UNIDAD EDUCATIVA FISCAL AÑO LECTIVO

“FRAY VICENTE SOLANO” 2019 -2020

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

1. DATOS INFORMATIVOS
ÁREA: FOREIGN LANGUAGE ASIGNATURA: ENGLISH

NIVEL: BACHILLERATO GENERAL GRADO O CURSO: SEGUNDO PARALELO/S: “A-B-C-D”

30, 6 class
HORAS DESTINADAS PARA FECHA DE FECHA DE
DOCENTE: LIC. ANA JUDJITH VÉLEZ VINTIMILLA periods SEPTEMBER 2,2019 OCTOBER 25,20|9
ESTA UNIDAD: INICIO: FINALIZACIÓN:
per lesson
N° DE UNIDAD
DIDÁCTICA: ONE NOMBRE DE LA UNIDAD DIDÁCTICA: BREAKING NEWS

O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
OBJETIVOS DE O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
LA UNIDAD: and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.6 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.

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate contexts. (Example: use of
stress, intonation, pace, etc.)
Oral Communication: (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete
topics, such as personal experiences, while describing one’s reactions to them and
others’ opinions.
Reading
EFL 5.3.4 Find the most important information in print or online sources in order to
support an idea or argument. (Example: Internet search engines, online advertising,
online or print timetables, web pages, posters, adverts, catalogues, etc.)
Writing
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit,
revise and publish written work in a way that supports collaboration, learning and
productivity. (Example:
Evaluation Criteria
CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
communication, and apply them in appropriate contexts.
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’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 potential resources and
references, including digital tools, that support collaboration and productivity, for educational and
academic use.
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing
image editing, Google Drive, infographic makers, audio and video editing, process
presentation apps, and while demonstrating an ability to justify one’s position on an argument through carefully
etc.) selected information and appropriate language, tone and evidence.
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and
proofreading (i.e., “the writing process”) to produce well-constructed informational
texts.
Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on recognize how chosen criteria affects evaluation.
the basis of a variety of criteria, and recognize how chosen criteria affect evaluation.
(Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register, originality, visual
presentation, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Participating in short role plays using a range of verbal and EFL Awareness • Think about a person you admire.
nonverbal communication. for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural • Write some sentences about this person.
• Talking in pairs about a video learners have watched using • Student’s Book and • In groups, share your sentences to discover
only English A2.2 language patterns in English, including things in common.
English. (including nonverbal communication, and apply them • Write questions you would you like to ask to
• Watching a video and identifying desirable language use. interactive version) in this person.
• Comparing nonverbal and body language between L1 and • Audio CD appropriate contexts. (I.3, I.4, S.1, S.2) • Create a visual presentation with this
L2 • Teacher’s Guide Oral Communication information and present it to the class.
cultures. • Posters and pictures I.EFL.5.12.1 Learners can engage with a Techniques
• Creating selfie videos for class assignments and sharing about the topic variety Reading
them on a • Photocopiable of digital and print texts and resources by • Look at the images and the title of the lesson
class blog. worksheets (TG) evaluating and detecting complexities and and guess what it will be about.
Oral Communication: (Listening and Speaking) • Quiz Time (SB) discrepancies in the information in order to • Read the questions and complete the table
• Playing a conversation game, where learners move their find the most appropriate sources to as fast as possible.
tokens support an idea Listening
around the board after choosing a card and answering the or argument. (I.2, I.4, J.3) • Complete the exercise before listening.
question. Reading • Listen to the conversation and follow the
• Working in pairs to complete an information gap activity. I.EFL.5.12.1 Learners can engage with a intonation.
• Doing a mingle activity where learners ask and answer variety Speaking
questions of digital and print texts and resources by • Talk to the class about a person you admire
about things they have or haven’t done. evaluating and detecting complexities and Writing
• Observing whether the learners can interact effectively and discrepancies in the information in order to • Take notes about relevant facts from the text.
whether they are able to ask follow up questions in order to find • Highlight clue words from the reading.
extend the most appropriate sources to support an Instruments for oral and written evaluation
the exchange. idea • Rubrics
• Establishing a clear expectation of English use for or argument. (I.2, I.4, J.3) • Portfolio
classroom Writing • Oral interviews individual/ in pairs
functions. Informal assessment could involve personal notes I.EFL.5.18.1 Learners can use a variety of • Essay Tests
from criteria for evaluating and recommending • Practical Exams.
the teacher to learners who use L2 regularly. literary • Writing Tests
Reading texts to others, and recognize how chosen • Training Test
• Reading quickly looking for words in each paragraph. criteria affects evaluation. (S.1, S.4, J.2,
• Getting familiar with the topic of a text, taking a quick J.4)
look at the Language through the Arts
vocabulary it contains. I.EFL.5.18.1 Learners can use a variety of
• Comparing and contrasting the opinions of two experts on criteria for evaluating and recommending
a topic literary
of personal interest. texts to others, and recognize how chosen
• Identifying unreliable resources on the Internet. criteria affects evaluation. (S.1, S.4, J.2,
• Reading about a topic and then identifying reference J.4)
materials and
sources that could be used to find out more information.
Writing
• Finding a variety of online references to practice a
grammar
structure, then recommending the best one to the class.
• Using new words or information from a class lesson and
creating
an online game to practice them, then sharing and playing
the game
with the rest of the class.
• Reading a dialogue which serves as a model text, then
writing a
similar dialogue on a different topic while implementing
new
words/expressions from the unit.
Language through the Arts
• Analyzing three different rubrics and discussing how each
one
might influence the way it is evaluated.
• Discussing how visual presentation can change your
response to a
literary text.

3. ADAPTED CURRICULUM
Students with Special Needs
Struggling learners
TENESACA LOJANO JOSSELINE DANIELA (SEGUNDO
“A”)
ADAPTACION CURRICULAR GRADO
ZARUMA PULLO MARCO ANTONIO (SEGUNDO “A”)
ADAPTACIONES CURRICULARES GRADO 1 Y 2
PAZMIÑO BURGOS DENESIS PAOLA (SEGUNDO “B”)
ADAPTACION CURRICULAR PARA ESTUDIANTES EN
Specifications of the Material to Be Applied
1. Presenting smaller amounts of material at any time
2. Guiding student practice as students worked problems
3. Providing for student processing of the new material
4. Checking the understanding of all students
5. Attempting to prevent students from developing misconceptions
SITUACIONES EXCEPCIONALES.

CLIL Components Transversal Axes

Science/Technology/Arts: To create a web profile and make a visual presentation of an Care and protection of the environment
inspirational person in your life activities.

DONE BY REVISED BY APPROVED BY:

(TEACHER) (AREA COORDINATOR) (VICE-PRINCIPAL)

TEACHER(S): ANA JUDITH VELEZ NOMBRE: TANIA LOPEZ NOMBRE: DR. CARLOS GUAYAS

Signature/s: Signature : Signature:

Date: OCTOBER 28th 2019 Date: : OCTOBER 28th 2019 Fecha: OCTOBER 28th 2019