2021-2022

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
TEACHER: AREA SUBJECT COURSE PARALLELS SUB NIVEL TERM PARTIAL
Lic. Cecilia Gudiño English as a Foreign Language Inglés Tenth A-B E.G. B FIRST 1
Lic. Gabriela Carrillo
UNIT TITTLE: Learning no matter what TIME: 40 class periods per unit START DATE: Sep., 1ST END DATE: Nov, 12th
- Students will understand that we need to use different strategies to solve different social, economic, environmental, and cultural problems.
OBJECTIVE: We need to communicate well and act independently.
- Students will understand the most important aspects of life and its diversity, from the study of its origin, challenges and commitment to
maintain sustainable environments that ensure comprehensive health and the continuity of life in its different forms.
2.SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
METHODOLOGICAL STRATEGIES
SKILLS AND
RECOMMENDATIONS
PERFORMANCE INDICATORS FOR THE
SELF-EMPLOYED ACADEMIC FOR PARENTS OR
CRITERIA TO BE PERFORMANCE CRITERIA PRESENTIAL WORK
WORK TUTOR´S COURSE AT
DEVELOPED
HOME
Communication Communication and Communication and Communication and Cultural  Set up a daily
and Cultural Cultural Awareness Cultural Awareness Awareness family routine,
Awareness including healthy
I.EFL.4.4.1. Learners can  Giving suggestions using • Participating in short dialogues eating and
EFL 4.1.10. communicate effectively modals sleeping habits.
•Describing paces using there is are
Recognize and using a variety of media
appreciate and formats, including  Provide a place
and time at home
individual and ICT, by saying things in
for homework.
group similarities alternative ways and
and differences by applying self-correcting
establishing and and self-monitoring  Check on
assignments,
maintaining strategies when needed. homework and
healthy and (I.1, I.3, J.4) projects.
rewarding online
and face-to face  Talk each day
relationships with your child
based on about his/her
communication activities.
and cooperation.

Oral Oral Communication Oral Communication Oral Communication

Communication • Paraphrasing an idea • Listening to some records about the
I.EFL.4.6.1. Learners can when a peer asks for subject of interest and paraphrasing
EFL 4.2.1. grasp the general clarification. the main points with a partner.
Understand meaning of spoken texts
phrases and set in familiar everyday  Integrating idiomatic •Getting in groups and talking about
expressions contexts and infer expressions into the daily persons to discover things in common.
related to areas of changes in the topic of communication.
most immediate discussion, as well as
priority within the deduce the meanings of
personal and unfamiliar words and
educational exchanges through the
domains, use of context clues,
provided speech provided speech is given
is clearly and slowly and clearly and
slowly articulated. there is sufficient visual
(Example: daily support. (I.3, S.1, J.4)
life, free time,
school activities,
etc.) I.EFL.4.7.1. Learners can
identify the main idea
and some details in
EFL 4.2.3. Follow short straightforward
and understand spoken audio texts set in
short, familiar contexts when
straightforward the message is delivered
audio messages slowly and there is other
and/or the main contextual support.
idea/dialogue of a (Example: rules for a
movie or cartoon game, classroom
(or other age- instructions, a dialogue
appropriate in a scene from a
audio-visual cartoon or movie, etc.)
presentations) if Learners can use
delivered slowly another classmate’s
and visuals contributions in class as
provide models for their own.
contextual (I.2, I.3, S.4)
support.
(Example: an
announcement of
a bus delay, an
intercom
announcement at
school, a dialogue
supported by
facial
expressions/gestu
res and
appropriate
intonation, etc.)

Reading Reading Reading Reading

 Using context clues to • Using expressions to attach ideas
EFL 4.3.2. Make I.EFL.4.11.1. Learners discover what comes smoothly and to signpost chronological
use of clues such can understand main after and before the sequences of events.
as titles, ideas and some details sentences.
illustrations, in short simple online or • Underlining the cognates in short
• Using an interesting idea texts.
organization, text print texts on familiar
from a text to inspire extra
outline and subjects, using
research. • Reading quickly and looking for words
layout, etc. to contextual clues to help
to find the topic of paragraphs.
identify and identify the most • Predicting main ideas by
understand relevant information. reading the title and using
relevant (Example: title, other contextual clues (e.g.,
information in illustrations, illustrations, subheadings,
etc.)
written level- organization, etc.) (I.2,
•Skimming online reference
appropriate text I.4)
web sites for ones that have
types.
I.EFL.4.12.1. Learners the information needed for
EFL 4.3.7. Read, can employ a range of a research project.
gather, view and reference materials and
listen to  Scanning a text for the
sources, both online and
information from main characters.
in print, in order to
various sources in
support ideas, answer
order to organize
and discuss inquiries, find
relationships relationships and relate
between ideas between different
academic content subject areas. (I.1, I.2,
areas. (Example: J.2)
nonfiction books
for young adults,
the Internet,
audio and media
presentations,
oral interviews,
maps, diagrams,
reference books,
magazines, etc.)
Writing Writing Writing Writing
I.EFL.4.15.1. Learners ▪ Direction students’ • Finding a variety of online references
EFL 4.4.1. Convey can convey information attention to the grammar to practice the grammar structures,
information and and ideas and describe according to the essential then recommending the best one to
ideas through feelings and opinions in
simple contents and have them the class.
simple transactional or
transactional or choose the correct option
expository texts on
expository texts familiar subjects in order to form the rules and
on familiar to influence an complete the examples.
subjects using ICT audience, while
tools and recognizing that ▪ Activating the vocabulary
conventions and different texts have and inviting students to
features of different features and describe about lifestyles,
English showing the ability to personalities, types,
appropriate to use these features preferences and interests.
audience and appropriately in one’s
purpose. own writing. (I.3, I.4, S.3, ▪ Encourage students to
J.2) predict the meaning of
these idioms.
 • Recommending web sites
to another learner.

Language through Language through the Language through the Arts Language through the Arts
the Arts Arts • Producing short, creative • Writing questions to discuss in
Language through the texts using their drawing groups.
EFL 4.5.4. Create Arts skills.
personal stories
by adding I.EFL.4.20.1. Learners
imaginative can create short, original
details to real-life literary texts in different
stories and
genres, including those
situations, using
that reflect Ecuadorian
appropriate
vocabulary and cultures, using a range
elements of the of digital tools, writing
literature learners styles, appropriate
have read or vocabulary and other
heard. literary concepts. (I.1, I.3

3.CURRICULAR ADAPTATION
Special Educational Need SPECIFICATION OF ADAPTATION TO BE APPLIED
1. CURRICULAR ADAPTATION:
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
4.BIBLIOGRAPHY / WEBGRAPHY
Bibliography
✔ Sierra, M. (2017). English A2.2 student´s book. Quito: Grupo Editorial Norma SA
✔ Richards, J., & Rodgers, T. (2005). Approaches and Methods in Language Teaching. New York: Cambridge University Press.

Webography
✔ Ministerio de Educación. (2016). National Curriculum Guideline. Retrieved from
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
✔ Texas Comprehensive Center. (2006). The Eight Components of Sheltered Instruction. Retrieved from
http://www.paterson.k12.nj.us/11_departments/ESLdocs/ELL%20Resources/Sheltered%20Instruction%20Components.pdf

5.OBSERVATIONS:
 Student who doesn´t have connectivity will work through the pedagogical cards that specify every single activity per week. They are able to find them in the
high school. And also, they will present the portfolio at the end of the term.
Done by: Checked by: Approved by: DECE

English teacher: Lic. Cecilia Gudiño Viceprincipal: MSc. Nancy

Area Coordinator: Lic. Gabriela Carrillo Coordinator: M.Sc. Margoth Villarroel
Lic. Gabriela Carrillo Sánchez
Date: September 23rd, 2021 Date: September 23rd, 2021 Date: September 23rd, 2021 Date: September 23rd, 2021