PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”

Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 02-09-2019
Área Instrumental Grado Octavo EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 People around Us
Objetivo de la unidad 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.
Criterios de evaluación 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.
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.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as objects, posses sions
and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical structures learned in
class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new words and expres -
sions in social interactions.
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.4.15. 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.

EVALUATION

LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques

SKILLS WITH PERFORMANCE
and instruments
CRITERIA
Communication and Cultural Awareness.  Identify pictures of famous people and their Student’s book English Communication and Cultural Awareness. Techniques
EFL 4.1.1. Compare and contrast oral tra- nationalities. A1.1. I.EFL.4.1.1. Learners can compare and contrast oral Reading
ditions, myths, folktales and literature  Exchange information using personal Interactive version traditions, myths, folktales and literature from Scan a text to find its topic
from Ecuador and international regions information: Hello! I am Juan. What is your Audio CD. A1.1 Ecuador and other cultures in order to demonstrate sentence.
and cultures and identify similarities and name? Workbook A1.1 include an understanding of the relationship between Listening
differences and universal cultural themes.  Ask for partner’s nationalities: Where are in student’s book. cultural practices and perspectives. Learners can Listen for specific
EFL 4.1.2. Recognize and demonstrate an you from? Teacher’s Guide A1.1. share cross-cultural experiences while naming information in a
appreciation of some commonalities and  Write profiles about famous people: Lionel Photocopies. universal cultural themes. (I.2, S.1, S.2, J.1) interview.
distinctions across cultures and groups Messi is a soccer player. He is Argentinian Images, photos, I.EFL.4.4.1. Learners can demonstrate an ability to Speaking
(differentiated by gender, ability, and is 25 years old drawings give and ask for information and assistance using Use expressions to
generations, etc.) including the students’  Create profiles of family members. Exercises in Internet. level-appropriate language and interaction styles in encourage someone to
own.  Get material to create a profile (Project): Videos of You Tube and online or face-to-face social and classroom participate in a
Oral Communication: (Listening and cardboard, magazines, glue, markers, others videos. interactions (J.2, J.3, J.4, I.3) conversation.
Speaking) scissors. Educative Web pages Oral communication Writing
EFL 4.2.2. Use a series of phrases and  Get cotouts from magazines of a famous I.EFL.4.7.1. Learners can identify the main idea and Use words in a glossary to
sentences to describe aspects of personal person and write a profile. some details in short straightforward spoken audio enrich a text about a
background, immediate environment and  Oral presentation of the project: Talk about texts set in familiar contexts when the message is specific topic.
matters of immediate need in simple (famous person). delivered slowly and there is other contextual Instruments for oral and
terms using grammatical structures learnt  Identify True/False statements when reading support. Learners can use other classmate’s writing evaluation
in class (although there may be frequent a profile of a famous person. contributions in class as models for their own. (I.2, Projects and
errors with tenses, personal pronouns,  Identify mistakes in a dialog. I.3, S.4) presentations
prepositions, etc.) I.EFL.4.10.1. Learners can effectively participate in Oral interview in pairs
EFL 4.2.6. Use other students’ familiar and predictable everyday conversational Gap activities an pairs
contributions in class as models for their exchanges in order to complete a task, satisfy a Games
own. need or handle a simple transaction, using a range Writing Quiz
Reading of repair strategies. (Example: asking for Glossary activities
EFL 4.3.2 Make use of clues such as titles, clarification, etc.) (I.3, J.3, J.4).
illustrations, organization, text outline and Reading
layout, etc. to identify and understand I.EFL.4.11.1. Learners can understand main ideas
relevant information in written level- and some details in short simple online or print
appropriate text types. texts on familiar subjects, using contextual clues to
Writing help identify the most relevant information.
EFL 4.4.2 Make and use a simple print or (Example: title, illustrations, organization, etc.) (I.2,
digital learning resource to compare and I.4)
contrast information in order to Writing
demonstrate under understanding and I.EFL.4.16.1. Learners can use and make simple
command of a topic. learning resources, both online and in print, in order
Language through the arts to compare and contrast information. Learners can
EFL 4.5.11 Participate in creative thinking choose appropriate resources and critically evaluate
through brainstorming, working in groups, the information in these resources, according to the
games and problem-solving tasks by value, purpose and audience of each. (I.1, I.3, I.4)
showing the ability to accept a variety of Language through the arts
ideas and capitalize on other people’s I.EFL.4.20.1. Learners can create short, original
strengths. literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3).
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 02 – 09 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 02-09-2019
Área Instrumental Grado Noveno EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 My Family and Me
Objetivo de la unidad O.EFL 4.2. Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.7. Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles and oral in terviews on familiar
subjects in order to inspire oral and written production
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.
Criterios de evaluación CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of the relationship between
cultural perspectives and practices and by sharing cross cultural experiences.
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.
CE.EFL.4.7 Listening for information: Follow and identify some main ideas and details in short and straightforward spoken or audio text set in familiar
contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
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.4.11. 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.4.16. Make uses 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.
EVALUATION
SKILLS WITH PERFORMANCE CRITERIA LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques
and instruments
Communication and Cultural Awareness.  Describe yourself and your family Student’s book English Communication and Cultural Awareness. Techniques
EFL 4.1.2. Recognize and demonstrate an members. A1.1. I.EFL.4.2.1. Learners can name similarities and Reading
appreciation of some commonalities and  Talk about free time activities. Interactive version differences between different aspects of cultural Read the title and
distinctions across cultures and groups Audio CD. A1.1 groups. Learners can demonstrate socially illustration of a text to
 Interview your classmates about
(differentiated by gender, ability, generations, Workbook A1.1 include responsible behaviors at school, online, at home predict the topic.
etc.) including the students’ own. free time activities. in student’s book. and in the community, and evaluate their actions by Use context clues to
EFL 4.1.5. Apply self-correcting and self-  Identify specific information in a Teacher’s Guide A1.1. ethical, safety and social standards. (J.3, S.1, I.1) understand the meaning
monitoring strategies in social and classroom paragraph. Photocopies. I.EFL.4.3.1. Learners can employ a range of self- of new words in a text.
interactions. (Example: asking questions, start-  Recognize what kind of person Images, photos, monitoring and self-correcting strategies and Listening
ing over, rephrasing, exploring alternative someone is by listening to his/her drawings interpret and use appropriate verbal and nonverbal Listen for specific details.
pronunciations or wording, etc.) voice in a dialog. She is outgoing. Exercises in Internet. communication features to communicate in familiar Pay attention to
Oral Communication: (Listening and Speaking) He is lazy. Videos of You Tube and contexts. (I.3, S.4, J.4). background sounds to
EFL 4.2.1 Understand phrases and expressions others videos. Oral communication understand the context of
 Use key expressions to complete a
related to areas of most immediate priority Educative Web pages I.EFL.4.9.1. Learners can use simple language to a conversation.
within the personal and educational domains,
conversation. describe, compare and state facts about familiar Speaking
provided speech is clearly and slowly  Write a paragraph describing everyday topics such as possessions, classroom Describe the members of
articulated. (Example: daily life, free time, yourself and your free time favorite objects and routines in short, structured situations, your family to a partner
school activities, etc.) activities. interacting with relative ease. (I.3, I.4, S.4) using the given
EFL 4.2.2. Use a series of phrases and sentences I.EFL.4.8.1. Learners can communicate personal expressions.
to describe aspects of personal background, information and basic immediate needs and deal Encourage a partner to
immediate environment and matters of with other practical everyday demands in familiar take part in a
immediate need in simple terms using contexts, effectively and without undue effort and conversation by using
grammatical structures learnt in class (although using grammatical structures and vocabulary seen appropriate expressions
there may be frequent errors with tenses, in class (although there may be frequent, basic such as How about you?
personal pronouns, prepositions, etc.) errors). (I.1, I.2, I.3, S.1). Writing
Reading Reading Use connectors to write
EFL 4.3.1. Understand main point’s in short I.EFL.4.11.1. Learners can understand main ideas descriptions of your
simple texts on familiar subjects. (Example: and some details in short simple online or print family members.
news about sports or famous people, descrip- texts on familiar subjects, using contextual clues to Follow a model to write a
tions, etc.) help identify the most relevant information (I.2, I.4). description of a celebrity
Writing Writing family
EFL 4.4.4 Write to describe feelings/opinions in I.EFL.4.15.1. Learners can convey information and Instruments for oral and
order to effectively influence an audience. ideas and describe feelings and opinions in simple writing evaluation
(Example: persuade, negotiate, argue, etc.). transactional or expository texts on familiar subjects Oral and writing
Language through the arts in order to influence an audience, while recognizing evaluation
EFL 4.5.4 Create personal stories by adding that different texts have different features and Projects presentations
imaginative details to real-life stories and showing the ability to use these features Oral interview in pairs
situations, using appropriate vocabulary and appropriately in one’s own writing. (I.3, I.4, S.3, J.2). Role play
elements of the literature learners have read or Game
heard. Language through the arts Writing Quiz
I.EFL.4.18.1. Learners can understand, predict, infer Glossary activities
and deduce literal and implied meanings in short, Portfolio
simple, everyday literary texts (online, oral or in
print), especially when visual support is provided.
(I.2, I.3, I.4)
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 02 – 09 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 02-09-2019
Área Instrumental Grado Décimo EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 People around Us
Objetivo de la unidad O.EFL 4.4. Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
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.
O.EFL 4.9. Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-appropriate expressions
in order to reach an effective command of spoken language.
Criterios de evaluación CE.EFL.4.5. Display and appreciation of and demonstrate respect for individual and group differences by establishing and maintaining healthy and
rewarding relationships based on communication and cooperation.
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.
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical structures
learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
words and expressions in social interactions.
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find relationships
and relate ideas between different subject areas.
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing various stages of the writing
process, while using a range of digital tools to promote and support collaboration, learning and productivity.
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 cre-
ative thinking skills through the completion of activities such as playing games, brainstorming and problem solving.

EVALUATION

LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques

SKILLS WITH PERFORMANCE CRITERIA
and instruments
Communication and Cultural Awareness.  Exchange information about Student’s book English Communication and Cultural Awareness. Techniques
EFL 4.1.4. Demonstrate mindfulness, empathy, inventors and inventions. A1.1. I.EFL.4.5.1. Learners can appreciate and show Reading
tolerance and an overall respect for the integrity of  Ask and answer questions about Interactive version respect for individual and group differences by Scan a text for specific
cultures in daily classroom activities. inventions. Audio CD. A1.1 establishing and maintaining healthy and rewarding information.
EFL 4.1.5. Apply self-correcting and self-monitoring  Identify inventors according to Workbook A1.1 include online and face-to-face interactions. Learners can Get familiar with a text
strategies in social and classroom interactions. their inventions. in student’s book. communicate and cooperate in a respectful, about inventions by
(Example: asking questions, starting over, rephrasing,  Participate in a discussion about Teacher’s Guide A1.1. empathetic manner. ( J.3, S.1, S4) looking at it quickly to get
exploring alternative pronunciations or wording etc.) relevant inventions. Photocopies. I.EFL.4.4.1. Learners can demonstrate an ability to an idea of how
Oral Communication: (Listening and Speaking)  Use key words to produce Images, photos, give and ask for information and assistance using information is presented.
EFL 4.2.2. Use a series of phrases and sentences to statements. drawings level-appropriate language and interaction styles in Listening
describe aspects of personal background, immediate  Identify clues in reading to get the Exercises in Internet. online or face-to-face social and classroom in- Listen for specific details
environment and matters of immediate need in main idea. Videos of You Tube and teractions. (J.2, J.3, J.4, I.3). such as dates to organize
simple terms using grammatical structures learnt in  Use daily idioms to talk about others videos. Oral communication events chronologically.
class (although there may be frequent errors with inventions. Educative Web pages I.EFL.4.8.1. Learners can communicate personal Pay attention to
tenses, personal pronouns, prepositions, etc.).  Design a project about a famous information and basic immediate needs and deal background sounds to
Reading invention. with other practical everyday demands in familiar understand the context of
EFL 4.3.7. Read, gather, view and listen to contexts, effectively and without undue effort and a conversation.
information from various sources in order to organize using grammatical structures and vocabulary seen Speaking
and discuss relationships between academic content in class (although there may be frequent, basic Use idioms and colloquial
areas. (Example: nonfiction books for young adults, errors). (I.1, I.2, I.3, S.1) expressions to talk about
the Internet, audio and media presentations, oral Reading inventors and inventions
interviews, maps, diagrams, reference books, I.EFL.4.12.1. Learners can employ a range of to your partner.
magazines, etc.) reference materials and sources, both online and in Writing
Writing print, in order to support ideas, answer inquiries, Look for context clues to
EFL 4.4.8. Convey and organize information using find relationships and relate ideas between fill in blanks in a text with
facts and details in order to illustrate diverse patterns different subject areas. (I.1, I.2, J.2) the right words.
and structures in writing. (Example: cause and effect, Writing Follow a model to write
problem and solution, general-to-specific I.EFL.4.17.1. Learners can convey and organize about a famous inventor.
presentation, etc.) information through the use of facts and details and Instruments for oral and
Language through the arts by employing various stages of the writing process, writing evaluation
EFL 4.5.11. Participate in creative thinking through while using a range of digital tools to promote and Oral and writing
brainstorming, working in groups, games and support collaboration, learning and productivity. evaluation
problem-solving tasks by showing the ability to (I.1, I.3, S.4, J.2, J.4) Projects presentations
accept a variety of ideas and capitalize on other Language through the arts Oral interview in pairs
people’s strengths. I.EFL.4.22.1. Learners can collaborate and Role play
participate effectively in a variety of student Game
groupings by employing a wide range of creative Writing Quiz
thinking skills through the completion of activities Glossary activities
such as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4).
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 02 – 09 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 09-09-2019
Área Instrumental Grado Primero BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 People around Us
Objetivo de la unidad O.EFL 5.3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence and critical thinking skills through an appreciation of linguistic dif ferences.
Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study or
general topics of common interest, expressing ideas and opinions effectively and appropriately.
Criterios de evaluación CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal communication, and apply them in appropriate contexts.
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended conversations on familiar social and academic topics by
expressing opinions and feelings and clarifying meaning.
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and detecting complexities and discrepancies in the information in order
to find the most appropriate sources to support an idea or argument.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and references, including digital tools that support collaboration and
productivity, for educational and academic use.
CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing process and while demonstrating an ability to justify one’s position on
an argument through carefully selected information and appropriate language, tone and evidence.
CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and recognize how chosen criteria affects evaluation.

EVALUATION
SKILLS WITH PERFORMANCE LEARNING ACTIVITIES RESOURCES
CRITERIA Evaluation Indicators of the unity Evaluation techniques
and instruments
Communication and Cultural Awareness.  Think about a person you admire. Student’s book English Communication and Cultural Awareness. Techniques
EFL 5.1.7. Interpret and demonstrate  Write some sentences about this person. A1.1. I.EFL.5.3.1. Learners can interpret cultural and Reading
knowledge of nonverbal and oral  In groups, share your sentences to discover Interactive version language patterns in English, including nonverbal Look at the images and
communication features by applying them things in common. Audio CD. A1.1 communication, and apply them in appropriate the title of the lesson and
in appropriate contexts. (Example: use of  Write questions you would you ask to this Workbook A1.1 include contexts. (I.3, I.4, S.1, S.2) guess what it will be
stress, intonation, pace, etc.) person. in student’s book. Oral communication about.
Oral Communication: (Listening and  Create a visual presentation with this Teacher’s Guide A1.1. I.EFL.5.12.1. Learners can engage with a variety of Read the questions and
Speaking) information and present it to the class. Photocopies. digital and print texts and resources by evaluating complete the table as fast
EFL 5.2.11 Express opinions on abstract Images, photos, and detecting complexities and discrepancies in the as possible.
topics, such as film and music, and drawings information in order to find the most appropriate Listening
concrete topics, such as personal Exercises in Internet. sources to support an idea or argument. (I.2, I.4, J.3) Complete the exercise
experiences, while describing one’s Videos of You Tube and Reading before listening.
reactions to them and others’ opinions. others videos. I.EFL.5.12.1. Learners can engage with a variety of Listen to the conversation
Reading Educative Web pages digital and print texts and resources by evaluating and follow the intonation.
EFL 5.3.4 Find the most important infor- and detecting complexities and discrepancies in the Speaking
mation in print or online sources in order information in order to find the most appropriate Talk to the class about a
to support an idea or argument. (Example: sources to support an idea or argument. (I.2, I.4, J.3) person you admire.
Internet search engines, online advertis- Writing Writing
ing, online or print timetables, web pages, I.EFL.5.18.1. Learners can use a variety of criteria Take notes about relevant
posters, adverts, catalogues, etc.) for evaluating and recommending literary texts to facts from the text.
Writing others, and recognize how chosen criteria affect Highlighting clue words
EFL 5.4.4 Select and make effective use of evaluation. (S.1, S.4, J.2, J.4) from the reading.
a range of digital tools to write, edit, Language through the arts
revise and publish written work in a way I.EFL.5.18.1. Learners can use a variety of criteria
that supports collaboration, learning and for evaluating and recommending literary texts to Instruments for oral and
productivity. (Example: image editing, others, and recognize how chosen criteria affect writing evaluation
Google Drive, infographic makers, audio evaluation. (S.1, S.4, J.2, J.4) Rubrica
and video editing, presentation apps, etc.) Portfolio
Language through the arts Oral interview
EFL 5.5.6 Evaluate one’s own and others’ individual/in pairs
work, individually and collaboratively, on Essay test
the basis of a variety of criteria, and Practical exams.
recognize how chosen criteria affect Writing test.
evaluation. (Examples of criteria: clarity of Training test.
ideas, use of English grammar and
vocabulary, register, originality, visual
presentation, etc.)
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 02 – 09 - 2019 Fecha: Fecha:

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 09-09-2019
Área Instrumental Grado Segundo BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 People around Us
Objetivo de la unidad O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into responsible academic
behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study or
general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently and appropriately in a range of formal and informal social situations with a limited but effective command of the
spoken language
Criterios de evaluación CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural products and referents from Ecuador and other countries while making in formed
choices about and taking action on issues of prejudice and discrimination.
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended conversations on familiar social and academic topics by
expressing opinions and feelings and clarifying meaning.
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and detecting complexities and discrepancies in the information in order
to find the most appropriate sources to support an idea or argument.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and references, including digital tools that support collaboration and
productivity, for educational and academic use.
CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing process and while demonstrating an ability to justify one’s position
on an argument through carefully selected information and appropriate language, tone and evidence.
CE.EFL.5.19. Engage in collaborative activities through a variety of student groupings in order to solve problems and reflect on literary texts, and produce
criteria for evaluating the effectiveness of the group.

EVALUATION

LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques

SKILLS WITH PERFORMANCE CRITERIA
and instruments
Communication and Cultural Awareness. • Get into groups of three. Student’s book English Communication and Cultural Awareness. Techniques
EFL 5.1.5 Identify, discuss and analyze • Select your favorite section of a newspaper A1.1. I.EFL.5.2.1. Learners can exhibit an ability to discuss Reading
cultural products from Ecuador and beyond and justify your choice. Interactive version culture by analyzing cultural products and referents Organized information
and use them to explore the perspectives of • Do some research about events, news and Audio CD. A1.1 from Ecuador and other countries while making found in the interviews
the culture. stories that have happened at your school. Workbook A1.1 include informed choices about and taking action on issues Read the article and
Oral Communication: (Listening and • Ask key people at school to find out the details in student’s book. of prejudice and discrimination. complete the diagram.
Speaking) about the events you have done research on. Teacher’s Guide A1.1. Oral communication Listening
EFL 5.2.11 Express opinions on abstract • Assign the group members different roles Each Photocopies. I.EFL.5.12.1. Learners can engage with a variety of Listen and complete the
topics, such as film and music, and concrete member will play a key role: journalist editor, Images, photos, digital and print texts and resources by evaluating interview.
topics, such as personal experiences, while graphic designer… drawings and detecting complexities and discrepancies in the Listen to understand the
describing one’s reactions to them and • Use key questions to interview two members Exercises in Internet. information in order to find the most appropriate context.
others’ opinions. of the school community. Videos of You Tube and sources to support an idea or argument. (I.2, I.4, J.3) Speaking
• Record the interviews and take pictures too. others videos. Use idiomatic expression
Reading • Write short narrations of the news you Educative Web pages Reading to share an experience.
EFL 5.3.4 Find the most important infor- discovered. I.EFL.5.12.1. Learners can engage with a variety of Use intonation to express
mation in print or online sources in order to • Create a nice design using the texts and the digital and print texts and resources by evaluating strong feelings.
support an idea or argument. (Example: pictures. and detecting complexities and discrepancies in the Writing
Internet search engines, online advertising, information in order to find the most appropriate Write an article about a
online or print timetables, web pages, sources to support an idea or argument. (I.2, I.4, J.3) topic of interest.
posters, adverts, catalogues, etc.) Writing Answer question about
Writing I.EFL.5.18.1. Learners can use a variety of criteria different kind of texts.
EFL 5.4.4 Select and make effective use of a for evaluating and recommending literary texts to Instruments for oral and
range of digital tools to write, edit, revise others, and recognize how chosen criteria affect writing evaluation
and publish written work in a way that sup- evaluation. (S.1, S.4, J.2, J.4) Rubrics
ports collaboration, learning and productiv- Language through the arts Portfolio
ity. (Example: image editing, Google Drive, I.EFL.5.19.1. Learners can engage in collaborative Oral interview
infographic makers, audio and video activities through a variety of student groupings in individual/in pairs
editing, presentation apps, etc.). order to solve problems and reflect on literary texts, Essay test
EFL 5.4.7 Use the process of prewriting, and produce criteria for evaluating the effectiveness Practical exams.
drafting, revising, peer editing and proof- of the group. (I.1, I.2, S.2, S.3, S.4, J.3, J.4) Writing test.
reading (i.e., “the writing process”) to pro- Training test.
duce well-constructed informational texts.
Language through the arts
EFL 5.5.9 Engage in collaborative activities
through a variety of student groupings to
share, reflect on, express and interpret
opinions and evaluations of a range of
literary texts. (Example: small groups,
cooperative learning groups, literature
circles, process writing groups).
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 02 – 09 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 09-09-2019
Área Instrumental Grado Tercero BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 People around Us
Objetivo de la unidad O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the
spoken language. (CEFR B2level).
Criterios de evaluación CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal communication, and apply them in
appropriate contexts.
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended conversations on familiar social and academic topics by
expressing opinions and feelings and clarifying meaning.
CE.EFL.5.11. Identify and apply a range of reading strategies in order to make texts meaningful and to select information within a text that might be of prac tical
use for one’s own academic needs.
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process and while demonstrating an ability to justify one’s position on
an argument through carefully selected information and appropriate language, tone and evidence.
CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and recognize how chosen criteria affect evaluation.
What and how to evaluate?
What will they learn? EVALUATION
SKILLS WITH PERFORMANCE How are they going to learn? RESOURCES Evaluation Indicators of the unity Evaluation techniques
Learning activities and instruments
CRITERIA
Communication and Cultural Awareness. • Decide on a movie to watch at home. Student’s book English Communication and Cultural Awareness Techniques
EFL 5.1.4 Identify and interpret how • Take notes about its genre, setting, plot, A1.1. I.EFL.5.3.1 Learners can interpret cultural and Reading
cultural and language patterns in English characters, etc. Interactive version language patterns in English, including nonverbal Use knowledge to
are used when exchanging ideas on • Make a short summary of the plot: Name: Audio CD. A1.1 communication, and apply them in appropriate associate word meanings.
familiar topics according to a B1.2 level. True Grit; Cast: Jeff Bridges, Matt Damon, etc.; Workbook A1.1 include contexts. (I.3, I.4, S.1, S.2) Pay attention to the time
(Example: slang, idioms, humor, levels of Setting: American Old West. Main events: in student’s book. Oral Communication expressions.
formality, etc.). A girl was looking for a man who had murdered Teacher’s Guide A1.1. I.EFL.5.8.1 Learners can respond to and build on Listening
Oral Communication: (Listening and her father… Photocopies. other people’s ideas in extended conversations on Use pictures to predict
Speaking) • Investigate the film director of the movie you Images, photos, familiar social and academic topics by expressing content and order before
EFL 5.2.11 Express opinions on abstract saw in Stage 1. Take notes using the new time drawings opinions and feelings and clarifying leaning. (I.3, I.4, listening.
topics, such as film and music, and expressions: After directing Batman, he directed Exercises in Internet. S.1, J.3, J.4) Use context clues to
concrete topics, such as personal Planet of the Apes, and Batman Returns. Videos of You Tube and Reading understand idioms.
experiences, while describing one’s • Write a film review about the movie you others videos. I.EFL.5.11.1 Learners can Identify and apply a range Speaking
reactions to them and others’ opinions. watched and a mini biography of the director. Educative Web pages of reading strategies in order to make texts Use idiomatic expressions
EFL 5.2.14 Request and provide • Pay attention to connectors of sequence, time meaningful and to select information within a text to share an experience.
information and assistance orally for expressions and verbs in all tenses. that might be of practical use for one’s own Writing
personal, social and academic purposes in academic needs. (I.1, I.2, I.4, S.3) Use verb tenses and time
order to clarify and extend meaning in expressions to help
spoken interactions. Writing readers follow the
Reading I.EFL.5.15.1 Learners can plan and produce well- sequence of events.
EFL 5.3.2 Identify and use reading constructed informational texts by applying the Instruments for oral and
strategies to make informative and writing process and while demonstrating an ability written evaluation
narrative texts comprehensible and to justify one’s position on an argument through Rubrics
meaningful. (Example: skimming, carefully selected information and appropriate Portfolio
scanning, previewing, reading for main language, tone and evidence. (I.2, I.3, I.4, S.3, J.1) Oral interviews individual/
ideas and details, using structural and Language through the Arts in pairs
context clues, cognates, format, sequence, I.EFL.5.17.1 Learners can demonstrate and convey Essay Tests
etc.). different levels of meaning in literary texts by Practical Exams
Writing identifying distinguishing features, interpreting Writing Tests
EFL 5.4.3 Apply new and prior knowledge implicit and explicit messages and responding in a • Training Test
in order to plan and create texts and variety of ways. (I.3, I.4, J.3)
determine if the new knowledge adds
value to or contradicts prior information.
EFL 5.4.5 Justify and explain the rationale
for a position on an argument, using
persuasive language, tone, evidence and
well-developed arguments through
essays, editorials, movie and book
reviews, position papers and brochures.
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 02 – 09 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Fecha 02-09-2019
Área Instrumental Grado Tercero BGU Año lectivo 2019-2020
Asignatura CIENCIA TECNOLOGIA Y SOCIEDAD Tiempo 12-09 al 14-02-2020
Unidad didáctica 1 El origen de nuestro conocimiento.
Objetivo de la unidad Despertar la curiosidad por los conocimientos de Ciencia y Tecnología que la investigación ha desarrollado mediante la observación, la
experimentación y el razonamiento.
Criterios de evaluación  Clasificar argumentos como deductivos e inductivos.
 Detectar falacias y otros mecanismos de persuasión no argumentativa.
 Expresar sus ideas con claridad y precisión.
 Interactuar críticamente con los demás interlocutores.
EVALUACIÓN

DESTREZAS CON CRITERIO DE Actividades de aprendizaje RECURSOS Indicadores de Evaluación de la Técnicas e

DESEMPEÑO unidad instrumentos de
evaluación
La construcción del conocimiento Argumentar correctamente. Texto de Investigación Argumentar correctamente. Técnicas
 Pensamiento irracional  Identificar y reconstruir argumentos de ciencia y  Identificar y reconstruir
 Las bases del conocimiento  Clasificar argumentos como deductivos e Tecnología de Tercero argumentos - Prueba escrita
- Lecciones orales
 Aciertos, errores y falacias inductivos de bachillerato del Dr.  Clasificar argumentos como
 La experiencia como  Evaluar argumentos Carlos Villalba Avilés. deductivos e inductivos Instrumento
productora de conocimiento  Detectar falacias y otros mecanismos de Paleógrafos.  Evaluar argumentos - Cuestionario
 Las falacias de la persuasión no argumentativa. Láminas de Ciencia.  Detectar falacias y otros
comunicación Direcciones de sitios mecanismos de persuasión
 Decodificación de las falacias Leer y comprender textos filosóficos y Web de investigación. no argumentativa.
en un mensaje lógicos Fotocopias.
 Redacción de un informe final  Evaluar definiciones Fotos, imágenes y Leer y comprender textos
 Resumir el texto y sus principales dibujos de Ciencia. filosóficos y lógicos
argumentos  Evaluar definiciones
 Analizar los argumentos que el texto  Resumir el texto y sus
plasntea principales argumentos
Escribir textos filosóficos y lógicos  Analizar los argumentos que
 Argumentar sus posturas con rigor el texto plasntea
 Expresar sus ideas con claridad y
precisión Escribir textos filosóficos y
  Organizar el texto de manera adecuada lógicos
 Escribir con corrección  Argumentar sus posturas con
rigor
Participa en diálogos filosóficos y lógicos  Expresar sus ideas con
 Interactuar criticamente con los demás claridad y precisión
interlocutores  Organizar el texto de manera
 Interactuar respetuosamente con los adecuada
demás interlocutores  Escribir con corrección
Participa en diálogos filosóficos y
lógicos
 Interactuar criticamente con
los demás interlocutores
 Interactuar respetuosamente
con los demás interlocutores

*Adaptaciones curriculares:

Especificación de la adaptación a ser aplicada

EVALUACIÓN
Especificación de la necesidad DETREZAS CON CRITERIO DE ACTIVIDADES DE Indicadores de la Técnicas e
DESEMPEÑO APRENDIZAJE RECURSOS evaluación de la instrumentos de
educativa
unidad Evaluación

ELABORADO POR REVISADO POR APROBADO POR

NOMBRE: NOMBRE:

DOCENTE(S):
Firma: Firma:
Firma:
Fecha: Fecha: Fecha: