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: 8th. Initial date:
Didactic Unit: 3 Family topics. Final date:
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES:

SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL STRATEGIES FOR ASSESSMENT ACTIVITIES

PERFORMANCE
CRITERIA
READING:
Understand main points
in short simple texts on
familiar subjects.
(Example: sports, etc.)
REF. EFL 4.3.1.
Make use of clues such
as titles, and illustrations
to identify and
understand information
in written level-
appropriate text types.
REF. EFL 4.3.2.
INDICATORS TEACHING AND LEARNING
Learners can understand Grammar:
main ideas in short Grammar: Write the personal pronouns
simple print texts on Explanation of personal pronouns according to what you have learned
familiar subjects, using Copy personal pronouns and their meaning in your and their meaning.
contextual clues to help notebook. Write the personal pronouns with the
identify information. Explanation of verb tobe respective verb tobe.
(Example: title, Write the personal pronouns with the respective verb Reading:
illustrations, tobe. After writing the pronouns, read
organization, etc.) (I.2, Review the rules for vowel sounds and other phonemes. them with the correct pronunciation.
I.4) REF> IEFL. 4.11.1. Reading: Use the rules of pronunciation.
Reading personal pronouns with the correct Read the personal pronouns with the
pronunciation. Use the rules of pronunciation. respective form of verb tobe.
Read the personal pronouns with the respective form of Listening:
Learners can convey
verb tobe. Watch the video of personal
information simple texts
pronouns, listen to the pronunciation
WRITING: on familiar subjects. Listening: and to memorize it.
REF. I.EFL.4.15.1. Watch the video of personal pronouns: Watch the video of verb tobe and
Convey information https://www.youtube.com/watch?v=Id_wCeVSoOo memorize it.
through simple texts on Watch the video of verb tobe: Speaking:
familiar subjects. REF. https://www.youtube.com/watch?v=O-pELo5MMkQ Watch the video without audio, then
EFL 4.4.1. read aloud the personal pronouns
Use a simple print or digital Writing: with the verb to be form.
learning resource to How to replace nouns with pronouns Writing:
compare information in Explanation: What are the forms of the verb to be for Rewrite sentences and replace nouns
order to demonstrate each personal pronoun? with personal pronoun.
understanding of a topic. Complete sentences with the
Ref. EFL 4.4.2 respective form of verb tobe
Instruments for oral and writing
evaluation:
Oral individual interview
Written 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: 03-04-2023 Date: 03-04-2023 Date: 03-04-2023


INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre
Teacher’s name: Ing. Wilson Sánchez Crespo
Course: 9th.
Didactic Unit: 3 Free time leisure
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES:
SKILLS WITH
PERFORMANCE
CRITERIA
ORAL COMUNICATION:
Understand phrases and
expressions related to areas of
priority within the personal
domains, provided speech is
clearly and slowly articulated.
(Example: daily life, free time,
etc.) REF. EFL 4.2.1.
Understand changes in the
topic of discussion if people
speak slowly. REF. EFL 4.2.5.
READING:
EFL 4.3.1 Understand main
points in short simple texts
on familiar subjects.
(Example: news about
sports or famous people,
descriptions, etc.)
Writing
MICROCURRICULAR PLANNING BY PARTIAL
ASSESSMENT
INDICATORS
Learners can grasp the general
meaning of spoken texts set in
familiar everyday contexts and
infer changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges through
the use of context clues. Ref.
I.EFL.4.6.1. (I.3, S.1, J.4)
Learners can understand main
Area: Lengua & Literatura
Subject: English as a foreign language
Initial date:
Final date:
ACTIVE METHODOLOGICAL STRATEGIES FOR ASSESSMENT
TEACHING AND LEARNING ACTIVITIES
Grammar: Introduction: - Listening to a simple,
straightforward story
Progressive or continuous? and correcting false
statements. (Exam- ple:
What is a progressive? Veronica climbed a
What is a gerund? mountain on her
vacation – True,
Difference between progressive and gerund.
Veronica saw gray
Rules of present continuous dolphins – False, she
Structure of present continous saw pink dolphins, etc.)
- Listening to a short
Listening: conversation between
Watch the video: https://www.youtube.com/watch?v=iK8fjrta0y0 two speakers and
Try to understand the main ideas and the context. deciding who is speak-
ing, where they are and
Write down in your notebook the words your teacher says how they feel.
(Example: two friends,
on the phone, talking
about a sick friend, etc.)
Reading:
Read words with “ing” ending. - Listening for specific
Read sentences with “ing” ending. words in a conversation
and trying to guess the
EFL 4.4.4. Write to describe
feelings/ opinions in order
to effectively influence an
audience. (Example:
persuade, negotiate, argue,
etc.)
EFL 4.4.4 Write to describe
feelings/opinions in order
to effectively influence an
audience. (Example:
persuade, negotiate, argue,
etc.)
ideas and some details in short
simple on- line or print texts
on familiar subjects Ref.
I.EFL.4.11.1.
Learners can convey
information and describe
feelings in simple texts on
familiar subjects in order to
influence an audience, while
recognizing that different texts
have different features. REF.
I.EFL.4.15.1.
Read a short text with present continuous
meaning from the
context. (Example:
understanding that
How’s it going? is a
greeting that means
How are you?, etc.)
Writing
Change words in simple present form into present continuous - Listen to the
conversation. Answer
the questions in your
Fill blanks with the correct form of present continuous, use clues. own words.
-
Complete sentences with the respective form of the verb to be to form
the present continuous. - Instruments for
oral and writing
evaluation
- Oral interview
- Gap activities an
pairs
- Listen audio video

ELABORATED BY: REVIEWED BY: APPROVED BY:

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

Date: 03-04-2023 Date: 03-04-2023 Date: 03-04-2023


INFORMATIVE DATA
Name of the Institution:
Teacher’s name:
Course:
Didactic Unit:
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES:
SKILLS WITH
PERFORMANCE
CRITERIA
READING:
EFL 4.3.1. Understand main points in
short simple texts on familiar
subjects. (Example: news about
sports or famous people, descriptions,
etc.)
EFL 4.3.2. Make use of clues such as
titles, illustrations, organization, text
outline and layout, etc. to identify
and understand relevant information
in written level-appropriate text
types.
IEFL. 4.11.1. Learners can
understand main ideas and some
MICROCURRICULAR PLANNING BY PARTIAL
Unidad Educativa Mariscal Antonio José de Sucre Area: Lengua & Literatura
Ing. Wilson Sánchez Crespo Subject: English as a foreign language
10th. Initial date:
3 Hobbies Hobbies and Entertainment Final date:
ASSESSMENT ACTIVE METHODOLOGICAL STRATEGIES FOR ASSESSMENT
INDICATORS TEACHING AND LEARNING ACTIVITIES
IEFL. 4.11.1. Learners can Grammar: Reading
understand main ideas and some Opened questions (Wh questions)
details in short simple online or print Read text: The History of
Closed questions (yes/no)
texts on familiar subjects, using Soccer Uniforms, try to use
contextual clues to help identify the
How to answer different form of questions the correct pronunciation
most relevant information. (Example: according to the rules.
title, illustrations, organization, etc.) Oral communication:
(I.2, I.4) - Exchange information about hobbies and entertainment. Writing
- Find out the meanings of new words.
Listen the video: https://www.youtube.com/watch?v=uzx-mIErpbE After Reading, answer
these questions:
Speaking:
1. How have soccer
Pronounce the wh words correctly by applying the changed throughout
pronunciation rules. history?
2. Do you think that soccer
Read aloud the text about famous people uniforms can be still
details in short simple online or print Reading: improved? Why? Would
texts on familiar subjects, using you change anything?
Read the text: History of the Olympics 3. Compare and contrast
contextual clues to help identify the
- Recognize main ideas in a paragraph. the uniforms of 2 teams.
most relevant information. (Example:
- Highlight key words when reading. Is one better than the
title, illustrations, organization, etc.) other? Why?
(I.2, I.4) Writing:
WRITING: Fill in the blanks on the
- Find out the meanings of new words in the text: “History of
the Olympics” given print sheets.
EFL 4.4.1. Convey information and
- Answer the questions about famous people
ideas through simple transactional or Instruments for oral and
- Complete the sentences with the respective wh question word
expository texts on familiar subjects writing evaluation
using ICT tools and conventions and
features of English appropriate to 1. Oral and writing
audience and purpose. evaluation
2. Projects
presentations
3. Oral interview in
pairs
4. Writing Quiz
Glossary activities

ELABORATED BY: REVIEWED BY: APPROVED BY:

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

Date: 03-04-2023 Date: 03-04-2023 Date: 03-04-2023


INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre
Teacher’s name: Ing. Wilson Sánchez Crespo
Course: 1st.
Didactic Unit: 3 Final date:
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES:
SKILLS WITH
PERFORMANCE
CRITERIA
Create original,
imaginative stories using
appropriate vocabulary.
Ref. EFL 5.5.5.
Find information in
short, simple texts
(Example: news articles,
narratives, memoirs and,
formal letters and emails,
etc.) . Ref. EFL 5.3.1.
MICROCURRICULAR PLANNING BY PARTIAL
ASSESSMENT
INDICATORS
Learners can find specific
in- formation and identify
the main points in simple,
straightforward texts on
subjects of personal
interest or familiar
academic topics.REF.
I.EFL. 5.10.1. (I.1, I.2,
S.2
Learners will produce
emails, blog posts, and
other written texts.
Ref. I.EFL.5.13.1. (I.3,
S.3, J.2)
Area: Lengua & Literatura
Subject: English as a foreign language
Initial date:
ACTIVE METHODOLOGICAL STRATEGIES FOR ASSESSMENT
TEACHING AND LEARNING ACTIVITIES
Reading: \Listening
Read the text about outer space and find new vocabulary • Identify key expressions in
Writing: the dialogues.
Complete the task in Liveworksheets.
• Listen to the contractions
Speaking:
Read loud the text for your classmates. carefully
Speaking
Reading: • Read a story aloud.
Read the following text: Beyond Our World, paying attention to • Talk about your favorite
the meaning and the pronunciation kind of stories.
Writing
Writing:
Write about how much do you know about the diversity of life in • Write down simple
our planet and beyond our world? sentences with the new
vocabulary.
Create original, Learners can produce • Summarize a story
imaginative stories using well-constructed identifying the most
appropriate vocabulary informational texts by important information.
and elements of the applying the writing
Instruments for oral and
literature. Ref. EFL process.
5.5.5. Ref.I.EFL.5.15.1.(I.2, I.3, writing evaluation
I.4, S.3, J.1) - Rubrics
- Portfolio
- Oral interview
individual/in pairs

ELABORATED BY: REVIEWED BY: APPROVED BY:

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

Date: 03-04-2023 Date: 03-04-2023 Date: 03-04-2023


INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre
Teacher’s name: Ing. Wilson Sánchez Crespo
Course: 2nd.
Didactic Unit: 3 Final date:
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES:
SKILLS WITH
PERFORMANCE
CRITERIA
Find specific predictable
information in short, simple
texts in a range of age-and
level-appropriate topics.
(Example: biographies, news
articles, narratives, memoirs,
formal letters and emails, etc.)
Ref. EFL 5.3.1.
Produce emails describing
personal experiences and
feelings. Ref. EFL 5.4.6.
EFL 5.1.3. Find parallels
MICROCURRICULAR PLANNING BY PARTIAL
ASSESSMENT
INDICATORS
Learners can find specific in-
formation and identify the
main points in simple,
straightforward texts on
subjects of personal interest or
familiar academic topics.REF.
I.EFL.5.10.1. (I.1, I.2, S.2
Learners can produce
emails, blog posts and
other written texts using an
effective voice(I.3, S.3, J.2)
Ref. I.EFL.5.13.1. (I.3, S.3,
J.2)
Area: Lengua & Literatura
Subject: English as a foreign language
Initial date:
ACTIVE METHODOLOGICAL STRATEGIES FOR ASSESSMENT
TEACHING AND LEARNING ACTIVITIES
• In pairs, choose a famous person from the world of sports, fashion, TV, movies, Reading
arts, or music. • Read to extract common
characteristics between
• Look for information about this person on the internet: date of bird, zodiac sign.
elements described.
• Identify people’s reactions
• Write a description of his/her character and personality.
to an opinion by analyzing
the words used in a blog
• Choose one important event which your famous person was the protagonist.
entry.
• Write a description of his/her feelings and emotions related to the event. Listening
• Use intonation to identify
• Write your own feelings, emotions and reactions about both the famous person
reacions
and the event.
• Listen to confirm their
• Continue reading about your celebrity and write a short biography. guessing.
Reading and Writing. Speaking
• Talk about the changes in
• Upload all the information and create an attractive design using the texts, pictures his/her personality.
and videos. • Talk about his/her feelings
and reactions to play an
important role.
 Instruments for oral and
between Ecuadorian writing evaluation
cultural and political - Rubrics
- Portfolio
referents and those of
- Oral interview
other countries by talking individual/in pairs
about holidays, symbols, - Essay test
customs and schooling. - Practical exams.
- Writing test.
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: 03-04-2023 Date: 03-04-2023 Date: 03-04-2023


INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre
Teacher’s name: Ing. Wilson Sánchez Crespo
Course: 3rd.
Didactic Unit: 3 Final date:
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES:
SKILLS WITH
PERFORMANCE
CRITERIA
EFL 5.4.9. Use a variety of
oral, print and electronic
forms for writing to others
or for writing for self,
applying the conventions of
social writing. (Example:
notes, invitations, emails,
blog entries and comments,
notes to self, etc.)
EFL 5.2.9 Build on others’
ideas when engaged in
pair, group or whole-class
discussions on personal,
social, community and
academic topics.
EFL 5.1.9 Communicate
information and ideas
MICROCURRICULAR PLANNING BY PARTIAL
Area: Lengua & Literatura
Subject: English as a foreign language
Initial date:
ASSESSMENT ACTIVE METHODOLOGICAL STRATEGIES FOR ASSESSMENT
INDICATORS TEACHING AND LEARNING ACTIVITIES
I.EFL.5.13.1. Learners • Investigate the different forms of renewable energy available and choose one Reading
can produce emails, blog form to investigate more about: Wind power, solar • Identify the main idea
posts and other written
energy, hydropower, biofuel, geothermal energy, biomass. of a paragraph.
texts.I (I.3, S.3, J.2)
Listening
• Investigate more about your group’s selected form of renewable energy. Look for
I.EFL.5.8.1 Learners can • Understand some
information about how it is made, what it is used for and what advantages and
respond to and build on disadvantages it has: Solar Energy: The Sun’s rays are captured and converted into compound nouns and
other people’s ideas in electricity by solar panels. That energy is used for heating, lighting, etc. relative pronouns.
extended conversations on \Writing
familiar social and • Use the information found to prepare a seminar for a science fair about the form
of renewable energy chosen by your group:
• Use passive voice
academic topics by
when the focus is on
expressing opinions and Solar energy is the conversion of the sun’s rays, which are captured by solar panels, the action.
feelings and clarifying into electricity. It can be used for lighting, heating,
Instruments for oral
meaning. (I.3, I.4, S.1, J.3,
J.4) horticulture, etc. The advantages are… and the disadvantages are... and written evaluation
▪ Rubrics
▪ Portfolio
▪ Oral interviews
individual/ in pairs
 ▪ Essay Tests
effectively to diverse ▪ Practical Exams
audiences using a variety ▪ Writing Tests
of media and formats.
- ▪ 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: 03-04-2023 Date: 03-04-2023 Date: 03-04-2023