Second Ebg 2tri

UNIDAD EDUCATIVA “VERACRUZ”
Veracruz – Ecuador
Código AMIE: 16H00137 Distrito Educativo: 16D01
MICROCURRICULAR PLAN
1. Informative Data
TEACHER: GINA GAVILANES ÁREA: ENGLISH AS A FOREING LANGUAGE SUBJECT ENGLISH
UNIT: 2, 3 NUMBRE OF WEEKS 12 WEEKS START DATE: 27TH NOVEMBER,2023
CLASS: SECOND PARALLEL A FINISH DATE: 1ST MARCH, 2024
VALUES OR OTHER TRANSVERSAL AXES Listening, speaking, reading, and writing to build up learners’ communicative language competence in its linguistic, sociolinguistic, and pragmatic components.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
COMPETENCES: Communication and cultural Oral communication Listening and speaking Writing
awareness
DISCIPLINARY LEARNING
LEARNING OBJETIVES O.EFL 2.2 Assess and appreciate English as an international language, as well as the five aspects of English that contribute to communicative competence.
O.EFL 2.5 Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
O.EFL 2.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order to Foster
imagination, curiosity and memory, while developing a taste for literature.
2. PLANNING
SKILLS WITH PERFORMANCE ACTIVE METHODOLOGICAL STRATEGIES FOR

ASSESMENT INDICATORS
UNIT TEACHING AND LEARNING EVALUACION ACTIVITIES
CRITERIA
EFL.2.2.4. Identify items of specific I.EFL.2.7.1. Learners can understand ACTIVATION TECHNIQUE
What do you see? information within simple messages short and simple spoken texts well Warm – up
Letters Aa and Bb or from short and simple enough to be able to pick out key items of Listen and sing the music of the alphabet. Observatión
th
27 November,2023 descriptions about familiar contexts, Express metal or physics the activity that you liked from the
information and record them in writing or
To 1st December,2023 especially if visual support is previous activity. INSTRUMENT
provided. (Example: letters of the drawings, or physically act upon them. CONNECTION
alphabet, numbers, prices and (I.3)  On the board, write: Aa Bb. Say, “Let’s learn the
Dirección: Av. Amazonas N34-451 y Av. Atahualpa.
Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec
times, days, dates and months, etc.) letters A and B.” Point to each A in turn and say, “Big Checklist
A. Little a.” Circle Aa with your finger and model the
name of the letter; say, “A.” Encourage students to FORMATIVE AND SUMMATIVE
repeat it with you. Repeat this procedure for the letter
B. Activity in class
 Present the sounds of the letters. Say, “a-a-apple.” Photocopy
Model the repetition of the sound then say the word
slowly and clearly a few times, then have students
repeat it with you several times. Repeat this
procedure to practice the “a” sound in alligator, and
then the “b” sound in box and ball
AFFIRMATION
 Write the letters Aa and Bb on the notebook.
 Draw the things and animals on the notebook.
 Ask students to complete “Trace” and “Write the
missing letter” on photocopy, and “Write” and “Write
the missing letters” on photocopy.
Numbers and numerals information within simple messages short and simple spoken texts well Warm – up
1 to 10 or from short and simple enough to be able to pick out key items of Review the previous lesson. Sit in a circle with the Observatión
4th to 8th descriptions about familiar contexts, information and record them in writing or students.“Say the letter A.” Make sure students say the
December,2023 especially if visual support is drawings, or physically act upon them. name of the letter, rather than the sound. (A) “Say the ‘a’ in INSTRUMENT
provided. (Example: letters of the (I.3) apple.” Make sure students say the sound of the letter as it
alphabet, numbers, prices and is in apple. (“a”) Repeat the direction, substituting alligator Checklist
times, days, dates and months, etc.) for apple.
CONNECTION FORMATIVE AND SUMMATIVE
• Hold up an apple and ask, “What do you see?” (I see an
apple.) Respond positively to their correct answer and then Activity in class
introduce them to the alternative answer, I see one apple. Photocopy
• Hold up two apples and ask, “What do you see?”
(I see two apples.) Help with the answer as necessary;
emphasize the sound of the plural s.
• Repeat the procedure for three apples.
AFFIRMATION
 Write the numbers, in figure form, randomly on the
board. Say, “Point to the numbers,” and then call
them out one by one in random order. Choose
students to come to the board and point to the

numbers.
 Encourage students to repeat letters with the teacher
several times.
 Ask students to complete “Listen and match” at the
top of the photocopy.
EFL.2.2.4. Identify items of specific I.EFL.2.7.1. Learners can understand ACTIVATION
Letters Cc and Dd information within simple messages short and simple spoken texts well Warm up
11th to 15th or from short and simple enough to be able to pick out key items of Use the flash cards to review the lesson’s vocabulary.
December,2023 descriptions about familiar contexts, information and record them in writing or Take the opportunity to provide lots of praise.
especially if visual support is drawings, or physically act upon them. CONNECCTION
provided. (Example: letters of the (I.3) Present the sounds of the letters. Say, “c-c-cat.” Model the
alphabet, numbers, prices and repetition of the sound then say the word slowly and clearly
times, days, dates and months, etc.) a few times, then have students repeat it with you several
times. Repeat this procedure to practice the “c” sound in
cookie, and then the “d”
sound in duck and doll.
Write the four words across the board. Give the four ash
cards (with the words still covered) to four different
students and have them place their cards under the right
words. Repeat this routine a few times with different groups
of four students.
AFFIRMATION
Tell students to trace the letter C. As they do this, clear the
board and write two pairs of Dd, one with trace guides and
the other without. When students have completed tracing
Cc, check their work, give positive feedback, and then have
them. Show them how to trace D and d following the
procedure for C and c. Students then complete the
exercise in their photocoppy . Again, check their work and
give positive feedback.
- Wh- questions with EFL.2.1.9. Communicate to peers I.EFL.2.5.1. Learners can apply turn- ACTIVATION TECHNIQUE
Where contracted with and teacher when something is not taking and ways to express to others Warm – up
BE (Where’s the duck?) understood in class through the use when something is not understood in Listen and sing the music WHERE IS THE DUCK? Observatión
15th to 22nd of simple basic questions. short conversations. (J.3, S.1, S.4) Express metal or physics the activity that you liked from the
December ,2024 previous activity. INSTRUMENT
CONNECTION
Put the duck on the box and ask, “Where’s the duck?” then
answer, “It’s on the box.” Model the word on, slowly and Checklist
clearly, as you put the duck back on the box. Have
students repeat and practice the word with you, FORMATIVE AND SUMMATIVE
AFFIRMATION
 Encourage students to repeat the questions and Activity in class
answer with the teacher several times.
 Ask students to complete “Listen and match” in the photocopy
photocopy
Wh- questions with EFL.2.1.4. Express curiosity about I.EFL.2.1.1. Learners can recognize ACTIVATION TECHNIQUE
Where contracted with the world and other cultures by differences between where people live Warm – up
BE (Where’s the duck?) asking simple WH - questions in and write or talk about their own Listen and sing the music WHERE IS THE DUCK? Observatión
• Prepositions of place class after reading and/or surroundings, as well as ask questions Express metal or physics the activity that you liked from the
(It’s in the box. participating in presentations or about how other people live. (I.2, S.2) previous activity. INSTRUMENT
It’s on the box.) other group work. CONNECTION
2nd to 5th Put the duck on the box and ask, “Where’s the duck?” then Checklist
January ,2024 answer, “It’s on the box.” Model the word on, slowly and
clearly, as you put the duck back on the box. Have FORMATIVE AND SUMMATIVE
students repeat and practice the word with you,
AFFIRMATION Activity in class
 Encourage students to repeat the questions and
answer with the teacher several times. photocopy
 Ask students to complete “Listen and match” in the
photocopy
What color is it? information within simple messages short and simple spoken texts well Warm – up
or from short and simple enough to be able to pick out key items of Sing a four-verse round of the Lesson 5 song using cat, Observatión
• Letters Ee and Ff descriptions about familiar contexts, cookie, duck, and doll. Have students sit in a circle. In the
especially if visual support is center, spread the Lesson 5 ash cards (cat, cookie, duck, INSTRUMENT
provided. (Example: letters of the drawings, or physically act upon them. and doll) face down. Ask a student to turn over a card and
8th to 12th
alphabet, numbers, prices and (I.3) encourage all students to say the word. Ask what letter the Checklist
January ,2024
times, days, dates and months, etc.) word starts with and then ask them to make the sound of
the letter. FORMATIVE AND SUMMATIVE
CONNECTION
Present the lesson’s two letters of the alphabet. On the Activity in class
board, write: Ee Ff. Say, “Let’s learn the letters E and F.” Photocopy
Point to each E in turn and say,
“Big E. Little e.” Circle Ee with your finger and then model
the name of the letter: Say, “E.” Encourage students to
repeat it with you. Repeat this procedure for the letter F.
AFFIRMATION
 Encourage students to repeat letters with the teacher
several times.
 Photocopy: Say, “Point to E.” Check that students
point to the Ee in the alphabet box in addition to any
other Ee on the page. Say, “Point to the egg.” Check
that students are pointing to the picture. Say, “Point to
the word egg.” Check that students are pointing to the
word.
 Point to each picture and ask, “What’s this?” (an egg,
an elephant, a ag, a frog).
 . Ask students to complete “Trace” and “Write the
missing letters” on page AB24 and “Write” and “Write
the missing letters” on page AB25.
Wh- questions about EFL.2.1.4. Express curiosity about I.EFL.2.1.1. Learners can recognize ACTIVATION TECHNIQUE
color (What color is it?) the world and other cultures by differences between where people live Warm – up
15th to 19th asking simple WH - questions in and write or talk about their own Review the previous lesson. Sit in a circle with the Observatión
January ,2024 class after reading and/or surroundings, as well as ask questions students. Students will need their photocopy open the
participating in presentations or about how other people live. (I.2, S.2) notebook. INSTRUMENT
other group work. Focus on the letters Ee, Ff. Indicate the alphabet box
in the photocopy Checklist
CONNECTION
Hold up the red flash card with the word covered and ask, FORMATIVE AND SUMMATIVE
“What color is it?” (It’s red.) If the answer’s known, respond
positively, otherwise provide the answer. Model the word Activity in class
red slowly and clearly. Have students repeat and practice Photocopy
the word with you, then show the word on the flash card
and leave it on display. Repeat the procedure for black and
white.
Repeatedly show the three cards in random order as
students call out the colors. Increase the pace. Repeat the
procedure to introduce blue, green, and yellow.
AFFIRMATION
Listen and match. Say, “Say the number.” Prompt the
answer by pointing to the number. (one) Say, “The girl sees
… [pause to allow
students to finish the sentence] (a frog).” Prompt the

answer by pointing to the picture. Ask about its color. (It’s
green.) Say, “Draw a line from the number … [pause] (one)
to the picture of … [pause] (the [green] frog).” Prompt the
answer by tracing your finger over the line.
color (What color is it?) the world and other cultures by differences between where people live Warm – up
asking simple WH - questions in and write or talk about their own Use the ash cards to review the lesson’s vocabulary. Take Observation
• Color adjectives (It’s class after reading and/or surroundings, as well as ask questions the opportunity to provide lots of praise.
blue. participating in presentations or about how other people live. (I.2, S.2) “Listen to the song.” Show students you want them to close INSTRUMENT
22nd to 26th other group work. their eyes. Play CD Track 27.
January ,2024 CONNECTION Checklist
Give eight different students a flash card each as follows:
desk, ruler, and eraser, crayon, green, blue, white, and FORMATIVE AND SUMMATIVE
yellow. Have them stand at the front of the class in any
order. Play CD Track 27 again. Guide the first two card- Activity in class
holders (desk and green) into a pair as the verse is sung. Photocopy
Encourage the other students to arrange themselves into
pairs from left to right as each verse is sung.
Say, “Let’s sing.” Replay CD Track 27. Prompt the words of
the song by encouraging each cardholder to raise their
card as their word is sung.
AFFIRMATION
Ask students to look at the pictures on page 27.
• “Point to the eraser.” Wait to see all students pointing to
the picture of the eraser. Ask students to look at the words
of the song.
“Point to the word eraser.” Wait to see all students pointing
to the word eraser in the third verse.
• Repeat the procedure for the other three items (pictures
and words).
• Ask about the color of each item in the picture and then
ask students to point to the color word in the song.
• Read the words of the song with the students.
UNIT 3 EFL.2.2.4. Identify items of specific I.EFL.2.7.1. Learners can understand ACTIVATION TECHNIQUE
information within simple messages short and simple spoken texts well Warm – up
Who do you see? or from short and simple enough to be able to pick out key items of Sing a round of the Lesson 6 song, using egg, elephant, Observation
descriptions about familiar contexts, information and record them in writing or ag, and frog. Have students sit in a circle. In the center, INSTRUMENT
Teme: Letter forms and especially if visual support is drawings, or physically act upon them. spread the ash cards for egg, elephant, ag, and frog face
people. provided. (Example: letters of the (I.3) down. Ask a student to turn over a card and have all Checklist
alphabet, numbers, prices and students say the word. Leave the card face up.
Letters Gg and Hh times, days, dates and months, etc.) Repeat for the other cards. Place a color ash card next to FORMATIVE AND SUMMATIVE
each alphabet card. Point to each card and ask, “What do
29th January to 2nd you see? What color is it?” Sing the song with students. Activity in class
february ,2024 CONNECTION Photocopy
- Present the lesson’s two letters of the alphabet. On
the board, write: Gg Hh. Say, “Let’s learn the letters G
and H.” Point to each G in turn and say, “Big G. Little
g.” Circle Gg with your finger and then model the
name of the letter: Say, “G.” Encourage students to
repeat it with you. Repeat this procedure for the letter
H.
- Refer to the board and the displayed alphabet poster.
Ask different students to come to the front. Gesture to
the board and say, “Point to G.” Gesture to the poster
and say, “Point to G.” Repeat for H.
AFFIRMATION
Say, “Look, listen, and say.” Play CD Track 28, pausing
after each item for students to practice saying the word.
Play the track again. This time, pause after each two items
for students to practice saying goat and grasshopper, then
hat and hand.
Play the track one last time, this time from start to end for
students to practice saying all four words one after the
other.
Ask students to complete “Trace” and “Write the missing
letters” on page AB28 and “Write” and “Write the missing
letters” on page AB29.
Wh- questions with EFL.2.1.4. Express curiosity about I.EFL.2.1.1. Learners can recognize ACTIVATION TECHNIQUE
Who (Who do you the world and other cultures by differences between where people live Warm – up
see?) asking simple WH - questions in and write or talk about their own Review the previous lesson. Sit in a circle with the Observation
5th to 9th class after reading and/or surroundings, as well as ask questions students. Students will need their Student Books open to
february ,2024 participating in presentations or about how other people live. (I.2, S.2) pages 38 and 39. INSTRUMENT
other group work. CONNECTION
Have Star hidden from view inside a box and place it
somewhere for all to see. Point to the box and ask, “What Checklist
do you see?” (a box) Without looking into the box, point
inside and ask, “Who do you see?” With your palms up, FORMATIVE AND SUMMATIVE
shrug your shoulders.
Repeat the question slowly and clearly, as you look into the Activity in class
box. Pull out Star and say, “I see Star.” Photocopy
Ask students to close their eyes. Show them what you
mean by doing the action yourself as you give the direction.
When all eyes are closed, remove Star and put Stella in the
box. Ask students to open their eyes. When all eyes are
open ask, “Who do you see?”
Encourage students to repeat the question with you.
Pull out Stella and encourage the class to give the answer.
(I see Stella.) Put both puppets in the box.
AFFIRMATION
-Tell students to look at the pictures. Ask, “Who do you
see?” (I see Star. I see Stella.)
-Say, “Let’s listen and match.” Play One on CD Track 30.
Say, “Say the number.” Prompt the answer by pointing to
the number. (one) - Say, “What does the boy say?” Prompt
the answer by pointing to the picture. (I see Star.)
-Say, “Draw a line from the number … [pause to allow
students to answer] (one) to the picture of … [pause]
(Star).” Prompt the answer by drawing an imaginary line.
-Check that students know what to do. Play CD Track 30.
Pause for students to match 2 to picture b. Ask, “What’s
the question?” (Who do you see?) “What’s the answer?”
(I see Stella.
Review: Wh- questions EFL.2.1.4. Express curiosity about I.EFL.2.1.1. Learners can recognize ACTIVATION TECHNIQUE
with What contracted the world and other cultures by differences between where people live Warm – up
with BE (What’s this?) asking simple WH - questions in and write or talk about their own Use the ash cards to review the lesson’s vocabulary. Observation
class after reading and/or surroundings, as well as ask questions Include the apple ash card from Lesson 4 and the cookie
5th to 9th participating in presentations or about how other people live. (I.2, S.2) ash card from Lesson 5. Take the opportunity to provide INSTRUMENT
february ,2024 other group work. lots of praise.
“Listen to the song.” Show students you want them to close Checklist
their eyes. Play CD Track 31.
CONNECTION FORMATIVE AND SUMMATIVE
Give two different students a puppet and a ash card each:
Star and the cookie ash card to one, Stella and the apple Activity in class
ash card to the other. Have them stand at the front of the Photocopy
class. Play CD Track 31 again. As the answers to the
questions in each verse are sung, encourage the students
at the front to hold up their ash card and puppet at the
correct time.
Say, “Let’s sing.” Replay CD Track 31. Prompt the words of
the song by encouraging the students at the front to raise
their card and puppet as in the previous listening.
AFFIRMATION
Ask students to look at the pictures on page 41.
• Say, “Point to the cookie.” Wait to see all students
pointing to the picture of the cookie. Ask students to look at
the words. Say, “Point to the word cookie.” Wait to see all
students pointing to the word cookie in the first verse.
• Say, “Point to the apple.” Wait to see all students pointing
to the picture of the apple. Ask students to look at the
words. Say, “Point to the word apple.” Wait to see all
students pointing to the word apple in the second verse.
• Read the words of the song with the students.
To conclude the lesson, have the class stand up to sing
the song together.
What shape is it? EFL.2.2.4. Identify items of specific I.EFL.2.7.1. Learners can understand ACTIVATION TECHNIQUE
information within simple messages short and simple spoken texts well Warm up
Letters Ii and Jj or from short and simple enough to be able to pick out key items of Sing a four-verse round of the song on page 41 of the Observation
19th to 23th descriptions about familiar contexts, photocopy using What do you see? And goat, grasshopper,
february ,2024 especially if visual support is hat, and hand. Have students sit in a circle. In the center, INSTRUMENT
provided. (Example: letters of the drawings, or physically act upon them. spread the ash cards for goat, grasshopper, hat, and hand
alphabet, numbers, prices and (I.3) face down. Ask a student to turn over a card and have all Checklist
times, days, dates and months, etc.) students say the word. Ask what letter the word starts with
and then ask them to make the sound of the letter. Select FORMATIVE AND SUMMATIVE
four students to hold a card each and, at the start of each
verse, have them prompt the answers to the two questions. Activity in class
Photocopy
CONNECTION
Present the lesson’s two letters of the alphabet. On the
board, write: Ii Jj. Say, “Let’s learn the letters I and J.” Point
to each I in turn and say, “Big I. Little i.” Circle Ii with your
finger and then model the name of the letter: Say, “I.”
Encourage students to repeat it with you. Repeat this
procedure for the letter J.
Refer to the board and the displayed alphabet poster.
Ask different students to come to the front. Gesture to the
board and say, “Point to I.” Gesture to the poster and say,
“Point to I.” Repeat for J.
AFFIRMATION
Say, “Point to I.” Check that students point to the Ii in the
alphabet box in addition to any other Ii on the page. Say,
“Point to the igloo.” Check that students are pointing to the
picture. Say, “Point to the word igloo.” Check that students
are pointing to the word.
Point to each picture and ask, “What’s this?” (an igloo, an
insect, a jar, a juggler)
Ask students to complete “Trace” and “Write the missing
letters” on page AB32 and “Write” and “Write the missing
letters” on page AB33.
shape (What shape is the world and other cultures by differences between where people live Warm – up
it?) asking simple WH - questions in and write or talk about their own Review the previous lesson. Sit in a circle with the Observation
26th february to 1st class after reading and/or surroundings, as well as ask questions students. Students will need their notebook open and use
march ,2024 participating in presentations or about how other people live. (I.2, S.2) the photocopy to pages 42 and 43. INSTRUMENT
other group work. CONNECTION
Students might already know some English words for Checklist
shapes. Give them an opportunity to show what they know
as you introduce them. FORMATIVE AND SUMMATIVE
• Hold up the circle ash card with the word covered and
ask, “What shape is it?” (It’s a circle.) If the answer’s Activity in class
known, respond positively, otherwise provide the answer. Photocopy
Model the word circle slowly and clearly.
Have students repeat and practice the word with you,
reveal it on the ash card, and then leave it on display.
Repeat the procedure for rectangle, square, and triangle.
• Repeatedly show the four cards in random order as
students call out the shapes. Increase the pace.
AFFIRMATION
Say, “Look, listen, and say.” Play CD Track 33. Pause after
the question and then after each answer for students to
repeat.
Tell students to look at the pictures. Use Star to help model
a question and answer: Ask, “Do you see a circle?” Have
Star point to the circle as he answers the question, “Yes, I
do.”
• Use the same question structure to ask about a square.
Encourage students to point to the square and answer,
“Yes, I do.”
• Point to the rectangle and ask, “What shape is it?
(It’s a rectangle.)
• Point to the triangle and ask, “Is it a triangle?”
(Yes, it is.)
INTERDISCIPLINARY LEARNING
LEARNING OBJECTIVES To raise awareness about caring for the environment mixing the soil with the compost and placing it in the chosen places to start planting
NAME OF THE INTERDISCIPLINARY PROJECT, SUBERSIVE GARDEN

LEARNING EXPERIENCE, CHALLENGE Care the environment. Teamwork.
FINAL PRODUCT Compost prepared and placed in the chosen places to start planting.
ACTIVE METHODOLOGICAL STRATEGIES FOR

ASSESMENT INDICATORS
SKILLS WITH PERFORMANCE CRITERIA TEACHING AND LEARNING EVALUACION ACTIVITIES

EFL.2.1.5. Recognize ways to relate responsibly to one’s I.EFL.2.2.1. Learners can classify everyday Talk with the students about the important to care the Students will mix the soil and compost
surroundings at home and at school by exhibiting objects and familiar places. Learners can environment and use organic compost to grow healthy and then place it in the chsen place to
compare objects from different vegetables. start planing.
responsible behaviors towards the environment. (Example:
cultural contexts. Learners can say and
chores at home, recycling, etc.) recognize ways to
take care of the environment and one’s
surroundings. (J.3,
S.1)
ELABORATED BY TEACHER REVIEWED BY AREA COORDINATOR APPROVED VICE-RECTOR
NAME: LIC. GINA GAVILANES NAME: MSC. ZOILA CARTAGENA NAME: MSC. DAMIÁN ALVAREZ R.

SIGNATURE: SIGNATURE: SIGNATURE:
Date: Date: Date:


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UNIDAD EDUCATIVA “VERACRUZ”

Código AMIE: 16H00137 Distrito Educativo: 16D01

UNIT: 2, 3 NUMBRE OF WEEKS 12 WEEKS START DATE: 27TH NOVEMBER,2023

CLASS: SECOND PARALLEL A FINISH DATE: 1ST MARCH, 2024

SKILLS WITH PERFORMANCE ACTIVE METHODOLOGICAL STRATEGIES FOR

Código AMIE: 16H00137 Distrito Educativo: 16D01

Código AMIE: 16H00137 Distrito Educativo: 16D01

students to come to the board and point to the

Código AMIE: 16H00137 Distrito Educativo: 16D01

Código AMIE: 16H00137 Distrito Educativo: 16D01

repeat it with you. Repeat this procedure for the letter F.

Código AMIE: 16H00137 Distrito Educativo: 16D01

students to finish the sentence] (a frog).” Prompt the

Código AMIE: 16H00137 Distrito Educativo: 16D01

Código AMIE: 16H00137 Distrito Educativo: 16D01

Código AMIE: 16H00137 Distrito Educativo: 16D01

Código AMIE: 16H00137 Distrito Educativo: 16D01

Código AMIE: 16H00137 Distrito Educativo: 16D01

NAME OF THE INTERDISCIPLINARY PROJECT, SUBERSIVE GARDEN

ACTIVE METHODOLOGICAL STRATEGIES FOR

Dirección: Av. Amazonas N34-451 y Av. Atahualpa.

Código AMIE: 16H00137 Distrito Educativo: 16D01

ELABORATED BY TEACHER REVIEWED BY AREA COORDINATOR APPROVED VICE-RECTOR

Dirección: Av. Amazonas N34-451 y Av. Atahualpa.

Código AMIE: 16H00137 Distrito Educativo: 16D01

SIGNATURE: SIGNATURE: SIGNATURE:

Date: Date: Date:

Dirección: Av. Amazonas N34-451 y Av. Atahualpa.

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