Distrito 07D01 Pasaje.

UNIDAD EDUCATIVA PARTICULAR VICERRECTORADO

2024 - 2025
“ALBORADA” PLAN MICROCURRICULAR CORRESPONDIENTE AL
I TRIMESTRE

MICRO-CURRICULAR PLAN FOR ENGLISH FOR THE FIRST TRIMESTER

1. INFORMATIVE DATA:
LIC. BERENICE FEIJOO
Teacher: Área: FOREIGN LANGUAGE Asignatura: ENGLISH
CHAMBA
Nivel: 2 Subnivel: Básica Superior Grade/Course 2do Bachillerato BGU PARALLEL: A
Periods: 6 No. Weeds: 14 Start date: 6 de mayo de End date: 7 de agosto de 2024
2024
No. Units: 1y2 Unit Titles: What inspires you? / What is art?

O.EFL.4.5 Introduce the need for independent research as a daily activity by using electronic
resources (ICT) in class while practicing appropriate competences in the four skills.
Evaluation criteria:
O.EFL.4.8 Integrate written and spoken text to identify cultural differences and similarities
within a range of local, national and global contexts familiar to the learner.
DISCIPLINARY LEARNING
• O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
• O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and
interpersonal and intrapersonal interaction.
• O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
to promote autonomous learning and
• decision making.
1. OBJECTIVES OF THE MICRO- • O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic
CURRICULAR PLAN: resources (ICT) in class while practicing
• appropriate competences in the four skills.
• O.EFL 4.6 Write short descriptive and informative texts related to personal information or
familiar topics and use them as a means
• of communication and written expression of thought.
• O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral
and written production at an A2.1 level.
 SKILS WITH PERFORMANCE ACTIVE METHODOLOGICAL STRATEGIES ACTIVIDADES
EVALUATION INDICATORS
CRITERIA FOR TEACHING AND LEARNING EVALUATIVAS
EFL 4.1.5. Apply self-correcting Language Through the Arts Project: TECHNIQUE: Data
Communication And Cultural and self-monitoring strategies in Create a video tour of your house collection
Awareness. social and classroom interactions. *Practicing Vocabulary about INSTRUMENT:
CE.EFL.4.3. Interact with others (Example: asking questions, Furniture by matching words, circling, Worksheets
using self-monitoring and self- starting over, rephrasing, and using spidergrams. Speaker
correcting strategies as well as exploring alternative *Reading a Magazine Article by Colors
discussing questions, matching
appropriate nonverbal and oral pronunciations or wording, etc.) Pencil
pictures, correcting sentences and
communication features. Eraser
matching words with definitions
I.EFL.4.3.1. Learners can employ EFL 4.1.7. Interpret and *Doing exercises for (Not) As...As, Markers
a range of self-monitoring and demonstrate knowledge of (Not)...Enough by completing the Visual aids
self-correcting strategies and nonverbal and oral chart, checking answers, completing Flashcards
interpret and use appropriate communication features by sentences, then listening and
verbal and nonverbal applying them in appropriate checking. Claire Thacker with
communication features to contexts. (Example: use of stress, *Listening and practicing vocabulary Melissa Wilson, Daniel
communicate in familiar intonation, pace, etc.) about Household Chores by matching Vincent and Kari Miller.
contexts. (I.3, S.4, J.4) phrases with pictures, completing Shape It! For Ecuador
notes with verbs, reading questions Student's book. Level 1
and discussing with your partner.
(2021)
*Doing exercises for Have To by
completing the chart and sentences,
then circling correct answers. Asking Cambridge University
and answering questions with your Press
partner. *Vicki Anderson and
*Speaking about how to Discuss a Lynn Durrant. Shape it!
Photo by listening to a conversation, Level 1 Workbook.
completing it with phrases and (2020) Cambridge
matching them to other phrases that University Press
mean the same. Taking notes and *Presentation Plus
practicing discussing your room with Shape It! Level 1
your partner.
*Writing a Description of a House by
matching topics, underlining phrases,
planning a description of your dream
house and writing the description.
*Reading an Encyclopedia Entry by
reading and checking answers. Then
matching headings with paragraphs
and discussing questions.
*Learning Word Families (2) by
completing a chart and sentences.
*Reviewing Vocabulary and Grammar
from the unit.
*Learning to Use a Memory Journey by
putting steps in order, discussing with
a partner and using rooms and objects
in your school to make a memory
journey.
*Language Through the Arts (Ecuador)
- Create a video tour of your house
 EFL 4.2.2. Use a series of phrases Write a description of a house
and sentences to describe aspects - *Practicing Vocabulary about
of personal background, Furniture by matching words,
Oral Communication (Listening immediate environment and circling, and using spidergrams.
TECHNIQUE: Data
And Speaking). matters of immediate need in *Reading a Magazine Article by
collection
simple terms using grammatical discussing questions, matching
INSTRUMENT:
CE.EFL.4.8. Production – Accuracy structures learnt in class pictures, correcting sentences and
Worksheets
and Intelligibility: Communicate (although there may be frequent matching words with definitions.
Speaker
needs and information clearly and errors with tenses, personal *Doing exercises for (Not) As...As,
Colours
in simple terms, using pronouns, prepositions, etc.). (Not)...Enough by completing the
Pencil
grammatical structures learned in EFL 4.2.9. Use new words and chart, checking answers,
Eraser
class (although there may be expressions which occur in completing sentences, then
Markers
frequent errors), effectively and conversations in the personal and listening and checking.
Visual aids
without undue effort. educational domains, and make *Listening and practicing
Flashcards
Demonstrate an ability to make use of such terms and expressions vocabulary about Household
appropriate use of new words and wherever appropriate and Chores by matching phrases with
Claire Thacker with
expressions in social interactions. necessary pictures, completing notes with
Melissa Wilson, Daniel
I.EFL.4.8.1. Learners can verbs, reading questions and
Vincent and Kari Miller.
communicate personal discussing with your partner.
Shape It! For Ecuador
information and basic immediate *Doing exercises for Have To by
Student's book. Level 1
needs and deal with other completing the chart and
(2021) Cambridge
practical everyday demands in sentences, then circling correct
University Press
familiar contexts, effectively and answers. Asking and answering
without undue effort and using questions with your partner.
grammatical structures and *Speaking about how to Discuss a
vocabulary seen in class (although Photo by listening to a
there may be frequent, basic conversation, completing it with
errors). (I.1, I.2, I.3, S.1) phrases and matching them to
other phrases that mean the same.
Taking notes and practicing
discussing your room with your
partner.
*Writing a Description of a House
by matching topics, underlining
phrases, planning a description of
your dream house and writing the
description
 EFL 4.3.6. Apply learning TECHNIQUE:
strategies to examine and Reading - Amazing homes (magazine Monitoring
Reading interpret a variety of written article) INSTRUMENT:
materials using prior knowledge, *Practicing Vocabulary about • Worksheets
CE.EFL.4.13. Apply learning graphic organizers, context clues, Furniture by matching words, circling, • Speaker
strategies such as using prior note taking and finding words in a and using spidergrams. • Colors
knowledge and graphic organizers dictionary. *Reading a Magazine Article by • Pencil
to interpret new information in a discussing questions, matching • Eraser
text, and assess this information pictures, correcting sentences and
according to the organization, • Markers
matching words with definitions. • Visual aids
subject area and purpose of the *Doing exercises for (Not) As...As,
text, using different criteria, • Flashcards
(Not)...Enough by completing the
including ICT tools. chart, checking answers, completing
I.EFL.4.13.1. Learners can apply Claire Thacker with
sentences, then listening and
learning strategies such as using Melissa Wilson, Daniel
checking.
prior knowledge and graphic Vincent and Kari Miller.
*Listening and practicing vocabulary
organizers to interpret new Shape It! For Ecuador
about Household Chores by matching
Student's book. Level 1
phrases with pictures, completing
(2021) Cambridge
notes with verbs, reading questions
University Press.
and discussing with your partner.
*Doing exercises for Have To by
Vicki Anderson and Lynn
completing the chart and sentences,
Durrant. Shape it! Level
then circling correct answers. Asking
1 Workbook. (2020)
and answering questions with your
Cambridge University
partner.
Press
*Speaking about how to Discuss a
*Presentation Plus
Photo by listening to a conversation,
Shape It! Level 1
completing it with phrases and
matching them to other phrases that
mean the same—taking notes and
practicing discussing your room with
your partner.
*Writing a Description of a House by
matching topics, underlining phrases,
planning a description of your dream
house and writing the description.
*Reading an Encyclopedia Entry by
reading and checking answers. Then
 matching headings with paragraphs
and discussing questions.
*Learning Word Families (2) by
completing a chart and sentences.
*Reviewing Vocabulary and Grammar
from the unit

Writing EFL 4.4.2. Make and use a simple Think of questions using 'have to' and TECHNIQUE:
CE.EFL.4.16. Make use of simple print or digital learning resource ask / answer with a partner Observation
learning resources, including to compare and contrast *Practicing Vocabulary about INSTRUMENT:
those created by one’s self, in information in order to Furniture by matching words, circling,
order to compare and contrast demonstrate understanding and and using spidergrams. • Worksheets
information, and choose command of a topic. *Reading a Magazine Article by • Speaker
appropriate resources according EFL 4.4.6. Identify a variety of discussing questions, matching • Colors
to the value, purpose and types and formats of potential pictures, correcting sentences and • Pencil
audience resources and matching words with definitions. • Eraser
*Doing exercises for (Not) As...As, • Markers
(Not)...Enough by completing the • Visual aids
chart, checking answers, completing
• Flashcards
sentences, then listening and
checking.
Claire Thacker with
*Listening and practicing vocabulary
Melissa Wilson, Daniel
about Household Chores by matching
Vincent and Kari Miller.
phrases with pictures, completing
Shape It! For Ecuador
notes with verbs, reading questions
Student's book. Level 1
and discussing with your partner.
(2021) Cambridge
*Doing exercises for Have To by
completing the chart and sentences, University Press
then circling correct answers. Asking
and answering questions with your Vicki Anderson and Lynn
partner. Durrant. Shape it! Level
1 Workbook. (2020)
Cambridge University
Press

Presentation Plus Shape

It! Level 1
Language Through The Arts. EFL 4.5.4. Create personal stories Speaking - discussing a photo
CE.EFL.4.19. Find and identify by adding imaginative details to *Practicing Vocabulary about TECHNIQUE: Data
literary elements and techniques real-life stories and situations, Furniture by matching words, circling, collection
and relate those elements to the using EFL 4.5.7. Locate and and using spidergrams. INSTRUMENT:
learner’s own experiences and to identify selected literary *Reading a Magazine Article by
other works, including one’s elements and techniques in texts discussing questions, matching Worksheets
peers, to present personal and relate those elements to pictures, correcting sentences and Speaker
responses and interpretations. those in other works and to matching words with definitions. Colors
learners’ own experiences. *Doing exercises for (Not) As...As, Pencil
I.EFL.4.19.1. Learners can locate (Example: setting, character, (Not)...Enough by completing the Eraser
and identify literary elements and plot, theme, point of view, chart, checking answers, completing Markers
techniques in other works, imagery, foreshadowing, climax, sentences, then listening and Visual aids
including one’s own. Learners can etc.) checking. Flashcards
give personal responses to and *Listening and practicing vocabulary
interpret a variety of literary about Household Chores by matching Claire Thacker with
texts, including those of a peer, phrases with pictures, completing Melissa Wilson, Daniel
referring to details and features notes with verbs, reading questions Vincent and Kari Miller.
of the text. (Example: text and discussing with your partner. Shape It! For Ecuador
structure, plot, ideas, events, *Doing exercises for Have To by Student's book. Level 1
vocabulary, etc.) (I.3, S.3, J.4)) completing the chart and sentences, (2021) Cambridge
then circling correct answers. Asking University Press
and answering questions with your
partner. Vicki Anderson and Lynn
*Speaking about how to Discuss a Durrant. Shape it! Level
Photo by listening to a conversation, 1 Workbook. (2020)
completing it with phrases and Cambridge University
matching them to other phrases that Press
mean the same. Taking notes and
practicing discussing your room with Presentation Plus Shape
your partner. It! Level 1
*Writing a Description of a House by
matching topics, underlining phrases,
planning a description of your dream
house and writing the description.
*Reading an Encyclopedia Entry by
reading and checking answers. Then
matching headings with paragraphs
and discussing questions.
 *Learning Word Families (2) by
completing a chart and sentences.
*Reviewing Vocabulary and Grammar
from the unit.
*Learning to Use a Memory Journey by
putting steps in order.

1. ADAPTACIONES CURRICULARES GRADO

ESTRATEGIAS METODOLÓGICAS
ESPECIFICACIÓN DE LA DESTREZAS CON CRITERIO INDICADORES DE ACTIVIDADES
ACTIVAS PARA LA ENSEÑANZA
NECESIDAD EDUCATIVA DE DESEMPEÑO EVALUACIÓN EVALUATIVAS
Y APRENDIZAJE
Son las actividades concretas
para identificar el nivel de
logro alcanzado por los
estudiantes con necesidades
educativas específicas ligadas
o no a la discapacidad con
relación al desarrollo de
Según la necesidad educativa Según la necesidad educativa
aprendizajes conceptuales,
del estudiante (grado de del estudiante (grado de
procedimentales,
En esta sección se discapacidad) se seleccionan discapacidad) se seleccionan y
Son las actividades concretas para actitudinales. En esta sección
plasman las estrategias y /o desagregan los que /o desagregan los que
el desarrollo de las DCD mediante se especificará
dirigidas a los estudiantes corresponden a las DCD corresponden a las DCD
metodologías activas adicionalmente las técnicas e
con necesidades seleccionadas del currículo seleccionadas del currículo
determinadas, considerando las instrumentos a emplear en la
educativas específicas que se relacionan con la que se relacionan con la
especificidades de las necesidades evaluación diagnóstica, en las
ligadas o no a la experiencia de experiencia de
educativas de los estudiantes. evaluaciones formativas y
discapacidad. aprendizaje/reto/proyecto y aprendizaje/reto/proyecto y
sumativas de parcial, así
con los aprendizajes con los aprendizajes
como en las evaluaciones
esperados. esperados.
quimestrales (propuesta de
reflexión metacognitiva)
considerando para ello las
especificaciones de las
necesidades educativas
individuales o grupales.
 ELABORADO POR: REVISADO POR: APROBADO POR:

LIC. BERENICE FEIJOO CHAMBA LIC. BERENICE FEIJOO CHAMBA LIC. ANARROSA MORÁN UGARTE
DOCENTE COORDINADORA DE ÁREA VICERRECTORA
Fecha: Machala, 13 de junio de 2024 Fecha: Machala, 01 de julio de 2024 Fecha: Machala, 05 de julio de 2024