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PLANNING MICROCURRICULAR 1

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 1

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 10th Parallel:
Date: Weather:
Number of 1 Title planning I will take a Specific objectives of O.EFL 4.1 Identify the main ideas, some details and inferences of
planning unit: unit: shot the planning unit: written texts, in order to produce level-appropriate critical analysis
of familiar subjects and contexts.
O.EFL 4.5 Introduce the need for independent research as a daily
activity by using electronic resources (ICT) in class while practicing
appropriate competences in the four skills.
Evaluation criteria: 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.
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas,
answer inquiries, find relationships and relate ideas between different subject areas.
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.

2. PLANNING
Skills with performance criteria Methodological strategies Resources and EVALUATION

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Evaluation activities /
materials Achievement indicators
techniques / instruments
I LEARN Simple future with will Writing new words and phrases in a Course book I.EFL.4.1.1. Learners can Diagnostic: Placement
EFL 4.2.9 Use new words and vocabulary notebook. compare and test, Questionnaire
expressions which occur in Workbook contrast oral traditions,
conversations in the personal and Using grammar forms in different myths, folktales Formative: Checklist,
educational domains, and make activities such as completing gaps, Teacher’s guide and literature from workshops, oral
use of such terms and expressions matching, etc. Ecuador and other presentations,
wherever appropriate and Audio CD cultures in order to questionnaires, portfolio,
necessary. Reading cross curricular information and demonstrate an rubrics, hands-on
EFL 4.2.13 Interact with reasonable showing understanding by answering CD player understanding of the activities.
ease in structured situations and questions, completing gaps, etc. relationship
short conversations within familiar Worksheets between cultural Summative: Unit Test,
contexts, provided that speech Reading a text and answering information practices and Progress test, Mid-term
is given clearly, slowly and directly. questions. Notebook perspectives. Learners exam, Term exam.
(Example: an interview, an can share cross cultural
information gap activity, etc.) Cut outs experiences while naming
universal cultural themes.
I LEARN Science Magazines (I.2, S.1, S.2, J.1)
Our immune system CEFR: A2.1.
EFL 4.2.8 Follow main ideas in topics Web/video links
covered in other curricular subjects I.EFL.4.12.1. Learners can
with the help of visual support, using employ a range
concepts and vocabulary that have of reference materials
been studied in advance. and sources, both
online and in print, in
EFL 4.3.8 Assess, compare and
order to support
evaluate the quality of written texts
Participating in short role plays using a ideas, answer inquiries,
and visual presentations using

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different criteria and ICT tools related range of verbal and nonverbal find relationships
to the organization, subject area and communication. and relate ideas between
purpose of a text. (Examples of text different subject areas.
types: editorials, letters to the editor, Understanding English idiomatic I.EFL.4.20.1. Learners can
political speeches, illustrations, charts, expressions in context. create short,
advertisements, etc.) original literary texts in
Using visuals such as infographics and different genres,
My World, Our world audios related o visual to learn to analyze including those that
EFL 4.2.3 Follow and understand and interpret information. reflect Ecuadorian
short, straightforward audio messages cultures, using a range of
and/or the main idea/dialogue of a Listening to information and analyzing it digital tools,
movie or cartoon (or other age- by the means of visual aids. writing styles, appropriate
appropriate audio-visual vocabulary
presentations) if delivered slowly and and other literary
visuals provide contextual support. concepts. (I.1, I.3)
(Example: an announcement Reading a text and answering information
questions.
of a bus delay, an intercom
announcement at school, a dialogue Completing gaps from a reading using
supported by facial words from a box.
expressions/gestures and appropriate

intonation, etc.) Reading a short text and showing

I listen & Analyze comprehension by completing the
EFL 4.3.7 Read, gather, view and accompanying questionnaire.
listen to information from various
sources in order to organize and Highlighting relevant key information in a
discuss relationships between text and crossing out irrelevant
academic content areas. (Example: information.

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nonfiction books for young adults,

the Internet, audio and media Reading a text and identifying the facts
presentations, oral interviews, and the opinions using a concept map.
maps, diagrams, reference books,
magazines, etc.) Writing texts according to the literary
EFL 4.4.9 Select and make effective genre of the unit.
use of a range of digital tools to
write, edit, revise and publish Writing following the writing process.
written work in a way that supports
collaboration, learning and
productivity. (Example: image
editing, GoogleDrive, infographic
makers, audio and video editing,
presentation apps, etc.)
Reading is fun/ Japanese Haiku
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.
EFL 4.4.6 Identify a variety of types
and formats of potential resources
and the value, purpose and
audience of each for use in the
educational domain.

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Writing is fun / Japanese Haiku

EFL 4.4.3 Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
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.

Revising with projects

CN. 4.2.3 Explain with modeling,
the immunes system, identifying
classes of immune barriers,
interpret types of immunity that
the human being presents and
infers on the importance of
vaccination.
Living in harmony
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible
decision-making at school, online,
at home and in the community,
while considering ethical

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standards, safety concerns,

social norms and mutual respect.
EFL 4.5.6 Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a
genre to create stories, poems,
sketches, songs and plays, including
those that reflect traditional
and popular Ecuadorian cultures.

3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

PREPARED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

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PLANNING MICROCURRICULAR 2

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 2

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 10t Parallel:
h
Date: Weather:
Number of 2 Title planning We all share Specific O.EFL 4.2 Appreciate and value English as an international language and
planning unit: unit: our planet objectives of a medium to interact globally.
the planning
O.EFL 4.3 Independently read A2.1 level text in English as a source of
unit:
entertainment and interpersonal and intrapersonal interaction.

Evaluation criteria: CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral
communication features.
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.
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learner’s own experiences
and to other works, including one’s peers, in order to present personal responses and interpretations.

2. PLANNING
Skills with performance criteria Methodological strategies Resources and EVALUATION

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Evaluation activities /
materials Achievement indicators techniques /
instruments
I LEARN Modals : Could Comparing answers in pairs or Course book I.EFL.4.3.1. Learners can Diagnostic: Placement
EFL 4.2.2 Use a series of phrases small groups. employ a range of test, Questionnaire
and sentences to describe aspects Workbook self-monitoring and self-
of personal background, immediate Participating in short dialogues correcting strategies Formative: Checklist,
environment and matters of and role plays to practice target Teacher’s guide and interpret and use workshops, oral
immediate need in simple terms language and idiomatic appropriate verbal presentations,
using grammatical structures expressions. Audio CD and nonverbal questionnaires, portfolio,
learnt in class (although there may communication features rubrics, hands-on
be frequent errors with tenses, CD player to communicate in familiar activities.
personal pronouns, prepositions, Writing a short descriptive contexts.
etc.) paragraph about technological Worksheets I.EFL.4.4.1. Learners can Summative: Unit Test,
EFL 4.2.4 Deduce the meanings of inventions in modern Europe. demonstrate an ability to Progress test, Mid-term
unfamiliar phrases and words from Notebook give and ask for information exam, Term exam.
a context containing familiar Reading a text and answering and assistance using level-
elements. (Example: colloquial information questions. Cut outs appropriate language and
greetings, exclamations, interaction styles in online
interjections, etc.) Completing gaps from a reading Magazines or face-to-face social and
EFL 4.2.12 Describe habits, using words from a box. classroom interactions.
routines, past activities and Web/video links (J.2, J.3, J.4, I.3)
experiences within the personal Reading a text and matching I.EFL.4.19.1. Learners can
and educational domains. content-based words to their locate and identify literary
I LEARN Geography definition or picture. elements and techniques
Latin America and its borders in other works, including
Looking at infographics and one’s own. Learners can
listening to an audio related to the give personal responses

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CS. 4.1.23 Contrast the most topic and analyze the information. to and interpret a variety of
significant features that literary texts, including
differentiate American cultures those of a peer,
from those that arrived with the Reading a text on a specific referring to details and
conquest and the European content area subject and then features of the text.
colonization. matching phrases or labeling
EFL 4.3.3 Find specific predictable pictures.
information in short, simple texts in
a range of age- and level- Writing texts according to the
appropriate topics. (Example: literary genre of the unit.
biographies, news articles,
narratives, memoirs and personal Writing following the writing
accounts, formal letters and emails, process.
etc.)
EFL 4.5.10 Collaboratively produce
criteria for evaluating literary texts
and the effectiveness of group
work.
My world, our world
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.

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I listen & Analyze

EFL 4.2.4 Deduce the meanings of
unfamiliar phrases and words from
a context containing familiar
elements. (Example: colloquial
greetings, exclamations,
interjections, etc.)
EFL 4.3.5 Use everyday reference
material in order to select
information appropriate to the
purpose of an inquiry and relate
ideas from one written source to
another.
EFL 4.4.3 Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources toother learners.
Reading is fun/ Historical Fiction
EFL 4.4.8 Convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
EFL 4.5.2 Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and

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features of the text. (Example: text

structure,plot, ideas, events,
vocabulary, etc.)
EFL 4.5.7 Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners’ own
experiences.
EFL 4.5.8 Evaluate and recommend
literary texts (both written and
oral, online, in video or in print)
according to pre-established
criteria.

Writing is fun/ Short Story

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.
EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
Revising with projects
CS.4.2.ed Understand how a

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volcanic eruption occurs.

Living in harmony
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-toface interactions.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.

3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

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PLANNING MICROCURRICULAR 3

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 3

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 3 Title planning My habits Specific objectives of O.EFL 4.4 Develop creative and critical thinking skills when encountering
planning unit: unit: the planning unit: challenges in order to promote autonomous learning and decision
making.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate expressions
in order to reach an effective command of spoken language.

Evaluation criteria: CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using
grammatical structures learned in class (although there may be frequent errors), effectively and without undue
effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
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.
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a
range of digital tools, writing styles, appropriate vocabulary and other literary concepts.

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2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities /
materials Achievement indicators
techniques / instruments
I learn Grammar Completing the gaps in a sentence. Course book I.EFL.4.8.1. Learners can Diagnostic: Placement test,
Zero Conditional Reading a text and answering information communicate personal Questionnaire
EFL 4.2.2 Use a series of phrases questions. Workbook information and basic
and sentences to describe aspects immediate needs and Formative: Checklist,
of personal background, immediate Choosing from a list of words to complete Teacher’s guide deal with other practical workshops, oral
environment and matters of gaps from a reading. Audio CD everyday demands in presentations,
immediate need in simple terms familiar contexts, questionnaires, portfolio,
using grammatical structures learnt Studying an infographic on a familiar CD player effectively and without rubrics, hands-on activities.
in class. subject and answering questions about undue effort and using
EFL 4.2.11 Give short, basic the information. Worksheets grammatical structures Summative: Unit Test,
descriptions of everyday activities and vocabulary seen in Progress test, Mid-term
and events within familiar contexts Completing an outline for a cross- Notebook class (although there exam, Term exam.
and use simple descriptive curricular text. may be frequent, basic
language to compare and make Cut-outs errors). (I.1, I.2, I.3, S.1)
brief statements about objects and Reading a text and matching content- I.EFL.4.17.1. Learners
possessions. (Example: family, based words to their definition or picture. Magazines can convey and organize
school, living conditions, personal information using
belongings, etc.) Web/video links facts and details and by
I learn Statistics Listening to a dialogue and identifying employing various
Probability idiomatic expressions stages of the writing
EFL 4.2.8 Follow main ideas in process, while
topics covered in other curricular using a range of digital
subjects with the help of visual Listening to audios with topics related to tools to promote and

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support, using concepts and infographics and being able to analyze support collaboration,
vocabulary that have been studied and interpret the information. learning and
in advance. Reading a short text and showing productivity.
My world, our world comprehension by completing the I.EFL.4.20.1. Learners
EFL 4.2.3 Follow and understand accompanying graphic organizer. can create short,
short, straightforward audio original literary texts in
messages and/or the main Listening to or reading stories and different genres,
idea/dialogue of a movie or drawing the setting or explaining including those that
cartoon (or other age-appropriate relationships between main characters. reflect Ecuadorian
audio-visual presentations) if cultures, using a range
delivered slowly and visuals Writing texts according to the literary of digital tools,
provide contextual support. genre of the unit. writing styles,
I Listen & Analyze appropriate vocabulary
EFL 4.2.1 Understand phrases and Writing following the writing process. and other literary
expressions related to areas of concepts. (I.1, I.3)
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.
EFL 4.4.8 Convey and organize

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information using facts and details

in order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect,
problem and solution, general-to-
specific presentation, etc.)
Reading is fun/ Classic Learning
Novel
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.
EFL 4.3.6 Apply learning strategies
to examine and interpret a variety
of written materials using prior
knowledge, graphic organizers,
context clues, note taking and
finding words in a dictionary.

Writing is fun/ Classic Learning

Novel
EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)

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EFL 4.4.7 Use the process of

prewriting, drafting, revising, peer
editing and proofreading.

Revising with projects

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.
Living in harmony
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
EFL 4.2.7 Identify the main idea
and some details of recorded news
reports, documentaries and
interviews reporting on seasonal
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary.

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3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

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PLANNING MICROCURRICULAR 4

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 4

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 10th Parallel:
Date: Weather:
Number of 4 Title planning I love you Specific objectives of O.EFL 4.6 Write short descriptive and informative texts related to
planning unit: unit: the planning unit: personal
information or familiar topics and use them as a means of
communication
and written expression of thought.
O.EFL 4.7 Use spoken and written literary text in English such as
poems,
short stories, comic strips, short magazine articles and oral
interviews
on familiar subjects in order to inspire oral and written
production at an A2.1 level.
Evaluation criteria: 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.
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

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productivity.

2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities /
materials Achievement indicators
techniques / instruments
I Learn Grammar: First Conditional Participating in short dialogues and role Course book I.EFL.4.4.1. Learners can Diagnostic: Placement test,
EFL 4.1.7 Interpret and plays to practice target language. demonstrate Questionnaire
demonstrate knowledge of Workbook an ability to give and ask
nonverbal and oral communication Practicing the language needed to deal for information Formative: Checklist,
features by applying them in with a need through a mini role play. Teacher’s guide and assistance using workshops, oral
appropriate contexts.(Example: use level-appropriate presentations,
of stress, intonation, pace, etc.) Listening for specific words in a Audio CD language and questionnaires, portfolio,
EFL 4.2.2 Use a series of phrases conversation and trying to guess the interaction styles in rubrics, hands-on activities.
and sentences to describe aspects meaning from the context. CD player online
of personal background, immediate or face-to-face social Summative: Unit Test,
environment and matters of Listening to a dialogue and completing a Worksheets and classroom Progress test, Mid-term
immediate need in simple terms chart with key information. interactions. exam, Term exam.
using grammatical structures learnt Notebook I.EFL.4.15.1. Learners
in class. Identifying the text type according to can convey information
writing features and vocabulary. Cut-outs and ideas and describe
I Learn Literature feelings
Love Poetry Completing a Venn diagram about myths. Magazines and opinions in simple
EFL 4.3.4 Find the most important transactional or
information in print or online Writing new words and phrases in a Web/video links expository texts on
sources in order to support an idea vocabulary notebook. familiar subjects in
or argument. order to influence an
EFL 4.4.4 Write to describe Reading a text and answering information audience, while

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feelings/opinions in order to questions. recognizing that

effectively influence an audience. different texts have
(Example: persuade, negotiate, Completing gaps from a reading using different features and
argue, etc.) words from a box. showing the ability
to use these features
Highlighting relevant key information in a appropriately in
text and crossing out irrelevant informa- one’s own writing.
tion.
My World, our world I.EFL.4.17.1. Learners
EFL 4.2.10 Sustain a conversational Identifying the format of a familiar text- can convey and organize
exchange on a familiar, everyday type and using it as a model for your own information using
subject when carrying out a writing. facts and details and by
collaborative/paired learning employing various
activity in which there are specific Listening to a short dialogue and then stages of the writing
instructions for a task writing and acting out a similar dialogue, process, while
using some of the same phrases and using a range of digital
I Listen & Analyze idiomatic expressions. tools to promote
EFL 4.1.7 Interpret and and support
demonstrate knowledge of Writing texts according to the literary collaboration, learning
nonverbal and oral communication genre of the unit. and productivity.
features by applying them in
appropriate contexts.(Example: use Writing following the writing process.
of stress, intonation, pace, etc.)

Reading is Fun/ love poetry

EFL 4.3.10 Select from and evaluate

a range of both physical and digital

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texts and materials in order to

promote acquisition and develop
an appreciation of the language.
EFL 4.5.1 Make use of main points
in literary texts (authentic and
semi-authentic,
oral and written) to understand
short simple everyday
stories, especially if there is visual
support.

Writing is Fun/ Science Fiction

EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)

EFL 4.4.5 Recognize that various

types of writing require different
language, formatting and special
vocabulary.
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.

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Revising with Projects

EFL 4.5.2 Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and
features of the text.

Living in Harmony
EFL 4.1.4 Demonstrate
mindfulness, empathy, tolerance
and an overall respect for the
integrity of cultures in daily
classroom activities.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral
communication features by
applying them in appropriate
contexts. (Example: use of stress,
intonation, pace, etc.)
3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

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ELABORATED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

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PLANNING MICROCURRICULAR 5

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 5

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 10t Parallel:
h
Date: Weather:
Number of 5 Title My world Specific objectives O.EFL 4.6
planning unit: planning now and then of the planning Write short descriptive and informative texts related to personal
unit: unit: information or familiar topics and use them as a means of communication
and written expression of thought.
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.
Evaluation criteria: CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spokentexts 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 con-texts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in
class as models for one’s own speech.
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using
grammatical structures learned in class (although there may be frequent errors), effectively and without undue

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effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.

2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities / techniques /
materials Achievement indicators
instruments
I learn Tag questions Writing new words and phrases in a Course book I.EFL.4.6.1. Learners can Diagnostic: Placement test,
EFL 4.1.7 Interpret and vocabulary notebook. grasp the general Questionnaire
demonstrate knowledge of Workbook meaning of spoken texts
nonverbal and oral Listening to a short dialogue and then set in familiar Formative: Checklist, workshops,
communication features by writing and acting out a similar Teacher’s guide everyday contexts and oral presentations, questionnaires,
applying them in appropriate dialogue, using infer changes portfolio, rubrics, hands-on
contexts. some of the same phrases and Audio CD in the topic of discussion, activities.
(Example: use of stress, expressions. as well as deduce
intonation, pace, etc.) CD player the meanings of unfamiliar Summative: Unit Test, Progress
EFL 4.1.8 Use suitable words test, Mid-term exam, Term exam.
vocabulary, expressions, Using grammar contents in written Worksheets and exchanges through the
language and interaction styles texts. Completing gaps. use of context
for formal and informal social or Notebook clues, provided speech is
academic situations in order to Comparing and contrasting given slowly
communicate specific intentions information. Cut-outs and clearly and there is
in online and face-toface sufficient visual
interactions. Listening to a short dialogue and then Magazines support.
I learn History writing and acting out a similar I.EFL.4.8.1. Learners can
The Cold War and its dialogue, using key phrases and Web/video links communicate personal
consequences idiomatic expressions. information and basic
EFL 4.2.13 Interact with Reading information on cross immediate needs and

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reasonable ease in structured curricular topics and answering deal with other practical
situations and short questions to show understanding. everyday demands in
conversations within familiar familiar contexts,
contexts, provided that speech Studying an infographic on a familiar effectively and without
is given clearly, slowly and subject and answering questions undue
directly. (Example: an interview, about the information. effort and using
an grammatical structures
information gap activity, etc.) Reading literary texts and answering and vocabulary
EFL 4.3.1 Understand main reading comprehension activities. seen in class (although
points in short simple texts on there may be
familiar subjects. frequent, basic errors).
My world, our world Writing texts according to the literary (I.1, I.2, I.3, S.1)resources,
EFL 4.2.15 genre of the unit. according to the value,
Deal with practical, everyday purpose
communication demands Writing following the writing process. and audience of each.
within familiar contexts,
effectively and without undue
effort.
(Example: meeting people,
extending and accepting
invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.16 Initiate, maintain and
end a conversation to satisfy
basic needs

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and/or handle a simple

transaction.
EFL 4.2.5 Understand most
changes in the topic of
discussion if people speak
slowly.
I Listen & Analyze
EFL 4.2.14
Ask and answer straightforward
follow-up questions within
familiar contexts, such as school
and family life, provided
there are opportunities to ask
for clarification, reformulation
or
repetition of key points.
EFL 4.3.3 Find specific
predictable information in short,
simple texts in a range of age-
and level-appropriate topics.
Reading is fun/ Comedy
EFL 4.3.5 Use everyday
reference material in order to
select information appropriate
to the purpose of an inquiry and
relate ideas from one written
source to another.
EFL 4.3.6

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Apply learning strategies to

examine and interpret a variety
of
written materials using prior
knowledge, graphic organizers,
context clues, note taking and
finding words in a dictionary.
Writing is fun/ Comedy
EFL 4.4.2
Make and use a simple print or
digital learning resource to
compare
and contrast information in
order to demonstrate
understanding
and command of a topic.
EFL 4.5.2
Compare and present personal
and formal responses to and
interpretation
of published literary works and
the works of peers,
referring to details and features
of the text. (Example: text
structure,
plot, ideas, events, vocabulary,
etc.)
Revising with projects

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EFL 4.2.6
Use other students’
contributions in class as models
for their own.

Living in harmony
EFL 4.1.10
Recognize and appreciate
individual and group similarities
and
differences by establishing and
maintaining healthy and
rewarding
online and face-to-face
relationships based on
communication
and cooperation.
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.
3. CURRICULAR ADAPTATIONS

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Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

PLANNING MICROCURRICULAR 6

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 6

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date:
Number of 6 Title Technology in Specific objectives O.EFL 4.4
planning unit: planning the present of the planning Develop creative and critical thinking skills when encountering
unit: day unit: challenges in order to promote autonomous learning and decision
making.
O.EFL 4.5

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Introduce the need for independent research as a daily activity

by using electronic resources (ICT) in class while practicing appropriate
competences in the four skills.
Evaluation criteria: 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.
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual
and group differences by establishing and maintaining healthy and rewarding
relationships based on communication and cooperation.
2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities / techniques /
materials Achievement indicators
instruments
I LEARN Negative Questions Responding to interactions in class Course book I.EFL.4.4.1. Learners can Diagnostic: Placement test,
spontaneously and in a way that demonstrate Questionnaire
EFL 4.1.4 encourages others Workbook an ability to give and ask
Demonstrate mindfulness, to interact. for information Formative: Checklist, workshops,
empathy, tolerance and an Teacher’s guide and assistance using oral presentations, questionnaires,
overall respect Reading a text and answering level-appropriate portfolio, rubrics, hands-on
for the integrity of cultures in information questions. Audio CD language and interaction activities.
daily classroom activities. Connecting ideas within and between styles in online
EFL 4.1.8 texts using audios and infographics. CD player or face-to-face social and Summative: Unit Test, Progress
Use suitable vocabulary, classroom interactions. test, Mid-term exam, Term exam.
expressions, language and Worksheets (J.2, J.3, J.4, I.3)
interaction Brainstorming ideas for a writing I.EFL.4.5.1. Learners can
styles for formal and informal project in small groups, using a Notebook appreciate and
social or academic situations in graphic organizer. show respect for
order to communicate specific Cut-outs individual and group

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intentions in online and face- Studying an infographic on a familiar differences by

toface subject, listening to an audio about Magazines establishing and
interactions. (Example: the topic and answering questions maintaining
thanking, making promises, about the information. Web/video links healthy and rewarding
apologizing, online
asking permission, chatting with Listening to a short text and and face-to-face
friends, answering in demonstrating understanding of it interactions. Learners
class, greeting an authority and learning new idiomatic can communicate and
figure, etc.) expressions. cooperate in a
respectful, empathetic
I learn Science Reading a text and answering manner. (J.3, S.1,
Technology and Science information questions. S.4)
EFL 4.1.6
Seek and provide information Reading a paragraph about a cross
and assistance, orally or in curricular topic and showing
writing understanding through diverse
and in online or face-to-face comprehension activities.
interactions, for personal, social
and academic purposes. Identifying the format of a familiar
My world, our world text-type and using it as a model for
EFL 4.2.1 your own writing.
Understand phrases and
expressions related to areas of
most
immediate priority within the Completing gaps from a reading using
personal and educational words from a box.
domains,
provided speech is clearly and Reading literary texts and answering

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slowly articulated. (Example: reading comprehension activities.

daily life, free time, school
activities, etc.) Writing texts according to the literary
I Listen & Analyze genre of the unit.
EFL 4.2.3
Follow and understand short, Writing following the writing process.
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
expressions/gestures and
appropriate
intonation, etc.)
Reading is Fun
Chronicle
EFL 4.3.1
Understand main points in short
simple texts on familiar
subjects.
(Example: news about sports or

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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 is fun/ Chronicle
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 4.4.4
Write to describe
feelings/opinions in order to
effectively influence
an audience. (Example:
persuade, negotiate, argue, etc.)
Revising with projects

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EFL 4.2.6
Use other students’
contributions in class as models
for their own.
EFL 4.5.ed Find about human
genes and how they make each
person unique.

EFL 4.4.6 Identify a variety of

types and formats of potential
resources and the value,
purpose and audience of each
for use in the educational
domain.
Living in harmony
EFL 4.1.4
Demonstrate mindfulness,
empathy, tolerance and an
overall respect
for the integrity of cultures in
daily classroom activities.
EFL 4.4.4
Write to describe
feelings/opinions in order to
effectively influence
an audience. (Example:
persuade, negotiate, argue, etc.)

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3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

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