SCHOOL YEAR

2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 1 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.6 Write short descriptive and
MEMORIES IKNOW 10 informative texts related to personal
information or familiar topics and use
them as a means of communication and
written expression of thought.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit1, AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 1, similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 1, responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
• Researching through the I.2, I.3, S.1)
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
between people from other
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 2 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.9 Create a sense of awareness
RUSH HOUR IKNOW 10 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.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit 2 AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 2 similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 1, responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
 • Researching through the
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
I.2, I.3, S.1)
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 between people from other
countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 3 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.6 Write short descriptive and
NOT THE SAME IKNOW 10 informative texts related to personal
information or familiar topics and use
them as a means of communication and
written expression of thought.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit 3 AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 3 similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 3, responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
• Researching through the I.2, I.3, S.1)
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
between people from other
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 4 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.8 Integrate written and spoken
HAVE YOU HEARD IKNOW 10 text in order to identify cultural
differences and similarities within a
range of local, national and global
contexts familiar to the learner.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit 4 AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 4 similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 4, responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
• Researching through the I.2, I.3, S.1)
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
between people from other
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 5 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.7 Use spoken and written
TRAVELLING IKNOW 10 literary text in English such as poems,
short stories, comic strips, short
magazine articles and oral interviews on
familiar subjects in order to inspire oral
and written production at an A2.1 level.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit1, AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 1, similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 1, responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
 • Researching through the
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
I.2, I.3, S.1)
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 between people from other
countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 6 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.4 Develop creative and critical
THAT´S OK IKNOW 6 thinking skills when encountering
challenges in order to promote
autonomous learning and decision
making.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit 6 AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 6 similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 6 responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
• Researching through the I.2, I.3, S.1)
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
between people from other
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE:
DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 7 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.6 Write short descriptive and
TECH TALKS IKNOW 10 informative texts related to personal
information or familiar topics and use
them as a means of communication and
written expression of thought.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
for formal and informal social or academic situations in order to communicate strategies as well as appropriate nonverbal and oral communication features.
specific intentions in online and face-to face interactions. (Example: thanking, ORAL COMMUNICATION:
making promises, apologizing, asking permission, chatting with friends, CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs
answering in class, greeting an authority figure, etc.) and information clearly and in simple terms, using grammatical structures
ORAL COMMUNICATION: learned in class (although there may be frequent errors), effectively and without
EFL 4.2.11 Give short, basic descriptions of everyday activities and events undue effort. Demonstrate an ability to make appropriate use of new words and
within familiar contexts and use simple descriptive language to compare and expressions in social interactions.
make brief statements about objects and possessions. (Example: family, school, READING:
living conditions, personal belongings, etc.) CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
READING: graphic organizers to interpret new information in a text, and assess this
EFL 4.3.7 Read, gather, view and listen to information from various sources in information according to the organization, subject area and purpose of the text,
order to organize and discuss relationships between academic content areas. using different criteria, including ICT tools
(Example: nonfiction books for young adults, the Internet, audio and media WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit 7 AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 7 similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 7 responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
• Researching through the I.2, I.3, S.1)
Internet about other cultures
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
between people from other
READING:
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 countries and regions.
• Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 10TH Class: A-B
Foreign Language
Unit number: 8 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.2 Appreciate and value English
GOOD TIMES IKNOW 10 as an international language and a
medium to interact globally.

TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:

AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.8 Use 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 figure, etc.)
ORAL COMMUNICATION:
EFL 4.2.11 Give short, basic descriptions of everyday activities and events
within familiar contexts and use simple descriptive language to compare and
make brief statements about objects and possessions. (Example: family, school,
living conditions, personal belongings, etc.)
READING:
EFL 4.3.7 Read, gather, view and listen to information from various sources in
order to organize and discuss relationships between academic content areas.
(Example: nonfiction books for young adults, the Internet, audio and media
INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS:
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
strategies as well as appropriate nonverbal and oral communication features.
ORAL COMMUNICATION:
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:
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text,
using different criteria, including ICT tools
WRITING:
presentations, oral interviews, maps, diagrams, reference books, magazines, CE.EFL.4.17. Show an ability to convey and organize information through the
etc.) use of facts and details and by employing various stages of the writing process,
WRITING: while using a range of digital tools to promote and support collaboration,
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence learning and productivity
an audience. (Example: persuade, negotiate, argue, etc.) LANGUAGE THROUGH THE ARTS:
LANGUAGE THROUGH THE ARTS: CE.EFL.4.20. Create short, original literary texts in different genres, including
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, those that reflect Ecuadorian cultures, using a range of digital tools, writing
online, in video or in print) according to pre-established criteria. styles, appropriate vocabulary and other literary concepts.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Listening to a dialogue and  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
identifying errors in speech or Unit 8 AWARENESS:
problems for communication. I.EFL.4.2.1. Learners can name • Writing lesson
• Rating one’s self after a  Workbook Unit 8 similarities and differences between
speaking activity, according to On-line different aspects of cultural groups. • Test
a set rubric. Learners can demonstrate socially
• Practicing a specific self-  practice unit 8 responsible behaviors at school, online, at • Homework
correcting strategy during a audio CD, CD home and in the community, and evaluate
pair work activity. player, internet, in- their actions by ethical, safety and social
• Talking in pairs about a standards. (J.3, S.1, I.1)
video learners have watched  focus, posters, ORAL COMMUNICATION:
using only English magazines, I.EFL.4.8.1. Learners can communicate
Creating a poster of class notebook personal information and basic
rules. immediate needs and deal with other
• Inviting a guest speaker practical everyday demands in familiar
from another country to class contexts, effectively and without undue
and asking and answering effort and using grammatical structures
questions about his/her and vocabulary seen in class (although
culture/country. there may be frequent, basic errors). (I.1,
• Researching through the I.2, I.3, S.1)
Internet about other cultures READING:
and ways of life and
presenting them to the class
using digital tools.
• Reading a list of actions
people take and evaluating and
discussing the consequences
on others (including on the
environment).
• Simulating desirable social
behaviors through role play
activities
Finding recipes from other
cultures and regions and then
sharing them in class.
• Completing a Venn diagram
about two stories from
different countries.
• Hearing a story from another
country and finding
similarities with a story from
Ecuador.
• Reading two stories from
different regions in Ecuador
and completing a chart to
show the differences.
• Reading a story from
another region/culture and
sharing a similar experience.
• Reflecting on differences
between people from other
countries and regions.
I.EFL.4.12.1. Learners can employ a
range of reference materials and sources,
both online and in print, in order to
support ideas, answer inquiries, find
relationships 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:
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
 • Researching traditional
stories/myths/legends from
other cultures and presenting
them on a class blog.
• Looking at the title of a
myth/story from another
culture and writing three
questions. Then reading the
story to find the answers, using
Internet for those that went
unanswered.
• Watching a video about a
legend or traditional story
from Ecuador or another
country, and taking notes on
the cultural practices
mentioned.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE: