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DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher:
Book: English A2.1
Periods: 30, 6 class periods per lesson
Area: English as a Foreign Language Grade / Course: 10th EGB Class:
Unit: 1 Objectives:
Breakthroughs in O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision
Science and making.
Technology O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness 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.
Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.5 Display an appreciation of and demonstrate respect for individual and group
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity differences by establishing and maintaining healthy and rewarding relationships based on
of cultures in daily classroom activities. communication and cooperation.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative appropriate language and interaction styles in a variety of social interactions.
pronunciations or wording, etc.).
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent
immediate environment and matters of immediate need in simple terms using grammatical errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, words and expressions in social interactions.
prepositions, etc.).
Reading CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to organize support ideas, answer inquiries, find relationships and relate ideas between different subject areas.
and discuss relationships between academic content areas. (Example: nonfiction books for
young adults, the Internet, audio and media presentations, oral interviews, maps, diagrams,
reference books, magazines, etc.).
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- to promote and support collaboration, learning and productivity.
specific presentation, etc.)
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and student groupings by employing a wide range of creative thinking skills through the completion of
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other activities such as playing games, brainstorming and problem solving.
people’s strengths.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Comparing answers in pairs or small groups. A2.1 (including I.EFL.4.5.1 Learners can appreciate and show • Exchange information about inventors and
• Working in small groups to complete a cultural project. interactive version) respect for individual and group differences by inventions.
• Participating in short dialogues and role plays to practice target • Audio CD establishing and maintaining healthy and • Ask and answer questions about inventions.
language. • Teacher’s Guide rewarding online and face-to-face interactions. • Identify inventors according to their
Oral Communication: (Listening and Speaking) • Flashcards of Learners can communicate and cooperate in a inventions.
• Recording in-class conversations to help learners become aware of inventions respectful, empathetic manner. (J.3, S.1, S.4) • Participate in a discussion about relevant
common mistakes regarding language usage and intelligibility. • Pictures of famous I.EFL.4.4.1 Learners can demonstrate an ability inventions.
• Asking learners to repeat an answer or statement to clarify inventors to give and ask for information and assistance • Use key words to produce statements.
something when needed. • Photocopiable using level-appropriate language and interaction • Identify clues in readings to get the main

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• Asking for help in class when necessary.
Reading
• Reading a short text and showing comprehension by completing
the accompanying graphic organizer.
• Reading a text on a familiar area and then matching phrases or
labeling pictures.
• Reading short simple cross-curricular texts and using them to
support arguments or hypotheses.
Writing
• Completing the gaps in a sentence.
• Reading an online review and identifying common linguistic
features such as the use of verbs in the past tense. Then, using
such text as a model to write a review of another movie.
• Sequencing sentences by adding words.
Language through the Arts
• Creating literature circles where learners have the freedom to say
anything they think about a text from class or outside it.
• Participating in classroom games in which problem-solving as a
team is important.
• Creating a crossword puzzle in groups about an Ecuadorian story,
region, celebrity, etc.
• Brainstorming ideas for a writing project in small groups, using a
graphic organizer.
worksheets (TG) styles in online or face-to-face social and
• Quiz Time (SB) classroom interactions. (J.2, J.3, J.4, I.3)
Oral Communication
I.EFL.4.8.1 Learners can communicate personal
information and basic immediate needs and deal
with other practical everyday demands in familiar
contexts, effectively and without undue effort and
using grammatical structures and vocabulary
seen in class (although there may be frequent,
basic errors). (I.1, 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.4.22.1 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)
idea.
• Use daily idioms to talk about inventions.
• Design a project about a famous invention.
Techniques
Reading
• Scan a text for specific information.
• Get familiar with a text about inventions and
their inventors by looking at it quickly to get an
idea of how information is presented.
Listening
• Listen for specific details such as dates to
organize events chronologically.
• Pay attention to background sounds to
understand the context of a conversation.
Speaking
• Use idioms and colloquial expressions to talk
about inventors and inventions to your partner.
Writing
• Look for context clues to fill in blanks in a text
with the right words.
• Follow a model to write about a famous
inventor.
Instruments for oral and written evaluation
• Oral and Writing Evaluation
• Projects presentations
• Oral interviews in pairs
• Role Play
• Game
• Writing Quiz
• Glossary activities.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Prepare a presentation about an invention and its impact on Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
modern society.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
11/08/16 9:34 a.m.

Quito-Ecuador www.educacion.gob.ec
Planes unidad_A2.1.indd 243

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 10th EGB Class:
Book: English A2.1 Unit: 2 Objectives:
Travel and Adventure O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions well as the consequences of one’s actions while exhibiting socially responsible behaviors.
across cultures and groups (differentiated by gender, ability, generations, etc.) including the CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
students’ own. appropriate nonverbal and oral communication features.
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: (Listening and Speaking) CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out conversational exchanges by asking and answering follow-up questions, provided there are
a collaborative/paired learning activity in which there are specific instructions for a task. opportunities to use repair strategies (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.
Reading CE.EFL.4.13 Apply learning strategies such as using prior knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using interpret new information in a text, and assess this information according to the organization,
prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. subject area and purpose of the text, using different criteria, including ICT tools.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while
(Example: persuade, negotiate, argue, etc.) recognizing that different texts have different features and showing the ability to use these features
appropriately in one’s own writing.
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and student groupings by employing a wide range of creative thinking skills through the completion of
respond to literature and other literary texts. (Example: small groups, cooperative learning activities such as playing games, brainstorming and problem solving.
groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Making a useful object out of recycled materials in a project. A2.1 (including I.EFL.4.2.1 Learners can name similarities and • Talk about outdoor activities.
• Surfing the Internet for information about important people from interactive version) differences between different aspects of cultural • Mention places for outdoor activities.
other cultures and ways of life and presenting them to the class • Audio CD groups. Learners can demonstrate socially • Design a brochure of a touristic place in
using digital tools. • Teacher’s Guide responsible behaviors at school, online, at home Ecuador.
Oral Communication: (Listening and Speaking) • Photocopiable and in the community, and evaluate their actions • Recommend a place to visit in Ecuador.
• Recording in-class conversations to help learners become aware of worksheets (TG) by ethical, safety and social standards. (J.3, S.1, • Design a project about a campaign.
common mistakes regarding language usage and intelligibility. • Quiz Time (SB) I.1)
• Asking classmates to repeat an answer or statement to clarify I.EFL.4.3.1 Learners can employ a range of self- Techniques
something when needed. monitoring and self-correcting strategies and Reading
• Asking learners to read a dialogue in pairs. Learners record interpret and use appropriate verbal and • Activate your previous knowledge about the
themselves and then listen to the recording to assess clarity of nonverbal communication features to topic of a text by looking into sets of related

Educamos para tener Patria

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sounds, rhythm, and intonation. communicate in familiar contexts. (I.3, S.4, J.4) words and ideas.
Reading Oral Communication • Scan a text for already known vocabulary to
• Highlighting key information in a text and crossing out irrelevant I.EFL. 4.10.1 Learners can effectively participate predict the meaning of new words.
information. in familiar and predictable everyday Listening
• Keeping a vocabulary notebook of synonyms and antonyms of conversational exchanges in order to complete a • Listen for specific details.
words from a text. task, satisfy a need or handle a simple • Take notes while listening to a conversation.
• Brainstorming about a topic and then reading a text to check true transaction, using a range of repair strategies. Speaking
and false information. (Example: asking for clarification, etc.) (I.3, J.3, • Encourage a partner to take part in a
Writing J.4) conversation by using appropriate expressions
• Completing the gaps in a sentence. Reading such as How about you?
• Reading an online review and identifying common linguistic I.EFL.4.13.1 Learners can apply learning • Use idioms and colloquial expressions to talk
features such as the use of verbs in the past tense. Then, using strategies such as using prior knowledge and about extreme vacations and outdoor
such text as a model to write a review of another movie. graphic organizers to interpret new information in activities.
Language through the Arts a text. Learners can assess this information Writing
• Creating literature circles where learners have the freedom to say according to the organization, subject area and • Use sequence connectors to determine the
anything they think about a text. purpose of the text, through the use of different order of events in a descriptive text.
• Brainstorming a list of questions and answers learners can use criteria, including ICT tools. (I.2, I.4, J.4) • Follow a model to write about travel
during small group discussions about literary texts. Writing anecdotes.
• Participating in classroom games in which problem-solving as a I.EFL.4.15.1 Learners can convey information
team is important. and ideas and describe feelings and opinions in Instruments for oral and written evaluation
simple transactional or expository texts on • Oral and Writing Evaluation
familiar subjects in order to influence an • Projects presentations
audience, while recognizing that different texts • Oral interviews in pairs
have different features and showing the ability to • Role Play
use these features appropriately in one’s own • Game
writing. (I.3, I.4, S.3, J.2) • Writing Quiz
Language through the Arts • Glossary activities.
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Promote touristic places in Ecuador for outdoor activities. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
11/08/16 9:34 a.m.

Quito-Ecuador www.educacion.gob.ec
Planes unidad_A2.1.indd 245

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher:
Book: English A2.1
Periods: 30, 6 class periods per lesson
Area: English as a Foreign Language Grade / Course: 10th EGB Class:
Unit: 3 Objectives:
Hobbies, Leisure and O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class while practicing
Entertainment appropriate competences in the four skills.
O.EFL 4.7 Use spoken and written 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.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and to manifest an understanding of the relationship between cultural perspectives and practices and
international regions and cultures and identify similarities and differences and universal cultural by sharing cross cultural experiences.
themes. CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face- appropriate language and interaction styles in a variety of social interactions.
to-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking) CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out conversational exchanges by asking and answering follow-up questions, provided there are
a collaborative/paired learning activity in which there are specific instructions for a task. opportunities to use repair strategies (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.
Reading CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to
EFL 4.3.5 Use everyday reference material in order to select information appropriate to the support ideas, answer inquiries, find relationships and relate ideas between different subject areas.
purpose of an inquiry and relate ideas from one written source to another.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while
(Example: persuade, negotiate, argue, etc.) recognizing that different texts have different features and showing the ability to use these features
appropriately in one’s own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations, Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
using appropriate vocabulary and elements of the literature learners have read or heard. literary concepts.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Finding ways of entertainment from other cultures and regions and A2.1 (including I.EFL.4.1.1 Learners can compare and contrast • Exchange information about hobbies and
then sharing them in class. interactive version) oral traditions, myths, folktales and literature entertainment.
• Completing a Venn diagram about two stories from different • Audio CD from Ecuador and other cultures in order to • Express agreement or disagreement about
countries. • Teacher’s Guide demonstrate an understanding of the controversial topics.
• Reflecting on differences between people from other countries and • Photocopiable relationship between cultural practices and • Recognize main ideas in a paragraph.
regions. worksheets (TG) perspectives. Learners can share cross-cultural • Highlight key words when reading.
• Sharing a cross-cultural experience (such as traveling, trying a new • Quiz Time (SB) experiences while naming universal cultural • Find out the meanings of new words.
food, meeting someone from another country) in pairs or as a class. themes. (I.2, S.1, S.2, J.1)
Oral Communication: (Listening and Speaking) I.EFL.4.4.1 Learners can demonstrate an ability Techniques
• Asking classmates to repeat an answer or statement to clarify to give and ask for information and assistance Reading
something when needed. using level-appropriate language and interaction • Read the title and illustrations of a text to
• Asking learners to read a dialogue in pairs. Learners record styles in online or face-to-face social and predict the topic.
themselves and then listen to the recording to assess clarity of classroom interactions. (J.2, J.3, J.4, I.3) • Get familiar with a text about hobbies and

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sounds, rhythm, and intonation. Oral Communication leisure activities by looking at it quickly to get
Reading I.EFL. 4.10.1 Learners can effectively participate an idea of how information is presented.
• Reading a short text and showing comprehension by completing in familiar and predictable everyday Listening
the accompanying graphic organizer. conversational exchanges in order to complete a • Listen for specific details.
• Reading a text on a familiar topic and then matching phrases or task, satisfy a need or handle a simple • Pay attention to background sounds to
labeling pictures. transaction, using a range of repair strategies. understand the context of a conversation.
• Reading short simple cross-curricular texts and using them to (Example: asking for clarification, etc.) (I.3, J.3, Speaking
support an argument or hypothesis. J.4) • Use the right colloquial expressions to
Writing Reading express agreement or disagreement about a
• Completing the gaps in a sentence. I.EFL.4.12.1 Learners can employ a range of controversial topic.
• Reading an online review and identifying common linguistic reference materials and sources, both online and Writing
features such as the use of verbs in the past tense. Then, using such in print, in order to support ideas, answer • Follow a model and use the appropriate
text as a model to write a review of another movie. inquiries, find relationships and relate ideas connectors to write an opinion about a
Language through the Arts between different subject areas. (I.1, I.2, J.2) controversial topic.
• Doing extended writing, in which learners get to choose what they Writing
write and are not evaluated or tested on it. I.EFL.4.15.1 Learners can convey information Instruments for oral and written evaluation
• Sharing learners’ stories in pairs or small groups and choosing to and ideas and describe feelings and opinions in • Oral and Writing Evaluation
represent some through a role play. simple transactional or expository texts on • Projects presentations
• Reading a myth from Ecuador and writing a song about it. familiar subjects in order to influence an • Oral interviews in pairs
audience, while recognizing that different texts • Role Play
have different features and showing the ability to • Game
use these features appropriately in one’s own • Writing Quiz
writing. (I.3, I.4, S.3, J.2) • Glossary activities.
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make a scrapbook about places to practice hobbies in Ecuador. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

11/08/16 9:34 a.m.

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Quito-Ecuador www.educacion.gob.ec
Planes unidad_A2.1.indd 247

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher:
Book: English A2.1
Periods: 30, 6 class periods per lesson
Area: English as a Foreign Language Grade / Course: 10th EGB Class:
Unit: 4 Objectives:
The World is the Limit 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.
O.EFL 4.7 Use spoken and written 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.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions well as the consequences of one’s actions while exhibiting socially responsible behaviors.
across cultures and groups (differentiated by gender, ability, generations, etc.) including the CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
students’ own. appropriate language and interaction styles in a variety of social interactions.
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
to-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing and in simple terms, using grammatical structures learned in class (although there may be frequent
familiar elements. errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
words and expressions in social interactions.
Reading CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to
EFL 4.3.5 Use everyday reference material in order to select information appropriate to the support ideas, answer inquiries, find relationships and relate ideas between different subject areas.
purpose of an inquiry and relate ideas from one written source to another.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while
(Example: persuade, negotiate, argue, etc.) recognizing that different texts have different features and showing the ability to use these features
appropriately in one’s own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations, Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
using appropriate vocabulary and elements of the literature learners have read or heard. literary concepts.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Completing and illustrating statements about socially responsible A2.1 (including I.EFL.4.2.1 Learners can name similarities and • Compare information about landmarks and
behaviors. interactive version) differences between different aspects of cultural people.
• Making a useful object out of recycled materials. • Audio CD groups. Learners can demonstrate socially • Identify landmarks in a map.
• Making a poster of class rules. • Teacher’s Guide responsible behaviors at school, online, at home • Mention characteristics of landmarks.
• Searching information on the Internet about other cultures and • Pictures of interesting and in the community, and evaluate their actions • Keep an informal dialogue.
ways of life and presenting them to the class using digital tools. places in the world. by ethical, safety and social standards. (J.3, S.1, • Identify flags from different countries.
Oral Communication: (Listening and Speaking) • Photocopiable I.1) • Talk about Guinness World Records.
• Having learners make a selfie video about a specific topic before worksheets (TG) I.EFL.4.4.1 Learners can demonstrate an ability • Use graphic organizers to summarize
coming to class. • Quiz Time (SB) to give and ask for information and assistance information from a paragraph.
• Asking for help in class when necessary. using level-appropriate language and interaction
Reading styles in online or face-to-face social and Techniques
• Reading a short text and showing comprehension by completing classroom interactions. (J.2, J.3, J.4, I.3) Reading
the accompanying graphic organizer. Oral Communication • Read the title and illustrations of a text to

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• Reading a text on a familiar topic and then matching phrases or I.EFL.4.8.1 Learners can communicate personal predict the topic.
labeling pictures. information and basic immediate needs and deal • Use semantic fields to remember new
• Reading short simple cross curricular texts and using them to with other practical everyday demands in familiar vocabulary.
support an argument or hypothesis. contexts, effectively and without undue effort and Listening
Writing using grammatical structures and vocabulary • Listen for specific details.
• Completing the gaps in a sentence. seen in class (although there may be frequent, • Take notes while listening to a conversation
• Reading an online review and using it as a model to write about a basic errors). (I.1, I.2, I.3, S.1) or oral text.
movie or book. Reading Speaking
• Sequencing sentences by adding words. I.EFL.4.12.1 Learners can employ a range of • Recombine known elements in a new way to
Language through the Arts reference materials and sources, both online and talk about landmarks and records.
• Doing extended writing, in which learners get to choose what they in print, in order to support ideas, answer Writing
write and are not evaluated or tested on it. inquiries, find relationships and relate ideas • Use sequence connectors to write about
• Sharing learners’ stories in pairs or small groups and choosing to between different subject areas. (I.1, I.2, J.2) events.
represent some through a role play. Writing
• Reading a myth from Ecuador and writing a song about it. I.EFL.4.15.1 Learners can convey information Instruments for oral and written evaluation
and ideas and describe feelings and opinions in • Oral and Writing Evaluation
simple transactional or expository texts on • Projects presentations
familiar subjects in order to influence an • Oral interviews in pairs
audience, while recognizing that different texts • Role Play
have different features and showing the ability to • Game
use these features appropriately in one’s own • Writing Quiz
writing. (I.3, I.4, S.3, J.2) • Glossary activities.
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Talk about amazing places in Ecuador and the World. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
11/08/16 9:34 a.m.

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher:
Book: English A2.1
Periods: 30, 6 class periods per lesson
Area: English as a Foreign Language Grade / Course: 10th EGB Class:
Unit: 5 Objectives:
Jobs and occupations O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision
making.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
communication and written expression of thought.
Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom appropriate language and interaction styles in a variety of social interactions.
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative CE.EFL.4.5 Display an appreciation of and demonstrate respect for individual and group
pronunciations or wording, etc.). differences by establishing and maintaining healthy and rewarding relationships based on
EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible decision- communication and cooperation.
making at school, online, at home and in the community, while considering ethical standards,
safety concerns, social norms and mutual respect.
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing and in simple terms, using grammatical structures learned in class (although there may be frequent
familiar elements. 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
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using interpret new information in a text, and assess this information according to the organization,
prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. subject area and purpose of the text, using different criteria, including ICT tools.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- to promote and support collaboration, learning and productivity.
specific presentation, etc.).
Language through the Arts CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels of meanings in short, simple, everyday literary texts (online, oral or in print).
meaning of literary works presented orally or in digital form, including literal and implied
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of
view, etc.).
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Completing and illustrating statements about socially responsible A2.1 (including I.EFL.4.4.1 Learners can demonstrate an ability • Identify specific information when listening to
behaviors. interactive version) to give and ask for information and assistance a dialogue.
• Making a useful object out of recycled materials. • Audio CD using level-appropriate language and interaction • Exchange information about career choices.
• Creating a poster of class rules. • Teacher’s Guide styles in online or face-to-face social and • Make predictions regarding career choices.
• Searching the Internet for information about other cultures and • Pictures about jobs classroom interactions. (J.2, J.3, J.4, I.3) • Talk about ideal jobs and professions.
ways of life and presenting them to the class using digital tools. and occupations. I.EFL.4.5.1 Learners can appreciate and show • Recognize true and false statements.
Oral Communication: (Listening and Speaking) • Photocopiable respect for individual and group differences by • Read graphs and tables in passages.
• Asking classmates to repeat an answer or statement to clarify worksheets (TG) establishing and maintaining healthy and • Write about ideal jobs.
something when needed. • Quiz Time (SB) rewarding online and face-to-face interactions.
• Showing students a video clip of a simple situation and asking Learners can communicate and cooperate in a

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them to describe what has happened. respectful, empathetic manner. (J.3, S.1, S.4) Techniques
• Doing a mingle activity where learners ask and answer survey Oral Communication Reading
questions about jobs and occupations. I.EFL.4.8.1 Learners can communicate personal • Discriminate word parts to find out the
Reading information and basic immediate needs and deal meaning of compounds words.
• Highlighting relevant key information in a text and crossing out with other practical everyday demands in familiar • Use words with similar meanings to
irrelevant information. contexts, effectively and without undue effort and demonstrate comprehension.
• Keeping a vocabulary notebook of synonyms and antonyms of using grammatical structures and vocabulary Listening
words from a text. seen in class (although there may be frequent, • Listen for specific details in a conversation.
• Completing an outline for a cross-curricular text. basic errors). (I.1, I.2, I.3, S.1) Speaking
• Brainstorming about a topic and then reading a text to check true Reading • Build conversations using sets of ideas or
and false information. I.EFL.4.13.1 Learners can apply learning formulaic expressions as cues.
• Completing a KWL chart about a text. strategies such as using prior knowledge and Writing
Writing graphic organizers to interpret new information in • Use idioms and colloquial expressions to
• Reading an online movie review and identifying common linguistic a text. Learners can assess this information enrich a text about career choices.
features. according to the organization, subject area and
• Sequencing sentences by adding words. purpose of the text, through the use of different Instruments for oral and written evaluation
• Using question prompts to interview and then write sentences criteria, including ICT tools. (I.2, I.4, J.4) • Oral and Writing Evaluation
about a classmate. Writing • Projects presentations
• Posting a comment to a classmate’s writing on a class blog. I.EFL.4.17.1 Learners can convey and organize • Oral interviews in pairs
Language through the Arts information through the use of facts and details • Role Play
• Listening to or reading stories and drawing an important scene. and by employing various stages of the writing • Game
• Looking at the title of a text and accompanying illustrations and process, while using a range of digital tools to • Writing Quiz
writing questions about the topic. promote and support collaboration, learning and • Glossary activities.
• Writing a sentence to describe the author’s intention. productivity. (I.1, I.3, S.4, J.2, J.4)
Language through the Arts
I 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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make a poster about occupations and professions and share it Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
with the class.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
11/08/16 9:34 a.m.

Quito-Ecuador www.educacion.gob.ec
Planes unidad_A2.1.indd 251

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DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher:
Book: English A2.1
Periods: 30, 6 class periods per lesson
Area: English as a Foreign Language Grade / Course: 10th EGB Class:
Unit: 6 Objectives:
Lifetime Achievements O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision
making.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
communication and written expression of thought.
Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and to manifest an understanding of the relationship between cultural perspectives and practices and
international regions and cultures and identify similarities and differences and universal cultural by sharing cross cultural experiences.
themes. CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face- appropriate language and interaction styles in a variety of social interactions.
to-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context containing and in simple terms, using grammatical structures learned in class (although there may be frequent
familiar elements. errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
words and expressions in social interactions.
Reading CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to
EFL 4.3.5 Use everyday reference material in order to select information appropriate to the support ideas, answer inquiries, find relationships and relate ideas between different subject areas.
purpose of an inquiry and relate ideas from one written source to another.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- to promote and support collaboration, learning and productivity.
specific presentation, etc.)
Language through the Arts CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels of meanings in short, simple, everyday literary texts (online, oral or in print).
meaning of literary works presented orally or in digital form, including literal and implied
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of
view, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Finding recipes from other cultures and regions and then sharing A2.1 (including I.EFL.4.1.1 Learners can compare and contrast • Exchange information about inspiring people.
them in class. interactive version) oral traditions, myths, folktales and literature • Associate pictures with words to get
• Reading stories from different regions in Ecuador and completing a • Audio CD from Ecuador and other cultures in order to meanings.
chart to show differences between them. • Teacher’s Guide demonstrate an understanding of the • Talk about achievements.
• Watching a video about a legend or traditional story from Ecuador • Pictures about jobs relationship between cultural practices and • Interview a classmate about his/her talents.
or another country, and taking notes on the cultural practices and occupations. perspectives. Learners can share cross-cultural • Use time expressions to talk and write about
mentioned. • Photocopiable experiences while naming universal cultural plans.
• Sharing a cross-cultural experience (such as traveling, trying new worksheets (TG) themes. (I.2, S.1, S.2, J.1) • Talk about lifelong learners and their talents.
food, meeting someone from another country) in pairs or as a class. • Quiz Time (SB) I.EFL.4.4.1 Learners can demonstrate an ability
Oral Communication: (Listening and Speaking) to give and ask for information and assistance
• Asking classmates to repeat an answer or statement to clarify using level-appropriate language and interaction

Educamos para tener Patria

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something when needed. styles in online or face-to-face social and Techniques
• Showing students a video clip of a simple situation and asking classroom interactions. (J.2, J.3, J.4, I.3) Reading
them to describe what has happened. Oral Communication • Read the title and illustrations of a text to
Reading I.EFL.4.8.1 Learners can communicate personal predict the topic.
• Keeping a vocabulary notebook of synonyms and antonyms of information and basic immediate needs and deal • Use reference words to keep track of ideas in
words from a text. with other practical everyday demands in familiar a reading.
• Completing an outline for a cross-curricular text. contexts, effectively and without undue effort and Listening
• Brainstorming about a topic and then reading a text to check true using grammatical structures and vocabulary • Use charts to classify information and
and false information. seen in class (although there may be frequent, facilitate listening comprehension.
• Completing a KWL chart about a text. basic errors). (I.1, I.2, I.3, S.1) • Look at accompanying images to activate
Writing Reading previous knowledge and make predictions
• Reading an online movie review and identifying common linguistic I.EFL.4.12.1 Learners can employ a range of about a recording.
features. reference materials and sources, both online and Speaking
• Sequencing sentences by adding words. in print, in order to support ideas, answer • Describe people’s personal characteristics
• Posting a comment to a classmate’s writing on a class blog. inquiries, find relationships and relate ideas and abilities by using the given expressions.
Language through the Arts between different subject areas. (I.1, I.2, J.2) • Encourage a partner to take part in a
• Listening to or reading stories and drawing an important scene. Writing conversation by using appropriate expressions
• Looking at the title of a text and accompanying illustrations and I.EFL.4.17.1 Learners can convey and organize such as How about you?
writing questions about the topic. Then reading to find the answers information through the use of facts and details Writing
to the questions. and by employing various stages of the writing • Use connectors to write about life
• Writing a sentence to describe the author’s intention. process, while using a range of digital tools to achievements.
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4) Instruments for oral and written evaluation
Language through the Arts • Oral and Writing Evaluation
I I.EFL.4.18.1 Learners can understand, predict, • Projects presentations
infer and deduce literal and implied meanings in • Oral interviews in pairs
short, simple, everyday literary texts (online, oral • Role Play
or in print), especially when visual support is • Game
provided. (I.2, I.3, I.4) • Writing Quiz
• Glossary activities.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make a presentation about a Nobel Prize winner and her/his Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
achievements.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
11/08/16 9:34 a.m.

Quito-Ecuador www.educacion.gob.ec