EDUCATIONAL UNIT “SALCEDO”

MICROCURRICULAR PLANNING

FIRST PARTIAL OF FIRST TERM

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

Lic. Silvia Guanopatin, Lic. Juan STARTING: January 19th 2022

TEACHER´S NAME (S) Velasque, Mcs, Alexandra Benavides LASTING DATE.
ENDING: April 14th 2022
AREA English as a Foreign Language SUBJECT English
LEARNING OBJECTIVES Learning Objective:
Objective:
[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:
Objective:
[Link] 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.

Learning Objective:
Objective:
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[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.

 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.
 Students SWBAT identify the main facts of information by listening the audio and completing the
activities, then share their points of view in a group discussion.
 Most of the students will be able to talk about Ecuadorian traditional festivals and share opinions about the
way they celebrate their favorite customs during the year in their towns.
 SWABT identify the components of a postcard then brainstorm ideas and create their own postcard to be
presented in the whole class.
 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.
SPECIFIC OBJECTIVES
 Students will identify sentences in passive voice and listen a familiar lyrics of the most famous song from
the British band The Beatles.
 Students will be able to identify the different ways of celebrating Christmas in Brazil, then stablish
similarities from Ecuador. Besides they will listen an audio about being on time in order to complete
classroom and home activities.
 Students will be able to identify the different ways of celebrating Christmas in Brazil, then stablish
similarities from Ecuador. Besides they will listen an audio about being on time in order to complete
classroom and home activities.
 Students will be able to discuss new year’s Eve celebration to share their ideas in class
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WEEK VALUE Recognition of diversity, empathy, effective communication

Touring Ecuador and the world
Sagrada Familia Church
A Traditional Festival in Ecuador: Day of the Dead
A Postcard
NAME OF THE PROJECT Touring Ecuador and the world
“What song do you associate with Ecuador”
“Christmas in Brazil”
“Martina Missed Her Bus”
New Year's Eve Celebration in Ecuador
DAY
MRTHODOLOGICAL ORIENTATIONS
SKILLS AND
EVALUATION RECOMMENDATIONS
ESSENTIAL CONTENTS PERFORMANCE TEACHER´S
INDICATORS FOR PARENTS OR
CRITERIA PROPOSALS
TUTOR AT HOME
READING EFL 5.1.1. Display and [Link].5.1.1. Learners BRAINSTORN IDEAS Control students to work in
understanding of the can demonstrate and What do you know about academic activities,
. Quito: South America’s relationship between the understanding of the the province of Pichincha
Cultural Capital practices and perspectives of integrity of different
different cultures by cultures by sharing Activity 1
GRAMMAR READING Be a model to motivate in
recognizing and sharing experiences and by
Read Quito: South learning environment
Passive Voice cross-cultural experiences participating in class
and ideas. activities and America’s Cultural
Present and Past discussions in a way that Capital.
EFL 5.4.2. Identify a variety shows empathy and Control the use of internet
VOCABULARY Activity 2
of types and formats of respect for others. (I.3,
Speaking: potential resources and the S.1, S.2, J.1, J3) Discuss the following
value, purpose and audience questions with a partner. Provide the technological
Question discussion of each for use in the Learners can identify, • What is tourism?
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educational domain. critically evaluate and • Do you think tourism is devices to join in classes.
(Example: audio/video, recommend a variety of important? Why?
Listening: multimedia, website, potential resources and • Have you ever been to the
Audio database, book, thesaurus, references, including Pichincha province? Communicate with teachers
scholarly/popular, digital tools that support • Where have you been in
Grammar: current/historical, etc.) collaboration and Ecuador?
productivity, for
Passive voice EFL 5.1.3. Find parallels educational use REF Activity 3
Reading between Ecuadorian cultural [Link].5.14.1. (I.1, I.2, Think of the most beautiful
and political referents and S.3, S.4) place in your hometown. In
Vocabulary those of other countries by
three lines, describe it so
talking about holidays, Learners can exhibit an
Colorful,throught,beyond,shape
symbols, customs and ability to discuss culture that others will want to visit.
Treats, gather, graves, vendors schooling. from Ecuador and other Group discussion:
line, countries while making
EFL 5.4.7. Use the process of informed choices about In groups discuss the
Grammar: prewriting, drafting, revising, and taking action on following questions
peer editing and proofreading issues of prejudice and
W/h questions.
(i.e., “the writing process”) to discrimination. REF Do you know where Spain
What, when,which,why,how produce well-constructed [Link].5.2.1 (I.1, I2, S2, J1, J3) is?
informational texts. [Link].5.2.1 Have you ever been to Spain
Yes/no questions or do you know anyone who
EFL 5.1.1. Display and Learners can produce has been there?
Is there ……?
understanding of the well-constructed Do you know where
Are there…..? relationship between the informational texts by Barcelona is?
practices and perspectives of applying the writing Do you know what sangria
different cultures by process. is?
recognizing and sharing [Link].5.15.1.(I.2,
Writing and speaking skills
cross-cultural experiences I.3, I.4, S.3, J.1) Listening:
and ideas. Listen and take notes of
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Vocabulary EFL 5.2.11 Express opinions ideas from the audio

on abstract topics, such as Learners can present
Postcard film and music, and concrete information clearly and Listen again and complete
Greeting topics, such as personal effectively in a variety of the information
experiences, while describing oral forms for a range of
E-mails one’s reactions to them and audiences and purposes. Grammar:
others’ opinions. Ref. [Link].5.9.1. (I.2, I.3, Complete the passive voice
Letters J.2) exercises.
Stamp EFL 5.2.2 Identify the main
idea and some details of Learners can respond to
Address recorded news reports, and interpret literary Team work:
documentaries and interviews texts, including original In small groups discuss
Recipient questions.
reporting on seasonal stories written by peers,
festivities, environmental referring to details and 1. Which is your favorite
Sign
issues, food and international literary elements of the Ecuadorian celebration?
Grammar: customs, climate, weather, text. (S.1, S.4, J.2) Why?
etc., where the visuals
Why questions and passive [Link] do you like the
support the commentary. Learners can respond to
voice most about it?
and interpret literary
Do you have a favorite texts, including original
stories written by peers, 3. Is there a celebration you
Ecuadorian artist?
referring to details and don’t like? Why
GRAMMAR
literary elements of the
Simple Present. text. (S.1, S.4, J.2) Multiple choice

(3 PERSON) Choose the best answer to

the questions according to
Simple past
the reading.
What song do you associate
with Ecuador? 1. When does the Day of the
dead take place?
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GRAMMAR
2. How is colada morada
Active Voice made?
My teacher teaches English
grammar. 3. What is the Day of Dead?

Passive Voice. 4. What is a guagua?

English grammar is taught by 5. What do Ecuadorians do
my teacher. in cemeteries on the Day of
We can also use be + past Dead?
participle after modal auxiliary
Discuss the questions in
verbs like: can, will, must,
groups
should, have
Reading and Listening skills Do you know what a
postcard is?
Christmas vocabulary: • Have you ever sent one?
• Have you ever received
Santa Claus, Christmas trees,
one?
reindeers, snow, winter clothes,
• Would you like to write
balconies, dinner, hang
one?
wreaths.
Brainstorming ideas about a
Listening vocabulary:
topic to write a postcard.
Bus station, buss stop, ticket,
cheap, expensive, landmarks,
Check the components of a
cities, long trip, tourism,
postcard
industry.
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Grammar: Write the first draft of a

postcard
Adverbs of frequency
Always, never, sometimes, Revise your postcard
hardly ever, usually.
Present your postcard in the
Passive voice: whole class
Passive voice simple present /
simple past
Brainstorming the ideas
Reading and Listening skills using the following
questions.
Christmas vocabulary: Do you have a favorite
Santa Claus, Christmas trees, Ecuadorian artist?
reindeers, snow, winter clothes, Read a biography.
balconies, dinner, hang In groups of 3-4 students,
wreaths. presentation.
about Gonzalo Endara Crow
Listening vocabulary: and his work.
Each group should research
Bus station, buss stop, ticket, about:
cheap, expensive, landmarks, 1. Endara Crow´s biography
cities, long trip, tourism, 2. Endara Crow´s most
industry. important works
including a short description
Grammar: of each one
3. Choose one of Endara
Adverbs of frequency Crow´s works you like the
Always, never, sometimes, most and draw it. Present
hardly ever, usually. your drawing to the class.
Brainstorming the ideas
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using the following

Passive voice: questions.
Passive voice simple present / What song do you
simple past. associate with Ecuador?
New Year’s Eve. READING
hometown Read the lyrics of the
effigies song.
gunpowder
Underline all the sentences
Grammar: in passive voice you can
Passive voice: find.
Passive voice simple present / LISTENING
simple past. Listen to the Beatles song.
SPEAKING/ TEACH
STUDENTS
When do we use the
passive voice?
Example:
The photograph was taken
by my mother.
1. A policeman was
murdered by
terrorists
2. My family was
woken by the alarm.
3. The tour guide led
the group of tourists
inside San Francisco
Church.
4. The dog has bitten
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several people on the

street.
5. The telephone was
invented by Alexander
Graham Bell.

Reading Skill
Brainstorming ideas about
Christmas

How do you celebrate

Christmas?

Answer the following

questions:

What’s the weather like in

your hometown during
Christmas time?

Do you have any special

tradition?

What kind of food do you

have on Christmas?

Read the passage about

Christmas and discuss
what is different or similar
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in Ecuador.

Make a Ven diagram

Listening Skill
Brainstorming ideas about
Missing bus.

Listen and circle the correct

alternative.

Use adverbs of frequency in

a real environment situation.

In pairs discuss the

questions from module 3
page 9

Represent graphically the

Martina´s Situation and
present to the class.

n your hometown?
-Look at the pictures and tell
your ideas

Answer the following

questions in a
collaborative way
Form small groups of 3-4
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students and discuss the

following questions.
1. Describe the pictures
above. What do you
see?
2. Do you celebrate
New Year’s Eve?
3. How do you
celebrate New
Year’s Eve in your
hometown? Make

Prepare a group
exposition.
Prepare a PPT or a paper
poster exposition was
you are going to talk
about:
a. New Year’s Eve
celebration in your
hometown.
b. Describe what people
do and eat on New
Year’s Eve.
c. Include pictures
or drawings
of this celebration.
d. Build a small effigy and
bring it to your class.
Grammar practice
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CURRICULAR
ADAPTATIONS
SPECIFICATIONS OF Draw a famous Ecuadorian athlete. Write down and draw some traits and important events that they became
EDUCATIONAL NEEDS popular nowadays.

Think in any specific situation good or bad and represent it in a drawing and explain.

Make a list of topics that are important for teenagers in your country. You can look at the reading on the previous
page to get some ideas.

Draw any Oswaldo Guayasamin’s art work and describe why you like it

Ask your parents some advice to do before taking an exam and write 5 of them, represent those by pictures

Copy the new vocabulary and find the meaning.

Learn the song and sing it “Set Fire to the Rain”.

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Represent graphically any good or bad situation you had.

INDIVIDUAL  Think of the most beautiful place in your hometown. In three lines, describe it so that others will want to
CURRICULAR visit.
ADAPTATIONS  Write a short article about “Day of the dead” in your town, down it draw or cut and paste some pictures
related to the festival.
 Create postcard to any of your relative
 Write down 5 sentences in active voice and change them to passive voice.
 Draw any Gonzalo Endara’s art work and describe why you like it
 Represent graphically how celebrate Christmas
 Make a collage about how you celebrate New Year's Eve Celebration in Ecuador?
OBSERVATIONS ABOUT
MY PRACTICE
BIBLIOGRAPHY.
ELABORATED FOR REVISED FOR APPROVED FOR
Lic. Silvia Guanopatin, Lic. Juan Velasque, Mcs,
Alexandra Benavides LIC. JUAN GALLO DRA. NANCY JÁCOME

SIGNATURE SIGNATURE SIGNATURE

DATE: 14/04/2022 DATE: DATE: