UNIDAD EDUCATIVA

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:

Teacher: Area: Foreign Language Grade: 8th EGB Class:

Objectives:

O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical
analysis of familiar subjects and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning
Topic: People and decision making.
Unit Nº 1 Around the world O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a
means of communication and written expression of thought.

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

Communication and Cultural Awareness CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from beyond in order to manifest an understanding of the relationship between cultural
Ecuador and international regions and cultures and identify similarities and perspectives and practices and by sharing cross cultural experiences.
differences and universal cultural themes. 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.
Oral Communication
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts
priority within the personal and educational domains, provided speech is clearly and set in familiar everyday contexts, provided speech is clear and articulate, and deduce the
slowly articulated. (Example: daily life, free time, school activities, etc.) meanings of unfamiliar words and phrases using context clues and/or prior knowledge.
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context Inviting a student speaker to class and asking and answering questions about his/her
containing familiar elements. (Example: colloquial greetings, exclamations, culture/country.
interjections, etc.)

Reading CE.EFL.4.13. Apply learning strategies such as using prior knowledge and Reading a
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written story about another culture and responding to the main ideas with a short opinion.
materials using prior knowledge, graphic organizers, context clues, note taking and CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and
finding words in a dictionary. classroom resources and texts by selecting and evaluating them in order to strengthen
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT literacy skills and promote acquisition.
and classroom resources in order to strengthen literacy skills and strategies. Countries and Nationalities, Descriptions and Appearance, Personal Experiences, Free
Time and Hobbies.
 Writing
Recognize that various types of writing require different language, formatting and
special vocabulary. (Example: a description about yourself, a letter, etc.) (Ref. EFL CE.EFL.4.17. Show an ability to convey and organize information through the use of
4.4.5) facts and details and by employing various stages of the writing process, while using a
Make and use a simple print or digital learning resource to compare and contrast range of digital tools to promote and support collaboration, learning and productivity.
information in order to demonstrate understanding and command of a topic. (Ref. EFL
4.4.2

Language through the arts

EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal and
and written) to understand short simple everyday stories, especially if there is visual implied meanings in short, simple, everyday literary texts (online, oral or in print).
support. CE.EFL.4.2. Making a useful object out of recycled materials. (Example: a frame, a
Participate in creative thinking through brainstorming, working in groups, games and pencil holder, etc.)
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize • Creating a poster of class rules.
on other people’s strengths. (Ref. EFL 4.5.11)

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.4.1.1. Learners can compare and • Asks for and gives personal information
contrast oral traditions, myths, folktales and • Asks for and gives formal and informal
*Helping learners in the class who have a different skill set. greetings.
literature from Ecuador and other cultures
* Sharing ideas freely and without jealousy. ▪ I´T English time!
* Making positive remarks to other learners in class. in order to demonstrate an understanding
A1.1 •Identifies nationalities.
* Hearing a story from another country and finding similarities of the relationship between cultural
with a story from Ecuador. practices and perspectives. Learners can
• Describes actions happening at the
* Reflecting on differences between people from other ▪ Audio links share cross-cultural experiences while moment of speaking.
countries and regions. naming universal cultural themes. (I.2, S.1,
* Reading a story about another culture and responding to the S.2, J.1)
main ideas with a short opinion. ▪ Student’s book and I.EFL.4.5.1. Learners can appreciate and TECHNIQUES
workbook show respect for individual and group
* Use suitable vocabulary, expressions, language and differences by establishing and maintaining ▪ Concept maps.
interaction styles for formal and informal social or academic healthy and rewarding online and face-to-
▪ Posters and pictures face interactions. Learners can ▪ Questionnaires.
* situations in order to communicate specific intentions in about the topic communicate and cooperate in a
online and face -to face interactions. ▪ Interviews.
respectful, empathetic manner. (J.3, S.1,
S.4)
▪ Project Assignment.
 Oral Communication
Oral Communication I.EFL.4.6.1. Learners can grasp the ▪ workbook activities.
▪ Notebook general meaning of spoken texts set in
*Listening to a set of instructions and matching them to the familiar everyday contexts and infer ▪ Audio link activities
corresponding picture. changes in the topic of discussion, as well
▪ Quiz Time (SB) and
*Listening to a short conversation about people description as deduce the meanings of unfamiliar
workbook. Instruments for oral and written
(Example: two friends, nationalities, talking about different words contextual support. (Example: rules
evaluation
countries etc.) for a game, classroom instructions, a
* Ask and answer straightforward follow-up questions within dialogue in a scene from a cartoon or ▪ Unit evaluation
countries, nationalities and friends movie, etc.) Learners can use other
classmate’s contributions in class as ▪ Vocabulary Quilt
Reading models for their own. (I.2, I.3, S.4)
Reading ▪ Mind Maps
* Highlighting relevant key information in a text and crossing I.EFL.4.13.1. Learners can apply learning
out irrelevant information. strategies such as using prior knowledge ▪ Oral interviews individual/ in pairs
* Keeping a vocabulary notebook of synonyms and and graphic organizers to interpret new
antonyms of words from a text. information in a text. Learners can assess ▪ Practical Exams.
* Brainstorming everything known about a topic and then this information according to the
▪ Writing Tests
reading a text to check true and false information. organization, subject area and purpose of
*Reading a text and answering information questions. the text, through the use of different
*Choosing from a list of words to complete gaps from a criteria, including ICT tools. (I.2, I.4, J.4)
reading. 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 facts 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
For example: ordinal and cardinal numbers. support collaboration, learning and
*Researching and writing a short paragraph about a new productivity. (I.1, I.3, S.4, J.2, J.4)
topic and using appropriate references to support your ideas.
* Writing about a topic and choosing words for a glossary Language through the arts
and writing the definitions. I.EFL.4.18.1. Learners can understand,
predict, infer and deduce literal and
Language through the arts implied meanings in short, simple,
* Listening to or reading stories and drawing an important everyday literary texts (online, oral or in
scene. print), especially when visual support is
* Underlining main ideas in a text. provided. (I.2, I.3, I.4)
* Explaining through pictures, physical expression or charts
(ICT) how a text makes the learner feel.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

PREPARED BY REVISED BY APPROVED BY

Area’s Coordinator:
Teacher: Vice principal:

Signature: Signature: Signature:

Date: Date: Date: