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 8th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 1 What is family?

Unit Specific Objectives:
Students Will be able to use family relationships vocabulary to talk about their families.
Students Will be able to use demostratives, possessive adjectives, possessive´s and the verb be to talk about families.
Students will be able to think about what they know. They will also be able to make a poster.
Students will be able to explore Australian English and talk about enjoying time with family.
Students will be able to make a infographic.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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.4.10. 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.

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.

¿Qué van a aprender?
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED:
COMMUNICATION AND
CULTURAL AWARENESS
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
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.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by employing a wide range
of creative thinking skills through the completion of activities such as playing games, brainstorming and problem solving.
¿Cómo van a aprender?
METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
(Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
Students’ book CULTURAL AWARENESS Listen and read
Researching through the Internet about other cultures and Flashcards Match the
Audio CD
ways of life and presenting them to the class using digital tools. I.EFL.4.2.1. Learners can questions with the
Working in small groups to complete a cultural project. name similarities and answers
Participating in short dialogues and role plays to practice target differences between Complete the
language. (Example: thanking others, apologizing, asking for different aspects of cultural sentences. Then
help, greeting authorities, etc.) groups. Learners can introduce yourself
demonstrate socially to your classmates
ORAL COMMUNICATION responsible behaviors at Listen and check
school, online, at home and the correct option
Listening to a simple, straightforward story and correcting false in the community, and to complete the
statements. evaluate their actions by sentences.
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.)
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 4.2.10 Sustain
conversational exchange on a
familiar, everyday subject
when carrying out
collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
Listening to a dialogue and completing a chart with key ethical, safety and social Look at the words
information. (Example: Name, country, nationality, language, standards. (J.3, S.1, I.1) in bold and circle
etc.) I.EFL.4.4.1. Learners can the one you hear
Working in pairs to complete an information gap activity. demonstrate an ability to Go back to the text
Giving learners language prompts to use during pair/group give and ask for information and write the
work. and assistance using level- names of the
appropriate language and people under the
READING interaction styles in online or correct flag
face-to-face social and Listen and check
Reading a text and answering information questions. classroom interactions. (J.2, true or false. Then
Predicting main ideas by reading the title and using other J.3, J.4, I.3) complete the chart
contextual clues (e.g., illustrations, subheadings, etc.) with the correct
ORAL COMMUNICATION nationality.
WRITING Read the student
I.EFL.4.6.1. Learners can card. Then,
Listening to a celebrity interview and writing three more grasp the general meaning of complete with the
interview questions. spoken texts set in familiar verb to be and
everyday contexts and infer he/it
LANGUAGE THROUGH THE ARTS changes in the topic of Complete the
discussion, as well as deduce dialog. Use subject
Brainstorming a list of questions and responses learners can the meanings of unfamiliar pronouns and the
use during small group discussions about literary texts. words and exchanges verb to be.
(Example: Who is your favorite character? Why? Which story through the use of context Match the words
a do you like better, A or B?, etc.) clues, provided speech is with the pictures
Brainstorming ideas for a writing project in small groups, using given slowly and clearly and Guess the
a graphic organizer. there is sufficient visual nationality of
a support. (I.3, S.1, J.4) these famous
I.EFL.4.10.1. Learners can people. Then, read
effectively participate in the text and
familiar and predictable confirm your
everyday conversational answers.
exchanges in order to Read the profiles.
complete a task, satisfy a Then match the
need or handle a simple text with the
EFL 4.3.1 Understand main transaction, using a range of corresponding
points in short simple texts on repair strategies. (Example: picture.
familiar subjects. (Example: asking for clarification, etc.) Read the ID card
news about sports or famous (I.3, J.3, J.4) and write the
people, descriptions, etc.) profile.
READING Look at the world
WRITING map. Write the
I.EFL.4.11.1. Learners can continents in the
EFL 4.4.1 Convey information understand main ideas and correct place.
and ideas through simple some details in short simple Complete the
transactional or expository online or print texts on sentences by using
texts on familiar subjects using familiar subjects, using words related to
ICT tools and conventions and contextual clues to help nationalities.
features of English identify the most relevant Project: A slide
appropriate to audience and information. (Example: title, show
purpose. illustrations, organization, presentation:
etc.) (I.2, I.4) Students create a
LANGUAGE THROUGH THE slide show
ARTS WRITING presentation to
introduce famous
EFL 4.5.11 Participate in I.EFL.4.15.1. Learners can personalities and
creative thinking through convey information and themselves.
brainstorming, working in ideas and describe feelings TECHNIQUES
groups, games and problem- and opinions in simple
solving tasks by showing the transactional or expository Observation
ability to accept a variety of texts on familiar subjects in Interview
ideas and capitalize on other order to influence an Self and pair-
people’s strengths. audience, while recognizing evaluation
that different texts have
different features and INSTRUMENTS
showing the ability to use
these features appropriately Anecdotal Records
in one’s own writing. (I.3, I.4, Checklists
S.3, J.2) Rubrics
Questionnaire
 LANGUAGE THROUGH THE
ARTS

 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
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 8th year of Basic Education School year: 2019-2020
18 periods, 6 class
Language English Time: periods per lesson
Unit Number: 2 How do you learn?

Unit Specific Objectives:
Students Will be able to school places ans school subjects vocabulary to talk about their school.
Students Will be able to use indefinite articles, the verb have and prepossitions to talk about school subjects and objects.
Students will be able to think about the topic, they will also be able to make a class Schedule.
Students will be able to learn about school in China, they will also be able to think about how thaeir time is spent.
Students will be able to make a Perfect School collage.

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.

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.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in
familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s
own speech.
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.

READING

¿Qué van a aprender?
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED:
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.)
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.
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.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by employing a wide range
of creative thinking skills through the completion of activities such as playing games, brainstorming and problem solving.
¿Cómo van a aprender?
METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
(Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
Students’ book CULTURAL AWARENESS
Participating in short role plays using a range of verbal and Flashcards Use the box of
Audio CD
nonverbal communication. I.EFL.4.3.1. Learners can letters to complete
Practicing a specific self-correcting strategy during a pair work employ a range of self- the adjectives used
activity. monitoring and self- to describe each
correcting strategies and family member.
interpret and use Using the
appropriate verbal and adjectives
ORAL COMMUNICATION nonverbal communication complete a
features to communicate in conversation
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 4.2.6 Use other students’
contributions in class as
models for their own.
EFL 4.2.10 Sustain
conversational exchange on a
familiar, everyday subject
when carrying out
collaborative/paired learning
activity in which there are
specific instructions for a task.
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 4.3.2 Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
Listening to a simple, straightforward story and correcting false familiar contexts. (I.3, S.4,
statements. J.4)
Listening to another learner’s answers in class and responding
appropriately. (Example: giving praise, correcting an error, ORAL COMMUNICATION
asking a follow-up question, etc.)
Listening to a dialogue and completing a chart with key I.EFL.4.6.1. Learners can
information. grasp the general meaning of
Working in pairs to complete an information gap activity. spoken texts set in familiar
Giving learners language prompts to use during pair/group everyday contexts and infer
work. changes in the topic of
discussion, as well as deduce
READING the meanings of unfamiliar
words and exchanges
Reading a text and answering information questions. through the use of context
a Predicting main ideas by reading the title and using other clues, provided speech is
contextual clues (e.g., illustrations, subheadings, etc.) given slowly and clearly and
Reading a paragraph about a familiar content area subject and there is sufficient visual
a then correcting incorrect sentences. support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learners can
WRITING identify the main idea and
some details in short
Writing a short text following prompts. straightforward spoken
Looking at a picture and writing a description of what you see audio texts set in familiar
contexts when the message
is delivered slowly and there
LANGUAGE THROUGH THE ARTS is other contextual support.
(Example: rules for a game,
Brainstorming a list of questions and responses learners can classroom instructions, a
use during small group discussions about literary texts. dialogue in a scene from a
(Example: Who is your favorite character? Why? Which story cartoon or movie, etc.)
do you like better, A or B?, etc.) Learners can use other
Brainstorming ideas for a writing project in small groups, using classmate’s contributions in
a graphic organizer. class as models for their
own. (I.2, I.3, S.4)
about family
members.
Read information
about three
people. Organize
the questions and
answer them.
Complete the
sentences with the
correct color (body
parts)
Listen to a girl
describing three
women. Write the
name in the
corresponding box.
Look at the picture
and complete the
descriptions using
the word bank.
Work with a
partner. Choose a
person from the
picture. Guess
your partner’s
person by asking
questions.
Look at the family
groups and write
the members for
each family. Then
listen and check.
Read a short text
and underline the
information in written level- I.EFL.4.10.1. Learners can body parts in blue
appropriate text types. effectively participate in and the adjectives
familiar and predictable in red.
WRITING everyday conversational Draw and describe
exchanges in order to a member of your
EFL 4.4.1 Convey information complete a task, satisfy a family.
and ideas through simple need or handle a simple Draw a line to
transactional or expository transaction, using a range of match the
texts on familiar subjects using repair strategies. (Example: expressions with
ICT tools and conventions and asking for clarification, etc.) the correct part of
features of English (I.3, J.3, J.4) the face.
appropriate to audience and Match the
purpose. READING expressions with
the correct
LANGUAGE THROUGH THE I.EFL.4.11.1. Learners can meaning.
ARTS understand main ideas and Project: A family
some details in short simple scrapbook:
EFL 4.5.11 Participate in online or print texts on Students create a
creative thinking through familiar subjects, using family scrapbook
brainstorming, working in contextual clues to help with pictures and
groups, games and problem- identify the most relevant descriptions of
solving tasks by showing the information. (Example: title, their family
ability to accept a variety of illustrations, organization, members.
ideas and capitalize on other etc.) (I.2, I.4)
people’s strengths. TECHNIQUES
WRITING
Observation
I.EFL.4.15.1. Learners can Interview
convey information and Self and pair-
ideas and describe feelings evaluation
and opinions in simple
transactional or expository INSTRUMENTS
texts on familiar subjects in
order to influence an Anecdotal Records
 audience, while recognizing Checklists
that different texts have Rubrics
different features and Questionnaire
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.4.22.1. 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 Where are you from?

Unit Specific Objectives:
Students Will be able to use countries and nationalities vocabulary to talk about geography and where people are from.
Students Will be able to use the verb be and the modal can to talk animals and their abilities.
Students will be able to read in steps. They will also be able to present a city or town.
Students will be able to learn about Indian culture, they will also be able ton ame things they like about their own contry.
Students will be able to make a country profile.

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.

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.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in
familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s
own speech.
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.

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.

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.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by employing a wide range
of creative thinking skills through the completion of activities such as playing games, brainstorming and problem solving.
¿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

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.
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 4.2.6 Use other students’
contributions in class as
models for their own.
EFL 4.2.10 Sustain a Working in pairs to complete an information gap activity.
conversational exchange on a
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
Students’ book CULTURAL AWARENESS
Reflecting on differences between people from other countries Flashcards Listen to the
Audio CD
and regions. I.EFL.4.1.1. Learners can soundtracks and
Reading a story about another culture and responding to the compare and contrast oral enumerate the
main ideas with a short opinion. traditions, myths, folktales posters.
Recognizing names, dates, time, activities, and places where and literature from Ecuador Practice the time.
people celebrate cultural events by using images and key and other cultures in order Answer the
words. to demonstrate an questions.
Asking and answering questions about types of movies, cultural understanding of the Look at the
events, and famous festivals. relationship between schedule and write
cultural practices and the questions and
ORAL COMMUNICATION perspectives. Learners can answers.
share cross-cultural Listen to a radio
Distinguishing true, false and non-mentioned information. experiences while naming program and
Associating words with sounds to remember vocabulary. universal cultural themes. complete the chart
Focusing on specific information: genre, day and hour. (I.2, S.1, S.2, J.1) by writing the
Asking and answering questions about schedules. genre of the
Asking for and giving dates and the time. ORAL COMMUNICATION movie, the day and
Listening to a simple, straightforward story and correcting false the hour.
statements. I.EFL.4.6.1. Learners can Write the months
Listening to another learner’s answers in class and responding grasp the general meaning of in the
appropriately. (Example: giving praise, correcting an error, spoken texts set in familiar corresponding
asking a follow-up question, etc.) everyday contexts and infer place.
Listening to a dialogue and completing a chart with key changes in the topic of Organize the
information. discussion, as well as deduce conversation from
the meanings of unfamiliar 1 to 3
words and exchanges
familiar, everyday subject
when carrying out a work.
collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects.
EFL 4.3.2 Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate text types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository
texts on familiar subjects using
ICT tools and conventions and
features of English
appropriate to audience and
purpose.
LANGUAGE THROUGH THE
ARTS
Giving learners language prompts to use during pair/group through the use of context Look at the flyers.
clues, provided speech is Then complete the
given slowly and clearly and sentences with the
READING there is sufficient visual correct preposition
support. (I.3, S.1, J.4) of time.
Using images and key words to remember what you read in the I.EFL.4.7.1. Learners can Use the flyer from
new language. identify the main idea and the previous
Reading a text and answering information questions. some details in short exercise to ask a
Predicting main ideas by reading the title and using other straightforward spoken partner about the
contextual clues (e.g., illustrations, subheadings, etc.) audio texts set in familiar events.
Reading a paragraph about a familiar content area subject and contexts when the message Look at a list of
then correcting incorrect sentences. is delivered slowly and there festivals, and
WRITING is other contextual support. check the ones you
(Example: rules for a game, are familiar with.
Using mind maps to organize information before you write classroom instructions, a Read a magazine
Writing a short text following prompts. dialogue in a scene from a article and write
cartoon or movie, etc.) the name of the
LANGUAGE THROUGH THE ARTS Learners can use other festival under the
classmate’s contributions in correct picture.
Brainstorming a list of questions and responses learners can class as models for their Think of a festival
use during small group discussions about literary texts. own. (I.2, I.3, S.4) in your country
(Example: Who is your favorite character? Why? Which story I.EFL.4.10.1. Learners can and make a mind
do you like better, A or B?, etc.) effectively participate in map.
Brainstorming ideas for a writing project in small groups, using familiar and predictable Complete a
a graphic organizer. everyday conversational paragraph about a
exchanges in order to festival in your
complete a task, satisfy a country using a
need or handle a simple mind map.
transaction, using a range of Listen and
repair strategies. (Example: complete the
asking for clarification, etc.) conversations with
(I.3, J.3, J.4) the expressions in
the word bank.
READING
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.
Read the
I.EFL.4.11.1. Learners can sentences. Replace
understand main ideas and the ideas in blue
some details in short simple with the
online or print texts on expressions in the
familiar subjects, using word bank.
contextual clues to help Project:
identify the most relevant Advertising a
information. (Example: title, cultural event:
illustrations, organization, Students will
etc.) (I.2, I.4) create a flyer to
advertise and
WRITING promote an art
festival in their
I.EFL.4.15.1. Learners can city.
convey information and
ideas and describe feelings TECHNIQUES
and opinions in simple
transactional or expository Observation
texts on familiar subjects in Interview
order to influence an Self and pair-
audience, while recognizing evaluation
that different texts have
different features and INSTRUMENTS
showing the ability to use
these features appropriately Anecdotal Records
in one’s own writing. (I.3, I.4, Checklists
S.3, J.2) Rubrics
Questionnaire
LANGUAGE THROUGH THE
ARTS
 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 is home?

Unit Specific Objectives:
Students Will be able to use romos and house objects vocabulary to talk about their homes.
Students Will be able to use there is / there are, where and prepositions to talk about objects in houses.
Students will be able to look at photos and make predictions, they will also be alble t oread about stadistics.
Students will be able to talk about the Tuareg, they will also be able to discuss what we can learn from their way of life.
Students will be able to design a home.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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.4.10. 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.

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.

WRITING

¿Qué van a aprender?
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED:
COMMUNICATION AND
CULTURAL AWARENESS
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,
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in
order to influence an audience, while recognizing that different texts have different features and showing the ability to use these features
appropriately in one’s own writing.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by employing a wide range
of creative thinking skills through the completion of activities such as playing games, brainstorming and problem solving.
¿Cómo van a aprender?
METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
(Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
Students’ book CULTURAL AWARENESS
Playing games that practice classroom language, turn-taking, Flashcards Listen, read and
Audio CD
being polite, etc. I.EFL.4.4.1. Learners can identify the
Comparing answers in pairs or small groups. demonstrate an ability to characters in the
Participating in short dialogues and role plays to practice target give and ask for information picture.
language. and assistance using level- Complete the e-
appropriate language and mail with the
ORAL COMMUNICATION interaction styles in online or present
face-to-face social and progressive tense.
Creating mental images to identify activities. classroom interactions. (J.2, Listen to the
Describing activities people are doing, clothes they are J.3, J.4, I.3) sounds and
wearing, and what the weather is like in a familiar identify the action.
neighborhood or famous place. ORAL COMMUNICATION Listen and practice
Listening to a simple, straightforward story and correcting false the vocabulary
statements. words related to
greeting an authority figure,
etc.)
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 4.2.10 Sustain
conversational exchange on a
familiar, everyday subject
when carrying out
collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
WRITING
EFL 4.4.1 Convey information
and ideas through simple
Listening to a dialogue and completing a chart with key I.EFL.4.6.1. Learners can clothing. Classify
information. grasp the general meaning of the words into
Working in pairs to complete an information gap activity. spoken texts set in familiar singular or plural.
Giving learners language prompts to use during pair/group everyday contexts and infer Look at the
work. changes in the topic of pictures and
discussion, as well as deduce complete the
READING the meanings of unfamiliar description.
words and exchanges Complete the
Using images and the context to deduce the meaning of idioms through the use of context descriptions with
and colloquial expressions. clues, provided speech is the correct
Reading a text and answering information questions. given slowly and clearly and demonstrative
Predicting main ideas by reading the title and using other there is sufficient visual pronouns.
contextual clues. support. (I.3, S.1, J.4) Classify the words
I.EFL.4.10.1. Learners can in the word bank
a WRITING effectively participate in according to the
familiar and predictable seasons.
Writing short descriptions including activities people are doing, everyday conversational Read and match
a clothes they are wearing, and the weather in a familiar exchanges in order to the texts with the
neighborhood or famous place. complete a task, satisfy a corresponding
Using “so” to write about the result or consequence of an need or handle a simple pictures.
actions transaction, using a range of Complete a
LANGUAGE THROUGH THE ARTS repair strategies. (Example: paragraph about
asking for clarification, etc.) your
Brainstorming ideas for a writing project in small groups, using (I.3, J.3, J.4) neighborhood.
a graphic organizer. Match the
READING expressions in bold
with the
I.EFL.4.11.1. Learners can corresponding
understand main ideas and picture.
some details in short simple Listen and
online or print texts on complete with the
familiar subjects, using expressions
contextual clues to help studied in this
identify the most relevant lesson.
transactional or expository information. (Example: title, Answer the survey
texts on familiar subjects using illustrations, organization, and compare with
ICT tools and conventions and etc.) (I.2, I.4) a partner.
features of English Project: Collage:
appropriate to audience and WRITING Students make a
purpose. collage about your
I.EFL.4.15.1. Learners can neighborhood to
LANGUAGE THROUGH THE convey information and describe activities
ARTS ideas and describe feelings and clothes.
and opinions in simple
EFL 4.5.11 Participate in transactional or expository TECHNIQUES
creative thinking through texts on familiar subjects in
brainstorming, working in order to influence an Observation
groups, games and problem- audience, while recognizing Interview
solving tasks by showing the that different texts have Self and pair-
ability to accept a variety of different features and evaluation
ideas and capitalize on other showing the ability to use
people’s strengths. these features appropriately INSTRUMENTS
in one’s own writing. (I.3, I.4,
S.3, J.2) Anecdotal Records
Checklists
LANGUAGE THROUGH THE Rubrics
ARTS Questionnaire

 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 What´s your rotine?

Unit Specific Objectives:
Students Will be able to use routines and time vocabulary to talk about what they do every day.
Students Will be able to use adverbs of frequency and present simple to talk about habits, schedules and routines.
Students will be able to read a timetable, they will also be able to think about questions other people will ask them.
Students will be able to share details about Finland, they will also be able to talk about why certain activities would be more popular in one
country than other.
Students will be able to make an agenda.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in
familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s
own speech.
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.

READING

¿Qué van a aprender?
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED:
COMMUNICATION AND
CULTURAL AWARENESS
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
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.
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.4.17. 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.4.22. 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.
¿Cómo van a aprender?
METHODOLOGICAL STRATEGIES ¿Qué y cómo evaluar?
(Estrategias Metodológicas) EVALUATION
RESOURCES
PERFORMANCE INDICATORS ACTIVITIES,
Indicadores de Evaluación de TECHNIQUES AND
la unidad/ INSTRUMENTS
Técnicas e
instrumentos de
Evaluación
COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
Students’ book CULTURAL AWARENESS
Playing games that practice classroom language, turn-taking, Flashcards Look at the map
Audio CD
being polite, etc. I.EFL.4.4.1. Learners can and write the
Comparing answers in pairs or small groups. demonstrate an ability to correct preposition
Participating in short dialogues and role plays to practice target give and ask for information of place.
language. and assistance using level- Use the map on
appropriate language and page 62 to ask
ORAL COMMUNICATION interaction styles in online or about the location
face-to-face social and of some places.
and face-to-face interactions.
(Example: thanking, making
promises, apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority figure,
etc.)
ORAL COMMUNICATION
EFL 4.2.1 Understand phrases
and expressions related to
areas of most immediate
priority within the personal
and educational domains,
provided speech is clearly and
slowly articulated. (Example:
daily life, free time, school
activities, etc.)
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon (or other age-
appropriate audio-visual
presentations) if delivered
slowly and visuals provide
contextual support. (Example:
an announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by facial
Using visual clues and context to recognized prepositions of classroom interactions. (J.2, Match the
place while listening. J.3, J.4, I.3) profession with
Giving and following instructions to get to a place by using city the corresponding
maps ORAL COMMUNICATION place.
Asking for and giving information about the location of places Listen to the
in the city. I.EFL.4.6.1. Learners can conversation and
Using idioms in informal conversations to describe tourist grasp the general meaning of circle the
places. spoken texts set in familiar directions you
Describing a tourist place including the weather, buildings and everyday contexts and infer hear.
the transportation system. changes in the topic of Based on the map
Listening to a simple, straightforward story and correcting false discussion, as well as deduce of page 64 fill in
statements. the meanings of unfamiliar the blanks with the
Listening to a dialogue and completing a chart with key words and exchanges correct directions.
information. through the use of context Listen to two
Working in pairs to complete an information gap activity. clues, provided speech is conversations,
Giving learners language prompts to use during pair/group given slowly and clearly and draw the
work. there is sufficient visual directions, and
support. (I.3, S.1, J.4) circle the final
READING I.EFL.4.7.1. Learners can destination.
identify the main idea and Match the signs
Recognizing details about the weather, buildings/architecture some details in short with the correct
and the transport system in tourist places. straightforward spoken place on the map.
Relating headings to paragraphs dealing with tourist places. audio texts set in familiar Check the
Using prior Knowledge to associate professions and places. contexts when the message information that
Using images and the context to deduce the meaning of idioms is delivered slowly and there you know about
and colloquial expressions. is other contextual support. Dubai. Listen and
Predicting main ideas by reading the title and using other (Example: rules for a game, confirm.
contextual clues. classroom instructions, a Read the text and
dialogue in a scene from a put the heading
cartoon or movie, etc.) into the correct
Learners can use other paragraph.
WRITING classmate’s contributions in Paste a picture of
class as models for their your city and
Using but to contrast ideas own. (I.2, I.3, S.4)
expressions/gestures and
appropriate intonation, etc.)
EFL 4.2.10 Sustain a familiar and predictable
conversational exchange on a
familiar, everyday subject
when carrying out a Brainstorming ideas for a writing project in small groups, using
collaborative/paired learning
activity in which there are
specific instructions for a task.
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 4.3.2. Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate text types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository
texts on familiar subjects using
ICT tools and conventions and
features of English
Writing short descriptions of a tourist place including the I.EFL.4.10.1. Learners can describe the
weather, buildings and the transportation system. effectively participate in places. Use but.
Read the test and
LANGUAGE THROUGH THE ARTS everyday conversational circle the correct
exchanges in order to answer.
complete a task, satisfy a Read the second
a graphic organizer. need or handle a simple part of the test
transaction, using a range of and circle the
repair strategies. (Example: corresponding
asking for clarification, etc.) meaning of the
(I.3, J.3, J.4) expression in red.
Project: Tourist
READING brochure: Students
make a brochure
I.EFL.4.11.1. Learners can about a touristic
understand main ideas and city in their
some details in short simple country.
online or print texts on
familiar subjects, using TECHNIQUES
contextual clues to help
identify the most relevant Observation
information. (Example: title, Interview
illustrations, organization, Self and pair-
etc.) (I.2, I.4) evaluation
WRITING INSTRUMENTS
I.EFL.4.15.1. Learners can Anecdotal Records
convey information and Checklists
ideas and describe feelings Rubrics
and opinions in simple Questionnaire
transactional or expository
texts on familiar subjects in
order to influence an
appropriate to audience and
purpose.
EFL 4.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
LANGUAGE THROUGH THE
ARTS
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.
ADAPTACIONES CURRICULARES
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.4.17.1. 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)
LANGUAGE THROUGH THE
ARTS
 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)
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 How important is technology to you?

Unit Specific Objectives:
Students Will be able to use technology collocations and e-mail vocabulary to talk about their use of technology.
Students Will be able to use frequency axpressions and questions words to talk about their technology habits.
Students will be able to use key words, they will also be able to write search terms for search engine.
Students will be able to talk about Canada, they will also be able to talk about why it is important to learn about other people´s cultures.
Students will be able to make a Technology Infographic.

EVALUATION CRITERIA: COMMUNICATION AND CULTURAL AWARENESS

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.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in
familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s
own speech.
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.4.11. 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.

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.4.17. 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.4.22. 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
CULTURAL AWARENESS
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.)
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 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
COMMUNICATION AND CULTURAL AWARENESS Teacher’s guide COMMUNICATION AND ACTIVITIES
Students’ book CULTURAL AWARENESS
Playing games that practice classroom language, turn-taking, Flashcards Match the routine
Audio CD
being polite, etc. I.EFL.4.4.1. Learners can activities with the
Comparing answers in pairs or small groups. demonstrate an ability to pictures.
Participating in short dialogues and role plays to practice target give and ask for information Read the text
language. and assistance using level- about routines and
appropriate language and unscramble the
ORAL COMMUNICATION interaction styles in online or words in
face-to-face social and parentheses. Then
Listening attentively to confirm people’s activities. classroom interactions. (J.2, listen and check
Listening and classifying verbs according to the final sounds. J.3, J.4, I.3) Read the
Using context to recognize idioms or colloquial expressions. sentences about
Asking for and giving information about people’s regular or ORAL COMMUNICATION routines and circle
common activities. the option that
Using idioms in informal conversations to describe people’s I.EFL.4.6.1. Learners can applies to you.
routines on weekends. grasp the general meaning of Match the verbs
Asking for and giving information about people’s daily routines, spoken texts set in familiar with their
lifestyles, and regular or common activities. everyday contexts and infer complements
Listening to a simple, straightforward story and correcting false changes in the topic of Use the verbs in
statements. discussion, as well as deduce parentheses to
Listening to a dialogue and completing a chart with key the meanings of unfamiliar complete the texts
information. words and exchanges about Will Smith
Working in pairs to complete an information gap activity. through the use of context and Jaden Smith.
Giving learners language prompts to use during pair/group clues, provided speech is Organize the
work. given slowly and clearly and questions and
there is sufficient visual answer them.
READING support. (I.3, S.1, J.4) Then ask a partner.
I.EFL.4.7.1. Learners can Match the faces
Using context clues and connectors of sequence to organize a identify the main idea and with the
text. some details in short corresponding
Recognize specific information in texts dealing with people’s straightforward spoken personality
personality, routines and regular or common activities. audio texts set in familiar adjective.
contexts when the message
cartoon (or other age-
appropriate audio-visual
presentations) if delivered
slowly and visuals provide
contextual support. (Example:
an announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by facial
expressions/gestures and
appropriate intonation, etc.)
EFL 4.2.10 Sustain a effectively participate in
conversational exchange on a
familiar, everyday subject
when carrying out a Brainstorming ideas for a writing project in small groups, using
collaborative/paired learning
activity in which there are
specific instructions for a task.
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 4.3.2. Make use of clues
such as titles, illustrations,
organization, text outline and
Using images and the context to deduce the meaning of idioms is delivered slowly and there Read and organize
and colloquial expressions. is other contextual support. the text from 1 to
Predicting main ideas by reading the title and using other (Example: rules for a game, 5.
contextual clues. classroom instructions, a Read the article
dialogue in a scene from a again and answer
WRITING cartoon or movie, etc.) the following
Learners can use other questions.
Writing affirmative, negative and interrogative statements classmate’s contributions in Go back to the text
about peoples’ daily routines. class as models for their and complete the
Writing his/her daily routine and using connectors of sequence own. (I.2, I.3, S.4) sentences with the
to organize ideas. I.EFL.4.10.1. Learners can connectors in red.
Write your routine
LANGUAGE THROUGH THE ARTS familiar and predictable and use
everyday conversational connectors of
exchanges in order to sequence to
a graphic organizer. complete a task, satisfy a organize ideas.
need or handle a simple Project: Interview:
transaction, using a range of Students interview
repair strategies. (Example: a person to talk
asking for clarification, etc.) about his/her
(I.3, J.3, J.4) lifestyle.
I.EFL.4.9.1. Learners can use
simple language to describe, TECHNIQUES
compare and state facts
about familiar everyday Observation
topics such as possessions, Interview
classroom objects and Self and pair-
routines in short, structured evaluation
situations, interacting with
relative ease. (I.3, I.4, S.4) INSTRUMENTS
Anecdotal Records
READING Checklists
Rubrics
Questionnaire
layout, etc. to identify and
understand relevant
information in written level-
appropriate text types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository
texts on familiar subjects using
ICT tools and conventions and
features of English
appropriate to audience and
purpose.
EFL 4.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
LANGUAGE THROUGH THE
ARTS
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.
I.EFL.4.11.1. Learners can
understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.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.4.17.1. 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)

LANGUAGE THROUGH THE

ARTS

 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

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