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, and
Listening
own.  Spelling -3rd person singular. evaluate their actions by
ethical, safety and social • Listen for specific
 Adverbs of frequency
EFL 4.5.4. Create standards. (J.3, S.1, I.1) details.
 Preposition of time
personal stories by • Pay attention to
adding imaginative Learners can understand background sounds to
APLICATION
details to real-life literal meanings in short, understand the
stories and situations, READING
simple, everyday literary context of a
using appropriate • Responding to classroom activities and pair work through texts (online, oral or in print),
short expressions or emoticons. conversation.
vocabulary and especially when visual
elements of the • Reading a text and answering information questions. support is provided. REF.
literature learners have • Choosing words from a list to complete gaps from a (I.EFL.4.18.1.) (I.2, I.3, I.4) Speaking
read or heard. reading. • Use new vocabulary
LISTENING and expressions in a
LISTENING AND SPEAKING Learners can use simple dialogue to enrich it.
LISTENING • Asking the learners to read a dialogue in pairs. language to describe,
EFL 4.2.1. Understand • Asking learners simple questions about routines. compare and state facts about Writing
phrases and expressions • Talk about different routines that practice the people. familiar everyday topics in
related to areas of most • Use connectors to
• Talk about some activities that you realize. short, structured situations,
immediate priority interacting with relative write a short
within the personal and
• Interview a classmate about his/her routine. description of
ease.REF I.EFL.4.9.1. (I.3,
educational domains, • Talking about TV shows (Pronunciation: Falling in WH- your own routine.
I.4, S.4)
provided speech is questions)
• Follow a model to
clearly and slowly
write about your own
articulated. (Example: WRITING
daily life, free time, • Completing the gaps in a sentence. routine.
Learners can demonstrate
school activities, etc.) • Using question prompts to interview and then write an ability to give and ask Instruments for oral
sentences about a classmate. for information and
EFL 4.2.2. Use a series and written
of phrases and assistance using level- evaluation
sentences to describe appropriate language and
aspects of personal interaction styles in
• Oral and Writing
background, immediate online.REF I.EFL.4.4.1.
environment and (J.2, J.3, J.4, I.3) Evaluation
matters of immediate • Projects
need in simple terms
presentations
using grammatical
structures learnt in • Oral interviews in
class (although there pairs
may be frequent errors • Role Play
READING
with tenses, personal I.EFL.4.11.1. Learners can • Game
pronouns, prepositions, understand main ideas and • Writing Quiz
etc.) some details in short simple • Glossary activities.
online or print texts on • Portfolio
READING familiar subjects, using
EFL 4.3.2. Make use of contextual clues to help
clues such as titles, identify the most relevant
illustrations, information. (Example: title,
organization, text illustrations, organization,
outline and layout, etc. etc.) (I.2, I.4)
to identify and
understand relevant
information in written WRITING
level-appropriate text I.EFL.4.15.1. Learners can
types. convey information and ideas
and describe feelings and
opinions in simple
transactional or expository
texts on familiar subjects in
WRITING order to influence an
EFL 4.4.4. Write to audience, while recognizing
describe feelings/ that different texts have
opinions in order to different features and
effectively influence an showing the ability to use
audience. (Example: these features appropriately
persuade, negotiate, in one’s own writing. (I.3,
argue, etc.) I.4, S.3, J.2)

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: