MICROCURRICULAR PLANNING BY PARTIAL

INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre Area: Lengua & Literatura
Teacher’s name: Ing. Wilson Sánchez Crespo Subject: English as a foreign language
Course: 1st. Initial date: 10-04-2023
Didactic Unit: 5 News Media Final date: 09-06-2023

DISCIPLINARY LEARNING:
LEARNING OBJECTIVES: You will be able to report news about general interest topics and major disasters.

O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT ACTIVITIES
PERFORMANCE CRITERIA INDICATORS STRATEGIES FOR TEACHING AND
LEARNING
Oral Communication: Oral Communication Oral Communication: (Listening and Speaking) Activities
(Listening and Speaking) Discuss: How do you prefer to get
I.EFL.5.9.1 Learners can • Researching a topic and preparing a
EFL 5.2.7 Present information informed?
present information clearly presentation for the class.
clearly and effectively in a
and influence an audience • Recording a video about one’s opinion of a • What’s your favorite kind of
variety of oral forms for a range
effectively through well- story read in class. news?
of audiences and purposes.
developed arguments in • Sharing opinions in a way that encourages
(Example: summarizing,
paraphrasing, personal prepared presentations and others to perform a specific action. Read the different types of news,
narratives, research reports, other forms of oral • Using intonation to convince a partner to take use correct pronunciation.
essays, articles, posters, charts communication. (I.2, I.3, J.2) action.
Brainstorm situations or events
and another graphics, etc.). • Summarizing a peer’s opinion about a video
Reading you would like to report on: The
seen in class.
Reading school needs new computers. The
I.EFL.5.12.1 can • Using a digital presentation to raise awareness
Learners
soccer pitch is damaged.
EFL 5.3.4 Find specific engage with a variety of about a local issue.
• Select some situations and
predictable information in short, digital and print texts and
Reading explain why you would make a
simple texts in a range of age- resources by evaluating and
great piece of news.
and level- appropriate topics. detecting complexities and • Identifying unreliable resources on the Internet.
(Example: biographies, news discrepancies in the • Using a rubric to evaluate a print or online • Create questions to explore your
articles, narratives, memoirs and information in order to find resource. piece of news.
personal accounts, formal letters the most appropriate sources • Using a rubric to assess the validity of a web • Investigate the answers to those
and emails, etc.) to support an idea or site, according to one’s academic needs questions: read, talk to people,
argument. (I.2, I.4, J.3) • Reading about a topic and then identifying interview people, etc.
Writing
reference materials and sources that could be • Write your news following the
Writing
EFL 5.4.3 Apply new and prior used to find out more information. suggestions in the writing section.
knowledge in order to plan and I.EFL.5.15.1 Learners can • Look for photos that go with
Writing
create texts and determine if the plan and produce well- your article and adapt it for an
• Writing new words and phrases in a vocabulary
new knowledge adds value to or constructed informational oral presentation.
notebook and then writing a text using three
contradicts prior information. texts by applying the writing
words from your vocabulary notebook.
process and while
• Writing a brochure about your opinion on a
demonstrating an ability to
justify one’s position on an topic and underlining examples of persuasive
argument through carefully language. Reading
selected information and • Watching a video about a controversial topic • Categorize words from the text
appropriate language, tone and writing a short essay agreeing or disagreeing to remember them better.
and evidence. (I.2, I.3, I.4, with the content presented. Listening
S.3, J.1) • Exchanging writing in pairs in order to make • Take notes while you listen the
suggestions about things that could be improved. conversation. • In pairs, ask and
Grammar answer questions about the audio.

 Past tense and past participle forms of Speaking

regular and irregular verbs
• Tell a disaster you know trying
 Passive Voice
to make emphasis in the
pronunciation of the regular verbs
ending.
• Share information with a partner
about what you understood from
the audio.

Writing
• Choose five new words and try
to write their definition.
• Think in a disaster and write
some preventive measures to take
 into account.

Instruments for oral and

written evaluation
• Oral interviews individual/ in
pairs • Essay Tests
• Practical Exams.
• Writing Tests
• Training Test

ELABORATED BY: REVIEWED BY: APPROVED BY:

Teacher: Ing. Wilson Sánchez Crespo Area director: Lcda. Jenny Lliguizaca Director: Lcda. Inés Guallpa

Signature: Signature: Signature:

Date: 06-04-2023 Date: Date:

MICROCURRICULAR PLANNING BY PARTIAL

INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre Area: Lengua & Literatura
Teacher’s name: Ing. Wilson Sánchez Crespo Subject: English as a foreign language
Course: 2nd. Initial date: 10-04-2023
Didactic Unit: 5 Getting Away Final date: 09-06-2023

DISCIPLINARY LEARNING:
LEARNING OBJECTIVES: You will be able to report news about general interest topics and major disasters.

O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT ACTIVITIES
PERFORMANCE CRITERIA INDICATORS STRATEGIES FOR TEACHING AND
LEARNING
Oral Communication: Oral Communication Oral Communication: (Listening and Activities
(Listening and Speaking) Speaking)
I.EFL.5.5.1 Learners can • In groups, think of a tourist
place you consider worth
identify the main idea in a Using context clues to deduce the meaning
visiting and write it secretly on a
EFL 5.2.2 Identify the main idea variety of audio recordings of an expression in a conversation between piece of paper.
and some details of recorded (e.g., interviews, radio ads, a waiter and a customer.
• State three attractions and
news reports, documentaries and news reports, etc.) and benefits of their selected holiday
Reading
interviews reporting on seasonal deduce the meanings of destinations: The Galapagos
festivities, environmental issues, unfamiliar phrases and Islands are located to
Skimming online reference web sites for
food and international customs, words in familiar contexts the west of the
ones that have the information needed for a
climate, weather, etc., where the where speech is clear and
visuals support the commentary. visuals help support research project. Ecuadorian coast.
meaning. (I.3, I.4)
Reading Scanning a text for the main characters. • Brainstorm words and ideas
to create a motto that gets the
Reading
EFL 5.3.2 Identify and use Reading about a topic and then identifying promotional message across:

reading strategies to make I.EFL.5.11.1 Learners can reference materials and sources that could The Galapagos Islands
informative and narrative texts Identify and apply a range of be used to find out more information. are the perfect holiday
comprehensible and meaningful. reading strategies in order to destination for lovers!
Using a list to choose the best sources for
(Example: skimming, scanning, make texts meaningful and to
finding information on a topic. Search information on the
previewing, reading for main select information within a Internet about the selected
ideas and details, using text that might be of destination, including pictures,
Writing
structural and context clues, practical use for one’s own facts, and videos.
Collaborating on a brainstorm through the
cognates, format, sequence, etc.) academic needs. (I.1, I.2, I.4, State the value and benefits of
use of an online bulletin board such as
S.3) the tourist place by describing
padlet.com.
Writing the landscapes, transport,
Writing activities and attractions, weather,
Adding pictures to a group presentation.
EFL 5.4.4 Select and make food, and cost: The well-
Creating a group presentation using known Galapagos
effective use of a range of digital I.EFL.5.14.1 Learners can
biteslide.com. Islands were chosen as
tools to write, edit, revise and identify, critically evaluate
the best islands by the
publish written work in a way and recommend a variety of
Grammar “World’s 10 Best Awards.”
that supports collaboration, potential resources and
learning and productivity. references, including digital Finding a variety of online references to • Add key information like
location, e-mail addresses, contact
(Example: image editing, tools, that support practice a grammar structure, then
Google Drive, infographic collaboration and
makers, audio and video editing, productivity, for educational recommending the best one to the class. phone numbers, or websites.
presentation apps, etc.) and academic use. (I.1, I.2,
Diphthomngs Recording your radio
S.3, S.4) advertisement.
Reported Speech
Choose the correct tone of voice
and add suitable background
sounds.

Reading

• Use the context to identify the

most suitable headline.
Listening
• Listen to complete the details.

• Identify speaker experiences.

Speaking

• Share his/her plans for

vacations. • Provide a news
report.

Writing

• Report someone opinions.

• Write a short holiday brochure.

Instruments for oral and

 written evaluation

Rubrics
▪ Portfolio
▪ Oral interviews individual/ in
pairs ▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test

ELABORATED BY: REVIEWED BY: APPROVED BY:

Teacher: Ing. Wilson Sánchez Crespo Area director: Lcda. Jenny Lliguizaca Director: Lcda. Inés Guallpa

Signature: Signature: Signature:

Date: 06-04-2023 Date: Date:

MICROCURRICULAR PLANNING BY PARTIAL

INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre Area: Lengua & Literatura
Teacher’s name: Ing. Wilson Sánchez Crespo Subject: English as a foreign language
Course: 3rd. Initial date: 10-04-2023
Didactic Unit: 5 In the News Final date: 09-06-2023

DISCIPLINARY LEARNING:
LEARNING OBJECTIVES: You will be able to report news about general interest topics and major disasters.

O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
SKILLS WITH
PERFORMANCE CRITERIA
Oral Communication: (Listening
and Speaking)
EFL 5.2.7 Present information
clearly and effectively in a
variety of oral forms for a range
of audiences and purposes.
(Example: summarizing,
paraphrasing, personal
narratives, research reports,
essays, articles, posters, charts
and other graphics, etc.)
ASSESSMENT
INDICATORS
Oral Communication
I.EFL.5.9.1 Learners can
present information clearly
and influence an audience
effectively through well-
developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)
ACTIVE METHODOLOGICAL
STRATEGIES FOR TEACHING AND
LEARNING
Oral Communication: (Listening and Speaking)
• Researching a topic and preparing a
presentation for the class.
• Recording a video about one’s opinion of a
story read in class.
• Sharing opinions in a way that encourages
others to perform a specific action.
• Using a digital presentation to raise awareness
ASSESSMENT ACTIVITIES
Activities
Agree on 1 or 2 sections of the
television news (world news, local
news, sports, business, weather).
• Investigate a recent event or
situation that is taking place
around the world or a piece of
news that has made the
headlines: Entertainment. New
movie, Hunger Games made
more than $300 million USD in
Reading
EFL 5.3.3 Determine the main
conclusion in texts which clearly
argue a point of view in order to
make informed decisions about
one’s own opinion and reaction
to the text.
Writing
EFL 5.4.5 Justify and explain the
rationale for a position on an
argument, using persuasive
language, tone, evidence and
well-developed arguments
through essays, editorials,
movie and book reviews,
position papers and brochures.
Reading
I.EFL. 5.10.1 Learners can find
specific information and
identify the main points in
simple, straightforward texts
on subjects of personal
interest or familiar academic
topics while making informed
decisions about one’s own
reaction to the text. (I.1, I.2,
S.2
Writing
I.EFL.5.15.1 Learners can plan
and produce well-
constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone
and evidence. (I.2, I.3, I.4,
S.3, J.1)
about a local issue.
Reading
• Reading a short news article and completing
an outline.
• Reading an adapted news article about a
current event and formulating a personal
response to it.
• Reading a blog post and writing a comment.
• Reading a short text and showing
comprehension by completing the
accompanying graphic organizer.
• Agreeing or disagreeing with a strong opinion
stated in a text and giving reasons for one’s own
response.
• Reading a text and answering information
questions.
• Choosing from a list of words to complete
gaps from a reading.
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a class
lesson and creating an online game to practice
the first 3 weeks.
• Share with your group the piece
of news you investigated. The
group decides on 1 or 2 pieces of
news to present.
• Write the scripts that each
person will be responsible for:
“And now we are going to pass to
our Reuters’ correspondent,
Shelly
Rowe, live in Syria.
Reading
• Look at the text around new
words to predict their meaning.
Listening
• Use information to make logical
conclusions.
Speaking
• Use clues to help listeners to
understand a message.
 Writing
them, then sharing and playing the
• Use context clues to help
game with the rest of the class. readers understand difficult
• Reading a dialogue which serves as a model words and complex sentences.
text, then writing a
Instruments for oral and written
similar dialogue on a different topic while evaluation
implementing new
Rubrics
words/expressions from the unit. • Portfolio
• Writing new words and phrases and • Oral interviews individual/ in
vocabulary in your notebook.. pairs • Essay Tests
• Practical Exams
Writing • Writing Tests
an online game to practice them, then sharing • Training Test
and playing the

game with the rest of the class.

• Reading a dialogue which serves as a model
text, then writing a

similar dialogue on a different topic while

implementing new

words/expressions from the unit.

• Writing new words and phrases and
vocabulary in your notebook..
 Grammar

• Reported speech - statements and requests •

Making predictions

ELABORATED BY: REVIEWED BY: APPROVED BY:

Teacher: Ing. Wilson Sánchez Crespo Area director: Lcda. Jenny Lliguizaca Director: Lcda. Inés Guallpa

Signature: Signature: Signature:

Date: 06-04-2023 Date: Date: