UNIDAD EDUCATIVA FISCAL MARIA MERCEDES CLEOFE SILVA CARRION SCHOOL YEAR: 2020-2021

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Lcdo.Efrain Yagual Area: English as a Foreign Grade/Course: 10th year of Class: A
Language Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific  Talk about some inventors
Unit Title: Breakthroughs in science Objectives: and their inventions.
and technology  Give accounts of past events.
 Ask for and give information
about the past.
 Use time expressions when
giving accounts of past
achievements.

Periods 18 periods, 6 class periods per lesson April 22th to June 7th 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 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face- CE.EFL.4.4. Demonstrate the ability to ask for and give
to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language and
interaction styles in a variety of social interactions.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background,
immediate environment and matters of immediate need in simple terms using grammatical CE.EFL.4.8. Production – Accuracy and Intelligibility:
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, Communicate needs and information clearly and in simple
prepositions, etc.) terms, using grammatical structures learned in class
EFL 4.2.14 Ask and answer straightforward follow-up questions within familiar contexts, such as (although there may be frequent errors), effectively and
school and family life, provided there are opportunities to ask for clarification, reformulation or without undue effort. Demonstrate an ability to make
repetition of key points. appropriate use of new words and expressions in social
interactions.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to organize exchanges by asking and answering follow-up questions,
and discuss relationships between academic content areas. (Example: nonfiction books for young provided there are opportunities to use repair strategies (e.g.
adults, the Internet, audio and media presentations, oral interviews, maps, diagrams, reference asking for clarification) and sustain conversational exchanges
books, magazines, etc.) in pairs to complete a task, satisfy a need or handle a simple
transaction.
WRITING
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.4.12. Use a range of reference materials and sources,
both online and in print, in order to support ideas, answer
LANGUAGE THROUGH THE ARTS inquiries, find relationships and relate ideas between
different subject areas.
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 other WRITING
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.

LANGUAGE THROUGH THE ARTS

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.

METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS ACTIVITIES, TECHNIQUES AND

 STRATEGIES INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
AWARENESS Students’ book AWARENESS
Flashcards Work with a classmate and number
(April 13th to April 17th) Audio CD I.EFL.4.4.1. Learners can demonstrate an ability to the inventions in chronological order.
give and ask for information and assistance using Then listen and check.
Playing games that practice level-appropriate language and interaction styles in Listen to a lecture and complete a
classroom language, turn-taking, online or face-to-face social and classroom chart.
being polite, etc. interactions. (J.2, J.3, J.4, I.3) Ask and answer wh-questions about
Comparing answers in pairs or small inventors and their inventions.
groups. Listen to the dialog and fill in the
ORAL COMMUNICATION
Participating in short dialogues and blanks.
role plays to practice target Work in pairs. One student selects an
I.EFL.4.8.1. Learners can communicate personal
language. (Example: thanking inventor and the other guesses
information and basic immediate needs and deal
others, apologizing, asking for help, his/her name by asking yes/no
with other practical everyday demands in familiar
greeting authorities, etc.) questions.
contexts, effectively and without undue effort and
Complete the encyclopedia entry with
using grammatical structures and vocabulary seen in
ORAL COMMUNICATION the verbs in the simple past tense
class (although there may be frequent, basic errors).
form.
(I.1, I.2, I.3, S.1)
Identifying specific details regarding Read the statements about inventors
I.EFL.4.10.1. Learners can effectively participate in
people, places, times and reasons. and inventions and correct them in
familiar and predictable everyday conversational
Using background knowledge to aid affirmative or negative form.
exchanges in order to complete a task, satisfy a need
comprehension. Read the text quickly and match the
or handle a simple transaction, using a range of
Exploring visual aids before inventions with the paragraphs they
repair strategies. (Example: asking for clarification,
listening with the purpose of belong to.
etc.) (I.3, J.3, J.4)
activating previous knowledge. Label the encyclopedia entry.
Giving a presentation about an Write an encyclopedia entry about
inventor or invention. one of the inventions or inventors
Planning what to say and rehearsing presented in the unit.
after collecting relevant information Read the expressions and their
about the topic of a presentation. meanings. Listen to a radio program
Asking and answering questions and match them.
about people and their Complete the conversation by using
achievements. READING the idioms studied in this lesson.
Using idioms to talk about everyday Think of school-related experiences
topics. where you can use the idioms studied
Using wh-questions to obtain extra I.EFL.4.12.1. Learners can employ a range of in this lesson.
details in dialogs. reference materials and sources, both online and in
- May 6th to May 10th print, in order to support ideas, answer inquiries, TECHNIQUES
Project Stage 1 find relationships and relate ideas between different
subject areas. (I.1, I.2, J.2) Observation
WRITING Interview
WRITING Self and pair-evaluation
Writing an encyclopedia entry.
Narrating and connecting ideas I.EFL.4.17.1. Learners can convey and organize INSTRUMENTS
chronologically when describing information through the use of facts and details and
important events. by employing various stages of the writing process, Anecdotal Records
- Project Stage 2 while using a range of digital tools to promote and Checklists
- May 13th to May 17th support collaboration, learning and productivity. (I.1, Rubrics
I.3, S.4, J.2, J.4) Questionnaire
READING
LANGUAGE THROUGH THE ARTS
Locating main ideas and relevant
details in a text. I.EFL.4.22.1. Learners can collaborate and
Predicting the content of a reading participate effectively in a variety of student
by taking a look at vocabulary first. groupings by employing a wide range of creative
Answering information questions. thinking skills through the completion of activities
Recognizing the structure of an such as playing games, brainstorming and problem
encyclopedia entry. solving. (S.2, S.4, J.1, J.2, J.3, J.4)

- Project Stage 3
- May 20th to May 23th

LANGUAGE THROUGH THE ARTS

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.)
Teaching a story, grammar point,
vocabulary word or topic to a group
of peers.

May 27th to May 31st

Glossary Activities
Checking Notebook
Review Unit
Lesson
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.

Technological and scientific breakthroughs

TRANSVERSAL AXES:
Inventors and inventions
Intercultural awareness, tolerance, respect,
CLIL COMPONENTS Facebook
multiculturalism, responsibility,
Household inventions
solidarity, etc.
Accidental inventions
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Lcdo. Efraín Yagual Coordinator: Lcdo. Efraín Yagual Viceprincipal:
Signature: Signature: Signature:

UNIDAD EDUCATIVA FISCAL

MARIA MERCEDS CLEOFE SILVA CARRION SCHOOL YEAR: 2020-2021
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcdo. Efrain Yagual Area: English as a Foreign Grade/Course: 10th year Class: A
Language of Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Narrate personal
Unit Title: Travel and adventure experiences.
 Describe places.

Periods 18 periods, 6 class periods per lesson June10th to July26th 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 4.1.5 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 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying CE.EFL.4.10. Interaction – Interpersonal: Participate
out a collaborative/paired learning activity in which there are specific instructions for a task.
effectively in familiar and predictable conversational
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations exchanges by asking and answering follow-up questions,
within familiar contexts, provided that speech is given clearly, slowly and directly. (Example:
provided there are opportunities to use repair strategies
an interview, an information gap activity, etc.) (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.4.9. Production – Fluency: Use simple language to
READING describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials in structured situations and short conversations.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a Interaction is with reasonable ease, provided speech is
dictionary. given clearly, slowly and directly.

WRITING READING

EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse CE.EFL.4.13. Apply learning strategies such as using prior
patterns and structures in writing. (Example: cause and effect, problem and solution, general- knowledge and graphic organizers to interpret new
to-specific presentation, etc.) information in a text, and assess this information according
to the organization, subject area and purpose of the text,
LANGUAGE THROUGH THE ARTS using different criteria, including ICT tools.
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and WRITING
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.4.17. Show an ability to convey and organize
situations, using appropriate vocabulary and elements of the literature learners have read or information through the use of facts and details and by
heard. employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.18. Use main ideas in order to understand, predict,
infer and deduce literal and implied meanings in short, simple,
everyday literary texts (online, oral or in print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures, using a
range of digital tools, writing styles, appropriate vocabulary and
other literary concepts.
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- Complete the brochures with the
Participating in short role plays using a Audio CD monitoring and self-correcting strategies and interpret corresponding words. Use the pictures
range of verbal and nonverbal and use appropriate verbal and nonverbal as clues.
communication. communication features to communicate in familiar Listen and select the picture that best
Rating one’s self after a speaking contexts. (I.3, S.4, J.4) matches the conversation.
activity, according to a set rubric. Complete the phone call between.
Practicing a specific self-correcting ORAL COMMUNICATION Peter and grandma about his family
strategy during a pair work activity. vacation.
Demonstrating desirable behaviors I.EFL.4.10.1. Learners can effectively participate in Label the pictures. Use the word bank.
during class, group and pair familiar and predictable everyday conversational Then listen to Antonio’s narration and
discussions. exchanges in order to complete a task, satisfy a need or number the events chronologically.
handle a simple transaction, using a range of repair Summarize Antonio’s narration. Use
ORAL COMMUNICATION strategies. (Example: asking for clarification, etc.) (I.3,
sequence connectors.
J.3, J.4) Talk to a partner about a mishap. Use
Catching the gist of a recorded text by I.EFL.4.9.1. Learners can use simple language to sequence connectors, the past tense
associating it to a corresponding describe, compare and state facts about familiar and time conjunctions.
graph. everyday topics such as possessions, classroom objects Locale the places in the pictures.
Following a text transcript to identify and routines in short, structured situations, interacting Read the text and identify the meaning
specific words in a recording. with relative ease. (I.3, I.4, S.4) of the words in red.
Understanding the meaning of a Answer the questions about the
number of expressions present in a sequence of events in the story.
recorded text based on the context in Use synonyms to complete a summary
which they appear. of a reading in a few ideas.
Identifying the chronological order of Look at the following pictures of a
a number of events accounted for in a travel mishap. Fill in the blanks to
recorded text, by paying attention to READING complete it. Then follow to model to
connectors of sequence and time write, in your own words, a personal
conjunctions. I.EFL.4.13.1. Learners can apply learning strategies such narration.
Identifying details in a narrative by as using prior knowledge and graphic organizers to
answering wh-questions. interpret new information in a text. Learners can assess TECHNIQUES
Giving an account of a vacation this information according to the organization, subject
experience in form of a personal area and purpose of the text, through the use of Observation
narrative. different criteria, including ICT tools. (I.2, I.4, J.4) Interview
Asking and answering questions about Self and pair-evaluation
people’s vacation activities. WRITING
Using idiomatic expressions to talk INSTRUMENTS
about travelling experiences. I.EFL.4.17.1. Learners can convey and organize
information through the use of facts and details and by Anecdotal Records
READING employing various stages of the writing process, while Checklists
using a range of digital tools to promote and support Rubrics
Using vocabulary knowledge to aid collaboration, learning and productivity. (I.1, I.3, S.4, Questionnaire
reading comprehension. J.2, J.4)
Using words with similar meanings to
summarize information from a LANGUAGE THROUGH THE ARTS
reading.
Answering wh-questions to help with I.EFL.4.18.1. Learners can understand, predict, infer
comprehension of details in a text. and deduce literal and implied meanings in short,
Identifying the main elements of a simple, everyday literary texts (online, oral or in print),
narrative: beginning, middle and end. especially when visual support is provided. (I.2, I.3, I.4)
I.EFL.4.20.1. Learners can create short, original literary
texts in different genres, including those that reflect
Ecuadorian cultures, using a range of digital tools,
writing styles, appropriate vocabulary and other
literary concepts. (I.1, I.3)
WRITING I.EFL.4.22.1. Learners can collaborate and participate
Mapping the events of a narrative into effectively in a variety of student groupings by
a story map. employing a wide range of creative thinking skills
Writing a personal narrative in his/her through the completion of activities such as playing
own words by following a model. games, brainstorming and problem solving. (S.2, S.4,
LANGUAGE THROUGH THE ARTS J.1, J.2, J.3, J.4)
Listening to or reading stories and
drawing an important scene.
Underlining main ideas in a text.
Sharing learners’ stories in pairs or
small groups and choosing to
represent some through a role play.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Struggling learners Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
CLIL COMPONENTS Holiday Activities and places TRANSVERSAL AXES: Responsability, respect, solidarity
Extreme Vacations
 Anecdotes and unfortunate happenings
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Lcdo. Efraín Yagual Coordinator: Lcdo Efrain Yagual Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA FISCAL MARIA MERCEDES CLEOFE SILVA CARREON SCHOOL YEAR: 2020-2021
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcdo. Efrain Yagual Area: English as a Foreign Grade/Course: 10th year of Class: A
Language Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about hobbies and leisure
Unit Title: Hobbies, leisure and activities
entertainment.  Express agreement or
disagreement about
controversial topics.
 Talk about rules, express advice
and emphatic opinions.
 Determine main ideas,
supporting information and
examples in a reading.
Periods 18 periods, 6 class periods per lesson July 29th to Sept 13th 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 4.1.9 CE.EFL.4.2. Recognize and demonstrate an appreciation of

Recognize the consequences of one’s actions by demonstrating responsible decision-making at school, commonalities between cultures as well as the consequences of
online, at home and in the community, while considering ethical standards, safety concerns, social one’s actions while exhibiting socially responsible behaviors.
norms and mutual respect.

ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively
EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a simple in familiar and predictable conversational exchanges by asking
transaction. and answering follow-up questions, provided there are
opportunities to use repair strategies (e.g. asking for
READING clarification) and sustain conversational 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 READING
famous people, descriptions, etc.)
EFL 4.3.2 CE.EFL.4.11. Demonstrate comprehension of main ideas and
Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to identify and some details in short simple texts on familiar subjects, making
understand relevant information in written level-appropriate text types. use of contextual clues to identify relevant information in a text.

WRITING WRITING

EFL 4.4.4 CE.EFL.4.15. Express information and ideas and describe feelings
Write to describe feelings/opinions in order to effectively influence an audience. (Example: persuade, and opinions in simple transactional or expository texts on
negotiate, argue, etc.) familiar subjects in order to influence an audience, while
recognizing that different texts have different features and
LANGUAGE THROUGH THE ARTS showing the ability to use these features appropriately in one’s
own writing.
EFL 4.5.1
Make use of main points in literary texts (authentic and semi-authentic, oral and written) to LANGUAGE THROUGH THE ARTS
understand short simple everyday stories, especially if there is visual support.
EFL 4.5.4 CE.EFL.4.18. Use main ideas in order to understand, predict,
Create personal stories by adding imaginative details to real-life stories and situations, using infer and deduce literal and implied meanings in short, simple,
appropriate vocabulary and elements of the literature learners have read or heard. everyday literary texts (online, oral or in print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures, using a
range of digital tools, writing styles, appropriate vocabulary and
other literary concepts.
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.4.2.1. Learners can name similarities and Label the pictures about hobbies then
Simulating desirable social behaviors Audio CD differences between different aspects of cultural complete the conversations.
through role play activities. groups. Learners can demonstrate socially responsible Listen to a radio talk show about the
Choosing pictures that demonstrate behaviors at school, online, at home and in the do’s and don’ts of some hobbies and
responsibility and identifying why community, and evaluate their actions by ethical, safety complete the information
each is desirable and what and social standards. (J.3, S.1, I.1) Complete the list of Do and Don’ts to
consequences the irresponsible attend concerts.
actions would have. ORAL COMMUNICATION Have a conversation with a partner
about the do’s and don’ts of a hobby.
ORAL COMMUNICATION I.EFL.4.10.1. Learners can effectively participate in Mike’s father is telling him about his
familiar and predictable everyday conversational new leisure activity. Read and listen to
Listening for specific information exchanges in order to complete a task, satisfy a need or the dialog. Then complete the grammar
Following a text transcript to identify handle a simple transaction, using a range of repair chart.
specific words in a recording. strategies. (Example: asking for clarification, etc.) (I.3, Match the situations on the left with
Transferring information from a J.3, J.4) their corresponding comments on the
passage into a chart right.
Following speakers turn-taking in READING Fill in the gaps with the verb forms have
conversations to, must or should.
Asking and answering questions about I.EFL.4.11.1. Learners can understand main ideas and Talk to your partner about some of
people’s hobbies and leisure activities some details in short simple online or print texts on these hobbies: photography, cooking,
Using idiomatic expressions to talk familiar subjects, using contextual clues to help identify hiking, videogames and reading.
about free time activities the most relevant information. (Example: title, Answer some questions before you
Giving a presentation about a hobby illustrations, organization, etc.) (I.2, I.4) read.
or favorite pastime Read the definitions and find in the text
WRITING the bold words that you consider
READING matches each one. Then go to the
I.EFL.4.15.1. Learners can convey information and ideas dictionary to confirm your answers.
Using vocabulary knowledge to aid and describe feelings and opinions in simple Read and listen
reading comprehension transactional or expository texts on familiar subjects in Look back at the reading and find some
Determining main ideas and order to influence an audience, while recognizing that supporting ideas or examples
supporting information such as different texts have different features and showing the associated with the given main ideas.
examples ability to use these features appropriately in one’s own The reading contains some words and
Using the dictionary to find meanings writing. (I.3, I.4, S.3, J.2) phrases the writer uses to support his
of new words ideas. Take an example from the
Identifying discourse markers that LANGUAGE THROUGH THE ARTS reading that matches the connecting
establish the relationship among ideas ideas given.
in paragraphs. I.EFL.4.18.1. Learners can understand, predict, infer Read the people’s profiles. Select one
and deduce literal and implied meanings in short, of them and write a piece of advice for
WRITING simple, everyday literary texts (online, oral or in print), a hobby.
especially when visual support is provided. (I.2, I.3, I.4) Match the ads with the hobbies
Writing a suggestion for a hobby, I.EFL.4.20.1. Learners can create short, original literary Match the idioms on the left with their
based on a student’s profile texts in different genres, including those that reflect definitions on the right
Ecuadorian cultures, using a range of digital tools, Look at the pictures and make a
LANGUAGE THROUGH THE ARTS writing styles, appropriate vocabulary and other dialogue for each place using the
literary concepts. (I.1, I.3) idioms in this lesson
Listening to or reading stories and
drawing an important scene.
Producing short, creative texts using TECHNIQUES
digital storytelling. Observation
Doing free writing on a topic Interview
suggested by another learner Self and pair-evaluation
INSTRUMENTS
Anecdotal Records
Checklists
Rubrics
Questionnaire
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
 Hobbies and entertainment
Leisure activities
CLIL COMPONENTS TRANSVERSAL AXES: Solidarity, respect, responsability
Commitment in leisure activities
Feeling alive
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Lcdo. Efrain Yagual Coordinator: Lcdo. Efrain Yagual Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2020-2021
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcdo. Efrain Yagual Area: English as a Foreign Grade/Course 10th year of Class: A
Language Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about landmarks and
Unit Title: The world is the limit compare them.
 Make comparisons in terms of
superiority
 Write profiles
 Have an informal dialog making
comparisons
 Listen for specific details
Periods 18 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 AWARENES COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible decision-making CE.EFL.4.2. Recognize and demonstrate an appreciation of
at school, online, at home and in the community, while considering ethical standards, safety concerns, commonalities between cultures as well as the consequences of
social norms and mutual respect. one’s actions while exhibiting socially responsible behaviors.

ORAL COMMUNICATION
ORAL COMMUNICATION
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 CE.EFL.4.9. Production – Fluency: Use simple language to
possessions. (Example: family, school, living conditions, personal belongings, etc.) describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines in
READING structured situations and short conversations. Interaction is with
reasonable ease, provided speech is given clearly, slowly and
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using prior directly.
knowledge, graphic organizers, context clues, note taking and finding words in a dictionary.
READING
WRITING
CE.EFL.4.13. Apply learning strategies such as using prior
EFL 4.4.5 Recognize that various types of writing require different language, formatting and special knowledge and graphic organizers to interpret new information
vocabulary. (Example: a recipe, a letter, etc.) in a text, and assess this information according to the
organization, subject area and purpose of the text, using
LANGUAGE THROUGH THE ARTS different criteria, including ICT tools.

EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations, using WRITING
appropriate vocabulary and elements of the literature learners have read or heard.
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.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.20. Create short, original literary texts in different

genres, including those that reflect Ecuadorian cultures, using a
range of digital tools, writing styles, appropriate vocabulary and
other literary concepts.

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.4.2.1. Learners can name similarities and Put the words (countries) in their
Completing and illustrating Audio CD differences between different aspects of cultural corresponding category.
statements about socially responsible groups. Learners can demonstrate socially responsible Complete the facts
behaviors. (Example: One thing I do to behaviors at school, online, at home and in the Make sentences comparing landmarks.
help the environment is…, I can help community, and evaluate their actions by ethical, safety Make your own informal dialog
people in my neighborhood when I…) and social standards. (J.3, S.1, I.1) Think of two places. Talk to your
Reading a list of actions people take partner about them.
and evaluating and discussing the ORAL COMMUNICATION Locate some countries on the map
consequences on others (including on Listen to some record announcements.
the environment). I.EFL.4.9.1. Learners can use simple language to Write the country for each one of the
Simulating desirable social behaviors describe, compare and state facts about familiar records you hear.
through role play activities. everyday topics such as possessions, classroom objects Listen and complete the sentences
and routines in short, structured situations, interacting about the different countries.
ORAL COMMUNICATION with relative ease. (I.3, I.4, S.4) Unscramble the sentences about
different countries.
Identifying specific details that READING Read the text about the Guinness book
describe places, landmarks and of world records and summarize each
countries around the world. I.EFL.4.13.1. Learners can apply learning strategies such paragraph.
Understanding the development of a as using prior knowledge and graphic organizers to Answer the following questions based
conversation based on turn-taking interpret new information in a text. Learners can assess on the information in the text.
exchanges. this information according to the organization, subject Complete this paragraph about the
Transferring information to complete area and purpose of the text, through the use of “Guinness book of records. Use the true
charts or specific texts. different criteria, including ICT tools. (I.2, I.4, J.4) cognates in Spanish as a guide to fill in
Asking and answering questions about the blanks with the corresponding word
places, landmarks and people. WRITING in English.
Creating dialogs based on language Use the letter on the left to write a
prompts. I.EFL.4.15.1. Learners can convey information and ideas similar petition for a record with your
Using idiomatic expressions to talk and describe feelings and opinions in simple own idea.
about everyday topics. transactional or expository texts on familiar subjects in
Asking and answering questions about order to influence an audience, while recognizing that TECHNIQUES
general knowledge topics. different texts have different features and showing the
Recombining language elements to ability to use these features appropriately in one’s own Observation
create new ideas and dialogs. writing. (I.3, I.4, S.3, J.2) Interview
Self and pair-evaluation
READING LANGUAGE THROUGH THE ARTS
INSTRUMENTS
Categorizing words based on specific I.EFL.4.20.1. Learners can create short, original literary
criteria. texts in different genres, including those that reflect Anecdotal Records
Identifying cognates as a vocabulary Ecuadorian cultures, using a range of digital tools, Checklists
aid in reading comprehension. writing styles, appropriate vocabulary and other Rubrics
Using graphic organizers to summarize literary concepts. (I.1, I.3) Questionnaire
key information from a reading
passage.
Answering information questions to
establish the content of a reading.
Summarizing the contents of a
paragraph.

WRITING

Writing a profile of a celebrity from

the sports world.

LANGUAGE THROUGH THE ARTS

Sharing learners’ stories in pairs or

small groups and choosing to
represent some through a role play.
Doing free writing on a topic
suggested by another learner.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
 Amazing Facts around the world
Some countries and their records
CLIL COMPONENTS TRANSVERSAL AXES: Solidarity, respect, responsability
The Guinness world records
Success
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Lcdo. Efrain Yagual Coordinator: Lcdo. Efrain Yagual Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA FISCAL MARIA MERCEDES CLEOFE SILVA CARRION SCHOOL YEAR: 2020-2021
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcdo. Efrain Yagual Area: English as a Foreign Grade/ 10th year of Class: A
Language Course: Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about occupations and
Unit Title: Jobs and Occupations professions.
 Make predictions regarding
career choices.
 Read graphs and tables to
help your reading
comprehension.
 Write a career prospect.
Periods 18 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 4.1.8 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.4.7. Listening for Information: Follow and identify
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main some main ideas and details in short and straightforward
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if spoken or audio texts set in familiar contexts, when
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus delivered slowly and with visuals to provide contextual
delay, an intercom announcement at school, a dialogue supported by facial support. Use spoken contributions in class as models for
expressions/gestures and appropriate intonation, etc.) one’s own speech.
 CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.5 Understand most changes in the topic of discussion if people speak slowly. the main idea in spoken texts set in familiar everyday
EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a contexts, provided speech is clear and articulate, and
simple transaction. deduce the meanings of unfamiliar words and phrases
using context clues and/or prior knowledge.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges by asking and answering follow-up questions,
about sports or famous people, descriptions, etc.) provided there are opportunities to use repair strategies
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and (e.g. asking for clarification) and sustain conversational
classroom resources in order to strengthen literacy skills and strategies. exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.) 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 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in CE.EFL.4.14. Display an ability to interact and engage with
print) according to pre-established criteria. a wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen
literacy skills and promote acquisition.

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.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.21. Use pre-established criteria, including that

which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
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.4.4.1. Learners can demonstrate an ability to Number the following jobs. Give 1
Playing games that practice Audio CD give and ask for information and assistance using to the strangest and 4 to the most
classroom language, turn-taking, level-appropriate language and interaction styles common.
being polite, etc. in online or face-to-face social and classroom Listen to the conversations and tick
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) what each person does.
small groups Match each advertisement with the
Participating in short dialogues and ORAL COMMUNICATION corresponding occupation.
role plays to practice target Find 8 occupations in the word
language. I.EFL.4.7.1. Learners can identify the main idea and search.
some details in short straightforward spoken audio Read the following job descriptions
ORAL COMMUNICATION texts set in familiar contexts when the message is and write the title of the
delivered slowly and there is other contextual professional required. Create dialogs
Listening for specific information support. (Example: rules for a game, classroom based on your preferences.
such as words, numbers or instructions, a dialogue in a scene from a cartoon Ask three classmates about the
particular details. or movie, etc.) Learners can use other classmate’s career they find interesting to
Following conversations and contributions in class as models for their own. (I.2, follow.
provides providing specific I.3, S.4) Look at the pictures and write the
information that complete dialogs. I.EFL.4.6.1. Learners can grasp the general plans these people have. Look at the
Giving information about people’s meaning of spoken texts set in familiar everyday information in the chart. Make
jobs or occupations. contexts and infer changes in the topic of affirmative, negative and
Describing jobs and occupations. discussion, as well as deduce the meanings of interrogative sentences for each
Using idiomatic expressions to talk unfamiliar words and exchanges through the use person.
about everyday topics. of context clues, provided speech is given slowly Decide if the sentences express
Asking and answering questions and clearly and there is sufficient visual support. predictions or future plans.
about career choices and (I.3, S.1, J.4) Match the careers on the left with
occupations. I.EFL.4.10.1. Learners can effectively participate in the job family on the right.
Using formulaic expressions to familiar and predictable everyday conversational Listen to the reading. Use the
keep the flow of a conversation. exchanges in order to complete a task, satisfy a information in the paragraphs to
need or handle a simple transaction, using a range complete some graphs.
READING of repair strategies. (Example: asking for Select the answer that best matches
clarification, etc.) (I.3, J.3, J.4) the reading passage.
Predicting the content of a reading Read the career orientation test and
by working on word association READING write a career prospect for Jonathan
activities beforehand. based on his test results.
Paying attention to words and/or I.EFL.4.11.1. Learners can understand main ideas
expressions that facilitate the and some details in short simple online or print TECHNIQUES
reading of facts, numbers and texts on familiar subjects, using contextual clues to
statistic in texts. help identify the most relevant information. Observation
Being able to use synonyms to (Example: title, illustrations, organization, etc.) (I.2, Interview
facilitate reading comprehension. I.4) Self and pair-evaluation
Reading graphs and tables to aid I.EFL.4.14.1. Learners can interact and engage with
his or her reading comprehension a wide range of ICT and classroom resources and INSTRUMENTS
processes. texts by selecting and evaluating them in order to
strengthen literacy skills and promote acquisition. Anecdotal Records
(I.2, I.4, S.3, J.2, J.3) Checklists
Rubrics
Questionnaire

WRITING WRITING
Writing a career prospect I.EFL.4.15.1. Learners can convey information and
ideas and describe feelings and opinions in simple
LANGUAGE THROUGH THE ARTS transactional or expository texts on familiar
subjects in order to influence an audience, while
Using a rubric to evaluate a class recognizing that different texts have different
project. features and showing the ability to use these
Evaluating and assessing the features appropriately in one’s own writing. (I.3,
effectiveness of group work by I.4, S.3, J.2)
answering a set of questions.
(Example: Who always LANGUAGE THROUGH THE ARTS
participates? Who gets the things
the group needs? Who asks good I.EFL.4.21.1. Learners can evaluate and
questions?, etc.) recommend literary texts (both written and oral,
Discussing rules and norms for a online, in video or in print) according to pre-
group project before the project established criteria. Learners can work in
begins. (Example: Don’t interrupt collaborative groups to write their own criteria for
others, Do your work on time, evaluating literary texts and the effectiveness of
Don’t make negative remarks, etc.) group work. (I.4, S.3, S.4, J.3)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
CLIL COMPONENTS Unusual Occupations TRANSVERSAL AXES: Solidarity, respect, responsability
Career Choices
The job market
 Creative Thinking
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Lcdo. Efrain Yagual Coordinator: Lcdo. Efrain Yagual Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA FISCAL MARIA MERCEDES CLEOFE SILVA CARRION SCHOOL YEAR: 2020-2021
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcdo. Efrain Yagual Area: English as a Foreign Grade/ 10th year of Class: A
Language Course: Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about achievements
Unit Title: Lifetime Achievements  Describe people’s personal
characteristics and abilities.
 Use reference words to aid
reading comprehension and
achieve cohesion in writing.
Periods 18 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 4.1.6 Seek and provide information and assistance, orally or in writing and in online or CE.EFL.4.4. Demonstrate the ability to ask for and give
face-to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language and
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by interaction styles in a variety of social interactions.
establishing and maintaining healthy and rewarding online and face-to-face relationships CE.EFL.4.5. Display an appreciation of and demonstrate
based on communication and cooperation. respect for individual and group differences by establishing
and maintaining healthy and rewarding relationships based
ORAL COMMUNICATION on communication and cooperation.

EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main ORAL COMMUNICATION
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 CE.EFL.4.7. Listening for Information: Follow and identify
delay, an intercom announcement at school, a dialogue supported by facial some main ideas and details in short and straightforward
expressions/gestures and appropriate intonation, etc.) spoken or audio texts set in familiar contexts, when
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations delivered slowly and with visuals to provide contextual
within familiar contexts, provided that speech is given clearly, slowly and directly. (Example: support. Use spoken contributions in class as models for
an interview, an information gap activity, etc.) one’s own speech.
CE.EFL.4.9. Production – Fluency: Use simple language to
READING describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials in structured situations and short conversations.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a Interaction is with reasonable ease, provided speech is
dictionary. given clearly, slowly and directly.
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and materials in
order to promote acquisition and develop an appreciation of the language. READING

WRITING CE.EFL.4.13. Apply learning strategies such as using prior

knowledge and graphic organizers to interpret new
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. information in a text, and assess this information according
(Example: persuade, negotiate, argue, etc.) to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS CE.EFL.4.14. Display an ability to interact and engage with
a wide range of ICT and classroom resources and texts by
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in selecting and evaluating them in order to strengthen
print) according to pre-established criteria. literacy skills and promote acquisition.

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.
 LANGUAGE THROUGH THE ARTS

CE.EFL.4.21. Use pre-established criteria, including that

which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
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.4.4.1. Learners can demonstrate an ability to Listen to the descriptions of people’s
Comparing answers in pairs or Audio CD give and ask for information and assistance using lives and achievements and write
small groups. level-appropriate language and interaction styles their names.
Participating in short dialogues and in online or face-to-face social and classroom Listen to the description again and
role plays to practice target interactions. (J.2, J.3, J.4, I.3) complete the chart.
language. (Example: thanking I.EFL.4.5.1. Learners can appreciate and show Follow the model to create dialogs
others, apologizing, asking for respect for individual and group differences by about your personality,
help, greeting authorities, etc.) establishing and maintaining healthy and abilities/talents and achievements.
Collaborating on a group project. rewarding online and face-to-face interactions. Look at the events in Selena’s life
Completing group work in a fair Learners can communicate and cooperate in a and decide if they occurred at a
and honest manner and accepting respectful, empathetic manner. (J.3, S.1, S.4) specific time in the past or if they
the group’s decisions. establish a relationship between the
Sharing ideas freely and without ORAL COMMUNICATION past and the present
jealousy. Read the text Lifelong Learners and
Making positive remarks to other I.EFL.4.7.1. Learners can identify the main idea and write the name of the
learners in class. some details in short straightforward spoken audio corresponding person in each
texts set in familiar contexts when the message is paragraph.
delivered slowly and there is other contextual Read the statements about the
support. (Example: rules for a game, classroom personalities in the readings. Write
instructions, a dialogue in a scene from a cartoon their names in front of each one of
ORAL COMMUNICATION or movie, etc.) Learners can use other classmate’s the statements.
 contributions in class as models for their own. (I.2, Use reference words to link
Listening for specific information I.3, S.4) information in a reading.
such as names, verb forms or I.EFL.4.9.1. Learners can use simple language to Complete the paragraph about
particular details. describe, compare and state facts about familiar another personality who is alive.
Following conversations and everyday topics such as possessions, classroom Use the appropriate reference word
providing specific information to objects and routines in short, structured to complete the ideas in the text.
complete charts. situations, interacting with relative ease. (I.3, I.4, Listen and read a conversation
Describing talents and abilities for S.4) about successful teens.
particular jobs or occupations. Match the idiom on the left with the
Using idioms to talk about life READING definition on the right
achievements.
Asking and answering questions I.EFL.4.13.1. Learners can apply learning strategies TECHNIQUES
about career choices and such as using prior knowledge and graphic
occupations. organizers to interpret new information in a text. Observation
Using formulaic expressions to Learners can assess this information according to Interview
keep the flow of a conversation. the organization, subject area and purpose of the Self and pair-evaluation
text, through the use of different criteria, including
READING ICT tools. (I.2, I.4, J.4) INSTRUMENTS
I.EFL.4.14.1. Learners can interact and engage with
Predicting the content of a reading a wide range of ICT and classroom resources and Anecdotal Records
by working on knowledge texts by selecting and evaluating them in order to Checklists
activation activities. strengthen literacy skills and promote acquisition. Rubrics
Understanding the subject being (I.2, I.4, S.3, J.2, J.3) Questionnaire
talked about in a reading by
combining previous knowledge WRITING
with the information in the reading
passage. I.EFL.4.15.1. Learners can convey information and
Using reference words to keep ideas and describe feelings and opinions in simple
track of ideas in a reading. transactional or expository texts on familiar
Inferring information from facts subjects in order to influence an audience, while
presented in a reading passage. recognizing that different texts have different
 features and showing the ability to use these
WRITING features appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)
Writing a short composition about
the achievements of a famous LANGUAGE THROUGH THE ARTS
person.
I.EFL.4.21.1. Learners can evaluate and
LANGUAGE THROUGH THE ARTS recommend literary texts (both written and oral,
online, in video or in print) according to pre-
Using a rubric as a model to write established criteria. Learners can work in
one’s own rubric. collaborative groups to write their own criteria for
Evaluating and assessing the evaluating literary texts and the effectiveness of
effectiveness of group work by group work. (I.4, S.3, S.4, J.3)
answering a set of questions.
Assigning roles for a group project.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.

Inspiring young people

A life of achievements
CLIL COMPONENTS TRANSVERSAL AXES: Solidarity, respect, responsability
Inspirational lifelong learners
Success stories
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Lcdo.Efrain Yagual Coordinator: Lcdo. Efrain Yagual Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date: