3 Microplanificacion Ingles 2do Bachillerato

UNIDAD EDUCATIVA FISCAL “LUIS TELLO”
Dirección: Km 2 ½ Vía Refinería Esmeraldas/Tef: 062 700 425 – 700 426 – 700 427
Correo: inst.tecno.ind.luistello@hotmail.com/CODIGO AMIE 08H00371
CIRCUITO # 1 CÓDIGO CIRCUITAL 08D01C01_07_b_15
Esmeraldas - Ecuador
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: UNIDAD EDUCATIVA “LUIS TELLO”

Academic Year: 2019 - 2020
1. INFORMATIVE DATA
Teacher: Area: COURSES: LEVEL:
MSc. CARMEN T. QUISPE MERA English as a Foreign Language 2nd BGU B 1.1
VEHICLE MECHANICAL
INDUSTRY MECHANICAL
ELECTRICITY
Book: Unit3 Objectives
English B 1.1 What Lies O.EFL 5.4

Within Us
Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of
honesty and integrity into responsible academic behavior.
O.EFL 5.5
Directly access the main points and important details of up-to-date English language
texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
Periods: 30, 7-8 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
Communication andCultural Awareness CE.EFL.5.3.
Interpret cultural and language patterns in English,

EFL 5.1.7 including nonverbal communication, and apply them in
appropriate contexts.
Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate CE.EFL.5.4.
contexts. (Example: use of stress, intonation, pace,
etc.) 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.
EFL 5.1.8
Discover and employ alternative ways of saying things in

social and classroom interactions.
Oral Communication:(Listening and Speaking) CE.EFL.5.5.
EFL 5.2.5 Listening for Meaning: Identify the main idea in a

variety of audio recordings (e.g., interviews, radio ads,
Understand the main idea of radio and audio recordings on news reports, etc.) and deduce the meanings of unfamiliar
subjects of personal interest, provided speech is clear. phrases and words in familiar contexts, provided speech
is clear and visuals help support meaning.
Reading CE.EFL.5.10.
Find specific information and identify the main points in

EFL 5.3.3 simple, straightforward texts on subjects of personal
interest or familiar academic topics while making
Determine the main conclusion in texts which clearly informed decisions about one’s own reaction to the text.
argue a point of view in order to make informed decisions
about one’s own opinion and reaction to the text. CE.EFL.5.12.
Engage with a variety of digital and print texts and

resources by evaluating and detecting complexities and
EFL 5.3.5 discrepancies in the information in order to find the
Assess, compare and evaluate the quality of written texts most appropriate sources to support an idea or argument.
and visual presentations using different criteria and ICT
tools related to the organization, subject area and
purpose of a text. (Examples of text types: editorials,
letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)
Writing CE.EFL.5.14.
EFL 5.4.4 Identify, critically evaluate and recommend a variety of

potential resources and references, including digital
Select and make effective use of a range of digital tools tools, that support collaboration and productivity, for
to write, edit, revise and publish written work in a way educational and academic use.
that supports collaboration, learning and productivity.
(Example: image editing, GoogleDrive, infographic makers,
audio and video editing, presentation apps, etc.)
Language throughthe Arts CE.EFL.5.17.
EFL 5.5.4 Demonstrate and convey different levels of meaning in

literary texts by identifying distinguishing features,
Read aloud with confidence, accuracy, fluency and interpreting implicit and explicit messages and
expression to demonstrate understanding and to convey an responding in a variety of ways.
interpretation of meaning.
CE.EFL.5.19.
EFL 5.5.9 Engage in collaborative activities through a variety of

student groupings in order to solve problems and reflect
Engage in collaborative activities through a variety of
on literary texts, and produce criteria for evaluating
student groupings to share, reflect on, express and
the effectiveness of the group.
interpret opinions and evaluations of a range of literary
texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural
Awareness New Curriculum EFL for BGU Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness
English - Teacher´s Book Listen to a dialogue and
Participating in short role I.EFL.5.3.1.
B 1.1 identifying examples of
plays using a range of
verbal and nonverbal humor.
English - Teacher´s Book Learners can interpret
communication. cultural and language Conduct a role play between
B 1.1 (Audios)
patterns in English, includ- two students on a given
Flash Cards ing nonverbal communication, topic.
Listening to a dialogue and and apply them in
identifying examples of Photocopiable Sheets appropriate contexts. (I.3, Read a short text and
humor. I.4, S.1, S.2) showing comprehension by
Crosswords completing the accompanying
I.EFL.5.4.1.
graphic organizer.
Demonstrating appropriate Strategies Templates Learners can communicate
language use during class, effectively using a variety Read a class dialogue in
group and pair discussions. Microphone of media and formats, three different ways.
(Example: correct including ICT, by saying
intonation, natural pace, things in alternative ways
using modals to show and applying self-correcting INSTRUMENTS
politeness, etc.) and self-monitoring
strategies when needed. Rubrics
(I.1, I.3, J.4)
Portfolio
Practicing the use of
expressions of politeness Oral Communication: Oral interview
during collaborative pair Listening and Speaking)
and small group work. Quiz Time Test
I.EFL.5.5.1.
Learners can identify the

Writing a short conversation main idea in a variety of
and including an appropriate audio recordings (e.g.,
idiom. interviews, radio ads, news
reports, etc.) and deduce
the meanings of unfamiliar
Participating in short phrases and words in
dialogues and role plays to familiar contexts where
practice target language. speech is clear and visuals
(Example: thanking others, help support meaning. (I.3,
apologizing, asking for I.4)
help, greeting authorities,
etc.) Reading
I.EFL. 5.10.1.
Practicing the language Learners can find specific

needed to deal with a need information and identify the
through a mini role play. main points in simple,
straightforward texts on
subjects of personal
Paraphrasing an idea when a interest or familiar
peer asks for clarification. academic topics while making
informed decisions about
one’s own reaction to the
text. (I.1, I.2, S.2)
Using a definition or
example to explain a concept I.EFL.5.12.1.
or word that one does not
yet have the exact language Learners can engage with a
for. variety of digital and print
texts and resources by
evaluating and detecting
Completing group work in a complexities and
fair and honest manner and discrepancies in the
accepting the group’s information in order to find
decisions. the most appropriate sources
to support an idea or
argument. (I.2, I.4, J.3)
Oral Writing
Communication:(Listening and
Speaking) I.EFL.5.14.1.
Learners can identify,

critically evaluate and
Using pictures and other recommend a variety of po-
visuals to predict the main tential resources and
idea of a short references, including
conversation. digital tools, that support
collaboration and
productivity, for
Listening to a short educational and academic
conversation between two use. (I.1, I.2, S.3, S.4)
speakers and deciding who is
speaking, where they are and Language through the Arts
how they feel. (Example: two
siblings, at home, talking I.EFL.5.17.1.
about household chores,
etc.) Learners can demonstrate and
convey different levels of
meaning in literary texts by
identifying distinguishing
Listening for specific words
features, interpreting
in a conversation and trying
implicit and explicit
to guess the meaning from messages and responding in a
the context. (Example: variety of ways. (I.3, I.4,
understanding that That’s J.3)
too bad is an expression
that means I’m sorry, etc.) I.EFL.5.19.1.
Learners can engage in

collaborative activities
Reading through a variety of student
groupings in order to solve
problems and reflect on
literary texts, and produce
Reading a short text and
criteria for evaluating the
showing comprehension by
effectiveness of the group.
completing the accompanying
(I.1, I.2, S.2, S.3, S.4,
graphic organizer. (Example:
J.3, J.4)
learners read about
archeological ruins and
complete a Venn diagram,
etc.)
Reading a text on a familiar

content area subject and
answering information ques-
tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)
Identifying unreliable
resources on the Internet.
Using a rubric to evaluate a
print or online resource.
Using a rubric to assess the

validity of a web site,
according to one’s academic
needs
Writing
Identifying the best

resources for a writing
project in pairs.
Using a list of criteria in

order to evaluate a web
site.
Analyzing three different

types of dictionaries (e.g.,
online, English-English,
English-Spanish) and giving
reasons for using each.
Choosing the best type of

dictionary to use for a
writing project and giving
your reasons for the choice.
Language through the Arts
Reading a class dialogue in

three different ways.
(Example: reading it as if
you were angry, then as if
you were sad, and then as if
you were extremely bored,
etc.)
Appropriately exhibiting
surprise, joy, sadness,
etc., in a conversation.
Brainstorming features and

conventions of a genre and
then reading an
Discussing rules and norms

for a group project before
the project begins.
(Example: Don’t interrupt
others, Do your work on
time, Don’t make negative
remarks, etc.)
Creating literature circles

where learners have the
freedom to say anything they
want about a text from class
or outside of class.
Participating in classroom
games in which problem-
solving as a team is
important.
3. Adaptaciones curriculares: En este apartado se deben desarrollar las adaptaciones curriculares para todos los
estudiantes con N.E.E asociadas o no a la discapacidad.
Especificación de la adaptación a ser aplicada
EVALUACIÓN
Especificación de la
DESTREZAS ACTIVIDADESDE RECURSOS Indicadores Técnicas e
necesidad educativa.
CONCRITERIODE APRENDIZAJE de instrumentos
DESEMPEÑO Evaluación de de
la unidad. Evaluación
Expresar las Movilidad hacia Texto del Cuestionario
DISCAPACIDAD INTELECTUAL ideas más el frente para estudiante NN
ESTUDIANTE representativas adquirir los
(JJQP)ADC. GRADO 2. extraídas de los conocimientos Imágenes
Movilidad a espacios verbos. impartidos, relacionadas con
equitativos y destrezas trabajo en las formas de
con criterios de desempeño conjugación de equipo y auto comunicación oral y
y Situación de cuidado verbos regulares cuidado. escrita.
especial integración e irregulares.
grupal y refuerzos Reforzar
académicos. alfabeto en conocimiento
inglés. después de cada
DIFICULTADES DE clase.
APRENDIZAJE DEFICIT DE Pronombres
ATENCION ESTUDIANTE personales. Escribir los
(KJCHT) ADC. GRADO 3. números en
Movilidad a espacios Presentarse en inglés y leer
equitativos y destrezas idioma inglés. el alfabeto.
con criterios de desempeño
y Situación de cuidado Valorar el Hacer énfasis
especial integración trabajo de los en ejercicios
grupal y refuerzos compañeros. de posición o
académicos. posturas.
DISCAPACIDAD INTELECTUAL
ESTUDIANTE
(JJCO)ADC. GRADO 2.
Movilidad a espacios
equitativos y destrezas
y Situación de cuidado
especial integración
grupal y refuerzos
académicos.
DIFICULTAD DE APRENDIZAJE
(DISCALCULIA) ESTUDIANTE
(EJMO) ADC. GRADO 3.
grupal y refuerzos
académicos.
DISCAPACIDAD VISUAL
ESTUDIANTE (FJACH) ADC.
GRADO 2. Movilidad a
espacios equitativos y
destrezas con criterios de
desempeño y Situación de
cuidado especial
integración grupal y
refuerzos académicos.
DIFICUALTAD DE APRENDIZAJE
(APRENDIZAJE LENTO)
ESTUDIANTE (ELYM) ADC.
GRADO 3.
grupal y refuerzos
académicos.
DIFICULTADES DE
APRENDIZAJE (LECTO-
ESCRITURA )ESTUDIANTE
(JJHE) ADC. GRADO 2.
grupal y refuerzos
académicos.
DISCAPACIDAD INTELECTUAL
ESTUDIANTE
(LJDA)ADC. GRADO 2.
grupal y refuerzos
académicos.
CLIL Components - Science/Technology/Arts:

Transversal Axes
Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation,etc.
Prepared by Revised by Approved by
Teacher: MSc. CARMEN T. QUISPE MERA Teacher: Teacher: MSc. KIRA PINO QUIÑONEZ
Signature: Signature: Signature:
Date: April 22th, 2019 Date: Date:

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UNIDAD EDUCATIVA FISCAL “LUIS TELLO”

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA “LUIS TELLO”

Book: Unit3 Objectives

English B 1.1 What Lies O.EFL 5.4

Periods: 30, 7-8 class periods per lesson Weeks: 6

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Communication andCultural Awareness CE.EFL.5.3.

Interpret cultural and language patterns in English,

Discover and employ alternative ways of saying things in

Oral Communication:(Listening and Speaking) CE.EFL.5.5.

EFL 5.2.5 Listening for Meaning: Identify the main idea in a

Find specific information and identify the main points in

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Engage with a variety of digital and print texts and

EFL 5.4.4 Identify, critically evaluate and recommend a variety of

Language throughthe Arts CE.EFL.5.17.

EFL 5.5.4 Demonstrate and convey different levels of meaning in

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

EFL 5.5.9 Engage in collaborative activities through a variety of

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Learners can identify the

Practicing the language Learners can find specific

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Learners can identify,

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Learners can engage in

Reading a text on a familiar

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Using a rubric to assess the

Identifying the best

Using a list of criteria in

Analyzing three different

Choosing the best type of

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Language through the Arts

Reading a class dialogue in

Brainstorming features and

Discussing rules and norms

Creating literature circles

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

CLIL Components - Science/Technology/Arts:

Intercultural awareness, tolerance, respect,

Prepared by Revised by Approved by

Signature: Signature: Signature:

Date: April 22th, 2019 Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508