UNIDAD EDUCATIVA

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: Foreign Language Grade: 10th EGB Class: A JORNADA

Objectives:

O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning
Topic: Important and decision making.
Unit Nº 3 past events in the O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national
world 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.

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

Communication and Cultural Awareness

CE.EFL.4.5 Display an appreciation of and demonstrate respect for individual and group
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for
differences by establishing and maintaining healthy and rewarding relationships based on
the integrity of cultures in daily classroom activities.
communication and cooperation.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
interactions. (Example: asking questions, starting over, rephrasing, exploring
appropriate language and interaction styles in a variety of social interactions.
alternative pronunciations or wording, etc.).

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
using grammatical structures learnt in class (although there may be frequent errors with
tenses, personal pronouns, prepositions, etc.).
CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information
clearly and in simple terms, using grammatical structures learned in class (although there
may be frequent errors), effectively and without undue effort. Demonstrate an ability to
make appropriate use of new words and expressions in social interactions.

Reading
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to
CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in
organize and discuss relationships between academic content areas. (Example:
order to support ideas, answer inquiries, find relationships and relate ideas between
nonfiction books for young adults, the Internet, audio and media presentations, oral
different subject areas.
interviews, maps, diagrams, reference books, magazines, etc.).
 Writing
CE.EFL.4.17 Show an ability to convey and organize information through the use of
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate facts and details and by employing various stages of the writing process, while using a
diverse patterns and structures in writing. (Example: cause and effect, problem and
range of digital tools to promote and support collaboration, learning and productivity.
solution, general-to specific presentation, etc.)

Language through the arts

CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
variety of student groupings by employing a wide range of creative thinking skills through
games and problem-solving tasks by showing the ability to accept a variety of ideas
the completion of activities such as playing games, brainstorming and problem solving.
and capitalize on other people’s strengths

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Peace, Justice, etc. PERIODS: 20 START WEEK:

Evaluation: Activities / Techniques /

Methodological Strategies Resources Performance Indicators
Instruments

Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
for Sublevel EGB • Exchange information about inventors
• Comparing answers in pairs or small groups. I.EFL.4.5.1 Learners can appreciate and and inventions.
• Working in small groups to complete a cultural project. show respect for individual and group • Ask and answer questions about
▪ It’s English time! A2.1 inventions.
• Participating in short dialogues and role plays to practice differences by establishing and maintaining • Identify inventors according to their
target language. healthy and rewarding online and face-to- inventions.
▪ Audio links • Participate in a discussion about
Oral Communication: (Listening and Speaking) face interactions. relevant inventions.
• Recording in-class conversations to help learners become Learners can communicate and cooperate • Use key words to produce statements.
▪ Student’s book and • Identify clues in readings to get the
aware of common mistakes regarding language usage and workbook in a respectful, empathetic manner. (J.3, main
intelligibility. S.1, S.4) • Use key questions to interview two members of
the school community.
• Asking learners to repeat an answer or statement to clarify I.EFL.4.4.1 Learners can demonstrate an Record the interviews and take pictures, too.
▪ Posters and pictures
something when needed. about the topic ability to give and ask for information and
• Working in pairs to complete an information gap activity. ▪ Notebook assistance using level-appropriate TECHNIQUES
language and interaction
▪ Checklist.
▪ Quiz Time (SB) and
workbook ▪ Concept maps.

▪ Questionnaires.

• Asking for help in class when necessary.
Reading
• Reading a short text and showing comprehension by
completing the accompanying graphic organizer.
• Reading a text on a familiar area and then matching
phrases or labeling pictures.
• Reading short simple cross-curricular texts and using them
to support arguments or hypotheses.
Writing
• Completing the gaps in a sentence.
• Reading an online review and identifying common linguistic
features such as the use of verbs in the past tense. Then,
using such text as a model to write a review of another
movie.
• Sequencing sentences by adding words.
styles in online or face-to-face social and ▪ Project Assignment
classroom interactions. (J.2, J.3, J.4, I.3)
▪ Glossary activities.
Oral Communication
I.EFL.4.8.1 Learners can communicate
Instruments for oral and written
personal information and basic immediate evaluation
needs and deal with other practical
everyday demands in familiar contexts, ▪ Rubrics
effectively and without undue effort and
using grammatical structures and ▪ Vocabulary Quilt
vocabulary seen in class (although there
▪ Mind Maps
may be frequent, basic errors). (I.1, I.2, I.3,
S.1) ▪ Oral interviews individual/ in pairs
Reading ▪ Practical Exams.
I.EFL.4.12.1 Learners can employ a range ▪ Writing Tests
of reference materials and sources, both
▪ work activities
online and in print, in order to support
ideas, answer inquiries, find relationships
▪ audio links activities.
and relate ideas between different subject
areas. (I.1, I.2, J.2)
Writing
I.EFL.4.17.1 Learners can 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. (I.1, I.3, S.4, J.2, J.4)
Language through the Arts
• Creating literature circles where learners have the freedom
to say anything they think about a text from class or outside
it.
• Participating in classroom games in which problem-solving
as a team is important.
• Creating a crossword puzzle in groups about an
Ecuadorian story, region, celebrity, etc.
• Brainstorming ideas for a writing project in small groups,
using a graphic organizer.
Language through the Arts
I.EFL.4.22.1 Learners can collaborate and
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)

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

PREPARED BY REVISED BY APPROVED BY

Teacher: Area Coordinator: Vice principal:

Signature: Signature: Signature:

Date: Date: Date: