UNIDAD EDUCATIVA

SCHOOL YEAR:
“GUILLERMO ORDÓÑEZ GÓMEZ” 2019-2020

MICROCURRICULAR PLANNING - DIDACTIC UNIT PLAN # 1

1. INFORMATIVE DATA
Teacher: Lic. Humberto Córdova P Subject: English Course: 9th EGB Class: A-B
Book: English A1.1 Area: English as a Foreign Language Unit: 0 Review Partial: 1 From: April 29th Until: June 7th
UNIT’S OBJECTIVES:
Objectives:
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
EVALUATION CRITERIA:
CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions while exhibiting socially
responsible behaviors.

What are Ss going to learn? How are Ss going to learn? What and how to evaluate? ASSESSMENT
SKILLS AND Methodological Strategies Resources Unit’s Performance Indicators Techniques and
PERFORMANCE CRITERIA (Learning Activities) Instruments to assess
Communication and Cultural Communication and Cultural Student’s Book Communication and Cultural Activities
Awareness Awareness English Awareness • Describe yourself and your
EFL 4.1.2 Recognize and • Reading a list of actions people take A1.2 (including I.EFL.4.2.1 Learners can name family members.
demonstrate an appreciation of and discussing their consequences on interactive version) similarities and differences between • Talk about free time
some commonalities and others. • Audio CD different aspects of cultural groups. activities.
distinctions across cultures and Oral Communication: (Listening • Teacher’s Guide Learners can demonstrate socially • Interview your classmates
groups (differentiated by gender, and Speaking) • Photocopiable responsible behaviors at school, about their free time
ability, generations, etc.) • Having learners make a selfie video worksheets (TG) online, at home and in the activities.
including the students’ own. to talk about free time activities. • Quiz Time (SB) community, and evaluate their • Identify specific
Oral Communication: Reading • WhatsApp for actions by ethical, safety and social information in a paragraph.
(Listening and Speaking) • Reading a text and answering communication standards. (J.3, S.1, I.1) Techniques
EFL 4.2.1 Understand phrases information questions. with parents and Oral Communication Reading
and expressions related to areas of Language through the Arts sending audios of I.EFL.4.9.1 Learners can use simple • Read the title and
most immediate priority within • Listening to or reading stories and reading from the language to describe, compare and illustrations of a text to
the personal and educational drawing an important scene. main topics, in state facts about familiar everyday predict the topic.
domains, provided speech is order to practice at topics such as possessions, classroom • Use context clues to
clearly and slowly articulated. home. objects and routines in short, understand the meaning
(Example: daily life, free time, structured situations, interacting with of new words in a text.
school activities, etc.) relative ease. (I.3, I.4, S.4) Listening
Reading I.EFL.4.8.1 Learners can • Listen for specific details.
EFL 4.3.1 Understand main communicate personal Speaking
points in short simple texts on information and basic immediate • Describe the members of
familiar subjects. (Example: news needs and deal with other practical your family to a partner
about sports or famous people, everyday demands in familiar using the given expressions.
descriptions, etc.) contexts, effectively and without Writing
Writing undue effort and using grammatical • Use connectors to write
EFL 4.4.4 Write to describe structures and vocabulary seen in descriptions of your family
feelings/opinions in order to class (although there may be members..
effectively influence an audience. frequent, basic errors). (I.1, I.2, I.3, Instruments for oral and
(Example: persuade, negotiate, S.1) written evaluation
argue, etc.). Reading • Oral and Writing
Language through the arts I.EFL.4.11.1 Learners can Evaluation
EFL 4.5.4 Create personal stories understand main ideas and some • Projects presentations
by adding imaginative details to details in short simple online or print
real-life stories and situations, texts on familiar subjects, using
using appropriate vocabulary and contextual clues to help identify the
elements of the literature learners most relevant information. (I.2, I.4)
have read or heard. Writing
I.EFL.4.15.1 Learners can convey
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. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.18.1 Learners can
understand, predict, infer and deduce
literal and implied meanings in
short, simple, everyday literary texts
(online, oral or in print), especially
when visual support is provided. (I.2,
I.3, I.4)
 SPECIFICATION OF THE ADAPTATION TO BE APPLIED
SPECIFICATION OF
ASSESSMENT
THE EDUCATIVE Skills and Performance
Learning Activities Resources Unit’s Performance Techniques and
NEED Criteria
Indicators Instruments to assess
Teachers who work with It is advisable to use Communication and Activities
students with special mainly visual materials Science / Technology / Student’s Book English Cultural Awareness • Describe yourself and
needs learn how to and music, as well as Arts: Make a collage A1.2 (including I.EFL.4.2.1 Learners can your family members.
identify disabilities in short tasks. In the case of about family members interactive version) name similarities and • Talk about free time
order to design assessment, teachers and share it with the • Audio CD differences between activities. ( Low level )
personalized plans based should only focus on class • Teacher’s Guide different aspects of Read
on assessment results and those skills students have • Photocopiable cultural groups. Learners • Read the title and
empirical data. Thus, developed. Classroom worksheets (TG) can demonstrate socially illustrations of a text to
they should modify the strategies to be • Quiz Time (SB) responsible behaviors at predict the topic.
objectives and indicators implemented include: school, online, at home Listening
in accordance with those listing objectives and and in the community, • Listen for specific
results, and adapt the goals per lesson; and evaluate their actions details.
corresponding activities. differentiating instruction by ethical, safety and • Pay attention to
by tiers or learning styles social standards. (J.3, S.1, background sounds to
/ multiple intelligences; I.1) understand the context of
presenting information in a conversation…
multiple formats; using Only the students show
review games to make and do the activity that
learning fun. they can reach.

GENERAL COMMENTS
There is a student with special need , however she tries to work at the same condition that others ones. We are going to consider different kind of evaluation.

DONE BY (Teacher): REVISED BY (English Coord.): REVISED BY (Pedag. Commit.): APPROVED BY (Vice-principal):
Lic. Humberto Córdova Panchana Lic. Lourdes Reyes Bermeo Ing. Mónica Zambrano Chiquito MGs. Manuel Palma Borbor
Signature: Signature: Signature: Signature:

Date: 10/June/2019