SCHOOL’S NAME

MICROCURRICULAR PLAN- UNIT 3

1. INFORMATIVE DATA :
Teachers: Department: Foreign
Grade: 8th EGB Class:
Language
Objectives:

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.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Topic: A O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal
Unit Nº 3 REGULAR DAY. interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning
and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class while
practicing appropriate competences in the four skills.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a
means of communication and written expression of thought.
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles
and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
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.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-
appropriate expressions in order to reach an effective command of spoken language.

2. UNIT PLAN

SPECIFIC AND GENERIC COMPETENCIES EVALUATION CRITERIA

Communication and Cultural Awareness CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
beyond in order to manifest an understanding of the relationship between cultural
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from perspectives and practices and by sharing cross cultural experiences.
Ecuador and international regions and cultures and identify similarities and
differences and universal cultural. CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and cultures as well as the consequences of one’s actions while exhibiting socially
distinctions across cultures and groups (differentiated by gender, ability, generations, responsible behaviors.
etc.) including the students’ own
.
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 self-correcting strategies as
interactions. (Example: asking questions, starting over, rephrasing, exploring well as appropriate nonverbal and oral communication features.
alternative pronunciations or wording, etc.)
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in
online or face-to-face interactions, for personal, social and academic purposes.

CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken
Oral communication
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
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate
knowledge.
priority within the personal and educational domains, provided speech is clearly and
slowly articulated. (Example: daily life, free time, school activities, etc.)
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and
information clearly and in simple terms, using grammatical structures learned in class
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
(although there may be frequent errors), effectively and without undue effort.
background, immediate environment and matters of immediate need in simple terms
Demonstrate an ability to make appropriate use of new words and expressions in social
using grammatical structures learnt in class (although there may be frequent errors
interactions.
with tenses, personal pronouns, prepositions, etc.)

EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the
main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual
presentations) if delivered slowly and visuals provide contextual support. (Example:
an announcement of a bus delay, an intercom announcement at school, a dialogue
supported by facial expressions/gestures and appropriate intonation, etc.)

EFL 4.2.11 Give short, basic descriptions of everyday activities and events within
familiar contexts and use simple descriptive language to compare and make brief
statements about objects and possessions. (Example: family, school, living
conditions, personal belongings, etc.)

EFL 4.2.12 Describe habits, routines, past activities and experiences within the
personal and educational domains.

EFL 4.2.13 Interact with reasonable ease in structured situations and short
conversations within familiar contexts, provided that speech is given clearly, slowly
and directly. (Example: an interview, an information gap activity, etc.)
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
news about sports or famous people, descriptions, etc.) simple texts on familiar subjects, making use of contextual clues to identify relevant
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and information in a text.
layout, etc. to identify and understand relevant information in written level-appropriate
text types.
EFL 4.3.5 Use everyday reference material in order to select information appropriate to
the purpose of an inquiry and relate ideas from one written source to another.
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking and
finding words in a dictionary.
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to
organize and discuss relationships between academic content areas. (Example:
nonfiction books for young adults, the Internet, audio and media presentations, oral
interviews, maps, diagrams, reference books, magazines, etc.)

Writing CE.EFL.4.15. Express information and ideas and describe feelings and opinions in
EFL 4.4.1 Convey information and ideas through simple transactional or expository simple transactional or expository texts on familiar subjects in order to influence an
texts on familiar subjects using ICT tools and conventions and features of English audience, while recognizing that different texts have different features and showing the
appropriate to audience and purpose. ability to use these features appropriately in one’s own 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. 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
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an
range of digital tools to promote and support collaboration, learning and productivity.
audience. (Example: persuade, negotiate, argue, etc.)
EFL 4.4.5 Recognize that various types of writing require different language, formatting
Language through the arts
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual
support.
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal
situations, using appropriate vocabulary and elements of the literature learners have and implied meanings in short, simple, everyday literary texts (online, oral or in print).
read or heard.
EFL 4.5.5 Gain an understanding of literary concepts such as genre, plot, setting, CE.EFL.4.19. Find and identify literary elements and techniques and relate those
character, point of view, theme and other literary elements in order to apply them to elements to the learner’s own experiences and to other works, including one’s peers, in
one’s own creative texts. order to present personal responses and interpretations.
EFL 4.5.7 Locate and identify selected literary elements and techniques in texts and
relate those elements to those in other works and to learners’ own experiences.
(Example: setting, character, plot, theme, point of view, imagery, foreshadowing, climax,
etc.)
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, START DATE:
PERIODS:
Innovation, solidarity etc. FINISH DATE:
 Evaluation: Activities / Techniques /
Methodological Strategies Resources Evaluation Indicators
Instruments
Communication and Cultural Awareness
EXPERIENCE ▪ New Curriculum EFL I.EFL.4.1.1. Learners can compare and ACTIVITIES
for Sublevel EGB contrast oral traditions, myths, folktales and
BRAINSTORM: Actions in a daily routine. literature from Ecuador and other cultures • Talk about people’s routines.
https:// in order to demonstrate an understanding • Describe lifestyles.
Talk about what your daily routine is.
educacion.gob.ec/ of the relationship between cultural
VOCABULARY: Organize the daily activities since you wake wp-content/uploads/ practices and perspectives. Learners can • Makes a small description.
up until you go to bed. Learn common action verbs to express downloads/2016/08/ share crosscultural experiences while • Describes actions happening at the
routines. Complete the crossword Pg. 24. EFL-for-Subnivel- naming universal cultural themes. (I.2, S.1, moment of speaking.
* Playing games that practice classroom language, turn-taking, Superior-of-EGB- S.2, J.1) • Listen and fill the spaces in blanks.
being polite, etc. ok.pdf I.EFL.4.2.1. Learners can name similarities • Mention activities people are doing
* Comparing answers in pairs or small groups about daily and differences between different aspects and clothes they are wearing.
▪ I´T English time! of cultural groups. Learners can • Create a collage of different places,
routine.
Book demonstrate socially responsible behaviors the kinds of weather and clothes they
at school, online, at home and in the wear.
* Working in small groups to review vocabulary about clothes community, and evaluate their actions by • Group work: create a fashion poster
The clothes. What are they wearing? ▪ Audio links ethical, safety and social standards. (J.3, and talk about it.
Watch some videos about daily routine and clothes. S.1, I.1)
https://www.youtube.com/watch?v=kePBvNotYy4 I.EFL.4.3.1. Learners can employ a range
https://www.youtube.com/watch?v=_Y_fNXEu0tA ▪ Student’s book and of self-monitoring and self-correcting
workbook strategies and interpret and use
appropriate verbal and nonverbal
 TECHNIQUES
REFLECTION Oral Communication
* Conducting a role play between two students on a given I.EFL.4.6.1. Learners can grasp the ▪ Concept maps.
topic. Using present simple (Example: talking about routines, ▪ Notebook general meaning of spoken texts set in
familiar everyday contexts and infer ▪ Questionnaires.
finding common free time activities, playing a guessing
changes in the topic of discussion, as well
game, etc.) ▪ Quiz Time (SB) and ▪ Interviews.
as deduce the meanings of unfamiliar
SPEAKING: Answer some questions about the students’ workbook. words and exchanges through the use of
daily routine orally: context clues, provided speech is given ▪ Project Assignment.
1. What time do you get up? slowly and clearly and there is sufficient
2. What time do you go to school? visual support. (I.3, S.1, J.4) ▪ workbook activities.
3. What time do you eat lunch?
I.EFL.4.8.1. Learners can communicate ▪ Audio link activities
4. When do you practice sports?
personal information and basic immediate
5. What do you do on your free time? TECHNIQUES
needs and deal with other practical
6. What are you wearing now? everyday demands in familiar contexts,
effectively and without undue effort and Unit 3 Tests (Student book/ Workbook)
CONCEPTUALIZATION using grammatical structures and
vocabulary seen in class (although there INSTRUMENT
GRAMMAR: Observe a chart about PRESENT SIMPLE may be frequent, basic errors). (I.1, I.2, I.3, Checklist
TENSE and its usage for habits, routines, regular true S.1)
actions. Pg. 23.
Study the affirmative, negative and interrogative form.
Reading Instruments for oral and written
See the rules of the verb added: “s”, “es”, “ies” I.EFL.4.11.1. Learners can understand evaluation
Pg. 24 complete the sentences using Present Simple. main ideas and some details in short ▪ Unit evaluation
simple online or print texts on familiar
* Reading a text and answering information questions. subjects, using contextual clues to help ▪ Vocabulary
* Choosing from a list of words to complete gaps from a identify the most relevant information.
reading. (Example: title, illustrations, organization, ▪ Mind Maps
etc.) (I.2, I.4)
GRAMMAR: Observe the chart of Present Progressive, the
uses and rules. (Verb+ ing) Then complete the sentences ▪ Oral interviews individual/ in pairs
from Pg. 27. ▪ Practical Exams.
-Read some descriptions on Pg. 28 and underline the verbs
in Present Progressive. ▪ Writing Tests
GRAMMAR: Learn sequence words to describe the sequence
of events. (First, then, next, last, finally) Work on pg. 30 and ▪ Unit evaluation
then, complete the short text using Sequence words correctly.
 APPLICATION Writing
READING: Read a text about 2 different routines. Find and I.EFL.4.15.1. Learners can convey
circle all the verbs in Present Simple. Then Answer the information and ideas and describe
questions. feelings and opinions in simple
transactional or expository texts on familiar
WRITING: Write some sentences about your daily routine.
subjects in order to influence an audience,
Pg 26. while recognizing that different texts have
LISTENING: Listen to an audio and fill in the blanks to different features and showing the ability to
complete the sentences. Pg. 29. use these features appropriately in one’s
READING & WRITING: Read about 2 other daily routines own writing. (I.3, I.4, S.3, J.2)
and complete the chart with the right information. Pg. 26.
* Making a text using sequence words to description events. I.EFL.4.17.1. Learners can convey and
organize information through the use of
* Completing the gaps in a sentence using verbs. (Example:
facts and details and by employing various
you ____English. / she _____a car / I____ in Ecuador. stages of the writing process, while using a
* Sequencing sentences by adding words. (Example: I wake range of digital tools to promote and
up. I eat breakfast. → First, I wake up. Then I eat breakfast, support collaboration, learning and
etc.) productivity. (I.1, I.3, S.4, J.2, J.4)
SPEAKING & WRITING: Get in pairs and discuss what they
are wearing. Use Present progressive. Language through the arts
I.EFL.4.18.1. Learners can understand,
predict, infer and deduce literal and implied
* Creating a crossword puzzle in groups about a fashion meanings in short, simple, everyday
week, daily routines, celebrity, etc. literary texts (online, oral or in print),
* Collaborating on a group project about routine. especially when visual support is provided.
*The Workbook should be worked to reinforce the unit in the (I.2, I.3, I.4)
I.EFL.4.19.1. Learners can locate and
class and some other activities with the teacher’s guide for
identify literary elements and techniques in
homework. other works, including one’s own. Learners
*The unit test can be taken at the end as a lesson and scored can give personal responses to and
as a grade. interpret a variety of literary texts, including
those of a peer, referring to details and
*Promote a creative “Project-based learning per unit” Mini features of the text. (Example: text
project to be worked in class according to the topic of the structure, plot, ideas, events, vocabulary,
unit. etc.) (I.3, S.3, J.4)

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

 ELABORATED CHECKED APPROVED
Teachers: Department’s coordinator: Vice principal:

Signature: Signature: Signature:

Date: Date: Date: