EDUCATIONAL UNIT “SALCEDO”

MICROCURRICULAR PLANNING

FIRST PARTIAL OF FIRST TERM

UNIT PLAN 3
SCHOOL YEAR: 2021-2022
EDUCATIONAL CIRCUIT CODE 05D06C02_A 05H00111
AMIE CODE
SCHOOL NAME: UNIT “SALCEDO”
LEVELS AND BASIC ELEMENTARY BASIC SUPERIOR BACCALAUREATE
SUBLEVELS
X
(MARK WITH AN
X IN THE Second BGU A,B,C,D,E,F,G,H,I
SQUARE.)

Lic. Silvia Guanopatin, Lic. STARTING: April 18th 2022

TEACHER´S Juan Velasque, Lic. Juan LASTING DATE.
NAME (S) Gallo, Lic. Sandra Amores ENDING: June 17th 2022

AREA English as a Foreign

SUBJECT English
Language
LEARNING Learning Objective:
OBJECTIVES [Link] 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and languages from the secure standpoint of their own national and
cultural identity.

Learning Objective:
[Link] 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.

Learning Objective:
[Link] 5.5 Directly access the main points and important details of up-todate 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
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required.

Learning Objective:
[Link] 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.

SPECIFIC  Students will understand that we need to use different strategies to solve different social, economic, environmental,
OBJECTIVES and cultural problems. We need to communicate well and act independently.
 Students will be able to identify the different ways of celebrating Christmas in Brazil, then establish similarities with
Ecuador. Besides they will listen to audio about being on time in order to complete classroom and home activities.
 Students will understand that Ecuador is part of a megadiverse and multicultural world, contributing to the
construction and care of a more just and equitable human society through assertive communication in its near and
distant environment.
 Uses different audiovisual and technological resources in the elaboration of artistic representations of professions
related to art and culture.
 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.
 Students will understand that certain actions of human beings have a negative and direct impact on the phenomena
that happens in nature and that worsen environmental problems such as global warming, for raising awareness and
making assertive and responsible decisions with the immediate environment, communicating it in various spaces and
with nature-friendly resources.
 Learners can demonstrate an understanding of the integrity of different cultures by sharing experiences and by
participating in class activities and discussions in a way that shows empathy and respect for others.
 Learners can 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
 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.
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
 Conflict resolution, critical thinking, communication skills, decision making
WEEK VALUE
 Justice, fairness, empathy, assertive communication, respect
 Festivals in Cuenca
 “Christmas in Brazil”
 “Martina Missed Her Bus”
 The movie coco
NAME OF THE  Review writing
PROJECT  Touring Ecuador and the world (How to make papier-mâché:)
 Touring Ecuador and the world ( Notting Hill Carnival)
 Phrasal Verbs - Oral Communication
 Reading
 Writing

METHODOLOGICAL ORIENTATIONS
SKILLS AND
ESSENTIAL EVALUATION RECOMMENDATIONS
PERFORMANCE
CONTENTS INDICATORS TEACHER´S PROPOSALS FOR PARENTS OR
CRITERIA
TUTOR AT HOME
READING AND EFL 5.3.1. Find Learners can find specificReading Skill Control students to work in
SPEAKING specific predictableinformation and identify Brainstorming ideas about academic activities,
PRACTICE: information in short,the main points in simple, What do you do on Christmas Eve?
simple texts in astraightforward texts on
Festival in Cuenca range of age-andsubjects of personal READING SPEAKING AND Be a model to motivate in
level-appropriate interest or familiar PRACTICE: learning environment
GRAMMAR topics. (Example:academic topics. [Link].
biographies, 5.10.1. (I.1, I.2, S.2) FESTIVALS IN CUENCA
Reviewed Present
news articles, 1.-What do you do on Christmas Eve? Do Control the use of internet
Simple Tense
narratives, memoirs, you think that the ways to celebrate holidays
and personal
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accounts, formal are different depending on each culture?

letters, emails, etc.)
2.-Read the text and answer the questions Provide the technological
that follow in your notebook. devices to join in classes.
Reading and Questions:
Listening skills Learners can respond to
and interpret literary texts,a. Have you ever been to Cuenca? Communicate with teachers
Christmas including original stories
vocabulary: EFL 5.2.2 Identify written by peers, referring b. Is parade of the Baby Jesus a tradition in
the main idea and to details and literary your hometown?
Santa Claus, Christmas some details of elements of the text. (S.1, c. What other Ecuadorian festivals do you
trees, reindeers, snow, recorded news S.4, J.2)
winter clothes, know?
reports,
balconies, dinner, hang documentaries and d.
wreaths. interviews reporting
on seasonal e.
Listening vocabulary: festivities,
f.
environmental issues,
Bus station, buss stop, food and international g.
ticket, cheap, customs, climate,
expensive, landmarks, weather, etc., where GRAMMAR
cities, long trip, the visuals support Reviewed Present Simple Tense
tourism, industry. the commentary.
Grammar: Reading Skill
Brainstorming ideas about Christmas
Adverbs of frequency
Always, never, How do you celebrate Christmas?
sometimes, hardly
ever, usually.
Answer the following questions:
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Passive voice: What’s the weather like in your hometown

Passive voice simple during Christmas time?
present / simple past.
Do you have any special tradition?

What kind of food do you have on

Reading Skill Learners can exhibit an Christmas?
ability to discuss culture
Vocabulary: from Ecuador and other Read the passage about Christmas and
- Forbid countries while making discuss what is different or similar in
- Bear informed choices about Ecuador.
- Steal and taking action on
Vocabulary about issues of Make a Ven diagram
movies. prejudice and
discrimination. REF Listening Skill
[Link].5.2.1 (I.1, I2, S2, Brainstorming ideas about the Missing
EFL 5.1.3. Find J1, J3) [Link].5.2.1 bus.
parallels between
Ecuadorian cultural Listen and circle the correct alternative.
and political
referents and those of Use adverbs of frequency in a real
other countries by environment situation.
talking about Learners can produce
holidays, emails, blog posts and In pairs discuss the questions from module 3
symbols, customs and other written page 9
schooling. [Link].5.13.1. (I.3,
S.3, J.2) Represent graphically Martina´s Situation
and present it to the class.
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Activity 1:
Brainstorming using the question:
- Have you seen the movie coco?
Activity 2:
- Look at the film review Coco. Answer
these two questions:
a. What’s the name of the film?
b. What’s the main character’s name?
Activity 3:
- In groups of three, answer the following
How to make papier- question.
mâché: 1. Deduce the meaning of the following
EFL 5.1.1. Display words from the context. Write an X in the
Simple Present. and understanding of correct space.
(3 PERSON) the relationship [Link].5.1.1. Learners can Forbid ____ to accept ____ to prohibit
between the practices demonstrate and____ to sell
Simple past and perspectives of understanding of theBear ____ animal ____to accept ____ to
different cultures by integrity of differentgive birth to
recognizing and cultures by sharingSteal ____to smile ____to extract ____ to
sharing cross-cultural experiences and bytake without permission
experiences and participating in class2. Why do you think Miguel can’t bear the
ideas. activities and discussionsrestrictions of playing music imposed by
in a way that showshis great-great grandmother?
empathy and respect for3. Make a list of 5 adjectives you can
others. (I.3, S.1, ) identify in the review:
4. What Mexican tradition did the films
review mention?

EFL 5.4.9. Use a

variety of oral, print Have you ever shared your opinion about a
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and electronic forms book?

for writing to others
or for writing for self, WRITING
applying the Before writing
conventions of social
writing. (Example:
notes, invitations,
emails, blog entries
and comments, notes Actvity 1
to self, etc.) Now you are going to write a book review.
Follow these steps.

Activity 2
Write a review about your book of
EFL 5.1.1. Display preference
and understanding of
the relationship [Link].5.1.1. Learners can
between the practices demonstrate and
and perspectives of understanding of the Brainstorming the ideas using the
different cultures by integrity of different following questions.
recognizing and cultures by sharing How can we use codes to communicate?
sharing cross-cultural experiences and by Activity 1
experiences and participating in class Form small groups of 3-4 students and using
ideas. activities and discussions paper-mâché design,
READING
in a way that shows make an alebrije.
Notting Hill Carnival empathy and respect for Read the instruction and make an alebrije.
others. (I.3, S.1, S.2, J.1, 1. Get all the material:
GRAMMAR A bowl or large container, white glue, water,
J3)
Passive Voice EFL 5.2.5 your base structure,
Understand the a paintbrush, and newspaper.
2. Tear the newspaper into long strips.
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Present and Past main idea of radio 3. Glue mixture: Pour 2 parts white glue and
and audio 1 part water into a mixing bowl.
VOCABULARY recordings on 4. Blend the mixture with a paintbrush until
vivid. subjects of it forms a smooth consistency.
thrilling. personal interest, Learners can find 5. Find a surface you want to papier-mâché.
provided speech is specific in- formation Examples include
spectacle. and identify the main a balloon, cardboard or a molded figure.
beads clear.
points in simple,
straightforward texts 6. Dip a strip of newspaper into the mixture
on subjects of and remove any excess.
personal interest or 7. Lay the strip over the surface and repeat.
Vocabulary familiar academic 8. Place the object on a covered surface to
idioms [Link]. [Link]. dry.
5.10.1. (I.1, I.2, S.2) 9. Start coloring.
Get your act together
BRAINSTORN IDEAS
Pull yourself together Do you celebrate Carnival?
EFL 5.3.1. Find
I’m feeling under the specific predictable Activity 1
weather information in [Link].5.5.1. Learners
short, simple texts Get in pairs. Discuss the following
can identify the main
It’s a piece of cake in a range of age- questions.
idea in a variety of
and level- • Are there similar celebrations in Ecuador to
Pull someone’s leg audio recordings (e.g.,
appropriate topics. Notting Hill Carnival
interviews, radio ads,
Grammar (Example: in London and Mardi Gras in New Orleans?
news reports, etc.) and
biographies, news If your answer is yes,
Why questions deduce the meanings of
articles, narratives, describe the celebrations.
unfamiliar phrases and
memoirs and • How are these celebrations different from
words in familiar
personal accounts, or similar to Notting Hill Carnival and Mardi
contexts where speech
formal letters and Gras?
is clear and visuals
emails, etc.) Activity 2
help support meaning.
Use your answers to these questions to
(I.3, I.4)
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complete the
Venn Diagram below.
EFL 5.3.1. Find
specific predictable
information in short,
simple texts in a 1.- Brainstorming using the following
range of age-and question.
EFL 5.4.4. Select
level-appropriate and make effective What do you think is the best way to learn
topics. (Example: use of a range of idioms in a language?
biographies, news digital tools to [Link].5.14.1. Learners
articles, narratives, write, edit, revise can identify, critically 2.- Listen to a conversation between two
memoirs and and publish written evaluate and university friends, one from Latacunga and
personal accounts, work in a way that recommend a variety of the other from Venezuela. Then, answer the
formal letters and supports potential resources and questions that follow.
emails, etc.) collaboration, references, including
learning and digital tools that a.- In the dialogue between Brittany and
productivity. support collaboration Teresa, what is a piece of cake?
(Example: image and productivity, for b.- Why did Brittany tell Teresa to pull
editing, educational and herself together?.
GoogleDrive, academic use. (I.1, I.2, c.- Why does Teresa want to go and see La
infographic S.3, S.4) Mama Negra?
makers, audio and
video editing, Imagine you were Teresa. What other
Vocabulary presentation apps, questions would you ask Brittany about La
etc.) Mama Negra? Write down three questions.
storyboard a. _______________________
b. _______________________
timeline c. _______________________
relevant
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irrelevant 1.- Brainstorming using the following

question.
draft
Do you have a favorite comic?
scene
[Link] did the woodcutter refuse to take the
perspective
axes twice?
3.- Why did mercury reward the woodcutter
with the two axes?

1.- Brainstorming using the following

question.
What makes a storyboard fun?
A. Form groups of 3-4 students and create a
story of 80-100 words using the storyboard
technique.
Step 1. Establish a timeline.
Step 2. Identify the key scenes in your story.
Step 3. Write a description of what each box
will show.
Step 4. Decide what to use for your template.
Step 5. Add other important information.
Step 6. Think in different perspectives.
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B. Draw a draft of your storyboard here.

CURRICULAR
ADAPTATIONS
SPECIFICATIONS
OF
EDUCATIONAL
NEEDS
INDIVIDUAL  Answer the questions letters a- b – c.
CURRICULAR  Draw a picture or a representation about a movie you like.
ADAPTATIONS  Select a movie you most like and draw pictures with their main characteristics
 Make and alebrije art work.
 Find the meaning of the new vocabulary.
 Copy and find the meaning of the idioms.
 Copy and find the meaning of the new vocabulary.
 Fnd the meaning of the words in the dictionary

OBSERVATIONS
ABOUT MY
PRACTICE
BIBLIOGRAPHY. [Link]
Contingency Plan from MINEDUC Project 6 BGU. “Let’s learn together at home”
English Pedagogical Module 3 for second year, Touring Ecuador and the world, pag. 22
ELABORATED FOR REVISED FOR APPROVED FOR
Lic. Silvia Guanopatin, Lic. Juan
Velasque, Mcs, Alexandra Benavides LIC. JUAN GALLO DRA. NANCY JÁCOME

SIGNATURE SIGNATURE SIGNATURE

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DATE: 18/04/2022 DATE: DATE: