SCHOOL YEAR 2022-2023

MICROCURRICULAR PLANNING/DIDACTIC UNIT

TEACHER'S NAME Lcda. Mariuxi Ureña DATE

“A”, “B”, “C”, “D” &
AREA English GRADE Eighth PARALLEL
“E”
ASIGNATURA English TIME 9 weeks
Didactic unit UNIT 2
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
Unit Objective 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.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral
communication features.
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking
and answering follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and
sustain conversational exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.
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.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a
text, and assess this information according to the organization, subject area and purpose of the text, using different criteria,
including ICT tools.
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.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by
employing a wide range of creative thinking skills through the completion of activities such as playing games, brainstorming
and problem solving.
What and how to evaluate?
What will they learn?
EVALUATION
SKILLS WITH How will they learn?
RESOURCES EVALUATION
PERFORMANCE LEARNING ACTIVITIES EVALUATION
CRITERIA TECHNIQUES AND
INDICATORS
INSTRUMENTS
EXPERIENCE • Student’s Book I.EFL.4.22.1. Learners
EFL 4.5.11. I can share personal information or information about other English Got it can collaborate and Activities
Participate in creative people. (started) participate effectively in a • Pair work activity:
thinking through • Audio CD variety of student Students ask each
brainstorming, REFLECTION • Teacher’s Guide groupings by employing a other Are you tall?, Is
working in groups, Is she your friend? • Quiz Time (SB) wide range she young?, and
games and problem- • Liveworksheets of creative thinking skills other information etc.
solving tasks by CONCEPTUALIZATION through the completion
showing the ability to  Vocabulary (adjectives) of activities such as • Students read and
accept a variety of  Be: Simple present (negative) playing games, identify the adjectives
ideas and capitalize on  Be: Simple present (interrogative and short brainstorming and problem in the paragraph.
other people’s answers) solving. (S.2, S.4,
strengths.  Question words. J.1, J.2, J.3, J.4) • Students write a
description using
EFL 4.5.9. Engage in APLICATION them personal
collaborative activities • Comparing answers in pairs or small groups. I.EFL.4.10.1. Learners information.
through a variety of • Listening to instructions for a short task and carrying can effectively participate
student groupings to them out. in familiar and predictable • Identify True / False
create and respond to everyday statements in a
literature and other READING conversational exchanges paragraph.
literary texts.
• Reading a text and answering information questions. in order to
(Example: small
• Choosing from a list of words to complete gaps from a complete a task, satisfy a • Use key words to
groups, cooperative
reading. need or handle recall information.
learning groups,
• Reading a short story from the Internet and highlighting a simple transaction, using
literature circles,
interesting facts, then comparing them with those of a a range of repair Techniques
process writing groups,partner. strategies. (Example: Reading
etc.) LISTENING asking for clarification, • Look for context
• Listening to a dialogue between two or more people and etc.) (I.3, J.3, J.4) clues to understand
EFL 4.2.10. Sustain a deciding if each statement is true or false. new vocabulary.
conversational
exchange on a WRITING Listening
familiar, everyday • Take notes while
subject when carrying • Listening to a celebrity interview and writing three more listening to
out a interview questions. descriptions.
collaborative/paired • Write a description with the correct information.
learning activity in Speaking
which there are SPEAKING LISTENING • Use vocabulary
specific instructions • Complete the interviews, use the questions and the I.EFL.4.13.1. Learners learned to practice
for a task. information in the factfile. can apply learning the dialogues.
• Practice the dialogues. strategies such as using
LISTENING prior knowledge and Writing
EFL 4.3.6. Apply graphic organizers to • Write information
learning strategies to interpret new questions based on a
examine and interpret information in a text. model to interview a
a variety of written Learners can assess partner.
materials using prior this information according
knowledge, graphic to the organization, subject Instruments for oral
organizers, context area and purpose of the and written
clues, note taking and text, through the use of evaluation
finding words in a different criteria, including • Projects and
dictionary. ICT tools. (I.2, I.4, J.4) presentations
• Oral interviews in
SPEAKING SPEAKING pairs
EFL 4.1.5. Apply self- I.EFL.4.3.1. Learners can • Gap activities in
correcting and self- employ a range of self- pairs
monitoring strategies monitoring and self- • Game
in social and classroom correcting strategies and • Writing Quiz
interactions. (Example: interpret and use • Glossary activities
asking questions, appropriate verbal and
starting over, nonverbal communication
rephrasing, exploring features to communicate in
alternative familiar contexts. (I.3, S.4,
pronunciations or J.4)
wording, etc.)
READING
I.EFL.4.11.1. Learners can
understand main ideas and
READING some details in short
EFL 4.3.1. Understand simple online or print texts
main points in short on familiar subjects, using
simple texts on contextual clues to help
familiar subjects. identify the most relevant
(Example: news about information. (Example:
sports or famous title, illustrations,
people, descriptions, organization, etc.) (I.2, I.4)
etc.)
WRITING
WRITING I.EFL.4.17.1. Learners can
EFL 4.4.7. Use the convey and organize
process of prewriting, information through the
drafting, revising, peer use of facts and details and
editing and by employing various
proofreading (i.e., stages of the writing
―the writing process‖) process, while using a
to produce well- range of digital tools to
constructed promote and support
informational texts collaboration, learning and
productivity. (I.1, I.3, S.4,
J.2, J.4)
INTERDISCIPLINARY LEARNING:

NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE: Didactic model (the atmosphere)
LEARNING OBJECTIVE: Students will understand the importance of the atmosphere in living beings through the elaboration of a didactic model to
strengthen the learning achieved.
Evaluation criteria: 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 and how to evaluate?
What will they learn? EVALUATION
SKILLS WITH How will they learn? EVALUATION
RESOURCES
PERFORMANCE LEARNING ACTIVITIES EVALUATION TECHNIQUES
CRITERIA INDICATORS AND
INSTRUMENTS
EFL 4.4.2. Make and use a English Dictionary. I.EFL.4.16.1. Learners • Projects
simple print or digital learning * List the words. Internet can use and make simple presentations
resource to compare and * Write the words in alphabetical order. Digital devices learning resources, both
contrast information in order * Look for the meaning of each one of them using (cell phone, tablet, online and in print, in
order to compare and
to demonstrate understanding the different digital devices. computer)
* Listen and repeat the new words. contrast information.
and command of a topic. Cards Learners can
choose appropriate
resources and critically
evaluate the information in
these resources, according
 to the value, purpose and
audience of each. (I.1, I.3,
I.4, J.2, J.4)
ADAPTED CURRICULUM

Specification of the adaptation to be applied

Specifica
tion of EVALUATION
SKILLS WITH
educatio
CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation
nal need Unit Evaluation
PERFORMANCE techniques and
Indicators
instruments
Students EFL 4.5.11. EXPERIENCE • Student’s Book I.EFL.4.22.1. Learners Techniques
with low Participate in Is she your friend? English can collaborate and Reading
academic creative thinking Got it (started) participate effectively in a • Use the dictionary
performa through REFLECTION • Audio CD variety of student and pictures to
nce for brainstorming, Focus on the photo of the character and asking the • Teacher’s Guide groupings by employing a understand the
different working in groups, questions. • Quiz Time (SB) wide range meaning of new
reasons / games and problem- How many students are there? * Fill the of creative thinking skills words in a text.
REINFO solving tasks by Who are they? liveworksheets. through the completion
RCEME showing the ability Where are they of activities such as
Listening
NT to accept a variety playing games,
CLASSE of ideas and CONCEPTUALIZATION brainstorming and • Pay attention to the
S capitalize on other  Possessive adjectives problem solving. (S.2, S.4, sounds of the words
people’s strengths.  Vocabulary (adjectives) J.1, J.2, J.3, J.4) to understand the
 Be: Simple present (negative) idea of the text
EFL 4.5.9. Engage  Be: Simple present (interrogative and short
in collaborative answers) I.EFL.4.10.1. Learners Speaking
activities through a  Question words. can effectively participate • Use new vocabulary
variety of student in familiar and predictable and expressions in a
groupings to create APLICATION everyday dialogue.
and respond to VOCABULARY conversational exchanges
literature and other Study the following adjectives: interesting, boring, in order to Writing
literary texts. fantastic, terrible, difficult, easy, funny, serious. complete a task, satisfy a • Follow a model to
(Example: small need or handle write a description of
groups, cooperative a simple transaction, using a new student.
learning groups, GRAMMAR a range of repair
literature circles,  Possessive adjectives strategies. (Example:
Instruments for an
process writing Write the correct possessive form. asking for clarification,
groups, etc.) etc.) (I.3, J.3, J.4) oral and written
Complete the sentences with his or her. evaluation
Read and write the correct possessive adjective
EFL 4.2.10. Sustain
a conversational  Be: Simple present (negative) • Oral and Writing
exchange on a Write the negative sentences Evaluation
familiar, everyday  Be: Simple present (interrogative and short • Role Play
subject when answers) • Game
carrying out a Write the questions and answers • Liveworksheets
collaborative/paired  Question words.
learning activity in Write the sentences in the correct order
which there are
specific instructions READING
for a task. • Practice reading page 24 of the text.

LISTENING LISTENING AND SPEAKING LISTENING

Apply learning • Activity on the book . Learners can apply
strategies to • Talk about some activities that you realize. learning strategies to
examine a variety of assess the information
written materials WRITING according to their own
using prior • Write a description of a new student. knowledge through the use
knowledge, context of different criteria,
clues, note taking including ICT tools. (Ref.
and finding words in EFL 4.3.6.) (I.2, I.4, J.4)
a dictionary. (Ref.
EFL 4.3.6.)

SPEAKING SPEAKING
Apply self- Learners can employ a
correcting in range of in-classroom
classroom interactions to
interactions. communicate in familiar
(Example: asking contexts. (Ref. EFL
questions, starting 4.1.5.)(I.3, S.4, J.4)
over, rephrasing,
exploring. (Ref.
EFL 4.1.5.)
READING
READING I.EFL.4.11.1. Learners
E.FL 4.3.1. can understand main ideas
Understand main and some details in short
points in short simple online or print texts
simple texts on on familiar subjects, using
familiar subjects. contextual clues to help
(Example: news identify the most relevant
about sports or information. (Example:
 title, illustrations,
famous people, organization, etc.) (I.2, I.4)
descriptions, etc.)
WRITING
WRITING I.EFL.4.17.1. Learners
EFL 4.4.7. Use the can convey and organize
process of information through the
prewriting, drafting, use of facts and details and
revising, peer by employing various
editing and stages of the writing
proofreading (i.e., process, while using a
―the writing range of digital tools to
process‖) to produce promote and support
well-constructed collaboration, learning and
informational texts productivity. (I.1, I.3, S.4,
J.2, J.4)
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: