PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

PLANIFICACIÓN MICROCURRICULAR
Informative data: Unidad Educativa Luz y Libertad
Teacher: David Vásquez Date:
Area English as a Foreing Language Level 9th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 1 Why are sports important?

Unit Specific Objectives: Students Will be able to understand and use sports vocabulary.
Students Will be able to use comparatives and superlatives to talk about sports.
Students will be able to determine the meaning of words from the context, they will also be able to express their opinions.
Students will be able to use comparatives to talk about the environmental advantages of green transportation.
Students will be able to use sports vocabulary to créate a sports manual.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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

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

CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual
clues to identify relevant information in a text.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

WRITING

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 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.
¿Qué van a aprender? ¿Cómo van a aprender?
SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
CRITERIA TO BE DEVELOPED: (Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación

COMMUNICATION AND COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
CULTURAL AWARENESS Students’ book CULTURAL AWARENESS
Researching through the Internet about other cultures and Flashcards Match the
Audio CD
EFL 4.1.5 Apply self-correcting ways of life and presenting them to the class using digital tools. I.EFL.4.3.1. Learners can antonyms of the
and self-monitoring strategies Working in small groups to complete a cultural project. employ a range of self- given adjectives.
in social and classroom Participating in short dialogues and role plays to practice target monitoring and self- Listen and
interactions. (Example: asking language. (Example: thanking others, apologizing, asking for correcting strategies and complete the
questions, starting over, help, greeting authorities, etc.) interpret and use
rephrasing, exploring appropriate verbal and descriptions of the
alternative pronunciations or ORAL COMMUNICATION nonverbal communication family members.
wording, etc.) features to communicate in Listen to the
EFL 4.1.8 Use suitable Understanding details in descriptions of people’s personalities familiar contexts. (I.3, S.4, descriptions, check
vocabulary, expressions, and routines. J.4) true or false and
language and interaction Identifying false and true information in descriptions of I.EFL.4.4.1. Learners can write sentences
styles for formal and informal people’s personalities and routines. demonstrate an ability to that describe each
social or academic situations Exploring visual aids before listening. give and ask for information family member.
in order to communicate Listening to a dialogue and completing a chart with key and assistance using level- Complete the
specific intentions in online information. (Example: Name, country, nationality, language, appropriate language and questions with
and face-to-face interactions. etc.) interaction styles in online or “do” or “does”.
(Example: thanking, making Working in pairs to complete an information gap activity. face-to-face social and Then interview a
promises, apologizing, asking Giving learners language prompts to use during pair/group classroom interactions. (J.2, partner.
permission, chatting with work. J.3, J.4, I.3) Listen to the sound
friends, answering in class, Asking questions about personal information, daily routines and number the
greeting an authority figure, and free time activities of the family. activities according
etc.) Using informal language to describe people’s personalities. to the order you
Asking for and giving personal information. ORAL COMMUNICATION hear. Then, check
ORAL COMMUNICATION Describing people’s personalities, routines and people’s free the activities you
time activities. I.EFL.4.6.1. Learners can like to do.
EFL 4.2.1 Understand phrases Using the expressions like, love and prefer to refer to people’s grasp the general meaning of Listen and
and expressions related to likes, dislikes and preferences. spoken texts set in familiar complete with the
areas of most immediate everyday contexts and infer words you hear.
priority within the personal READING changes in the topic of Complete the
and educational domains, discussion, as well as deduce survey with the
provided speech is clearly and Making predictions based on visual aids and background the meanings of unfamiliar appropriate verb.
slowly articulated. (Example: knowledge. words and exchanges Then, answer it by
daily life, free time, school Scanning texts to locate specific information. through the use of context selecting one
activities, etc.) Understanding addition and contrast relationships that are clues, provided speech is option.
EFL 4.2.12 Describe habits, established by words like and but in simple texts. given slowly and clearly and Talk to a partner
routines, past activities and Reading a text and answering information questions. there is sufficient visual about your free
experiences within the Predicting main ideas by reading the title and using other support. (I.3, S.1, J.4) time activities
personal and educational contextual clues (e.g., illustrations, subheadings, etc.) I.EFL.4.9.1. Learners can use using the
domains. simple language to describe, information from
WRITING compare and state facts the previous
READING about familiar everyday exercise.
Writing a short text following a scheme. topics such as possessions, Look at the picture
EFL 4.3.1 Understand main Using conjunctions “and” and “but” to give additional classroom objects and and guess the
points in short simple texts on information and to introduce opposite ideas. routines in short, structured answer to the
familiar subjects. (Example: situations, interacting with questions.
news about sports or famous relative ease. (I.3, I.4, S.4) Read about the
people, descriptions, etc.) LANGUAGE THROUGH THE ARTS Jonas Family and
EFL 4.3.6 Apply learning READING confirm your
strategies to examine and Listening to or reading stories and drawing an important scene. guesses.
interpret a variety of written Looking at the title of a text and accompanying illustrations and I.EFL.4.11.1. Learners can Read the questions
materials using prior writing three questions about the topic. Then reading to find understand main ideas and and complete the
knowledge, graphic the answers to the questions. some details in short simple table with
organizers, context clues, note Listening to a song and inferring if it is happy, sad, etc. online or print texts on information about
taking and finding words in a Brainstorming ideas for a writing project in small groups, using familiar subjects, using the Jonas Family.
dictionary. a graphic organizer. contextual clues to help Complete the
identify the most relevant paragraph using
WRITING information. (Example: title, “and” or “but”.
illustrations, organization, Write about
EFL 4.4.1 Convey information etc.) (I.2, I.4) yourself.
and ideas through simple I.EFL.4.13.1. Learners can Listen to the
transactional or expository apply learning strategies descriptions and
texts on familiar subjects using such as using prior write the activities
ICT tools and conventions and knowledge and graphic you hear.
features of English organizers to interpret new Listen and identify
appropriate to audience and information in a text. the expressions to
purpose. Learners can assess this complete the
EFL 4.4.2 Make and use a information according to the sentences.
simple print or digital learning organization, subject area Project: Collage:
resource to compare and and purpose of the text, Students create a
contrast information in order through the use of different collage to describe
to demonstrate criteria, including ICT tools. their family
understanding and command (I.2, I.4, J.4) members and
of a topic. present their
WRITING routines and free
LANGUAGE THROUGH THE time activities.
ARTS I.EFL.4.15.1. Learners can
convey information and TECHNIQUES
EFL 4.5.1 Make use of main ideas and describe feelings
points in literary texts and opinions in simple Observation
(authentic and semi- transactional or expository Interview
authentic, oral and written) to texts on familiar subjects in Self and pair-
understand short simple order to influence an evaluation
everyday stories, especially if audience, while recognizing
there is visual support. that different texts have INSTRUMENTS
EFL 4.5.11 Participate in different features and
creative thinking through showing the ability to use Anecdotal Records
brainstorming, working in these features appropriately Checklists
groups, games and problem- in one’s own writing. (I.3, I.4, Rubrics
solving tasks by showing the S.3, J.2) Questionnaire
ability to accept a variety of I.EFL.4.16.1. Learners can use
ideas and capitalize on other and make simple learning
people’s strengths. 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)

ADAPTACIONES CURRICULARES

Especificación de la Destrezas con criterios Actividades de Recursos Evaluación

Necesidad Educativa de Desempeño aprendizaje Indicadores de Técincas e
evaluación instrumentos
de evaluación

Elaborado Revisado Aprobado

Docente Nombre Nombre
Firma Firma Firma
Fecha Fecha Fecha
PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
PLANIFICACIÓN MICROCURRICULAR
Informative data: Unidad Educativa Luz y Libertad
Teacher: David Vásquez Date:
Area English as a Foreing Language Level 9th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 2 How do you get around?

Unit Specific Objectives: Students Will be able to use places in a city and transportation vocavulary.
Students Will be able to use the imperatives to give directions.
Students will be able to follow directions on a map, they will also be able to identify the objective of a text.
Students will be able to use imperatives and transportation vocabulary to talk about getting around London.
Students will be able to use transportation vocabulary to write a proposal about eco-friendly means of transportation.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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

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
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual
clues to identify relevant information in a text.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

WRITING

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 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.
¿Qué van a aprender? ¿Cómo van a aprender?
SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
CRITERIA TO BE DEVELOPED: (Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
CULTURAL AWARENESS Students’ book CULTURAL AWARENESS
Reflecting on differences between people from other countries Flashcards Complete the text
Audio CD
EFL 4.1.1 Compare and and regions. I.EFL.4.1.1. Learners can with the
contrast oral traditions, Researching through the Internet about other cultures and compare and contrast oral corresponding
myths, folktales and literature ways of life and presenting them to the class using digital tools. traditions, myths, folktales country. Use the
from Ecuador and Playing games that practice classroom language, turn-taking, and literature from Ecuador word bank.
international regions and being polite, etc. and other cultures in order Complete the
cultures and identify Working in small groups to complete a cultural project. to demonstrate an sentences with the
similarities and differences Practicing the language needed to deal with a need through a understanding of the appropriate verbs.
and universal cultural themes. mini role play. relationship between Guess the
EFL 4.1.2 Recognize and cultural practices and nationality.
demonstrate an appreciation ORAL COMMUNICATION perspectives. Learners can Complete the
of some commonalities and share crosscultural sentences using
distinctions across cultures Describing people´s customs from other cultures. experiences while naming frequency adverbs.
and groups (differentiated by Asking and answering questions about the frequency of universal cultural themes. Use the words in
gender, ability, generations, people’s habitual actions or routines. (I.2, S.1, S.2, J.1) parentheses.
etc.) including the students’ Asking and answering questions about customs and I.EFL.4.2.1. Learners can Answer the
own. celebrations from around the world. name similarities and questions and add
EFL 4.1.8 Use suitable differences between one more. Then,
vocabulary, expressions, READING different aspects of cultural interview a
language and interaction groups. Learners can partner.
styles for formal and informal Using pictures to predict the content of a text. demonstrate socially Match the pictures
social or academic situations Identifying the main parts of a text. responsible behaviors at with their
in order to communicate Differentiating between people’s habitual actions, routines and school, online, at home and corresponding
specific intentions in online temporary actions that are marked with time expressions in the community, and descriptions.
and face-to-face interactions. WRITING evaluate their actions by Think of a
(Example: thanking, making ethical, safety and social celebration in your
promises, apologizing, asking Writing informal messages using fixed expressions. standards. (J.3, S.1, I.1) country and
permission, chatting with Writing simple sentences to describe customs of other I.EFL.4.4.1. Learners can describe what
friends, answering in class, cultures. demonstrate an ability to people usually do.
greeting an authority figure, LANGUAGE THROUGH THE ARTS give and ask for information Look at the
etc.) Listening to or reading stories and drawing an important scene. and assistance using level- pictures and
Looking at the title of a text and accompanying illustrations and appropriate language and
writing three questions about the topic. Then reading to find interaction styles in online or complete the
the answers to the questions. face-to-face social and sentences.
Listening to a song and inferring if it is happy, sad, etc. classroom interactions. (J.2, Read an email and
ORAL COMMUNICATION Brainstorming ideas for a writing project in small groups, using J.3, J.4, I.3) identify the parts
a graphic organizer. of the text.
EFL 4.2.1 Understand phrases ORAL COMMUNICATION Answer the
and expressions related to questions based
areas of most immediate I.EFL.4.6.1. Learners can on the reading.
priority within the personal grasp the general meaning of Identify the
and educational domains, spoken texts set in familiar expressions on the
provided speech is clearly and everyday contexts and infer left in the text.
slowly articulated. (Example: changes in the topic of Then, match them
daily life, free time, school discussion, as well as deduce with their
activities, etc.) the meanings of unfamiliar function.
EFL 4.2.12 Describe habits, words and exchanges Use the prompts
routines, past activities and through the use of context to complete the
experiences within the clues, provided speech is email.
personal and educational given slowly and clearly and Listen and
domains. there is sufficient visual complete the
support. (I.3, S.1, J.4) conversation with
READING I.EFL.4.9.1. Learners can use the idioms in the
simple language to describe, box.
EFL 4.3.1 Understand main compare and state facts Write the idioms
points in short simple texts on about familiar everyday under the
familiar subjects. (Example: topics such as possessions, corresponding
news about sports or famous classroom objects and picture.
people, descriptions, etc.) routines in short, structured Match the idioms
EFL 4.3.6 Apply learning situations, interacting with with their
strategies to examine and relative ease. (I.3, I.4, S.4) meaning.
interpret a variety of written Project: Show
materials using prior Presentation:
knowledge, graphic Students prepare a
organizers, context clues, note READING slide show
taking and finding words in a I.EFL.4.11.1. Learners can presentation on a
dictionary. understand main ideas and specific culture.
some details in short simple TECHNIQUES
WRITING online or print texts on
familiar subjects, using Observation
EFL 4.4.1 Convey information contextual clues to help Interview
and ideas through simple identify the most relevant Self and pair-
transactional or expository information. (Example: title, evaluation
texts on familiar subjects using illustrations, organization,
ICT tools and conventions and etc.) (I.2, I.4) INSTRUMENTS
features of English I.EFL.4.13.1. Learners can
appropriate to audience and apply learning strategies Anecdotal Records
purpose. such as using prior Checklists
EFL 4.4.2 knowledge and graphic Rubrics
Make and use a simple print or organizers to interpret new Questionnaire
digital learning resource to information in a text.
compare and contrast Learners can assess this
information in order to information according to the
demonstrate understanding organization, subject area
and command of a topic. and purpose of the text,
through the use of different
LANGUAGE THROUGH THE criteria, including ICT tools.
ARTS (I.2, I.4, J.4)

EFL 4.5.1 WRITING

Make use of main points in
literary texts (authentic and I.EFL.4.15.1. Learners can
semi-authentic, oral and convey information and
written) to understand short ideas and describe feelings
simple everyday stories, and opinions in simple
especially if there is visual transactional or expository
support. texts on familiar subjects in
EFL 4.5.11 order to influence an
audience, while recognizing
Participate in creative thinking that different texts have
through brainstorming, different features and
working in groups, games and showing the ability to use
problem-solving tasks by these features appropriately
showing the ability to accept a in one’s own writing. (I.3, I.4,
variety of ideas and capitalize S.3, J.2)
on other people’s strengths. 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)

ADAPTACIONES CURRICULARES

Especificación de la Destrezas con criterios Actividades de Recursos Evaluación

Necesidad Educativa de Desempeño aprendizaje Indicadores de Técincas e
evaluación instrumentos
de evaluación

Elaborado Revisado Aprobado

Docente Nombre Nombre
Firma Firma Firma
Fecha Fecha Fecha
PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
PLANIFICACIÓN MICROCURRICULAR
Informative data: Unidad Educativa Luz y Libertad
Teacher: David Vásquez Date:
Area English as a Foreing Language Level 9th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 3 What makes a Good friend?

Unit Specific Objectives: Students Will be able to use appearance personality vocabulary in descriptions.
Students Will be able to use present simple and present continuous to talk about friendship.
Students will be able to identify reasons a speaker gives, students will also be able to complete a form.
Students will be able to explore cosplay and talk about reasons people enjoy hobbies.
Students will be able to make a self-esteem kit.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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

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

CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual
clues to identify relevant information in a text.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

WRITING

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 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.
¿Qué van a aprender? ¿Cómo van a aprender?
SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
CRITERIA TO BE DEVELOPED: (Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación

COMMUNICATION AND COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
CULTURAL AWARENESS Students’ book CULTURAL AWARENESS
Participating in short role plays using a range of verbal and Flashcards Listen and
Audio CD
EFL 4.1.5 Apply self-correcting nonverbal communication. I.EFL.4.3.1. Learners can complete with the
and self-monitoring strategies Demonstrating desirable behaviors during class, group and pair employ a range of self- verbs in the word
in social and classroom discussions. (Example: not interrupting, participating equally, monitoring and self- bank.
interactions. (Example: asking completing one’s work neatly and on time, not distracting correcting strategies and Listen and
questions, starting over, others, etc.) interpret and use complete Katie’s
rephrasing, exploring Playing games that practice classroom language, turn-taking, appropriate verbal and and Peter’s
alternative pronunciations or being polite, etc. nonverbal communication abilities. Then,
wording, etc.) Practicing the language needed to deal with a need through a features to communicate in guess what their
EFL 4.1.8 Use suitable mini role play. familiar contexts. (I.3, S.4, intelligences are.
vocabulary, expressions, J.4) Read about
language and interaction ORAL COMMUNICATION I.EFL.4.4.1. Learners can Daniel’s and
styles for formal and informal demonstrate an ability to Mary’s abilities.
social or academic situations Describing people’s attributes, talents, and skills. give and ask for information Then, complete
in order to communicate Expanding a conversation by giving comparative and and assistance using level- the chart with your
specific intentions in online superlative forms. appropriate language and own information
and face-to-face interactions. Expressing opinions by using comparative and superlative interaction styles in online or and make
(Example: thanking, making forms. face-to-face social and sentences.
promises, apologizing, asking Using expressions like quickly, easily and very well to describe classroom interactions. (J.2, Complete the
permission, chatting with actions. J.3, J.4, I.3) sentences with can
friends, answering in class, Asking and answering simple questions about people’s or can’t. Then,
greeting an authority figure, attributes, abilities and skills. interview a
etc.) Recycling expressions and using them in new situations. ORAL COMMUNICATION partner.
Complete the
ORAL COMMUNICATION READING I.EFL.4.6.1. Learners can profiles with the
grasp the general meaning of numbers you hear.
EFL 4.2.1 Understand phrases Scanning to identify details spoken texts set in familiar Listen and circle
and expressions related to Identifying true and false statements. everyday contexts and infer the word you hear.
areas of most immediate Answering the question Why? By using because. changes in the topic of Based on exercise
priority within the personal discussion, as well as deduce 1, complete the
and educational domains, WRITING the meanings of unfamiliar comparisons with
provided speech is clearly and words and exchanges the correct form of
slowly articulated. (Example: Writing simple sentences to describe and compare people’s through the use of context the adjectives.
daily life, free time, school abilities. clues, provided speech is Express your
activities, etc.) Using because to give reasons and answer the question Why? given slowly and clearly and opinion about
EFL 4.2.13 Interact with there is sufficient visual some artists. Use
reasonable ease in structured LANGUAGE THROUGH THE ARTS support. (I.3, S.1, J.4) the comparative
situations and short I.EFL.4.9.1. Learners can use and superlative
conversations within familiar Listening to or reading stories and drawing an important scene. simple language to describe, form of the
contexts, provided that Looking at the title of a text and accompanying illustrations and compare and state facts
speech is given clearly, slowly writing three questions about the topic. Then reading to find about familiar everyday adjectives in
and directly. (Example: an the answers to the questions. topics such as possessions, parentheses.
interview, an information gap Listening to a song and inferring if it is happy, sad, etc. classroom objects and Classify the
activity, etc.) Brainstorming ideas for a writing project in small groups, using routines in short, structured expressions of the
a graphic organizer. situations, interacting with word bank
READING relative ease. (I.3, I.4, S.4) Read and identify
the title for the
EFL 4.3.1 Understand main READING texts.
points in short simple texts on Read the
familiar subjects. (Example: I.EFL.4.11.1. Learners can sentences and
news about sports or famous understand main ideas and check true, false or
people, descriptions, etc.) some details in short simple no information,
EFL 4.3.6 Apply learning online or print texts on based on the
strategies to examine and familiar subjects, using reading.
interpret a variety of written contextual clues to help Go back to the text
materials using prior identify the most relevant and answer the
knowledge, graphic information. (Example: title, questions.
organizers, context clues, note illustrations, organization, Read and match
taking and finding words in a etc.) (I.2, I.4) the correct
dictionary. I.EFL.4.13.1. Learners can statements.
apply learning strategies Listen to the
WRITING such as using prior conversation and
knowledge and graphic complete the chart
EFL 4.4.1 Convey information organizers to interpret new by using the
and ideas through simple information in a text. appropriate
transactional or expository Learners can assess this idioms.
texts on familiar subjects using information according to the Complete the
ICT tools and conventions and organization, subject area definitions with
features of English and purpose of the text, the idioms.
appropriate to audience and through the use of different Find someone who
purpose. criteria, including ICT tools. has the following
EFL 4.4.2 Make and use a (I.2, I.4, J.4) abilities.
simple print or digital learning Project: Talent
resource to compare and WRITING show. Students
contrast information in order organize and
to demonstrate I.EFL.4.15.1. Learners can participate in a
understanding and command convey information and talent show to
of a topic. ideas and describe feelings demonstrate their
and opinions in simple abilities.
LANGUAGE THROUGH THE transactional or expository TECHNIQUES
ARTS texts on familiar subjects in
order to influence an Observation
EFL 4.5.1 Make use of main audience, while recognizing Interview
points in literary texts that different texts have Self and pair-
(authentic and semi- different features and evaluation
authentic, oral and written) to showing the ability to use
understand short simple these features appropriately INSTRUMENTS
everyday stories, especially if in one’s own writing. (I.3, I.4,
there is visual support. S.3, J.2) Anecdotal Records
EFL 4.5.11 Participate in I.EFL.4.16.1. Learners can use Checklists
creative thinking through and make simple learning Rubrics
brainstorming, working in resources, both online and in Questionnaire
groups, games and problem- print, in order to compare
solving tasks by showing the and contrast information.
ability to accept a variety of Learners can choose
ideas and capitalize on other appropriate resources and
people’s strengths. 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)

ADAPTACIONES CURRICULARES

Especificación de la Destrezas con criterios Actividades de Recursos Evaluación

Necesidad Educativa de Desempeño aprendizaje Indicadores de Técincas e
evaluación instrumentos
de evaluación

Elaborado Revisado Aprobado

Docente Nombre Nombre
Firma Firma Firma
Fecha Fecha Fecha
PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
PLANIFICACIÓN MICROCURRICULAR
Informative data: Unidad Educativa Luz y Libertad
Teacher: David Vásquez Date:
Area English as a Foreing Language Level 9th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 4 What do we eat?

Unit Specific Objectives: Students Will be able to use food and drinks vocabulary to talk about their preferences.
Students Will be able to distinguish between countable and uncountable nouns and use quantifiers to talk about amounts of food and drink.
Students will be able to identify opinions, they will also be able to recommend a restaurant.
Students will be able to explore a famous food festival and discuss whether it is ok to waste food.
Students will be able to plan a healthy menu.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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

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

CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual
clues to identify relevant information in a text.
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find relationships
and relate ideas between different subject areas.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

WRITING

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 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.
¿Qué van a aprender? ¿Cómo van a aprender?
SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
CRITERIA TO BE DEVELOPED: (Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
CULTURAL AWARENESS Students’ book CULTURAL AWARENESS
Participating in short role plays using a range of verbal and Flashcards Label the food.
Audio CD
EFL 4.1.5 Apply self-correcting nonverbal communication. I.EFL.4.3.1. Learners can Complete the
and self-monitoring strategies Demonstrating desirable behaviors during class, group and pair employ a range of self- sentences with
in social and classroom discussions. (Example: not interrupting, participating equally, monitoring and self- words related to
interactions. (Example: asking completing one’s work neatly and on time, not distracting correcting strategies and food. Then
questions, starting over, others, etc.) interpret and use compare with a
rephrasing, exploring Playing games that practice classroom language, turn-taking, appropriate verbal and partner.
alternative pronunciations or being polite, etc. nonverbal communication Classify the food
wording, etc.) Practicing the language needed to deal with a need through a features to communicate in items.
EFL 4.1.8 Use suitable mini role play. familiar contexts. (I.3, S.4, Listen and check
vocabulary, expressions, J.4) the statements
language and interaction ORAL COMMUNICATION I.EFL.4.4.1. Learners can true or false.
styles for formal and informal demonstrate an ability to Listen and write
social or academic situations Paying attention to connectors to number a sequence of give and ask for information down the
in order to communicate actions while listening. and assistance using level- quantities.
specific intentions in online Paying attention to speaker’s sounds to understand their appropriate language and Complete the
and face-to-face interactions. reactions better. interaction styles in online or dialog with the
(Example: thanking, making Recognizing and using informal language to describe food face-to-face social and quantities.
promises, apologizing, asking preferences. classroom interactions. (J.2, Complete the
permission, chatting with Expressing food preferences. J.3, J.4, I.3) questions with
friends, answering in class, Expressing agreement. Using me too or me neither to express how much or how
greeting an authority figure, things in common. ORAL COMMUNICATION many. Then, write
etc.) Using idiomatic expressions to emphasize food preferences. the answers
Asking and answering questions about food quantities. I.EFL.4.6.1. Learners can according to the
ORAL COMMUNICATION Describing healthy recipes using quantities and imperatives. grasp the general meaning of picture.
spoken texts set in familiar Listen and number
EFL 4.2.1 Understand phrases READING everyday contexts and infer the instructions to
and expressions related to changes in the topic of prepare oatmeal
areas of most immediate Identifying the different parts of a brochure. discussion, as well as deduce bars in the right
priority within the personal Recognizing the main ideas and details of a text. the meanings of unfamiliar order.
and educational domains, Describing how to make a healthy recipe. words and exchanges
provided speech is clearly and through the use of context
slowly articulated. (Example: WRITING clues, provided speech is Read and mark the
daily life, free time, school given slowly and clearly and parts of a brochure
activities, etc.) Writing simple sequenced sentences to describe a healthy there is sufficient visual with a letter.
EFL 4.2.13 Interact with recipe. support. (I.3, S.1, J.4) Complete the
reasonable ease in structured Using connectors of sequence like first, next, after that, and I.EFL.4.9.1. Learners can use chart based on the
situations and short finally to sequence actions. simple language to describe, reading.
conversations within familiar compare and state facts Listen and
contexts, provided that LANGUAGE THROUGH THE ARTS about familiar everyday complete the
speech is given clearly, slowly topics such as possessions, recipe.
and directly. (Example: an Listening to or reading stories and drawing an important scene. classroom objects and Check the foods
interview, an information gap Looking at the title of a text and accompanying illustrations and routines in short, structured that you like.
activity, etc.) writing three questions about the topic. Then reading to find situations, interacting with Listen and fill in
the answers to the questions. relative ease. (I.3, I.4, S.4) the blanks with the
READING Listening to a song and inferring if it is happy, sad, etc. food from the
Brainstorming ideas for a writing project in small groups, using READING previous exercise
EFL 4.3.1 Understand main a graphic organizer. and decide if the
points in short simple texts on I.EFL.4.11.1. Learners can speakers like or
familiar subjects. (Example: understand main ideas and dislike the food.
news about sports or famous some details in short simple Match the
people, descriptions, etc.) online or print texts on expressions with
EFL 4.3.5 Use everyday familiar subjects, using their meanings.
reference material in order to contextual clues to help Work with a
select information identify the most relevant partner and
appropriate to the purpose of information. (Example: title, describe the food.
an inquiry and relate ideas illustrations, organization, Use the
from one written source to etc.) (I.2, I.4) expressions above.
another. I.EFL.4.12.1. Learners can Project: Healthy
EFL 4.3.6 Apply learning employ a range of reference Food Fair:
strategies to examine and materials and sources, both Students organize
interpret a variety of written online and in print, in order a food fair to
materials using prior to support ideas, answer describe and
knowledge, graphic inquiries, find relationships sample healthy
organizers, context clues, note and relate ideas between dishes.
TECHNIQUES
taking and finding words in a different subject areas. (I.1,
dictionary. I.2, J.2) Observation
I.EFL.4.13.1. Learners can Interview
WRITING apply learning strategies Self and pair-
such as using prior evaluation
EFL 4.4.1 Convey information knowledge and graphic
and ideas through simple organizers to interpret new INSTRUMENTS
transactional or expository information in a text.
texts on familiar subjects using Learners can assess this Anecdotal Records
ICT tools and conventions and information according to the Checklists
features of English organization, subject area Rubrics
appropriate to audience and and purpose of the text, Questionnaire
purpose. through the use of different
EFL 4.4.2 Make and use a criteria, including ICT tools.
simple print or digital learning (I.2, I.4, J.4)
resource to compare and
contrast information in order WRITING
to demonstrate
understanding and command I.EFL.4.15.1. Learners can
of a topic. convey information and
EFL 4.4.5 Recognize that ideas and describe feelings
various types of writing and opinions in simple
require different language, transactional or expository
formatting and special texts on familiar subjects in
vocabulary. (Example: a order to influence an
recipe, a letter, etc.) audience, while recognizing
that different texts have
LANGUAGE THROUGH THE different features and
ARTS showing the ability to use
these features appropriately
EFL 4.5.1 Make use of main in one’s own writing. (I.3, I.4,
points in literary texts S.3, J.2)
(authentic and semi- I.EFL.4.16.1. Learners can use
authentic, oral and written) to and make simple learning
understand short simple resources, both online and in
everyday stories, especially if print, in order to compare
there is visual support. and contrast information.
EFL 4.5.11 Participate in Learners can choose
creative thinking through appropriate resources and
brainstorming, working in critically evaluate the
groups, games and problem- information in these
solving tasks by showing the resources, according to the
ability to accept a variety of value, purpose and audience
ideas and capitalize on other of each. (I.1, I.3, I.4, J.2, J.4)
people’s strengths. 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)

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)

ADAPTACIONES CURRICULARES

Especificación de la Destrezas con criterios Actividades de Recursos Evaluación

Necesidad Educativa de Desempeño aprendizaje Indicadores de Técincas e
evaluación instrumentos
de evaluación

Elaborado Revisado Aprobado

Docente Nombre Nombre
Firma Firma Firma
Fecha Fecha Fecha
PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
PLANIFICACIÓN MICROCURRICULAR
Informative data: Unidad Educativa Luz y Libertad
Teacher: David Vásquez Date:
Area English as a Foreing Language Level 9th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 5 Why do we need a vacation?

Unit Specific Objectives: Students Will be able to use places vocabulary ans adjectives to talk about vacations.
Students Will be able to use the verb be in past to talk about past vacations.
Students will be able to identify specific information in an audio clip, they will also be able to use places vocabulary, adjectives and the verb be
in the past to créate a vacation scrapbook.
Students will be able to appreciate the role of festivals and celebrations in culture by learning about an example: Mardi Gras in the US.
Students will be able to make a podcast about a vacation destination.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and maintaining healthy and
rewarding relationships based on communication and cooperation.

ORAL COMMUNICATION

CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and answering
follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain conversational exchanges
in pairs to complete a task, satisfy a need or handle a simple transaction.
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

CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

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.
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.
¿Qué van a aprender? ¿Cómo van a aprender?
SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
CRITERIA TO BE DEVELOPED: (Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación

COMMUNICATION AND COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
CULTURAL AWARENESS Students’ book CULTURAL AWARENESS
Practicing a specific self-correcting strategy during a pair work Flashcards Read some
Audio CD
EFL 4.1.5 Apply self-correcting activity. Consulting a self-correction list before a speaking or I.EFL.4.3.1. Learners can encyclopedia
and self-monitoring strategies writing assignment. employ a range of self- entries and write
in social and classroom Completing a short self-evaluation or peer evaluation after a monitoring and self- the sections they
interactions. (Example: asking communicative task. correcting strategies and belong to.
questions, starting over, Collaborating on a group project. interpret and use Check the
rephrasing, exploring appropriate verbal and definitions for the
alternative pronunciations or Completing group work in a fair and honest manner and nonverbal communication given words taken
wording, etc.) accepting the group’s decisions. features to communicate in from a text about
Helping learners in the class who have a different skill set. familiar contexts. (I.3, S.4, famous people.
EFL 4.1.10 Recognize and Sharing ideas freely and without jealousy. J.4) Complete
appreciate individual and Giving assistance to those who are struggling, even when not I.EFL.4.5.1. Learners can sentences about
group similarities and directly asked to. appreciate and show respect famous people
differences by establishing for individual and group with the correct
and maintaining healthy and ORAL COMMUNICATION differences by establishing adjectives.
rewarding online and face-to- and maintaining healthy and Listen to some
face relationships based on Identifying true and false statements about a famous person’s rewarding online and face- information about
communication and life and personality while listening. to-face interactions. Learners Joan of Arc and
cooperation. Describing people’s lives and personalities. can communicate and check true or false.
Asking for repetition by using sorry and wh-questions at the cooperate in a respectful, Complete the text
end of sentences. empathetic manner. (J.3, with the correct
Asking and answering simple questions about people’s lives in S.1, S.4) form of the verb to
the past. be in past tense
ORAL COMMUNICATION ORAL COMMUNICATION (was/wasn’t/were/
READING weren’t)
EFL 4.2.10 Sustain a I.EFL.4.10.1. Learners can Listen and read
conversational exchange on a Predicting the content of a text. effectively participate in some information
familiar, everyday subject Identifying correct time expressions. familiar and predictable about three
when carrying out a everyday conversational famous people
collaborative/paired learning exchanges in order to from the past
activity in which there are complete a task, satisfy a (Hernan Cortes,
specific instructions for a task. need or handle a simple Francisco Pizarro
EFL 4.2.13 Interact with transaction, using a range of and Ferdinand
reasonable ease in structured WRITING repair strategies. (Example: Magellan) then
situations and short asking for clarification, etc.) complete a chart.
conversations within familiar Writing simple sentences to describe famous a person’s lives, (I.3, J.3, J.4) Unscrambled the
contexts, provided that values and achievements. I.EFL.4.9.1. Learners can use questions and
speech is given clearly, slowly Using time-related expressions. simple language to describe, write the answers
and directly. (Example: an compare and state facts based on a text
interview, an information gap LANGUAGE THROUGH THE ARTS about familiar everyday about Christopher
activity, etc.) topics such as possessions, Columbus.
Listening to or reading stories and drawing an important scene. classroom objects and Complete the
READING Looking at the title of a text and accompanying illustrations and routines in short, structured questions about
writing three questions about the topic. Then reading to find situations, interacting with famous people
EFL 4.3.6 Apply learning the answers to the questions. relative ease. (I.3, I.4, S.4) from the past and
strategies to examine and Listening to a song and inferring if it is happy, sad, etc. guess the answers.
interpret a variety of written Brainstorming ideas for a writing project in small groups, using READING Then, compare
materials using prior a graphic organizer. answers with a
knowledge, graphic I.EFL.4.13.1. Learners can partner.
organizers, context clues, note apply learning strategies Look at the
taking and finding words in a such as using prior pictures and make
dictionary. knowledge and graphic predictions about
organizers to interpret new Gandhi’s life.
WRITING information in a text. Read a short
Learners can assess this biography of
EFL 4.4.8. Convey and organize information according to the Gandhi and
information using facts and organization, subject area confirm your
details in order to illustrate and purpose of the text, predictions.
diverse patterns and through the use of different Using the
structures in writing. criteria, including ICT tools. biography text
(Example: cause and effect, (I.2, I.4, J.4) complete a
problem and solution, timeline.
general-to-specific WRITING Based on the text,
presentation, etc.) match the time
I.EFL.4.17.1. Learners can expressions with
LANGUAGE THROUGH THE convey and organize the years they
ARTS information through the use refer to.
of facts and details and by Read some
EFL 4.5.1 Make use of main employing various stages of information about
points in literary texts the writing process, while Eva Peron and
(authentic and semi- using a range of digital tools circle the correct
authentic, oral and written) to to promote and support time expression.
understand short simple collaboration, learning and Write about a
everyday stories, especially if productivity. (I.1, I.3, S.4, J.2, historical
there is visual support. J.4) character.
EFL 4.5.9. Engage in Project: Party of
collaborative activities Famous
through a variety of student LANGUAGE THROUGH THE Characters:
groupings to create and
ARTS Students organize
respond to literature and
other literary texts. (Example: a party of famous
small groups, cooperative I.EFL.4.18.1. Learners can characters of the
learning groups, literature understand, predict, infer past.
circles, process writing and deduce literal and
groups, etc.) implied meanings in short, TECHNIQUES
simple, everyday literary
texts (online, oral or in Observation
print), especially when visual Interview
support is provided. (I.2, I.3, Self and pair-
I.4) evaluation
 I.EFL.4.22.1. Learners INSTRUMENTS
can collaborate and
participate effectively in Anecdotal Records
a variety of student Checklists
groupings by employing
Rubrics
a wide range of creative
thinking skills through Questionnaire
the completion of
activities such as playing
games, brainstorming
and problem solving.
(S.2, S.4, J.1, J.2, J.3, J.4)

ADAPTACIONES CURRICULARES

Especificación de la Destrezas con criterios Actividades de Recursos Evaluación

Necesidad Educativa de Desempeño aprendizaje Indicadores de Técincas e
evaluación instrumentos
de evaluación
Elaborado Revisado Aprobado
Docente Nombre Nombre
Firma Firma Firma
Fecha Fecha Fecha

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

PLANIFICACIÓN MICROCURRICULAR
Informative data: Unidad Educativa Luz y Libertad
Teacher: David Vásquez Date:
Area English as a Foreing Language Level 9th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 6 What´s your story?

Unit Specific Objectives: Students Will be able to use genres and adjectives to talk about books and movies.
Students Will be able to use the past simple of regular and irregular verbs to talk about biographies and autobiographies.
Students will be able to identify sequence in a narrative, they will also be able to connect ideas in a past-tense text.
Students will be able to appreciate how oral storytelling passes culture down from one generation to the next.
Students will be able to use past simple to make a timeline.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and maintaining healthy and
rewarding relationships based on communication and cooperation.

ORAL COMMUNICATION
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and answering
follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain conversational exchanges
in pairs to complete a task, satisfy a need or handle a simple transaction.
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

CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

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.

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.4.20. 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.
¿Qué van a aprender? ¿Cómo van a aprender?
SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
CRITERIA TO BE DEVELOPED: (Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
CULTURAL AWARENESS Students’ book CULTURAL AWARENESS
Practicing a specific self-correcting strategy during a pair work Flashcards Match the photos
Audio CD
EFL 4.1.5 Apply self-correcting activity. Consulting a self-correction list before a speaking or I.EFL.4.3.1. Learners can with the
and self-monitoring strategies writing assignment. employ a range of self- corresponding
in social and classroom Completing a short self-evaluation or peer evaluation after a monitoring and self- anecdote.
interactions. (Example: asking communicative task. correcting strategies and Listen to the
questions, starting over, Collaborating on a group project. interpret and use complete versions
rephrasing, exploring Completing group work in a fair and honest manner and appropriate verbal and of the anecdotes
alternative pronunciations or accepting the group’s decisions. nonverbal communication and fill in the
wording, etc.) Helping learners in the class who have a different skill set. features to communicate in blanks using the
EFL 4.1.10 Recognize and Sharing ideas freely and without jealousy. familiar contexts. (I.3, S.4, correct adjective.
appreciate individual and Giving assistance to those who are struggling, even when not J.4) Fill in the blanks to
group similarities and directly asked to. I.EFL.4.5.1. Learners can complete the
differences by establishing appreciate and show respect anecdotes with the
and maintaining healthy and ORAL COMMUNICATION for individual and group correct form of the
rewarding online and face-to- differences by establishing verbs.
face relationships based on Paying attention to speaker’s tone of voice to recognize their and maintaining healthy and Circle the options
communication and emotions. rewarding online and face- that are true for
cooperation. Talking about trips and vacations to-face interactions. Learners you. Then,
Describing experiences and anecdotes, vacations and can communicate and compare answers
ORAL COMMUNICATION memories. cooperate in a respectful, with a partner.
Giving details about the occasion, date, place, age, people empathetic manner. (J.3, Listen to some trip
EFL 4.2.10 Sustain a involved and activities of past events. S.1, S.4) narrations and
conversational exchange on a answer the
familiar, everyday subject READING questions.
when carrying out a Talk about your
collaborative/paired learning Identifying details in a text dealing with an anecdote by parts. ORAL COMMUNICATION last trip with a
activity in which there are Identifying referents to understand details like people involved, partner.
specific instructions for a task. occasions, places and activities. I.EFL.4.10.1. Learners can Read a text about
effectively participate in an anecdote and
EFL 4.2.13 Interact with familiar and predictable answer the
reasonable ease in structured everyday conversational comprehension
situations and short WRITING exchanges in order to questions.
conversations within familiar complete a task, satisfy a Complete a chart
contexts, provided that Writing a short paragraph following prompts. need or handle a simple with details about
speech is given clearly, slowly Using also to give additional information, and so to describe a transaction, using a range of your favorite
and directly. (Example: an result or consequence repair strategies. (Example: anecdote and use
interview, an information gap asking for clarification, etc.) them to write a
activity, etc.) LANGUAGE THROUGH THE ARTS (I.3, J.3, J.4) short paragraph.
I.EFL.4.9.1. Learners can use Project: Photo
READING Listening to or reading stories and drawing an important scene. simple language to describe, album: Students
Looking at the title of a text and accompanying illustrations and compare and state facts create an album
EFL 4.3.6 Apply learning writing three questions about the topic. Then reading to find about familiar everyday with photos of
strategies to examine and the answers to the questions. topics such as possessions, some important
interpret a variety of written Listening to a song and inferring if it is happy, sad, etc. classroom objects and events in their life.
materials using prior Brainstorming ideas for a writing project in small groups, using routines in short, structured
knowledge, graphic a graphic organizer. situations, interacting with TECHNIQUES
organizers, context clues, note relative ease. (I.3, I.4, S.4)
taking and finding words in a Observation
dictionary. READING Interview
Self and pair-
WRITING I.EFL.4.13.1. Learners can evaluation
apply learning strategies
EFL 4.4.8. Convey and organize such as using prior INSTRUMENTS
information using facts and knowledge and graphic
details in order to illustrate organizers to interpret new Anecdotal Records
diverse patterns and information in a text. Checklists
structures in writing. Learners can assess this Rubrics
(Example: cause and effect, information according to the Questionnaire
problem and solution, organization, subject area
general-to-specific and purpose of the text,
presentation, etc.) through the use of different
criteria, including ICT tools.
LANGUAGE THROUGH THE (I.2, I.4, J.4)
ARTS
WRITING
EFL 4.5.1 Make use of main I.EFL.4.17.1. Learners can
points in literary texts convey and organize
(authentic and semi- information through the use
authentic, oral and written) to of facts and details and by
understand short simple employing various stages of
everyday stories, especially if the writing process, while
there is visual support. using a range of digital tools
EFL 4.5.4 Create personal to promote and support
stories by adding imaginative collaboration, learning and
details to real-life stories and productivity. (I.1, I.3, S.4, J.2,
situations, using appropriate J.4)
vocabulary and elements of
the literature learners have LANGUAGE THROUGH THE
read or heard. ARTS
EFL 4.5.9. Engage in
collaborative activities I.EFL.4.18.1. Learners can
through a variety of student understand, predict, infer
groupings to create and
and deduce literal and
respond to literature and
other literary texts. (Example: implied meanings in short,
small groups, cooperative simple, everyday literary
learning groups, literature texts (online, oral or in
circles, process writing print), especially when visual
groups, etc.) 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)

ADAPTACIONES CURRICULARES

Especificación de la Destrezas con criterios Actividades de Recursos Evaluación

Necesidad Educativa de Desempeño aprendizaje Indicadores de Técincas e
evaluación instrumentos
de evaluación

Elaborado Revisado Aprobado

Docente: David Vásquez Nombre Nombre
Firma Firma Firma
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