UNIDAD EDUCATIVA

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher:
Area: Foreign Language Grade: 10th EGB Class: JORNADA
Objectives:

Topic: The best of the O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical
Unit Nº 2 best! 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.

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

Communication and Cultural Awareness
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
distinctions across cultures and groups (differentiated by gender, ability, CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between
generations, etc.) including the students’ own. cultures as well as the consequences of one’s actions while exhibiting socially responsible
behaviors.
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 CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as
intentions in online and face-to-face interactions. (Example: thanking, making well as appropriate nonverbal and oral communication features.
promises, apologizing, asking permission, chatting with friends, answering in class,
greeting an authority figure, etc.)

Oral Communication: (Listening and Speaking)
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when
carrying out a collaborative/paired learning activity in which there are specific
instructions for a task.
Reading
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking and
finding words in a dictionary.
CE.EFL.4.10 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.
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.
 CE.EFL.4.15 Express information and ideas and describe feelings and opinions in
Writing
simple transactional or expository texts on familiar subjects in order to influence an
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an
audience, while recognizing that different texts have different features and showing the
audience. (Example: persuade, negotiate, argue, etc.)
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
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to
variety of student groupings by employing a wide range of creative thinking skills through
create and respond to literature and other literary texts. (Example: small groups,
the completion of activities such as playing games, brainstorming and problem solving.
cooperative learning groups, literature circles, process writing groups, etc.)

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Peace, Justice, etc. PERIODS: 20 START WEEK:

Evaluation: Activities / Techniques /

Methodological Strategies Resources Performance Indicators
Instruments

Communication and Cultural Awareness
• Making a useful object out of recycled materials in a
project.
• Surfing the Internet for information about important people
from other cultures and ways of life and presenting them to
the class using digital tools.
Oral Communication: (Listening and Speaking)
• Recording in-class conversations to help learners become
aware of common mistakes regarding language usage and
intelligibility.
• Asking classmates to repeat an answer or statement to
clarify something when needed.
• Asking learners to read a dialogue in pairs. Learners record
themselves and then listen to the recording to assess clarity
of
▪ New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
for Sublevel EGB
I.EFL.4.2.1 Learners can name similarities • Talk about outdoor activities.
and differences between different aspects of • Mention places for outdoor activities.
▪ It’s English time! A2.1 cultural groups. Learners can demonstrate • Design a brochure of a touristic place
socially responsible behaviors at school, in Ecuador.
online, at home and in the community, and • Recommend a place to visit in
▪ Audio links evaluate their actions by ethical, safety and Ecuador.
social standards. (J.3, S.1, I.1) • Design a project about a campaign.
▪ Student’s book and
I.EFL.4.3.1 Learners can employ a range of TECHNIQUES
workbook
self-monitoring and self-correcting strategies ▪ Direct and indirect observation
and interpret and use appropriate verbal and
▪ Posters and pictures nonverbal communication features to ▪ Checklist.
about the topic
▪ Project Assignment.

▪ Glossary activities.

▪ work activities

▪ audio links activities.

 communicate in familiar contexts. (I.3, S.4, ▪ Glossary activities.
sounds, rhythm, and intonation. J.4)
Notebook ▪ work activities
Oral Communication
Reading I.EFL. 4.10.1 Learners can effectively ▪ audio links activities
▪ Quiz Time (SB) and
participate in familiar and predictable
workbook
• Highlighting key information in a text and crossing out everyday conversational exchanges in
irrelevant information. order to complete a task, satisfy a need or Instruments for oral and written
handle a simple transaction, using a range evaluation
• Keeping a vocabulary notebook of synonyms and
of repair strategies. (Example: asking for
antonyms of words from a text. clarification, etc.) (I.3, J.3, J.4) ▪ Rubrics
• Brainstorming about a topic and then reading a text to
▪ Oral interviews individual/ in pairs
Reading
check true and false information.
I.EFL.4.13.1 Learners can apply learning ▪ Practical Exams.
strategies such as using prior knowledge
Writing and graphic organizers to interpret new ▪ Writing Tests
information in a text. Learners can assess
• Completing the gaps in a sentence. this information according to the ▪ unit evaluations
• Reading an online review and identifying common linguistic organization, subject area and purpose of
▪ vocabulary quilt
the text, through the use of different
features such as the use of verbs in the past tense. Then,
criteria, including ICT tools. (I.2, I.4, J.4)
using such text as a model to write a review of another
movie. Writing
I.EFL.4.15.1 Learners can convey
information and ideas and describe feelings
and opinions in simple transactional or
expository texts on familiar subjects in
order to influence an audience, while
recognizing that different texts have
different features and showing the ability to
use these features appropriately in one’s
own writing. (I.3, I.4, S.3, J.2)

Language through the Arts
• Creating literature circles where learners have the freedom
to say anything they think about a text.
• Brainstorming a list of questions and answers learners can
use during small group discussions about literary texts.
• Participating in classroom games in which problem-solving
as a team is important.
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)

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

PREPARED BY REVISED BY APPROVED BY

Teachers: Area Coordinator: Vice principal:

Signature: Signature: Signature:

Date: Date: Date: