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Microcurricular Planning by Skills and Performance Criteria: Area: Grade / Course: Class
Microcurricular Planning by Skills and Performance Criteria: Area: Grade / Course: Class
1. INFORMATIVE DATA
Teacher: Teacher: Sacoto Ramirez Area: Grade / Course: Class:
English as a Foreign Language 8th EGB A1.1
O.EFL 4.2
Appreciate and value English as an international language and a medium to interact globally.
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.
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Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details in short simple
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EFL 4.3.1 texts on familiar subjects, making use of contextual clues to identify relevant
Understand main points in short simple texts on familiar subjects. (Example: information in a text.
news about sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15.
Express information and ideas and describe feelings and opinions in simple
EFL 4.4.5 transactional or expository texts on familiar subjects in order to influence an
Recognize that various types of writing require different language, formatting audience, while recognizing that different texts have different features and
and special vocabulary. (Example: a recipe, a letter, etc.) showing the ability to use these features appropriately in ones own writing.
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Writing I.EFL.4.11.1.
Learners can understand main ideas
Writing your own answers to and some details in short simple on-
interview questions. line or print texts on familiar subjects,
using contextual clues to help identify
Language through the Arts the most relevant information.
(Example: title, illustrations,
Looking at the title of a text and organization, etc.) (I.2, I.4)
accompanying illustrations and
writing three questions about the Writing
topic. Then reading to find the
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I.EFL.4.18.1.
Learners can understand, predict,
infer and deduce literal and implied
meanings in short, simple, everyday
literary texts (online, oral or in print),
especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1.
Learners can collaborate and
participate effectively in a variety of
student groupings by employing a
wide range of creative thinking skills
through the completion of activities
such as playing games, brainstorming
and problem solving. (S.2, S.4, J.1,
J.2, J.3, J.4)
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3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.
CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
activities referring to science and technology.
Transversal Axes
Commented [A9]: Values defined by each school.
Teacher: Sacoto Ramirez Teacher: Lcda. Rosa Pa Castro Teacher: Ing . Nelson Pineda
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