Professional Documents
Culture Documents
1 Micro Plan 9no
1 Micro Plan 9no
“30 DE ABRIL”
Resolución Nro. MINEDUC-CZ2-2015-01220-R
EL PARAISO – ENOKANQUI- SACHAS –ORELLANA
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Jenayra Correa English as a Foreign Language 9th EGB A1.2
Objectives
Book: Unit 1
O.EFL 4.3
English A 1.2 My Family Independently read A2.1 level text in English as a source of entertainment and interpersonal
and Me and intrapersonal interaction.
O.EFL 4.4
Develop creative and critical thinking skills when encountering challenges in order to promote
autonomous learning and decision making.
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.
Periods: 30, 7-8 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2.
EFL 4.1.2 Recognize and demonstrate an appreciation of commonalities
Recognize and demonstrate an appreciation of some common- between cultures as well as the consequences of one’s actions
alities and distinctions across cultures and groups (differentiated while exhibiting socially responsible behaviors.
by gender, ability, generations, etc.) including the students’ own.
Oral Communication:(Listening and Speaking) CE.EFL.4.7.
EFL 4.2.2 Listening for Information: Follow and identify some main ideas
Use a series of phrases and sentences to describe aspects of and details in short and straightforward spoken or audio texts set
personal background, immediate environment and matters of in familiar contexts, when delivered slowly and with visuals to
immediate need in simple terms using grammatical structures provide contextual support. Use spoken contributions in class as
learnt in class (although there may be frequent errors with tens- models for one’s own speech.
es, personal pronouns, prepositions, etc.)
CE.EFL.4.8.
EFL 4.2.3 Production – Accuracy and Intelligibility: Communicate needs
Follow and understand short, straightforward audio messages and information clearly and in simple terms, using grammatical
and/or the main idea/dialogue of a movie or cartoon (or other structures learned in class (although there may be frequent
age-appropriate audio-visual presentations) if delivered slowly errors), effectively and without undue effort. Demonstrate an
and visuals provide contextual support. (Example: an announce- ability to make appropriate use of new words and expressions in
ment of a bus delay, an intercom announcement at school, a social interactions.
dialogue supported by facial expressions/gestures and appro-
priate intonation, etc.) CE.EFL.4.9.
EFL 4.2.11 Production – Fluency: Use simple language to describe, compare
Give short, basic descriptions of everyday activities and events and make statements about familiar everyday topics such as
within familiar contexts and use simple descriptive language to objects, possessions and routines in structured situations and
compare and make brief statements about objects and short conversations. Interaction is with reasonable ease,
possessions. (Example: family, school, living conditions, personal provided speech is given clearly, slowly and directly.
belongings, etc.)
Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details in
EFL 4.3.2 short simple texts on familiar subjects, making use of contextual
Make use of clues such as titles, illustrations, organization, text clues to identify relevant information in a text.
outline and layout, etc. to identify and understand relevant infor-
mation in written level-appropriate text types. CE.EFL.4.13.
Apply learning strategies such as using prior knowledge and
EFL 4.3.6 graphic organizers to interpret new information in a text, and
Apply learning strategies to examine and interpret a variety of assess this information according to the organization, subject
written materials using prior knowledge, graphic organizers, area and purpose of the text, using different criteria, including
context clues, note taking and finding words in a dictionary. ICT tools.
Writing CE.EFL.4.16.
Make use of simple learning resources, including those created
EFL 4.4.2 by one’s self, in order to compare and contrast information, and
Make and use a simple print or digital learning resource to com- choose appropriate resources according to the value, purpose
pare and contrast information in order to demonstrate under- and audience of each.
standing and command of a topic.
CE.EFL.4.17.
EFL 4.4.7 Show an ability to convey and organize information through the
Use the process of prewriting, drafting, revising, peer editing and use of facts and details and by employing various stages of the
proofreading (i.e., “the writing process”) to produce well-con- writing process, while using a range of digital tools to promote
structed informational texts. and support collaboration, learning and productivity.
Language through the Arts CE.EFL.4.20.
Create short, original literary texts in different genres, including
EFL 4.5.5 those that reflect Ecuadorian cultures, using a range of digital
Gain an understanding of literary concepts such as genre, plot, tools, writing styles, appropriate vocabulary and other literary
setting, character, point of view, theme and other literary ele- concepts.
ments in order to apply them to one’s own creative texts.
CE.EFL.4.21.
EFL 4.5.10 Use pre-established criteria, including that which is written by
Collaboratively produce criteria for evaluating literary texts and learners collaboratively, in order to evaluate and recommend
the effectiveness of group work. literary texts (written, online, oral, in video, etc.) and the
effectiveness of group work.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness New Communication and Cultural ACTIVITIES and
Curriculum Awareness TECHNIQUES
Completing and illustrating statements about EFL for
socially responsible behaviors. (Example: One Superior I.EFL.4.2.1. Complete a illustrating
thing I do to help the environment is…, I can help EGB Learners can name similarities statement about a
people in my neighborhood when I…) and differences between socially responsible
English - different aspects of cultural behavior.
Creating a poster of class rules. Teacher´s groups. Learners can
Book A 1.2 demonstrate socially Circle the words they
Oral Communication:(Listening and Speaking) responsible behaviors at school, hear while listening to a
English - online, at home and in the conversation.
Listening to spoken or recorded descriptions of Teacher´s community, and evaluate their
familiar scenes, and marking the words you hear. Book A 1.2 actions by ethical, safety and Complete True or False
(Example: Learners hear a dialogue between two (Audios) social standards. (J.3, S.1, I.1) statements while
teenagers talking about an assignment. They circle listening to a dialogue.
the verbs they hear, etc.) Flash Oral Communication
Cards I.EFL.4.7.1. Ask learners questions
Listening to a dialogue between two or more Learners can identify the main about their family
people and deciding if each statement is true or Photocopi idea and some details in short members.
false. (Example: Julia wants to call her mother – able straightforward spoken audio
True. Ms. Trenton gives her permission to use the Sheets texts set in familiar contexts Read a text and answer
cell phone in class – False, etc.) when the message is delivered information questions.
Crossword slowly and there is other
Watching a short video and then talking to a s contextual support. (Example: Correct incorrect
partner about whether or not they agree with the rules for a game, classroom sentences in an article.
speaker or a statement. (Example topics for Strategies instructions, a dialogue in a
videos: Best vacation sites in Ecuador, strangest Templates scene from a cartoon or movie, Write about a subject
foods, scariest animals in the world, etc.) etc.) Learners can use other with a list of given words.
classmate’s contributions in
Recording in-class conversations and dialogues in class as models for their own. Share a story through a
order to make note of correct and appropriate (I.2, I.3, S.4) role play.
language usage and intelligibility.
I.EFL.4.8.1. INSTRUMENTS
Doing a mingle activity where learners ask and Learners can communicate
answer survey questions about after school personal information and basic Rubrics
activities. (Example: Do you play chess? What immediate needs and deal with
activities do you do after school?, etc.) Observing other practical everyday Portfolio
to see whether each student’s questions and demands in familiar contexts,
answers are understandable by other learners and effectively and without undue Oral interview
if they use appropriate or new vocabulary. effort and using grammatical
structures and vocabulary seen Quiz Time Test
Asking the learners to read a dialogue in pairs. in class (although there may be
Learners record themselves and then listen to the frequent, basic errors). (I.1, I.2,
recording in order to assess clarity of sounds, I.3, S.1)
production of phonemes, rhythm and intonation. I.EFL.4.9.1.
Learners can use simple lan-
Asking learners simple questions about guage to describe, compare and
themselves, their family or their possessions and state facts about familiar
noting that their response time is relatively quick everyday topics such as
(i.e., not so slow that the interaction becomes possessions, classroom objects
uncomfortable for the student or the teacher, and and routines in short, structured
the response is appropriate although there may be situations, interacting with
some basic errors) relative ease. (I.3, I.4, S.4)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied