UNIDAD EDUCATIVA

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher:
Area: Foreign Language Grade: 9th EGB Class: A JORNADA

Objectives:

O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national
and global contexts familiar to the learner.
Topic: Let´s meet O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-
Unit Nº 1 each other appropriate expressions in order to reach an effective command of spoken language.

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

Communication and Cultural Awareness CE.EFL.4.5.Display an appreciation of and demonstrate respect for individual and group
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall respect for differences by establishing and maintaining healthy and rewarding relationships based on
the integrity of cultures in daily classroom activities. communication and cooperation.
EFL 4.1.6Seek and provide information and assistance, orally or in writing and in CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using
online or face-to-face interactions, for personal, social and academic purposes. 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
EFL 4.2.1Understand phrases and expressions related to areas of most immediate meanings of unfamiliar words and phrases using context clues and/or prior knowledge.
priority within the personal and educational domains, provided speech is clearly and
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in
slowly articulated. (Example: daily life, free time, school activities, etc.)
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
EFL 4.2.6 Use other students’ contributions in class as models for their own.
as models for one’s own speech.

Reading
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print,
EFL 4.3.5Use everyday reference material in order to select information
in order to support ideas, answer inquiries, find relationships and relate ideas between
appropriate to the purpose of an inquiry and relate ideas from one written source to
different subject areas.
another.
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICTand
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT
classroom resources and texts by selecting and evaluating them in order
and classroom resources in order to strengthen literacy skills and strategies.
to strengthen literacy skills and promote acquisition.
 Writing CE.EFL.4.17. Show an ability to convey and organize information through the use of
EFL 4.4.7Use the process of prewriting, drafting, revising, peer editing and
facts and details and by employing various stages of the writing process, while using a
proofreading (i.e., “the writing process”) to produce well-constructed informational texts.
range of digital tools to promote and support collaboration, learning and productivity.

Language through the arts

CE.EFL.4.20. Create short, original literary texts in different genres, including those that
EFL 4.5.4Create personal stories by adding imaginative details to real-life stories and
reflect Ecuadorian cultures, using a range of digital tools, writing styles, appropriate
situations, using appropriate vocabulary and elements of the literature learners have
vocabulary and other literary concepts.
read or heard.
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to
variety of student groupings by employing a wide range of creative thinking skills through
create and respond to literature and other literary texts. (Example: small groups,
the completion of activities such as playing games, brainstorming and problem solving.
cooperative learning groups, literature circles, process writing groups, etc.)

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Peace, Justice, etc. PERIODS: 20 START WEEK:

Evaluation: Activities / Techniques /

Methodological Strategies Resources Performance Indicators
Instruments

Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
for Sublevel EGB I.EFL.4.5.1. Learners can appreciate and • Asks for and gives personal information
show respect for individual and group • Identifies nationalities.
*Helping learners in the class who have a different skill set. • Makes simple sentences with verb to be
differences by establishing and maintaining
* Sharing ideas freely and without jealousy. ▪ It’s English time! A1.2 healthy and rewarding on line and face-to- • Describes actions happening at the
* Making positive remarks to other learners in class. moment of speaking.
* Encouraging classmates to stay motivated when needed. face interactions. Learners can
• read and answer the question about
*Giving assistance to those who are struggling, even when not ▪ Audio links communicate and cooperate in are spec yourself.
directly asked to. full, empathetic manner. (J.3, S.1, •look at the pictures and write
*Playing games that practice classroom language, turn-taking, S.4) characteristics about them.
being polite, etc. ▪ Student’s book and • Complete the conversation with the
* Participating in short dialogues and role plays to practice workbook I.EFL.4.4.1. Learners can demonstrate correct verbs.
target language. (Example: thanking others, apologizing, an ability to give and ask for information
asking for help, greeting authorities, etc.) and assistance using level-appropriate
▪ Posters and pictures language and interaction styles in on line or TECHNIQUES
about the topic face-to-face social and classroom ▪ Checklist.
interactions.
(J.2, J.3, J.4, I.3) ▪ Concept maps.

.▪ Interviews.

▪ Project Assignment.
 Oral Communication
Oral Communication I.EFL.4.6.1. Learners can grasp the ▪ Glossary activities.
general meaning of spoken texts set in
*Listening to a set of instructions and matching them to the ▪ Notebook familiar everyday contexts and infer ▪ work activities
corresponding picture. changes in the topic of discussion, as well
▪ audio links activities.
*Listening to a short conversation between two speakers and as deduce the meanings of unfamiliar
▪ Quiz Time (SB) and
tell orally sentences using adverbs of frequency words contextual support. (Example: rules
workbook
*Listening to the audio: complete the sentences and marking for a game, classroom instructions, a
the words you hear. (Example: They circle verbs to be that dialogue in a scene from a cartoon or Instruments for oral and written
they hear, etc.) movie, etc.) Learners can use other evaluation
*Listening to another learner’s answers in class and classmate’s contributions in class as
responding appropriately. (Example: giving praise, correcting models for their own. (I.2, I.3, S.4) ▪ Rubrics
an error, asking a follow-up question, etc.) I.EFL.4.7.1. Learners can identify the main
* Listening to a short dialogue and complete the spaces in idea and some details in short ▪ Vocabulary Quilt
the blanks. straightforward spoken audio texts set in
familiar contexts when the message is ▪ Mind Maps
delivered slowly and there is other
Reading contextual support. (Example: rules for a ▪ Oral interviews individual/ in pairs
game, classroom instructions, a dialogue in
▪ Practical Exams.
*Reading a text and answering information questions. a scene from a cartoon or movie, etc.)
*Choosing from a list of words to complete gaps from a Learners can use other classmate’s ▪ Writing Tests
reading. contributions in class as models for their
* Reading a short story from the Internet and highlighting own. (I.2, I.3, S.4) ▪ unit evaluations
interesting facts, then comparing them with those of a Reading
partner. I.EFL.4.12.1. Learners can employ a range
* Predicting main ideas by reading the title and using other of reference materials and sources, both
contextual clues (e.g., illustrations, subheadings, etc.) on line and in print, in order to support
ideas, answer inquiries, find relationships
and relate ideas between different subject
areas. (I.1, I.2, J.2)
I.EFL.4.14.1. Learners can interact and
engage with a wide range of ICT and
classroom resources and texts by selecting
and evaluating them in order to
strengthen literacy skills and promote
acquisition. (I.2, I.4, S.3, J.2, J.3)
 Writing
Writing I.EFL.4.17.1. Learners can convey and
organize information through the use of
*Making flashcards for new words and using them to quiz a acts and details and by employing various
partner. stages of the writing process, while using a
*Writing new words and phrases in a vocabulary notebook. range of digital tools to promote and
*Researching and writing a short paragraph about a new support collaboration, learning and
topic and using appropriate references to support your ideas. productivity. (I.1, I.3, S.4, J.2, J.4)
* Writing about a topic and choosing words for a glossary
and writing the definitions. Language through the arts
I.EFL.4.20.1. Learners can create short,
Language through the arts original literary texts in different genres,
*Underlining main ideas in a text. including those that reflect Ecuadorian
* Using a checklist to mark off items present in a text. cultures, using a range of digital tools,
(Example: setting, main character, title, etc.) writing styles, appropriate vocabulary and
* Explaining through pictures, physical expression or charts other literary concepts. (I.1, I.3)
(ICT) how a text makes the learner feel. 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

Students with Special Needs Specifications of the Material to Be Applied

PREPARED BY REVISED BY APPROVED BY

TEACHER: Área Coordinator : Vice principal:

Signature: Signature: Signature:

Date: Date: Date: