- Listeni Questionnair
ng e
social and classroom these inventions in correcting strategies and interpret and
practice -Portfolio
interactions. (Example: chronological order. use appropriate verbal and nonverbal -Project
-Oral
asking questions, Then listen and check. communication features to presentatio -Record
communicate in familiar n -Test
-
Tong
ue
twiste
r
starting over, rephrasing, - Listen to the contexts. - -Magazines
exploring alternative lecture again and (I.3, S.4, Discussio -
pronunciations or wording, etc.) complete the chart J.4) n Worksheets
------------------------------------------- below. - -Book
Role -Cell phone
- - Look for some of the --------------------------------------------------
playi -Computer
EFL 4.2.3. Follow and verbs from the listening -- ng -Internet
understand short, in the Word Search and I.EFL.4.7.1. Learners can identify the - -
straightforward audio complete the Simple main idea and some details in short Simulatio Wor
messages and/or Past tense list. Then straightforward spoken audio texts set in n k
the main idea/dialogue of a movie complete the grammar familiar contexts when the message is -Songs grou
or cartoon (or other age- chart on delivered slowly and there is other - ps
appropriate audio-visual the following page. contextual support. (Example: rules for a Creati -Pair work
presentations) if delivered - Write the wh- game, classroom instructions, a dialogue ng -Dictionary
slowly and visuals provide questions for the in a scene from a cartoon videos
contextual support. (Example: following answers. Pay or movie, etc.) Learners can use -
Onli
an announcement of a bus delay, attention to the colored other classmate’s contributions in
ne
an intercom announcement at words. class as models for their own. (I.2, work
school, a dialogue supported by - Ask and answer wh- I.3, S.4) -
facial expressions/gestures and questions about these Readi
appropriate intonation, etc.) inventors and their ng
inventions. Work texts
EFL 4.2.6. Use other students’ with a partner. -
contributions in class as models - Listen to the dialog Readi
for their own. and fill in the blanks ng
------------------------------------------- with the Simple Past short
- tense form of the verbs. stories
-Writing
EFL 4.3.5.Use everyday Use the Word Bank. --------------------------------------------------
short
reference material in order to Then complete the -- paragrap
select information appropriate grammar chart below. I.EFL.4.12.1.Learners can employ a hs
to the purpose of an inquiry and - Work with a range of reference materials and -Project
relate ideas from one written partner. Your partner sources, both online and in print, in producti
source to another. selects an inventor, order to support ideas, answer inquiries, on
and you guess find relationships and relate ideas -
EFL 4.3.7.Read, gather, view his/her name by between different subject areas. Observatio
and listen to information from asking yes/no (I.1, I.2, J.2) n Arts:
various sources in order to questions. Take turns drawing,
coloring,
organize and discuss asking and
etc.
relationships between academic answering questions. -
content areas. (Example: - Complete this Graphic
nonfiction books for young encyclopedia entry
adults, the Internet, audio and with the verbs in the organiz
media Simple Past tense ers
form. Use the Word -
Bank and the Phoneti
pictures to help you. cs and
Then Phonolo
gy
-
resentations, oral interviews, complete the
maps, diagrams, reference grammar chart
books, magazines, etc.) below. --------------------------------------------------
------------------------------------------- - Read the following --
- statements. Correct I.EFL.4.15.1.Learners can convey
EFL 4.4.1.Convey information them in affirmative or information and ideas and describe
and ideas through simple negative form. feelings and opinions in simple
transactional or expository texts - Make lists of words transactional or expository texts on
on familiar subjects using ICT under the following familiar subjects in order to influence an
tools and conventions and features household items. Use audience, while recognizing that
of English appropriate to the Word Bank. different texts have different features and
audience and purpose. - Read this text showing the ability to use these features
quickly. Then match appropriately in one’s own writing.
EFL 4.4.4.Write to describe the following items to (I.3, I.4, S.3, J.2)
feelings/opinions in order to the paragraphs they
effectively influence an belong to.
audience. (Example: persuade, - Write an
negotiate, argue, etc.) encyclopedia entry
about one of the
EFL 4.4.5.Recognize that inventions or
various types of writing require inventors presented
different language, formatting in the unit.
and special vocabulary. Share your entry with
(Example: a recipe, a letter, the class.
etc.) How the objectives - Read the
contribute to the exit profile following
Indicators for the performance expressions and
criteria their meanings. --------------------------------------------------
------------------------------------------- Listen to a radio --
- program and match I.EFL.4.19.1. Learners can locate and
EFL 4.5.7. Locate and identify them. identify literary elements and techniques
selected literary elements and - Complete the in other works, including one’s own.
techniques in texts and relate conversation Learners can give personal responses to
those elements to those in other among Sandra, and interpret a variety of literary texts,
works and to learners’ own Martin and including those of a peer, referring to
experiences. (Example: setting, Monique by details and features of the text.
character, plot, theme, point of using (Example: text structure, plot, ideas,
view, imagery, foreshadowing, the idioms above. events, vocabulary, etc.)
climax, etc.) Then listen and (I.3, S.3, J.4)
check.
- Think of school-related
experiences where you
can use these idioms.
- Read and listen:
Jiffy Jeff.
-Quiz Time.
3. SPECIFICATION OF EDUCATION NEEDS
Student’s Specification of the adapted material to be applied
Education Skills and Performance Criteria Learning Resources Performan Technique Instrument
Needs Activities ce s s
Methodological Indicator
Strategies s

Prepared Revis Approved

ed

Ing. Walter Ramiro Astudillo Lic. Sara Ochoa Lic. Marcia Galán
Astudillo Area Coordinator Academic
Teacher coordinator
Date: 10 – 09 - 2020 Date: 11 – 09 - 2020 Date: 15 – 09 - 2020