UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 8th year of Class: A
Language : Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level Unit Specific  Introduce themselves and
Unit Title: 1 Objectives: others.
People Around Us  Greet formally and
informally.
 Ask and answer personal
information questions.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
distinctions across cultures and groups (differentiated by gender, ability, generations, etc.)
including the students’ own.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal
and informal social or academic situations in order to communicate specific intentions in
online and face-to-face interactions. (Example: thanking, making promises, apologizing,
asking permission, chatting with friends, answering in class, greeting an authority figure,
etc.)
ORAL COMMUNICATION
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

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 a conversational exchange on a familiar, everyday subject when
carrying out a 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.)
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.

WRITING READING

EFL 4.4.1 Convey information and ideas through simple transactional or expository texts CE.EFL.4.11. Demonstrate comprehension of main ideas
on familiar subjects using ICT tools and conventions and features of English appropriate and some details in short simple texts on familiar
to audience and purpose. subjects, making use of contextual clues to identify
relevant information in a text.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-solving tasks by showing the ability to accept a variety of ideas and CE.EFL.4.15. Express information and ideas and describe
capitalize on other people’s strengths. 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

METHODOLOGICAL
RESOURCES
STRATEGIES
COMMUNICATION AND Teacher’s guide
CULTURAL AWARENESS Students’ book
Flashcards
Researching through the Internet Audio CD
about other cultures and ways of
life and presenting them to the
class using digital tools.
Working in small groups to
complete a cultural project.
Participating in short dialogues
and role plays to practice target
language. (Example: thanking
others, apologizing, asking for
help, greeting authorities, etc.)
ORAL COMMUNICATION
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.
ACTIVITIES, TECHNIQUES AND
PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL ACTIVITIES
AWARENESS Listen and read
Match the questions with the
I.EFL.4.2.1. Learners can name similarities and answers
differences between different aspects of cultural Complete the sentences. Then
groups. Learners can demonstrate socially introduce yourself to your
responsible behaviors at school, online, at home classmates
and in the community, and evaluate their actions Listen and check the correct
by ethical, safety and social standards. (J.3, S.1, option to complete the sentences.
I.1) Look at the words in bold and circle
I.EFL.4.4.1. Learners can demonstrate an ability the one you hear
to give and ask for information and assistance Go back to the text and write the
using level-appropriate language and interaction names of the people under the
styles in online or face-to-face social and correct flag
classroom interactions. (J.2, J.3, J.4, I.3) Listen and check true or false.
Then complete the chart with the

Listening to a simple,
straightforward story and
correcting false statements.
Listening to a dialogue and
completing a chart with key
information. (Example: Name,
country, nationality, language,
etc.)
Working in pairs to complete an
information gap activity.
Giving learners language prompts
to use during pair/group work.
READING
Reading a text and answering
information questions.
Predicting main ideas by reading
the title and using other
contextual clues (e.g.,
illustrations, subheadings, etc.)
WRITING
Listening to a celebrity interview
and writing three more interview
ORAL COMMUNICATION
I.EFL.4.6.1. Learners can grasp the general
meaning of spoken texts set in familiar everyday
contexts and infer changes in the topic of
discussion, as well as deduce the meanings of
unfamiliar words and exchanges through the use
of context clues, provided speech is given slowly
and clearly and there is sufficient visual support.
(I.3, S.1, J.4)
I.EFL.4.10.1. Learners can effectively participate
in familiar and predictable everyday
conversational exchanges in order to complete a
task, satisfy a need or handle a simple
transaction, using a range of repair strategies.
(Example: asking for clarification, etc.) (I.3, J.3,
J.4)
READING
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)
correct nationality.
Read the student card. Then,
complete with the verb to be and
he/it
Complete the dialog. Use subject
pronouns and the verb to be.
Match the words with the pictures
Guess the nationality of these
famous people. Then, read the text
and confirm your answers.
Read the profiles. Then match the
text with the corresponding
picture.
Read the ID card and write the
profile.
Look at the world map. Write the
continents in the correct place.
Complete the sentences by using
words related to nationalities.
Project: A slide show presentation:
Students create a slide show
presentation to introduce famous
personalities and themselves.
TECHNIQUES
Observation
Interview
questions.
LANGUAGE THROUGH THE
ARTS
Brainstorming a list of questions
and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs
Struggling learners
WRITING Self and pair-evaluation
I.EFL.4.15.1. Learners can convey information INSTRUMENTS
and ideas and describe feelings and opinions in
simple transactional or expository texts on Anecdotal Records
familiar subjects in order to influence an Checklists
audience, while recognizing that different texts Rubrics
have different features and showing the ability Questionnaire
to use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
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)
Specification of the adapted material to be applied
Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
 Check comprehension as many times as possible.

CLIL COMPONENTS Countries and Nationalities TRANSVERSAL AXES:

PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 8th year of Class: A
Language Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Describe people physical
Unit Title: People I love appearance
 Ask and answer questions
about physical description

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

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring and
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative self-correcting strategies as well as appropriate nonverbal
pronunciations or wording, etc.) and oral communication features.

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority CE.EFL.4.6. Listening for Meaning: Understand and follow
within the personal and educational domains, provided speech is clearly and slowly the main idea in spoken texts set in familiar everyday
articulated. (Example: daily life, free time, school activities, etc.) contexts, provided speech is clear and articulate, and
EFL 4.2.6 Use other students’ contributions in class as models for their own. deduce the meanings of unfamiliar words and phrases
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying using context clues and/or prior knowledge.
out a collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
READING spoken or audio texts set in familiar contexts, when
delivered slowly and with visuals to provide contextual
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news support. Use spoken contributions in class as models for
about sports or famous people, descriptions, etc.) one’s own speech.
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, CE.EFL.4.10. Interaction – Interpersonal: Participate
etc. to identify and understand relevant information in written level-appropriate text types. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
WRITING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on exchanges in pairs to complete a task, satisfy a need or
familiar subjects using ICT tools and conventions and features of English appropriate to handle a simple transaction.
audience and purpose.
READING
LANGUAGE THROUGH THE ARTS
CE.EFL.4.11. Demonstrate comprehension of main ideas
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and some details in short simple texts on familiar subjects,
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on making use of contextual clues to identify relevant
other people’s strengths. information in a text.

WRITING

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


METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Participating in short role plays
using a range of verbal and
nonverbal communication.
Practicing a specific self-correcting
strategy during a pair work activity.
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Use the box of letters to complete
Audio CD monitoring and self-correcting strategies and the adjectives used to describe each
interpret and use appropriate verbal and family member.
nonverbal communication features to Using the adjectives complete a
communicate in familiar contexts. (I.3, S.4, J.4) conversation about family members.
Read information about three
ORAL COMMUNICATION people. Organize the questions and
answer them.
I.EFL.4.6.1. Learners can grasp the general Complete the sentences with the
ORAL COMMUNICATION
Listening to a simple,
straightforward story and
correcting false statements.
Listening to another learner’s
answers in class and responding
appropriately. (Example: giving
praise, correcting an error, asking a
follow-up question, etc.)
Listening to a dialogue and
completing a chart with key
information.
Working in pairs to complete an
information gap activity.
Giving learners language prompts
to use during pair/group work.
READING
Reading a text and answering
information questions.
Predicting main ideas by reading
the title and using other contextual
clues (e.g., illustrations,
subheadings, etc.)
meaning of spoken texts set in familiar everyday
contexts and infer changes in the topic of
discussion, as well as deduce the meanings of
unfamiliar words and exchanges through the use
of context clues, provided speech is given slowly
and clearly and there is sufficient visual support.
(I.3, S.1, J.4)
I.EFL.4.7.1. Learners can identify the main idea and
some details in short straightforward spoken audio
texts set in familiar contexts when the message is
delivered slowly and there is other contextual
support. (Example: rules for a game, classroom
instructions, a dialogue in a scene from a cartoon
or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2,
I.3, S.4)
I.EFL.4.10.1. Learners can effectively participate in
familiar and predictable everyday conversational
exchanges in order to complete a task, satisfy a
need or handle a simple transaction, using a range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learners can understand main ideas
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
body parts in blue and the
adjectives in red.
Draw and describe a member of
your family.
Draw a line to match the
expressions with the correct part of
the face.
Match the expressions with the
correct meaning.
Project: A family scrapbook:
Students create a family scrapbook
Reading a paragraph about a
familiar content area subject and
then correcting incorrect
sentences.
WRITING
Writing a short text following
prompts.
Looking at a picture and writing a
description of what you see
LANGUAGE THROUGH THE ARTS
Brainstorming a list of questions
and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
and some details in short simple online or print with pictures and descriptions of
texts on familiar subjects, using contextual clues to their family members.
help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, TECHNIQUES
I.4)
Observation
WRITING Interview
Self and pair-evaluation
I.EFL.4.15.1. Learners can convey information and
ideas and describe feelings and opinions in simple INSTRUMENTS
transactional or expository texts on familiar
subjects in order to influence an audience, while Anecdotal Records
recognizing that different texts have different Checklists
features and showing the ability to use these Rubrics
features appropriately in one’s own writing. (I.3, Questionnaire
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)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Social Studies: Family Members

CLIL COMPONENTS Science: Physical Appearance TRANSVERSAL AXES:
Parts of the Body
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 8th year of Class: A
Language Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Ask and answer questions
Unit Title: Leisure Activities about schedules.
 Ask for and give dates.
 Ask for and give the time.

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

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador CE.EFL.4.1. Compare and contrast oral traditions and
and international regions and cultures and identify similarities and differences and universal literature from Ecuador and beyond in order to manifest an
cultural themes. understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural
ORAL COMMUNICATION experiences.

EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority ORAL COMMUNICATION
within the personal and educational domains, provided speech is clearly and slowly
articulated. (Example: daily life, free time, school activities, etc.) CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.6 Use other students’ contributions in class as models for their own. the main idea in spoken texts set in familiar everyday
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying contexts, provided speech is clear and articulate, and
out a collaborative/paired learning activity in which there are specific instructions for a task. deduce the meanings of unfamiliar words and phrases
using context clues and/or prior knowledge.
READING CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. spoken or audio texts set in familiar contexts, when
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, delivered slowly and with visuals to provide contextual
etc. to identify and understand relevant information in written level-appropriate text types. support. Use spoken contributions in class as models for
one’s own speech.
WRITING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on exchanges by asking and answering follow-up questions,
familiar subjects using ICT tools and conventions and features of English appropriate to provided there are opportunities to use repair strategies
audience and purpose. (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
LANGUAGE THROUGH THE ARTS handle a simple transaction.

EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games READING
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on
other people’s strengths. 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.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.1.1. Learners can compare and contrast oral Listen to the soundtracks and
Reflecting on differences between Audio CD traditions, myths, folktales and literature from enumerate the posters.
people from other countries and Ecuador and other cultures in order to Practice the time. Answer the
regions. demonstrate an understanding of the relationship questions.
Reading a story about another between cultural practices and perspectives. Look at the schedule and write the
culture and responding to the main Learners can share cross-cultural experiences questions and answers.
ideas with a short opinion.
Recognizing names, dates, time,
activities, and places where people
celebrate cultural events by using
images and key words.
Asking and answering questions
about types of movies, cultural
events, and famous festivals.
ORAL COMMUNICATION
Distinguishing true, false and non-
mentioned information.
Associating words with sounds to
remember vocabulary.
Focusing on specific information:
genre, day and hour.
Asking and answering questions
about schedules.
Asking for and giving dates and the
time.
Listening to a simple,
straightforward story and
correcting false statements.
Listening to another learner’s
answers in class and responding
while naming universal cultural themes. (I.2, S.1,
S.2, J.1)
ORAL COMMUNICATION
I.EFL.4.6.1. Learners can grasp the general
meaning of spoken texts set in familiar everyday
contexts and infer changes in the topic of
discussion, as well as deduce the meanings of
unfamiliar words and exchanges through the use
of context clues, provided speech is given slowly
and clearly and there is sufficient visual support.
(I.3, S.1, J.4)
I.EFL.4.7.1. Learners can identify the main idea and
some details in short straightforward spoken audio
texts set in familiar contexts when the message is
delivered slowly and there is other contextual
support. (Example: rules for a game, classroom
instructions, a dialogue in a scene from a cartoon
or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2,
I.3, S.4)
I.EFL.4.10.1. Learners can effectively participate in
familiar and predictable everyday conversational
exchanges in order to complete a task, satisfy a
need or handle a simple transaction, using a range
Listen to a radio program and
complete the chart by writing the
genre of the movie, the day and the
hour.
Write the months in the
corresponding place.
Organize the conversation from 1 to
3
Look at the flyers. Then complete
the sentences with the correct
preposition of time.
Use the flyer from the previous
exercise to ask a partner about the
events.
Look at a list of festivals, and check
the ones you are familiar with.
Read a magazine article and write
the name of the festival under the
correct picture.
Think of a festival in your country
and make a mind map.
Complete a paragraph about a
festival in your country using a mind
map.
Listen and complete the
conversations with the expressions
appropriately. (Example: giving
praise, correcting an error, asking a
follow-up question, etc.)
Listening to a dialogue and
completing a chart with key
information.
Working in pairs to complete an
information gap activity.
Giving learners language prompts
to use during pair/group work.
READING
Using images and key words to
remember what you read in the
new language.
Reading a text and answering
information questions.
Predicting main ideas by reading
the title and using other contextual
clues (e.g., illustrations,
subheadings, etc.)
Reading a paragraph about a
familiar content area subject and
then correcting incorrect
sentences.
of repair strategies. (Example: asking for in the word bank.
clarification, etc.) (I.3, J.3, J.4) Read the sentences. Replace the
ideas in blue with the expressions in
READING the word bank.
Project: Advertising a cultural event:
I.EFL.4.11.1. Learners can understand main ideas Students will create a flyer to
and some details in short simple online or print advertise and promote an art
texts on familiar subjects, using contextual clues to festival in their city.
help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, TECHNIQUES
I.4)
Observation
WRITING Interview
Self and pair-evaluation
I.EFL.4.15.1. Learners can convey information and
ideas and describe feelings and opinions in simple INSTRUMENTS
transactional or expository texts on familiar
subjects in order to influence an audience, while Anecdotal Records
recognizing that different texts have different Checklists
features and showing the ability to use these Rubrics
features appropriately in one’s own writing. (I.3, Questionnaire
I.4, S.3, J.2)
LANGUAGE THROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and
WRITING
Using mind maps to organize
information before you write
Writing a short text following
prompts.
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)

LANGUAGE THROUGH THE ARTS

Brainstorming a list of questions

and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
 Arts: Types of movies
CLIL COMPONENTS Cultural Events TRANSVERSAL AXES:
Famous Festivals
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 8th year of Class: A
Language Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Express what people are
Unit Title: Street Life doing at the moment of
speaking.
 Describe what people are
wearing.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online information and assistance using appropriate language and
and face-to-face interactions. (Example: thanking, making promises, apologizing, asking interaction styles in a variety of social interactions.
permission, chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying using context clues and/or prior knowledge.
out a collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
READING exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news (e.g. asking for clarification) and sustain conversational
about sports or famous people, descriptions, etc.) exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on
familiar subjects using ICT tools and conventions and features of English appropriate to CE.EFL.4.11. Demonstrate comprehension of main ideas
audience and purpose. and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant
LANGUAGE THROUGH THE ARTS information in a text.

EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games WRITING
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on
other people’s strengths. CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
audience, while recognizing that different texts have
different features and showing the ability to use these
features appropriately in one’s own writing.

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Comparing answers in pairs or
small groups.
Participating in short dialogues and
role plays to practice target
language.
ORAL COMMUNICATION
Creating mental images to identify
activities.
Describing activities people are
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.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Listen, read and identify the
Audio CD give and ask for information and assistance using characters in the picture.
level-appropriate language and interaction styles Complete the e-mail with the
in online or face-to-face social and classroom present progressive tense.
interactions. (J.2, J.3, J.4, I.3) Listen to the sounds and identify the
action.
ORAL COMMUNICATION Listen and practice the vocabulary
words related to clothing. Classify
I.EFL.4.6.1. Learners can grasp the general the words into singular or plural.
meaning of spoken texts set in familiar everyday Look at the pictures and complete
contexts and infer changes in the topic of the description.
discussion, as well as deduce the meanings of Complete the descriptions with the
unfamiliar words and exchanges through the use correct demonstrative pronouns.
of context clues, provided speech is given slowly Classify the words in the word bank
and clearly and there is sufficient visual support. according to the seasons.
doing, clothes they are wearing,
and what the weather is like in a
familiar neighborhood or famous
place.
Listening to a simple,
straightforward story and
correcting false statements.
Listening to a dialogue and
completing a chart with key
information.
Working in pairs to complete an
information gap activity.
Giving learners language prompts
to use during pair/group work.
READING
Using images and the context to
deduce the meaning of idioms and
colloquial expressions.
Reading a text and answering
information questions.
Predicting main ideas by reading
the title and using other contextual
clues.
(I.3, S.1, J.4) Read and match the texts with the
I.EFL.4.10.1. Learners can effectively participate in corresponding pictures.
familiar and predictable everyday conversational Complete a paragraph about your
exchanges in order to complete a task, satisfy a neighborhood.
need or handle a simple transaction, using a range Match the expressions in bold with
of repair strategies. (Example: asking for the corresponding picture.
clarification, etc.) (I.3, J.3, J.4) Listen and complete with the
expressions studied in this lesson.
READING Answer the survey and compare
with a partner.
I.EFL.4.11.1. Learners can understand main ideas Project: Collage: Students make a
and some details in short simple online or print collage about your neighborhood to
texts on familiar subjects, using contextual clues to describe activities and clothes.
help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, TECHNIQUES
I.4)
Observation
WRITING Interview
Self and pair-evaluation
I.EFL.4.15.1. Learners can convey information and
ideas and describe feelings and opinions in simple INSTRUMENTS
transactional or expository texts on familiar
subjects in order to influence an audience, while Anecdotal Records
recognizing that different texts have different Checklists
features and showing the ability to use these Rubrics
features appropriately in one’s own writing. (I.3, Questionnaire
WRITING
Writing short descriptions
including activities people are
doing, clothes they are wearing,
and the weather in a familiar
neighborhood or famous place.
Using “so” to write about the result
or consequence of an actions
LANGUAGE THROUGH THE ARTS
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs
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)
Specification of the adapted material to be applied
 Street Life
CLIL COMPONENTS Clothes TRANSVERSAL AXES:
Famous Neighborhoods
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 8th year of Class: A
Language Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Identify places in the city.
Unit Title: Amazing places  Ask for and give information
about location.
 Give and follow instructions
to get to a place.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online information and assistance using appropriate language and
and face-to-face interactions. (Example: thanking, making promises, apologizing, asking interaction styles in a variety of social interactions.
permission, chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main using context clues and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if CE.EFL.4.7. Listening for Information: Follow and identify
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying support. Use spoken contributions in class as models for
out a collaborative/paired learning activity in which there are specific instructions for a task. one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal: Participate
READING effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news provided there are opportunities to use repair strategies
about sports or famous people, descriptions, etc.) (e.g. asking for clarification) and sustain conversational
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, exchanges in pairs to complete a task, satisfy a need or
etc. to identify and understand relevant information in written level-appropriate text types. handle a simple transaction.

WRITING READING

EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on
familiar subjects using ICT tools and conventions and features of English appropriate to
audience and purpose.
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.
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

LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games audience, while recognizing that different texts have
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on different features and showing the ability to use these
other people’s strengths. 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

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

PREPARED BY: REVISED BY: APPROVED BY:

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

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 8th year of Class: A
Language Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Talk about routines and
Unit Title: Daily Routines lifestyles.

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

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online information and assistance using appropriate language and
and face-to-face interactions. (Example: thanking, making promises, apologizing, asking interaction styles in a variety of social interactions.
permission, chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main using context clues and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if CE.EFL.4.7. Listening for Information: Follow and identify
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying support. Use spoken contributions in class as models for
out a collaborative/paired learning activity in which there are specific instructions for a task. one’s own speech.
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal and CE.EFL.4.10. Interaction – Interpersonal: Participate
educational domains. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
READING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges in pairs to complete a task, satisfy a need or
about sports or famous people, descriptions, etc.) handle a simple transaction.
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, CE.EFL.4.9. Production – Fluency: Use simple language to
etc. to identify and understand relevant information in written level-appropriate text types. describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
WRITING in structured situations and short conversations.
Interaction is with reasonable ease, provided speech is
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on given clearly, slowly and directly.
familiar subjects using ICT tools and conventions and features of English appropriate to
audience and purpose. READING
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. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
LANGUAGE THROUGH THE ARTS making use of contextual clues to identify relevant
information in a text.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on WRITING
other people’s strengths.
CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
audience, while recognizing that different texts have
different features and showing the ability to use these
features appropriately in one’s own writing.
CE.EFL.4.17. 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.

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Comparing answers in pairs or
small groups.
Participating in short dialogues and
role plays to practice target
language.
ORAL COMMUNICATION
Listening attentively to confirm
people’s activities.
Listening and classifying verbs
according to the final sounds.
Using context to recognize idioms
or colloquial expressions.
Asking for and giving information
about people’s regular or common
activities.
Using idioms in informal
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Match the routine activities with the
Audio CD give and ask for information and assistance using pictures.
level-appropriate language and interaction styles Read the text about routines and
in online or face-to-face social and classroom unscramble the words in
interactions. (J.2, J.3, J.4, I.3) parentheses. Then listen and check
Read the sentences about routines
ORAL COMMUNICATION and circle the option that applies to
you.
I.EFL.4.6.1. Learners can grasp the general Match the verbs with their
meaning of spoken texts set in familiar everyday complements
contexts and infer changes in the topic of Use the verbs in parentheses to
discussion, as well as deduce the meanings of complete the texts about Will Smith
unfamiliar words and exchanges through the use and Jaden Smith.
of context clues, provided speech is given slowly Organize the questions and answer
and clearly and there is sufficient visual support. them. Then ask a partner.
(I.3, S.1, J.4) Match the faces with the
I.EFL.4.7.1. Learners can identify the main idea and corresponding personality adjective.
some details in short straightforward spoken audio Read and organize the text from 1 to
texts set in familiar contexts when the message is 5.
delivered slowly and there is other contextual Read the article again and answer
support. (Example: rules for a game, classroom the following questions.
instructions, a dialogue in a scene from a cartoon Go back to the text and complete
conversations to describe people’s
routines on weekends.
Asking for and giving information
about people’s daily routines,
lifestyles, and regular or common
activities.
Listening to a simple,
straightforward story and
correcting false statements.
Listening to a dialogue and
completing a chart with key
information.
Working in pairs to complete an
information gap activity.
Giving learners language prompts
to use during pair/group work.
READING
Using context clues and connectors
of sequence to organize a text.
Recognize specific information in
texts dealing with people’s
personality, routines and regular or
common activities.
Using images and the context to
or movie, etc.) Learners can use other classmate’s the sentences with the connectors
contributions in class as models for their own. (I.2, in red.
I.3, S.4) Write your routine and use
I.EFL.4.10.1. Learners can effectively participate in connectors of sequence to organize
familiar and predictable everyday conversational ideas.
exchanges in order to complete a task, satisfy a Project: Interview: Students
need or handle a simple transaction, using a range interview a person to talk about
of repair strategies. (Example: asking for his/her lifestyle.
clarification, etc.) (I.3, J.3, J.4)
I.EFL.4.9.1. Learners can use simple language to TECHNIQUES
describe, compare and state facts about familiar
everyday topics such as possessions, classroom Observation
objects and routines in short, structured Interview
situations, interacting with relative ease. (I.3, I.4, Self and pair-evaluation
S.4)
INSTRUMENTS
READING Anecdotal Records
Checklists
I.EFL.4.11.1. Learners can understand main ideas Rubrics
and some details in short simple online or print Questionnaire
texts on familiar subjects, using contextual clues to
help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2,
I.4)
deduce the meaning of idioms and
colloquial expressions.
Predicting main ideas by reading
the title and using other contextual
clues.
WRITING
Writing affirmative, negative and
interrogative statements about
peoples’ daily routines.
Writing his/her daily routine and
using connectors of sequence to
organize ideas.
LANGUAGE THROUGH THE ARTS
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
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)
Specification of Educational Needs Specification of the adapted material to be applied

Routines
CLIL COMPONENTS Lifestyles TRANSVERSAL AXES:
Famous People
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date: