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 9 WEEKS
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 4.2 Appreciate and value English as an international language and a medium to interact globally.
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.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral
communication features.
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.
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts 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.
Evaluation criteria 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.4.16. Make use of simple learning resources, including those created by one’s self, in order to compare and contrast information,
and choose appropriate resources according to the value, purpose and audience of each.
What will they learn? How will they learn? RESOURCES What and how to evaluate?
 EVALUATION
SKILLS WITH
EVALUATION
PERFORMANCE LEARNING ACTIVITIES EVALUATION
TECHNIQUES AND
CRITERIA INDICATORS
INSTRUMENTS
EFL 4.1.5 Apply self- EXPERIENCE • Student’s Book I.EFL.4.3.1. Learners can Techniques
correcting and self- Play the CD. Students listen and answer some questions. English employ a range of self- Reading
monitoring strategies in Got it (started) monitoring and self-
• Read the title and
social and classroom REFLECTION • Audio CD correcting strategies and
interactions. (Example: interpret and use appropriate illustrations of a text
Do you like your school? • Teacher’s Guide to predict the topic.
asking questions, starting verbal and nonverbal
over, rephrasing,
• Quiz Time (SB) communication features to
exploring alternative CONCEPTUALIZATION • Photocopiable communicate in familiar Listening
pronunciations or  Simple present tense: Negative, Interrogative and worksheets contexts. (I.3, S.4, J.4) • Use new vocabulary
wording, etc.) short answers. (1)
and expressions in a
 Questions words + Simple present. I.EFL.4.22.1. Learners can
EFL 4.5.11 Participate in collaborate and participate dialogue to enrich it.
 How often ….? + Expressions of frequency. (2)
creative thinking through effectively in a variety of • Pay attention to
 Object pronouns (6)
brainstorming, working student groupings by background sounds to
in groups, games and employing a wide range understand the
problem-solving tasks by APLICATION of creative thinking skills
VOCABULARY context of a
showing the ability to through the completion conversation.
accept a variety of ideas • Brainstorming a list of questions and answers learners can of activities such as playing
and capitalize on other use during small group discussions. games, brainstorming and
people’s strengths. • Surfing the Internet to find information about important problem solving. (S.2, S.4, Speaking
athletes from Ecuador and the world and present it to the J.1, J.2, J.3, J.4) • Encourage a
class using digital tools. partner to take part
in a conversation by
READING LISTENING using appropriate
LISTENING I.EFL.4.6.1. Learners can
• Reading the paragraph about sports and highlighting expressions such as
EFL 4.2.1 Understand grasp the general meaning of
phrases and expressions
interesting spoken texts set in familiar How about you?
related to areas of most facts. everyday contexts and infer
immediate priority • Highlighting key information in a text and crossing out changes in the topic of Writing
within the personal and irrelevant information. discussion, as well as deduce • Use connectors to
educational domains, • Brainstorming about the topic and then reading a text to the meanings of unfamiliar write descriptions of
provided speech is check true and false information. words and exchanges through
clearly and slowly the use of context
your favorite sport.
• Reading a text and answering information questions.
articulated. (Example: clues, provided speech is
daily life, free time, LISTENING AND SPEAKING given slowly and clearly and Instruments for oral
school activities, etc.)• Ask the learners to read a dialogue in pairs. there is sufficient visual and written
support. (I.3, S.1, J.4) evaluation
• Asking learners simple questions about sports.
• Asking classmates to repeat an answer or statement to • Oral and Writing
SPEAKING SPEAKING
Evaluation
EFL 4.2.10. Sustain a clarify an idea if needed. I.EFL.4.10.1. Learners can
conversational exchange • Doing a mingle activity where learners ask and answer effectively participate in
• Oral interviews in
pairs
on a familiar, everyday
subject when carrying
out a collaborative/paired
learning activity in which
there are specific
instructions for a task.
READING
EFL 4.3.1 Understand
main points in short
simple texts on familiar
subjects. (Example: news
about sports or famous
people, descriptions, etc.)
WRITING
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.
NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE: Hominization model. (The humanity evolution)
LEARNING OBJECTIVE: Students will understand the process of evolution of humanity in the time elapsed until the present, through illustration, calculation and
time lines.
survey questions about after-school activities. familiar and predictable • Role Play
everyday conversational • Game
WRITING exchanges in order to • Writing Quiz
• Listening to a celebrity interview and writing more complete a task, satisfy a • Glossary activities.
need or handle a simple
interview questions.
transaction, using a range of
• Writing answers to interview questions. repair strategies. (Example:
• Using question prompts to interview and then write asking for clarification, etc.)
sentences about a classmate, adding pictures to a (I.3, J.3, J.4)
presentation.
READING
I.EFL.4.11.1. Learners can
understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.16.1. Learners can
use and make simple learning
resources, both online and in
print, in order to compare
and contrast information.
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)
INTERDISCIPLINARY LEARNING:
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
EVALUATION
learn?
How will they learn? EVALUATION
SKILLS WITH RESOURCES
LEARNING ACTIVITIES EVALUATION TECHNIQUES
PERFORMANCE
INDICATORS AND
CRITERIA
INSTRUMENTS
EFL 4.4.2. Make and * List the words. English Dictionary. I.EFL.4.16.1. Learners can
use a simple print or * Write the words in alphabetical order. Internet use and make simple
digital learning * Look for the meaning of each one of them using the Digital devices (cell learning resources, both
resource to compare different digital devices. phone, tablet, online and in print, in
and contrast * Listen and repeat the new words. order to compare and
computer)
information in order to contrast information.
demonstrate
Cards Learners can • Projects
understanding and choose appropriate presentations
command of a topic. 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

Specificati
on of EVALUATION
SKILLS WITH
education
CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation
al need PERFORMANCE Unit Evaluation
techniques and
Indicators instruments
Students Apply self-correcting • Student’s Book Learners can employ a Techniques
with low and self-monitoring EXPERIENCE English range of self-correcting Reading
academic strategies in classroom Play the CD. Students listen and say the Got it (started) strategies in classroom • Use context clues to
performanc interactions. (Example: words they understand. • Audio CD interactions. (I.EFL.4.3.1) understand the
e/ asking questions, • Teacher’s Guide (I.3,S.4, J.4) meaning of new
reinforceme starting over, REFLECTION • Quiz Time (SB) words in a text.
nt classes rephrasing, exploring. What sport do you play? * Fill the I.EFL.4.22.1. Learners
(Ref. EFL 4.1.5.) liveworksheets. can collaborate and Listening
CONCEPTUALIZATION participate effectively in a • Listen for specific
EFL 4.5.11 Participate • Simple present tense: Negative, variety of student details.
in creative thinking Interrogative and short answers. groupings by employing a Speaking
through brainstorming, • Questions words + Simple present. wide range • Use new vocabulary
working in groups, • How often ….? + Expressions of of creative thinking skills and expressions in a
games and frequency. through the completion dialogue to enrich it.
problem-solving tasks • Object pronouns. of activities such as
by showing the ability playing games, Writing
to accept a variety of APLICATION brainstorming and problem • Follow a model to
ideas and capitalize on VOCABULARY solving. (S.2, S.4, write a description of
other J.1, J.2, J.3, J.4) your classmate's
people’s strengths. GRAMMAR favorite sport.
• Order the questions and answer them with
LISTENING the information of the last text. LISTENING Instruments for oral
EFL 4.2.1 Understand • Order the Wh questions. I.EFL.4.6.1. Learners can and written
phrases and grasp the general meaning of evaluation
• Choose the correct object pronouns.
spoken texts set in familiar
expressions related to • Complete the correct object pronoun • Oral and Writing
everyday contexts and infer
areas of most • Complete the sentences with the object changes in the topic of
activities
immediate priority pronouns discussion, as well as deduce • Oral interviews in
within the personal and the meanings of unfamiliar pairs
educational domains, READING words and exchanges through • Role Play
provided speech is • Read the paragraph and underline the verbs the use of context • Game
clearly and slowly that you know. clues, provided speech is • Writing Quiz
articulated. given slowly and clearly and • Glossary activities.
• Read the text and correct the sentences.
(Example: daily life, there is sufficient visual
• Read the text and answer the questions. support. (I.3, S.1, J.4)
free time, school
activities, etc.) LISTENING AND SPEAKING SPEAKING
Listen the audio and complete the verbs. I.EFL.4.10.1. Learners can
SPEAKING Complete the chart with the activities that effectively participate in
EFL 4.2.10. Sustain a each character does. familiar and predictable
conversational everyday conversational
exchange on a familiar, WRITING exchanges in order to
everyday subject when • Write the sports that you know. complete a task, satisfy a
carrying out a • List the sports you like. need or handle a simple
collaborative/paired transaction, using a range of
• Write the sports your partner likes. repair strategies. (Example:
learning activity in • Write a paragraph with the last
which there are asking for clarification, etc.)
information. (I.3, J.3, J.4)
specific instructions for
a task.
READING
READING I.EFL.4.11.1. Learners can
EFL 4.3.1 Understand understand main ideas and
main points in short some details in short simple
 simple texts on familiar online or print texts on
subjects. (Example: familiar subjects, using
news contextual clues to help
about sports or famous identify the most relevant
information. (Example: title,
people, descriptions,
illustrations, organization,
etc.) etc.) (I.2, I.4)

WRITING WRITING
EFL 4.4.2. Make and I.EFL.4.16.1. Learners can
use a simple print or use and make simple learning
digital learning resources, both online and in
resource to compare print, in order to compare
and contrast and contrast information.
information in order to Learners can choose
demonstrate appropriate resources and
critically evaluate the
understanding and
information in these
command of a topic. resources, according to the
value, purpose and audience
of each. (I.1, I.3, I.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: