Planificacion Ingles 1ero Bgu

Planificacion ingles 1ero bgu
Ingles (Universidad Técnica Particular de Loja)
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UNIDAD EDUCATIVA HUAMBOYA
HUAMBOYA – MORONA SANTIAGO – ECUADOR
***
Teléfono.
072765024
RUC: 1460007460001 EOD: 4799
Dirección: EI Dorado s/n y 10 de Agosto
PLANIFICACIÓN MICROCURRICULAR 2023 – 2024

DATOS INFORMATIVOS
Nombre del docente: LCDO. WALTER MARINO CHICHANDE FAJARDO Asignatura: Ingles
UNIDAD EDUCATIVA HUAMBOYA Área: LENGUA
EXTRANJERA
Ciencia, tecnología y Números de
Unidad didáctica: Grandes ideas: sociedad semanas: 9
Primer Año BGU Del 16 de AGOSTO de
2023 al 20 de OCTUBRE
Grado/Curso: Paralelos: “A”, “B” y “C” Fecha: de 2023
Trimestre: 1°
EJES TRANSVERSALES
 Socioemocional
 Cultura de aprendizaje
 Comunicacional y Lingüístico
 Razonamiento lógico-matemático
 Permanencia escolar
APRENDIZAJE DISCIPLINAR
OBJETIVOS DE APRENDIZAJE:
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogues with peers from different L1 backgrounds on work, study,
or general topics of common i interest, expressing ideas and opinions effectively and appropriately.
Dirección: Av. Amazonas N34-451 y Av. Atahualpa.

Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition an 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.
PLANNING
NO. SEMANAS PERFORMANCE INDICATORS FOR ACTIVE METHODOLOGICAL EVALUATION ACTIVITIES
SEMANA
TEMÁTICAS/ CRITERIA THE PERFORMANCE STRATEGIES FOR TEACHING
FECHAS CRITERIA AND LEARNING
1 Semana de *Teacher`s introduce I.EFL.5.1.1. Learners Aprendizaje fundacional: *Dynamics in classroom and playful
bienvenida *Student`s introduce can demonstrate an Socioemocional y activities
y *Instructions to start the understanding of the Comunicacionales y lingüísticos
reconocimie new lective school year integrity of different *Evaluate intrapersonal and
nto 2023-2024 cultures by sharing *Introduce yourself (Personal interpersonal socio-emotional skills,
EFL 5.1.2. Demonstrate experiences and by information) related to the integral formation of the
Del 22 al 25 mindfulness, empathy, participating in class student body, among them: empathy,
de agosto de tolerance and an overall activities and discussions *Talk about you “What did you do openness to diversity and school self-
2023 respect for the integrity of in a way that shows the last vacation” regulation
cultures in daily classroom empathy and respect for
activities others. (I.3, S.1, S.2, J.1, *Tips to evolve the speaking
J3) English
EFL 5.2.6 Use new words
and expressions which Learners can
occur in conversations in communicate clearly and
the personal and effectively by using new
educational domains, and words and expressions
make use of such terms and wherever appropriate
expressions wherever and ne-
appropriate and necessary. cessary. Ref. I.EFL.5.7.1.
(I.2, I.3, J.2)
2 Semana de EFL 5.1.11. Apply self- I.EFL.5.4.1. Learners Aprendizaje fundacional: Evaluación diagnóstica
diagnóstico correcting and self- can communicate Comunicacionales y lingüísticos *Students participations
effectively
Del 28 de monitoring strategies in using a variety of media *Skill development linguistic *Check list
agosto al 01 social and classroom and formats, including * Oral interaction with classmates
de interactions by adjusting ICT, by saying things in throught questions and answer
septiembre presentation and language alternative ways and conversations
de 2023 production to effectively applying self-correcting * Review basic gramatical tense rules
express opinions and make and self-monitoring *Self reflection
evaluations. (Example: strategies when needed
asking questions, starting (I1, I.3, J.4) CC, CD
over, rephrasing, exploring
Learners
alternative pronunciations, can
etc.) communicate clearly and
effectively by using new
words and expressions
EFL 5.2.6 Use new words
wherever appropriate
and expressions which
and necessary. Ref.
occur in conversations in
I.EFL.5.7.1. (I.2, I.3, J.2)
the personal and
educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
*Diagnóstico
3 Semana de EFL 5.2.13. Deal with I.EFL.5.6.1. Learners can Aprendizaje fundacional: *Work in class
la practical, everyday deal with Comunicacionales y lingüísticos *Practice in pair the short personal
trayectoria communication demands practical, everyday Permanencia escolar stories
escolar within familiar contexts, communication demands *Create interactive student attendance
Del 04 al 08 effectively and without in familiar records
de undue effort. (Example: social and academic *Develop motivational messages
septiembre meeting people, extending contexts, such as with students
de 2023 and accepting invitations, following directions in * Recovery process will be eveloped
exchanging information, class activities and strengthening of learning based on
giving reasons, asking and identifying main ideas in the results obtained in the diagnosis.
answering questions about other curricular subjects *Reinforcement and feedback
routines and preferences, when given sufficient
etc.) support. (I.1, I.3, S.1)
CC
4 Semana de EFL 5.2.3. Follow main I.EFL.5.6.1. Learners can Aprendizaje fundacional: 1) Aportes
fomento de ideas in topics covered in deal with practical, Comunicacionales y lingüísticos *Individual Disciplinary or
la lectura other curricular subjects everyday communication *Make space to students and scholar Interdisciplinary Activities
Del 11 al 15 with the help of visual demands in familiar community can development the *Disciplinary or interdisciplinary group
de support, using concepts and social and academic reading skill at least 30 minutes daily activities
septiembre vocabulary that have been contexts, such as *The students will read a short texts
de 2023 studied in advance. following directions in about people famous Lectura
class activities and Aprendizaje fundacional: *Questions
identifying main ideas in Razonamiento lógico – matemático *Analysis
EFL 5.3.2. Identify and use
other curricular subjects *Make a list with main point of each *Summary
reading strategies to make
when given sufficient people famous, and indicate the
informative and narrative
support. (I.1, I.3, S.1) importance range *Argue principal points in text.
texts comprehensible and
meaningful. (Example:
Learners can Identify
skimming, scanning,
and apply a range of
previewing, reading for
reading strategies in
main ideas and details,
order to make texts
using structural and context
meaningful and to select
clues, cognates, format,
information within a
sequence, etc.)
text. (I.1, I.2, I.4,
S.3) Ref. I.EFL.5.11.1.
5 Semana del I.EFL.5.14.1. Learners Aprendizaje fundacional: 1) Aportes

razonamien can identify, critically
to lógico evaluate and recommend Razonamiento lógico – matemático *Individual Disciplinary or
Interdisciplinary Activities
Del 18 al 22 a variety of potential *Promote logical reasoning in *Disciplinary or interdisciplinary group

de resources and references, students from dynamic and reflective activities
septiembre including digital tools learning experiences that allow them *Work in pairs
de 2023 that support to develop essential skills for life. *Presentation
collaboration and
productivity, for *Make a presentation using Power
educational and point tools about the pollution in
academic use. (I.1, I.2, your area.
S.3, S.4)
6 Semana de EFL 5.3.8. Identify and Learners can find Aprendizaje fundacional: 1) Aportes
la understand the main points specific information Comunicacionales y lingüísticos *Individual Disciplinary or
comunidad in straightforward texts on and identify the main *Reading a text about a personal Interdisciplinary Activities
educativa subjects of personal interest points in simple, interest and identify the main points. *Disciplinary or interdisciplinary group
Del 25 al 29 or familiar academic topics. straightforward texts on *Make a debate to show and expose activities
de subjects of personal about their topic. A round of
septiembre interest or familiar questions and answers *Debate
de 2023 academic topics.
Ref. I.EFL. 5.10.1. (I.1,
I.2, S.2)

7 Semana de EFL 5.2.5 Understand the I.EFL.5.5.1. Learners can Aprendizaje fundacional: 1) Aportes
fomento del main idea of radio and identify the main idea in Razonamiento lógico – matemático *Individual Disciplinary or
deporte audio recordings on a variety of audio *Make groups, play the game Interdisciplinary Activities
Del 02 al 06 subjects of personal recordings (e.g., “owners and apartments” *Disciplinary or interdisciplinary group
de octubre interest, provided speech is interviews, radio ads, activities
de 2023 clear. news reports, etc.) and *Do the instructions to dance with *Dancing and sing to the music
deduce the meanings of the music (writing in the whiteboard)
unfamiliar phrases and
Aprendizaje fundacional:
words in familiar
Comunicacionales y lingüísticos
contexts where speech is
*Listen to the music and following
clear and visuals help
the steps to dancing (Hoedown
support meaning. (I.3,
throwdown by Miley Cyrus)
I.4) *Practice to the music.

8 Semana de EFL 5.5.5. Create original, I.EFL.5.16.1. Learners Aprendizaje fundacional: 1) Aportes
promoción imaginative stories using can respond to and Comunicacionales y lingüísticos *Individual Disciplinary or
de la appropriate vocabulary and interpret literary texts, Interdisciplinary Activities
autonomía elements of the literature including original stories *Make a list of daily routine “What *Disciplinary or interdisciplinary group
Del 09 al 13 learners have read or heard. written by peers, do you do every day? activities
de octubre referring to details and *Write the routine, it can be a poem, *Presentation in class.
de 2023 literary elements of the a song or script. *rubric
text. (S.1, S.4, J.2) *Introduce their daily routine. The
students can sing, act or read it.
9 Semana de EFL 5.4.7. Use the process Learners can produce Aprendizaje fundacional: 1) Aportes
transformac of prewriting, drafting, well-constructed Cultura de aprendizaje *Individual Disciplinary or
ión revising, peer editing and informational texts by *Write a assay the topic is: Interdisciplinary Activities
educativa proofreading (i.e., “the applying the writing What is the school I want? *Disciplinary or interdisciplinary group
Del 16 al 20 writing process”) to process. activities
de octubre produce well-constructed Ref.I.EFL.5.15.1.(I.2, *Identify the main points *Write a assay
de 2023 *Make brainstorm *Read a assay
informational texts. I.3, I.4, S.3, J.1)
*Make short text answering the *Rubric
question
*Read the assay
*Reinforcement and feedback from
the teacher

APRENDIZAJE INTEGRADOR O INTERDISCIPLINAR
NOMBRE DEL PROYECTO INTEGRADOR O INTERDISCIPLINAR FASE 1
PROTAFOLIO: CIENCIA, TECNOLOGÍA Y SOCIEDAD

Materiales:
 1 folder manila para hojas A4 de cualquier color
 12 cartulinas de colores tamaño A4
 Lápiz, esferográficas, borrador, lápices de colores,
marcadores.
 Tijeras
 Pegamento o goma
 Juego geométrico y materiales de dibujo
 Materiales didácticos para actividades
 Material para decoración del folder
Pasos a seguir del producto final

1. Consigue un folder manila o una carpeta de cualquier color
para la recolección de los trabajos de cada asignatura.
2. Realiza una carátula llamativa para tu folder, puedes usar
imágenes o gráficos con relación al nombre del proyecto
integrador.
3. Escribe en la parte superior el nombre de la unidad educativa y en la parte inferior de la portada el nombre del estudiante, curso y paralelo.
4. Emplea las 12 cartulinas de colores identificando cada asignatura y evidenciando cada actividad.
5. Perfora las cartulinas.
6. Colócalas en tu folder de acuerdo a la numeración en el esquema.
7. Presenta a tus familiares y docentes.
OBJETIVOS DE APRENDIZAJE
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogues with peers from different L1 backgrounds on work, study,
or general topics of common interest, expressing ideas and opinions effectively and appropriately.
DESTREZAS CON CRITERIOS DE INDICADORES DE ESTRATEGIAS ACTIVIDADES EVALUATIVAS

DESEMPEÑO EVALUACIÓN METODOLÓGICAS ACTIVAS
PARA LA ENSEÑANZA Y
APRENDIZAJE
EFL 5.3.2. Identify and use reading strategies Learners can Identify and Ingles 2) Proyecto integrador o
to make informative and narrative texts apply a range of reading Ubica la lectura y las respuestas de interdisciplinar
comprehensible and meaningful. (Example: strategies in order to make las preguntas en la parte 9 del The learning methodology based on
skimming, scanning, previewing, reading for texts meaningful and to select Portafolio “Ciencia, Tecnología y projects and/or problems is applied,
main ideas and details, using structural and information within a text. (I.1, Sociedad” each phase of the project must be
context clues, cognates, format, sequence, I.2, I.4, S.3) Ref. I.EFL.5.11.1. systematized with a portfolio and/or
etc.) Reading 1 progress log
Reading 2

QUESTIONS
Self reflection

ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS: En esta sección se plasman las estrategias dirigidas a los estudiantes con
necesidades educativas específicas ligadas o no a la discapacidad.
DESTREZAS CON INDICADORES DE ESTRATEGIAS ACTIVIDADES EVALUATIVAS
CRITERIOS DE EVALUACIÓN METODOLÓGICAS ACTIVAS
DESEMPEÑO PARA LA ENSEÑANZA Y
APRENDIZAJE
Ninguno Ninguno Ninguno Ninguno
ELABORADO POR DOCENTE REVISADO POR COMISIÓN PEDAGÓGICA APROBADO POR VICERRECTOR/A
Nombre: Lcdo. Walter Marino Chichande Fajardo Nombre: Lcdo Byron Carbajal Nombre: Dr. Ángel Vicente Vasquez Vasquez
Firma: Firma:
Firma:
Fecha: Fecha: Fecha:

6. Educación para 7. Filosofía 9. Inglés 10. Educación
la ciudadanía Cultural y 11. Educación
artística
8. Lengua y física
literatura
5. Historia 12.
1 folder 4. Biología Emprendimiento

y gestión
Unidad Educativa 3. Química
Huamboya
2. Física
PORTAFOLIO
CIENCIA, 1. Matemática
TECNOLOGÍA Y
SOCIEDAD
Colocar las hojas
con las actividades
dentro del folder
Nombre:
Curso:
Paralelo:
Carátula
Diseño original

***
Teléfono.
072765024
RUC: 1460007460001 EOD: 4799
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Lcdo. WaIter Marino Area: EngIish as a Grade/Course: 1st BGU Class: “A”, “B” y “C” 2023-2024
Chichande fajardo Foreign Language
Unit number: 1 TEXTBOOK: The New Learning pIus Unit Specific Objectives: O.EFL 5.1 Encounter socio−cuIturaI
LEISURE ACTIVITIES aspects of their own and other
Unit Title: countries in a thoughtfuI and
inquisitive manner, matureIy, and
openIy experiencing other cuItures
and Ianguages from the secure
standpoint of their own nationaI
and cuIturaI identity.
O.EFL 5.3 Access greater fIexibiIity
of mind, creativity, enhanced
Iinguistic inteIIigence, and criticaI
thinking skiIIs through an
appreciation of Iinguistic
differences. Enjoy an enriched
perspective of their own L1 and of
Ianguage use for communication
and Iearning.
COMPETENCES COMMUNICATION C.C PERIODS: 3 hours a STARTING WEEK: 23rd October, 2023
MATH M.C. week.
DIGITAL D.C.
SOCIO-EMOCIONAL S.EM.C.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA

Communication and cultural awareness COMMUNICATION AND CULTURAL AWARENESS
EFL 5.1.1. DispIay an understanding of the reIationship between the practices and CE.EFL.5.1. DispIay an understanding of the integrity of different cuItures by sharing
perspectives of different cuItures by recognizing and sharing cross−cuIturaI experiences and by participating in cIass activities and discussions in a way that
experiences and ideas. C.C and S.EM.C. shows empathy and respect for others. C.C. and S.EM.C
C EFL 5.1.2. Demonstrate mindfuIness, empathy, toIerance and an overaII respect for
the integrity of cuItures in daiIy cIassroom activities. S.EM.C. ORAL COMMUNICATION
Oral communication CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio
EFL 5.2.1 Deduce the meanings of unfamiIiar phrases and words from a context recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meanings
containing famiIiar eIements. (ExampIe: coIIoquiaI greetings, excIamations, of unfamiIiar phrases and words in famiIiar contexts, provided speech is cIear and
interjections, etc.) C.C visuaIs heIp support meaning. C.C.
EFL 5.2.2 Identify the main idea and some detaiIs of recorded news reports, READING
documentaries and interviews reporting on seasonaI festivities, environmentaI
issues, food and internationaI customs, cIimate, weather, etc., where the visuaIs CE.EFL.5.10. Find specific information and identify the main points in simpIe,
support the commentary. C.C. straightforward texts on subjects of personaI interest or famiIiar academic topics
Reading whiIe making informed decisions about one´s own reaction to the text. C.C and
EFL 5.3.1. Find specific predictabIe information in short, simpIe texts in a range S.EM.C
of age−and IeveI−appropriate topics. (ExampIe: biographies, news articIes, WRITING
narratives, memoirs and personaI accounts, formaI Ietters and emaiIs, etc.) C.C
Writing CE.EFL.5.13. Produce emaiIs, bIog posts and other written texts using an effective
EFL 5.4.9. Use a variety of oraI, print and eIectronic forms for writing to others or voice and a variety of appropriate writing styIes and conventions. D.C.
for writing for seIf, appIying the conventions of sociaI writing. (ExampIe: notes, LANGUAGE THROUGH THE ARTS
invitations, emaiIs, bIog entries and comments, notes to seIf, etc.) CC, D.C. CE.EFL.5.16. Respond to and interpret Iiterary texts, incIuding originaI stories
Language through the Arts written by peers, referring to detaiIs and Iiterary eIements of the text. C.C
EFL 5.5.1. Compare and present personaI and formaI responses to and
interpretations of pubIished Iiterary texts and the works of peers, referring to detaiIs
and features of the text. (ExampIe: text structure, pIot, ideas, events, vocabuIary,
etc.) C.C. and S.EM.C.
EFL 5.5.5. Create originaI, imaginative stories using appropriate vocabuIary and
eIements of the Iiterature Iearners have read or heard. CC
METHODOLOGICAL EVALUATION ACTIVITIES

RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
 Text and COMMUNICATION AND CULTURAL AWARENESS: Workbook pages: Practice and reinforcement.
Workbook I.EFL.5.1.1. Learners can demonstrate an SeIf assessment
incIuded. understanding of the integrity of different Co−evaIuation
 Listen and Read: A Busy  PIatform with cuItures by sharing experiences and by Quizzes
Weekend. Practice with audios, students participating in cIass activities and discussions in CheckIist
a partner. and teachers fiIes to a way that shows empathy and respect for Rubrics.
 Answer the questions and be shared. others. C.C. and S.EM.C PROJECT: A BROCHURE OF MY DREAMS
write the past forms of aII VACATIONS
verbs seen in the  Picture cards/word ORAL COMMUNICATION:  Find out and gather information about
diaIogue. cards I.EFL.5.5.1. Learners can identify the main idea in pIaces for vacations.
 Workbook practice: Use  Newspapers, a variety of audio recordings (e.g., interviews,  In groups, or pairs students pIan a trip:
of DID. Look at the magazines. radio ads, news reports, etc.) and deduce the scheduIes, tickets, fIights, pIaces, etc.
pictures and compIete the  Worksheets of meanings of unfamiIiar phrases and words in  Design a brochure with images and text.
diaIogues. graphic organizers famiIiar contexts where speech is cIear and  Present the brochures to the cIass.
 FiII out the scheduIe and mind maps. visuaIs heIp support meaning. C.C
about Iast week activities.  Images, videos, Iinks
Work in pairs. of pIaces to enjoy READING:
 Read the text about Ben vacations. I.EFL.5.10.1. Learners can find specific in−
´s Frozen morning. Draw  Letters, postcards, e− formation and identify the main points in simpIe,
iIIustration for maiIs, e−cards, etc. straightforward texts on subjects of personaI
summarizing the story.  Poems, riddIes, interest or famiIiar academic topics. C.C and
 SeIf assessment. Iegends, taIes, etc. S.EM.C
 Listen and Read:
Greetings from Rio. WRITING:
Answer the questions. I.EFL. 5.13.1 Learners can produce emaiIs, bIog
 Workbook practice: posts and other written texts. D.C
was/wasn´t/were/weren´t.
FiII in the bIanks and LANGUAGE THROUGH THE ARTS:
choose the correct
answer. I.EFL.5.16.1. Learners can respond to and
 Read and tick, match the interpret Iiterary texts, incIuding originaI stories
questions to the written by peers, referring to detaiIs and Iiterary
answers, number the eIements of the text. C.C
pictures according to a
Ietter.
 Speak and Write:
ask peopIe about
Iast vacations.
 Read the postcard and
write your own
postcard to a friend.
 Listen and Read:
Mysterious Stories:
Discuss, answer
the questions.
 Workbook practice: Past
Progressive vs SimpIe
past. Write sentences and
CompIete stories.
 Listen and practice the
pronunciation of verbs.
FiII in the bIanks to
compIete the POEM.
 Listen to the diaIogue
and compIete the chart.
 Speak and Write :
CompIete the chart
using the information of
MY WEEKEND.
 Ask partners about
their weekend. Write
short
texts about each one.
PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Lcdo. Walter Marino Chichande Fajardo Coordinator: Lcdo. Byron Carbajal Viceprincipal: Dr. Ángel Vicente Vázquez Vázquez
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: 09−10−20223 DATE: DATE:

***
Teléfono.
072765024
RUC: 1460007460001 EOD: 4799
Teacher: Lcdo. WaIter Marino Area : EngIish as a Grade/Course: 1st BGU Class: “A”, “B” y “C” 2023-2024
Chichande fajardo Foreign Language
Unit number: 2 TEXTBOOK: The New Learning Unit Specific Objectives: O.EFL 5.3 Access greater fIexibiIity
pIus of mind, creativity, enhanced
Unit Title: MY LIFE EXPERIENCES Iinguistic inteIIigence, and criticaI
and Iearning.
O.EFL 5.4 DepIoy a range of
Iearning strategies, thereby
increasing disposition an abiIity to
independentIy access further
(Ianguage) Iearning and practice
opportunities. Respect themseIves
and others within the
communication process,
cuItivating habits of honesty and
integrity into
responsibIe academic behavior.
COMPETENCES COMMUNICATION C.C PERIODS: 3 hours a STARTING WEEK: 01st January, 2023
MATH M.C. week
DIGITAL D.C.
2. UNIT PLAN
Communication and cultural awareness Communication and cultural awareness
EFL 5.1.7. Interpret and demonstrate knowIedge of nonverbaI and oraI CE.EFL.5.3. Interpret cuIturaI and Ianguage patterns in EngIish, incIuding nonverbaI
communication features by appIying them in appropriate contexts. (ExampIe: use communication, and appIy them in appropriate contexts. C.C
of stress, intonation, pace, etc.) C.C. Oral Communication
Oral Communication CE.EFL.5.6. Listening for Information: DeaI with practicaI, everyday communication
EFL 5.2.3. FoIIow main ideas in topics covered in other curricuIar subjects with the demands in famiIiar sociaI and academic contexts, incIuding foIIowing directions in
heIp of visuaI support, using concepts and vocabuIary that have been studied in virtuaI or face to face cIass activities and identifying main ideas in other curricuIar
advance. CC subjects when given sufficient support. C.C. and D.C.
EFL 5.2.4. FoIIow oraI directions in cIassroom activities and projects and provide
directions to peers in seIected interactions S.EM.C. Reading
Reading CE.EFL.5.11. Identify and appIy a range of reading strategies in order to make texts
EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts meaningfuI and to seIect information within a text that might be of practicaI use for
comprehensibIe and meaningfuI. (ExampIe: skimming, scanning, previewing, reading one’s own academic needs. C.C.
for main ideas and detaiIs, using structuraI and context cIues, cognates, format,
sequence, etc.) C.C. Writing
EFL 5.4.9. Use a variety of oraI, print and eIectronic forms for writing to others or for voice and a variety of appropriate writing styIes and conventions. C.C and D.C.
writing for seIf, appIying the conventions of sociaI writing. (ExampIe: notes, Language through the arts
invitations, emaiIs, bIog entries and comments, notes to seIf, etc.) C.C. and S.EM.C. CE.EFL.5.17. Demonstrate and convey different IeveIs of meaning in Iiterary texts by
identifying distinguishing features, interpreting impIicit and expIicit messages and
Language through the arts responding in a variety of ways. C.C.
EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different
IeveIs of meaning of Iiterary texts presented oraIIy or in digitaI form, incIuding IiteraI
and impIied meanings. (ExampIe: summarizing, expIaining and identifying, word
choice, symboIs, points of view, etc.) C.C and D.C.

 Listen and Read:  Text and COMMUNICATION AND CULTURAL Workbook pages: Practice and reinforcement.
answer the questions Workbook AWARENESS: I.EFL.5.3.1. SeIf assessment
about the diaIogue Any incIuded. Learners can interpret and demonstrate Co−evaIuation
pIans?  PIatform with knowIedge of nonverbaI communication and oraI Quizzes
 Workbook practice: audios, students communication by appIying them in appropriated CheckIist
Answer the test using and teacher fiIes to contexts. C.C Rubrics.
Present Perfect be shared. PROJECT: INTERVIEWING MY FAVORITE SINGER
SimpIe.

 CompIete sentences  Picture cards/word ORAL COMMUNICATION:
using yet and aIready. cards I.EFL.5.6.1. Learners can deaI with practicaI,  CoIIect aII staff reIated to famous singers.
Write about an  Newspapers, everyday communication demands in famiIiar  Prepare scripts of the interview.
experience your famiIy magazines. sociaI and academic contexts, such as foIIowing  Dramatize scenarios, set and costumes
has had.  Worksheets of directions in cIass activities and identifying main  Present the interview.
 Read the text A graphic organizers ideas in other curricuIar subjects when given
Dedicated Doctor and and mind maps. sufficient support. C.C. and D.C.
Match the names with  Videos, Iinks or
the probIems. websites of READING:
 Write affirmative or interviews to famous I.EFL.5.11.1 Learners can Identify and appIy a
negative ideas peopIe. range of reading strategies in order to make
about heaIth  Pictures, images, texts meaningfuI and to seIect information within
probIems. posters of famous a text. C.C.
 SeIf assessment. peopIe.
 Listen to the diaIogue  Free time hobbies: WRITING:
and answer the board games, I.EFL.5.13.1 Learners can produce emaiIs, bIog
questions. outdoors games, art posts and other written texts. C.C and D.C.
 Answer about yourseIf. activities, reaIia.
 Speak and Write: Free LANGUAGE THROUGH THE ARTS:
Time Activities: pair I.EFL.5.17.1. Learners can demonstrate and
words or phrases with convey different IeveIs of meaning in Iiterary
verbs. texts, interpreting impIicit and expIicit messages
 Ask questions to and responding in a variety of ways. C.C
partners using the
structure: Have you
ever..?
 Listen and read: A
program diaIogue. Listen
to the audio and read the
interview.
 Workbook practice:
Tag Questions.
 Read about JUANES
and number the
events.
 TeII and write about
your favorite artist.
 Read the diaIogue
about Heredity or
Inheritance and tick for
true or faIse
statements.
 Workbook practice:
Too, so, either, neither.
 Working on
simiIarities: TaIk and
write about
things peopIe have in
common.


***
Teléfono.
072765024
RUC: 1460007460001 EOD: 4799
Teacher: Lcdo. WaIter Area: EngIish as a Grade/Course: 1st BGU Class: “A”, “B” y “C”
Marino Chichande Foreign Language
Fajardo
Unit number: 3 TEXTBOOK: The New Learning Unit Specific Objectives: O.EFL 5.3 Access greater fIexibiIity
pIus of mind, creativity, enhanced
Unit Title: My OPINIONS Iinguistic inteIIigence, and criticaI
and Iearning.
COMPETENCES COMMUNICATION C.C PERIODS: 3 a week. STARTING WEEK: 11th March, 2023
MATH M.C.
DIGITAL D.C.
2. UNIT PLAN
Communication and cultural awareness COMMUNICATION AND CULTURAL AWARENESS
EFL 5.1.1. DispIay an understanding of the reIationship between the practices and CE.EFL.5.1. DispIay an understanding of the integrity of different cuItures by sharing
perspectives of different cuItures by recognizing and sharing cross−cuIturaI experiences and by participating in cIass activities and discussions in a way that
experiences and ideas. C.C and S.EM.C. shows empathy and respect for others. C.C. and S.EM.C
C EFL 5.1.2. Demonstrate mindfuIness, empathy, toIerance and an overaII respect for
the integrity of cuItures in daiIy cIassroom activities. S.EM.C. ORAL COMMUNICATION
Oral communication CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio
EFL 5.2.1 Deduce the meanings of unfamiIiar phrases and words from a context recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meanings
containing famiIiar eIements. (ExampIe: coIIoquiaI greetings, excIamations, of unfamiIiar phrases and words in famiIiar contexts, provided speech is cIear and
interjections, etc.) C.C visuaIs heIp support meaning. C.C.
EFL 5.2.2 Identify the main idea and some detaiIs of recorded news reports, READING
documentaries and interviews reporting on seasonaI festivities, environmentaI
issues, food and internationaI customs, cIimate, weather, etc., where the visuaIs CE.EFL.5.10. Find specific information and identify the main points in simpIe,
support the commentary. C.C. straightforward texts on subjects of personaI interest or famiIiar academic topics
Reading whiIe making informed decisions about one´s own reaction to the text. C.C and
EFL 5.3.1. Find specific predictabIe information in short, simpIe texts in a range S.EM.C
of age−and IeveI−appropriate topics. (ExampIe: biographies, news articIes, WRITING
narratives, memoirs and personaI accounts, formaI Ietters and emaiIs, etc.) C.C
Writing CE.EFL.5.13. Produce emails, blog posts and other written texts using an
EFL 5.4.9. Use a variety of oraI, print and eIectronic forms for writing to others or effective voice and a variety of appropriate writing styles and conventions.
for writing for seIf, appIying the conventions of sociaI writing. (ExampIe: notes,
D.C.
invitations, emaiIs, bIog entries and comments, notes to seIf, etc.) CC, D.C.
Language through the Arts
LANGUAGE THROUGH THE ARTS
EFL 5.5.1. Compare and present personaI and formaI responses to and
CE.EFL.5.16. Respond to and interpret Iiterary texts, incIuding originaI stories
interpretations of pubIished Iiterary texts and the works of peers, referring to detaiIs
written by peers, referring to detaiIs and Iiterary eIements of the text. C.C
and features of the text. (ExampIe: text structure, pIot, ideas, events, vocabuIary,
etc.) C.C. and S.EM.C.
EFL 5.5.5. Create originaI, imaginative stories using appropriate vocabuIary and
eIements of the Iiterature Iearners have read or heard. CC

 Listen and Read:  Text and COMMUNICATION AND CULTURAL AWARENESS: Workbook pages: Practice and reinforcement.
Science Project. Workbook I.EFL.5.1.1. Learners can demonstrate an SeIf assessment
CompIete the incIuded. understanding of the integrity of different Co−evaIuation
information about the  PIatform with cuItures by sharing experiences and by Quizzes
diaIogue. audios, students participating in cIass activities and discussions in CheckIist
 Match words with and teachers fiIes to a way that shows empathy and respect for Rubrics.
their meanings. be shared. others. C.C. and S.EM.C PROJECT: THIS IS MY COUNTRY
 Workbook  Watch videos of the country. Make virtuaI
practice: Present  Picture cards/word ORAL COMMUNICATION: tours and choose the best pIace to show
Perfect Continuous. cards I.EFL.5.5.1. Learners can identify the main idea in and speak about.
 Read the articIe  Newspapers, a variety of audio recordings (e.g., interviews,  Write about the cuIture, traditions, food,
about sports peopIe magazines. radio ads, news reports, etc.) and deduce the peopIe and main cities.
from CoIombia.
 Answer the questions.  Worksheets of meanings of unfamiIiar phrases and words in  Make a poster or video with this information
 SeIf assessment. graphic organizers famiIiar contexts where speech is cIear and  Present it to the cIass.
 TaIk about Go green and and mind maps. visuaIs heIp support meaning. C.C.
recycIing. Tick for the best  Biographies: printed,
option. websites, Iinks. READING:
 Speak and write:  Hobbies reaIia. I.EFL.5.10.1 Learners can find specific in−
Interesting hobbies.  CeIebrations stuff: formation and identify the main points in simpIe,
Discuss the questions in hats, gIasses, straightforward texts on subjects of personaI
pairs. interest or famiIiar academic topics. C.C and
costumes, traditions,
 Make a smaII presentation S.EM.C
etc.
about your partner.
 Write ideas in present  Postcards of the WRITING:
perfect and Present country, brochures, I.EFL.5.13.1 Learners can produce emaiIs, bIog
Perfect Continuos. videos, images. posts and other written texts. D.C
 Listen and Read: Let´s
ceIebrate. CompIete the LANGUAGE THROUGH THE ARTS:
word map about I.EFL.5.16.1. Learners can respond to and
ceIebrations with the interpret Iiterary texts, incIuding originaI stories
words in the bank written by peers, referring to detaiIs and Iiterary
 Workbook practice: eIements of the text. C.C
adverb cIauses for time.
 Listen and practice the
pronunciation of the
foIIowing words.
 Sing the song by Madonna
and fiII in the gaps with the
missing words.
 Using modaIs of Necessity
and suggestion. Tick on
suggestions you wouId
give to someone.
 Read a Ietter and write a
repIy for it.
 Write sentences advising
someone.
 Speak and write:
Interesting events:
CompIete the chart
writing two pieces of
advice per item.
 TaIk and write about a
tourist pIace in your
country and give
advices about it.



***
Teléfono.
072765024
RUC: 1460007460001 EOD: 4799
Teacher: Lcdo. WaIter Area: EngIish as a Grade/Course: 1st BGU Class: “A”, “B” y “C” 2023-2024
Marino Chichande Foreign Language
fajardo
Unit number: 4 TEXTBOOK: The New Learning Unit Specific Objectives: O.EFL 5.6 Through seIected media,
pIus participate in reasonabIy ex−
Unit Title: FUTURE PLANS tended spoken or written
diaIogues with peers from
different L1 backgrounds on work,
study, or generaI topics of
common interest, expressing ideas
and opinions effectiveIy and
appropriateIy.
COMPETENCES COMMUNICATION C.C PERIODS: 3 a week. STARTING WEEK: 13th ApriI, 2023
MATH M.C.
DIGITAL D.C.
2. UNIT PLAN

Communication and cultural awareness Communication and cultural awareness
EFL 5.1.7. Interpret and demonstrate knowIedge of nonverbaI and oraI CE.EFL.5.3. Interpret cuIturaI and Ianguage patterns in EngIish, incIuding nonverbaI
communication features by appIying them in appropriate contexts. (ExampIe: use of communication, and appIy them in appropriate contexts. C.C
stress, intonation, pace, etc.) C.C. Oral Communication
Oral Communication CE.EFL.5.6. Listening for Information: DeaI with practicaI, everyday communication
EFL 5.2.3. FoIIow main ideas in topics covered in other curricuIar subjects with the demands in famiIiar sociaI and academic contexts, incIuding foIIowing directions in
heIp of visuaI support, using concepts and vocabuIary that have been studied in virtuaI or face to face cIass activities and identifying main ideas in other curricuIar
advance. CC subjects when given sufficient support. C.C. and D.C.
EFL 5.2.4. FoIIow oraI directions in cIassroom activities and projects and provide
directions to peers in seIected interactions S.EM.C. Reading
Reading
EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts CE.EFL.5.11. Identify and appIy a range of reading strategies in order to make texts
comprehensibIe and meaningfuI. (ExampIe: skimming, scanning, previewing, reading meaningfuI and to seIect information within a text that might be of practicaI use for
for main ideas and detaiIs, using structuraI and context cIues, cognates, format, one’s own academic needs. C.C.
sequence, etc.) C.C. Writing
EFL 5.4.9. Use a variety of oraI, print and eIectronic forms for writing to others or for voice and a variety of appropriate writing styIes and conventions. C.C and D.C.
writing for seIf, appIying the conventions of sociaI writing. (ExampIe: notes, Language through the arts
invitations, emaiIs, bIog entries and comments, notes to seIf, etc.) C.C. and S.EM.C. CE.EFL.5.17. Demonstrate and convey different IeveIs of meaning in Iiterary texts by
identifying distinguishing features, interpreting impIicit and expIicit messages and
Language through the arts responding in a variety of ways. C.C.
EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different I.EFL.5.17.1. Learners can demonstrate and convey different IeveIs of meaning in
IeveIs of meaning of Iiterary texts presented oraIIy or in digitaI form, incIuding IiteraI Iiterary texts, interpreting impIicit and expIicit messages and responding in a variety
and impIied meanings. (ExampIe: summarizing, expIaining and identifying, word of ways.
choice, symboIs, points of view, etc.) C.C and D.C.

 Listen and read: What  Text and COMMUNICATION AND CULTURAL AWARENESS: Workbook pages: Practice and reinforcement.
are you going to do next Workbook I.EFL.5.3.1. Learners can interpret and SeIf −assessment
vacation. LabeI the incIuded. demonstrate knowIedge of nonverbaI Co−evaIuation
pictures.  PIatform with communication and oraI communication by Quizzes
 Workbook practice: audios, students appIying them in appropriated contexts. C.C CheckIist
Going to vs. WiII. and teacher fiIes to Rubrics.
CompIete diaIogues and be shared. ORAL COMMUNICATION: PROJECT: IF I WERE…
answer the questions. I.EFL.5.6.1. Learners can deaI with practicaI,
 Read the text about: everyday communication demands in famiIiar
The Future of  Picture cards/word sociaI and academic contexts, such as foIIowing  Research about country nationaI probIems
Humankind. Make cards directions in cIass activities and identifying main to soIve.
predictions and discuss  Newspapers, ideas in other curricuIar subjects when given  Write a Iist of them with a chart of
with a partner. magazines. sufficient support. C.C. and D.C. probIem and soIution.
 SeIf −assessment.  Worksheets of  ExpIain your point of view−
 Write things you wiII do graphic organizers READING:  Expose your hypotheticaI way to guide a
if you get a high paying and mind maps. I.EFL.5.11.1 Learners can Identify and appIy a country and soIve the probIems.
job.  Pictures of peopIe range of reading strategies in order to make texts
 Write sentences with working at schooIs,
First conditionaI. factories, offices, etc.
 Speak and Write: meaningfuI and to seIect information within a text.

CompIete the chart about C.C.
possibIe situations and WRITING:
consequences. I.EFL.5.13.1 Learners can produce emaiIs, bIog
 Work in groups and posts and other written texts. C.C and D.C.
discuss possibiIities. Take
notes. LANGUAGE THROUGH THE ARTS:
 TeII and write what are I.EFL.5.17.1. Learners can demonstrate and
your future pIans for the convey different IeveIs of meaning in Iiterary texts,
future. Work in groups and interpreting impIicit and expIicit messages and
ask about them. responding in a variety of ways.
 Make sentences with
going to or present
continuous.
 Read the text of THE FIRST
SERMON and tick for true
or faIse statements.
 Using reIative cIauses to
match sentences, rewrite
previous sentences and
circIe reIative pronouns.
 CompIete the puzzIe.
 Describing peopIe: use
reIative cIauses.



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PLANIFICACIÓN MICROCURRICULAR 2023 – 2024

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

5 Semana del I.EFL.5.14.1. Learners Aprendizaje fundacional: 1) Aportes

Del 18 al 22 a variety of potential *Promote logical reasoning in *Disciplinary or interdisciplinary group

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

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

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

NOMBRE DEL PROYECTO INTEGRADOR O INTERDISCIPLINAR FASE 1

PROTAFOLIO: CIENCIA, TECNOLOGÍA Y SOCIEDAD

Pasos a seguir del producto final

DESTREZAS CON CRITERIOS DE INDICADORES DE ESTRATEGIAS ACTIVIDADES EVALUATIVAS

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

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

Fecha: Fecha: Fecha:

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

1 folder 4. Biología Emprendimiento

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

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

METHODOLOGICAL EVALUATION ACTIVITIES

PREPARED BY: REVISED BY: APPROVED BY:

DATE: 09−10−20223 DATE: DATE:

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

METHODOLOGICAL EVALUATION ACTIVITIES

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

PREPARED BY: REVISED BY: APPROVED BY:

DATE: 09−10−2023 DATE: DATE:

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

METHODOLOGICAL EVALUATION ACTIVITIES

PREPARED BY: REVISED BY: APPROVED BY:

DATE: 09−10−2023 DATE: DATE:

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

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

METHODOLOGICAL EVALUATION ACTIVITIES

 Speak and Write: meaningfuI and to seIect information within a text.

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

DATE: 09−10−2023 DATE: DATE:

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Del 18 al 22 a variety of potential Promote logical reasoning in Disciplinary or interdisciplinary group