Ingles DCD 8vo. Egb

UNIDAD EDUCATIVA EDUARDO KINGMAN RIOFRIO SCHOOL YEAR: 2019-2020
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: LCDA. JAZMIN SANCHEZ Area: English as a Foreign Grade/Cours 8th year of Class: A
Language e: Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Introduce themselves and
Unit Title: People Around Us others.
 Greet formally and informally.
 Ask and answer personal
information questions.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions across CE.EFL.4.2. Recognize and demonstrate an appreciation of
cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. commonalities between cultures as well as the consequences of
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and informal one’s actions while exhibiting socially responsible behaviors.
social or academic situations in order to communicate specific intentions in online and face-to-face CE.EFL.4.4. Demonstrate the ability to ask for and give information
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, and assistance using appropriate language and interaction styles in
answering in class, greeting an authority figure, etc.) a variety of social interactions.
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the CE.EFL.4.6. Listening for Meaning: Understand and follow the main
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, idea in spoken texts set in familiar everyday contexts, provided
free time, school activities, etc.) speech is clear and articulate, and deduce the meanings of
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out a unfamiliar words and phrases using context clues and/or prior
collaborative/paired learning activity in which there are specific instructions for a task. knowledge.
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in
READING familiar and predictable conversational exchanges by asking and
answering follow-up questions, provided there are opportunities to
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about sports use repair strategies (e.g. asking for clarification) and sustain
or famous people, descriptions, etc.) conversational exchanges in pairs to complete a task, satisfy a need
or handle a simple transaction.
WRITING
READING
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. CE.EFL.4.11. Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
LANGUAGE THROUGH THE ARTS contextual clues to identify relevant information in a text.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and problem- WRITING
solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths.
CE.EFL.4.15. Express 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.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.22. Show the ability to work collaboratively and to

participate effectively in a variety of student groupings by
employing a wide range of creative thinking skills through the
completion of activities such as playing games, brainstorming and
problem solving.
METHODOLOGICAL ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book Listen and read
Flashcards I.EFL.4.2.1. Learners can name similarities and differences Match the questions with the answers
Researching through the Internet about Audio CD between different aspects of cultural groups. Learners can Complete the sentences. Then introduce
other cultures and ways of life and demonstrate socially responsible behaviors at school, yourself to your classmates
presenting them to the class using online, at home and in the community, and evaluate their Listen and check the correct option to
digital tools. actions by ethical, safety and social standards. (J.3, S.1, I.1) complete the sentences.
Working in small groups to complete a I.EFL.4.4.1. Learners can demonstrate an ability to give Look at the words in bold and circle the
cultural project. and ask for information and assistance using level- one you hear
Participating in short dialogues and role appropriate language and interaction styles in online or Go back to the text and write the names
plays to practice target language. face-to-face social and classroom interactions. (J.2, J.3, J.4, of the people under the correct flag
(Example: thanking others, apologizing, I.3) Listen and check true or false. Then
asking for help, greeting authorities, complete the chart with the correct
etc.) ORAL COMMUNICATION nationality.
Read the student card. Then, complete
ORAL COMMUNICATION I.EFL.4.6.1. Learners can grasp the general meaning of with the verb to be and he/it
spoken texts set in familiar everyday contexts and infer Complete the dialog. Use subject
Listening to a simple, straightforward changes in the topic of discussion, as well as deduce the pronouns and the verb to be.
story and correcting false statements. meanings of unfamiliar words and exchanges through the Match the words with the pictures
Listening to a dialogue and completing a use of context clues, provided speech is given slowly and Guess the nationality of these famous
chart with key information. (Example: clearly and there is sufficient visual support. (I.3, S.1, J.4) people. Then, read the text and confirm
Name, country, nationality, language, I.EFL.4.10.1. Learners can effectively participate in your answers.
etc.) familiar and predictable everyday conversational Read the profiles. Then match the text
Working in pairs to complete an exchanges in order to complete a task, satisfy a need or with the corresponding picture.
information gap activity. handle a simple transaction, using a range of repair Read the ID card and write the profile.
Giving learners language prompts to use strategies. (Example: asking for clarification, etc.) (I.3, J.3, Look at the world map. Write the
during pair/group work. J.4) continents in the correct place.
Complete the sentences by using words
READING READING related to nationalities.
Project: A slide show presentation:
Reading a text and answering I.EFL.4.11.1. Learners can understand main ideas and Students create a slide show presentation
information questions. some details in short simple online or print texts on to introduce famous personalities and
Predicting main ideas by reading the familiar subjects, using contextual clues to help identify themselves.
title and using other contextual clues the most relevant information. (Example: title, TECHNIQUES
(e.g., illustrations, subheadings, etc.) illustrations, organization, etc.) (I.2, I.4)
Observation
WRITING WRITING Interview
Self and pair-evaluation
Listening to a celebrity interview and I.EFL.4.15.1. Learners can convey information and ideas
writing three more interview questions. and describe feelings and opinions in simple transactional INSTRUMENTS
or expository texts on familiar subjects in order to
LANGUAGE THROUGH THE ARTS influence an audience, while recognizing that different Anecdotal Records
texts have different features and showing the ability to Checklists
Brainstorming a list of questions and use these features appropriately in one’s own writing. (I.3, Rubrics
responses learners can use during small I.4, S.3, J.2) Questionnaire
group discussions about literary texts.
(Example: Who is your favorite LANGUAGE THROUGH THE ARTS
character? Why? Which story do you
like better, A or B?, etc.) I.EFL.4.22.1. Learners can collaborate and participate
Brainstorming ideas for a writing effectively in a variety of student groupings by employing
project in small groups, using a graphic a wide range of creative thinking skills through the
organizer. completion of activities such as playing games,
brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3,
J.4)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
CLIL COMPONENTS Countries and Nationalities TRANSVERSAL AXES:
PREPARED BY: REVISED BY: APPROVED BY:
Lcda. Jazmin Sanchez Econ. Carlos Simancas MSc. Sonia Ford Gracia
English Teachers Pedagogic Area School Principal
Date: Date: Date:
Teacher: LCDA. JAZMIN SANCHEZ Area: English as a Foreign Grade/Course 8th year of Class: A
Language : Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Describe people physical
Unit Title: People I love appearance
 Ask and answer questions
about physical description
2. UNIT PLAN
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom interactions. CE.EFL.4.3. Interact with others using self-monitoring and self-
(Example: asking questions, starting over, rephrasing, exploring alternative pronunciations or wording, correcting strategies as well as appropriate nonverbal and oral
etc.) communication features.
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the CE.EFL.4.6. Listening for Meaning: Understand and follow the
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily main idea in spoken texts set in familiar everyday contexts,
life, free time, school activities, etc.) provided speech is clear and articulate, and deduce the
EFL 4.2.6 Use other students’ contributions in class as models for their own. meanings of unfamiliar words and phrases using context clues
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out a and/or prior knowledge.
collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.7. Listening for Information: Follow and identify some
main ideas and details in short and straightforward spoken or
READING audio texts set in familiar contexts, when delivered slowly and
with visuals to provide contextual support. Use spoken
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about contributions in class as models for one’s own speech.
sports or famous people, descriptions, etc.) CE.EFL.4.10. Interaction – Interpersonal: Participate effectively
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to in familiar and predictable conversational exchanges by asking
identify and understand relevant information in written level-appropriate text types. and answering follow-up questions, provided there are
opportunities to use repair strategies (e.g. asking for
WRITING clarification) and sustain conversational exchanges in pairs to
complete a task, satisfy a need or handle a simple transaction.
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. READING
LANGUAGE THROUGH THE ARTS CE.EFL.4.11. Demonstrate comprehension of main ideas and
some details in short simple texts on familiar subjects, making
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and use of contextual clues to identify relevant information in a text.
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths. WRITING

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.

completion of activities such as playing games, brainstorming
and problem solving.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
AWARENESS Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Use the box of letters to complete the
Participating in short role plays using a Audio CD monitoring and self-correcting strategies and interpret adjectives used to describe each family
range of verbal and nonverbal and use appropriate verbal and nonverbal member.
communication. communication features to communicate in familiar Using the adjectives complete a
Practicing a specific self-correcting contexts. (I.3, S.4, J.4) conversation about family members.
strategy during a pair work activity. Read information about three people.
ORAL COMMUNICATION Organize the questions and answer
them.
I.EFL.4.6.1. Learners can grasp the general meaning of Complete the sentences with the
ORAL COMMUNICATION spoken texts set in familiar everyday contexts and infer correct color (body parts)
changes in the topic of discussion, as well as deduce Listen to a girl describing three women.
Listening to a simple, straightforward the meanings of unfamiliar words and exchanges Write the name in the corresponding
story and correcting false statements. through the use of context clues, provided speech is box.
Listening to another learner’s answers given slowly and clearly and there is sufficient visual Look at the picture and complete the
in class and responding appropriately. support. (I.3, S.1, J.4) descriptions using the word bank.
(Example: giving praise, correcting an I.EFL.4.7.1. Learners can identify the main idea and Work with a partner. Choose a person
error, asking a follow-up question, some details in short straightforward spoken audio from the picture. Guess your partner’s
etc.) texts set in familiar contexts when the message is person by asking questions.
Listening to a dialogue and completing delivered slowly and there is other contextual support. Look at the family groups and write the
a chart with key information. (Example: rules for a game, classroom instructions, a members for each family. Then listen
Working in pairs to complete an dialogue in a scene from a cartoon or movie, etc.) and check.
information gap activity. Learners can use other classmate’s contributions in Read a short text and underline the
Giving learners language prompts to class as models for their own. (I.2, I.3, S.4) body parts in blue and the adjectives in
use during pair/group work. I.EFL.4.10.1. Learners can effectively participate in red.
familiar and predictable everyday conversational Draw and describe a member of your
READING exchanges in order to complete a task, satisfy a need or family.
handle a simple transaction, using a range of repair Draw a line to match the expressions
Reading a text and answering strategies. (Example: asking for clarification, etc.) (I.3, with the correct part of the face.
information questions. J.3, J.4) Match the expressions with the correct
Predicting main ideas by reading the meaning.
title and using other contextual clues READING Project: A family scrapbook: Students
(e.g., illustrations, subheadings, etc.) create a family scrapbook with pictures
Reading a paragraph about a familiar I.EFL.4.11.1. Learners can understand main ideas and and descriptions of their family
content area subject and then some details in short simple online or print texts on members.
correcting incorrect sentences. familiar subjects, using contextual clues to help identify
the most relevant information. (Example: title, TECHNIQUES
WRITING illustrations, organization, etc.) (I.2, I.4)
Observation
Writing a short text following WRITING Interview
prompts. Self and pair-evaluation
Looking at a picture and writing a I.EFL.4.15.1. Learners can convey information and ideas
description of what you see and describe feelings and opinions in simple INSTRUMENTS
transactional or expository texts on familiar subjects in
LANGUAGE THROUGH THE ARTS order to influence an audience, while recognizing that Anecdotal Records
different texts have different features and showing the Checklists
Brainstorming a list of questions and ability to use these features appropriately in one’s own Rubrics
responses learners can use during writing. (I.3, I.4, S.3, J.2) Questionnaire
small group discussions about literary
texts. (Example: Who is your favorite LANGUAGE THROUGH THE ARTS
like better, A or B?, etc.) I.EFL.4.22.1. Learners can collaborate and participate
Brainstorming ideas for a writing effectively in a variety of student groupings by
project in small groups, using a employing a wide range of creative thinking skills
graphic organizer. through the completion of activities such as playing
games, brainstorming and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
Social Studies: Family Members
CLIL COMPONENTS Science: Physical Appearance TRANSVERSAL AXES:
Parts of the Body
Date: Date: Date:
Language : Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Ask and answer questions
Unit Title: Leisure Activities about schedules.
 Ask for and give dates.
 Ask for and give the time.
2. UNIT PLAN
CE.EFL.4.1. Compare and contrast oral traditions and literature
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and from Ecuador and beyond in order to manifest an understanding
international regions and cultures and identify similarities and differences and universal cultural of the relationship between cultural perspectives and practices
themes. and by sharing cross cultural experiences.
ORAL COMMUNICATION
ORAL COMMUNICATION CE.EFL.4.6. Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the provided speech is clear and articulate, and deduce the
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily meanings of unfamiliar words and phrases using context clues
life, free time, school activities, etc.) and/or prior knowledge.
EFL 4.2.6 Use other students’ contributions in class as models for their own. CE.EFL.4.7. Listening for Information: Follow and identify some
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out a main ideas and details in short and straightforward spoken or
collaborative/paired learning activity in which there are specific instructions for a task. audio texts set in familiar contexts, when delivered slowly and
with visuals to provide contextual support. Use spoken
READING contributions in class as models for one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. in familiar and predictable conversational exchanges by asking
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to and answering follow-up questions, provided there are
identify and understand relevant information in written level-appropriate text types. opportunities to use repair strategies (e.g. asking for
clarification) and sustain conversational exchanges in pairs to
WRITING complete a task, satisfy a need or handle a simple transaction.
READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on familiar CE.EFL.4.11. Demonstrate comprehension of main ideas and
subjects using ICT tools and conventions and features of English appropriate to audience and purpose. some details in short simple texts on familiar subjects, making
use of contextual clues to identify relevant information in a text.
LANGUAGE THROUGH THE ARTS WRITING
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and and opinions in simple transactional or expository texts on
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other familiar subjects in order to influence an audience, while
people’s strengths. recognizing that different texts have different features and
own writing.

INSTRUMENTS
Flashcards I.EFL.4.1.1. Learners can compare and contrast oral Listen to the soundtracks and
Reflecting on differences between Audio CD traditions, myths, folktales and literature from Ecuador enumerate the posters.
people from other countries and and other cultures in order to demonstrate an Practice the time. Answer the
regions. understanding of the relationship between cultural questions.
Reading a story about another culture practices and perspectives. Learners can share cross- Look at the schedule and write the
and responding to the main ideas with cultural experiences while naming universal cultural questions and answers.
a short opinion. themes. (I.2, S.1, S.2, J.1) Listen to a radio program and complete
Recognizing names, dates, time, the chart by writing the genre of the
activities, and places where people ORAL COMMUNICATION movie, the day and the hour.
celebrate cultural events by using I.EFL.4.6.1. Learners can grasp the general meaning of Write the months in the corresponding
images and key words. spoken texts set in familiar everyday contexts and infer place.
Asking and answering questions about changes in the topic of discussion, as well as deduce Organize the conversation from 1 to 3
types of movies, cultural events, and the meanings of unfamiliar words and exchanges Look at the flyers. Then complete the
famous festivals. through the use of context clues, provided speech is sentences with the correct preposition
given slowly and clearly and there is sufficient visual of time.
ORAL COMMUNICATION support. (I.3, S.1, J.4) Use the flyer from the previous exercise
Distinguishing true, false and non- I.EFL.4.7.1. Learners can identify the main idea and to ask a partner about the events.
mentioned information. some details in short straightforward spoken audio Look at a list of festivals, and check the
Associating words with sounds to texts set in familiar contexts when the message is ones you are familiar with.
remember vocabulary. delivered slowly and there is other contextual support. Read a magazine article and write the
Focusing on specific information: (Example: rules for a game, classroom instructions, a name of the festival under the correct
genre, day and hour. dialogue in a scene from a cartoon or movie, etc.) picture.
Asking and answering questions about Learners can use other classmate’s contributions in Think of a festival in your country and
schedules. class as models for their own. (I.2, I.3, S.4) make a mind map.
Asking for and giving dates and the I.EFL.4.10.1. Learners can effectively participate in Complete a paragraph about a festival
time. familiar and predictable everyday conversational in your country using a mind map.
Listening to a simple, straightforward exchanges in order to complete a task, satisfy a need or Listen and complete the conversations
story and correcting false statements. handle a simple transaction, using a range of repair with the expressions in the word bank.
Listening to another learner’s answers strategies. (Example: asking for clarification, etc.) (I.3, Read the sentences. Replace the ideas
in class and responding appropriately. J.3, J.4) in blue with the expressions in the word
(Example: giving praise, correcting an bank.
error, asking a follow-up question, READING Project: Advertising a cultural event:
etc.) I.EFL.4.11.1. Learners can understand main ideas and Students will create a flyer to advertise
Listening to a dialogue and completing some details in short simple online or print texts on and promote an art festival in their city.
a chart with key information. familiar subjects, using contextual clues to help identify
Working in pairs to complete an the most relevant information. (Example: title, TECHNIQUES
information gap activity. illustrations, organization, etc.) (I.2, I.4) Observation
Giving learners language prompts to Interview
use during pair/group work. WRITING Self and pair-evaluation
READING I.EFL.4.15.1. Learners can convey information and ideas INSTRUMENTS

Using images and key words to and describe feelings and opinions in simple
remember what you read in the new transactional or expository texts on familiar subjects in Anecdotal Records
language. order to influence an audience, while recognizing that Checklists
Reading a text and answering different texts have different features and showing the Rubrics
information questions. ability to use these features appropriately in one’s own Questionnaire
Predicting main ideas by reading the writing. (I.3, I.4, S.3, J.2)
title and using other contextual clues
(e.g., illustrations, subheadings, etc.) LANGUAGE THROUGH THE ARTS
Reading a paragraph about a familiar I.EFL.4.22.1. Learners can collaborate and participate
content area subject and then effectively in a variety of student groupings by
correcting incorrect sentences. employing a wide range of creative thinking skills
WRITING through the completion of activities such as playing
Using mind maps to organize games, brainstorming and problem solving. (S.2, S.4,
information before you write J.1, J.2, J.3, J.4)
Writing a short text following
prompts.

Brainstorming a list of questions and
responses learners can use during
small group discussions about literary
texts. (Example: Who is your favorite
like better, A or B?, etc.)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
Arts: Types of movies
CLIL COMPONENTS Cultural Events TRANSVERSAL AXES:
Famous Festivals
Date: Date: Date:

Language : Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Express what people are doing
Unit Title: Street Life at the moment of speaking.
 Describe what people are
wearing.
2. UNIT PLAN
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and informal
CE.EFL.4.4. Demonstrate the ability to ask for and give
social or academic situations in order to communicate specific intentions in online and face-to-face information and assistance using appropriate language and
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with interaction styles in a variety of social interactions.
friends, answering in class, greeting an authority figure, etc.) ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the main idea in spoken texts set in familiar everyday contexts,
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily provided speech is clear and articulate, and deduce the
life, free time, school activities, etc.) meanings of unfamiliar words and phrases using context clues
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out a and/or prior knowledge.
collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.10. Interaction – Interpersonal: Participate effectively
READING in familiar and predictable conversational exchanges by asking
and answering follow-up questions, provided there are
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about opportunities to use repair strategies (e.g. asking for
sports or famous people, descriptions, etc.) clarification) and sustain conversational exchanges in pairs to
complete a task, satisfy a need or handle a simple transaction.
WRITING READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on familiar some details in short simple texts on familiar subjects, making
subjects using ICT tools and conventions and features of English appropriate to audience and purpose. use of contextual clues to identify relevant information in a text.
WRITING
LANGUAGE THROUGH THE ARTS CE.EFL.4.15. Express information and ideas and describe feelings
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and familiar subjects in order to influence an audience, while
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other recognizing that different texts have different features and
people’s strengths. showing the ability to use these features appropriately in one’s
own writing.
INSTRUMENTS
AWARENESS Students’ book I.EFL.4.4.1. Learners can demonstrate an ability to give
Flashcards and ask for information and assistance using level- Listen, read and identify the characters
Playing games that practice classroom Audio CD appropriate language and interaction styles in online or in the picture.
language, turn-taking, being polite, face-to-face social and classroom interactions. (J.2, J.3, Complete the e-mail with the present
etc. J.4, I.3) progressive tense.
Comparing answers in pairs or small Listen to the sounds and identify the
groups. ORAL COMMUNICATION action.
Participating in short dialogues and I.EFL.4.6.1. Learners can grasp the general meaning of Listen and practice the vocabulary
role plays to practice target language. spoken texts set in familiar everyday contexts and infer words related to clothing. Classify the
changes in the topic of discussion, as well as deduce words into singular or plural.
ORAL COMMUNICATION the meanings of unfamiliar words and exchanges Look at the pictures and complete the
Creating mental images to identify through the use of context clues, provided speech is description.
activities. given slowly and clearly and there is sufficient visual Complete the descriptions with the
Describing activities people are doing, support. (I.3, S.1, J.4) correct demonstrative pronouns.
clothes they are wearing, and what I.EFL.4.10.1. Learners can effectively participate in Classify the words in the word bank
the weather is like in a familiar familiar and predictable everyday conversational according to the seasons.
neighborhood or famous place. exchanges in order to complete a task, satisfy a need or Read and match the texts with the
Listening to a simple, straightforward handle a simple transaction, using a range of repair corresponding pictures.
story and correcting false statements. strategies. (Example: asking for clarification, etc.) (I.3,Complete a paragraph about your
Listening to a dialogue and completing J.3, J.4) neighborhood.
a chart with key information. Match the expressions in bold with the
Working in pairs to complete an READING corresponding picture.
information gap activity. I.EFL.4.11.1. Learners can understand main ideas and Listen and complete with the
Giving learners language prompts to some details in short simple online or print texts on expressions studied in this lesson.
use during pair/group work. familiar subjects, using contextual clues to help identify Answer the survey and compare with a
the most relevant information. (Example: title, partner.
READING illustrations, organization, etc.) (I.2, I.4) Project: Collage: Students make a
Using images and the context to collage about your neighborhood to
deduce the meaning of idioms and WRITING describe activities and clothes.
colloquial expressions. I.EFL.4.15.1. Learners can convey information and ideas
Reading a text and answering and describe feelings and opinions in simple TECHNIQUES
information questions. transactional or expository texts on familiar subjects in Observation
Predicting main ideas by reading the order to influence an audience, while recognizing that Interview
title and using other contextual clues. different texts have different features and showing the Self and pair-evaluation
ability to use these features appropriately in one’s own
WRITING writing. (I.3, I.4, S.3, J.2) INSTRUMENTS
Writing short descriptions including LANGUAGE THROUGH THE ARTS Anecdotal Records
activities people are doing, clothes Checklists
they are wearing, and the weather in I.EFL.4.22.1. Learners can collaborate and participate Rubrics
a familiar neighborhood or famous effectively in a variety of student groupings by Questionnaire
place. employing a wide range of creative thinking skills
Using “so” to write about the result or through the completion of activities such as playing
consequence of an actions games, brainstorming and problem solving. (S.2, S.4,
LANGUAGE THROUGH THE ARTS J.1, J.2, J.3, J.4)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
Street Life
CLIL COMPONENTS Clothes TRANSVERSAL AXES:
Famous Neighborhoods
Date: Date: Date:

Language : Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Identify places in the city.
Unit Title: Amazing places  Ask for and give information
about location.
 Give and follow instructions to
get to a place.
2. UNIT PLAN
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and informal CE.EFL.4.4. Demonstrate the ability to ask for and give
social or academic situations in order to communicate specific intentions in online and face-to-face information and assistance using appropriate language and
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with interaction styles in a variety of social interactions.
friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the main idea in spoken texts set in familiar everyday contexts,
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily provided speech is clear and articulate, and deduce the
life, free time, school activities, etc.) meanings of unfamiliar words and phrases using context clues
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if delivered CE.EFL.4.7. Listening for Information: Follow and identify some
slowly and visuals provide contextual support. (Example: an announcement of a bus delay, an main ideas and details in short and straightforward spoken or
intercom announcement at school, a dialogue supported by facial expressions/gestures and audio texts set in familiar contexts, when delivered slowly and
appropriate intonation, etc.) with visuals to provide contextual support. Use spoken
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out a contributions in class as models for one’s own speech.
collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.10. Interaction – Interpersonal: Participate effectively
in familiar and predictable conversational exchanges by asking
READING and answering follow-up questions, provided there are
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about opportunities to use repair strategies (e.g. asking for
sports or famous people, descriptions, etc.) clarification) and sustain conversational exchanges in pairs to
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to complete a task, satisfy a need or handle a simple transaction.
identify and understand relevant information in written level-appropriate text types.
READING
WRITING CE.EFL.4.11. Demonstrate comprehension of main ideas and
some details in short simple texts on familiar subjects, making
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on familiar use of contextual clues to identify relevant information in a text.
subjects using ICT tools and conventions and features of English appropriate to audience and purpose.
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the WRITING
writing process”) to produce well-constructed informational texts. CE.EFL.4.15. Express information and ideas and describe feelings
familiar subjects in order to influence an audience, while
LANGUAGE THROUGH THE ARTS recognizing that different texts have different features and
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and own writing.
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other CE.EFL.4.17. Show an ability to convey and organize information
people’s strengths. through the use of facts and details and by employing various
stages of the writing process, while using a range of digital tools
to promote and support collaboration, learning and productivity.

INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to give Look at the map and write the correct
Playing games that practice classroom Audio CD and ask for information and assistance using level- preposition of place.
language, turn-taking, being polite, appropriate language and interaction styles in online or Use the map on page 62 to ask about
etc. face-to-face social and classroom interactions. (J.2, J.3, the location of some places.
Comparing answers in pairs or small J.4, I.3) Match the profession with the
groups. corresponding place.
Participating in short dialogues and ORAL COMMUNICATION Listen to the conversation and circle the
role plays to practice target language. I.EFL.4.6.1. Learners can grasp the general meaning of directions you hear.
spoken texts set in familiar everyday contexts and infer Based on the map of page 64 fill in the
ORAL COMMUNICATION changes in the topic of discussion, as well as deduce blanks with the correct directions.
the meanings of unfamiliar words and exchanges Listen to two conversations, draw the
Using visual clues and context to through the use of context clues, provided speech is directions, and circle the final
recognized prepositions of place while given slowly and clearly and there is sufficient visual destination.
listening. support. (I.3, S.1, J.4) Match the signs with the correct place
Giving and following instructions to I.EFL.4.7.1. Learners can identify the main idea and on the map.
get to a place by using city maps some details in short straightforward spoken audio Check the information that you know
Asking for and giving information texts set in familiar contexts when the message is about Dubai. Listen and confirm.
about the location of places in the delivered slowly and there is other contextual support. Read the text and put the heading into
city. (Example: rules for a game, classroom instructions, a the correct paragraph.
Using idioms in informal conversations dialogue in a scene from a cartoon or movie, etc.) Paste a picture of your city and describe
to describe tourist places. Learners can use other classmate’s contributions in the places. Use but.
Describing a tourist place including class as models for their own. (I.2, I.3, S.4) Read the test and circle the correct
the weather, buildings and the I.EFL.4.10.1. Learners can effectively participate in answer.
transportation system. familiar and predictable everyday conversational Read the second part of the test and
Listening to a simple, straightforward exchanges in order to complete a task, satisfy a need or circle the corresponding meaning of the
story and correcting false statements. handle a simple transaction, using a range of repair expression in red.
Listening to a dialogue and completing strategies. (Example: asking for clarification, etc.) (I.3, Project: Tourist brochure: Students
a chart with key information. J.3, J.4) make a brochure about a touristic city
Working in pairs to complete an in their country.
information gap activity. READING
Giving learners language prompts to I.EFL.4.11.1. Learners can understand main ideas and TECHNIQUES
use during pair/group work. some details in short simple online or print texts on
familiar subjects, using contextual clues to help identify Observation
READING the most relevant information. (Example: title, Interview
illustrations, organization, etc.) (I.2, I.4) Self and pair-evaluation
Recognizing details about the
weather, buildings/architecture and WRITING INSTRUMENTS
the transport system in tourist places. I.EFL.4.15.1. Learners can convey information and ideas
Relating headings to paragraphs and describe feelings and opinions in simple Anecdotal Records
dealing with tourist places. transactional or expository texts on familiar subjects in Checklists
Using prior Knowledge to associate order to influence an audience, while recognizing that Rubrics
professions and places. different texts have different features and showing the Questionnaire
Using images and the context to ability to use these features appropriately in one’s own
deduce the meaning of idioms and writing. (I.3, I.4, S.3, J.2)
colloquial expressions. I.EFL.4.17.1. Learners can convey and organize
Predicting main ideas by reading the information through the use of facts and details and by
title and using other contextual clues. employing various stages of the writing process, while
using a range of digital tools to promote and support
WRITING collaboration, learning and productivity. (I.1, I.3, S.4,
Using but to contrast ideas J.2, J.4)
Writing short descriptions of a tourist LANGUAGE THROUGH THE ARTS
place including the weather, buildings I.EFL.4.22.1. Learners can collaborate and participate
and the transportation system. effectively in a variety of student groupings by
employing a wide range of creative thinking skills
LANGUAGE THROUGH THE ARTS through the completion of activities such as playing
Brainstorming ideas for a writing games, brainstorming and problem solving. (S.2, S.4,
project in small groups, using a J.1, J.2, J.3, J.4)
graphic organizer.
Places in a city
CLIL COMPONENTS Tourist Places TRANSVERSAL AXES:
City Maps
Date: Date: Date:

Language : Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Talk about routines and
Unit Title: Daily Routines lifestyles.
2. UNIT PLAN
CE.EFL.4.4. Demonstrate the ability to ask for and give
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and informal information and assistance using appropriate language and
social or academic situations in order to communicate specific intentions in online and face-to-face interaction styles in a variety of social interactions.
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with
friends, answering in class, greeting an authority figure, etc.) ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow the
ORAL COMMUNICATION main idea in spoken texts set in familiar everyday contexts,
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the provided speech is clear and articulate, and deduce the
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily meanings of unfamiliar words and phrases using context clues
life, free time, school activities, etc.) and/or prior knowledge.
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main CE.EFL.4.7. Listening for Information: Follow and identify some
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if delivered main ideas and details in short and straightforward spoken or
slowly and visuals provide contextual support. (Example: an announcement of a bus delay, an audio texts set in familiar contexts, when delivered slowly and
intercom announcement at school, a dialogue supported by facial expressions/gestures and with visuals to provide contextual support. Use spoken
appropriate intonation, etc.) contributions in class as models for one’s own speech.
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out a CE.EFL.4.10. Interaction – Interpersonal: Participate effectively
collaborative/paired learning activity in which there are specific instructions for a task. in familiar and predictable conversational exchanges by asking
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal and and answering follow-up questions, provided there are
educational domains. opportunities to use repair strategies (e.g. asking for
clarification) and sustain conversational exchanges in pairs to
READING complete a task, satisfy a need or handle a simple transaction.
CE.EFL.4.9. Production – Fluency: Use simple language to
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about describe, compare and make statements about familiar
sports or famous people, descriptions, etc.) everyday topics such as objects, possessions and routines in
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to structured situations and short conversations. Interaction is with
identify and understand relevant information in written level-appropriate text types. reasonable ease, provided speech is given clearly, slowly and
directly.
WRITING
READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on familiar CE.EFL.4.11. Demonstrate comprehension of main ideas and
subjects using ICT tools and conventions and features of English appropriate to audience and purpose. some details in short simple texts on familiar subjects, making
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the use of contextual clues to identify relevant information in a text.
writing process”) to produce well-constructed informational texts.
WRITING
LANGUAGE THROUGH THE ARTS CE.EFL.4.15. Express information and ideas and describe feelings
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and familiar subjects in order to influence an audience, while
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other recognizing that different texts have different features and
people’s strengths. showing the ability to use these features appropriately in one’s
own writing.
CE.EFL.4.17. Show an ability to convey and organize information
through the use of facts and details and by employing various
stages of the writing process, while using a range of digital tools
to promote and support collaboration, learning and productivity.

INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to give Match the routine activities with the
Playing games that practice classroom Audio CD and ask for information and assistance using level- pictures.
language, turn-taking, being polite, appropriate language and interaction styles in online or Read the text about routines and
etc. face-to-face social and classroom interactions. (J.2, J.3, unscramble the words in parentheses.
Comparing answers in pairs or small J.4, I.3) Then listen and check
groups. Read the sentences about routines and
Participating in short dialogues and ORAL COMMUNICATION circle the option that applies to you.
role plays to practice target language. I.EFL.4.6.1. Learners can grasp the general meaning of Match the verbs with their
spoken texts set in familiar everyday contexts and infer complements
ORAL COMMUNICATION changes in the topic of discussion, as well as deduce Use the verbs in parentheses to
Listening attentively to confirm the meanings of unfamiliar words and exchanges complete the texts about Will Smith
people’s activities. through the use of context clues, provided speech is and Jaden Smith.
Listening and classifying verbs given slowly and clearly and there is sufficient visual Organize the questions and answer
according to the final sounds. support. (I.3, S.1, J.4) them. Then ask a partner.
Using context to recognize idioms or I.EFL.4.7.1. Learners can identify the main idea and Match the faces with the corresponding
colloquial expressions. some details in short straightforward spoken audio personality adjective.
Asking for and giving information texts set in familiar contexts when the message is Read and organize the text from 1 to 5.
about people’s regular or common delivered slowly and there is other contextual support. Read the article again and answer the
activities. (Example: rules for a game, classroom instructions, a following questions.
Using idioms in informal conversations dialogue in a scene from a cartoon or movie, etc.) Go back to the text and complete the
to describe people’s routines on Learners can use other classmate’s contributions in sentences with the connectors in red.
weekends. class as models for their own. (I.2, I.3, S.4) Write your routine and use connectors
Asking for and giving information I.EFL.4.10.1. Learners can effectively participate in of sequence to organize ideas.
about people’s daily routines, familiar and predictable everyday conversational Project: Interview: Students interview a
lifestyles, and regular or common exchanges in order to complete a task, satisfy a need or person to talk about his/her lifestyle.
activities. handle a simple transaction, using a range of repair
Listening to a simple, straightforward strategies. (Example: asking for clarification, etc.) (I.3, TECHNIQUES
story and correcting false statements. J.3, J.4)
Listening to a dialogue and completing I.EFL.4.9.1. Learners can use simple language to Observation
a chart with key information. describe, compare and state facts about familiar Interview
Working in pairs to complete an everyday topics such as possessions, classroom objects Self and pair-evaluation
information gap activity. and routines in short, structured situations, interacting
Giving learners language prompts to with relative ease. (I.3, I.4, S.4) INSTRUMENTS
use during pair/group work. READING Anecdotal Records
I.EFL.4.11.1. Learners can understand main ideas and Checklists
READING some details in short simple online or print texts on Rubrics
Using context clues and connectors of familiar subjects, using contextual clues to help identify Questionnaire
sequence to organize a text. the most relevant information. (Example: title,
Recognize specific information in texts illustrations, organization, etc.) (I.2, I.4)
dealing with people’s personality,
routines and regular or common WRITING
activities. I.EFL.4.15.1. Learners can convey information and ideas
Using images and the context to and describe feelings and opinions in simple
deduce the meaning of idioms and transactional or expository texts on familiar subjects in
colloquial expressions. order to influence an audience, while recognizing that
Predicting main ideas by reading the different texts have different features and showing the
title and using other contextual clues. ability to use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
WRITING I.EFL.4.17.1. Learners can convey and organize
information through the use of facts and details and by
Writing affirmative, negative and employing various stages of the writing process, while
interrogative statements about using a range of digital tools to promote and support
peoples’ daily routines. collaboration, learning and productivity. (I.1, I.3, S.4,
Writing his/her daily routine and using J.2, J.4)
connectors of sequence to organize
ideas. LANGUAGE THROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and participate
LANGUAGE THROUGH THE ARTS effectively in a variety of student groupings by
Brainstorming ideas for a writing employing a wide range of creative thinking skills
project in small groups, using a through the completion of activities such as playing
graphic organizer. games, brainstorming and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
Routines
CLIL COMPONENTS Lifestyles TRANSVERSAL AXES:
Famous People
Date: Date: Date:

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UNIDAD EDUCATIVA EDUARDO KINGMAN RIOFRIO SCHOOL YEAR: 2019-2020

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ORAL COMMUNICATION ORAL COMMUNICATION

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

ORAL COMMUNICATION ORAL COMMUNICATION

CE.EFL.4.15. Express information and ideas and describe feelings

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

CE.EFL.4.22. Show the ability to work collaboratively and to

READING I.EFL.4.15.1. Learners can convey information and ideas INSTRUMENTS

LANGUAGE THROUGH THE ARTS

UNIDAD EDUCATIVA EDUARDO KINGMAN RIOFRIO SCHOOL YEAR: 2019-2020

UNIDAD EDUCATIVA EDUARDO KINGMAN RIOFRIO SCHOOL YEAR: 2019-2020

LANGUAGE THROUGH THE ARTS

UNIDAD EDUCATIVA EDUARDO KINGMAN RIOFRIO SCHOOL YEAR: 2019-2020

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

LANGUAGE THROUGH THE ARTS

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