Plan de Destreza Bloque 4 2018

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICRO CURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIDAD EDUCATIVA MARIANO NEGRETE ACADEMIC YEAR:
2017 - 2018
MICRO CURRICULAR PLANNING
1. DATA:
TEACHER: Ligia Yanguicela AREA: ENGLISH GRADE/COURSE: TENTH EGB CLASS: A,B
UNIT UNIT TITLE CONTENTS FROM THE BOOK: UNIT SPECIFIC OBJECTIVES
NUMBER
Topics: O.EFL 4.1 Identify the main ideas, some details and inferences of written
Making comparisons page 24 texts, in order to produce level-appropriate critical analysis of familiar
4 FESTIVALS
Saying where things are page 26 subjects and contexts.
Talking about Likes and Dislikes page 28 O.EFL 4.2 Appreciate and value English as an international language and a
Self assessment page 30 medium to interact globally.
O.EFL 4.3 Independently read A2.1 level text in English as a source of
Grammar: Comparatives and Superlatives Adjectives, entertainment and interpersonal and intrapersonal interaction.
Should, Shouldn´t, Verb/Preposition + Gerund O.EFL 4.4 Develop creative and critical thinking skills when encountering
challenges in order to promote autonomous learning and decision making.
Vocabulary: Carnivals and Festivals adjectives, Social O.EFL 4.5 Introduce the need for independent research as a daily activity
customs, Preposition of places, Town facilities, Music, by using electronic resources (ICT) in class while practicing appropriate
Useful expressions, competences in the four skills.
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
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.
O.EFL 4.7 Use spoken and written literary text in English such as poems,
short stories, comic strips, short magazine articles and oral interviews on
familiar subjects in order to inspire oral and written production at an A2.1
level.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural
differences and similarities within a range of local, national and global
contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate expressions
in order to reach an effective command of spoken language.
2. PLANIFICATION
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
EFL 4.4.2 Make and use a simple print or digital learning resource to CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as
compare and contrast information in order to demonstrate well as the consequences of one’s actions while exhibiting socially responsible behaviors.
understanding and command of a CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as
appropriate nonverbal and oral communication features.
EFL 4.4.3 Critically evaluate information from references, including CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group
those found on the web, and recommend print and digital sources to differences by establishing and maintaining healthy and rewarding relationships based on
other learners. communication and cooperation.

EFL 4.4.5 Recognize that various types of writing require different CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in
language, formatting and special vocabulary. (Example: a recipe, a familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings
letter, etc.) of unfamiliar words and phrases using context clues and/or prior knowledge.
EFL 4.4.6 Identify a variety of types and formats of potential resources CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short
and the value, purpose and audience of each for use in the educational and straightforward spoken or audio texts set in familiar contexts, when delivered slowly and
domain. (Example: audio/video, multimedia, website, database, book, with visuals to provide contextual support. Use spoken contributions in class as models for
thesaurus, scholarly/popular, current/historical, etc.) one’s own speech.
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.
TRANSVERSE AXES: J, I ,S PERIODS: (6 WEEKS) STARTING WEEK: 11-09
ASSESSMENT
METHOLOGICAL APPROACHES RESOURCES ACHIEVEMENT INDICATORS ACTIVITIES/TECHNIQUES/INSTRUMENTS(ARTIF
ACTS)
-Playing games that practice classroom I.EFL.4.2.1. Learners can name similarities and Reading and answering comprehension
Student’s book,
languages, turn- taking, being polite. differences between different aspects of questions.
Workbook Unit , cultural groups. Learners can demonstrate Matching titles to passages
-Finding recipes from other cultures Audio CD, socially responsible behaviors at school, Labeling by listening
and regions and then sharing them in CD player, online, at home and in the community, and UNIT 4 assessment
classes. magazines, evaluate their actions by ethical, safety and Homeworks
notebook, social standards. (J.3, S.1, I.1)
Reading two stories from different Workbook activities
white paper, I.EFL.4.3.1. Learners can employ a range of
regions in Ecuador and completing a self-monitoring and self-correcting strategies
scissors,
chart to show the differences. and interpret and use appropriate verbal and
glue,
posters. nonverbal communication features to
English laboratory communicate in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.5.1. Learners can appreciate and show

Completing a Venn diagram about two respect for individual and group differences
stories from different countries. by establishing and maintaining healthy and
rewarding online and face-to-face
-Hearing a story from another country interactions. Learners can communicate and
and finding similarities with a story cooperate in a respectful, empathetic
manner. (J.3, S.1, S.4)
I.EFL.4.6.1. Learners can grasp the general
-Reading a text and answering
meaning of spoken texts set in familiar
information questions.
everyday contexts and infer changes in the
topic of discussion, as well as deduce the
-Putting paragraphs in a text in the
meanings of unfamiliar words and exchanges
correct order.
through the use of context clues, provided
speech is given slowly and clearly and there is
-Asking classmates to repeat an
sufficient visual support. (I.3, S.1, J.4)
answer or statement if needed to
clarify something.
I.EFL.4.7.1. Learners can identify the main
Inviting a guest speaker from another idea and some details in short straightforward
country to class and asking and spoken audio texts set in familiar contexts
answering questions about his/her when the message is delivered slowly and
culture/country. there is other contextual support. (Example:
rules for a game, classroom instructions, a
dialogue in a scene from a cartoon or movie,
etc.) Learners can use other classmate’s
contributions in class as models for their own.
(I.2, I.3, S.4)
3. CURRICULARS ADAPTATIONS
EDUCATIONAL NEED SPECIFICATION SPECIFICATION OF ADAPTATIONS TO BE APPLIED

DONE BY CHECKED BY PASSED BY
TEACHER: Lic. Ligia Yanguicela AREA COORDINATOR: Lic. Lucrecia VICE PRINCIPAL: Lic. Viviana Cruz
Cajamarca
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

2017 - 2018
1. DATA:
TEACHER: Ligia Yanguicela AREA: ENGLISH GRADE/COURSE: NINETH EGB CLASS: A,B
NUMBER
Topics: Talking about past events page 26 O.EFL 4.1 Identify the main ideas, some details and inferences of written
Asking about past events page 28 texts, in order to produce level-appropriate critical analysis of familiar
4 THE VIKINGS
Reading, Listening, Speaking and Writing page 30 subjects and contexts.
LIKED MUSIC
O.EFL 4.2 Appreciate and value English as an international language and a
Grammar: Simple Past: Affirmative, Negative, Questions medium to interact globally.
and Short answers O.EFL 4.3 Independently read A2.1 level text in English as a source of
entertainment and interpersonal and intrapersonal interaction.
Vocabulary: Continents and countries, Feelings, O.EFL 4.4 Develop creative and critical thinking skills when encountering
Activities, Useful expressions, Irregular Verbs challenges in order to promote autonomous learning and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily activity
by using electronic resources (ICT) in class while practicing appropriate
competences in the four skills.

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.
O.EFL 4.7 Use spoken and written literary text in English such as poems,
short stories, comic strips, short magazine articles and oral interviews on
familiar subjects in order to inspire oral and written production at an A2.1
level.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural
differences and similarities within a range of local, national and global
contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate expressions
in order to reach an effective command of spoken language.
2. PLANIFICATION
EFL 4.4.2 Make and use a simple print or digital learning resource to CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as
compare and contrast information in order to demonstrate well as the consequences of one’s actions while exhibiting socially responsible behaviors.
understanding and command of a CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as
appropriate nonverbal and oral communication features.
EFL 4.4.3 Critically evaluate information from references, including CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group
those found on the web, and recommend print and digital sources to differences by establishing and maintaining healthy and rewarding relationships based on
other learners. communication and cooperation.

EFL 4.4.5 Recognize that various types of writing require different CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in
language, formatting and special vocabulary. (Example: a recipe, a familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings
letter, etc.) of unfamiliar words and phrases using context clues and/or prior knowledge.
EFL 4.4.6 Identify a variety of types and formats of potential resources CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short
and the value, purpose and audience of each for use in the educational and straightforward spoken or audio texts set in familiar contexts, when delivered slowly and
domain. (Example: audio/video, multimedia, website, database, book, with visuals to provide contextual support. Use spoken contributions in class as models for
thesaurus, scholarly/popular, current/historical, etc.) one’s own speech.
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.
ASSESSMENT
ACTS)
-Playing games that practice classroom I.EFL.4.2.1. Learners can name similarities and Reading and answering comprehension
Student’s book,
languages, turn- taking, being polite, differences between different aspects of questions.
Workbook, cultural groups. Learners can demonstrate
etc. Matching titles to passages
Audio CD, socially responsible behaviors at school, Labeling by listening
-Practicing the language needed to CD player, online, at home and in the community, and UNIT 4 assessment
deal with a need through a mini role magazines, evaluate their actions by ethical, safety and Homeworks
play. notebook, social standards. (J.3, S.1, I.1)
Workbook activities
white paper, I.EFL.4.3.1. Learners can employ a range of
-Creating a poster of class rules self-monitoring and self-correcting strategies
scissors,
-Hearing a story from another country glue, and interpret and use appropriate verbal and
posters. nonverbal communication features to
and finding similarities with a story
English Laboratory communicate in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.5.1. Learners can appreciate and show

respect for individual and group differences

-Reading a text and answering by establishing and maintaining healthy and
information questions. rewarding online and face-to-face
interactions. Learners can communicate and
-Choosing from a list of words to cooperate in a respectful, empathetic
complete gaps from a reading. manner. (J.3, S.1, S.4)
I.EFL.4.6.1. Learners can grasp the general
Putting paragraphs in a text in the meaning of spoken texts set in familiar
correct order. everyday contexts and infer changes in the
topic of discussion, as well as deduce the
-Asking classmates to repeat an meanings of unfamiliar words and exchanges
answer or statement if needed to through the use of context clues, provided
clarify something. speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4)
-Reading a text and answering
information questions. I.EFL.4.7.1. Learners can identify the main
-Choosing from a list of words to idea and some details in short straightforward
complete gaps from a reading. spoken audio texts set in familiar contexts
when the message is delivered slowly and
there is other contextual support. (Example:
rules for a game, classroom instructions, a
dialogue in a scene from a cartoon or movie,
etc.) Learners can use other classmate’s
contributions in class as models for their own.
(I.2, I.3, S.4)

TEACHER: Lic.Ligia Yanguicela AREA COORDINATOR: Lic. Lucrecia VICE PRINCIPAL: Lic. Viviana Cruz
Cajamarca
DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

2017 - 2018
1. DATA:
TEACHER: Ligia Yanguicela AREA: ENGLISH GRADE/COURSE: FIRST BGU CLASS: A
NUMBER
Topics: Identify the function of Communicative language O.EFL5.1 Encounter socio-cultural aspects of their own and other coun-
page 38 tries in a thoughtful and inquisitive manner, maturely, and openly
4 WONDERFUL experiencing other cultures and languages from the secure standpoint of
Expressing obligation and prohibition page 40
WORLD their own national and cultural identity.
Expressing obligation and lack of obligation page 42
Grammar: must and mustn´t, have/has to and don´t/
doesn´t have to, Principal adjectives ending in ed/ing, O.EFL 5.2 Draw on this established propensity for curiosity and
Relative pronouns: Which/ that, want to/ would like to, tolerance towards different cultures to comprehend the
role of diversity in building an intercultural and
I´d rather…
multinational society.
Vocabulary: Household items, The Artic, Body
Language, Feelings, Animals, Routines and Rules,
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced
Exhibits.
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.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing dis-

position 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.
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.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a

range of formal and informal social situations with a limited
but effective command of the spoken language (CEFR B1
level)
2. PLANIFICATION

EFL 5.4.1 Critically evaluate information from references, including CE.EFL.5.1. Display an understanding of the integrity of different cultures by sharing
those found on the web, and recommend print and digital sources to experiences and by participating in class activities and discussions in a way that shows
other learners. empathy and respect for others.
EFL 5.4.2 Identify a variety of types and formats of potential resources CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural products and
and the value, purpose and audience of each for use in the educational referents from Ecuador and other countries while making informed choices about and taking
domain. (Example: audio/video, multimedia, website, database, book, action on issues of prejudice and discrimination.
thesaurus, scholarly/popular, current/historical, etc.)
CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal
EFL 5.4.3 Apply new and prior knowledge in order to plan and create communication, and apply them in appropriate contexts.
texts and determine if the new knowledge adds value to or contradicts CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in
prior information extended conversations on familiar social and academic topics by expressing opinions and
EFL 5.4.8 Create an effective voice, using a variety of writing styles feelings and clarifying meaning.
appropriate to different audiences, purposes and settings, and adjust CE.EFL.5.9. Production – Fluency: Present information clearly and influence an audience
these styles as necessary effectively through well-developed arguments in prepared presentations and other forms of
EFL 5.4.9 Use a variety of oral, print and electronic forms for writing to oral communication.
others or for writing for self, applying the conventions of social writing.
(Example: notes, invitations, emails, blog entries and comments, notes
to self, etc.)
ASSESSMENT
ACTS)
-Responding sensitively to a peer’s I.EFL.5.1.1. Learners can demonstrate an Reading and answering comprehension
Student’s book,
opinion about a text read in class. understanding of the integrity of different questions.
Workbook ,
cultures by sharing experiences and by

-Playing games that practice classroom Audio CD, participating in class activities and discussions Matching titles to passages
languages, turn- taking, being polite, CD player, in a way that shows empathy and respect for Labeling by listening
etc. magazines, others. (I.3, S.1, S.2, J.1, J.3) UNIT 4 assessment
notebook, I.EFL.5.2.1. Learners can exhibit an ability to Homeworks
-Practicing the language needed to
white paper, discuss culture by analyzing cultural products Workbook activities
deal with a need through a mini role
scissors, and referents from Ecuador and other
play.
glue, countries while making informed choices
- Using pictures and other visuals to posters. about and taking action on issues of prejudice
predict the main idea of a short English laboratory and discrimination. (I.1, I.2, S.2, J.1, J.3)
conversation. I.EFL.5.3.1. Learners can interpret cultural
- Reading a text and answering and language patterns in English, including
information questions. nonverbal communication, and apply them in
appropriate contexts. (I.3, I.4, S.1,
- Choosing from a list of words to
I.EFL.5.8.1. Learners can respond to and build
complete gaps from a reading.
on other people’s ideas in extended
conversations on familiar social and academic
-Hearing a song from another country
topics by expressing opinions and feelings and
and finding similarities with a song
clarifying meaning. (I.3, I.4, S.1,
from Ecuador.
-Researching through the Internet I.EFL.5.9.1. Learners can present information
about other cultures and ways of life clearly and influence an audience effectively
and presenting them to the class using through well-developed arguments in
digital tools. prepared presentations and other forms of
-Writing a short conversation and oral communication. (I.2, I.3, J.2)
including an appropriate idiom.
• Comparing answers in pairs or small
groups

TEACHER: Lic. Ligia Yanguicela AREA COORDINATOR: Lic. Lucrecia VICE PRINCIPAL: Lic. Viviana Cruz
Cajamarca
DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

2017 - 2018
1. DATA:
TEACHER: Ligia Yanguicela AREA: ENGLISH GRADE/COURSE: SECOND BGU CLASS: A
NUMBER
Topics: Making logical deductions and discussing

4 OPINIONS O.EFL5.1 Encounter socio-cultural aspects of their own and other coun-
possibility page 36
tries in a thoughtful and inquisitive manner, maturely, and openly
Expressing obligations and prohibitions page 38
experiencing other cultures and languages from the secure standpoint of
Giving advice page 40 their own national and cultural identity.
Grammar: must and can´t, could, may, and might, O.EFL 5.2 Draw on this established propensity for curiosity and
have/has to and don´t/doesn´t have to, must and can´t, tolerance towards different cultures to comprehend the
Reflexive pronouns, should/ought to and shouldn´t, had role of diversity in building an intercultural and
better (not), adjectives + infinitive. multinational society.


Vocabulary: The solar system, Rules and Regulations, appreciation of linguistic differences. Enjoy an enriched
Laws and age limits, School life, Teenage problems, perspective of their own L1 and of language use for
Adjectives for opinions, Phrasal verbs with down. communication and learning.

academic behavior.

appropriately.

level)
2. PLANIFICATION

to self, etc.)
ASSESSMENT
ACTS)
Student’s book,
Workbook

play.
- Using pictures and other visuals to posters about and taking action on issues of prejudice
predict the main idea of a short Radio and discrimination. (I.1, I.2, S.2, J.1, J.3)
conversation. Cds I.EFL.5.3.1. Learners can interpret cultural
- Reading a text and answering Notebooks and language patterns in English, including
information questions. English Laboratory nonverbal communication, and apply them in
from Ecuador.
groups

Cajamarca
DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

2017 - 2018
1. DATA:
TEACHER: Ligia Yanguicela AREA: ENGLISH GRADE/COURSE: THIRD BGU CLASS: A
NUMBER
Topics: Talking about inventions page 40

4 THE FIRST CAR WAS O.EFL5.1 Encounter socio-cultural aspects of their own and other coun-
INVENTEDBY HIM Reading, Listening, Speaking page 42
tries in a thoughtful and inquisitive manner, maturely, and openly
Reporting requests and commands page 50
experiencing other cultures and languages from the secure standpoint of
their own national and cultural identity.
Grammar: Simple past passive, ask/tell+ object+
infinitive O.EFL 5.2 Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the
Vocabulary: Inventions, Phrase with Do and Make role of diversity in building an intercultural and
Useful expressions, Animals, Communication multinational society.
Technology, Education, Phrases verbs: oppositives

appreciation of linguistic differences. Enjoy an enriched

perspective of their own L1 and of language use for
communication and learning.

academic behavior.

appropriately.

level)
2. PLANIFICATION

to self, etc.)
ASSESSMENT
ACTS)
Student’s book
Workbook

play.
- Using pictures and other visuals to posters. about and taking action on issues of prejudice
predict the main idea of a short Radio and discrimination. (I.1, I.2, S.2, J.1, J.3)
conversation. Cds I.EFL.5.3.1. Learners can interpret cultural
- Reading a text and answering English Laboratory and language patterns in English, including
information questions. nonverbal communication, and apply them in
from Ecuador.
groups

Cajamarca
DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018


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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICRO CURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIDAD EDUCATIVA MARIANO NEGRETE ACADEMIC YEAR:

MICRO CURRICULAR PLANNING

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EDUCATIONAL NEED SPECIFICATION SPECIFICATION OF ADAPTATIONS TO BE APPLIED

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

DONE BY CHECKED BY PASSED BY

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

MICRO CURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIDAD EDUCATIVA MARIANO NEGRETE ACADEMIC YEAR:

MICRO CURRICULAR PLANNING

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

respect for individual and group differences

EDUCATIONAL NEED SPECIFICATION SPECIFICATION OF ADAPTATIONS TO BE APPLIED

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

DONE BY CHECKED BY PASSED BY

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

MICRO CURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIDAD EDUCATIVA MARIANO NEGRETE ACADEMIC YEAR:

MICRO CURRICULAR PLANNING

TEACHER: Ligia Yanguicela AREA: ENGLISH GRADE/COURSE: FIRST BGU CLASS: A

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

perspective of their own L1 and of language use for

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing dis-

O.EFL 5.6 Through selected media, participate in reasonably extended

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EDUCATIONAL NEED SPECIFICATION SPECIFICATION OF ADAPTATIONS TO BE APPLIED

DONE BY CHECKED BY PASSED BY

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 9-02-2018 DATE: 9-02-2018 DATE: 9-02-2018

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

MICRO CURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIDAD EDUCATIVA MARIANO NEGRETE ACADEMIC YEAR: