ESCUELA DE EDUCACION BÁSICA PARTICULAR

“PIO JARAMILLO ALVARADO”

DIRECCION: SERGIO TORAL

SCHOOL YEAR: 2024-2025

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcd. Joselyn Mera A. Area: English as a Foreign Grade/ 6th year of Class: A
Language Course: Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level Unit Specific  Introduce themselves and
Unit Title: 1 Objectives: others.
People Around Us  Greet formally and
informally.
 Ask and answer personal
information questions.
Periods 21 periods Starting Week: 7 weeks

FIRST TRIMESTER
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and CE.EFL.4.2. Recognize and demonstrate an appreciation
distinctions across cultures and groups (differentiated by gender, ability, generations, of commonalities between cultures as well as the
etc.) including the students’ own. consequences of one’s actions while exhibiting socially
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal responsible behaviors.
and informal social or academic situations in order to communicate specific intentions in CE.EFL.4.4. Demonstrate the ability to ask for and give
online and face-to-face interactions. (Example: thanking, making promises, apologizing, information and assistance using appropriate language
asking permission, chatting with friends, answering in class, greeting an authority figure, and interaction styles in a variety of social interactions.
etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning: Understand and
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate follow the main idea in spoken texts set in familiar
priority within the personal and educational domains, provided speech is clearly and everyday contexts, provided speech is clear and
slowly articulated. (Example: daily life, free time, school activities, etc.) articulate, and deduce the meanings of unfamiliar words
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when and phrases using context clues and/or prior
carrying out a collaborative/paired learning activity in which there are specific knowledge.
instructions for a task. CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
READING exchanges by asking and answering follow-up
questions, provided there are opportunities to use
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: repair strategies (e.g. asking for clarification) and
news about sports or famous people, descriptions, etc.) sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.
WRITING
READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts
on familiar subjects using ICT tools and conventions and features of English appropriate CE.EFL.4.11. Demonstrate comprehension of main
to audience and purpose. ideas and some details in short simple texts on familiar
subjects, making use of contextual clues to identify
LANGUAGE THROUGH THE ARTS relevant information in a text.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, WRITING
games and problem-solving tasks by showing the ability to accept a variety of ideas and
capitalize on other people’s strengths. CE.EFL.4.15. Express information and ideas and
describe 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.4.22. 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 ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
COMMUNICATION AND Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
CULTURAL AWARENESS Students’ book AWARENESS Listen and read
Flashcards Match the questions with the
Researching through the Internet Audio CD I.EFL.4.2.1. Learners can name similarities and answers
about other cultures and ways of differences between different aspects of cultural Complete the sentences. Then
life and presenting them to the groups. Learners can demonstrate socially introduce yourself to your
class using digital tools. responsible behaviors at school, online, at home classmates
Working in small groups to and in the community, and evaluate their actions Listen and check the correct
complete a cultural project. by ethical, safety and social standards. (J.3, S.1,
Participating in short dialogues I.1) option to complete the sentences.
and role plays to practice target I.EFL.4.4.1. Learners can demonstrate an ability Look at the words in bold and
language. (Example: thanking to give and ask for information and assistance circle the one you hear
others, apologizing, asking for using level-appropriate language and Go back to the text and write the
help, greeting authorities, etc.) interaction styles in online or face-to-face social names of the people under the
and classroom interactions. (J.2, J.3, J.4, I.3) correct flag
ORAL COMMUNICATION Listen and check true or false.
ORAL COMMUNICATION Then complete the chart with the
Listening to a simple, correct nationality.
straightforward story and I.EFL.4.6.1. Learners can grasp the general Read the student card. Then,
correcting false statements. meaning of spoken texts set in familiar everyday complete with the verb to be and
Listening to a dialogue and contexts and infer changes in the topic of he/it
completing a chart with key discussion, as well as deduce the meanings of Complete the dialog. Use subject
information. (Example: Name, unfamiliar words and exchanges through the pronouns and the verb to be.
country, nationality, language, use of context clues, provided speech is given Match the words with the pictures
etc.) slowly and clearly and there is sufficient visual Guess the nationality of these
Working in pairs to complete an support. (I.3, S.1, J.4) famous people. Then, read the text
information gap activity. I.EFL.4.10.1. Learners can effectively and confirm your answers.
Giving learners language participate in familiar and predictable everyday Read the profiles. Then match the
prompts to use during conversational exchanges in order to complete a text with the corresponding
pair/group work. task, satisfy a need or handle a simple picture.
transaction, using a range of repair strategies. Read the ID card and write the
READING (Example: asking for clarification, etc.) (I.3, J.3, profile.
J.4) Look at the world map. Write the
Reading a text and answering continents in the correct place.
information questions. READING Complete the sentences by using
Predicting main ideas by reading words related to nationalities.
the title and using other I.EFL.4.11.1. Learners can understand main Project: A slide show presentation:
contextual clues (e.g., ideas and some details in short simple online or Students create a slide show
illustrations, subheadings, etc.) print texts on familiar subjects, using contextual presentation to introduce famous
clues to help identify the most relevant personalities and themselves.
WRITING information. (Example: title, illustrations, TECHNIQUES
organization, etc.) (I.2, I.4)
Listening to a celebrity interview Observation
and writing three more interview WRITING Interview
questions. Self and pair-evaluation
I.EFL.4.15.1. Learners can convey information
LANGUAGE THROUGH THE and ideas and describe feelings and opinions in INSTRUMENTS
ARTS simple transactional or expository texts on
familiar subjects in order to influence an Anecdotal Records
Brainstorming a list of questions audience, while recognizing that different texts Checklists
and responses learners can use have different features and showing the ability Rubrics
during small group discussions to use these features appropriately in one’s own Questionnaire
about literary texts. (Example: writing. (I.3, I.4, S.3, J.2)
Who is your favorite character?
Why? Which story do you like LANGUAGE THROUGH THE ARTS
better, A or B?, etc.)
Brainstorming ideas for a writing I.EFL.4.22.1. Learners can collaborate and
project in small groups, using a participate effectively in a variety of student
graphic organizer. groupings by employing a wide range of creative
thinking skills through the completion of
activities such as playing games, brainstorming
and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
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.
CLIL COMPONENTS Countries and Nationalities TRANSVERSAL AXES:
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACION BÁSICA PARTICULAR
“PIO JARAMILLO ALVARADO”
DIRECCION: SERGIO TORAL

SCHOOL YEAR: 2024-2025

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcd. Joselyn Mera A. Area: English as a Foreign Grade/ 6th year of Class: A
Language Course: Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Describe people physical
Unit Title: People I love appearance
 Ask and answer questions
about physical description

Periods 21 periods Starting Week: 7 weeks

FIRST TRIMESTER
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 4.2.1 Understand phrases and expressions related to areas of most immediate priority CE.EFL.4.6. Listening for Meaning: Understand and follow
within the personal and educational domains, provided speech is clearly and slowly the main idea in spoken texts set in familiar everyday
articulated. (Example: daily life, free time, school activities, etc.) contexts, provided speech is clear and articulate, and
EFL 4.2.6 Use other students’ contributions in class as models for their own. deduce the meanings of unfamiliar words and phrases
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying using context clues and/or prior knowledge.
out a collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
READING spoken or audio texts set in familiar contexts, when
delivered slowly and with visuals to provide contextual
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news support. Use spoken contributions in class as models for
about sports or famous people, descriptions, etc.) one’s own speech.
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, CE.EFL.4.10. Interaction – Interpersonal: Participate
etc. to identify and understand relevant information in written level-appropriate text types. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
WRITING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on exchanges in pairs to complete a task, satisfy a need or
familiar subjects using ICT tools and conventions and features of English appropriate to handle a simple transaction.
audience and purpose.
READING
LANGUAGE THROUGH THE ARTS
CE.EFL.4.11. Demonstrate comprehension of main ideas
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and some details in short simple texts on familiar subjects,
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on making use of contextual clues to identify relevant
other people’s strengths. information in a text.

WRITING

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.4.22. Show the ability to work collaboratively and

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

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Social Studies: Family Members

CLIL COMPONENTS Science: Physical Appearance TRANSVERSAL AXES:
Parts of the Body
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACION BÁSICA PARTICULAR
“PIO JARAMILLO ALVARADO”
DIRECCION: SERGIO TORAL

SCHOOL YEAR: 2024-2025

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcd. Joselyn Mera A. Teacher: Lcd. Joselyn Mera A. Teacher: Lcd. Joselyn Teacher: Lcd. Joselyn
Mera A. Mera A.
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Ask and answer questions
Unit Title: Leisure Activities about schedules.
 Ask for and give dates.
 Ask for and give the time.

Periods 18 periods Starting Week: 6 weeks

SECOND TRIMESTER
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador CE.EFL.4.1. Compare and contrast oral traditions and
and international regions and cultures and identify similarities and differences and universal literature from Ecuador and beyond in order to manifest
cultural themes. an understanding of the relationship between cultural
 perspectives and practices and by sharing cross cultural
ORAL COMMUNICATION experiences.

EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority ORAL COMMUNICATION
within the personal and educational domains, provided speech is clearly and slowly
articulated. (Example: daily life, free time, school activities, etc.) CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.6 Use other students’ contributions in class as models for their own. the main idea in spoken texts set in familiar everyday
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying contexts, provided speech is clear and articulate, and
out a collaborative/paired learning activity in which there are specific instructions for a task. deduce the meanings of unfamiliar words and phrases
using context clues and/or prior knowledge.
READING CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. spoken or audio texts set in familiar contexts, when
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, delivered slowly and with visuals to provide contextual
etc. to identify and understand relevant information in written level-appropriate text types. support. Use spoken contributions in class as models for
one’s own speech.
WRITING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on exchanges by asking and answering follow-up questions,
familiar subjects using ICT tools and conventions and features of English appropriate to provided there are opportunities to use repair strategies
audience and purpose. (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
LANGUAGE THROUGH THE ARTS handle a simple transaction.

EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games READING
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on
other people’s strengths. CE.EFL.4.11. Demonstrate comprehension of main ideas
 and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant
information in a text.

WRITING

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.4.22. Show the ability to work collaboratively and

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

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.)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
 Arts: Types of movies
CLIL COMPONENTS Cultural Events TRANSVERSAL AXES:
Famous Festivals
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACION BÁSICA PARTICULAR
“PIO JARAMILLO ALVARADO”
DIRECCION: SERGIO TORAL

SCHOOL YEAR: 2024-2025

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcd. Joselyn Mera A. Teacher: Lcd. Joselyn Mera A. Teacher: Lcd. Joselyn Teacher: Lcd. Joselyn
Mera A. Mera A.
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Express what people are
Unit Title: Street Life doing at the moment of
speaking.
 Describe what people are
wearing.
Periods 18 periods Starting Week: 6 weeks

SECOND TRIMESTER
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.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying using context clues and/or prior knowledge.
out a collaborative/paired learning activity in which there are specific instructions for a task. CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
READING exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news (e.g. asking for clarification) and sustain conversational
about sports or famous people, descriptions, etc.) exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on
familiar subjects using ICT tools and conventions and features of English appropriate to CE.EFL.4.11. Demonstrate comprehension of main ideas
audience and purpose. and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant
LANGUAGE THROUGH THE ARTS information in a text.

EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games WRITING
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on
other people’s strengths. CE.EFL.4.15. Express information and ideas and describe
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.4.22. Show the ability to work collaboratively and

to participate effectively in a variety of student groupings
by employing a wide range of creative thinking skills
through the completion of activities such as playing games,
brainstorming and problem solving.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to
Listen, read and identify the
Playing games that practice Audio CD give and ask for information and assistance usingcharacters in the picture.
classroom language, turn-taking, level-appropriate language and interaction stylesComplete the e-mail with the
being polite, etc. in online or face-to-face social and classroom present progressive tense.
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) Listen to the sounds and identify the
small groups. action.
Participating in short dialogues and ORAL COMMUNICATION Listen and practice the vocabulary
role plays to practice target words related to clothing. Classify
language. I.EFL.4.6.1. Learners can grasp the general the words into singular or plural.
meaning of spoken texts set in familiar everyday Look at the pictures and complete
contexts and infer changes in the topic of
ORAL COMMUNICATION discussion, as well as deduce the meanings of the description.
unfamiliar words and exchanges through the use Complete the descriptions with the
Creating mental images to identify of context clues, provided speech is given slowly correct demonstrative pronouns.
activities. and clearly and there is sufficient visual support. Classify the words in the word bank
Describing activities people are (I.3, S.1, J.4) according to the seasons.
doing, clothes they are wearing, I.EFL.4.10.1. Learners can effectively participate in Read and match the texts with the
and what the weather is like in a familiar and predictable everyday conversational corresponding pictures.
familiar neighborhood or famous exchanges in order to complete a task, satisfy a Complete a paragraph about your
place. need or handle a simple transaction, using a range neighborhood.
Listening to a simple, of repair strategies. (Example: asking for Match the expressions in bold with
straightforward story and clarification, etc.) (I.3, J.3, J.4) the corresponding picture.
correcting false statements. Listen and complete with the
Listening to a dialogue and READING expressions studied in this lesson.
completing a chart with key Answer the survey and compare
information. I.EFL.4.11.1. Learners can understand main ideas with a partner.
Working in pairs to complete an and some details in short simple online or print Project: Collage: Students make a
information gap activity. texts on familiar subjects, using contextual clues to collage about your neighborhood to
Giving learners language prompts help identify the most relevant information. describe activities and clothes.
to use during pair/group work. (Example: title, illustrations, organization, etc.) (I.2,
I.4) TECHNIQUES
READING
WRITING Observation
Using images and the context to Interview
deduce the meaning of idioms and I.EFL.4.15.1. Learners can convey information and Self and pair-evaluation
colloquial expressions. ideas and describe feelings and opinions in simple
Reading a text and answering transactional or expository texts on familiar INSTRUMENTS
information questions. subjects in order to influence an audience, while
Predicting main ideas by reading recognizing that different texts have different
the title and using other contextual features and showing the ability to use these Anecdotal Records
clues. features appropriately in one’s own writing. (I.3, Checklists
I.4, S.3, J.2) Rubrics
WRITING Questionnaire
LANGUAGE THROUGH THE ARTS
Writing short descriptions
including activities people are I.EFL.4.22.1. Learners can collaborate and
doing, clothes they are wearing, participate effectively in a variety of student
and the weather in a familiar groupings by employing a wide range of creative
neighborhood or famous place. thinking skills through the completion of activities
Using “so” to write about the such as playing games, brainstorming and problem
result or consequence of an solving. (S.2, S.4, J.1, J.2, J.3, J.4)
actions
LANGUAGE THROUGH THE ARTS

Brainstorming ideas for a writing

project in small groups, using a
graphic organizer.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
 Street Life
CLIL COMPONENTS Clothes TRANSVERSAL AXES:
Famous Neighborhoods
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACION BÁSICA PARTICULAR
“PIO JARAMILLO ALVARADO”
DIRECCION: SERGIO TORAL

SCHOOL YEAR: 2024-2025

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lcd. Joselyn Mera A. Teacher: Lcd. Joselyn Mera A. Teacher: Lcd. Joselyn Teacher: Lcd. Joselyn
Mera A. Mera A.
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Identify places in the city.
Unit Title: Amazing places  Ask for and give information
about location.
 Give and follow instructions
to get to a place.
Periods 24 periods Starting Week: 8 weeks

THIRD TRIMESTER
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.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main using context clues and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if CE.EFL.4.7. Listening for Information: Follow and identify
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying support. Use spoken contributions in class as models for
out a collaborative/paired learning activity in which there are specific instructions for a task. one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal: Participate
READING effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news provided there are opportunities to use repair strategies
about sports or famous people, descriptions, etc.) (e.g. asking for clarification) and sustain conversational
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, exchanges in pairs to complete a task, satisfy a need or
etc. to identify and understand relevant information in written level-appropriate text types. handle a simple transaction.

WRITING READING

EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on CE.EFL.4.11. Demonstrate comprehension of main ideas
familiar subjects using ICT tools and conventions and features of English appropriate to and some details in short simple texts on familiar subjects,
audience and purpose. making use of contextual clues to identify relevant
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., information in a text.
“the writing process”) to produce well-constructed informational texts.
WRITING

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

LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games audience, while recognizing that different texts have
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on different features and showing the ability to use these
other people’s strengths. features appropriately in one’s own writing.
CE.EFL.4.17. Show an ability to convey and organize
information through the use of facts and details and by
employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

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

Using but to contrast ideas LANGUAGE THROUGH THE ARTS

Writing short descriptions of a
tourist place including the weather, I.EFL.4.22.1. Learners can collaborate and
buildings and the transportation participate effectively in a variety of student
system. groupings by employing a wide range of creative
thinking skills through the completion of activities
LANGUAGE THROUGH THE ARTS such as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
 Places in a city
CLIL COMPONENTS Tourist Places TRANSVERSAL AXES:
City Maps
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017

ESCUELA DE EDUCACION BÁSICA PARTICULAR

“PIO JARAMILLO ALVARADO”
DIRECCION: SERGIO TORAL

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. 1.
1. 1.
INFORM INFORMA
INFORMATI INFORMATIVE
ATIVE TIVE
VE DATA: DATA:
DATA: DATA:
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Talk about routines and
Unit Title: Daily Routines lifestyles.

Periods 24 periods Starting Week: 8 weeks

THIRD TRIMESTER
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.4.6. Listening for Meaning: Understand and follow
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority the main idea in spoken texts set in familiar everyday
within the personal and educational domains, provided speech is clearly and slowly contexts, provided speech is clear and articulate, and
articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main using context clues and/or prior knowledge.
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if CE.EFL.4.7. Listening for Information: Follow and identify
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying support. Use spoken contributions in class as models for
out a collaborative/paired learning activity in which there are specific instructions for a task. one’s own speech.
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal and CE.EFL.4.10. Interaction – Interpersonal: Participate
educational domains. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
READING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges in pairs to complete a task, satisfy a need or
about sports or famous people, descriptions, etc.) handle a simple transaction.
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, CE.EFL.4.9. Production – Fluency: Use simple language to
etc. to identify and understand relevant information in written level-appropriate text types. describe, compare and make statements about familiar
 everyday topics such as objects, possessions and routines
WRITING in structured situations and short conversations.
Interaction is with reasonable ease, provided speech is
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on given clearly, slowly and directly.
familiar subjects using ICT tools and conventions and features of English appropriate to
audience and purpose. READING
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e.,
“the writing process”) to produce well-constructed informational texts. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
LANGUAGE THROUGH THE ARTS making use of contextual clues to identify relevant
information in a text.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on WRITING
other people’s strengths.
CE.EFL.4.15. 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.
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.

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 Match the routine activities with the
Playing games that practice Audio CD give and ask for information and assistance using pictures.
classroom language, turn-taking, level-appropriate language and interaction styles Read the text about routines and
being polite, etc. in online or face-to-face social and classroom unscramble the words in
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) parentheses. Then listen and check
small groups. Read the sentences about routines
Participating in short dialogues and ORAL COMMUNICATION and circle the option that applies to
role plays to practice target you.
language. I.EFL.4.6.1. Learners can grasp the general Match the verbs with their
meaning of spoken texts set in familiar everyday complements
ORAL COMMUNICATION contexts and infer changes in the topic of Use the verbs in parentheses to
discussion, as well as deduce the meanings of complete the texts about Will Smith
Listening attentively to confirm unfamiliar words and exchanges through the use and Jaden Smith.
people’s activities. of context clues, provided speech is given slowly Organize the questions and answer
Listening and classifying verbs and clearly and there is sufficient visual support. them. Then ask a partner.
according to the final sounds. (I.3, S.1, J.4) Match the faces with the
Using context to recognize idioms I.EFL.4.7.1. Learners can identify the main idea corresponding personality adjective.
or colloquial expressions. and some details in short straightforward spoken Read and organize the text from 1 to
Asking for and giving information audio texts set in familiar contexts when the 5.
about people’s regular or common message is delivered slowly and there is other Read the article again and answer
activities. contextual support. (Example: rules for a game, the following questions.
Using idioms in informal classroom instructions, a dialogue in a scene from Go back to the text and complete
conversations to describe people’s a cartoon or movie, etc.) Learners can use other the sentences with the connectors
routines on weekends. classmate’s contributions in class as models for in red.
Asking for and giving information their own. (I.2, I.3, S.4) Write your routine and use
about people’s daily routines, I.EFL.4.10.1. Learners can effectively participate in connectors of sequence to organize
lifestyles, and regular or common familiar and predictable everyday conversational ideas.
activities. exchanges in order to complete a task, satisfy a Project: Interview: Students
Listening to a simple, need or handle a simple transaction, using a range interview a person to talk about
straightforward story and of repair strategies. (Example: asking for his/her lifestyle.
correcting false statements. clarification, etc.) (I.3, J.3, J.4)
Listening to a dialogue and I.EFL.4.9.1. Learners can use simple language to TECHNIQUES
completing a chart with key describe, compare and state facts about familiar
information. everyday topics such as possessions, classroom Observation
Working in pairs to complete an objects and routines in short, structured Interview
information gap activity. situations, interacting with relative ease. (I.3, I.4, Self and pair-evaluation
Giving learners language prompts S.4)
to use during pair/group work. INSTRUMENTS
READING Anecdotal Records
READING Checklists
I.EFL.4.11.1. Learners can understand main ideas
 and some details in short simple online or print Rubrics
Using context clues and connectors texts on familiar subjects, using contextual clues to Questionnaire
of sequence to organize a text. help identify the most relevant information.
Recognize specific information in (Example: title, illustrations, organization, etc.) (I.2,
texts dealing with people’s I.4)
personality, routines and regular or
common activities.
Using images and the context to WRITING
deduce the meaning of idioms and
colloquial expressions. I.EFL.4.15.1. Learners can convey information and
Predicting main ideas by reading ideas and describe feelings and opinions in simple
the title and using other contextual transactional or expository texts on familiar
clues. subjects in order to influence an audience, while
recognizing that different texts have different
WRITING features and showing the ability to use these
features appropriately in one’s own writing. (I.3,
Writing affirmative, negative and I.4, S.3, J.2)
interrogative statements about I.EFL.4.17.1. Learners can convey and organize
peoples’ daily routines. information through the use of facts and details
Writing his/her daily routine and and by employing various stages of the writing
using connectors of sequence to process, while using a range of digital tools to
organize ideas. promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
LANGUAGE THROUGH THE ARTS
LANGUAGE THROUGH THE ARTS
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer. I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Routines
CLIL COMPONENTS Lifestyles TRANSVERSAL AXES:
Famous People
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date: