UNIDAD EDUCATIVA
SCHOOL YEAR:
1. INFORMATIVE DATA
Teacher: Lic. Humberto Córdova P
Book: English A1.1
UNIT’S OBJECTIVES:
Objectives:
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
EVALUATION CRITERIA:
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.
What are Ss going to learn?
SKILLS AND
PERFORMANCE CRITERIA
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.
Oral Communication:
(Listening and Speaking)
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.)
Reading
EFL 4.3.1 Understand main
points in short simple texts on
“GUILLERMO ORDÓÑEZ GÓMEZ” 2019-2020
MICROCURRICULAR PLANNING - DIDACTIC UNIT PLAN # 1
Subject: English Course: 9th EGB Class: A-B
Area: English as a Foreign Language Unit: 0 Review Partial: 1 From: April 29th Until: June 7th
How are Ss going to learn? What and how to evaluate? ASSESSMENT
Methodological Strategies Resources Unit’s Performance Indicators Techniques and
(Learning Activities) Instruments to assess
Communication and Cultural Student’s Book Communication and Cultural Activities
Awareness English Awareness • Describe yourself and your
• Reading a list of actions people take A1.2 (including I.EFL.4.2.1 Learners can name family members.
and discussing their consequences on interactive version) similarities and differences between • Talk about free time
others. • Audio CD different aspects of cultural groups. activities.
Oral Communication: (Listening • Teacher’s Guide Learners can demonstrate socially • Interview your classmates
and Speaking) • Photocopiable responsible behaviors at school, about their free time
• Having learners make a selfie video worksheets (TG) online, at home and in the activities.
to talk about free time activities. • Quiz Time (SB) community, and evaluate their • Identify specific
Reading • WhatsApp for actions by ethical, safety and social information in a paragraph.
• Reading a text and answering communication standards. (J.3, S.1, I.1) Techniques
information questions. with parents and Oral Communication Reading
Language through the Arts sending audios of I.EFL.4.9.1 Learners can use simple • Read the title and
• Listening to or reading stories and reading from the language to describe, compare and illustrations of a text to
drawing an important scene. main topics, in state facts about familiar everyday predict the topic.
order to practice at topics such as possessions, classroom • Use context clues to
home. objects and routines in short, understand the meaning
structured situations, interacting with of new words in a text.
relative ease. (I.3, I.4, S.4) Listening
I.EFL.4.8.1 Learners can • Listen for specific details.
communicate personal Speaking
information and basic immediate • Describe the members of
familiar subjects. (Example: news
about sports or famous people,
descriptions, etc.)
Writing
EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.).
Language through the arts
EFL 4.5.4 Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature learners
have read or heard.
needs and deal with other practical your family to a partner
everyday demands in familiar using the given expressions.
contexts, effectively and without Writing
undue effort and using grammatical • Use connectors to write
structures and vocabulary seen in descriptions of your family
class (although there may be members..
frequent, basic errors). (I.1, I.2, I.3, Instruments for oral and
S.1) written evaluation
Reading • Oral and Writing
I.EFL.4.11.1 Learners can Evaluation
understand main ideas and some • Projects presentations
details in short simple online or print
texts on familiar subjects, using
contextual clues to help identify the
most relevant information. (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)
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)

SPECIFICATION OF
THE EDUCATIVE Skills and Performance
NEED Criteria
Teachers who work with It is advisable to use
students with special mainly visual materials
needs learn how to and music, as well as
identify disabilities in short tasks. In the case of
order to design assessment, teachers
personalized plans based should only focus on
on assessment results and those skills students have
empirical data. Thus, developed. Classroom
they should modify the strategies to be
objectives and indicators implemented include:
in accordance with those listing objectives and
results, and adapt the goals per lesson;
corresponding activities. differentiating instruction
by tiers or learning styles
/ multiple intelligences;
presenting information in
multiple formats; using
review games to make
learning fun.
GENERAL COMMENTS
There is a student with special need , however she tries to work at the same condition that others ones. We are going to consider different kind of evaluation.
DONE BY (Teacher): REVISED BY (English Coord.):
Lic. Humberto Córdova Panchana Lic. Lourdes Reyes Bermeo
Signature: Signature:
Date: 10/June/2019
SPECIFICATION OF THE ADAPTATION TO BE APPLIED
ASSESSMENT
Learning Activities Resources Unit’s Performance Techniques and
Indicators Instruments to assess
Communication and Activities
Science / Technology / Student’s Book English Cultural Awareness • Describe yourself and
Arts: Make a collage A1.2 (including I.EFL.4.2.1 Learners can your family members.
about family members interactive version) name similarities and • Talk about free time
and share it with the • Audio CD differences between activities. ( Low level )
class • Teacher’s Guide different aspects of Read
• Photocopiable cultural groups. Learners • Read the title and
worksheets (TG) can demonstrate socially illustrations of a text to
• Quiz Time (SB) responsible behaviors at predict the topic.
school, online, at home Listening
and in the community, • Listen for specific
and evaluate their actions details.
by ethical, safety and • Pay attention to
social standards. (J.3, S.1, background sounds to
I.1) understand the context of
a conversation…
Only the students show
and do the activity that
they can reach.
REVISED BY (Pedag. Commit.): APPROVED BY (Vice-principal):
Ing. Mónica Zambrano Chiquito MGs. Manuel Palma Borbor
Signature: Signature: