PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”

Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 27-01-2020
Área Instrumental Grado Octavo EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 26-02 al 03-04-2020
Unidad didáctica 4 Street Life
Objetivo de la unidad Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
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, possessions 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 expressions 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.
EVALUATION
Evaluation Indicators of the unity Evaluation techniques
SKILLS WITH PERFORMANCE CRITERIA LEARNING ACTIVITIES RESOURCES
and instruments
Communication and Cultural - Classify singular and plural clothing  Student’s book Communication and Cultural Awareness. Techniques
Awareness. items. English A1.1. I.EFL.4.1.1. Learners can compare and contrast Listening to
EFL 4.1.2. Recognize and demonstrate an - Describe clothes using demonstrative  Teacher’s Guide oral traditions, myths, folktales and literature background sound to
appreciation of some commonalities and pronouns. A1.1. from Ecuador and other cultures in order to identify the context of
 Videos of You a conversation.
distinctions across cultures and groups demonstrate an understanding of the
Tube
(differentiated by gender, ability, relationship between cultural practices and Instruments
 Images, photos,
generations, etc.) including the students’ perspectives. Learners can share cross-cultural Gap activities in pairs
drawings.
own.  On line games experiences while naming universal cultural
EFL 4.1.5. Apply self-correcting and self-  On line Exercises themes. (I.2, S.1, S.2, J.1)
monitoring strategies in social and I.EFL.4.3.1. Learners can employ a range of
classroom interactions. self-monitoring and self-correcting strategies
and interpret and use appropriate verbal and
nonverbal communication features to
communicate in familiar contexts. (I.3, S.4, J.4)
Oral Communication: (Listening and - Mention activities people are doing  Interactive version Oral communication Techniques
Speaking) and clothes they are wearing. Audio CD. A1.1 I.EFL.4.6.1. Learners can grasp the general Participate in a class
EFL 4.2.1 Understand phrases and - Describe clothes using demonstrative  Student’s book meaning of spoken texts set in familiar discussion
expressions related to areas of most pronouns. English A1.1. everyday contexts and infer changes in the Instruments
 Workbook A1.1 Oral interview in pairs
immediate priority within the personal topic of discussion, as well as deduce the
include in
and educational domains, provided student’s book.
meanings of unfamiliar words and exchanges
speech is clearly and slowly articulated.  Teacher’s Guide through the use of context clues, provided
EFL 4.2.2. Use a series of phrases and A1.1. speech is given slowly and clearly and there is
sentences to describe aspects of personal  Songs sufficient visual support. (I.3, S.1, J.4)
background, immediate environment and  On line games I.EFL.4.8.1. Learners can communicate
matters of immediate need in simple  On line Exercises personal information and basic immediate
terms using grammatical structures needs and deal with other practical everyday
learnt in class. demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic errors).
(I.1, I.2, I.3, S.1)

Reading - Create a collage of different places,  Student’s book Reading Techniques

EFL 4.3.2 Make use of clues such as titles, the kind of weather and clothes they English A1.1. I.EFL.4.11.1. Learners can understand main Scan a text for specific
illustrations, organization, text outline wear.  Teacher’s Guide ideas and some details in short simple online information.
- Describe clothes using demonstrative A1.1. or print texts on familiar subjects, using Instruments
and layout, etc. to identify and
 Workbook A1.1  Games
understand relevant information in pronouns. contextual clues to help identify the most
include in
written level-appropriate text types. relevant information (I.2, I.4)  Portfolio
student’s book.
 Markers  Scrapbook
 White Board

Writing - Group work: Create a fashion poster - Student’s book Writing Techniques
EFL 4.4.4 Write to describe and talk about it. English A1.1. I.EFL.4.15.1. Learners can convey information Use words in a glossary
- Create a collage of different places, - Workbook A1.1 and ideas and describe feelings and opinions in to enrich a text.
feelings/opinions in order to effectively
include in Instruments
influence an audience. (Example: the kind of weather and clothes they simple transactional or expository texts on
student’s book.
persuade, negotiate, argue, etc.) wear. familiar subjects in order to influence an  Writing Quiz
- Exercises in
Internet. audience, while recognizing that different texts  Glossary activities
- Interactive games have different features and showing the ability
on-line. to use these features appropriately in one’s
- Photocopies. own writing. (I.3, I.4, S.3, J.2)
Language through the art - Interview a classmate asking kinds of  Videos of You Language through the arts Techniques
EFL 4.5.1 Make use of main points in clothes and weather. Tube I.EFL.4.20.1. Learners can create short, original Make presentation of
literary texts (authentic and semi-au-  Educative Web literary texts in different genres, including paper and audiovisual
pages those that reflect Ecuadorian cultures, using a Instruments
thentic, oral and written) to understand
 Projector Projects and
short simple everyday stories, especially range of digital tools, writing styles,
 Stationery
if there is visual support. appropriate vocabulary and other literary presentations
 On line games
 On line Exercises
concepts. (I.1, I.3).

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: 27 - 01 - 2020 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 27-01-2020
Área Instrumental Grado Noveno EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 26-02 al 03-04-2020
Unidad didáctica 4 Healthy Food
Objetivo de la unidad 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.4.3. 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.
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.4.11. 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.4.18. 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.4.20. Create short, original 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.

EVALUATION
SKILLS WITH PERFORMANCE CRITERIA LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques
and instruments
Communication and Cultural Awareness.  Interview a classmate about his/her  Student’s book Communication and Cultural Awareness. Techniques
EFL 4.1.5. Apply self-correcting and self- favorite celebration. English A1.1. I.EFL.4.3.1. Learners can employ a range of  Listen for specific
monitoring strategies in social and  Teacher’s Guide self-monitoring and self-correcting strategies details.
classroom interactions. (Example: asking A1.1. and interpret and use appropriate verbal and Instruments
 Videos of You  Oral and writing
questions, starting over, rephrasing, nonverbal communication features to
Tube evaluation
exploring alternative pronunciations or communicate in familiar contexts. (I.3, S.4, J.4)
 Images, photos,
wording etc.) drawings I.EFL.4.4.1. Learners can demonstrate an
EFL 4.1.8. Use suitable vocabulary, ability to give and ask for information and
expressions, and language and interaction assistance using level-appropriate language
styles for formal and informal social or and interaction styles in online or face-to-face
academic situations in order to social and classroom interactions. (J.2, J.3, J.4,
communicate specific intentions in online I.3).
and face-to-face interactions. (Example:
thanking, making promises, apologizing,
asking permission, chatting with friends,
answering in class, greeting an authority
figure, etc.)
Oral Communication: (Listening and  Talk about customs around the  Interactive version Oral communication Techniques
Speaking) world Audio CD. A1.1 I.EFL.4.8.1. Learners can communicate  Use new
EFL 4.2.2. Use a series of phrases and  Interview a classmate about his/her  Student’s book personal information and basic immediate vocabulary and
sentences to describe aspects of personal English A1.1. needs and deal with other practical everyday expressions in a
favorite celebration.
 Workbook A1.1 dialogue to enrich
background, immediate environment and demands in familiar contexts, effectively and
include in
matters of immediate need in simple terms without undue effort and using grammatical it.
student’s book.
using grammatical structures learnt in class structures and vocabulary seen in class Instruments
 Teacher’s Guide
(although there may be frequent errors A1.1. (although there may be frequent, basic errors).  Projects and
with tenses, personal pronouns,  Songs (I.1, I.2, I.3, S.1) presentations
prepositions, etc.)  Oral interview in
pairs

Reading  Read about celebrations in your  Student’s book Reading Tehniques

EFL 4.3.1. Understand main point’s in short country. English A1.1. I.EFL.4.11.1. Learners can understand main Use context clues to
simple texts on familiar subjects. (Example:  Teacher’s Guide ideas and some details in short simple online understand the
A1.1. or print texts on familiar subjects, using meaning of new words
news about sports or famous people,
 Workbook A1.1 in a text.
descriptions, etc.) contextual clues to help identify the most
include in Instruments
student’s book.
relevant information(Example: title,
illustrations, organization, etc)(I.2, I.4).  Role play
 Markers
 White Board
 Game

Writing  Write about celebration in your - Student’s book Writing Techniques

EFL 4.4.4 Write to describe country. English A1.1. I.EFL.4.15.1. Learners can convey information  Use connectors to
 Write a e-mail to a friend inviting - Workbook A1.1 and ideas and describe feelings and opinions in write a short
feelings/opinions in order to effectively
include in
influence an audience. (Example: him/her to celebrate a festivity in simple transactional or expository texts on description of your
student’s book.
persuade, negotiate, argue, etc.) your country. familiar subjects in order to influence an own culture
- Exercises in
Internet. audience, while recognizing that different texts Instruments
- Interactive games have different features and showing the ability  Writing Quiz
on-line. to use these features appropriately in one’s  Glossary activities
- Photocopies. own writing. (I.3, I.4, S.3, J.2)  Portfolio
- Markers
- White Board
Language through the arts  Prepare a slide show presentation  Videos of You Language through the arts Techniques
EFL 4.5.1. Make use of main points in about a culture in Ecuador. Tube I.EFL.4.18.1. Learners can understand, predict,  Pay attention to
literary texts (authentic and semi-  Educative Web infer and deduce literal and implied meanings background
authentic, oral and written) to understand pages in short, simple, everyday literary texts (online, sounds to
 Projector oral or in print), especially when visual support
short simple everyday stories, especially if understand the
 Stationery is provided. (I.2, I.3, I.4).
there is visual support. context of a
conversation.
Instruments
 Audios of
conversations.

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: 27 - 01 - 2020 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 27-01-2020
Área Instrumental Grado Décimo EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 26-02 al 03-04-2020
Unidad didáctica 4 The World is the Limit
Objetivo de la unidad 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 at an A2.1 level.
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.4.4. 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.4.15. 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 CRITERIA
and instruments
Communication and Cultural Awareness.  Mention places for outdoor  Student’s book Communication and Cultural Awareness. Techniques
EFL 4.1.2. Recognize and demonstrate an activities. English A1.1. I.EFL.4.2.1. Learners can name similarities and Listening to specific
appreciation of some commonalities and  Teacher’s Guide differences between different aspects of cultural details.
A1.1. groups. Learners can demonstrate socially
distinctions across cultures and groups Take notes while
 Videos of You responsible behaviors at school, online, at home
(differentiated by gender, ability, generations, listening to a
Tube and in the community, and evaluate their actions by
etc.) including the students’ own. ethical, safety and social standards. (J.3, S.1, I.1) conversation.
 Images, photos,
EFL 4.1.6. Seek and provide information and drawings I.EFL.4.4.1. Learners can demonstrate an ability to Instruments
assistance, orally or in writing and in online or give and ask for information and assistance using
face-to-face interactions, for personal, social level-appropriate language and interaction styles in
and academic purposes. online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)

Oral Communication: (Listening and Speaking)  Talk about outdoor activities.  Interactive version Oral communication Techniques
EFL 4.2.4. Deduce the meanings of unfamiliar Audio CD. A1.1 I.EFL.4.8.1. Learners can communicate personal Encourage a partner to
phrases and words from a context containing  Student’s book information and basic immediate needs and deal take part in a
English A1.1. with other practical everyday demands in familiar
familiar elements. conversation by using
 Workbook A1.1 contexts, effectively and without undue effort and
appropriate
include in using grammatical structures and vocabulary seen in
student’s book. class (although there may be frequent, basic errors). expressions such as
 Teacher’s Guide (I.1, I.2, I.3, S.1) How about you?
A1.1. Instruments
 Songs  Oral interview in
pairs
Reading  Recommend a place to visit in  Student’s book Reading Techniques
EFL 4.3.5. Use everyday reference material in Ecuador. English A1.1. I.EFL.4.12.1. Learners can employ a range of Activate your previous
 Teacher’s Guide reference materials and sources, both online and in knowledge about the
order to select information appropriate to the
A1.1. print, in order to support ideas, answer inquiries,
purpose of an inquiry and relate ideas from one topic a text by looking
 Workbook A1.1 find relationships and relate ideas between
written source to another. into sets of related
include in different subject areas. (I.1, I.2, J.2)
student’s book.
words and ideas.
 Markers Instruments
 White Board  Role play
 Game
Writing  Design a brochure of a  Student’s book Writing Techniques
EFL 4.4.4. Write to describe feelings/ opinions in touristic place in Ecuador English A1.1. I.EFL.4.15.1. Learners can convey information and Use sequence
 Workbook A1.1 ideas and describe feelings and opinions in simple connectors to
order to effectively influence an audience.
include in transactional or expository texts on familiar subjects
(Example: persuade, negotiate, argue, etc.). determine the order of
student’s book. in order to influence an audience, while recognizing
events
 Exercises in that different texts have different features and
Internet. showing the ability to use these features Instruments
 Interactive games appropriately in one’s own writing. (I.3, I.4, S.3, J.2)  Writing Quiz
on-line.  Glossary activities
Language through the arts  Design a project about a  Videos of You Language through the arts Techniques
EFL 4.5.4. Create personal stories by adding campaigning. Tube I.EFL.4.20.1. Learners can create short, original Use idioms and
imaginative details to real-life stories and  Educative Web literary texts in different genres, including those colloquial expressions.
pages that reflect Ecuadorian cultures, using a range of
situations, using appropriate vocabulary and Instruments
 Projector digital tools, writing styles, appropriate vocabulary
elements of the literature learners have read or
and other literary concepts. (I.1, I.3).
 Projects
 Stationery
heard presentations

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: 27 - 01 - 2020 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 26-02 al 03-04-2020
Unidad didáctica 4 Traveling the World
Objetivo de la unidad 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.
Criterios de evaluación CE.EFL.5.4. Communicate effectively using a variety of media and formats, including ICT, by saying things in alternative ways and applying
self-correcting and self-monitoring strategies when needed.
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other peo¬ple’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 poten¬tial resources and references, including digital tools that support
collaboration and productivity, for educational and academic use.
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 CRITERIA LEARNING ACTIVITIES RESOURCES
Evaluation Indicators of the unity Evaluation techniques
and instruments
Communication and Cultural Awareness.  Get in groups and talk about bad  Student’s book Communication and Cultural Awareness. Techniques
EFL 5.1.11 Apply self-correcting and self- behaviors in teens. English A1.1. I.EFL.5.2.1. Learners can exhibit an ability to  Support your ideas
monitoring strategies in social and  Teacher’s Guide discuss culture by analyzing cultural products given reasons.
classroom interactions by adjusting A1.1. and referents from Ecuador and other Instruments
 Videos of You
presentation and language production to countries while making informed choices  Rubrica
Tube
effectively express opinions and make about and taking action on issues of prejudice  Portfolio
 Images, photos,
evaluations. (Example: asking questions, drawings and discrimination (I.1, I.2, S.2, J.1, J.3).
starting over, rephrasing, exploring
alternative pronunciations, etc.)

Oral Communication: (Listening and  Prepare a set of recommendations.  Interactive version Oral communication Techniques
Speaking)  Rehearse the presentation. Audio CD. A1.1 I.EFL.5.5.1. Learners can identify the main idea  Listen to the audio
EFL 5.2.14 Request and provide  Student’s book in a variety of audio recordings (e.g., with the eyes
information and assistance orally for per- English A1.1. interviews, radio ads, news reports, etc.) and close.
 Workbook A1.1
sonal, social and academic purposes in deduce the meanings of unfamiliar phrases Instruments
include in
order to clarify and extend meaning in student’s book.
and words in familiar contexts where speech is Training test.
spoken interactions.  Teacher’s Guide clear and visuals help support meaning. (I.3,
A1.1. I.4)

Reading  Carry out campaign.  Student’s book Reading Techniques

EFL 5.3.6 Display an appreciation of the English A1.1. I.EFL.5.11.1. Learners can Identify and apply a  Scan the text for
language by interacting and engaging with  Teacher’s Guide range of reading strategies in order to make the main idea.
A1.1. texts meaningful and to select information  Find supporting
a variety of digital and print texts and
 Workbook A1.1
resources and by selecting and evaluating within a text that might be of practical use for ideas
include in
these materials as a means to promote and student’s book.
one’s own academic needs. (I.1, I.2, I.4, S.3) Instruments
strengthen literacy skills and language  Markers  Essay test
acquisition  White Board Training test.
Writing  Assign responsibilities: designing  Student’s book Writing Techniques
EFL 5.4.2 Identify a variety of types and flyers or posters, preparing English A1.1. I.EFL.5.18.1. Learners can use a variety of  Use connectors to
formats of potential resources and the speeches and slogans.  Workbook A1.1 criteria for evaluating and recommending join your ideas.
include in literary texts to others, and recognize how  Pay attention to
value, purpose and audience of each for
student’s book.
use in the educational domain. (Example: chosen criteria affect evaluation. (S.1, S.4, J.2, key words to
 Exercises in
audio/video, multimedia, website, Internet.
J.4) identify relevant
database, book, thesaurus,  Interactive games details in the
scholarly/popular, current/historical, etc.) on-line. speech.
EFL 5.4.4 Select and make effective use of  Photocopies. Instruments
a range of digital tools to write, edit, revise  Markers  Practical exams.
and publish written work in a way that sup-  White Board
 Writing test.
ports collaboration, learning and
productivity. (Example: image editing,
GoogleDrive, infographic makers, audio
and video editing, presentation apps, etc.)
Language through the arts  Each group thinks an idea to  Videos of You Language through the arts Techniques
EFL 5.5.6 Evaluate one’s own and others’ promote and educational Tube I.EFL.5.19.1. Learners can engage in collabo-  Share an amazing
work, individually and collaboratively, on campaign against that behavior  Educative Web rative activities through a variety of student experience with
the basis of a variety of criteria, and pages groupings in order to solve problems and re- the class.
 Projector
recognize how chosen criteria affect flect on literary texts, and produce criteria for Instruments
 Stationery
evaluation. (Examples of criteria: clarity of evaluating the effectiveness of the group. (I.1,  Oral interview
ideas, use of English grammar and I.2, S.2, S.3, S.4, J.3, J.4) individual/in pairs
vocabulary, register, originality, visual
presentation, etc.)
Specification of the adaptation to be applied
EVALUATION
Specification of SKILLS WITH LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques
educational need PERFORMANCE CRITERIA and instruments
 Communication and Cultural Awareness.  Get in pairs and talk  Student’s book Communication and Cultural Techniques
Find Ecuadorian cultural and political referents about bad behaviors English A1.1. Awareness.  Support your
by talking about holidays and symbols. in teens.  Teacher’s Guide Learners discuss culture ideas given
Ref(EFL 5.1.3) A1.1. referents from Ecuador (I.1, I.2, reasons.
 Videos of You Tube
S.2, J.1, J.3). Ref(I.EFL.5.2.1.) Instruments
Images, photos, drawings
 Rubrica
 Portfolio
Oral Communication: (Listening and Speaking)  Prepare  Interactive version Oral communication Techniques
Identify the main idea of recorded news reports recommendations. Audio CD. A1.1 Learners can identify the main  Listen to the
and documentaries of food and international Rehearse the  Student’s book idea of audio recordings (e.g., audio with the
customs, climate, weather, etc., where the presentation. English A1.1. interviews, radio ads, news re- eyes close.
visuals support the commentary.  Workbook A1.1
ports, etc.) (I.3, I.4) Instruments
include in student’s
Ref(EFL 5.2.2) Ref(I.EFL.5.5.1.)  Practical exams.
book.
 Teacher’s Guide  Writing test.
A1.1.
 Songs

Reading  Carry out campaign.  Student’s book Reading Techniques

Identify strategies to make informative texts English A1.1. Learners can Identify reading  Scan the text for
comprehensible. (Example: skimming, scanning,  Teacher’s Guide strategies in order to make texts the main idea.
previewing, reading for main ideas and details, A1.1. and to select information within  Find supporting
Intellectual using structural and context clues, cognates,  Workbook A1.1
a text (I.1, I.2, I.4, S.3) ideas for better
disability format, sequence, etc.) include in student’s
book. Ref(I.EFL.5.11.1.) comprehension.
Ref(EFL 5.3.2) Instruments
 Markers
 White Board  Essay test
Training test.
Writing  Assign  Student’s book Writing Techniques
Identify types and formats resources and the responsibilities: English A1.1. Learners can use criteria for  Use connectors
value, purpose and audience of each for use in designing flyers or  Workbook A1.1 evaluating literary texts to to join your
the educational domain. (Example: audio/video, posters, preparing include in student’s others, and recognize how ideas.
multimedia, website, database, book, thesaurus, book.
speeches and slogans. chosen criteria affect evaluation.  Pay attention to
 Exercises in
scholarly/popular, current/historical, etc.) (S.1, S.4, J.2, J.4) key words to
Internet.
Ref(EFL 5.4.2) Ref(I.EFL.5.18.1.) identify relevant
 Interactive games
Select a range of digital tools to write written on-line. details in the
work in a way that supports collaboration,  Photocopies. speech.
learning and productivity. (Example: image  Markers Instruments
editing, GoogleDrive, infographic makers, audio  White Board
 Practical exams.
and video editing, presentation apps, etc.)
Writing test
Ref(EFL 5.4.4)
 Language through the arts  Videos of You Tube Language through the arts Techniques
Engage activities through a variety of student  Each group thinks an  Educative Web Learners can engage in collabo-  Share an amazing
groupings to share and reflect of literary texts. idea to promote and pages rative activities through student experience with
Ref(EFL 5.5.9) educational  Projector groupings in order to solve the class.
 Stationery
campaign against that problems of literary texts. (I.1, Instruments
behavior I.2, S.2, S.3, S.4, J.3, J.4) Oral interview
Ref(I.EFL.5.19.1.) individual/in pairs

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: 27 - 01 - 2020 Fecha: Fecha:

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 27-01-2020
Área Instrumental Grado Segundo BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 26-02 al 03-04-2020
Unidad didáctica 4 For Old Times’ Sake.
Objetivo de la unidad 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.5.2. 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 discrimina¬tion.
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other peo¬ple’s ideas in extended conversations on familiar social and
 academic topics by expressing opinions and feelings and clarifying meaning.
CE.EFL.5.10. Find specific information and identify the main points in simple, straightforward texts on subjects of personal interest or familiar
academic top¬ics while making informed decisions about one’s own reaction to the text.
CE.EFL.5.15. Plan and produce well-constructed informational texts by apply¬ing the writing process and while demonstrating an ability to
justify one’s po¬sition on an argument through carefully selected information and appropriate language, tone and evidence.

EVALUATION
Evaluation Indicators of the unity Evaluation techniques
LEARNING ACTIVITIES RESOURCES and instruments
SKILLS WITH PERFORMANCE CRITERIA
Communication and Cultural • Get into groups of three.  Student’s book Communication and Cultural Awareness. Techniques
Awareness. • Select your favorite section of a English A1.1. I.EFL.5.2.1. Learners can exhibit an ability to  Use idiomatic
EFL 5.1.5 Identify, discuss and analyze newspaper and justify your choice.  Teacher’s Guide discuss culture by analyzing cultural products expression
cultural products from Ecuador and • A1.1. and referents from Ecuador and other Instruments
 Videos of You  Rubrics
beyond and use them to explore the countries while making informed choices
Tube
perspectives of the culture. about and taking action on issues of prejudice  Portfolio
 Images, photos
and discrimination.
Oral Communication: (Listening and Do some research about events, news and  Interactive version Oral communication Techniques
Speaking) stories that have happened at your school. Audio CD. A1.1 I.EFL.5.8.1. Learners can respond to and build • Listen and complete
EFL 5.2.14 Request and provide • • Use key questions to interview two  Student’s book on other people’s ideas in extended the interview.
information and assistance orally for members of the school community. English A1.1. conversations on familiar social and academic • Listen to understand
 Workbook A1.1 the context.
personal, social and academic purposes • Record the interviews and take pictures topics by expressing opinions and feelings and
include in
in order to clarify and extend meaning too. clarifying meaning. (I.3, I.4, S.1, J.3, J.4) • Use intonation to
student’s book.
in spoken interactions. express strong feelings.
 Teacher’s Guide
A1.1. Instruments
 Songs  Oral interview
individual/in pairs
Reading  Assign the group members different  Student’s book Reading Techniques
EFL 5.3.3 Determine the main roles. Each members will play a key English A1.1. I.EFL. 5.10.1. Learners can find specific in- • Organized
conclusion in texts which clearly argue role: journalist editor, graphic  Teacher’s Guide formation and identify the main points in information found in
designer… A1.1. simple, straightforward texts on subjects of the interviews
a point of view in order to make
 Workbook A1.1 • Read the article and
informed decisions about one’s own personal interest or familiar academic topics
include in
opinion and reaction to the text. while making informed decisions about one’s complete the diagram.
student’s book.
EFL 5.3.8 Identify and understand the own reaction to the text. (I.1, I.2, S.2) Instruments
 Markers
main points in straightforward texts on White Board  Essay test
subjects of personal interest or familiar Training test.
academic topics.
Writing • Write short narrations of the news you  Student’s book Writing Techniques
EFL 5.4.5 Select and make effective use discovered. English A1.1. I.EFL.5.15.1. Learners can plan and produce • Write an article about
of a range of digital tools to write, edit,  Workbook A1.1 well-constructed informational texts by a topic of interest.
include in applying the writing process and while •
revise and publish written work in a
student’s book. Instruments
way that supports collaboration, demonstrating an ability to justify one’s
 Exercises in
learning and productivity. (Example: position on an argument through carefully  Practical exams.
image editing, Google Drive, Internet. selected information and appropriate lan-  Writing test.
infographic makers, audio and video  Photocopies. guage, tone and evidence. (I.2, I.3, I.4, S.3, J.1)
editing, presentation apps, etc.)  Markers
EFL 5.4.7 Use the process of prewriting,  White Board
drafting, revising, peer editing and
proofreading.
Language through the arts  Create a nice design using the texts  Videos of You Language through the arts Techniques
EFL 5.5.1. Compare and present and the pictures. Tube I.EFL.5.5.1. Learners can identify the main idea Answer question about
personal and formal responses to and  Educative Web in a variety of audio recordings (e.g., different kind of texts.
interpretations of published literary pages interviews, radio ads, news reports, etc.) and Instruments
 Projector  Essay test
texts and the works of peers, referring deduce the meanings of unfamiliar phrases
 Stationery
to details and features of the text. and words in familiar contexts where speech is  Training test.
(Example: text structure, plot, ideas, clear and visuals help support meaning. (I.3,
events, vocabulary, etc.) I.4)

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: 27 - 01 - 2020 Fecha: Fecha:

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 27-01-2020
Área Instrumental Grado Tercero BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 26-02 al 03-04-2020

Unidad didáctica 4
Objetivo de la unidad Students will be able to talk about different professions, personality types and university degrees.
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 discrimina¬tion.
 CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other peo¬ple’s ideas in extended conversations on familiar social and academic
topics by expressing opinions and feelings and clarifying meaning.
CE.EFL.5.10. Find specific information and identify the main points in simple, straightforward texts on subjects of personal interest or familiar
academic top¬ics while making informed decisions about one’s own reaction to the text.
CE.EFL.5.15. Plan and produce well-constructed informational texts by apply¬ing the writing process and while demonstrating an ability to justify
one’s po¬sition on an argument through carefully selected information and appropriate language, tone and evidence.
CE.EFL.5.5.18 Listening for Meaning: Identify the main idea in a variety of au¬dio recordings (e.g., interviews, radio ads, news reports, etc.) and
deduce the meanings of unfamiliar phrases and words in familiar contexts, provided speech is clear and visuals help support meaning.
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 •Do some research about a job profile, skills,  Student’s book Communication and Cultural Awareness. Techniques
Awareness. personality and the education level required: English A1.1. I.EFL.5.2.1. Learners can exhibit an ability to discuss • Use connectors of
EFL 5.1.5 Identify, discuss and analyze A nurse must be social and good at working  Teacher’s Guide culture by analyzing cultural products and referents contrast to make
A1.1. from Ecuador and other countries while making comparisons.
cultural products from Ecuador and with patients and their families.
 Videos of You informed choices about and taking action on issues
beyond and use them to explore the Instruments
Tube of prejudice and discrimination.
perspectives of the culture. • Rubrics
Images, photos,
drawings
• Portfolio

Oral Communication: (Listening and • Prepare your university prospectus with  Interactive version Oral communication Techniques
Speaking) illustrations and a description of each career Audio CD. A1.1 I.EFL.5.8.1. Learners can respond to and build on • Use pictures to
EFL 5.2.14 Request and provide investigated.  Student’s book other people’s ideas in extended conversations on predict content and
English A1.1. familiar social and academic topics by expressing order before listening.
information and assistance orally for
 Workbook A1.1 opinions and feelings and clarifying meaning. (I.3,
personal, social and academic Instruments
 Teacher’s Guide I.4, S.1, J.3, J.4)
purposes in order to clarify and ex- • Rubrics
A1.1.
tend meaning in spoken interactions. • Portfolio
Reading  Carry out campaign.  Student’s book Reading Techniques
EFL 5.3.3 Determine the main English A1.1. I.EFL. 5.10.1. Learners can find specific information Associate words with
 Teacher’s Guide and identify the main points in simple, similar meanings to
conclusion in texts which clearly argue
A1.1. straightforward texts on subjects of personal increase vocabulary.
a point of view in order to make
 Workbook A1.1 interest or familiar academic topics while making
informed decisions about one’s own Classify words
include in informed decisions about one’s own reaction to the
opinion and reaction to the text. according to word
student’s book. text. (I.1, I.2, S.2)
EFL 5.3.8 Identify and understand the endings to remember
 Markers
main points in straightforward texts White Board vocabulary.
on subjects of personal interest or Instruments
familiar academic topics. • Essay Tests
• Practical Exams

Writing  Assign the group members different  Student’s book Writing Techniques
EFL 5.4.5 Select and make effective roles. Each members will play a key role: English A1.1. I.EFL.5.15.1. Learners can plan and produce well- • Use connectors of
journalist editor, graphic designer…  Workbook A1.1 constructed informational texts by applying the contrast in a text.
use of a range of digital tools to write,
include in writing process and while demonstrating an ability Instruments
edit, revise and publish written work student’s book. to justify one’s position on an argument through • Writing Tests
in a way that supports collaboration,  Exercises in carefully selected information and appropriate lan- •Training Test
learning and productivity. (Example: Internet. guage, tone and evidence. (I.2, I.3, I.4, S.3, J.1)
 Interactive games Language through the arts
image editing, Google Drive,
on-line. I.EFL.5.5.1. Learners can identify the main idea in a
infographic makers, audio and video
 Photocopies. variety of audio recordings (e.g., interviews, radio
editing, presentation apps, etc.) ads, news reports, etc.) and deduce the meanings of
 Markers
EFL 5.4.7 Use the process of  White Board unfamiliar phrases and words in familiar contexts
prewriting, drafting, revising, peer where speech is clear and visuals help support
editing and proofreading (i.e., “the meaning. (I.3, I.4)
writing process”) to produce well-
constructed informational texts
Language through the arts Create a nice design using the texts and  Videos of You Language through the arts Techniques
EFL 5.5.1. Compare and present the pictures. Tube I.EFL.5.5.1. Learners can identify the main idea in a  Share an amazing
personal and formal responses to and  Educative Web variety of audio recordings (e.g., interviews, radio experience with
pages ads, news reports, etc.) and deduce the meanings of the class.
interpretations of published literary
 Projector unfamiliar phrases and words in familiar contexts
texts and the works of peers, referring Instruments
 Stationery where speech is clear and visuals help support
to details and features of the text. meaning. (I.3, I.4)
• Oral interviews
(Example: text structure, plot, ideas, individual/ in pairs
events, vocabulary, etc.)
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: 27 - 01 - 2020 Fecha: Fecha:

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”

Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 27-01-2020

Área Instrumental Grado Tercero BGU Año lectivo 2019-2020

Asignatura CIENCIA TECNOLOGIA Y SOCIEDAD Tiempo 26-02 al 03-04-2020

Unidad didáctica 4 Las grandes revoluciones científicas
Objetivo de la unidad O.ICYT. Despertar la curiosidad por los conocimientos de Ciencia y Tecnología que la investigación ha desarrollado mediante la observación,
4 la experimentación y el razonamiento.

Criterios de evaluación CE.O.ICYT.5.4. Identifica, analiza y valora los aportes de las grandes revoluciones científicas a la comprensión integral de la realidad (naturaleza,
sociedad y pensamiento) y al rediseño de la vida productiva, científica, tecnológica, social, artística, ética, etc.

EVALUACIÓN
DESTREZAS CON CRITERIO DE Actividades de aprendizaje RECURSOS
DESEMPEÑO Indicadores de Evaluación de Técnicas e instrumentos
la de evaluación
unidad
OICYT.5.4.1. Los límites de nuestra ignorancia Texto de Investigación I.OICYT.5.4.1. Describe, TÉCNICAS DE
Describir, explicar y ejemplificar las Analizar por qué no siempre nos de ciencia y ejemplifica y explica la EVALUACIÓN
contribuciones fundamentales de la Revolución Copernicana y la
equivocamos o cómo podemos vivir sin Tecnología de Tercero Observación,
Revolución Copernicana y sus Revolución Científica del siglo
pensar mucho. de bachillerato del Dr. XVII como pautas que dispararon interrogatorio, pruebas.
implicaciones en la ciencia y la
Identificar el papel de la experiencia en los Carlos Villalba Avilés. todo el desarrollo posterior de la INSTRUMENTOS DE
cotidianidad. (Astronomía y Física. De
Nicolás Copérnico a Isaac Newton). mecanismos de error. Paleógrafos. ciencia y la tecnología hasta el EVALUACIÓN
Láminas de Ciencia. siglo XXI. (J.1., J.2., J.3., I.1., Registros, lista de cotejos,
Direcciones de sitios I.2., I.3., I.4., S.2., S.3.) guía de preguntas,
Web de investigación. cuestionarios, talleres,
mapa conceptual de

OICYT.5.4.2. Hablar sin pensar y pensar sin hablar Texto de Investigación I.OICYT.5.4.2. Describe, TÉCNICAS DE
Describir, explicar y ejemplificar las Descubrir pistas para descubrir al ser falaz de ciencia y ejemplifica y explica la EVALUACIÓN
contribuciones fundamentales de la Revolución Darwiniana como un
que llevamos dentro. Tecnología de Tercero Observación,
Revolución Científica del siglo XVII y punto radical de inflexión en la
Reconocer tipos de falacias en el habla de bachillerato del Dr. comprensión del ser humano, interrogatorio, pruebas.
sus implicaciones en la ciencia y la
cotidiana. Carlos Villalba Avilés. como animal humano. (J.1., J.2., INSTRUMENTOS DE
cotidianidad (La polémica entre
empirismo y racionalismo, deducción Paleógrafos. J.3., I.1., I.2., I.3., I.4., S.2., S.3.) EVALUACIÓN
y razonamiento inductivo y la Láminas de Ciencia. Registros, lista de cotejos,
superación de la escolástica. Vasalio, Fotos, imágenes y guía de preguntas,
Descartes, Kepler, Galileo, Bacon). dibujos de Ciencia. cuestionarios, talleres,
Pizarrón de tiza mapa conceptual de
 liquida araña.
Marcadores
borrables.

ELABORADO POR: REVISADO POR: APROBADO POR:

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

Fecha: 15 – 10 -2019 Fecha: Fecha: