Plan Destrezas Ingles Basica

COLEGIO DE BACHILLERATO MACARA SCHOOL YEAR: 2018-2019
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Juliana Mendoza Sedamanos Area: English as a Foreign Grade/Course: 8th , 9th ,10th Class: A-B
Language year of
Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Introduce themselves and
Unit Title: People Around Us others.
 Greet formally and
informally.
 Ask and answer personal
information questions.
Periods 12 periods, 6 class periods per lesson Starting Week: 6 weeks
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and CE.EFL.4.2. Recognize and demonstrate an appreciation of
distinctions across cultures and groups (differentiated by gender, ability, generations, commonalities between cultures as well as the
etc.) including the students’ own. consequences of one’s actions while exhibiting socially
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for responsible behaviors.
formal and informal social or academic situations in order to communicate specific CE.EFL.4.4. Demonstrate the ability to ask for and give
intentions in online and face-to-face interactions. (Example: thanking, making information and assistance using appropriate language and
promises, apologizing, asking permission, chatting with friends, answering in class, interaction styles in a variety of social interactions.
greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.10. Interaction – Interpersonal: Participate
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when effectively in familiar and predictable conversational
carrying out a collaborative/paired learning activity in which there are specific exchanges by asking and answering follow-up questions,
instructions for a task. provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
READING exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
EFL 4.3.1 Understand main points in short simple texts on familiar subjects.
(Example: news about sports or famous people, descriptions, etc.) READING
WRITING CE.EFL.4.11. Demonstrate comprehension of main ideas and

some details in short simple texts on familiar subjects,
EFL 4.4.1 Convey information and ideas through simple transactional or expository making use of contextual clues to identify relevant
texts on familiar subjects. information in a text.
WRITING
CE.EFL.4.15. Express information and ideas and describe

feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.
METHODOLOGICAL ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
COMMUNICATION AND Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
CULTURAL AWARENESS notebook AWARENESS Listen and read
Complete the sentences. Then
Participating in short dialogues I.EFL.4.4.1. Learners can demonstrate an ability introduce yourself to your
and role plays to practice target to give and ask for information and assistance classmates
language. (Example: thanking using level-appropriate language and
others, greeting authorities, etc.) interaction styles in online or face-to-face social write the names of the people
and classroom interactions.
ORAL COMMUNICATION ORAL COMMUNICATION Read the student card.
Complete sentences. Use definite
Listening to a dialogue and I.EFL.4.10.1. Learners can effectively participate and indefinite article.
completing a chart with key in familiar and predictable everyday
information. (Example: Name, conversational exchanges in order to complete a Match the words with the pictures
country, nationality, language, task, satisfy a need or handle a simple Using numbers a student read and
etc.) transaction, using a range of repair strategies. write her date of birth.
Working in pairs to complete an (Example: asking for clarification, etc.)
information gap activity. TECHNIQUES
Giving learners language READING
prompts to use during Observation
pair/group work. I.EFL.4.11.1. Learners can understand main Interview
ideas and some details in short simple online or Self and pair-evaluation
READING print texts on familiar subjects, using contextual
clues to help identify the most relevant INSTRUMENTS
Reading a text and answering information. (Example: title, illustrations,
information questions. organization, etc.) Anecdotal Records
Predicting main ideas by reading Checklists
the title and using other WRITING Rubrics
contextual clues (e.g., Questionnaire
illustrations, subheadings, etc.) I.EFL.4.15.1. Learners can convey information
and ideas and describe feelings and opinions in
WRITING simple transactional or expository texts on
familiar subjects.
Listening a description interview
and writing three more interview
questions.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Specification of the adapted material to be applied
Use pictures and cards to connect meaning.
Have learners create their personal information
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
CLIL COMPONENTS Countries and Nationalities TRANSVERSAL AXES:
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Juliana Mendoza Sedamanos Coordinator: Willan Bailon Correa Viceprincipal: Lic. Galo Loó pez
Signature: Signature: Signature:
Date: 05/11/20018 Date: 05/11/20018 Date: 05/11/20018

Hasta aqui
UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
Teacher: Area: English as a Foreign Grade/Course 8th year of Class: A
Language : Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Describe people physical
Unit Title: People I love appearance
 Ask and answer questions
about physical description
2. UNIT PLAN
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring and
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative self-correcting strategies as well as appropriate nonverbal
pronunciations or wording, etc.) and oral communication features.
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority CE.EFL.4.6. Listening for Meaning: Understand and follow
within the personal and educational domains, provided speech is clearly and slowly the main idea in spoken texts set in familiar everyday
articulated. (Example: daily life, free time, school activities, etc.) contexts, provided speech is clear and articulate, and
EFL 4.2.6 Use other students’ contributions in class as models for their own. deduce the meanings of unfamiliar words and phrases
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying using context clues and/or prior knowledge.
out a collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
READING spoken or audio texts set in familiar contexts, when
delivered slowly and with visuals to provide contextual
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news support. Use spoken contributions in class as models for
about sports or famous people, descriptions, etc.) one’s own speech.
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, CE.EFL.4.10. Interaction – Interpersonal: Participate
etc. to identify and understand relevant information in written level-appropriate text types. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
WRITING provided there are opportunities to use repair strategies
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on exchanges in pairs to complete a task, satisfy a need or
familiar subjects using ICT tools and conventions and features of English appropriate to handle a simple transaction.
audience and purpose.
READING
LANGUAGE THROUGH THE ARTS
CE.EFL.4.11. Demonstrate comprehension of main ideas
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and some details in short simple texts on familiar subjects,
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on making use of contextual clues to identify relevant
other people’s strengths. information in a text.
WRITING

while recognizing that different texts have different
features and showing the ability to use these features
appropriately in one’s own writing.
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.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Use the box of letters to complete
Participating in short role plays Audio CD monitoring and self-correcting strategies and the adjectives used to describe each
using a range of verbal and interpret and use appropriate verbal and family member.
nonverbal communication. nonverbal communication features to Using the adjectives complete a
Practicing a specific self-correcting communicate in familiar contexts. (I.3, S.4, J.4) conversation about family members.
strategy during a pair work activity. Read information about three
ORAL COMMUNICATION people. Organize the questions and
answer them.
I.EFL.4.6.1. Learners can grasp the general Complete the sentences with the
ORAL COMMUNICATION meaning of spoken texts set in familiar everyday correct color (body parts)
contexts and infer changes in the topic of Listen to a girl describing three
Listening to a simple, discussion, as well as deduce the meanings of women. Write the name in the
straightforward story and unfamiliar words and exchanges through the use corresponding box.
correcting false statements. of context clues, provided speech is given slowly Look at the picture and complete
Listening to another learner’s and clearly and there is sufficient visual support. the descriptions using the word
answers in class and responding (I.3, S.1, J.4) bank.
appropriately. (Example: giving I.EFL.4.7.1. Learners can identify the main idea and Work with a partner. Choose a
praise, correcting an error, asking a some details in short straightforward spoken audio person from the picture. Guess your
follow-up question, etc.) texts set in familiar contexts when the message is partner’s person by asking
Listening to a dialogue and delivered slowly and there is other contextual questions.
completing a chart with key support. (Example: rules for a game, classroom Look at the family groups and write
information. instructions, a dialogue in a scene from a cartoon the members for each family. Then
Working in pairs to complete an or movie, etc.) Learners can use other classmate’s listen and check.
information gap activity. contributions in class as models for their own. (I.2, Read a short text and underline the
Giving learners language prompts I.3, S.4) body parts in blue and the adjectives
to use during pair/group work. I.EFL.4.10.1. Learners can effectively participate in in red.
familiar and predictable everyday conversational Draw and describe a member of
READING exchanges in order to complete a task, satisfy a your family.
need or handle a simple transaction, using a range Draw a line to match the expressions
Reading a text and answering of repair strategies. (Example: asking for with the correct part of the face.
information questions. clarification, etc.) (I.3, J.3, J.4) Match the expressions with the
Predicting main ideas by reading correct meaning.
the title and using other contextual READING Project: A family scrapbook:
clues (e.g., illustrations, Students create a family scrapbook
subheadings, etc.) I.EFL.4.11.1. Learners can understand main ideas with pictures and descriptions of
Reading a paragraph about a and some details in short simple online or print their family members.
familiar content area subject and texts on familiar subjects, using contextual clues to
then correcting incorrect help identify the most relevant information. TECHNIQUES
sentences. (Example: title, illustrations, organization, etc.) (I.2,
I.4) Observation
WRITING Interview
WRITING Self and pair-evaluation
Writing a short text following
prompts. I.EFL.4.15.1. Learners can convey information and INSTRUMENTS
Looking at a picture and writing a ideas and describe feelings and opinions in simple
description of what you see transactional or expository texts on familiar Anecdotal Records
subjects in order to influence an audience, while Checklists
LANGUAGE THROUGH THE ARTS recognizing that different texts have different Rubrics
features and showing the ability to use these Questionnaire
Brainstorming a list of questions features appropriately in one’s own writing. (I.3,
and responses learners can use I.4, S.3, J.2)
during small group discussions
about literary texts. (Example: LANGUAGE THROUGH THE ARTS
Who is your favorite character?
Why? Which story do you like I.EFL.4.22.1. Learners can collaborate and
better, A or B?, etc.) participate effectively in a variety of student
Brainstorming ideas for a writing groupings by employing a wide range of creative
project in small groups, using a thinking skills through the completion of activities
graphic organizer. such as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
Social Studies: Family Members
CLIL COMPONENTS Science: Physical Appearance TRANSVERSAL AXES:
Parts of the Body
Teacher: Coordinator: Viceprincipal:
Date: Date: Date:

Language : Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Ask and answer questions
Unit Title: Leisure Activities about schedules.
 Ask for and give dates.
 Ask for and give the time.
2. UNIT PLAN
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador CE.EFL.4.1. Compare and contrast oral traditions and
and international regions and cultures and identify similarities and differences and universal literature from Ecuador and beyond in order to manifest an
cultural themes. understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural
ORAL COMMUNICATION experiences.
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority ORAL COMMUNICATION
within the personal and educational domains, provided speech is clearly and slowly
articulated. (Example: daily life, free time, school activities, etc.) CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.6 Use other students’ contributions in class as models for their own. the main idea in spoken texts set in familiar everyday
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying contexts, provided speech is clear and articulate, and
out a collaborative/paired learning activity in which there are specific instructions for a task. deduce the meanings of unfamiliar words and phrases
using context clues and/or prior knowledge.
READING CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. spoken or audio texts set in familiar contexts, when
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, delivered slowly and with visuals to provide contextual
etc. to identify and understand relevant information in written level-appropriate text types. support. Use spoken contributions in class as models for
one’s own speech.
WRITING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on exchanges by asking and answering follow-up questions,
familiar subjects using ICT tools and conventions and features of English appropriate to provided there are opportunities to use repair strategies
audience and purpose. (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
LANGUAGE THROUGH THE ARTS handle a simple transaction.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games READING
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on
other people’s strengths. 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.
WRITING

INSTRUMENTS
Flashcards I.EFL.4.1.1. Learners can compare and contrast oral Listen to the soundtracks and
Reflecting on differences between Audio CD traditions, myths, folktales and literature from enumerate the posters.
people from other countries and Ecuador and other cultures in order to Practice the time. Answer the
regions. demonstrate an understanding of the relationship questions.
Reading a story about another between cultural practices and perspectives. Look at the schedule and write the
culture and responding to the main Learners can share cross-cultural experiences questions and answers.
ideas with a short opinion. while naming universal cultural themes. (I.2, S.1, Listen to a radio program and
Recognizing names, dates, time, S.2, J.1) complete the chart by writing the
activities, and places where people genre of the movie, the day and the
celebrate cultural events by using ORAL COMMUNICATION hour.
images and key words. Write the months in the
Asking and answering questions I.EFL.4.6.1. Learners can grasp the general corresponding place.
about types of movies, cultural meaning of spoken texts set in familiar everyday Organize the conversation from 1 to
events, and famous festivals. contexts and infer changes in the topic of 3
discussion, as well as deduce the meanings of Look at the flyers. Then complete
ORAL COMMUNICATION unfamiliar words and exchanges through the use the sentences with the correct
of context clues, provided speech is given slowly preposition of time.
Distinguishing true, false and non- and clearly and there is sufficient visual support. Use the flyer from the previous
mentioned information. (I.3, S.1, J.4) exercise to ask a partner about the
Associating words with sounds to I.EFL.4.7.1. Learners can identify the main idea and events.
remember vocabulary. some details in short straightforward spoken audio Look at a list of festivals, and check
Focusing on specific information: texts set in familiar contexts when the message is the ones you are familiar with.
genre, day and hour. delivered slowly and there is other contextual Read a magazine article and write
Asking and answering questions support. (Example: rules for a game, classroom the name of the festival under the
about schedules. instructions, a dialogue in a scene from a cartoon correct picture.
Asking for and giving dates and the or movie, etc.) Learners can use other classmate’s Think of a festival in your country
time. contributions in class as models for their own. (I.2, and make a mind map.
Listening to a simple, I.3, S.4) Complete a paragraph about a
straightforward story and I.EFL.4.10.1. Learners can effectively participate in festival in your country using a mind
correcting false statements. familiar and predictable everyday conversational map.
Listening to another learner’s exchanges in order to complete a task, satisfy a Listen and complete the
answers in class and responding need or handle a simple transaction, using a range conversations with the expressions
appropriately. (Example: giving of repair strategies. (Example: asking for in the word bank.
praise, correcting an error, asking a clarification, etc.) (I.3, J.3, J.4) Read the sentences. Replace the
follow-up question, etc.) ideas in blue with the expressions in
Listening to a dialogue and READING the word bank.
completing a chart with key Project: Advertising a cultural event:
information. I.EFL.4.11.1. Learners can understand main ideas Students will create a flyer to
Working in pairs to complete an and some details in short simple online or print advertise and promote an art
information gap activity. texts on familiar subjects, using contextual clues to festival in their city.
Giving learners language prompts help identify the most relevant information.
to use during pair/group work. (Example: title, illustrations, organization, etc.) (I.2, TECHNIQUES
I.4)
READING Observation
WRITING Interview
Using images and key words to Self and pair-evaluation
remember what you read in the I.EFL.4.15.1. Learners can convey information and
new language. ideas and describe feelings and opinions in simple INSTRUMENTS
Reading a text and answering transactional or expository texts on familiar
information questions. subjects in order to influence an audience, while Anecdotal Records
Predicting main ideas by reading recognizing that different texts have different Checklists
the title and using other contextual features and showing the ability to use these Rubrics
clues (e.g., illustrations, features appropriately in one’s own writing. (I.3, Questionnaire
subheadings, etc.) I.4, S.3, J.2)
Reading a paragraph about a
familiar content area subject and LANGUAGE THROUGH THE ARTS
then correcting incorrect
sentences. I.EFL.4.22.1. Learners can collaborate and
WRITING participate effectively in a variety of student
groupings by employing a wide range of creative
Using mind maps to organize thinking skills through the completion of activities
information before you write such as playing games, brainstorming and problem
Writing a short text following solving. (S.2, S.4, J.1, J.2, J.3, J.4)
prompts.
Brainstorming a list of questions

and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
Arts: Types of movies

CLIL COMPONENTS Cultural Events TRANSVERSAL AXES:
Famous Festivals
Date: Date: Date:

Language : Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Express what people are
Unit Title: Street Life doing at the moment of
speaking.
 Describe what people are
wearing.
2. UNIT PLAN
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online information and assistance using appropriate language and
and face-to-face interactions. (Example: thanking, making promises, apologizing, asking interaction styles in a variety of social interactions.
permission, chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying using context clues and/or prior knowledge.
out a collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
READING exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news (e.g. asking for clarification) and sustain conversational
about sports or famous people, descriptions, etc.) exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on
familiar subjects using ICT tools and conventions and features of English appropriate to CE.EFL.4.11. Demonstrate comprehension of main ideas
audience and purpose. and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant
LANGUAGE THROUGH THE ARTS information in a text.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games WRITING
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on
other people’s strengths. CE.EFL.4.15. Express information and ideas and describe

INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Listen, read and identify the
Playing games that practice Audio CD give and ask for information and assistance using characters in the picture.
classroom language, turn-taking, level-appropriate language and interaction styles Complete the e-mail with the
being polite, etc. in online or face-to-face social and classroom present progressive tense.
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) Listen to the sounds and identify the
small groups. action.
Participating in short dialogues and ORAL COMMUNICATION Listen and practice the vocabulary
role plays to practice target words related to clothing. Classify
language. I.EFL.4.6.1. Learners can grasp the general the words into singular or plural.
meaning of spoken texts set in familiar everyday Look at the pictures and complete
ORAL COMMUNICATION contexts and infer changes in the topic of the description.
discussion, as well as deduce the meanings of Complete the descriptions with the
Creating mental images to identify unfamiliar words and exchanges through the use correct demonstrative pronouns.
activities. of context clues, provided speech is given slowly Classify the words in the word bank
Describing activities people are and clearly and there is sufficient visual support. according to the seasons.
doing, clothes they are wearing, (I.3, S.1, J.4) Read and match the texts with the
and what the weather is like in a I.EFL.4.10.1. Learners can effectively participate in corresponding pictures.
familiar neighborhood or famous familiar and predictable everyday conversational Complete a paragraph about your
place. exchanges in order to complete a task, satisfy a neighborhood.
Listening to a simple, need or handle a simple transaction, using a range Match the expressions in bold with
straightforward story and of repair strategies. (Example: asking for the corresponding picture.
correcting false statements. clarification, etc.) (I.3, J.3, J.4) Listen and complete with the
Listening to a dialogue and expressions studied in this lesson.
completing a chart with key READING Answer the survey and compare
information. with a partner.
Working in pairs to complete an I.EFL.4.11.1. Learners can understand main ideas Project: Collage: Students make a
information gap activity. and some details in short simple online or print collage about your neighborhood to
Giving learners language prompts texts on familiar subjects, using contextual clues to describe activities and clothes.
to use during pair/group work. help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, TECHNIQUES
READING I.4)
Observation
Using images and the context to WRITING Interview
deduce the meaning of idioms and Self and pair-evaluation
colloquial expressions. I.EFL.4.15.1. Learners can convey information and
Reading a text and answering ideas and describe feelings and opinions in simple INSTRUMENTS
information questions. transactional or expository texts on familiar
Predicting main ideas by reading subjects in order to influence an audience, while Anecdotal Records
the title and using other contextual recognizing that different texts have different Checklists
clues. features and showing the ability to use these Rubrics
features appropriately in one’s own writing. (I.3, Questionnaire
WRITING I.4, S.3, J.2)
Writing short descriptions LANGUAGE THROUGH THE ARTS

including activities people are
doing, clothes they are wearing, I.EFL.4.22.1. Learners can collaborate and
and the weather in a familiar participate effectively in a variety of student
neighborhood or famous place. groupings by employing a wide range of creative
Using “so” to write about the thinking skills through the completion of activities
result or consequence of an such as playing games, brainstorming and problem
actions solving. (S.2, S.4, J.1, J.2, J.3, J.4)

graphic organizer.
Street Life
CLIL COMPONENTS Clothes TRANSVERSAL AXES:
Famous Neighborhoods
Date: Date: Date:

Language : Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Identify places in the city.
Unit Title: Amazing places  Ask for and give information
about location.
 Give and follow instructions
to get to a place.
2. UNIT PLAN
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main using context clues and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if CE.EFL.4.7. Listening for Information: Follow and identify
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying support. Use spoken contributions in class as models for
out a collaborative/paired learning activity in which there are specific instructions for a task. one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal: Participate
READING effectively in familiar and predictable conversational
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news provided there are opportunities to use repair strategies
about sports or famous people, descriptions, etc.) (e.g. asking for clarification) and sustain conversational
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, exchanges in pairs to complete a task, satisfy a need or
etc. to identify and understand relevant information in written level-appropriate text types. handle a simple transaction.
WRITING READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on CE.EFL.4.11. Demonstrate comprehension of main ideas
familiar subjects using ICT tools and conventions and features of English appropriate to and some details in short simple texts on familiar subjects,
audience and purpose. making use of contextual clues to identify relevant
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., information in a text.
“the writing process”) to produce well-constructed informational texts.
WRITING

LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games while recognizing that different texts have different
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on features and showing the ability to use these features
other people’s strengths. appropriately in one’s own writing.
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.

INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Look at the map and write the
Playing games that practice Audio CD give and ask for information and assistance using correct preposition of place.
classroom language, turn-taking, level-appropriate language and interaction styles Use the map on page 62 to ask
being polite, etc. in online or face-to-face social and classroom about the location of some places.
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) Match the profession with the
small groups. corresponding place.
Participating in short dialogues and ORAL COMMUNICATION Listen to the conversation and circle
role plays to practice target the directions you hear.
language. I.EFL.4.6.1. Learners can grasp the general Based on the map of page 64 fill in
meaning of spoken texts set in familiar everyday the blanks with the correct
ORAL COMMUNICATION contexts and infer changes in the topic of directions.
discussion, as well as deduce the meanings of Listen to two conversations, draw
Using visual clues and context to unfamiliar words and exchanges through the use the directions, and circle the final
recognized prepositions of place of context clues, provided speech is given slowly destination.
while listening. and clearly and there is sufficient visual support. Match the signs with the correct
Giving and following instructions to (I.3, S.1, J.4) place on the map.
get to a place by using city maps I.EFL.4.7.1. Learners can identify the main idea and Check the information that you
Asking for and giving information some details in short straightforward spoken audio know about Dubai. Listen and
about the location of places in the texts set in familiar contexts when the message is confirm.
city. delivered slowly and there is other contextual Read the text and put the heading
Using idioms in informal support. (Example: rules for a game, classroom into the correct paragraph.
conversations to describe tourist instructions, a dialogue in a scene from a cartoon Paste a picture of your city and
places. or movie, etc.) Learners can use other classmate’s describe the places. Use but.
Describing a tourist place including contributions in class as models for their own. (I.2, Read the test and circle the correct
the weather, buildings and the I.3, S.4) answer.
transportation system. I.EFL.4.10.1. Learners can effectively participate in Read the second part of the test and
Listening to a simple, familiar and predictable everyday conversational circle the corresponding meaning of
straightforward story and exchanges in order to complete a task, satisfy a the expression in red.
correcting false statements. need or handle a simple transaction, using a range Project: Tourist brochure: Students
Listening to a dialogue and of repair strategies. (Example: asking for make a brochure about a touristic
completing a chart with key clarification, etc.) (I.3, J.3, J.4) city in their country.
information.
Working in pairs to complete an READING TECHNIQUES
information gap activity.
Giving learners language prompts I.EFL.4.11.1. Learners can understand main ideas Observation
to use during pair/group work. and some details in short simple online or print Interview
texts on familiar subjects, using contextual clues to Self and pair-evaluation
READING help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, INSTRUMENTS
Recognizing details about the I.4)
weather, buildings/architecture Anecdotal Records
and the transport system in tourist WRITING Checklists
places. Rubrics
Relating headings to paragraphs I.EFL.4.15.1. Learners can convey information and Questionnaire
dealing with tourist places. ideas and describe feelings and opinions in simple
Using prior Knowledge to associate transactional or expository texts on familiar
professions and places. subjects in order to influence an audience, while
Using images and the context to recognizing that different texts have different
deduce the meaning of idioms and features and showing the ability to use these
colloquial expressions. features appropriately in one’s own writing. (I.3,
Predicting main ideas by reading I.4, S.3, J.2)
the title and using other contextual I.EFL.4.17.1. Learners can convey and organize
clues. 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
WRITING productivity. (I.1, I.3, S.4, J.2, J.4)
Using but to contrast ideas LANGUAGE THROUGH THE ARTS

Writing short descriptions of a
tourist place including the weather, I.EFL.4.22.1. Learners can collaborate and
buildings and the transportation participate effectively in a variety of student
system. groupings by employing a wide range of creative
thinking skills through the completion of activities
LANGUAGE THROUGH THE ARTS such as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
graphic organizer.
Places in a city
CLIL COMPONENTS Tourist Places TRANSVERSAL AXES:
City Maps
Date: Date: Date:
Language : Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Talk about routines and
Unit Title: Daily Routines lifestyles.
2. UNIT PLAN
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main using context clues and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if CE.EFL.4.7. Listening for Information: Follow and identify
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying support. Use spoken contributions in class as models for
out a collaborative/paired learning activity in which there are specific instructions for a task. one’s own speech.
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal and CE.EFL.4.10. Interaction – Interpersonal: Participate
educational domains. effectively in familiar and predictable conversational
READING provided there are opportunities to use repair strategies
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges in pairs to complete a task, satisfy a need or
about sports or famous people, descriptions, etc.) handle a simple transaction.
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, CE.EFL.4.9. Production – Fluency: Use simple language to
etc. to identify and understand relevant information in written level-appropriate text types. describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
WRITING in structured situations and short conversations.
Interaction is with reasonable ease, provided speech is
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on given clearly, slowly and directly.
familiar subjects using ICT tools and conventions and features of English appropriate to
audience and purpose. READING
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e.,
“the writing process”) to produce well-constructed informational texts. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
LANGUAGE THROUGH THE ARTS making use of contextual clues to identify relevant
information in a text.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on WRITING
other people’s strengths.
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.


INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Match the routine activities with the
Playing games that practice Audio CD give and ask for information and assistance using pictures.
classroom language, turn-taking, level-appropriate language and interaction styles Read the text about routines and
being polite, etc. in online or face-to-face social and classroom unscramble the words in
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) parentheses. Then listen and check
small groups. Read the sentences about routines
Participating in short dialogues and ORAL COMMUNICATION and circle the option that applies to
role plays to practice target you.
language. I.EFL.4.6.1. Learners can grasp the general Match the verbs with their
meaning of spoken texts set in familiar everyday complements
ORAL COMMUNICATION contexts and infer changes in the topic of Use the verbs in parentheses to
discussion, as well as deduce the meanings of complete the texts about Will Smith
Listening attentively to confirm unfamiliar words and exchanges through the use and Jaden Smith.
people’s activities. of context clues, provided speech is given slowly Organize the questions and answer
Listening and classifying verbs and clearly and there is sufficient visual support. them. Then ask a partner.
according to the final sounds. (I.3, S.1, J.4) Match the faces with the
Using context to recognize idioms I.EFL.4.7.1. Learners can identify the main idea and corresponding personality adjective.
or colloquial expressions. some details in short straightforward spoken audio Read and organize the text from 1 to
Asking for and giving information texts set in familiar contexts when the message is 5.
about people’s regular or common delivered slowly and there is other contextual Read the article again and answer
activities. support. (Example: rules for a game, classroom the following questions.
Using idioms in informal instructions, a dialogue in a scene from a cartoon Go back to the text and complete
conversations to describe people’s or movie, etc.) Learners can use other classmate’s the sentences with the connectors
routines on weekends. contributions in class as models for their own. (I.2, in red.
Asking for and giving information I.3, S.4) Write your routine and use
about people’s daily routines, I.EFL.4.10.1. Learners can effectively participate in connectors of sequence to organize
lifestyles, and regular or common familiar and predictable everyday conversational ideas.
activities. exchanges in order to complete a task, satisfy a Project: Interview: Students
Listening to a simple, need or handle a simple transaction, using a range interview a person to talk about
straightforward story and of repair strategies. (Example: asking for his/her lifestyle.
correcting false statements. clarification, etc.) (I.3, J.3, J.4)
Listening to a dialogue and I.EFL.4.9.1. Learners can use simple language to TECHNIQUES
completing a chart with key describe, compare and state facts about familiar
information. everyday topics such as possessions, classroom Observation
Working in pairs to complete an objects and routines in short, structured Interview
information gap activity. situations, interacting with relative ease. (I.3, I.4, Self and pair-evaluation
Giving learners language prompts S.4)
to use during pair/group work. INSTRUMENTS
READING Anecdotal Records
READING Checklists
I.EFL.4.11.1. Learners can understand main ideas Rubrics
Using context clues and connectors and some details in short simple online or print Questionnaire
of sequence to organize a text. texts on familiar subjects, using contextual clues to
Recognize specific information in help identify the most relevant information.
texts dealing with people’s (Example: title, illustrations, organization, etc.) (I.2,
personality, routines and regular or I.4)
common activities.
Using images and the context to
deduce the meaning of idioms and WRITING
colloquial expressions.
Predicting main ideas by reading I.EFL.4.15.1. Learners can convey information and
the title and using other contextual ideas and describe feelings and opinions in simple
clues. transactional or expository texts on familiar
subjects in order to influence an audience, while
WRITING recognizing that different texts have different
features and showing the ability to use these
Writing affirmative, negative and features appropriately in one’s own writing. (I.3,
interrogative statements about I.4, S.3, J.2)
peoples’ daily routines. I.EFL.4.17.1. Learners can convey and organize
Writing his/her daily routine and information through the use of facts and details
using connectors of sequence to and by employing various stages of the writing
organize ideas. process, while using a range of digital tools to
promote and support collaboration, learning and
LANGUAGE THROUGH THE ARTS productivity. (I.1, I.3, S.4, J.2, J.4)
Brainstorming ideas for a writing LANGUAGE THROUGH THE ARTS

graphic organizer. I.EFL.4.22.1. Learners can collaborate and
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. (S.2, S.4, J.1, J.2, J.3, J.4)
Routines
CLIL COMPONENTS Lifestyles TRANSVERSAL AXES:
Famous People
Date: Date: Date:

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COLEGIO DE BACHILLERATO MACARA SCHOOL YEAR: 2018-2019

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

WRITING CE.EFL.4.11. Demonstrate comprehension of main ideas and

CE.EFL.4.15. Express information and ideas and describe

Date: 05/11/20018 Date: 05/11/20018 Date: 05/11/20018

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

ORAL COMMUNICATION ORAL COMMUNICATION

CE.EFL.4.15. Express information and ideas and describe

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to

Date: Date: Date:

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to

LANGUAGE THROUGH THE ARTS

Brainstorming a list of questions

Arts: Types of movies

Date: Date: Date:

LANGUAGE THROUGH THE ARTS

Writing short descriptions LANGUAGE THROUGH THE ARTS

Brainstorming ideas for a writing

Date: Date: Date:

CE.EFL.4.15. Express information and ideas and describe

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to

Using but to contrast ideas LANGUAGE THROUGH THE ARTS

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and to

ACTIVITIES, TECHNIQUES AND

Brainstorming ideas for a writing LANGUAGE THROUGH THE ARTS

Date: Date: Date:

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