UNIDAD EDUCATIVA

2022-2023
“29 DE AGOSTO”
PLANIFICACIÓN MICROCURRICULAR
DATOS INFORMATIVOS

English as a Foreign
DOCENTE: Lcda. BRENDA VILLACRES ÁREA: English as a Foreign Language ASIGNATURA:
Language

UNIDAD DIDÁCTICA: 2 TÍTULO DE LA UNIDAD: Viewpoints. Book Level 3 NO. DE SEMANAS: 10 weeks
Travel and adventure
CURSO/GRADO: 10th year of Basic Education PARALELOS: FECHA DE INICIO: 18 de julio del 2022

PARCIAL: 2° QUIMESTRE: 1 FECHA DE FINALIZACIÓN: 23 de septiembre del 2022

VALORES U OTROS EJES PEACE

TRANSVERSALES: RESPECT
RESPONSIBILITY
COMPETENCIAS

COMUNICACIONALES MATEMÁTICAS DIGITALES SOCIOEMOCIONALES

APRENDIZAJE DISCIPLINAR:

Esta sección debe planificarse de manera individual o cooperativa si estiman conveniente.

LEARNING OBJECTIVES:

 Narrate personal experiences.

 Describe places.
SKILLS AND PERFORMANCE PERFORMANCE METHODOLOGICAL STRATEGIES EVALUATION
CRITERIA TO BE DEVELOPED: INDICATORS

COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND CULTURAL Complete the brochures with the corresponding
CULTURAL AWARENESS CULTURAL AWARENESS AWARENESS words. Use the pictures as clues.

EFL 4.1.5 Apply self-correcting I.EFL.4.3.1. Learners can Participating in short role plays using a Listen and select the picture that best matches the
and self-monitoring strategies in employ a range of self- range of verbal and nonverbal conversation.
social and classroom interactions. monitoring and self-correcting communication.
Complete the phone call between. Peter and
(Example: asking questions, strategies and interpret and
starting over, rephrasing, use appropriate verbal and Rating one’s self after a speaking activity, grandma about his family vacation.
according to a set rubric. Practicing a
exploring alternative nonverbal communication Label the pictures. Use the word bank. Then listen
pronunciations or wording, etc.) features to communicate in specific self-correcting strategy during a
pair work activity. Demonstrating to Antonio’s narration and number the events
familiar contexts. (I.3, S.4, J.4) chronologically.
desirable behaviors during class, group
ORAL COMMUNICATION and pair discussions. Summarize Antonio’s narration. Use sequence
ORAL COMMUNICATION
connectors.
I.EFL.4.10.1. Learners can ORAL COMMUNICATION
EFL 4.2.10 Sustain a
effectively participate in Talk to a partner about a mishap. Use sequence
conversational exchange on a Catching the gist of a recorded text by
familiar and predictable connectors, the past tense and time conjunctions.
familiar, everyday subject when associating it to a corresponding graph.
everyday conversational
carrying out a
exchanges in order to Following a text transcript to identify Locale the places in the pictures.
collaborative/paired learning
complete a task, satisfy a need specific words in a recording.
activity in which there are Read the text and identify the meaning of the
or handle a simple transaction,
specific instructions for a task. words in red.
using a range of repair Understanding the meaning of a number
strategies. (Example: asking of expressions present in a recorded text Answer the questions about the sequence of
for clarification, etc.) (I.3, J.3, based on the context in which they events in the story.
EFL 4.2.13 Interact with
J.4) appear.
reasonable ease in structured
Use synonyms to complete a summary of a reading
situations and short I.EFL.4.9.1. Learners can use Identifying the chronological order of a in a few ideas.
conversations within familiar simple language to describe, number of events accounted for in a
contexts, provided that speech is compare and state facts about recorded text, by paying attention to Look at the following pictures of a travel mishap.
given clearly, slowly and directly. familiar everyday topics such connectors of sequence and time Fill in the blanks to complete it. Then follow to
(Example: an interview, an as possessions, classroom conjunctions. model to write, in your own words, a personal
information gap activity, etc.)
READING objects and routines in short, Identifying details in a narrative by narration.
structured situations, answering wh-questions.
EFL 4.3.6 Apply learning TECHNIQUES
interacting with relative ease.
strategies to examine and (I.3, I.4, S.4) Giving an account of a vacation
interpret a variety of written experience in form of a personal Observation
materials using prior knowledge, READING narrative. Interview
graphic organizers, context clues,
I.EFL.4.13.1. Learners can Asking and answering questions about Self and pair-evaluation
note taking and finding words in
apply learning strategies such people’s vacation activities.
a dictionary. as using prior knowledge and INSTRUMENTS
Using idiomatic expressions to talk about
graphic organizers to interpret
WRITING travelling experiences. Anecdotal Records
new information in a text.
EFL 4.4.8. Convey and organize Learners can assess this READING Checklists
information using facts and information according to the
details in order to illustrate organization, subject area and Using vocabulary knowledge to aid Rubrics
diverse patterns and structures in purpose of the text, through reading comprehension.
Questionnaire
writing. (Example: cause and the use of different criteria,
Using words with similar meanings to
effect, problem and solution, including ICT tools. (I.2, I.4, J.4)
summarize information from a reading.
general-to-specific presentation,
WRITING
Answering wh-questions to help with
etc.)
I.EFL.4.17.1. Learners can comprehension of details in a text.
LANGUAGE THROUGH THE ARTS convey and organize
Identifying the main elements of a
information through the use
EFL 4.5.1 Make use of main of facts and details and by narrative: beginning, middle and end.
points in literary texts (authentic employing various stages of
WRITING
and semi-authentic, oral and the writing process, while
written) to understand short using a range of digital tools to
simple everyday stories, promote and support
especially if there is visual collaboration, learning and Mapping the events of a narrative into a
story map.
support. productivity. (I.1, I.3, S.4, J.2,
J.4) Writing a personal narrative in his/her
 LANGUAGE THROUGH THE
ARTS
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)
own words by following a model.
LANGUAGE THROUGH THE ARTS
Listening to or reading stories and
drawing an important scene. Underlining
main ideas in a text.
Sharing learners’ stories in pairs or small
groups and choosing to represent some
through a role play.

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)

INTERDISCIPLINARY LEARNING:
Esta sección debe planificarse en el marco del trabajo cooperativo, es decir, entre todos los docentes que participarán en el desarrollo del proyecto, experiencia de aprendizaje o reto.

NAME OF INTERDISCIPLINARY LEARNING:

LEARNING OBJECTIVES: EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.

SKILLS WITH PERFORMANCE EVALUATION INDICATORS ACTIVE METHODOLOGICAL STRATEGIES ASSESSMENT ACTIVITIES
CRITERIA
EFL 4.5.4 Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature
learners have read or heard.
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)
FOR TEACHING AND LEARNING
ORAL COMMUNICATION
Catching the gist of a recorded text by
associating it to a corresponding graph.
Following a text transcript to identify
specific words in a recording.
Understanding the meaning of a number of
expressions present in a recorded text
based on the context in which they appear.
Identifying the chronological order of a
number of events accounted for in a
recorded text, by paying attention to
connectors of sequence and time
conjunctions.
Identifying details in a narrative by
answering wh-questions.
Giving an account of a vacation experience
in form of a personal narrative.
Asking and answering questions about
people’s vacation activities.
Using idiomatic expressions to talk about
travelling experiences.
ORAL COMMUNICATION
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.
Interaction – Interpersonal: Participate
effectively in familiar and predictable
conversational exchanges by asking and
answering follow-up questions, provided there
are 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.
 STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS:

Specification of Educational Needs Specification of the adapted material to be applied

Use pictures and flash cards to connect meaning. Have learners create their
own flash cards.

Use real classroom objects and gestures

Have learners draw pictures to illustrate meaning.

LEARNING DISORDERS
Ask learners to add pictures or drawings to a book activity.

Repeat the classroom instructions as many times as needed.

Speak clearly and slowly.

Check comprehension as many times as possible.

ELABORADO POR DOCENTE REVISADO POR COMISIÓN PEDAGÓGICA APROBADO POR VICERRECTOR/A

Nombre: Lic. BRENDA VILLACRES Nombre: Nombre:

Firma: Firma:
Firma:

Fecha: Fecha: Fecha: