UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 9th year of Class: A
Language e: Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level Unit Specific  Describe people’s
Unit Title: 2 Objectives: personality.
My family and me  Talk about lifestyles and
free time activities.
 Express likes and dislikes.
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 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal
and informal social or academic situations in order to communicate specific intentions in
online and face-to-face interactions. (Example: thanking, making promises, apologizing,
asking permission, chatting with friends, answering in class, greeting an authority figure,
etc.)
CE.EFL.4.3. Interact with others using self-monitoring
and self-correcting strategies as well as appropriate
nonverbal and oral communication features.
CE.EFL.4.4. Demonstrate the ability to ask for and give
information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION

ORAL COMMUNICATION CE.EFL.4.6. Listening for Meaning: Understand and

follow the main idea in spoken texts set in familiar
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate everyday contexts, provided speech is clear and
priority within the personal and educational domains, provided speech is clearly and articulate, and deduce the meanings of unfamiliar words
slowly articulated. (Example: daily life, free time, school activities, etc.) and phrases using context clues and/or prior
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal knowledge.
and educational domains. CE.EFL.4.9. Production – Fluency: Use simple language
to describe, compare and make statements about
READING familiar everyday topics such as objects, possessions
and routines in structured situations and short
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: conversations. Interaction is with reasonable ease,
news about sports or famous people, descriptions, etc.) provided speech is given clearly, slowly and directly.
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking and READING
finding words in a dictionary.
CE.EFL.4.11. Demonstrate comprehension of main ideas
WRITING and some details in short simple texts on familiar
subjects, making use of contextual clues to identify
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts relevant information in a text.
on familiar subjects using ICT tools and conventions and features of English appropriate CE.EFL.4.13. Apply learning strategies such as using
to audience and purpose. prior knowledge and graphic organizers to interpret
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and new information in a text, and assess this information
contrast information in order to demonstrate understanding and command of a topic. according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual CE.EFL.4.15. Express information and ideas and
support. describe feelings and opinions in simple transactional
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, or expository texts on familiar subjects in order to
games and problem-solving tasks by showing the ability to accept a variety of ideas and influence an audience, while recognizing that different
capitalize on other people’s strengths. texts have different features and showing the ability to
use these features appropriately in one’s own writing.
CE.EFL.4.16. Make use of simple learning resources,
including those created by one’s self, in order to
compare and contrast information, and choose
appropriate resources according to the value, purpose
and audience of each.

METHODOLOGICAL
RESOURCES
STRATEGIES
COMMUNICATION AND Teacher’s guide
CULTURAL AWARENESS Students’ book
Flashcards
Researching through the Internet Audio CD
about other cultures and ways of
life and presenting them to the
class using digital tools.
Working in small groups to
complete a cultural project.
Participating in short dialogues
and role plays to practice target
language. (Example: thanking
others, apologizing, asking for
help, greeting authorities, etc.)
ORAL COMMUNICATION
Understanding details in
LANGUAGE THROUGH THE ARTS
CE.EFL.4.18. Use main ideas in order to understand,
predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or
in print).
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.
ACTIVITIES, TECHNIQUES AND
PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL ACTIVITIES
AWARENESS
Match the antonyms of the given
I.EFL.4.3.1. Learners can employ a range of self- adjectives.
monitoring and self-correcting strategies and Listen and complete the
interpret and use appropriate verbal and descriptions of the family
nonverbal communication features to members.
communicate in familiar contexts. (I.3, S.4, J.4) Listen to the descriptions, check
I.EFL.4.4.1. Learners can demonstrate an ability true or false and write sentences
to give and ask for information and assistance that describe each family member.
using level-appropriate language and Complete the questions with “do”
interaction styles in online or face-to-face social or “does”. Then interview a
and classroom interactions. (J.2, J.3, J.4, I.3) partner.
Listen to the sound and number
the activities according to the
order you hear. Then, check the
ORAL COMMUNICATION activities you like to do.
Listen and complete with the
descriptions of people’s
personalities and routines.
Identifying false and true
information in descriptions of
people’s personalities and
routines.
Exploring visual aids before
listening.
Listening to a dialogue and
completing a chart with key
information. (Example: Name,
country, nationality, language,
etc.)
Working in pairs to complete an
information gap activity.
Giving learners language
prompts to use during
pair/group work.
Asking questions about personal
information, daily routines and
free time activities of the family.
Using informal language to
describe people’s personalities.
Asking for and giving personal
information.
Describing people’s personalities,
routines and people’s free time
activities.
Using the expressions like, love
and prefer to refer to people’s
likes, dislikes and preferences.
I.EFL.4.6.1. Learners can grasp the general words you hear.
meaning of spoken texts set in familiar everyday Complete the survey with the
contexts and infer changes in the topic of appropriate verb. Then, answer it
discussion, as well as deduce the meanings of by selecting one option.
unfamiliar words and exchanges through the Talk to a partner about your free
use of context clues, provided speech is given time activities using the
slowly and clearly and there is sufficient visual information from the previous
support. (I.3, S.1, J.4) exercise.
I.EFL.4.9.1. Learners can use simple language to Look at the picture and guess the
describe, compare and state facts about familiar answer to the questions.
everyday topics such as possessions, classroom Read about the Jonas Family and
objects and routines in short, structured confirm your guesses.
situations, interacting with relative ease. (I.3, I.4,
Read the questions and complete
S.4) the table with information about
the Jonas Family.
READING Complete the paragraph using
“and” or “but”.
I.EFL.4.11.1. Learners can understand main Write about yourself.
ideas and some details in short simple online or Listen to the descriptions and
print texts on familiar subjects, using contextual write the activities you hear.
clues to help identify the most relevant Listen and identify the expressions
information. (Example: title, illustrations, to complete the sentences.
organization, etc.) (I.2, I.4) Project: Collage: Students create a
I.EFL.4.13.1. Learners can apply learning collage to describe their family
strategies such as using prior knowledge and members and present their
graphic organizers to interpret new information routines and free time activities.
in a text. Learners can assess this information
according to the organization, subject area and TECHNIQUES
purpose of the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4) Observation
Interview
WRITING Self and pair-evaluation
READING
Making predictions based on
visual aids and background
knowledge.
Scanning texts to locate specific
information.
Understanding addition and
contrast relationships that are
established by words like and but
in simple texts.
Reading a text and answering
information questions.
Predicting main ideas by reading
the title and using other
contextual clues (e.g.,
illustrations, subheadings, etc.)
WRITING
Writing a short text following a
scheme.
Using conjunctions “and” and
“but” to give additional
information and to introduce
opposite ideas.
LANGUAGE THROUGH THE
ARTS
Listening to or reading stories
I.EFL.4.15.1. Learners can convey information INSTRUMENTS
and ideas and describe feelings and opinions in
simple transactional or expository texts on Anecdotal Records
familiar subjects in order to influence an Checklists
audience, while recognizing that different texts Rubrics
have different features and showing the ability Questionnaire
to use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
I.EFL.4.16.1. Learners can use and make simple
learning resources, both online and in print, in
order to compare and contrast information.
Learners can choose appropriate resources and
critically evaluate the information in these
resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)
LANGUAGE THROUGH THE ARTS
I.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.

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.
Personal Information
CLIL COMPONENTS Routines TRANSVERSAL AXES:
Free Time Activities
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 9th year of Class: A
Language e: Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level Unit Specific  Talk about customs of
Unit Title: 2 Objectives: other cultures.
Cultures around the  Talk about celebrations in
world other countries.

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 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from
Ecuador and international regions and cultures and identify similarities and differences
and universal cultural themes.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
distinctions across cultures and groups (differentiated by gender, ability, generations,
etc.) including the students’ own.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal
and informal social or academic situations in order to communicate specific intentions in
online and face-to-face interactions. (Example: thanking, making promises, apologizing,
asking permission, chatting with friends, answering in class, greeting an authority figure,
etc.)
CE.EFL.4.1. Compare and contrast oral traditions and
literature from Ecuador and beyond in order to manifest
an understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural
experiences.
CE.EFL.4.2. Recognize and demonstrate an appreciation
of commonalities between cultures as well as the
consequences of one’s actions while exhibiting socially
responsible behaviors.
CE.EFL.4.4. Demonstrate the ability to ask for and give
information and assistance using appropriate language
and interaction styles in 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 personal and educational domains, provided speech is clearly and
slowly articulated. (Example: daily life, free time, school activities, etc.)
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal
and educational domains.
READING
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example:
news about sports or famous people, descriptions, etc.)
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking and
finding words in a dictionary.
CE.EFL.4.6. Listening for Meaning: Understand and
follow the main idea in spoken texts set in familiar
everyday contexts, provided speech is clear and
articulate, and deduce the meanings of unfamiliar words
and phrases using context clues and/or prior
knowledge.
CE.EFL.4.9. Production – Fluency: Use simple language
to describe, compare and make statements about
familiar everyday topics such as objects, possessions
and routines in structured situations and short
conversations. Interaction is with reasonable ease,
provided speech is given clearly, slowly and directly.
READING

WRITING CE.EFL.4.11. Demonstrate comprehension of main ideas

and some details in short simple texts on familiar
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts subjects, making use of contextual clues to identify
on familiar subjects using ICT tools and conventions and features of English appropriate relevant information in a text.
to audience and purpose. CE.EFL.4.13. Apply learning strategies such as using
EFL 4.4.2 prior knowledge and graphic organizers to interpret
Make and use a simple print or digital learning resource to compare and contrast new information in a text, and assess this information
information in order to demonstrate understanding and command of a topic. according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.1
Make use of main points in literary texts (authentic and semi-authentic, oral and written) CE.EFL.4.15. Express information and ideas and
to understand short simple everyday stories, especially if there is visual support. describe feelings and opinions in simple transactional
EFL 4.5.11 or expository texts on familiar subjects in order to
Participate in creative thinking through brainstorming, working in groups, games and influence an audience, while recognizing that different
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on texts have different features and showing the ability to
other people’s strengths.
METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Reflecting on differences
between people from other
countries and regions.
Researching through the Internet
about other cultures and ways of
life and presenting them to the
class using digital tools.
Playing games that practice
use these features appropriately in one’s own writing.
CE.EFL.4.16. Make use of simple learning resources,
including those created by one’s self, in order to
compare and contrast information, and choose
appropriate resources according to the value, purpose
and audience of each.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.18. Use main ideas in order to understand,
predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or
in print).
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Complete the text with the
Audio CD I.EFL.4.1.1. Learners can compare and contrast corresponding country. Use the
oral traditions, myths, folktales and literature word bank.
from Ecuador and other cultures in order to Complete the sentences with the
demonstrate an understanding of the appropriate verbs. Guess the
relationship between cultural practices and nationality.
perspectives. Learners can share crosscultural Complete the sentences using
experiences while naming universal cultural frequency adverbs. Use the words
themes. (I.2, S.1, S.2, J.1) in parentheses.
classroom language, turn-taking,
being polite, etc.
Working in small groups to
complete a cultural project.
Practicing the language needed
to deal with a need through a
mini role play.
ORAL COMMUNICATION
Describing people´s customs
from other cultures.
Asking and answering questions
about the frequency of people’s
habitual actions or routines.
Asking and answering questions
about customs and celebrations
from around the world.
READING
Using pictures to predict the
content of a text.
Identifying the main parts of a
text.
Differentiating between people’s
habitual actions, routines and
temporary actions that are
marked with time expressions
WRITING
Writing informal messages using
I.EFL.4.2.1. Learners can name similarities and Answer the questions and add one
differences between different aspects of cultural more. Then, interview a partner.
groups. Learners can demonstrate socially Match the pictures with their
responsible behaviors at school, online, at home corresponding descriptions.
and in the community, and evaluate their actions Think of a celebration in your
by ethical, safety and social standards. (J.3, S.1, country and describe what people
I.1) usually do.
I.EFL.4.4.1. Learners can demonstrate an ability Look at the pictures and complete
to give and ask for information and assistance the sentences.
using level-appropriate language and Read an email and identify the
interaction styles in online or face-to-face social parts of the text.
and classroom interactions. (J.2, J.3, J.4, I.3) Answer the questions based on
the reading.
ORAL COMMUNICATION Identify the expressions on the left
in the text. Then, match them with
I.EFL.4.6.1. Learners can grasp the general their function.
meaning of spoken texts set in familiar everyday Use the prompts to complete the
contexts and infer changes in the topic of email.
discussion, as well as deduce the meanings of Listen and complete the
unfamiliar words and exchanges through the conversation with the idioms in
use of context clues, provided speech is given the box.
slowly and clearly and there is sufficient visual Write the idioms under the
support. (I.3, S.1, J.4) corresponding picture.
I.EFL.4.9.1. Learners can use simple language to Match the idioms with their
describe, compare and state facts about familiar meaning.
everyday topics such as possessions, classroom Project: Show Presentation:
objects and routines in short, structured Students prepare a slide show
situations, interacting with relative ease. (I.3, I.4, presentation on a specific culture.
S.4) TECHNIQUES
Observation
Interview
fixed expressions.
Writing simple sentences to
describe customs of other
cultures.
LANGUAGE THROUGH THE ARTS
Listening to or reading stories
and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
READING Self and pair-evaluation
I.EFL.4.11.1. Learners can understand main INSTRUMENTS
ideas and some details in short simple online or
print texts on familiar subjects, using contextual Anecdotal Records
clues to help identify the most relevant Checklists
information. (Example: title, illustrations, Rubrics
organization, etc.) (I.2, I.4) Questionnaire
I.EFL.4.13.1. Learners can apply learning
strategies such as using prior knowledge and
graphic organizers to interpret new information
in a text. Learners can assess this information
according to the organization, subject area and
purpose of the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)
WRITING
I.EFL.4.15.1. Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability
to use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
I.EFL.4.16.1. Learners can use and make simple
learning resources, both online and in print, in
order to compare and contrast information.
Learners can choose appropriate resources and
critically evaluate the information in these
resources, according to the value, purpose and
 audience of each. (I.1, I.3, I.4, J.2, J.4)

LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. Learners can understand, predict,

3. ADAPTED CURRICULUM
Specification of Educational Needs
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
Specification of the adapted material to be applied

Greetings
Food
CLIL COMPONENTS TRANSVERSAL AXES:
Clothing
Celebrations and Holidays
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 9th year of Class: A
Language e: Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level Unit Specific  Describe and compare
Unit Title: 2 Objectives: people’s abilities.
Amazing Abilities  Talk about abilities
 Compare people’s
attributes and abilities
 Express opinions
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 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal
and informal social or academic situations in order to communicate specific intentions in
online and face-to-face interactions. (Example: thanking, making promises, apologizing,
asking permission, chatting with friends, answering in class, greeting an authority figure,
etc.)
CE.EFL.4.3. Interact with others using self-monitoring
and self-correcting strategies as well as appropriate
nonverbal and oral communication features.
CE.EFL.4.4. Demonstrate the ability to ask for and give
information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION

ORAL COMMUNICATION CE.EFL.4.6. Listening for Meaning: Understand and

follow the main idea in spoken texts set in familiar
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate everyday contexts, provided speech is clear and
priority within the personal and educational domains, provided speech is clearly and articulate, and deduce the meanings of unfamiliar words
slowly articulated. (Example: daily life, free time, school activities, etc.) and phrases using context clues and/or prior
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations knowledge.
within familiar contexts, provided that speech is given clearly, slowly and directly. CE.EFL.4.9. Production – Fluency: Use simple language
(Example: an interview, an information gap activity, etc.) to describe, compare and make statements about
familiar everyday topics such as objects, possessions
READING and routines in structured situations and short
conversations. Interaction is with reasonable ease,
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: provided speech is given clearly, slowly and directly.
news about sports or famous people, descriptions, etc.)
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written READING
materials using prior knowledge, graphic organizers, context clues, note taking and
finding words in a dictionary. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar
WRITING subjects, making use of contextual clues to identify
relevant information in a text.
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts CE.EFL.4.13. Apply learning strategies such as using
on familiar subjects using ICT tools and conventions and features of English appropriate prior knowledge and graphic organizers to interpret
to audience and purpose. new information in a text, and assess this information
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and according to the organization, subject area and purpose
contrast information in order to demonstrate understanding and command of a topic. of the text, using different criteria, including ICT tools.

LANGUAGE THROUGH THE ARTS WRITING

EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual
support.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-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.
CE.EFL.4.16. Make use of simple learning
resources,including those created by one’s self, in order
to compare and contrast information, and choose
appropriate resources according to the value, purpose

METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Participating in short role plays
using a range of verbal and
nonverbal communication.
Demonstrating desirable
behaviors during class, group
and pair discussions. (Example:
not interrupting, participating
equally, completing one’s work
neatly and on time, not
distracting others, etc.)
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Practicing the language needed
and audience of each.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.18. Use main ideas in order to understand,
predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or
in print).
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Listen and complete with the
Audio CD I.EFL.4.3.1. Learners can employ a range of self- verbs in the word bank.
monitoring and self-correcting strategies and Listen and complete Katie’s and
interpret and use appropriate verbal and Peter’s abilities. Then, guess what
nonverbal communication features to their intelligences are.
communicate in familiar contexts. (I.3, S.4, J.4) Read about Daniel’s and Mary’s
I.EFL.4.4.1. Learners can demonstrate an ability abilities. Then, complete the chart
to give and ask for information and assistance with your own information and
using level-appropriate language and make sentences.
interaction styles in online or face-to-face social Complete the sentences with can
and classroom interactions. (J.2, J.3, J.4, I.3) or can’t. Then, interview a partner.
Complete the profiles with the
numbers you hear.
ORAL COMMUNICATION Listen and circle the word you
hear.
to deal with a need through a
mini role play.
ORAL COMMUNICATION
Describing people’s attributes,
talents, and skills.
Expanding a conversation by
giving comparative and
superlative forms.
Expressing opinions by using
comparative and superlative
forms.
Using expressions like quickly,
easily and very well to describe
actions.
Asking and answering simple
questions about people’s
attributes, abilities and skills.
Recycling expressions and using
them in new situations.
READING
Scanning to identify details
Identifying true and false
statements.
Answering the question Why? By
using because.
WRITING
I.EFL.4.6.1. Learners can grasp the general Based on exercise 1, complete the
meaning of spoken texts set in familiar everyday comparisons with the correct form
contexts and infer changes in the topic of of the adjectives.
discussion, as well as deduce the meanings of Express your opinion about some
unfamiliar words and exchanges through the artists. Use the comparative and
use of context clues, provided speech is given superlative form of the adjectives
slowly and clearly and there is sufficient visual in parentheses.
support. (I.3, S.1, J.4) Classify the expressions of the
I.EFL.4.9.1. Learners can use simple language to word bank
describe, compare and state facts about familiar Read and identify the title for the
everyday topics such as possessions, classroom texts.
objects and routines in short, structured Read the sentences and check true,
situations, interacting with relative ease. (I.3, I.4,
false or no information, based on
S.4) the reading.
Go back to the text and answer the
READING questions.
Read and match the correct
I.EFL.4.11.1. Learners can understand main statements.
ideas and some details in short simple online or Listen to the conversation and
print texts on familiar subjects, using contextual complete the chart by using the
clues to help identify the most relevant appropriate idioms.
information. (Example: title, illustrations, Complete the definitions with the
organization, etc.) (I.2, I.4) idioms.
I.EFL.4.13.1. Learners can apply learning Find someone who has the
strategies such as using prior knowledge and following abilities.
graphic organizers to interpret new information Project: Talent show. Students
in a text. Learners can assess this information organize and participate in a talent
according to the organization, subject area and show to demonstrate their
purpose of the text, through the use of different abilities.
criteria, including ICT tools. (I.2, I.4, J.4) TECHNIQUES
WRITING Observation
Writing simple sentences to
describe and compare people’s
abilities.
Using because to give reasons
and answer the question Why?
LANGUAGE THROUGH THE
ARTS
Listening to or reading stories
and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Interview
I.EFL.4.15.1. Learners can convey information Self and pair-evaluation
and ideas and describe feelings and opinions in
simple transactional or expository texts on INSTRUMENTS
familiar subjects in order to influence an
audience, while recognizing that different texts Anecdotal Records
have different features and showing the ability Checklists
to use these features appropriately in one’s own Rubrics
writing. (I.3, I.4, S.3, J.2) Questionnaire
I.EFL.4.16.1. Learners can use and make simple
learning resources, both online and in print, in
order to compare and contrast information.
Learners can choose appropriate resources and
critically evaluate the information in these
resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)
LANGUAGE THROUGH THE ARTS
I.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
Specification of Educational Needs Specification of the adapted material to be applied

Multiple Intelligences
CLIL COMPONENTS Talented people TRANSVERSAL AXES:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 9th year of Class: A
Language e: Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level Unit Specific  Talk about food
Unit Title: 2 Objectives: preferences
Healthy Food  Express agreement
 Ask and answer questions
about food quantities
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 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal
and informal social or academic situations in order to communicate specific intentions in
online and face-to-face interactions. (Example: thanking, making promises, apologizing,
asking permission, chatting with friends, answering in class, greeting an authority figure,
etc.)
CE.EFL.4.3. Interact with others using self-monitoring
and self-correcting strategies as well as appropriate
nonverbal and oral communication features.
CE.EFL.4.4. Demonstrate the ability to ask for and give
information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION

ORAL COMMUNICATION CE.EFL.4.6. Listening for Meaning: Understand and

follow the main idea in spoken texts set in familiar
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate everyday contexts, provided speech is clear and
priority within the personal and educational domains, provided speech is clearly and articulate, and deduce the meanings of unfamiliar words
slowly articulated. (Example: daily life, free time, school activities, etc.) and phrases using context clues and/or prior
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations knowledge.
within familiar contexts, provided that speech is given clearly, slowly and directly. CE.EFL.4.9. Production – Fluency: Use simple language
(Example: an interview, an information gap activity, etc.) to describe, compare and make statements about
familiar everyday topics such as objects, possessions
READING and routines in structured situations and short
conversations. Interaction is with reasonable ease,
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: provided speech is given clearly, slowly and directly.
news about sports or famous people, descriptions, etc.)
EFL 4.3.5 Use everyday reference material in order to select information appropriate to READING
the purpose of an inquiry and relate ideas from one written source to another.
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written CE.EFL.4.11. Demonstrate comprehension of main ideas
materials using prior knowledge, graphic organizers, context clues, note taking and and some details in short simple texts on familiar
finding words in a dictionary. subjects, making use of contextual clues to identify
relevant information in a text.
WRITING CE.EFL.4.12. Use a range of reference materials and
sources, both online and in print, in order to support
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts ideas, answer inquiries, find relationships and relate
on familiar subjects using ICT tools and conventions and features of English appropriate ideas between different subject areas.
to audience and purpose. CE.EFL.4.13. Apply learning strategies such as using
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and prior knowledge and graphic organizers to interpret
contrast information in order to demonstrate understanding and command of a topic. new information in a text, and assess this information
EFL 4.4.5 Recognize that various types of writing require different language, formatting according to the organization, subject area and purpose
and special vocabulary. (Example: a recipe, a letter, etc.) of the text, using different criteria, including ICT tools.

LANGUAGE THROUGH THE ARTS WRITING

EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual
support.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-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.
CE.EFL.4.16. Make use of simple learning resources,

METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Participating in short role plays
using a range of verbal and
nonverbal communication.
Demonstrating desirable
behaviors during class, group
including those created by one’s self, in order to
compare and contrast information, and choose
appropriate resources according to the value, purpose
and audience of each.
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.4.18. Use main ideas in order to understand,
predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or
in print).
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Label the food.
Audio CD I.EFL.4.3.1. Learners can employ a range of self- Complete the sentences with
monitoring and self-correcting strategies and words related to food. Then
interpret and use appropriate verbal and compare with a partner.
nonverbal communication features to Classify the food items.
communicate in familiar contexts. (I.3, S.4, J.4) Listen and check the statements
and pair discussions. (Example:
not interrupting, participating
equally, completing one’s work
neatly and on time, not
distracting others, etc.)
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Practicing the language needed
to deal with a need through a
mini role play.
ORAL COMMUNICATION
Paying attention to connectors to
number a sequence of actions
while listening.
Paying attention to speaker’s
sounds to understand their
reactions better.
Recognizing and using informal
language to describe food
preferences.
Expressing food preferences.
Expressing agreement. Using me
too or me neither to express
things in common.
Using idiomatic expressions to
emphasize food preferences.
Asking and answering questions
about food quantities.
Describing healthy recipes using
I.EFL.4.4.1. Learners can demonstrate an ability true or false.
to give and ask for information and assistance Listen and write down the
using level-appropriate language and quantities.
interaction styles in online or face-to-face social Complete the dialog with the
and classroom interactions. (J.2, J.3, J.4, I.3) quantities.
Complete the questions with how
ORAL COMMUNICATION much or how many. Then, write
the answers according to the
I.EFL.4.6.1. Learners can grasp the general picture.
meaning of spoken texts set in familiar everyday Listen and number the
contexts and infer changes in the topic of instructions to prepare oatmeal
discussion, as well as deduce the meanings of bars in the right order.
unfamiliar words and exchanges through the Read and mark the parts of a
use of context clues, provided speech is given brochure with a letter.
slowly and clearly and there is sufficient visual Complete the chart based on the
support. (I.3, S.1, J.4) reading.
I.EFL.4.9.1. Learners can use simple language to Listen and complete the recipe.
describe, compare and state facts about familiar Check the foods that you like.
everyday topics such as possessions, classroom Listen and fill in the blanks with
objects and routines in short, structured the food from the previous
situations, interacting with relative ease. (I.3, I.4, exercise and decide if the speakers
S.4) like or dislike the food.
Match the expressions with their
READING meanings.
Work with a partner and describe
I.EFL.4.11.1. Learners can understand main the food. Use the expressions
ideas and some details in short simple online or above.
print texts on familiar subjects, using contextual Project: Healthy Food Fair:
clues to help identify the most relevant Students organize a food fair to
information. (Example: title, illustrations, describe and sample healthy
organization, etc.) (I.2, I.4) dishes.
I.EFL.4.12.1. Learners can employ a range of TECHNIQUES
quantities and imperatives.
READING
Identifying the different parts of
a brochure.
Recognizing the main ideas and
details of a text.
Describing how to make a
healthy recipe.
WRITING
Writing simple sequenced
sentences to describe a healthy
recipe.
Using connectors of sequence
like first, next, after that, and
finally to sequence actions.
LANGUAGE THROUGH THE
ARTS
Listening to or reading stories
and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
reference materials and sources, both online
and in print, in order to support ideas, answer Observation
inquiries, find relationships and relate ideas Interview
between different subject areas. (I.1, I.2, J.2) Self and pair-evaluation
I.EFL.4.13.1. Learners can apply learning
strategies such as using prior knowledge and INSTRUMENTS
graphic organizers to interpret new information
in a text. Learners can assess this information Anecdotal Records
according to the organization, subject area and Checklists
purpose of the text, through the use of different Rubrics
criteria, including ICT tools. (I.2, I.4, J.4) Questionnaire
WRITING
I.EFL.4.15.1. Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability
to use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
I.EFL.4.16.1. Learners can use and make simple
learning resources, both online and in print, in
order to compare and contrast information.
Learners can choose appropriate resources and
critically evaluate the information in these
resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)
I.EFL.4.15.1. Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs
CLIL COMPONENTS
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability
to use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
LANGUAGE THROUGH THE ARTS
I.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
Specification of the adapted material to be applied
The food pyramid
TRANSVERSAL AXES:
Healthy recipes
 PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 9th year of Class: A
Language e: Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level Unit Specific  Talk about famous
Unit Title: 2 Objectives: characters of the past.
They were successful!  Describe people’s
personalities and values.
 Talk about people’s lives in
the past.
 Talk about important
events in history.
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 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative and self-correcting strategies as well as appropriate
pronunciations or wording, etc.) nonverbal and oral communication features.
CE.EFL.4.5. Display an appreciation of and demonstrate
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by respect for individual and group differences by
establishing and maintaining healthy and rewarding online and face-to-face relationships establishing and maintaining healthy and rewarding
based on communication and cooperation. relationships based on communication and cooperation.

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when CE.EFL.4.10. Interaction – Interpersonal: Participate
carrying out a collaborative/paired learning activity in which there are specific effectively in familiar and predictable conversational
instructions for a task. exchanges by asking and answering follow-up
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations questions, provided there are opportunities to use
within familiar contexts, provided that speech is given clearly, slowly and directly. repair strategies (e.g. asking for clarification) and
(Example: an interview, an information gap activity, etc.) sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.
READING CE.EFL.4.9. Production – Fluency: Use simple language
to describe, compare and make statements about
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written familiar everyday topics such as objects, possessions
materials using prior knowledge, graphic organizers, context clues, note taking and and routines in structured situations and short
finding words in a dictionary. conversations. Interaction is with reasonable ease,
provided speech is given clearly, slowly and directly.
WRITING
READING
EFL 4.4.8. Convey and organize information using facts and details in order to illustrate
diverse patterns and structures in writing. (Example: cause and effect, problem and CE.EFL.4.13. Apply learning strategies such as using
solution, general-to-specific presentation, etc.) prior knowledge and graphic organizers to interpret
new information in a text, and assess this information
LANGUAGE THROUGH THE ARTS according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual WRITING
support.
EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to CE.EFL.4.17. Show an ability to convey and organize
create and respond to literature and other literary texts. (Example: small groups, information through the use of facts and details and by
cooperative learning groups, literature circles, process writing groups, etc.) employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.
LANGUAGE THROUGH THE ARTS

METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Practicing a specific self-
correcting strategy during a pair
work activity. Consulting a self-
correction list before a speaking
or writing assignment.
Completing a short self-
evaluation or peer evaluation
after a communicative task.
Collaborating on a group project.
Completing group work in a fair
and honest manner and
accepting the group’s decisions.
Helping learners in the class who
have a different skill set.
Sharing ideas freely and without
jealousy.
Giving assistance to those who
are struggling, even when not
CE.EFL.4.18. Use main ideas in order to understand,
predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or
in print).
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Read some encyclopedia entries
Audio CD I.EFL.4.3.1. Learners can employ a range of self- and write the sections they belong
monitoring and self-correcting strategies and to.
interpret and use appropriate verbal and Check the definitions for the given
nonverbal communication features to words taken from a text about
communicate in familiar contexts. (I.3, S.4, J.4) famous people.
I.EFL.4.5.1. Learners can appreciate and show Complete sentences about famous
respect for individual and group differences by people with the correct adjectives.
establishing and maintaining healthy and Listen to some information about
rewarding online and face-to-face interactions. Joan of Arc and check true or false.
Learners can communicate and cooperate in a Complete the text with the correct
respectful, empathetic manner. (J.3, S.1, S.4) form of the verb to be in past tense
(was/wasn’t/were/weren’t)
ORAL COMMUNICATION Listen and read some information
about three famous people from
I.EFL.4.10.1. Learners can effectively participate the past (Hernan Cortes, Francisco
in familiar and predictable everyday Pizarro and Ferdinand Magellan)
conversational exchanges in order to complete a then complete a chart.
task, satisfy a need or handle a simple Unscrambled the questions and
directly asked to.
ORAL COMMUNICATION
Identifying true and false
statements about a famous
person’s life and personality
while listening.
Describing people’s lives and
personalities.
Asking for repetition by using
sorry and wh-questions at the
end of sentences.
Asking and answering simple
questions about people’s lives in
the past.
READING
Predicting the content of a text.
Identifying correct time
expressions.
WRITING
Writing simple sentences to
describe famous a person’s lives,
values and achievements.
transaction, using a range of repair strategies. write the answers based on a text
(Example: asking for clarification, etc.) (I.3, J.3,
about Christopher Columbus.
J.4) Complete the questions about
I.EFL.4.9.1. Learners can use simple language to famous people from the past and
describe, compare and state facts about familiar guess the answers. Then, compare
everyday topics such as possessions, classroom answers with a partner.
objects and routines in short, structured Look at the pictures and make
situations, interacting with relative ease. (I.3, I.4,
predictions about Gandhi’s life.
S.4) Read a short biography of Gandhi
and confirm your predictions.
READING Using the biography text complete
a timeline.
I.EFL.4.13.1. Learners can apply learning Based on the text, match the time
strategies such as using prior knowledge and expressions with the years they
graphic organizers to interpret new information refer to.
in a text. Learners can assess this information Read some information about Eva
according to the organization, subject area and Peron and circle the correct time
purpose of the text, through the use of different expression.
criteria, including ICT tools. (I.2, I.4, J.4) Write about a historical character.
Project: Party of Famous
WRITING Characters: Students organize a
party of famous characters of the
I.EFL.4.17.1. Learners can convey and organize past.
information through the use of facts and details
and by employing various stages of the writing TECHNIQUES
process, while using a range of digital tools to
promote and support collaboration, learning Observation
and productivity. (I.1, I.3, S.4, J.2, J.4) Interview
Self and pair-evaluation
INSTRUMENTS
LANGUAGE THROUGH THE ARTS
Anecdotal Records
Using time-related expressions.
LANGUAGE THROUGH THE
ARTS
Listening to or reading stories
and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs
CLIL COMPONENTS
PREPARED BY:
Teacher:
I.EFL.4.18.1. Learners can understand, predict, Checklists
infer and deduce literal and implied meanings in Rubrics
short, simple, everyday literary texts (online, Questionnaire
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
Specification of the adapted material to be applied
Famous Characters of the Past
TRANSVERSAL AXES:
REVISED BY: APPROVED BY:
Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 9th year of Class: A
Language e: Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level Unit Specific  Talk about moments in the
Unit Title: 2 Objectives: past
Unforgettable moments  Talk about events in the
past
 Ask and answer questions
about the past
 Describe emotions.
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 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative and self-correcting strategies as well as appropriate
pronunciations or wording, etc.) nonverbal and oral communication features.
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by CE.EFL.4.5. Display an appreciation of and demonstrate
establishing and maintaining healthy and rewarding online and face-to-face relationships respect for individual and group differences by
based on communication and cooperation. establishing and maintaining healthy and rewarding
relationships based on communication and cooperation.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when
carrying out a collaborative/paired learning activity in which there are specific CE.EFL.4.10. Interaction – Interpersonal: Participate
instructions for a task. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations questions, provided there are opportunities to use
within familiar contexts, provided that speech is given clearly, slowly and directly. repair strategies (e.g. asking for clarification) and
(Example: an interview, an information gap activity, etc.) sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.
READING CE.EFL.4.9. Production – Fluency: Use simple language
to describe, compare and make statements about
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written familiar everyday topics such as objects, possessions
materials using prior knowledge, graphic organizers, context clues, note taking and and routines in structured situations and short
finding words in a dictionary. conversations. Interaction is with reasonable ease,
provided speech is given clearly, slowly and directly.
WRITING
READING
EFL 4.4.8. Convey and organize information using facts and details in order to illustrate
diverse patterns and structures in writing. (Example: cause and effect, problem and CE.EFL.4.13. Apply learning strategies such as using
solution, general-to-specific presentation, etc.) prior knowledge and graphic organizers to interpret
new information in a text, and assess this information
LANGUAGE THROUGH THE ARTS according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual WRITING
support.
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and CE.EFL.4.17. Show an ability to convey and organize
situations, using appropriate vocabulary and elements of the literature learners have information through the use of facts and details and by
read or heard. employing various stages of the writing process, while
EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to using a range of digital tools to promote and support
create and respond to literature and other literary texts. (Example: small groups, collaboration, learning and productivity.
cooperative learning groups, literature circles, process writing groups, etc.)
LANGUAGE THROUGH THE ARTS

CE.EFL.4.18. Use main ideas in order to understand,

predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or

METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Practicing a specific self-
correcting strategy during a pair
work activity. Consulting a self-
correction list before a speaking
or writing assignment.
Completing a short self-
evaluation or peer evaluation
after a communicative task.
Collaborating on a group project.
Completing group work in a fair
and honest manner and
accepting the group’s decisions.
Helping learners in the class who
have a different skill set.
Sharing ideas freely and without
jealousy.
Giving assistance to those who
in print).
CE.EFL.4.20. Create short, original literary texts in
different genres, including those that reflect Ecuadorian
cultures, using a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts.
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Match the photos with the
Audio CD I.EFL.4.3.1. Learners can employ a range of self- corresponding anecdote.
monitoring and self-correcting strategies and Listen to the complete versions of
interpret and use appropriate verbal and the anecdotes and fill in the blanks
nonverbal communication features to using the correct adjective.
communicate in familiar contexts. (I.3, S.4, J.4) Fill in the blanks to complete the
I.EFL.4.5.1. Learners can appreciate and show anecdotes with the correct form of
respect for individual and group differences by the verbs.
establishing and maintaining healthy and Circle the options that are true for
rewarding online and face-to-face interactions. you. Then, compare answers with
Learners can communicate and cooperate in a a partner.
respectful, empathetic manner. (J.3, S.1, S.4) Listen to some trip narrations and
answer the questions.
Talk about your last trip with a
partner.
ORAL COMMUNICATION Read a text about an anecdote and
answer the comprehension
I.EFL.4.10.1. Learners can effectively participate questions.
are struggling, even when not
directly asked to.
ORAL COMMUNICATION
Paying attention to speaker’s
tone of voice to recognize their
emotions.
Talking about trips and vacations
Describing experiences and
anecdotes, vacations and
memories.
Giving details about the occasion,
date, place, age, people involved
and activities of past events.
READING
Identifying details in a text
dealing with an anecdote by
parts.
Identifying referents to
understand details like people
involved, occasions, places and
activities.
WRITING
Writing a short paragraph
following prompts.
in familiar and predictable everyday Complete a chart with details
conversational exchanges in order to complete a about your favorite anecdote and
task, satisfy a need or handle a simple use them to write a short
transaction, using a range of repair strategies. paragraph.
(Example: asking for clarification, etc.) (I.3, J.3, Project: Photo album: Students
J.4) create an album with photos of
I.EFL.4.9.1. Learners can use simple language to some important events in their
describe, compare and state facts about familiar life.
everyday topics such as possessions, classroom
objects and routines in short, structured TECHNIQUES
situations, interacting with relative ease. (I.3, I.4,
S.4) Observation
Interview
READING Self and pair-evaluation
I.EFL.4.13.1. Learners can apply learning INSTRUMENTS
strategies such as using prior knowledge and
graphic organizers to interpret new information Anecdotal Records
in a text. Learners can assess this information Checklists
according to the organization, subject area and Rubrics
purpose of the text, through the use of different Questionnaire
criteria, including ICT tools. (I.2, I.4, J.4)
WRITING
I.EFL.4.17.1. Learners can 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. (I.1, I.3, S.4, J.2, J.4)
Using also to give additional
information, and so to describe a
result or consequence
LANGUAGE THROUGH THE
ARTS
Listening to or reading stories
and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs
CLIL COMPONENTS
PREPARED BY:
LANGUAGE THROUGH THE ARTS
I.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
I.EFL.4.20.1. Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)
I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
Specification of the adapted material to be applied
Experiences and Anecdotes
Vacations TRANSVERSAL AXES:
Memories
REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date: