UNIDAD

EDUCATIVA
SAN FRANCISCO DE ASÍS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB

2019-2020

1.INFORMATIONAL DATA
TEACHER: ÁREA: LEVEL: YEAR OF EGB PERIODS
FOREIGN
Mgt.Wilfrido Pérez A1.2 5 Transversal S.1
LANGUAGE 9° “A” / “B” Axes S.2.
INITIAL WEEK
Profile of the J.1.
SUBJECT: ENGLISH AND FINAL
Ecuadorian I.3.
WEEK
High School S.1.
N° UNIT: UNIT TITLE Graduate J.4
03-09-2019
School Days 16-10-2019
1

2. PLANNING
UNIT SPECIFIC OBJECTIVES
Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
Appreciate and value English as an international language and a medium to interact globally.
Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written expression of
thought."
EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions while exhibiting socially responsible behaviors.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts, provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues and/or prior knowledge
READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to identify relevant information in a
text.
WRITING
CE.EFL.4.15. Express 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.

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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 (online, oral or in print).
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED:
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,
generations, etc.) including the students’
own.
EFL 4.1.9. Recognize the consequences of
one’s actions by demonstrating
responsible decision-making at school,
online, at home and in the community,
while considering ethical standards,
safety concerns, social norms and mutual
respect.
ORAL COMMUNICATION
EFL 4.2.1. Understand phrases and
expressions related to areas of most
immediate priority within the personal
and educational domains, provided
speech isclearly and slowly articulated.
(Example: daily life, free time, school
activities, etc.)
EVALUATION
METHODOLOGICAL
STRATEGIES RESOURCES ACTIVITIES,
TECHNIQUES AND
PERFORMANCE INDICATORS
INSTRUMENTS
•Finding recipes from other cultures and ""RESOURCES: COMMUNICATION AND CULTURAL ACTIVITIES.
regions and then sharing them in class. *Combo A with online AWARENESS • Put the sentences in the
• Completing a Venn diagram about two workbook and online I.EFL.4.1.1. Learners can compare and most logical order.
stories from different countries. practice 1. contrast oral traditions, myths, • Write sentences with the
• Hearing a story from another country and *Teacher's edition folktales and literature from Ecuador simple present forms of be.
finding similarities with a story from Ecuador. practice 1. and other cultures in order to Use object pronouns for
• Reading two stories from different regions in *Class audio CDs demonstrate an understanding of the names and objects. Use
Ecuador and completing a chart to practice 1. relationship between cultural practices contractions.
show the differences *Video DVD practice 1. and perspectives. Learners can share • Write the negative form
•Creating a poster of class rules. *Presentation Plus crosscultural experiences while of the imperative
Listening to a set of instructions and matching DVD-ROM starter. naming universal cultural themes. (I.2, sentences.
them to the corresponding picture. BIBLIOGRAPHY: S.1, S.2, J.1) • Circle the correct
• Listening to and following class commands. *Goldstein, B., Jones, ORAL COMMUNICATION answers to complete the
• Listening for specific words in a conversation C., with O'Dell,K P. I.EFL.4.6.1. Learners can grasp the dialogue between Hiro and
and trying to guess the meaning from the (2015). Uncover for general meaning of spoken texts set in Mika.
context. (Example: understanding that How’s it Ecuador practice 1 familiar everyday contexts and infer • Listen, check, and repeat
going? is a greeting that means How are you?, Combo Workbook changes in the topic of discussion, as the previous vocabulary.
etc.) Reading a text and answering information With Online well as deduce the meanings of • Speaking: Check the
questions. Resources. Cambridge: unfamiliar words and exchanges items that are in your desk
• Choosing from a list of words to complete Cambridge Univ Press through the use of context clues, or your backpack and add
gaps from a reading. *Goldstein, B., Jones, provided speech is given slowly and another item Work with a
• Reading a short story from the Internet and C., with O'Dell,K P. clearly and there is sufficient visual partner and say the items
highlighting interesting facts, then comparing (2015). Uncover support. (I.3, S.1, J.4) on your desk out loud.
them with those of a partner. Teacher's Edition
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EFL 4.2.5. Understand most changes in
thetopic of discussion if people speak
slowly.
READING
EFL 4.3.1. Understand main points in
short simple texts on familiar subjects.
(Example: news about sports or famous
people, descriptions, etc.)
EFL 4.3.2. Make use of clues such as
titles, illustrations, organization, text
outline and layout, etc. to identify and
understand relevant information in
written level-appropriate text types.
WRITING
EFL 4.4.1. Convey information and ideas
through simple transactional or
expository texts on familiar subjects
using ICT tools and conventions and
features of English appropriate to
audience and purpose.
EFL 4.4.4. Write to describe feelings/
opinions in order to effectively influence
an audience. (Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that various types
of writing require different language,
formatting and special vocabulary.
(Example: a recipe, a letter, etc.)
LANGUAGE THROUGH THE ARTS
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 visual
support
• Predicting main ideas by reading the title and practice 1. Cambridge: READING
using other contextual clues (e.g., illustrations, Cambridge Univ Press. I.EFL.4.11.1. Learners can understand
subheadings, etc.) MATERIALS: main ideas and some details in short
•Listening to a celebrity interview and writing Computer, writing simple online or print texts on familiar
three more interview questions. materials, CD player, subjects, using contextual clues to help
• Writing your own answers to interview DVD player." identify the most relevant information.
questions. (Example: title, illustrations,
• Writing an email to a friend about a movie organization, etc.) (I.2, I.4)
you saw.
• Looking at a picture and writing a description WRITING
of what you see or how it makes you I.EFL.4.15.1. Learners can convey
feel, then comparing descriptions in pairs. 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
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)
• Read and listen to the
notices. Circle the best
tittle. Complete the chart
with the times and places
of the different events.
• Complete the chart (Use
the simple present of be to
identify people and give
locations and dates.
Subject pronouns can
replace the names of the
people or things that the
sentences are about.) Then
complete the sentences
with the simple present
forms of be..
• Write yes/no questions
with the simple present
forms of be.
• Write sentences with the
simple present forms of be.
Use object pronouns for
names and objects. Use
contractions.
• Ecua CLIL: Match the flag
to the province.
• Correct the sentences.
• Work in pairs and create
a chart.
• Design a flag with a paint
program.
• Language Through the
Arts: Invent a game using
the instructions. "
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SAN FRANCISCO DE ASÍS

ADAPTED CURRICULUM
EVALUACIÓN
SPECIFICATION OF METHODOLOGICAL ACTIVITIES,
EDUCATIONAL NEEDS SKILLS AND RESOURCES TECHNIQUES
STRATEGIES PERFORMANCE
PERFORMANCE CRITERIA AND
INDICATORS
TO BE DEVELOPED: INSTRUMENTS

PREPARED BY REVISED BY: Coordinator APPROVED BY:- VICE PRINCIPAL

Date: 06-09-2019 Date: Date: 06-09-2019 Date: Date: 06-09-2019 Stamp

Teacher: Mgt. Wilfrido Pérez Teacher : Lcda: Elizabeth Guerra Vice- principal: Dr. Juan Paredes

Signature Signature Signature

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 UNIDAD
EDUCATIVA
SAN FRANCISCO DE ASÍS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB

2019-2020

1.INFORMATIONAL DATA
TEACHER: ÁREA: LEVEL: YEAR OF EGB PERIODS
FOREIGN
Mgt.Wilfrido Pérez A1.1 3 Transversal S.1
LANGUAGE 8° “A” / “B” Axes S.2.
INITIAL WEEK
Profile of the J.1.
SUBJECT: ENGLISH AND FINAL
Ecuadorian I.3.
WEEK
High School S.1.
N° UNIT: UNIT TITLE Graduate J.4
03-09-2019
Welcome Back 16-10-2019
1

2. PLANNING
UNIT SPECIFIC OBJECTIVES
Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
Appreciate and value English as an international language and a medium to interact globally.
Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written expression of
thought. "

EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and express likes and dislikes while giving recommendations in basic yet effective
terms.
CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal and nonverbal communication features and apply self-correcting and self-monitoring
strategies in social and classroom interactions.
ORAL COMMUNICATION
CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio texts related to areas of immediate need or interest, provided vocabulary is
familiar and visual support is present, and use these spoken contributions as models for their own.
READING

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CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to identify relevant information in a
text.
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.
WRITING
CE.EFL.4.15. Express 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.
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to compare and contrast information, and choose appropriate resources according to
the value, purpose and audience of each.
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 (online, oral or in print).
CE.EFL.4.22. Show the ability to work collaboratively and to 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.

SKILLS AND PERFORMANCE EVALUATION

CRITERIA TO BE DEVELOPED: METHODOLOGICAL
STRATEGIES RESOURCES ACTIVITIES,
TECHNIQUES AND
PERFORMANCE INDICATORS
INSTRUMENTS

COMMUNICATION AND CULTURAL •Participating in short role plays using a range ""RESOURCES: COMMUNICATION AND CULTURAL ACTIVITIES
AWARENESS of verbal and nonverbal communication. *Combo A with online AWARENESS "• Match the classroom
EFL 3.1.3. Exchange basic personal • Rating oral and written literary texts with workbook and online I.EFL.3.4.1. Learners can demonstrate objects and colors with the
preferences with peers in order to stars. (Example: five stars = excellent!) practice 1. an ability to work in pairs and small correct pictures.
express likes and dislikes. EFL 3.1.5. • Talking in pairs about a video that learners *Teacher's edition groups using level-appropriate verbal • Listen, check, and repeat
Describe, read about, participate in or have watched. practice 1. and nonverbal communication the previous vocabulary.
recommend a favorite activity, book, Playing games that practice classroom *Class audio CDs features and apply self-correcting and • Look at the pictures on
song or other interest to various language and turn-taking. practice 1. self-monitoring strategies in social and Exercise 1. Write the colors
audiences. (Example: peers, other • Comparing answers in pairs or small groups. *Video DVD practice 1. classroom interactions. (J.2, J.3, J.4,I.3) of the classroom objects
classes, teachers, other adults, etc.) • Working in small groups to complete a *Presentation Plus I.EFL.3.5.1. Learners can employ on the following
EFL 3.1.8. Interpret and demonstrate cultural project. (Example: different ethnic DVD-ROM starter. various print and digital sources in vocabulary list.
groups in Latin America, traditional food in BIBLIOGRAPHY: order to communicate with others in • Speaking: Check the
knowledge of nonverbal and oral
Ecuador, etc.) items that are in your desk

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communication features in classroom
activities, and understand the
contexts in which they are used
appropriately. (Example: gestures,
body language, volume, etc.)
ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and
expressions related to areas of most
immediate
priority within the personal and
educational domains, provided speech is
clearly and
slowly articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.12 Describe habits, routines, past
activities and experiences within the
personal and educational domains.
READING
EFL 4.3.1 Understand main points in
short simple texts on familiar subjects.
(Example:
news about sports or famous people,
descriptions, etc.)
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.
WRITING
EFL 4.4.1 Convey information and ideas
through simple transactional or
expository texts
• Look at the listed sentences and underline *Goldstein, B., Jones, oral and written form in social or your backpack and add
the events on them. Then use time expressions C., with O'Dell,K P. situations. (J.3, S.1,S.4)) another item Work with a
to complete the second set of sentences listed. (2015). Uncover for ORAL COMMUNICATION partner and say the items
• Complete the grammar chart used to + Ecuador practice 1 I.EFL.4.6.1. Learners can grasp the on your desk out loud.
infinitive and would. Then complete the sets of Combo Workbook general meaning of spoken texts set in • Look at the pictures.
sentences applying the grammar rule learned. With Online familiar everyday contexts and infer What is the calendar
• Work with a partner. Talk about your life 10 Resources. Cambridge: changes in the topic of discussion, as about?
years ago. Use the ideas in the box and your Cambridge Univ Press well as deduce the meanings of • Read and listen to the
ideas. *Goldstein, B., Jones, unfamiliar words and exchanges notices. Circle the best
• Students will be evaluated on the content of C., with O'Dell,K P. through the use of context clues, tittle. Complete the chart
this unit by completing a series of exercises. (2015). Uncover provided speech is given with the times and places
• Watch and listen to the teenagers talk about Teacher's Edition slowly and clearly and there is of the different events.
their parents’ music and fashion in the past. practice 1. Cambridge: sufficient visual • Work with a partner.
Number the topics in the order you hear them. Cambridge Univ Press. support. (I.3, S.1, J.4) Make a list of activities at
• Listen to Liz and Ivan talk about music. MATERIALS: I.EFL.4.9.1. Learners can use simple your school. Then say your
Complete the conversation use the useful Computer, writing language to describe, compare and favorite activities.
language in the box. Practice the conversation materials, CD player, state facts about familiar • Complete the chart (Use
with a partner. Work with a partner. Talk DVD player." everyday topics such as possessions, the simple present of be to
about your interest in the past and today. Use classroom objects and routines in identify people and give
the situations in the chart or your own ideas. short, structured situations, interacting locations and dates.
• Look at the photo and then read Brian’s blog with relative ease. (I.3, Subject pronouns can
post again. Answer the listed comprehension I.4, S.4) replace the names of the
questions. READING people or things that the
• Find reflexive and emphatic pronouns on the I.EFL.4.11.1. Learners can understand sentences are about.) Then
blog, them use them to complete the listed main ideas and some details in short complete the sentences
sentences. simple online or print texts on familiar with the simple present
• Write a blog post about and event. Use the subjects, using contextual clues to help forms of be.
chart t organize your ideas. Produce a 125 identify the most relevant • Make the sentences in
words bog post. information. (Example: title, the previous exercise
• Read and listen to the article Cinderella’s illustrations, organization, etc.) (I.2, negative. Use contractions.
Closet. Then check the sentences that I.4) I.EFL.4.13.1. Learners can apply • Write yes/no questions
teenagers do for Cinderella’s Closet. Use the learning strategies such as using prior with the simple present
article to find the right answers. knowledge and graphic organizers to forms of be.
• Students will be evaluated on the content of interpret new information • Write three false
this unit by completing a series of exercises. sentences about your or
people in your school.
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on familiar subjects using ICT tools and
conventions and features of English
appropriate
to audience and purpose.
EFL 4.4.2 Make and use a simple print or
digital learning resource to compare and
contrast information in order to
demonstrate understanding and
command of a topic.
LANGUAGE THROUGH THE ARTS
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
visual
support.
EFL 4.5.11 Participate in creative thinking
through brainstorming, working in
groups,
games and problem-solving tasks by
showing the ability to accept a variety of
ideas and
capitalize on other people’s strengths.
• Ecua CLIL: Read about and answer true/false
statements about chocolate from Ecuador.
• Create an online advert to promote
chocolate tours and present it to the class.
• Language Through the Arts: Read and
research about English online magazines.
• Present an online magazine to a group."
in a text. 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.
(I.2, I.4, J.4)
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)
I.EFL.4.16.1. Learners can use and
make simple
learning resources, both online and in
print, in
order to compare and contrast
information.
Learners can choose appropriate
resources and
critically evaluate the information in
these
resources, according to the value,
purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)
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,
• Work with a partner.
Share your sentences. Ask
and answer questions to
correct them.
• Look at the club
announcement at your
school. Listen to them and
check the club activities.
• Look at the pictures.
Complete the labels and
complete the labels with
the correct verbs. Then
listen check, and circle the
correct answer.
• Complete the chart (use
imperatives to give
commands or instructions)
• Look at the classroom
rules. Write imperatives
sentences with please.
• Work with a partner.
Give instructions. Your
partner does the actions.
Take turns.
• Watch or listen the
teenagers. Complete the
names with the correct
letters.
• How do you spell your
name? Tell your partner.
• Listen to Cesar and Leah.
Complete the conversation
with the words in the box.
• Repeat the conversation
but change the words in
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oral or in print), especially when visual
support is provided. (I.2, I.3, I.4)
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)
purple. Use your own
name, the items below,
and the words for them in
your first language.
• Look at the title and
pictures on the poster.
What do you think some of
the rules are? Read the
poster to check.
• Add missing periods or
exclamation points to the
sentences.
• Write some classroom
rules, make a chart wit
idea for classroom rules.
Then number your ideas in
the order of importance.
• Look at the article and
pictures. What is the
article about.
• Read and listen to the
article. Circle the correct
answers.
• Work with a partner. Talk
about a club that you are
in or a club that you know
about.
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ADAPTED CURRICULUM
EVALUACIÓN
SPECIFICATION OF METHODOLOGICAL ACTIVITIES,
EDUCATIONAL NEEDS SKILLS AND RESOURCES TECHNIQUES
STRATEGIES PERFORMANCE
PERFORMANCE CRITERIA AND
INDICATORS
TO BE DEVELOPED: INSTRUMENTS

PREPARED BY REVISED BY: Coordinator APPROVED BY:- VICE PRINCIPAL

Date: 06-09-2019 Date: Date: 06-09-2019 Date: Date: 06-09-2019 Stamp

Teacher: Mgt. Wilfrido Pérez Teacher : Lcda: Elizabeth Guerra Vice- principal: Dr. Juan Paredes

Signature Signature Signature

10
 UNIDAD
EDUCATIVA
SAN FRANCISCO DE ASÍS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB

2019-2020

1.INFORMATIONAL DATA
TEACHER: ÁREA: LEVEL: YEAR OF EGB PERIODS
FOREIGN
Mgt.Wilfrido Pérez A2.2 5 Transversal
LANGUAGE 7° “A” / “B” Axes
INITIAL WEEK J.3
Profile of the
SUBJECT: ENGLISH AND FINAL S.1.
Ecuadorian
WEEK S.4.
High School
N° UNIT: UNIT TITLE Graduate
03-09-2019
1 Hello there 16-10-2019

2. PLANNING
UNIT SPECIFIC OBJECTIVES
To review introductions and hoe to ask and give personal information
To review personal descriptions
To review simple present and daily routines
To read a story and review numbers
EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in order to interact with others in social situations.
ORAL COMMUNICATION
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and situation in spoken texts set in familiar everyday contexts without having to decode every
word.
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts, provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues and/or prior knowledge.
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as objects, possessions
and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.

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READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to identify relevant information in a
text.
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.
WRITING
CE.EFL.4.15. Express 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.
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to compare and contrast information, and choose appropriate resources according to
the value, purpose and audience of each.
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 (online, oral or in print).
CE.EFL.4.22. Show the ability to work collaboratively and to 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.

SKILLS AND PERFORMANCE EVALUATION

CRITERIA TO BE DEVELOPED: METHODOLOGICAL
STRATEGIES RESOURCES ACTIVITIES,
TECHNIQUES AND
PERFORMANCE INDICATORS
INSTRUMENTS

COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.4. Use a variety of oral, print and
electronic forms for social
communication and for writing to
oneself. (Example: friendly notes,
invitations, diary entries, notes to self,
electronic messages,
etc.)
EFL.2.1.6. Understand and use common
expressions of politeness in class while
•Listening to a short conversation between "RESOURCES: COMMUNICATION AND CULTURAL ACTIVITIES
two speakers and deciding who is speaking, *Combo B with online AWARENESS Read and say the name
where they are and how they feel. (Example: workbook and online I.EFL.3.5.1. Learners can employ Listen say the number and
two friends, at the library doing practice 3. various print and digital sources in the color
homework, confused because they don’t *Teacher's edition order to communicate with others in Rad and math the names
understand the assignment, etc.) practice 3. oral and written form in social Listen and say the name
• Watching a video clip and writing a title for *Class audio CDs situations. (J.3, S.1, S.4) Look, think, and answer
it. (Example: Funny cats get in trouble, practice 3. ORAL COMMUNICATION Listen and say the letter
etc.) *Video DVD practice I.EFL 3.2.1. Infer who is speaking and Look, think, and answer
• Work in past tense by completing several *Presentation Plus what the situation is when listening
exercises to practices grammar. DVD-ROM practice to short simple texts, especially when TECHNIQUES
Observation

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working in pairs or groups on projects.
(Example: Please, sorry, thank you, etc.)
ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and
expressions related to areas of most
immediate
priority within the personal and
educational domains, provided speech is
clearly and
slowly articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.12 Describe habits, routines, past
activities and experiences within the
personal and educational domains.
READING
EFL 4.3.1 Understand main points in
short simple texts on familiar subjects.
(Example:
news about sports or famous people,
descriptions, etc.)
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.
WRITING
EFL 4.4.1 Convey information and ideas
through simple transactional or
expository texts
on familiar subjects using ICT tools and
conventions and features of English
appropriate
to audience and purpose.
• Pay attention to the past and present perfect
passive rule and complete the grammar
exercises.
• Work with a partner. Talk about a time you
did or saw something special on vacation.
• Discuss with your class about technology and
cellphone use. Compare the past with now,
how different is it?
• Listen to Brandon talk to his mom about
technology in the past. Then mark the
sentences as (T) true, (F) false.
• Look at the listed sentences and underline
the events on them. Then use time expressions
to complete the second set of sentences listed.
• Complete the grammar chart used to +
infinitive and would. Then complete the sets of
sentences applying the grammar rule learned.
• Work with a partner. Talk about your life 10
years ago. Use the ideas in the box and your
ideas.
• Students will be evaluated on the content of
this unit by completing a series of exercises.
• Watch and listen to the teenagers talk about
their parents’ music and fashion in the past.
Number the topics in the order you hear them.
• Listen to Liz and Ivan talk about music.
Complete the conversation use the useful
language in the box. Practice the conversation
with a partner. Work with a partner. Talk
about your interest in the past and today. Use
the situations in the chart or your own ideas.
• Look at the photo and then read Brian’s blog
post again. Answer the listed comprehension
questions.
Kids box Combo A accompanied by pictures or other Tests
practice 4 Workbook visual aids, or sound effects. (Example: Chants
With Online shopkeeper speaking to a customer
Resources. Cambridge: who is buying some fruit.)
Kids box Teacher's clues, provided speech is given
Edition practice slowly and clearly and there is
MATERIALS: sufficient visual
Laptop , flashcards, support. (I.3, S.1, J.4)
speaker I.EFL.4.9.1. Learners can use simple
Projector" language to describe, compare and
state facts about familiar
everyday topics such as possessions,
classroom objects and routines in
short, structured situations, interacting
with relative ease. (I.3,
I.4, S.4)
READING
I.EFL.4.11.1. Learners can understand
main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization, etc.) (I.2,
I.4) I.EFL.4.13.1. Learners can apply
learning strategies such as using prior
knowledge and graphic organizers to
interpret new information
in a text. 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.
(I.2, I.4, J.4)
I.EFL.4.15.1. Learners can convey
information and ideas and describe
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EFL 4.4.2 Make and use a simple print or
digital learning resource to compare and
contrast information in order to
demonstrate understanding and
command of a topic.
LANGUAGE THROUGH THE ARTS
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
visual
support.
EFL 4.5.11 Participate in creative thinking
through brainstorming, working in
groups,
games and problem-solving tasks by
showing the ability to accept a variety of
ideas and
capitalize on other people’s strengths.
• Find reflexive and emphatic pronouns on the
blog, them use them to complete the listed
sentences.
• Write a blog post about and event. Use the
chart t organize your ideas. Produce a 125
words bog post.
• Read and listen to the article Cinderella’s
Closet. Then check the sentences that
teenagers do for Cinderella’s Closet. Use the
article to find the right answers.
• Students will be evaluated on the content of
this unit by completing a series of exercises.
• Ecua CLIL: Read about and answer true/false
statements about chocolate from Ecuador.
• Create an online advert to promote
chocolate tours and present it to the class.
• Language Through the Arts: Read and
research about English online magazines.
• Present an online magazine to a group."
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)
I.EFL.4.16.1. Learners can use and
make simple
learning resources, both online and in
print, in
order to compare and contrast
information.
Learners can choose appropriate
resources and
critically evaluate the information in
these
resources, according to the value,
purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)
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)
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
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such as playing games, brainstorming

and problem solving. (S.2, S.4, J.1,
J.2, J.3, J.4)

ADAPTED CURRICULUM
EVALUACIÓN
SPECIFICATION OF METHODOLOGICAL ACTIVITIES,
EDUCATIONAL NEEDS SKILLS AND RESOURCES TECHNIQUES
STRATEGIES PERFORMANCE
PERFORMANCE CRITERIA AND
INDICATORS
TO BE DEVELOPED: INSTRUMENTS

PREPARED BY REVISED BY: Coordinator APPROVED BY:- VICE PRINCIPAL

Date: 06-09-2019 Date: Date: 06-09-2019 Date: Date: 06-09-2019 Stamp

Teacher: Mgt. Wilfrido Pérez Teacher : Lcda: Elizabeth Guerra Vice- principal: Dr. Juan Paredes

Signature Signature Signature

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SAN FRANCISCO DE ASÍS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB

2019-2020

1.INFORMATIONAL DATA
TEACHER: ÁREA: LEVEL: YEAR OF EGB PERIODS
FOREIGN
Mgt.Wilfrido Pérez A2.1 5 Transversal
LANGUAGE 6° “A” Axes I.2
INITIAL WEEK
Profile of the S.1.
SUBJECT: ENGLISH AND FINAL
Ecuadorian I.1.
WEEK
High School J.4.
N° UNIT: UNIT TITLE Graduate
03-09-2019
1 Hello 16-10-2019

2. PLANNING
UNIT SPECIFIC OBJECTIVES
To read a story and reviewed language from the unit
To distinguish words of one , two, three syllables
To describe family members
To talk about preferences using like, love, enjoy and want.

EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety of social interactions.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts, provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues and/or prior knowledge.
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as objects, possessions
and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
READING

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CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to identify relevant information in a
text.
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.
WRITING
CE.EFL.3.16. Create a simple learning resource in order to record and practice new words and demonstrate knowledge of their meanings.
LANGUAGE THROUGH THE ARTS
CE.EFL.3.21. Elaborate personal responses to both oral and written literary texts through pictures, audio/video or ICT in order to evaluate literary texts using pre-established criteria,
individually or in groups.

SKILLS AND PERFORMANCE EVALUATION

CRITERIA TO BE DEVELOPED: METHODOLOGICAL
STRATEGIES RESOURCES ACTIVITIES,
TECHNIQUES AND
PERFORMANCE INDICATORS
INSTRUMENTS

COMMUNICATION AND CULTURAL
AWARENESS
EFL 4.1.5 Apply self-correcting and self-
monitoring strategies in social and
classroom interactions. (Example: asking
questions, starting over, rephrasing,
exploring alternative
pronunciations or wording, etc.)
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 intentions in
online and face-to-face interactions.
(Example: thanking, making promises,
apologizing,
asking permission, chatting with friends,
answering in class, greeting an authority
figure,
"• Complete the sentences using the media "RESOURCES: COMMUNICATION AND CULTURAL ACTIVITIES
vocabulary listed. Then sort the vocabulary in *Combo B with online AWARENESS Read and say the name
the chart. Finally listen, repeat, and check. workbook and online I.EFL.4.3.1. Learners can employ a Listen say the number and
• Read and listen an article about checking practice 3. range of self- monitoring and self- the color
facts. Then answer the questions. *Teacher's edition correcting strategies and Read and math the names
• Complete the grammar chart about past practice 3. interpret and use appropriate verbal Listen and say the name
tense. *Class audio CDs and nonverbal communication Look, think, and answer
• Work in past tense by completing several practice 3. features to communicate in familiar Listen and say the letter
exercises to practices grammar. *Video DVD practice contexts. (I.3, S.4, J.4) Look, think, and answer
• Pay attention to the past and present perfect *Presentation Plus I.EFL.4.4.1. Learners can demonstrate
passive rule and complete the grammar DVD-ROM practice an ability to give and ask for TECHNIQUES
exercises. Kids box Combo A information and assistance Observation
• Work with a partner. Talk about a time you practice 4 Workbook using level-appropriate language and Tests
did or saw something special on vacation. With Online interaction styles in online or face-to- Chants
• Discuss with your class about technology and Resources. Cambridge: face social and classroom interactions.
cellphone use. Compare the past with now, Kids box Teacher's (J.2, J.3, J.4, I.3)
how different is it? Edition practice ORAL COMMUNICATION
MATERIALS: I.EFL.4.6.1. Learners can grasp the
general meaning of spoken texts set in

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etc.)
ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and
expressions related to areas of most
immediate priority within the personal
and educational domains, provided
speech is clearly and
slowly articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.12 Describe habits, routines, past
activities and experiences within the
personal and educational domains.
READING
CE.EFL.3.14. Select and use reading
strategies to understand and give
meaning to written text while employing
a range of everyday reference materials
in order to determine information
appropriate to the purpose of inquiry
and to relate ideas between written
sources.
WRITING
EFL 3.4.1. Make a simple learning
resource in order to record and practice
new words. (Example: a picture
dictionary, a word list, set of flashcards,
etc.)
LANGUAGE THROUGH THE ARTS
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
visual support.
• Listen to Brandon talk to his mom about
technology in the past. Then mark the
sentences as (T) true, (F) false.
Skimming a text and accompanying pictures
and then predicting the answers to
questions found within the text.
• Using a dictionary to look up key words in a
text.
Creating a class picture dictionary and adding
entries by writing definitions of new
words or drawing a picture to illustrate the
meaning.
• Making flashcards for new words and using
them to quiz a partner.
• Making a list of new words and then
comparing the lists in pairs. If one of the
members of the pair knows the word, he/she
teaches the other person.
Listening to or reading stories and drawing the
setting or explaining relationships between
main characters.
• Using a checklist to mark off items present in
a text. (Example: setting, main character, title,
etc.)
• Explaining through pictures, physical
expression or charts (ICT) how a text makes
the learner feel.
• Inviting authors as guest speakers into the
classroom so learners can share their
responses to a story with them.
• Writing short statements about why the
learner liked (or didn’t) a particular text.
Laptop , flashcards, familiar everyday contexts and infer
speaker changes in the topic of discussion, as
Projector" well as deduce the meanings of
unfamiliar words and exchanges
through the use of context clues,
provided speech is given
slowly and clearly and there is
sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and
state facts about familiar
everyday topics such as possessions,
classroom objects and routines in
short, structured situations, interacting
with relative ease. (I.3,
I.4, S.4)
READING
I.EFL.3.14.1. Learners can identify and
use reading strategies to make written
text more comprehensible and
meaningful. Learners can use everyday
reference materials to select
information appropriate to the
purpose of an inquiry and to relate
ideas from one written
source to another. (I.2, S.1)
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)
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EFL 4.5.11 Participate in creative thinking I.EFL.4.22.1. Learners can collaborate

through brainstorming, working in and participate effectively in a variety
groups, games and problem-solving tasks of student groupings by employing a
by showing the ability to accept a variety wide range of creative thinking skills
of ideas and capitalize on other people’s through the completion of activities
strengths. such as playing games, brainstorming
and problem solving. (S.2, S.4, J.1,
J.2, J.3, J.4)

ADAPTED CURRICULUM
EVALUACIÓN
SPECIFICATION OF METHODOLOGICAL ACTIVITIES,
EDUCATIONAL NEEDS SKILLS AND RESOURCES TECHNIQUES
STRATEGIES PERFORMANCE
PERFORMANCE CRITERIA AND
INDICATORS
TO BE DEVELOPED: INSTRUMENTS

PREPARED BY REVISED BY: Coordinator APPROVED BY:- VICE PRINCIPAL

Date: 06-09-2019 Date: Date: 06-09-2019 Date: Date: 06-09-2019 Stamp

Teacher: Mgt. Wilfrido Pérez Teacher : Lcda: Elizabeth Guerra Vice- principal: Dr. Juan Paredez

Signature Signature Signature

19