EXTENSIÓN 68B GAPAL CUENCA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Teacher: Ing. Walter Astudillo A Area: English as Subject: English Grade: 10th Class: DURATION
a Book resources START END
Foreign
Language Sep. 6th, 2020 Nov. 9th, 2020

Unit No. 1 Unit Title: Breakthroughs English book # 1 Unit Specific Objectives:
in Science and Technology O.EFL 4.1 Identify the main
ideas, some details and
inferences of written texts, in
order to produce level-
appropriate critical analysis of
familiar subjects and contexts.
O.EFL 4.2 Appreciate and
value English as an
international language and a
medium to interact globally.
O.EFL 4.3 Independently read
A2.1 level text in English as a
source of entertainment and
interpersonal and intrapersonal
interaction.
O.EFL 4.4 Develop creative and critical thinking
skills when encountering challenges in order to
promote autonomous learning and decision-
making.
O.EFL 4.7
Use spoken and written literary text in English
such as poems, short stories, comic strips, short
magazine articles and oral interviews on familiar
subjects in order to inspire oral and written
production at an A2.1 level.
O.EFL 4.8
Integrate written and spoken text in order to
identify cultural differences and similarities within
a range of local, national and global contexts
familiar to the learner.
O.EFL 4.9
Create a sense of awareness in terms of
accuracy when learners interact in English using
high frequency and level-appropriate
expressions in order to reach an effective
command of spoken language.
 EXTENSIÓN 68B GAPAL CUENCA
PERIODS: 30 periods, 5 periods per STARTING WEEK: 6 weeks
lesson
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED (Destrezas por KEY PERFORMANCE INDICATORS (Criterio de
Criterio de desempeño) Evaluación)
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from CE.EFL.4.1. Compare and contrast oral traditions and
Ecuador and international regions and cultures and identify similarities and differences and literature from Ecuador and beyond in order to manifest an
universal cultural themes understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural
ORAL COMMUNICATION experiences.
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority ORAL COMMUNICATION
within the personal and educational do- mains, provided speech is clearly and slowly CE.EFL.4.8. Production – Accuracy and Intelligibility:
articulated. (Example: daily life, free time, school activities, etc.) Communicate needs and information clearly and in simple
terms, using grammatical structures learned in class
(although there may be frequent errors), effectively and
READING without undue effort. Demonstrate an ability to make
EFL 4.3.1 appropriate use of new words and expressions in social
Understand main points in short simple texts on familiar subjects. (Example: news about interactions.
sports or famous people, descriptions, etc.) READING
WRITING CE.EFL.4.12. Use a range of reference materials and
EFL 4.4.1 sources, both online and in print, in order to support ideas,
Convey information and ideas through simple transactional or expository texts on familiar answer inquiries, find relationships and relate ideas between
subjects using ICT tools and conventions and features of English appropriate to audience different subject areas. WRITING
and purpose. LANGUAGE THROUGH THE ARTS CE.EFL.4.17. Show an ability to convey and organize
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and information through the use of facts and details and by
written) to understand short simple everyday stories, especially if there is visual support. 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).

Methodological Resources Performance Indicators Evaluation

Strategies COMMUNICATION AND CULTURAL Activities/Techniques/Instruments
AWARENESS ACTIVITIES

Lesson 1
A Changing World
This lesson will enable
learners to exchange
information about inventors
and their inventions in the
past tense.
Listening for details
Lesson 2
Creative Ideas in History
This lesson will enable
students to ask and answer
yes/no questions and to give
either affirmative or negative
ideas in past tense form.
Associating images to words
to facilitate word recognition
and retention
Lesson 3
Inventions All Around
This lesson will enable
students to apply skimming
and scanning techniques in
reading comprehension and
to follow models to produce
a text.
Looking into sets of related
words and ideas to activate
previous knowledge
Lesson 4
Accidental Inventions
This lesson will enable
students to use daily idioms
related to being creative
Integrating idioms into daily
vocabulary
EXTENSIÓN 68B GAPAL CUENCA
Student’s book I.EFL.4.3.1. Learners can employ a range Talking about the family
A2.1 of self-monitoring and self-correcting Giving personal information
Internet strategies and interpret and use Talking about free time
Pictures appropriate verbal and nonverbal Introducing opposite ideas
CD communication features to communicate Using colloquial expressions Write some
in familiar contexts. (I.3, S.4, J.4) sentences about a person you admire.
ORAL COMMUNICATION • Get in groups and talk about your persons to
I.EFL.4.6.1. Learners can grasp the discover things in common.
general meaning of spoken texts set in • In groups, select an inspirational person and
Student’s book familiar everyday contexts and infer the aspects of his/her life you want to talk about.
A2.1 changes in the topic of discussion, as well • Write questions about this person and assign
Flash cards as de- duce the meanings of unfamiliar responsibilities to investigate the answers to
Internet words and exchanges through the use of those questions.
Pictures con- text clues, provided speech is given • Organize chronologically the information about
CD slowly and clearly and there is sufficient the person you chose.
visual support. (I.3, S.1, J.4) • Create a visual presentation for this
READING information.
Student’s book I.EFL.4.11.1. Learners can understand • To create a Web Profile
A2.1 main ideas and some details in short TECHNIQUES
Flash cards simple on- line or print texts on familiar Peer Observation.
Internet subjects, using contextual clues to help Checklist.
Pictures identify the most relevant information. Concept maps.
CD (Example: title, illustrations, organization, Questionnaires.
etc.) (I.2, I.4) Interviews.
I.EFL.4.12.1. Learners can employ a ▪ Dossiers. Project Assignment.
range of reference materials and sources, Unit Game
Student’s book both online and in print, in order to support Glossary activities.
A2.1 ideas, answer inquiries, find relationships Instruments for oral and written evaluation
Flash cards and relate ideas between different subject Rubrics
Internet areas. (I.1, I.2, J.2) Oral interviews individual/ in pairs
Pictures WRITING Essay Tests
CD I.EFL.4.15.1. Learners can convey Practical Exams.
information and ideas and describe Writing Tests
feelings and opinions in simple Training Test
transactional or expository texts on Each lesson
familiar subjects in order to influence an TECHNIQUES
audience, while recognizing that different Peer Observation. / Checklist.
texts have different features and showing Concept maps. / Questionnaires.
 EXTENSIÓN 68B GAPAL CUENCA
the ability to use these features Interviews.
appropriately in one’s own writing. ▪ Dossiers./ Project Assignment.
(I.3, I.4, S.3, J.2) I.EFL.4.17.1. Learners Unit Game
can convey and organize information with Glossary activities.
facts and details and by employing various Instruments for oral and written evaluation
stages of the writing process, while using Rubrics
a range of digital tools to promote and Oral interviews individual/ in pairs
support collaboration, learning and Essay Tests
productivity. (I.1, I.3, S.4, J.2, J.4) Practical Exams.
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 connect meaning. Have learners
connect meaning. Have learners create their own flash cards. Use real classroom objects and
gestures
4. BIBLIOGRAPHY
English Textbook Level A1.3 del ministerio de Educación

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: English Department Coordinator: Academic Coordinator:
Ing. Walter Ramiro Astudillo Astudillo Lic. Sara Ochoa Ch. Lic. Marcia Galán
Signature: Signature: Signature:

Date: Sep. 10, 2020 Date: Sep. 13, 2020 Date: Sep. 15, 2020

DINCU- Coordinación de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015