Escuela de Educación Básica

“GENERAL VILLAMIL”
Código AMIE: 08H00607
ZONA: 1 DISTRITO: 08D03-C1

AÑO LECTIVO 2022 - 2023

PLANIFICACIÓN MICROCURRICULAR PRIMER PARCIAL (UNIDAD DIDACTICA)
SEGUNDO QUIMESTRE 2022-2023

1. Datos informativos
LAURA VASQUEZ
DOCENTE: ESCALANTE ÁREA: INGLES ASIGNATURA: INGLES

UNIDAD DIDÁCTICA: 3 TÍTULO DE LA UNIDAD: The Cool City NO. DE SEMANAS: 9 SEMANAS
CURSO/GRADO: 8VO. PARALELOS: A FECHA DE INICIO: 26 DE SEPTIEMBRE 2022
VALORES U OTROS EJES TRANSVERSALES: Intercultural diversity FECHA DE
30 DE NOVIEMBRE 2022
FINALIZACIÓN:

OBJETIVO DEL AREA POR SUBNIVEL 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.

PROYECTO/EXPERIENCIA DE APRENDIZAJE/RETO:

OBJETIVOS DE APRENDIZAJE:
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.

Competencias:
CONTENIDOS ESENCIALES
EVALUATION CRITERIA
Give examples of places where
people go when they want to do
something away from their
home
CE.EFL.4.11. Demonstrate written level-appropriate
comprehension of main ideas and
some details in short simple texts
on familiar subjects, making use
of contextual clues to identify
relevant information in a text.
O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class
while practicing appropriate competences in the four skills.
2. Planificación
SEMANA 1 (DEL 23 AL 30 SEPTIEMBRE 2022)
Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales
ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)
EFL 4.3.2. Make use of I.EFL.4.11.1. Learners can COMMUNICATIVE SKILLS Evaluation Technique:
clues such as titles, understand main ideas and observation Instrument:
illustrations, organization, some details in short simple EXPERIENCE:
text outline and layout, etc. online or print texts on Public Places test written
to identify and understand familiar subjects, using
relevant information in contextual clues to help
identify the most relevant
information. (Example: title,
text types. illustrations, organization,
etc.) (I.2, I.4)
REFLECTION:
1. Your little brother wants
to learn about some public
places in the city and why
people go there. Circle the
city images your brother
recognizes and explain why
people go to the places.

APP:
2. Now read the text and find
the words to label the
pictures above.

3. Complete the following

statements using words from
the text above:

Vocabulary:
 SEMANA 2 (DEL 03 AL 07 DE OCTUBRE 2022)

Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

Competencias:

ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
EVALUATION CRITERIA ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)

What are some cities that you EFL 4.4.4. Write to describe I.EFL.4.15.1. Learners can COMMUNICATIVE SKILLS Evaluation Technique:
would like to visit? Explain why. feelings/ opinions in order convey information and ideas observation Instrument:
to effectively influence an and describe feelings and EXPERIENCE:
audience. (Example: opinions in simple Advertising a City test written
CE.EFL.4.15. Express information persuade, negotiate, argue, transactional or expository
and ideas and describe feelings texts on familiar subjects in
etc.) order to influence an
and opinions in simple
transactional or expository texts audience, while recognizing
on familiar subjects in order to that different texts have
influence an audience, while different features and showing
recognizing that different texts the ability to use these
have different features and features appropriately in one’s
showing the ability to use these own writing. (I.3, I.4, S.3, J.2)
features appropriately in one’s
own writing.

REFLECTION:
1. You work at the Ministry
of Tourism and you have to
promote a city in your
country with a nice ad.
Follow the instructions
below.
 APP:
2. You are ready to write
your AD! Don’t forget to use
some quantifiers listed at the
right. For example: many
parks, lots of malls, etc. (50-
60 words)

Vocabulary:

SEMANA 3 (DEL 11 al 14 DE OCTUBRE 2022)

Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

Competencias:

CONTENIDOS ESENCIALES DESTREZAS CON CRITERIOS DE INDICATORS FOR THE ORIENTACIONES METODOLÓGICAS
DESEMPEÑO
EVALUATION CRITERIA PERFORMANCE CRITERIA ESTRATEGIAS METODOLOGICAS ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
 APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)

How many different traffic signs EFL 4.1.5. Apply self- Learners can employ a range COMMUNICATIVE SKILLS Evaluation Technique:
are there in Ecuador? All over correcting and self- of selfmonitoring and self- observation Instrument:
the world? monitoring strategies in correcting strategies. Ref EXPERIENCE:
social and classroom test written
Traffic Signs, Signals and
interactions. (Example: (I.EFL.4.3.1.) (I.3, S.4, J.4)
Symbols
CE.EFL.4.3. Interact with others asking questions, starting
using self-monitoring and self- over, rephrasing, exploring
correcting strategies as well as alternative pronunciations
appropriate nonverbal and oral
or wording, etc.)
communication features.

REFLECTION:

APP:
1. Challenge! How much do
you know about traffic?
Match the letter of the
picture with the descriptions
below. Compare your
answers with a partner.

2. Let’s play! Each team

draws or writes at least five
new and creative traffic signs
on some flash cards or white
small paper. They give a
member of the other team a
card to act out in order for
the other members of their
group to guess. The team
that guesses the most signs
wins.

3. In small groups draw or

make a traffic light and
explain to the class what
each color represents and
explain what drivers should
do at each light.

Vocabulary:
 SEMANA 4 (DEL 17 al 21 DE OCTUBRE 2022)
Competencias comunicacionales
Competencias:
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO
EVALUATION CRITERIA
PERFORMANCE CRITERIA
What things should be included EFL 4.2.3. Follow and
in traffic education? understand short,
straightforward audio
messages and/or the main
CE.EFL.4.7. Listening for idea/dialogue of a movie or
Information: Follow and identify cartoon (or other age-
some main ideas and details in appropriate audio-visual
short and straightforward spoken presentations) if delivered
or audio texts set in familiar slowly and visuals provide
contexts, when delivered slowly contextual support.
and with visuals to provide (Example: an
contextual support. Use spoken announcement of a bus
contributions in class as models delay, an intercom
announcement at school, a
for one’s own speech.
dialogue supported by
facial expressions/gestures
and appropriate
Competencias matemáticas
INDICATORS FOR THE
PERFORMANCE CRITERIA
Learners can follow and
understand short straight
foward 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.
REF (I.EFL.4.7.1.) (I.2, I.3, S.4)
Competencias digitales Competencias socioemocionales
ORIENTACIONES METODOLÓGICAS
ESTRATEGIAS METODOLOGICAS
ACTIVAS PARA LA ENSEÑANZA Y
ACTIVIDADES EVALAUTIVAS
APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)
COMMUNICATIVE SKILLS Evaluation Technique:
observation Instrument:
EXPERIENCE:
test written
Traffic Education
REFLECTION:
1. Listen to a girl named Joy
talking. What is the main
topic? When you know it,
answer the questions below.
intonation, etc.)

2. Look at the pictures and

write pedestrian crossing,
driver and passenger on the
lines given.

APP:
3. In small groups discuss
what pedestrians need to do.
Write at least three rules to
follow to protect yourself on
the street.

4. Listen to Joy again and say

what her last reflection is. Do
you agree or disagree with
her?
________________________
________________________
________________________
 Vocabulary:

SEMANA 5 (24 AL 28 DE OCTUBRE 2022)

Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

Competencias:

ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
EVALUATION CRITERIA ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)
 When, how, and who should EFL 4.3.5. Use everyday Learners can employ a range COMMUNICATIVE SKILLS Evaluation Technique:
educate future drivers? reference material in of reference materials and observation Instrument:
order to select sources, both online and in EXPERIENCE:
information appropriate to print, in order to select ideas, Traffic Education test written
CE.EFL.4.12. Use a range of the purpose of an inquiry answer inquiries, find
reference materials and sources, and relate ideas from one relationships and relate ideas
both online and in print, in order written source to another. between different subject
to support ideas, answer areas. REF. ( I.EFL.4.12.1.) (I.1,
inquiries, find relationships and
I.2, J.2)
relate ideas between different
subject areas.

REFLECTION:
1. Challenge! In small
groups check the topics you
know about traffic in your
city. Check the ones you
know about from the
following list.

APP:
3. Complete the phrases
using the correct reflexive
pronoun.
 SEMAMA 6 (DEL 31 DE OCT. AL 02 DE NOVIEMBRE 2022)

Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

Competencias:

ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
EVALUATION CRITERIA ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)

What are some of a citizen's EFL 4.4.5. Recognize that I.EFL.4.15.1. Learners can COMMUNICATIVE SKILLS Evaluation Technique:
responsibilities and obligations? various types of writing convey information and ideas observation Instrument:
require different language, and describe feelings and EXPERIENCE:
formatting and special opinions in simple test written
Rules to be Followed
CE.EFL.4.15. Express information vocabulary. (Example: a transactional or expository
and ideas and describe feelings texts on familiar subjects in
recipe, a letter, etc.) order to influence an
and opinions in simple
transactional or expository texts audience, while recognizing
on familiar subjects in order to that different texts have
influence an audience, while different features and showing REFLECTION:
recognizing that different texts the ability to use these
have different features and features appropriately in one’s
showing the ability to use these own writing. (I.3, I.4, S.3, J.2)
features appropriately in one’s
own writing.

1. Challenge! Using the

spaces below, make a
pictogram using three
obligations you have as a
student. Follow the example.
When you finish, show it to
your partner so he/she can
guess what your pictures and
words say

APP:
2. Now, write the sentences
from your pictograms. Look
at the example: Students
have to do homework.

3. Read the sentences you

wrote to your partner
substituting “have to” for
“must.” See the example:
Students must do
homework.
4. Read the following
sentences and complete
them with the appropriate
possessive adjective or
reflexive pronoun from the
charts on pages 20-21.

Vocabulary:
 SEMANA 7 (07 AL 11 DE NOVIEMBRE DEL 2022 )

Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

Competencias:

ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
EVALUATION CRITERIA ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)

Explain what a meme is. EFL 4.5.9. Engage in I.EFL.4.22.1. Learners can COMMUNICATIVE SKILLS Evaluation Technique:
Explain if they should be collaborative activities collaborate and participate observation Instrument:
considered art. through a variety of effectively in a variety of EXPERIENCE:
student groupings to student groupings by Memes test written
create and respond to employing a wide range of
CE.EFL.4.22. Show the ability to literature and other creative thinking skills
work collaboratively and to literary texts. (Example: through the completion of
participate effectively in a small groups, cooperative activities such as playing
variety of student groupings by learning groups, literature games, brainstorming and
employing a wide range of circles, process writing problem solving. (S.2, S.4,
creative thinking skills through
groups, etc.) J.1, J.2, J.3, J.4)
the completion of activities
such as playing games,
brainstorming and problem

solving.

REFLECTION:
1. Plan a debate dividing
the class into two groups.
Those who agree on one
side and those who
disagree on the other side.
There should be a neutral
mediator in the center.
Discuss each sides opinions.

APP:
2. Challenge! You are very
creative. Make your own
memes in English using the
images below and read
them to your class.
 3. Tell the class if you think
your memes are art or not.
Explain your reasons. You
can start like this. My
meme is/isn’t art because
…..
______________________
______________________
__

Vocabulary:

SEMANA 8 (DEL 14 AL 18 DE NOVIEMBRE 2022)

Competencias: Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

 ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
EVALUATION CRITERIA ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)

Describe some of the ways that EFL 4.2.3. Follow and Learners can follow and COMMUNICATIVE SKILLS Evaluation Technique:
you help other people. understand short, understand short straight observation Instrument:
straightforward audio foward spoken audio texts EXPERIENCE:
messages and/or the set in familiar contexts when Assisting Others test written
CE.EFL.4.7. Listening for main idea/dialogue of a the message is delivered
Information: Follow and movie or cartoon (or slowly and there is other
identify some main ideas and other age-appropriate contextual support.
details in short and audio-visual (Example: rules for a game,
straightforward spoken or presentations) if classroom instructions, a
audio texts set in familiar delivered slowly and dialogue in a scene from a
contexts, when delivered slowly visuals provide contextual cartoon or movie, etc.)
and with visuals to provide support. (Example: an Learners can use other
contextual support. Use spoken announcement of a bus classmate’s contributions in
contributions in class as models delay, an intercom class as models for their
announcement at school, own. REF (I.EFL.4.7.1.) (I.2,
for one’s own speech. a dialogue supported by
facial I.3, S.4)
Did you know that there
expressions/gestures and
are many people who assist
appropriate intonation,
others every day and in
etc.) different ways? Do you
know someone who does
it? Discuss with your
partner.

REFLECTION:
1. Listen to the
conversation between a
mother and her daughter.
Then answer the questions
in incomplete sentences.

APP:
2. Look at the images and
mark with an the ways how
we can help others
according to the kid’s
teacher.

3. Make small groups and

think of other ways to
assist people. What is your
opinion about it? Discuss
with your group members.
 Vocabulary:

SEMANA 9 (21 AL 25 DE NOVIEMBRE 2022)

Competencias comunicacionales Competencias matemáticas Competencias digitales Competencias socioemocionales

Competencias:

ORIENTACIONES METODOLÓGICAS
DESTREZAS CON CRITERIOS DE
CONTENIDOS ESENCIALES
DESEMPEÑO INDICATORS FOR THE ESTRATEGIAS METODOLOGICAS
PERFORMANCE CRITERIA ACTIVAS PARA LA ENSEÑANZA Y
EVALUATION CRITERIA ACTIVIDADES EVALAUTIVAS
PERFORMANCE CRITERIA APRENDIZAJE (PROPUESTAS DEL
DOCENTE PARA EL ESTUDIANTE)

What are some things you need EFL 4.1.8. Use suitable I.EFL.4.4.1. Learners can COMMUNICATIVE SKILLS Evaluation Technique:
to do before you travel to vocabulary, expressions, demonstrate an ability to give observation Instrument:
another place? language and interaction and ask for information and EXPERIENCE:
styles for formal and assistance using level- Planning a Trip test written
informal social or appropriate language and
academic situations in interaction styles in online or
order to communicate face-to-face social and
CE.EFL.4.4. Demonstrate the
ability to ask for and give
information and assistance using
appropriate language and
interaction styles in a variety of
social interactions
specific intentions in classroom interactions. (J.2,
online and face-to-face
interactions. (Example: J.3, J.4, I.3
thanking, making
promises, apologizing,
asking permission,
chatting with friends,
answering in class,
greeting an authority
figure, etc.) Planning a Trip When you
travel abroad, make sure
you follow these tips:
• Make sure you are healthy
before your trip. Get a
medical checkup if possible.
• Have your passport with
you and make a copy of it.
• Know about the currency
in the place where you are
visiting.
• Activate your cell phone
for abroad connections if
possible.
• Be patient and flexible to
enjoy your trip as much as
you can!
REFLECTION:
1. You are going to travel to
your grandparents’ house in
the countryside. Tick the
objects you’re going to take
for the trip.
APP:
2. Choose some objects
from the ones you ticked in
exercise 1 and tell your class
why you selected them. Use
quantifiers when you
mention them.

3. Challenge! (In pairs) You

won a contest, and you are
traveling to Alaska with one
classmate.

4. Write 5 things you will

take on this trip. Compare
your answers with the
others and say why you are
going to take those things to
your trip.
 Vocabulary:

SEMANA 10 (EXMANES DEL PRIMER PARCIAL)

2. Adaptaciones curriculares

ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES

ORIENTACIONES METODOLÓGICAS
CONTENIDOS
ESPECIFICACIÓN DE ESENCIALES DESTREZAS CON CRITERIOS DE ESTRATEGIAS METODOLOGICAS
LA NECESIDAD INDICADORES DE EVALUACIÓN
DESEMPEÑO ACTIVAS PARA LA ENSEÑANZA Y
EDUCATIVA CRITERIOS DE ACTIVIDADES EVALAUTIVAS
APRENDIZAJE (PROPUESTAS DEL
EVALUACIÓN
DOCENTE PARA EL ESTUDIANTE)

EL GRADO QUE
TENGA EL
ESTUDIANTE

HORAS DE ACOMPAÑAMIENTO DOCENTE PARA EL DESARROLLO DE ACTIVIDADES COMPLEMENTARIAS PARA EL REFUERZO Y FORTALECIMIENTO DE LOS APRENDIZAJES
ACTIVIDADES PLANIFICADAS PARA LAS HORAS DE ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA EL REFUERZO Y ACTIVIDADES EVALUATIVAS
ACOMPAÑAMIENTO DOCENTE PARA EL REFUERZO Y FORTALECIMIENTO DE LOS APRENDIZAJES
FORTALECIMIENTO DE LOS APRENDIZAJES

Completar con el nombre de las actividades Se plantearán estrategias activas, que permitan al estudiantado reforzar Se plantearán actividades que evalúen la participación de los
complementarias para el refuerzo y fortalecimiento de y fortalecer sus aprendizajes a través de las actividades planificadas estudiantes en las horas de acompañamiento para el desarrollo
los aprendizajes que se desarrollarán en las horas como talleres, tutorías, proyectos, entre otros. de actividades complementarias para el refuerzo y
designadas para el acompañamiento docente. Estas fortalecimiento de los aprendizajes. Esta evaluación será
pueden ser: En estos espacios prevalecerá el fortalecimiento de los aprendizajes cualitativa.
relacionados con Inglés, Educación Física, Educación Cultural y Artística.
 Proyectos institucionales de índole pedagógico En esta sección se especificará adicionalmente la rúbrica que se
(subnivel Preparatoria) utilizará para evaluar cualitativamente la participación del
 Talleres de aprendizaje que fortalezcan los ámbitos y estudiantado.
ejes de desarrollo y aprendizaje (subnivel
Preparatoria)
 Tutorías para los estudiantes
 Talleres de elaboración de proyectos
interdisciplinarios
 Proyectos de desarrollo colaborativo
 Aprendizajes con pertinencia local y regional
 Proyectos de vinculación con la comunidad
 Programas para el fortalecimiento de la identidad
institucional, local y/o Nacional
 Lectura libre y recreativa
 Talleres de comunicación, música, robótica,
neuroeducación, STEAM, conciencia plena aquellos
que se encuentren en el marco del proyecto
educativo institucional (PEI)

Construcción del proyecto de vida, promoción de la

participación de estudiantes

ELABORADO POR DOCENTE REVISADO POR CORDINADOR DE AREA APROBADO POR VICERRECTOR/A

Nombre: LAURA VASQUEZ ESCALANTE Nombre: Nombre:

Firma: Firma:
Firma:

Fecha: Fecha: Fecha: