2021-2022

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
TEACHER: AREA SUBJECT COURSE PARALL SUB NIVEL TERM PARTIA
ELS L
Lic. Mayra Arequipa English as a Foreign Inglés 9th A-B E.G. B FIRST 1
Lic. Gabriela Carrillo Language
UNIT TITTLE: MUSIC MAKE YOU FEEL TIME: 40 class periods per unit START DATE: Sep., 1ST END DATE: Nov, 12th
Students will understand that health, culture and entertainment are fundamental axes in the development of the life project and their dissemination
is important through artistic and cultural manifestations.
OBJECTIVE: Students will understand that we need to use different strategies to solve different social, economic, environmental, and cultural problems. We
need to communicate well and act independently
2.SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
METHODOLOGICAL STRATEGIES
SKILLS AND
INDICATORS FOR THE RECOMMENDATIO
PERFORMANCE
PERFORMANCE SELF-EMPLOYED NS FOR PARENTS
CRITERIA TO BE PRESENTIAL WORK
CRITERIA ACADEMIC WORK OR TUTOR´S
DEVELOPED
COURSE AT HOME
Communication Communication and Communication and Cultural Communication and Cultural Awareness  Set up a daily family
and Cultural Cultural Awareness Awareness routine, including
Awareness .EFL.4.5.1Learners can • • Reflecting on differences • Participating in short dialogues healthy eating and
sleeping habits.
Recognize and appreciate and show between people from other •Describing paces using there is are
appreciate respect for individual and countries and regions. • Participating in short dialogues and  Provide a place and
individual and group differences by Researching through the Language. time at home for
group similarities establishing and Internet about other cultures • Practicing the language needed to deal homework.
and differences by maintaining healthy and and ways of life and with a need through a mini
establishing and rewarding online and face- presenting them to the class Role play.
 Check on
maintaining healthy to-face interactions REF (.). using digital tools. assignments,
and rewarding (J.3, S.1,S.4) homework and
online and face-to- projects.
face relationships.
EFL 4.1.10
Oral Oral Communication Oral Communication Oral Communication  Talk each day with
Communication I.EFL.4.6.1. Learners can -Integrating idiomatic • Listening to some records about the your child about
Understand grasp the general meaning expressions into the daily subject of interest and paraphrasing the his/her activities.
phrases and of spoken texts set in communication. main points with a partner.
expressions related familiar everyday contexts -Listening to a dialogue •Getting in groups and talking about
to areas of most and infer changes in the between two or more people persons to discover things in common.
immediate priority topic of discussion. and deciding if each statement
within the personal is true or false.
and educational - Describing people´s customs
domains. EFL 4.2.1 from other cultures.
Asking and answering
questions about the frequency
of people’s habitual actions or
routines.
-Asking and answering
questions about customs and
celebrations from around the
world.

Reading Reading Reading Reading

I.EFL.4.11.1. Learners can - Reading a text and answering • Using expressions to attach ideas
Understand main understand main ideas and information questions. smoothly and to signpost chronological
points in short some details in short -Choosing from a list of words sequences of events.
simple texts on simple online or print texts to complete gaps from a • Underlining the cognates in short texts.
familiar subjects. on familiar subjects, using reading. • Reading quickly and looking for words to
EFL 4.3.1 contextual clues to help - Reading a short story from find the topic of paragraphs.
identify the most relevant the Internet -Skimming online reference web sites for
information. (Example: -Underlining the cognates in ones that have the information needed for
title, illustrations, short texts. a research project.
organization, etc.) (I.2, I.4) -Skimming online reference - Scanning a text for the main characters.
web sites for ones that have - Reading quickly and looking for words to
the information needed for a find the topic of paragraphs.
research project.
- Scanning a text for the main
characters.
- Reading quickly and looking
 for words to find the topic of
paragraphs.
Writing Writing Writing Writing
Convey information I.EFL.4.15.1. Learners can -Finding a variety of online • Finding a variety of online references to
and ideas through convey information and references to practice a practice the grammar structures, then
simple ideas and describe feelings grammar structure, then recommending the best one to the class.
transactional or and opinions in simple recommending the best one ▪ Encourage students to predict the
expository texts on transactional or expository to the class. meaning of these idioms.
familiar subjects texts on familiar subjects - Making flashcards for new -Recommending web sites to another
using ICT tools. EFL in order to influence an words . learner.
4.4.1 audience, while - Writing about a topic and - Finding a variety of online references to
recognizing that different choosing words for a glossary practice the grammar structures, then
texts have different and writing the definitions. recommending the best one to the class.
features and showing the ▪ Activating the vocabulary
ability to use these and inviting students to
features appropriately in describe about music
one’s own writing. (I.3, I.4, festivities and events life
S.3, J.2) cycles.
▪ Encourage students to
predict the meaning of these
idioms.
-Recommending web sites to
another learner.
- Finding a variety of online
references to practice the
grammar structures, then
recommending the best one
to the class.
Language through Language through the Arts Language through the Arts Language through the Arts
the Arts I.EFL.4.20.1. Learners can • Producing short, creative • Writing questions to discuss in groups.
Create personal create short, original texts texts using your drawing skills.
stories by adding in different genres,
imaginative details including those that reflect
to real-life stories Ecuadorian cultures, using
and situations, a range of digital tools,
using appropriate writing styles and
vocabulary and appropriate vocabulary. ()
elements of the (I.1, I.3
literature. EFL4.5.4
3.CURRICULAR ADAPTATION
Special Educational Need SPECIFICATION OF ADAPTATION TO BE APPLIED
1. CURRICULAR ADAPTATION:
GRADE: 3
E.B.A.S SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
9th “A”
2.
Reading Reading Reading  Set up a daily family
I.EFL.4.11.1. Learners can - Reading a text and answering routine, including
Understand main information questions. healthy eating and
understand main ideas and sleeping habits.
points in short some details in short -Choosing from a list of words Reading
simple texts on to complete gaps from a • Using expressions to attach ideas  Provide a place and
simple online or print texts
reading. smoothly and to signpost chronological time at home for
familiar subjects. on familiar subjects, using - Reading a short story from sequences of events. homework.
EFL 4.3.1 contextual clues to help the Internet • Underlining the cognates in short texts.
identify the most relevant -Underlining the cognates in • Reading quickly and looking for words to  Check on
information. (Example: short texts. find the topic of paragraphs. assignments,
title, illustrations, -Skimming online reference -Skimming online reference web sites for homework and
organization, etc.) (I.2, I.4) web sites for ones that have ones that have the information needed for projects.
the information needed for a a research project.
research project. - Scanning a text for the main characters. Talk each day with
- Scanning a text for the main - Reading quickly and looking for words to your child about his/her
characters. find the topic of paragraphs. activities.
- Reading quickly and looking
for words to find the topic of
paragraphs.

Language through Language through the Arts Language through the Arts Language through the Arts
the Arts I.EFL.4.20.1. Learners can • Producing short, creative • Writing questions to discuss in groups.
Create personal create short, original texts texts using your drawing skills.
stories by adding in different genres,
imaginative details including those that reflect
to real-life stories Ecuadorian cultures, using
and situations, a range of digital tools,
using appropriate writing styles and
vocabulary and appropriate vocabulary. ()
elements of the (I.1, I.3
literature. EFL4.5.4
4.BIBLIOGRAPHY / WEBGRAPHY
Bibliography
✔ Sierra, M. (2017). English A2.2 student´s book. Quito: Grupo Editorial Norma SA
✔ Richards, J., & Rodgers, T. (2005). Approaches and Methods in Language Teaching. New York: Cambridge University Press.

Webography
✔ Ministerio de Educación. (2016). National Curriculum Guideline. Retrieved from http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-
National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
✔ Texas Comprehensive Center. (2006). The Eight Components of Sheltered Instruction. Retrieved from
http://www.paterson.k12.nj.us/11_departments/ESLdocs/ELL%20Resources/Sheltered%20Instruction%20Components.pdf

5.OBSERVATIONS:
 Student who doesn´t have connectivity will work through the pedagogical cards that specify every single activity per week. They are able to find them in the
high school. And also, they will present the portfolio at the end of the term.
Done by: Checked by: Approved by: DECE

English teacher: Lic. Cecilia Gudiño Area Coordinator: Lic. Gabriela Viceprincipal: MSc. Nancy
Coordinator: M.Sc. Margoth Villarroel
Lic. Gabriela Carrillo Carrillo Sánchez
Date: September 23rd, 2021 Date: September 23rd, 2021 Date: September 23rd, 2021 Date: September 23rd, 2021