MICRO-CURRICULAR PLANNING FIRST TERM
INFORMATIVE DATA
INSTITUTION: EEB “TRECE DE ABRIL”
ANDREA MERA
GRADE: TENTH A - B
WEEKS: 4
DISCIPLINARY LEARNING:
LEARNING OBJECTIVE:
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED
EFL 4.2.1. Understand phrases
and expressions related to
areas of most immediate
priority within the personal
and educational domains,
provided speech is clearly and
slowly articulated. (Example:
daily life, free time, school
activities, etc.)
EFL 4.2.5. Understand most
changes in the topic of
discussion if people speak
slowly.
EVALUATION INDICATORS
Learners can grasp the general
meaning of spoken texts set in
familiar everyday contexts and
infer changes in the topic of
discussion.REF. (I.EFL.4.6.1.) (I.3,
S.1, J.4)
Learners can grasp the general
meaning of spoken texts set in
familiar everyday contexts and
infer changes in the topicof
discussion. REF. (I.EFL.4.6.1.) (I.3,
S.1, J.4)
Learners can communicate Curricular Approach
TEACHER: LCDA XIOMARA GÓMEZ / LCDA.
DATE: JUNE, 20 TO JULY, 15 2022
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES (ASSESSMENT)
Carry out the instructions issued by the Systematic Observation Method 
teacher.
Anecdotal Record
Carry out tasks responsibly.
 Each student will read and answer the
Review the material used in class.
reading questions .
Write the paragraphs correctly according
to the topic
Continually practice reading texts in PRACTICAL EXERCISES
English.
 Diagrams
 Essay
Practice the new vocabulary.
 Listening Activities with a case study
analysis.
Understand and use short sentences.

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 using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.3.5. Use everyday
reference material in order to
select information
appropriate to the purpose of
an inquiry and relate ideas
from one written source to
another.
personal Week 7 – 10
information and basic immediate Communication and Cultural Awareness
needs in simple terms using
gramatical structures and  Reading and comprehension
vocabulary seen in class  Talk about the different views
(although there may and / about the History of the
frequent basic errors) REF. Olympics.
(I.EFL.4.8.1.) (I.1, I.2, I.3, S.  Answer the questions below in
complete sentences using your
own words. 1. What other
sports championship or
tournament can you name? 2.
I.EFL.4.11.1. Learners can What is your favorite sport? Why
understand
do you like it? 3. Are there any
main ideas and some details in
short sports you dislike? Explain. 4.
simple online or print texts on Which sport is the easiest to
practice in your city?
familiar subjects, using contextual
clues to help identify the most
relevant information. (Example: Oral Communication
title, illustrations, organization,
etc.) (I.2, I.4)
 Topic: Venn Diagrams
 Reading

 Reading about the History of

EFL 4.4.2. Make and use a
simple print or digital learning
resource to compare and
contrast information in order
to demonstrate
understanding and command
of a topic.
Soccer Uniforms, give answers
based on the article. 1. How
have soccer uniforms changed
throughout history? 2. Do you
think that soccer uniforms can
be still improved? Why? Would
you change anything? 3.
Compare and contrast the
uniforms of 2 teams. Is one
better than the other? Why?

Vocabulary

 Jobs

WRITTEN QUIZZES

 Development test
Objective Test

VOCABULARY
INTERDISCIPLINARY LEARNING:

INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, GOAL:

LEARNING OBJECTIVES:

SKILLS AND PERFORMANCE EVALUATION INDICATORS METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES (ASSESSMENT)
CRITERIA TO BE DEVELOPED
 TEACHER´S HOURS SUPPORT AND COMPLEMENTARY ACTIVITIES DEVELOPMENT TO REINFORCE AND STRENGTHEN LEARNING

ACTIVE METHODOLOGICAL STRATEGIES TO REINFORCE AND

HOURS OF TEACHER SUPPORT PLANNED ACTIVITIES EVALUATIVE ACTIVITIES
TO REINFORCE AND STRENGTHEN LEARNING STRENGTHEN LEARNING

o Iniciar con la observación de la práctica lectora en la clase. o Diario de campo: Se utiliza en

o Los estudiantes leerán noticias de un medio escrito, o de un un primer momento para el
medio digital (redes sociales). registro de lo observado durante
o Realizar preguntas orientadas a la comprensión lectora, el proceso.
desarrollo cognitivo y las competencias significativas de esas o Al final se realizará un análisis
 Talleres de elaboración de Noticias
lecturas. cualitativo sobre el trabajo
 Noticias locales y nacionales.
realizado luego de cada noticia
 Aprender a identificar el tipo de noticias en
o Seguido, lectura en voz alta del texto para observar leída.
las redes sociales.
motivación y fluidez verbal.
o Los estudiantes deberán identificar qué tipo de noticia es.
o Concluir con la síntesis y reflexión del tema visto.
o Registrar las observaciones en diarios de campo para su
posterior análisis.

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VII edition norms.) 7. OBSERVATIONS:

https://recursos2.educacion.gob.ec/portfolio/sup_mod1_10vo_ingles/
Módulos Educación General Básica – Superior

DONE BY: REVISED BY: APPROVED BY:

Lcda. Xiomara Gómez / Lcda Andrea Mera  Lcda. Xiomara Gómez   Lcda. Maritza González
SIGNATURE: SIGNATURE: SIGNATURE:
     
DATE: JUNE 20th 2022 DATE: DATE: