planificacion microcurricular 1ER PARTIAL- 10MO INGLÉS.docx

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MICROCURRICULAR PLANNING OF DIDACTIC UNIT

1. INFORMATION DATA :
TEACHER:
ANTONIETA VÉLEZ GARCÍA
AREA:
INGLÉS
SUBNIVEL SUPERIOR SUBJECT: ENGLISH ENGLISH
UNIT
EDUCATIONAL
1 TOPIC OF THE
UNIT:
What do you like to do?
to safe reunion, care of life
Hobbies and Entertainment
START: 20th june 2022
CLASS Tenth Nº WEEKS 4 FINAL: 16th July 2022
Paralelos: A / B / C / D / E VALUES
CROSSCUTTING
Interculturality
Ethics / decision making
ÁMBIT
Sección: – Vespertino
2. LEARNING OBJECTIVE
2.1 Learning Objective of project :
Scientific Project: Students will understand that the safe return to schools promotes actions to take care of health and allows sharing feelings, emotions, concerns and needs.
Humanistic Project: Students will understand that harmonious coexistence in contexts like the one we live in builds a culture of peace, through the development of life skills, assertively
communicating it to the people around them.
2.2 Learning Objective of area :
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
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.
3. Relationship Between Curricular Components:

UNIT
EDUCATIONAL
OBJECTIVES

ASIGNATURA/
CONCEPTOS
ESENCIALES
SKILL AND PERFORMANCE
CRITERIA:
LEARNING ACTIVITIES RESOURCES

EVALUACIÓN
INDICATORS

TECHNIQUES AND
INSTRUMENTS
Students will
understand
that a safe
return to
school
promotes
actions to take
care of health
and allows the
sharing of

Does Ecuador
have any
Olympic
champions? In
what events?
History of
the Olympics
EFL 4.3.1. Understand main
points in short simple texts on
familiar
subjects. (Example: news about
sports or famous people,
descriptions,
etc.)
EFL 4.3.2. Make use of clues
such as titles, illustrations,
organization, text
1.Read the text about History of the Olympics

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I.EFL.4.11.1. Learners can
understand main ideas
and some details in short
simple online or print
texts on familiar subjects,
using contextual clues to
help identify the most
relevant information.
Technique:
Tests or written
tests
Student portfolio

Instrument:
Objective multiple-
choice tests
Project evaluation
rubric

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feelings,
emotions,
concerns, and
needs.
outline and layout, etc. to
identify and understand relevant
information
in written level-appropriate text
types.
EFL 4.4.1. Convey information
and ideas through simple
transactional or
expository texts on familiar
subjects using ICT tools and
conventions and
features of English appropriate
to audience and purpose
2.Answer the following questions about the
reading

3.Circle in the reading the verbs in past and
classify in regular and irregular

4. Write the name of each sport under the
picture it corresponds to

5. Do the vocabulary

(Example: title,
illustrations, organization,
etc.) (I.2, I.4) I.EFL.4.15.1.
Learners can convey
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. (I.3, I.4, S.3,
J.2)

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Students will
understand
that a safe
return to
school
promotes
actions to take
care of health
and allows the
sharing of
feelings,
emotions,
concerns, and
needs.
Which
extreme
sports can
you do in
your
country?
Extreme
Sports
EFL 4.3.1. Understand main
points in short simple texts
on familiar subjects.
(Example: news about sports
or famous people,
descriptions, etc.)
EFL 5.2.6 Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary

















2. Pair work. Ask your classmates if they have
done the sports listed below. When and
where have then done them?
For example:
Have you played tennis? Where?

3. Do the vocabulary

Microsoft
Teams
WhatsApp
Digital books
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I.EFL.4.11.1. Learners can
understand main ideas and
some details in short
simple online or print texts
on familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

Learners can communicate
clearly and effectively by
using new words and
expressions wherever
appropriate and necessary.
Ref. I.EFL.5.7.1. (I.2, I.3,
J.2)
Technique:
Tests or written
tests
Student portfolio

Instrument:
Objective multiple-
choice tests
Project evaluation
rubric
1.Listen to the following
recording about places
to travel to practice
extreme sports. As you
listen the first time, fill
in the chart with the
important information
you hear. Then, the
second time, check if
the sport is interesting
or boring to you

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Students will
understand
that a safe
return to
school
promotes
actions to take
care of health
and allows the
sharing of
feelings,
emotions,
concerns, and
needs.
What are
some of the
differences
between
football,
soccer, and
rugby?
Soccer
EFL 4.3.7. Read, gather, view
and listen to information from
various
sources in order to organize and
discuss relationships between
academic content areas.
(Example: nonfiction books for
young adults,
the Internet, audio and media
presentations, oral interviews,
maps,
diagrams, reference books,
magazines, etc.)
EFL 4.3.5. Use everyday
reference material in order
to select information
appropriate to the purpose
of an inquiry and relate ideas
from one written source to
another
1.Read the following text

















2. Answer each of the questions after the
reading.
a. What are the rules of soccer?
b. What are the responsibilities of the
different soccer players during a game?
(Explain)
c. When the score is tied at the end of a
game, how is a winner decided?

3. Listen to the following audio about the
history of soccer. Write if the statements are
True( T) or False(F).



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Learners can demonstrate an
ability to give and ask for
information and
assistance using level-
appropriate language and
interaction styles in online or
virtual social and classroom
interactions.REF
I.EFL.4.4.1. (J.2, J.3, J.4,
I.3)
Learners can grasp the
general meaning of
spoken texts set in
familiar everyday
contexts and infer
changes in the topic of
discussion.REF.
(I.EFL.4.6.1.) (I.3, S.1, J.4)

Technique:
Tests or written
tests
Student portfolio

Instrument:
Objective multiple-
choice tests
Project evaluation
rubric

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4. Pair work. Ask and answer these questions
with your classmates. Tape and send your
English teacher
• Do you like to play soccer? What position
do you like to play? Why?
• Are you a soccer fan? Do you support a
team? Which team do you support and why?
• Why do you think that soccer and other
sports were played by various civilizations
throughout history? Explain.
• When do you think it is a good idea to
prohibit people from playing a sport?
Students will
understand
that a safe
return to
school
promotes
actions to take
care of health
and allows the
sharing of
feelings,
emotions,
concerns, and
needs.
What is the
relation
between
languages
and sports?
Good
reasons for
athletes to
learn a new
language
EFL 4.4.1. Convey
information and ideas
through simple transactional
or expository texts on
familiar subjects using ICT
tools and conventions and
features of English
appropriate to audience and
purpose
EFL 4.3.5. Use everyday
reference material in order
to select information
appropriate to the purpose
of an inquiry and relate ideas
from one written source to
another.




1. Read and analise the text














2.- Answer the questions
1. Who benefits from learning a language
according to the article?
2. What are some of the benefits an athlete
can get from learning a foreign language?
3. How can knowing a foreign language help
athletes when they are competing in a
Microsoft
Teams
WhatsApp
Digital books
Slides
I.EFL.4.15.1. Learners can
convey 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. (I.3, I.4, S.3,
J.2)

Learners can
communicate personal
information and basic
immediate needs in
simple terms using
Technique:
Tests or written
tests
Student portfolio

Instrument:
Objective multiple-
choice tests
Project evaluation
rubric

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different country?
4. According to the reading, what is
receptiveness?
5. Can you think of another benefit of
learning foreign languages?
Do you agree or disagree with the benefits
listed in the article? Explain.
3.- Identify the flag and investigate the
country ,nationality and language .











grammatical structures
and vocabulary seen in
class (although there may
and / frequent basic
errors) REF. (I.EFL.4.8.1.)
(I.1, I.2, I.3, S.1)

4. Adaptaciones Curriculares

Objetivo De
La Unidad De
Aprendizaje
Conceptos
Esenciales
Destrezas Con Criterios De
Desempeño
Actividad De Aprendizaje


Recursos Evaluación
Indicador De Evaluación Técnica E
Instrumentos De
Evaluación


Elaborado Por Revisado Por: Jefe De Área / Junta Académica Aprobado Por: Vicerrector
Docente: ANTONIETA VÉLEZ GARCÍA Nombre: ANTONIETA VELEZ GARCÍA Nombre: LETI BARBERÁN LOOR
Firma: Firma: Firma:
Fecha: 20 -06-2022 Fecha: 20 – 06 - 2022 Fecha:20 – 06 - 2022