SCHOOL YEAR 2022-2023

MICROCURRICULAR PLANNING/DIDACTIC UNIT

TEACHER'S NAME Lcda. Mariuxi Ureña DATE

“A”, “B”, “C”, “D” &
AREA English GRADE Eighth PARALLEL
“E”
ASIGNATURA English TIME SEMANAS
Didactic unit UNIT 1

O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
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.
Unit Objective O.EFL 4.7 Use spoken and written literary texts 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.
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.

Evaluation criteria 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 perspectives and practices and by sharing cross cultural experiences.
CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.
CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and
answering follow-up questions, provided there are opportunities to use repair strategies and sustain conversational exchanges in pairs to
complete a
task, satisfy a need or handle a simple transaction.
CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of
 contextual clues to identify relevant information in a text.
CE.EFL.4.15 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.
What and how to evaluate?
What will they learn?
EVALUATION
SKILLS WITH How will they learn?
RESOURCES EVALUATION
PERFORMANCE LEARNING ACTIVITIES EVALUATION
CRITERIA TECHNIQUES AND
INDICATORS
INSTRUMENTS
EFL 4.1.2. Recognize EXPERIENCE • Student’s I.EFL.4.4.1 Learners can Techniques
and demonstrate an Can you share your personal information with us? Book English demonstrate an ability Reading
appreciation of some Got it (started) to give and ask for • Scan a text to find
commonalities and REFLECTION • Audio CD information and its topic sentence.
distinctions across Ask student to name a few countries in English. Use the map on • Teacher’s assistance using level-
cultures and groups page 12 or draw a map on the board and ask students to point and Guide appropriate language and Listening
including the name the countries on the map. • Quiz Time interaction • Listen for specific
students’ own. (SB) styles in online or face-to-
information in an
CONCEPTUALIZATION face social and
interview.
LISTENING AND  Countries and nationalities. classroom interactions.
SPEAKING  Subject pronouns. (J.2, J.3, J.4, I.3)
EFL 4.2.2. Use a Speaking
 Be: Simple present (affirmative)
series of phrases and LISTENING AND • Use expressions to
 Possessive adjectives.
sentences to describe SPEAKING encourage someone
 The indefinite article (a / an)
aspects of personal I.EFL.4.7.1 Learners can to
background, APLICATION identify the main idea participate in a
immediate • Identify pictures of famous people and their and some details in short conversation.
environment and nationalities. straightforward spoken
matters of immediate • Exchange information using personal information: Hello! I am audio texts set in familiar Writing
need in simple terms Juan. What is your name? contexts when the • Use words in a
using grammatical • Ask for partners’ nationalities: Where are you from? message is delivered glossary to enrich a
structures learnt in READING slowly and there is other text
class (although there • Identify mistakes in a dialog. contextual support. about a specific topic.
may be frequent • Choosing from a list of words to complete gaps from a reading. Learners can use other
errors with tenses, classmate’s contributions
Instruments for oral
personal pronouns, LISTENING AND SPEAKING in class as models for
and written
prepositions, etc.) • Identify True/False statements when reading their own. (I.2, I.3, S.4)
.EFL. 4.10.1 Learners can evaluation
a profile of a famous person. • Projects and
EFL 4.2.6. Use other • Working in small groups to create a chart about differences in effectively participate
students’ in familiar and predictable presentations
heights and weights.
contributions in class everyday conversational • Oral interviews in
• Listening to instructions for a short task and carrying them out.
as models for their pairs
own. exchanges in order to • Gap activities in
complete a task, satisfy a pairs
need or handle a simple • Game: Units
transaction, using a range • Writing Quiz
of repair strategies. • Glossary activities
(I.3, J.3, J.4)

READING
I.EFL.4.11.1. Learners
READING can understand main ideas
4.3.1. Understand and some details in short
• Listening to a dialogue between two or more people and
main points in short simple online or print
deciding if each statement is true or false.
simple texts on texts on familiar subjects,
familiar subjects. using contextual clues to
WRITING
(Example: news help identify the most
• Create profiles of family members.
about sports or relevant information.
• Listening to the teacher's descriptions and writing a description
famous people, (Example: title,
about you.
descriptions, etc.) illustrations, organization,
• Talking about yourself and others. (Pronunciation: Stress
etc.) (I.2, I.4)
patterns in sentences)
WRITING
Learners can convey
WRITING information and ideas and
EFL 4.4.2. Make and describe feelings and
use a simple print or opinions in simple
digital learning transactional or
resource to compare expository texts on
and contrast familiar subjects in order
information in order to influence an audience.
to demonstrate REF I.EFL.4.15.1. (I.3,
understanding and I.4, S.3, J.2)
command of a topic.
INTERDISCIPLINARY LEARNING:

NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE:

LEARNING OBJECTIVE: Students will understand that with the creation of the illustrated trilingual dictionary, communication will be
effective, information in a written, verbal, symbolic, graphic and technological way; Through the application of mathematical knowledge and
the organized, responsible and honest management of data sources in order to understand and produce in other disciplines, understanding the
potential of our country and make accurate decisions with responsibility in society.
Evaluation criteria:
What and how to evaluate?
What will they learn?
EVALUATION
SKILLS WITH How will they learn?
RESOURCES EVALUATION
PERFORMANCE LEARNING ACTIVITIES EVALUATION
TECHNIQUES AND
CRITERIA INDICATORS
INSTRUMENTS
Learners can employ a
range of reference
materials and sources,
* List the words.
EFL 4.3.5. Use the everyday both online and in
* Write the words in alphabetical order. English Dictionary.
reference material in order to print, in order to select
* Look for the meaning of each one of • Projects presentations
select information appropriate Internet ideas, answer
them using the different digital devices.
to the purpose of an inquiry Digital devices (cell phone, inquiries, find
and relate ideas from one * Listen and repeat the new words.
tablet, computer) relationships and relate
written source to another. * Illustrate in the dictionary
ideas between
different subject areas.
REF. (I.EFL.4.12.1.)
(I.1, I.2, J.2)
ADAPTED CURRICULUM

Specification Specification of the adaptation to be applied

of educational
need SKILLS WITH EVALUATION
CRITERIA OF LEARNING ACTIVITIES RESOURCES
Unit Evaluation Evaluation techniques
PERFORMANCE Indicators and instruments
Recognize an EXPERIENCE Los alumnos pueden Techniques
appreciation of some Can you share your personal information? nombrar similitudes Reading
• Student’s
commonalities and Book English y diferencias entre • Scan a text to find its
distinctions across REFLECTION
Got it (started) diferentes aspectos new words.
What´s your name?
cultures and groups • Audio CD de grupos culturales.
(differentiated by CONCEPTUALIZATION • Teacher’s REF. I.EFL.4.2.1. Listening
gender, ability,  Countries and nationalities.
Guide (J.3, S.1, I.1) • Listen and identify
generations, etc.) • Quiz Time the new words learned.
 Subject pronouns.
including the students’ (SB)
https://www.youtube.com/watch?
own. REF. EFL 4.1.2. * Fill the Speaking
v=W3lH6Yt0i-Q
liveworksheets. • Use the new words to
 Be: Simple present (affirmative) *
LISTENING AND https://www.youtube.com/watch? LISTENING AND describe a person or
SPEAKING v=gJCj0yvN2as SPEAKING famous people.
  The indefinite article (a / an)
https://www.youtube.com/watch?
v=q2onK3ivYeQ

APLICATION Learners can follow

Use sentences to
• Identify pictures of famous people and and understand short
describe aspects of
their nationalities. straight forward
personal background, in • Exchange information using personal spoken audio texts
simple terms using information: Hello! I am Juan. What is delivered slowly
grammatical structures your name? (Example: classroom
learned in class https://es.liveworksheets.com/worksheets/ instructions)
(although there may be en/
frequent errors , English_as_a_Second_Language_(ESL)/
personal pronouns, etc.) Countries_and_nationalities/
REF. (EFL 4.2.2.) Countries_and_Nationalities_ft1706502ja READING Writing
• Ask for partners’ nationalities: Where are
Learners can • Use words in a
you from?
understand the main glossary to enrich a
READING ideas and some
https://es.liveworksheets.com/worksheets/ text
Understand the main details in short
en/English_as_a_Second_Language_ about a specific topic.
points in short simple simple print texts on
%28ESL%29/Personal_pronouns/
texts on familiar Pronombres_personales_vo1448231un familiar subjects Instruments for oral
subjects. (Example: (Example: title, and written evaluation
news about famous https://es.liveworksheets.com/worksheets/ illustrations, • Projects and
people, descriptions, en/English_language/Verb_to_be/Am_- organization, etc.) presentations
etc.) REF. (EFL.4.3.1.) _is_-_are_ds1552346mv REF. I.EFL.4.11.1. • Game: Units
(I.2, I.4) • Writing Quiz
• Glossary activities
READING
WRITING
WRITING • Identify mistakes in a dialog.
• Choosing from a list of words to Learners can convey
Make and use a simple
complete gaps from a reading. information and
print or digital learning
https://es.liveworksheets.com/worksheets/ ideas and describe
resource to compare
en/English_as_a_Second_Language_ feelings and
information in order to
%28ESL%29/Reading_comprehension/ opinions in simple
demonstrate an
Reading_comprehension_el122759ur texts REF
understanding of a topic.
I.EFL.4.15.1. (I.3,
REF. (EFL 4.4.2.) https://es.liveworksheets.com/mp568450dh I.4, S.3, J.2)

LISTENING AND SPEAKING

• Listening to a dialogue between two or
 more people and deciding if each statement
is true or false.

• On the book.
• Talk about your own description.

WRITING
• Listening to the teacher's descriptions and
writing a description about you.

BIBLIOGRAPHY /WEBSITES OBSERVATIONS

 www.englishgrammar.org
 https://es.liveworksheets.com/ During this part, leveling classes will be held for
 (English) English book Go it! Plus Started Philippa Bowen & Dennis Delaney, Oxford. students who need help on topics that present
 Ministry of Education, Prioritized Curriculum for the Emergency English area difficulties.

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Lcda. Mariuxi Ureña Area boss: Lcda. Nelly Poveda Deputy headmaster: Ing. Carlos Estrella

Signature: Signature: Signature:

Date: Date: Date: