SCHOOL YEAR 2022-2023

MICROCURRICULAR PLANNING/DIDACTIC UNIT

TEACHER'S NAME Lcda. Mariuxi Ureña DATE
AREA English GRADE Nineth PARALLEL “C”, “D” y “E”
ASIGNATURA English TIME SEMANAS
Didactic unit UNIT 1
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.
Unit Objective
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.
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.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied meanings in short, simple, everyday literary texts
(online, oral or in print).
CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as objects,
possessions and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and
directly.
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.4.11 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.
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.
What will they learn? How will they learn? RESOURCES What and how to evaluate?
SKILLS WITH LEARNING ACTIVITIES EVALUATION
 EVALUATION
PERFORMANCE EVALUATION
TECHNIQUES AND
CRITERIA INDICATORS
INSTRUMENTS
EFL 4.1.2. Recognize EXPERIENCE • Student’s Book I.EFL.4.2.1. Learners can Techniques
and demonstrate an What is your daily routine in the mornings? English name similarities and Reading
appreciation of some Got it (started) differences between • Use context clues to
commonalities and REFLECTION • Audio CD different aspects of
distinctions across understand the
Listen to the audio and comment • Teacher’s Guide cultural groups. Learners meaning
cultures and groups
(differentiated by
Are Holly's routines similar to yours? • Quiz Time (SB) can demonstrate socially of new words in a
gender, ability, responsible behaviors at text.
generations, etc.) CONCEPTUALIZATION school, online, at home
including the students’  Simple present tense (AFIRMATIVE) and in the community,
Listening
own.  Spelling -3rd person singular. and evaluate their actions
by ethical, safety and • Listen for specific
 Adverbs of frequency
EFL 4.5.4. Create social standards. (J.3, S.1, details.
 Preposition of time
personal stories by I.1) • Pay attention to
adding imaginative background sounds to
APLICATION
details to real-life Learners can understand understand the
stories and situations, READING
literal meanings in short, context of a
using appropriate • Responding to classroom activities and pair work through
simple, everyday literary conversation.
vocabulary and short expressions or emoticons. texts (online, oral or in
elements of the • Reading a text and answering information questions. print), especially when
literature learners have • Choosing words from a list to complete gaps from a visual support is provided. Speaking
read or heard. reading. REF. (I.EFL.4.18.1.) (I.2, • Use new vocabulary
I.3, I.4) and expressions in a
LISTENING AND SPEAKING dialogue to enrich it.
LISTENING • Asking the learners to read a dialogue in pairs. LISTENING
EFL 4.2.1. Understand • Asking learners simple questions about routines. Learners can use simple Writing
phrases and expressions • Talk about different routines that practice the people. language to describe,
related to areas of most • Use connectors to
• Talk about some activities that you realize. compare and state facts
immediate priority about familiar everyday
write a short
within the personal and
• Interview a classmate about his/her routine. description of
• Talking about TV shows (Pronunciation: Falling in WH- topics in short, structured
educational domains, situations, interacting with your own routine.
provided speech is questions)
relative ease.REF • Follow a model to
clearly and slowly I.EFL.4.9.1. (I.3, I.4, S.4) write about your own
articulated. (Example: WRITING
daily life, free time, • Completing the gaps in a sentence. routine.
school activities, etc.) • Using question prompts to interview and then write
sentences about a classmate. Instruments for oral
EFL 4.2.2. Use a series Learners can demonstrate
and written
of phrases and an ability to give and ask
evaluation
sentences to describe for information and
aspects of personal assistance using level-
background, immediate appropriate language and • Oral and Writing
environment and interaction styles in Evaluation
matters of immediate online.REF I.EFL.4.4.1. • Projects
need in simple terms (J.2, J.3, J.4, I.3) presentations
using grammatical
structures learnt in • Oral interviews in
class (although there pairs
may be frequent errors • Role Play
with tenses, personal • Game
pronouns, prepositions, • Writing Quiz
etc.) READING
I.EFL.4.11.1. Learners can
understand main ideas and
READING
some details in short simple
EFL 4.3.2. Make use of
online or print texts on
clues such as titles,
familiar subjects, using
illustrations,
contextual clues to help
organization, text
identify the most relevant
outline and layout, etc.
information. (Example: title,
to identify and
illustrations, organization,
understand relevant
etc.) (I.2, I.4)
information in written
level-appropriate text
types.
WRITING
I.EFL.4.15.1. Learners can
convey information and
ideas and describe feelings
and opinions in simple
WRITING
transactional or expository
EFL 4.4.4. Write to
texts on familiar subjects in
describe feelings/
order to influence an
opinions in order to
audience, while recognizing
effectively influence an
that different texts have
audience. (Example:
different features and
persuade, negotiate,
showing the ability to use
argue, etc.)
these features appropriately
in one’s own writing. (I.3,
I.4, S.3, J.2)

INTERDISCIPLINARY LEARNING:

NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE:

LEARNING OBJECTIVE: Students will understand that with the creation of the illustrated trilingual dictionary, communication will be effective,
information in a written, verbal, symbolic, graphic and technological way; Through the application of mathematical knowledge and the organized,
responsible and honest management of data sources in order to understand and produce in other disciplines, understanding the potential of our country
and make accurate decisions with responsibility in society.
Evaluation criteria:
What will they learn?
SKILLS WITH
PERFORMANCE CRITERIA
EFL 4.3.5. Use the everyday
reference material in order to
select information appropriate to
the purpose of an inquiry and
relate ideas from one written
source to another.
What and how to evaluate?
EVALUATION
How will they learn?
RESOURCES EVALUATION
LEARNING ACTIVITIES EVALUATION
TECHNIQUES AND
INDICATORS
INSTRUMENTS
Learners can employ a
range of reference
* List the words. materials and sources,
* Write the words in alphabetical order. both online and in print,
English Dictionary.
* Look for the meaning of each one of in order to select ideas, • Projects presentations
Internet
them using the different digital devices. answer inquiries, find
* Listen and repeat the new words. Digital devices (cell phone, relationships and relate
tablet, computer)
* Illustrate in the dictionary ideas between different
subject areas. REF.
(I.EFL.4.12.1.) (I.1,
I.2, J.2)
ADAPTED CURRICULUM

Specification of the adaptation to be applied

Specification of EVALUATION
educational SKILLS WITH
need CRITERIA OF RESOURCES Evaluation
LEARNING ACTIVITIES Unit Evaluation
PERFORMANCE techniques and
Indicators
instruments
Create personal stories by EXPERIENCE Learners can Techniques
adding imaginative details What activities do you do in the understand meanings Reading
to real-life stories and morning? in short, simple, • Usar el diccionario e
• Student’s Book
situations, using English everyday texts imagenes para
REFLECTION
appropriate vocabulary. Got it (started) especially when comprender el
watch the video and memorize an
REF. (EFL 4.5.4.) activity.
• Audio CD visual support is significado
• Teacher’s Guide provided. REF. de palabras nuevas en
https://www.youtube.com/watch?
• Quiz Time (SB) (I.EFL.4.18.1.) (I.2, un texto.
v=QNcgMjLsrMk
* Fill the I.3, I.4)
LISTENING liveworksheets. Listening
CONCEPTUALIZATION
Use a series of phrases  Simple present tense LISTENING • Pay attention to the
and sentences to describe (AFIRMATIVE) Learners can use sounds of the words to
  Spelling -3rd person
singular.
 Adverbs of frequency
 Preposition of time
simple language to
APLICATION describe and compare
aspects of personal facts about familiar
VOCABULARY
background, and everyday topics in
Write the name of these daily
environment and in routines. short, situations with
simple terms using https://es.liveworksheets.com/ ease. REF
grammatical structures qd687435eb I.EFL.4.9.1. (I.3, I.4, understand the idea of
learned in class (although S.4) the text
there may be frequent GRAMMAR
errors with tenses, https://es.liveworksheets.com/ Speaking
personal pronouns, worksheets/en/ READING • Use new vocabulary
English_as_a_Second_Language_(
prepositions, etc.) REF. Learners can and expressions in a
ESL)/Third_person/
(EFL 4.2.2.)
Rules_third_singular_person_qa25 understand ideas and dialogue.
61916yn some details in short
READING Writing
simple or print texts
Make use of clues such as • Follow a model to
https://es.liveworksheets.com/ on familiar subjects,
titles, and illustrations, to write about your own
worksheets/en/ using clues to help
identify and understand routine.
English_as_a_Second_Language_ identify the most
relevant information. %28ESL%29/Present_Simple/ relevant information.
REF. (EFL 4.3.2.) Present_simple_ru91090af Instruments for an oral
(Example: title, and written evaluation
illustrations,
https://es.liveworksheets.com/ organization, etc.)
worksheets/en/ • Oral and Writing
REF. I.EFL.4.11.1. Evaluation
English_as_a_Second_Language_
%28ESL%29/ (I.2, I.4) • Role Play
WRITING Adverbs_of_frequency/ • Game
Write to describe feelings/ Adverbs_of_frequency_pe2003005r WRITING • Liveworksheets
opinions in order to x Learners can convey
effectively influence an information and ideas
audience. REF. (EFL https://es.liveworksheets.com/ and describe feelings
4.4.4.) worksheets/en/ and opinions, REF.
English_as_a_Second_Language_ I.EFL.4.15.1. (I.3,
%28ESL%29/ I.4, S.3, J.2)
Adverbs_of_frequency/
4%C2%B0_26_sb324677ft

READING
 • Read and underline Mary´s daily
routines. (Activity 1)
• Activities on the book and
workbook (pag. 58)

LISTENING AND SPEAKING

• Activity on the book .
• Talk about some activities that
you realize.

WRITING
• Write your daily routine on
weekdays.

BIBLIOGRAPHY /WEBSITES OBSERVATIONS

 www.englishgrammar.org
 https://es.liveworksheets.com/ During this part, leveling classes will be held for
 (English) English book Go it! Plus Started Philippa Bowen & Dennis Delaney, Oxford. students who need help on topics that present
 Ministry of Education, Prioritized Curriculum for the Emergency English area difficulties.

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Lcda. Mariuxi Ureña Area boss: Lcda. Nelly Poveda Deputy headmaster: Ing. Carlos Estrella

Signature: Signature: Signature:

Date: Date: Date:

ACTIVITY N°1

During the reading

Put in order Mary´s daily routine

a. She listens to music. d. She goes to bed at half past nine.

b. She has lunch at school e. She has a shower.

c. She gets dressed f. She goes to school at half past seven.