ESCUELA DE EDUCACIÓN BÁSICA “ELOY ALFARO”

AMIE: 14H00006
Libertad, Justicia y Patriotismo
SUBDIRECCIÓN

PLAN DE REFUERZO ACADÉMICO AÑO LECTIVO: 2022–

2023
1. DATOS INFORMATIVOS:
SUBNIVEL EGB:
DOCENTE: LCDA. LINA GALARZA ÁREA/ASIGNATURA: INGLÉS GRADO/CURSO: NOVENO PARALELO: B-C-D
2. MODALIDAD DE REFUERZO:
DENTRO DEL AULA PEQUEÑO GRUPO INDIVIDUAL
X
EXTRA CLASE PEQUEÑO GRUPO INDIVIDUAL

HORARIO: DURACIÓN: FECHA DE INICIO: 22-06-2023

3. OBJETIVOS:

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.
DESTREZAS CON CRITERIO DE DESEMPEÑO ESTRATEGIAS METODOLÓGICAS RECURSOS EVALUACIÓN
COMMUNICATION AND CULTURAL The communicative language COMMUNICATION
AWARENESS: approach: language is best learned Student’s book AND CULTURAL
EFL.4.1.10 Recognize and appreciate as a means to interact and Worksheets AWARENESS:
individual and group similarities and communicate, rather than as a body Audio CE.EFL.4.5 Display an
differences by establishing and maintaining of knowledge to be memorized. Speaker appreciation of and
Board demonstrate respect for
healthy and rewarding online and face to Content and Language Integrated
Teacher’s guide individual and group
face relationships based on communication Learning (CLIL): a model used to
differences by
and cooperation. integrate the learning of language establishing and
with cultural and cognitive aspects of maintaining healthy and
learning such that language rewarding relationships
acquisition serves as a driver for based on
communication and
 ESCUELA DE EDUCACIÓN BÁSICA “ELOY ALFARO”
AMIE: 14H00006
Libertad, Justicia y Patriotismo
SUBDIRECCIÓN

ORAL COMMUNICATION: learners’ development. cooperation.

EFL. 4.2.1 Understand phrases and expressions Learner-centered approach:
related to areas of most immediate priority ORAL COMMUNICATION
teaching methodologies should CE.EFL.4.6 Listening for
within the personal and educational domains,
reflect and respond to learners’ meaning. Understand
provided speech is clearly and slowly articulated.
strengths and challenges, and and follow the main
facilitate the process of learning by idea in spoken texts set
supporting learners’ motivation for in familiar everyday
and engagement with learning. contexts, provided
Scaffolding: instructional techniques speech is clear and
for students to progressively move articulate, and deduce
the meanings of
towards a stronger understanding of
unfamiliar words and
the learning process and greater
phrases using context
Independence. The term describes clues and or prior
the effects of a physical scaffold knowledge.
applied in the educational process;
the teacher provides temporary
successive support to help students
reach higher levels of comprehension
and skill acquisition. Once no longer
needed, this support system is slowly
removed. This process results in the
gradually shifting of responsibility
over the learning process from
teacher to student
 ESCUELA DE EDUCACIÓN BÁSICA “ELOY ALFARO”
AMIE: 14H00006
Libertad, Justicia y Patriotismo
SUBDIRECCIÓN

ADAPTACIÓN CURRICULAR

OBSERVACIONES:

ELABORADO REVISADO APROBADO

DOCENTE: COORDINADOR DE SUBNIVEL: SUBDIRECTOR(A):
LCDA. LINA GALARZA ING. NANCY RUIZ LCDO ALEJANDRO MARIÑO

Firma: Firma: Firma:

Fecha: Fecha: Fecha:

21-06-2023 21-06-2023 22-06-2023