RAFAEL BUCHELI HIGH SCHOOL SCHOOL YEAR

2022 -2023

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: ANDREA LLUMIQUINGA Area: English as a Foreign Grade/Course: 8th EGB Class: A, B
Language
Unit number: 7 TEXTBOOK: STOPWATCH 1 Unit Specific Objectives: O.EFL 4.6 Write short descriptive and
Unit Title: What are you wearing? informative texts related to personal
information or familiar topics and use
them as a means of communication and
written expression of thought.
TRANSVERSAL AXES: TRANSVERSAL AXES STARTING WEEK: FINISH WEEK:
Solidarity, justice, innovation 29-05-2023 02-06-2023
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL. 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from CE.EFL 4.1 Compare and contrast oral traditions and literature from Ecuador and
Ecuador and international regions and cultures and identify similarities and beyond in order to manifest an understanding of the relationship between cultural
differences and universal cultural themes. perspectives and practices and by sharing cross cultural experiences.
ORAL COMMUNICATION: ORAL COMMUNICATION:
EFL.4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and or CE.EFL.4.10 Participate effectively in familiar and predictable conversational
handle a simple transaction. exchanges by asking and answering follow-up questions, provided there are
READING: opportunities to use repair strategies and sustain conversational exchanges in pairs
EFL. 4.3.6 Apply learning strategies to examine and interpret a variety of written to complete a task, satisfy a need or handle a simple transaction.
materials using prior knowledge, graphic organizers, context clues, note taking and READING:
finding words in a dictionary. CE.EFL. 4.13 Apply learning strategies such as using prior knowledge and graphic
WRITING: organizers to interpret new information in a text, and assess this information
EFL. 4.4.4 Write to describe in order to effectively influence an audience. according to the organization, subject area and purpose of the text, using different
criteria including ICT tools.
LANGUAGE THROUGH THE ARTS: WRITING:
EFL. 4.5.1 Make use of main points in literary texts (authentic and semi-authentic,
oral and written) to understand short simple everyday stories, especially if there is CE.EFL.4.15 Express information and ideas and describe feelings and opinions in
visual support. 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 and showing the ability to use these features
appropriately in one’s own writing.

METHODOLOGICAL
STRATEGIES
Completing a Venn diagram about
two stories from different
countries.
Hearing a story from another
country and finding similarities
with a story from Ecuador.
Reading two stories from different
regions in Ecuador and completing
a chart to show the differences.
Conducting a role play between
two students on a given topic.
Asking classmates to repeat an
answer or statement if needed to
clarify something.
Establishing a clear expectation of
English use for classroom
functions.
Highlighting relevant key
information.
Completing an outline for a cross-
curricular text.
Skimming a text and
accompanying pictures and then
predicting the answers to
questions found within the text.
Taking notes of the most
important ideas in a short text on a
familiar content subject area.
Reading a text and matching
content-based words to their
definition or picture.
Watching a video about a
LANGUAGE THROUGH THE ARTS:
CE. EFL. 4.18 Use main ideas in order to understand, predict, infer and deduce literal
and implied meanings in short, simple, everyday literary texts.
EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
TECHNIQUES / INSTRUMENTS
Student’s Book COMMUNICATION AND CULTURAL AWARENESS: WARM UP
CD player - I have a worm, take out the worm..
Class CD I.ELF. 4.1.1 Learners can compare and contrast
Digital Book oral traditions, myths, folktales and literature Listening, reading , culture activities
Teacher Toolkit from Ecuador and other cultures in order to - Read the stories and relate with vocabulary
demonstrate an understanding of the and grammar of unit
relationship between cultural practices and - Develop listening through conversations
perspectives. Learners can share cross-cultural between students and teacher
experiences while naming universal cultural - Fill the information about culture topics
themes. ACTIVITIES
ORAL COMMUNICATION: - Activities 102,103,104,105
I.EFL. 4.10.1 Learners can effectively participate CLASSWORK
in familiar and predictable everyday - Working in group to fill the information and
conversational exchanges in order to complete a discus it
task, satisfy a need or handle a simple - Notebook, solve activities, student book
transaction, using a range of repair strategies. 154
READING: PRESENTATION
I.EFL.4.13.1 Learners can apply learning strategies Make a presentation of physical
such as using prior knowledge and graphic description, using vocabulary and present
organizers to interpret new information in a text. progressive.
Learners can assess this information according to
the organization, subject area and purpose of the
text, through the use of different criteria,
including ICT tools.
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 features and showing
the ability to use these features appropriately in
one’s own writing.
controversial topic and writing a LANGUAGE THROUGH THE ARTS:
short response giving your own I.EFL.4.18.1 Learners can understand, predict,
opinion. infer and deduce literal and implied meanings in
Writing your answers to interview short, simple, everyday literary texts (online, oral
questions. or in print), especially when visual support is
Looking at a picture and write a provided.
description.
Identifying the text type according
to writing features and vocabulary.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic.
Underlining main ideas in a text.
Producing a video response in
groups to a story read in class.
Sending an email or audio message
to the author of a story in order to
ask the author a question or clarify
a doubt.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic.
Underlining main ideas in a text.
Producing a video response in
groups to a story read in class.
Sending an email or audio message
to the author of a story in order to
ask the author a question or clarify
a doubt.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

ADAPTACIÓN CURRICULAR: TEMPORAL INICIALES ESTUDIANTE: M.V.M.J

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

GRADO 2  Se trabaja al mismo ritmo que los demás compañeros en su libro y con actividades o dinámicas propuestas
por la docente.
TDAH

CLIL COMPONENTS: I.EFL.4.18.1 Learners can understand, predict, infer Project: Sending an email or audio message to the
and deduce literal and implied meanings in short, author of a story in order to ask the author a question or
simple, everyday literary texts (online, oral or in print), clarify a doubt.
especially when visual support is provided.

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

ADAPTACIÓN CURRICULAR: TEMPORAL INICIALES ESTUDIANTE: C.C.Z.T

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

GRADO 2  Se propone trabajar mediante plataforma con medios tecnológicos como usar grabadora para desarrollar
Dificultades fonètica y pronunciación de la unidad con respectivo vocabulario
específicas de  Trabajar en grupos una pequeña maqueta de los cambios físicos que le gustaría que hayan en su escuela
aprendizaje  Explicar personalmente al último de clases las tareas solicitadas, anotarlas en la agenda y notificar a la
Epilepsia de lóbulo representante para que haya el apoyo en casa y si surgiera alguna duda pueda comunicarse conmigo.
temporal  Trabajar el libro junto a la docente para mejor comprensión de lectura y escritura
CLIL COMPONENTS: I.EFL.4.18.1 Learners can understand, predict, infer Project: Sending an email or audio message to the
and deduce literal and implied meanings in short, author of a story in order to ask the author a question or
simple, everyday literary texts (online, oral or in print), clarify a doubt.
especially when visual support is provided.
ADAPTACIÓN CURRICULAR: TEMPORAL INICIALES ESTUDIANTE: P.M.A.S

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

GRADO 2  Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
Hipoacusia  Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que
Neurosensorial escribe y la memorización de nuevas palabras en inglés.
Bilateral Severa
CLIL COMPONENTS: I.EFL.4.18.1 Learners can understand, predict, infer Project: Sending an email or audio message to the
and deduce literal and implied meanings in short, author of a story in order to ask the author a question or
simple, everyday literary texts (online, oral or in print), clarify a doubt.
especially when visual support is provided.
ADAPTACIÓN CURRICULAR: TEMPORAL INICIALES ESTUDIANTE: B.R.A.V
Specification of Educational Needs Specification of the adapted material to be applied
GRADO 2  Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
Dificultades  Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que
específicas de escribe y la memorización de nuevas palabras en inglés.
aprendizaje
CLIL COMPONENTS: I.EFL.4.18.1 Learners can understand, predict, infer Project: Sending an email or audio message to the
and deduce literal and implied meanings in short, author of a story in order to ask the author a question or
simple, everyday literary texts (online, oral or in print), clarify a doubt.
especially when visual support is provided.

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: ANDREA LLUMIQUINGA Coordinator: VIVIANA SIGCHA Viceprincipal: MARISOL MUYULEMA

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 25/05/2023 DATE: 25/05/2023 DATE: 25/05/2023