UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”

AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

1. INFORMATIVE DATA:
Teacher’s Name: Carolina Idrovo Grade / Course: Sixth A
Quimestre: 1 Partial Nro. 1
Starting date: 20/09/2021 Ending date: 12/11/2021

2. GENERAL PROJECT DATA

Number of
Project’s Name Learning Objectives
project
1 Classroom Rules O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
2 Describing my province flag O.EFL 2.9 Be able to interact in English in a simple way using basic expressions and short
phrases in familiar contexts to satisfy needs of a concrete type, provided others talk slowly
and clearly and are prepared to help.
3
4

3. CURRICULAR COMPONENTS
SKILLS WITH PERFORMANCE
CRITERIA
Follow short, straightforward
audio messages and/or the main
idea/dialogue of a movie or
cartoon (or other age-
appropriate audio-visual
presentations) Ref. EFL 4.2.3.
Recognize other students’
EVALUATION INDICATORS
Learners can identify the main idea
and some details in short
straightforward spoken audio texts
set in familiar contexts when the
message is delivered slowly and
there is other contextual support.
(Example: rules for a game,
classroom instructions, a dialogue in
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
Recomendations for
Non-classroom task Classroom task
Parents
Warm up the class showing the following video: It is important that
Look for the wh-words https://www.youtube.com/watch?v=l6A2EFkjXq4 parents are aware all the
tasks of the students
Ask the students Where are you from?
They gonna say I’m from Ecudaor, I’m Ecuadorian Keep checking the
Work on page 16 of the book and start to work on Idukay platform. There is
page 11 of the workbook always important
information
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
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PLANIFICACIÓN MICROCURRICLAR
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contributions in class as models Students start to work

for their own. Ref. EFL 4.2.6. on page 11
Grammar: Questions words
https://www.youtube.com/watch?v=f2zXTavW_xk

Explain to the students what means explain when we

use wh-word

a scene from a cartoon or movie,

etc.) Learners can use other Have students work on page 17 about question words
classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
(ref.I.EFL.4.7.1.) Warm up: https://www.youtube.com/watch?
Provide students the
v=E_VcSQn73do 
necessary material that
  
students need to carry
Learners can say ways to take care The students look the  page 22 and answer the
out their tasks
of the environment and one’s questions about the picture 
surroundings. Learners can identify Vocabulary: The students have to check vocabulary of
and exhibit socially responsible family members and friends  
behaviors at home, at school and https://www.youtube.com/watch?v=FHaObkHEkHQ 
towards the environment. (J.3, S.1)  Then the students have to work on 23 of
(ref.I.EFL.3.2.1.) the book about family members and friends. 

Investigation look for

and chose a flag
province
Share which flags the choose
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS

SKILLS WITH PERFORMANCE
CRITERIA
Follow short, straightforward
audio messages and/or the main
idea/dialogue of a movie or
cartoon (or other age-
appropriate audio-visual
presentations) Ref. EFL 4.2.3.
Recognize other students’
EVALUATION INDICATORS
Non-classroom task
Learners can identify the main idea
and some details in short
straightforward spoken audio texts
set in familiar contexts when the
message is delivered slowly and
there is other contextual support.
(Example: rules for a game,
classroom instructions, a dialogue in
METHODOLOGICAL GUIDELINES
Recomendations for
Classroom task
Parents
Students start to work Warm up the class showing the following video:
on page 11 https://www.youtube.com/watch?v=l6A2EFkjXq4
Ask the students Where are you from?
They gonna say I’m from Ecudaor, I’m Ecuadorian
Work on page 16 of the book and start to work on
page 11 of the workbook
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
contributions in class as models
for their own. Ref. EFL 4.2.6.
Identify self-correcting and self-
monitoring strategies in social and
classroom interactions. (Example:
asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.) Ref.
EFL 4.1.5.
Identify suitable vocabulary,
expressions, language, and
interaction styles for formal and
informal social or academic
situations in order to
PLANIFICACIÓN MICROCURRICLAR
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JUNTOS APRENDEMOS Y NOS CUIDAMOS
a scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
(ref.I.EFL.4.7.1.)
Learners can say ways to take care
of the environment and one’s
surroundings. Learners can identify
and exhibit socially responsible
behaviors at home, at school and
towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)
Learners canattempt to employ a
range of self-monitoring and self-
correcting strategies and interpret
and use appropriate verbal and
nonverbal communication features
to communicate in familiar contexts.
(I.3, S.4, J.4) (ref.I.EFL.4.3.1.)
Learners can demonstrate an ability
to give and ask for information and
assistance using level-appropriate
language and interaction styles in
online or face-to-face social and
AÑO
LECTIVO
2021-2022
Grammar: Questions words
https://www.youtube.com/watch?v=f2zXTavW_xk
Explain to the students what means explain when we
use wh-word
Game: https://wordwall.net/es/resource/19029069/wh-
question-words
They have more time for answers the questions
Investigation look for Have students work on page 17 about question words
and chose a flag
province
Share which flags that they chose
Start the class with the following song:
https://www.youtube.com/watch?v=jcTfD9Irxoc
Grammar: It is important that
Complete Cambridge parents are aware all the
platform. Remind the students the use of Question words tasks of the students
through the following activity:
Research information or https://www.youtube.com/watch?v=jcTfD9Irxoc Keep checking the
a description about the Idukay platform. There is
place of the chose. Have students to complete workbook pages. always important
information.
Listening:
Draw students’ attention to page 18 and complete
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

communicate specific intentions the activities in the book.

in online and face-to-face
interactions. (Example: Have students to complete workbook page 12.
thanking, making promises,
classroom interactions. (J.2, J.3,
apologizing, asking permission, Project:
J.4, I.3) (ref.I.EFL.4.4.1.)
chatting with friends, answering Have students to share information about the
in class, greeting an authority research.
figure, etc.) Ref. EFL 4.1.8.

ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS

SKILLS WITH PERFORMANCE
CRITERIA
Follow short, straightforward
audio messages and/or the main
idea/dialogue of a movie or
cartoon (or other age-
appropriate audio-visual
presentations) Ref. EFL 4.2.3.
Recognize other students’
contributions in class as models
for their own. Ref. EFL 4.2.6.
EVALUATION INDICATORS
Non-classroom task
Learners can identify the main idea
and some details in short
straightforward spoken audio texts
set in familiar contexts when the
message is delivered slowly and
there is other contextual support.
(Example: rules for a game,
classroom instructions, a dialogue in
a scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
(ref.I.EFL.4.7.1.)
METHODOLOGICAL GUIDELINES
Recomendations for
Classroom task
Parents
Students start to work Warm up the class showing the following video:
on page 11 https://www.youtube.com/watch?v=l6A2EFkjXq4
Ask the students Where are you from?
They gonna say I’m from Ecuador, I’m Ecuadorian
It is important that
Work on page 16 of the book and start to work on
parents are aware all the
page 11 of the workbook
tasks of the students
Grammar: Questions words
Keep checking the
https://www.youtube.com/watch?v=f2zXTavW_xk
Idukay platform. There is
always important
Explain to the students what means explain when
information.
we use wh-word

Game:
Learners can say ways to take care https://wordwall.net/es/resource/19029069/wh-
of the environment and one’s question-words
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
Identify self-correcting and self-
monitoring strategies in social and
classroom interactions. (Example:
asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.) Ref.
EFL 4.1.5.
Identify suitable vocabulary,
expressions, language, and
interaction styles for formal and
informal social or academic
situations in order to
communicate specific intentions
in online and face-to-face
interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering
in class, greeting an authority
PLANIFICACIÓN MICROCURRICLAR
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JUNTOS APRENDEMOS Y NOS CUIDAMOS
surroundings. Learners can identify
and exhibit socially responsible
behaviors at home, at school and
towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)
Learners canattempt to employ a
range of self-monitoring and self-
correcting strategies and interpret
and use appropriate verbal and
nonverbal communication features
to communicate in familiar contexts.
(I.3, S.4, J.4) (ref.I.EFL.4.3.1.)
Learners can demonstrate an ability
to give and ask for information and
assistance using level-appropriate
language and interaction styles in
online or face-to-face social and
classroom interactions. (J.2, J.3,
J.4, I.3) (ref.I.EFL.4.4.1.)
AÑO
LECTIVO
2021-2022
They have more time for answers the questions
Have students work on page 17 about question
Investigation look for words
and chose a flag
province
Share which flags that they chose
Complete Cambridge Start the class with the following song: It is important that
platform. https://www.youtube.com/watch?v=jcTfD9Irxoc parents are aware all the
tasks of the students
Research information or Grammar:
a description about the Keep checking the
place of the chose Remind the students the use of Question words Idukay platform. There is
through the following activity: always important
https://www.youtube.com/watch?v=jcTfD9Irxoc information.
Have students to complete workbook pages.
Listening:
Draw students’ attention to page 18 and complete
the activities in the book.
Have students to complete workbook page 12.
Project:
Have students to share information about the
research.
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

figure, etc.) Ref. EFL 4.1.8.

Note: All the mentioned activities will be developed
with the students and teacher´s support. Besides
that, there will be extra time to finish them.

ELABORATED BY: CHECKED BY: APPROVED BY:

Carolina Idrovo Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez

Date: November 22th, 2021 Date: November 26th, 2021 Date:

 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
4. CURRICULAR COMPONENTS
SKILLS WITH PERFORMANCE
CRITERIA
Identify and define an
appreciation of some
commonalities and distinctions
across cultures and groups
(differentiated by gender,
ability, generations, etc.)
including the students’ own.
Ref. EFL 4.1.2.
Give short, basic descriptions of
everyday activities and events
within familiar contexts.
(Example: family, school, living
conditions, personal belongings,
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS
EVALUATION INDICATORS
Learners can name similarities and
differences between different
aspects of cultural groups. Learners
can demonstrate socially
responsible behaviors at school,
online, at home and in the
community, and evaluate their
actions by ethical, safety and social
standards. (J.3, S.1, I.1)
(ref.I.EFL.4.2.1.)
Learners can use simple language
to describe, compare and state facts
about familiar everyday topics such
as possessions, classroom objects
AÑO
LECTIVO
2021-2022
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
Recomendations for
Non-classroom task Classroom task
Parents
Remember family members It is important that
https://www.youtube.com/watch?v=FHaObkHEkHQ parents are aware all the
The students are going to say which family members tasks of the students
they have. And how many members they have at
home. Keep checking the
Idukay platform. There is
Work on page 23 of the book about family members always important
And also work on page 16 of the workbook.
information
Provide students the
Investigation: look for and chose a flag province necessary material that
Send the information students need to carry
of the organization of out their tasks
Organization: Brief explanation of each flag and
each flag its characteristics
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

etc.)Ref. EFL 4.2.11. Work in the platform

about the vocabulary.
and routines in short, structured
situations, interacting with relative
ease. (I.3, I.4, S.4) (ref.I.EFL.4.9.1.)

ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS

SKILLS WITH PERFORMANCE
CRITERIA
Identify and define an
appreciation of some
commonalities and distinctions
across cultures and groups
(differentiated by gender,
ability, generations, etc.)
including the students’ own.
Ref. EFL 4.1.2.
Give short, basic descriptions of
everyday activities and events
within familiar contexts.
(Example: family, school, living
conditions, personal belongings,
etc.)Ref. EFL 4.2.11.
EVALUATION INDICATORS
Non-classroom task
Learners can name similarities and
differences between different
aspects of cultural groups. Learners
can demonstrate socially
responsible behaviors at school,
online, at home and in the
community, and evaluate their
actions by ethical, safety and social
standards. (J.3, S.1, I.1)
(ref.I.EFL.4.2.1.)
Learners can use simple language
to describe, compare and state facts
about familiar everyday topics such
as possessions, classroom objects
and routines in short, structured
situations, interacting with relative
METHODOLOGICAL GUIDELINES
Recomendations for
Classroom task
Parents
Remember family members
https://www.youtube.com/watch?v=FHaObkHEkHQ
The students are going to say which family members
they have. And how many members they have at
Send the information home
of the organization of
Work on page 23 of the book about family members
each flag
And also work on page 16 of the workbook.
Work in the platform
about the vocabulary.
Investigation: look for and chose a flag province
Organization: Brief explanation of each flag and
its characteristics
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
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JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

ease. (I.3, I.4, S.4) (ref.I.EFL

ELABORATED BY: CHECKED BY: APPROVED BY:

Carolina Idrovo Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez

Date: November 30th, 2021 Date: December 3rd, 2021 Date:

Give short, basic descriptions of
everyday activities and events within
familiar contexts. (Example: family,
school, living conditions, personal
belongings, etc.)Ref. EFL 4.2.11.
Use a simple print or digital learning
resource to demonstrate
understanding. Ref. EFL 4.4.2.
Learners can communicate personal
information and basic immediate
needs and attempt to deal with other
practical everyday demands in
familiar contexts, effectively and
without undue effort and using
grammatical structures and
vocabulary seen in class (although
there may be frequent, basic errors).
(I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
Learners can use and make simple
learning resources, both online and
in print, in order to attempt to
compare and contrast information.
Learners can choose appropriate
resources and attempt to critically
evaluate the information in these
Work in the platform Ask to the students the following question: Do you It is important that
about the vocabulary. have a big family? parents are aware all the
tasks of the students
Have students to take turns and read the web
article in page 24. Keep checking the
Idukay platform. There is
Explain to the students about activities #1 and #2 always important
and ask them complete it. information
Ask to the students to complete activity #3
individually.
Explain activity #4 to the students and ask them to
share their opinions.
Show their project activity.
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
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JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

resources, according to the value,
purpose and audience of each. (I.1,
I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
SKILLS WITH PERFORMANCE
CRITERIA
Give short, basic descriptions of
everyday activities and events within
familiar contexts. (Example: family,
school, living conditions, personal
belongings, etc.)Ref. EFL 4.2.11.
Use a simple print or digital learning
resource to demonstrate
understanding. Ref. EFL 4.4.2.
Note: All the mentioned activities will be developed
with the students and teacher´s support. Besides
that, there will be extra time to finish them.
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
Learners can communicate personal Ask to the students the following question: Do you
information and basic immediate have a big family?
needs and attempt to deal with other
practical everyday demands in Have students to take turns and read the web
familiar contexts, effectively and article in page 24.
without undue effort and using
grammatical structures and It is important that
Explain to the students about activities #1 and #2
vocabulary seen in class (although parents are aware all the
and ask them complete it.
there may be frequent, basic errors). tasks of the students
Work in the platform
(I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
about the vocabulary. Ask to the students to complete activity #3
Keep checking the
individually.
Learners can use and make simple Idukay platform. There is
learning resources, both online and always important
Explain activity #4 to the students and ask them to information
in print, in order to attempt to
share their opinions.
compare and contrast information.
Learners can choose appropriate
resources and attempt to critically Show their project activity.
evaluate the information in these
resources, according to the value, Note: All the mentioned activities will be developed
purpose and audience of each. (I.1, with the students and teacher´s support. Besides
I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.) that, there will be extra time to finish them.
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
ELABORATED BY:
Carolina Idrovo
Date: December 6th, 2021
December 13 th
Give short, basic descriptions of
everyday activities and events
within familiar contexts. (Example:
family, school, living conditions,
personal belongings, etc.)Ref. EFL
4.2.11.
Discover 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.) Ref. EFL 4.2.13.
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
CHECKED BY: APPROVED BY:
Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez
Date: December 9th, 2021 Date:
Warm up: lets remember the adjective
Learners can communicate https://wordwall.net/es/resource/515322/english/people-
personal information and basic adjectives
immediate needs and attempt to
Work in the platform
deal with other practical everyday The teacher going to do a review about It is important that
about the vocabulary.
demands in familiar contexts, Have and has parents are aware all the
effectively and without undue effort And also explain HAVE GOT AND HAS GOT tasks of the students
Final presentation of
and using grammatical structures
the project: make a
and vocabulary seen in class The students are going to learn some vocabulary about Keep checking the
video presenting their
(although there may be frequent, physical appearance Idukay platform. There is
flag. The student and
basic errors). (I.1, I.2, I.3, S.1) Check the video: always important
the power point or
(ref.I.EFL.4.8.1.) https://www.youtube.com/watch?v=w9wI5ZvZn6g information
canva presentation
should be in the video
Learners can use simple language The teacher is going to choose an actor with the
to describe, compare and state students’ help will do a good description.
facts about familiar everyday topics
such as possessions, classroom The student has to choose a family member and
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
objects and routines in short,
structured situations, interacting
with relative ease. (I.3, I.4, S.4)
(ref.I.EFL.4.9.1.)
SKILLS WITH PERFORMANCE
CRITERIA
Give short, basic descriptions of
everyday activities and events
within familiar contexts. (Example:
family, school, living conditions,
personal belongings, etc.)Ref. EFL
4.2.11.
Discover 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.) Ref. EFL 4.2.13.
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
EVALUATION INDICATORS
Learners can communicate
personal information and basic
immediate needs and attempt to
deal with other practical everyday
demands in familiar contexts,
effectively and without undue effort
and using grammatical structures
and vocabulary seen in class
(although there may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
(ref.I.EFL.4.8.1.)
Learners can use simple language
to describe, compare and state
facts about familiar everyday topics
such as possessions, classroom
objects and routines in short,
structured situations, interacting
with relative ease. (I.3, I.4, S.4)
(ref.I.EFL.4.9.1.)
AÑO
LECTIVO
2021-2022
describe his o her, and they have to draw their family
member.
The students going to work on page 26 of the book as
well on page 18 of the workbook.
METHODOLOGICAL GUIDELINES
Recomendations for
Non-classroom task Classroom task
Parents
Warm up: lets remember the adjective
https://wordwall.net/es/resource/515322/english/people-
adjectives
The teacher going to do a review about
Have and has
And also explain HAVE GOT AND HAS GOT
Work in the platform
It is important that
about the vocabulary.
The students are going to learn some vocabulary about parents are aware all the
physical appearance tasks of the students
Final presentation of
Check the video:
the project: make a
https://www.youtube.com/watch?v=w9wI5ZvZn6g Keep checking the
video presenting their
Idukay platform. There is
flag. The student and
The teacher is going to choose an actor with the always important
the power point or
students’ help will do a good description. information
canva presentation
should be in the video
The student has to choose a family member and
describe his o her, and they have to draw their family
member.
To the students with special need the teacher give them
more extra time to develop.
The students going to work on page 26 of the book as
well on page 18 of the workbook.
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

ELABORATED BY: CHECKED BY: APPROVED BY:

Carolina Idrovo Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez

Date: December 13th, 2021 Date: December 16th, 2021 Date:

 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
December 20th to December 23th
SKILLS WITH PERFORMANCE
CRITERIA
Give short, basic descriptions of
everyday activities and events
within familiar contexts. (Example:
family, school, living conditions,
personal belongings, etc.) Ref. EFL
4.2.11.
SKILLS WITH PERFORMANCE
CRITERIA
Give short, basic descriptions of
everyday activities and events within
familiar contexts. (Example: family,
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
Learners can communicate Remind to the students the use of Have and provide
personal information and basic examples.
It is important that
immediate needs and attempt to
parents are aware all the
deal with other practical everyday Ask to the students write sentences using have.
tasks of the students
demands in familiar contexts,
effectively and without undue effort Remind students vocabulary about physical
Keep checking the
and using grammatical structures appearance.
Idukay platform. There is
and vocabulary seen in class
always important
(although there may be frequent, Have students to share their physical appearance.
information
basic errors). (I.1, I.2, I.3, S.1)
(ref.I.EFL.4.8.1.) Have students to make a Christmas card.
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
Learners can communicate personal Remind to the students the use of Have and It is important that
information and basic immediate provide examples. parents are aware all the
needs and attempt to deal with other tasks of the students
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
school, living conditions, personal
belongings, etc.) Ref. EFL 4.2.11.
ELABORATED BY:
Carolina Idrovo
Date: December 20th, 2021
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
practical everyday demands in Ask to the students write sentences using have.
familiar contexts, effectively and Keep checking the
without undue effort and using Remind students vocabulary about physical Idukay platform. There is
grammatical structures and appearance. always important
vocabulary seen in class (although information
there may be frequent, basic errors). Have students to share their physical appearance.
(I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
Have students to make a Christmas card.
CHECKED BY: APPROVED BY:
Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez
Date: December 23th, 2021 Date:
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

5. CURRICULAR COMPONENTS
SKILLS WITH
PERFORMANCE
CRITERIA
Use a simple print or digital
learning resource to
demonstrate
understanding. Ref. EFL
4.4.2.
Discover 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.) Ref. EFL 4.2.13.
EVALUATION
INDICATORS
Learners can use and make
simple learning resources,
both online and in print, in
order to attempt to compare
and contrast information.
Learners can choose
appropriate resources and
attempt to critically evaluate
the information in these
resources, according to the
value, purpose and audience
of each. (I.1, I.3, I.4, J.2, J.4)
(ref.I.EFL.4.16.1.)
Learners can use simple
language to describe,
compare and state facts
about familiar everyday topics
such as possessions,
classroom objects and
routines in short, structured
situations, interacting with
relative ease. (I.3, I.4, S.4)
(ref.I.EFL.4.9.1.)
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
Recomendations for
Non-classroom task Classroom task
Parents
Warm up: remember the compatives It is important that
https://wordwall.net/es/resource/21204957/activity/comparatives parents are aware all
the tasks of the
work on the book page 26 about the adjectives and personal students
Work on the appearance. As well work on page 27 about the compatives
Keep checking the
platform structure.
Idukay platform. There
is always important
Listen the numbers and learn more conversational phrases on information
page 28
Provide students the
necessary material that
students need to carry
Worn on page 20 of the workbook and explain how they should out their tasks
send the video of the project.
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
SKILLS WITH
PERFORMANCE
CRITERIA
Use a simple print or digital
learning resource to
demonstrate
understanding. Ref. EFL
4.4.2.
Discover 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.) Ref. EFL 4.2.13.
ELABORATED BY:
Carolina Idrovo
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
METHODOLOGICAL GUIDELINES
EVALUATION
Recomendations for
INDICATORS Non-classroom task Classroom task
Parents
Learners can use and make
simple learning resources,
both online and in print, in
order to attempt to compare
and contrast information. Warm up: remember the compatives
Learners can choose https://wordwall.net/es/resource/21204957/activity/comparatives
appropriate resources and
attempt to critically evaluate work on the book page 26 about the adjectives and personal
the information in these appearance. As well work on page 27 about the compatives
resources, according to the
structure.
value, purpose and audience
of each. (I.1, I.3, I.4, J.2, J.4) Work on the
(ref.I.EFL.4.16.1.) Listen the numbers and learn more conversational phrases on
platform
page 28
Learners can use simple
language to describe,
compare and state facts
about familiar everyday topics Worn on page 20 of the workbook and explain how they should
such as possessions, send the video of the project.
classroom objects and
routines in short, structured
situations, interacting with
relative ease. (I.3, I.4, S.4)
(ref.I.EFL.4.9.1.)
CHECKED BY: APPROVED BY:
Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

Date: January 3rd, 2022 Date: January 7th, 2022 Date: