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PLANNING MICROCURRICULAR 1

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 1

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 1 Title planning I take care of Specific objectives of O.EFL 4.2 Appreciate and value English as an international
planning unit: unit: my body the planning unit: language and a medium to interact globally.
O.EFL 4.5 Introduce the need for independent research as a daily
activity by using electronic resources (ICT) in class while practicing
appropriate competences in the four skills.
Evaluation criteria: 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 (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.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer
inquiries, find relationships and relate ideas between different subject areas.
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.
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by

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employing a wide range of creative thinking skills through the completion of activities such as playing games, brainstorming
and problem solving.

2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities /
materials Achievement indicators
techniques / instruments
I LEARN Gerunds Writing new words and phrases in a Course book I.EFL.4.8.1. Learners can Diagnostic: Placement
EFL 4.3.8 Assess, compare and vocabulary notebook. communicate personal test, Questionnaire
evaluate the quality of written texts Workbook information and basic
and visual presentations using Using grammar forms in different immediate needs and Formative: Checklist,
different criteria and ICT tools activities such as completing gaps, Teacher’s guide deal with other practical workshops, oral
related to the organization, subject matching, etc. everyday demands in presentations,
area and purpose of a text. Audio CD familiar contexts, questionnaires, portfolio,
Reading cross curricular information and effectively and without rubrics, hands-on
I LEARN Science showing understanding by answering CD player undue effort and using activities.
Metabolism and Nutrition. questions, completing gaps, etc. grammatical structures
EFL 4.2.8 Follow main ideas in topics Worksheets and vocabulary Summative: Unit Test,
covered in other curricular subjects Reading a text and answering information seen in class (although Progress test, Mid-term
with the help of visual support, using questions. Notebook there may be exam, Term exam.
concepts and vocabulary that have frequent, basic errors).
been studied in advance. Cut outs
I.EFL.4.10.1. Learners can
My World, Our world Magazines effectively participate
EFL 4.2.9 Use new words and in familiar and
expressions which occur in Web/video links predictable everyday
conversations in the personal and conversational exchanges
in order to complete a

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educational domains and make use of task, satisfy a need or

such terms and expressions wherever handle a simple
appropriate and necessary. transaction, using a range
of repair strategies.
Participating in short role plays using a
I listen & Analyze
range of verbal and nonverbal I.EFL.4.12.1. Learners can
EFL 4.3.1 Understand main points
communication. employ a range
in short simple texts on familiar
of reference materials
subjects.
Understanding English idiomatic and sources, both
Reading is fun/ theatre Play
expressions in context. online and in print, in
EFL 4.3.2 Make use of clues such as
order to support
titles, illustrations, organization,
Using visuals such as infographics and ideas, answer inquiries,
text outline and layout, etc. to
audios related o visual to learn to analyze find relationships
identify and understand relevant
and interpret information. and relate ideas between
information in written level-
different subject areas.
appropriate text types.
Listening to information and analyzing it I.EFL.4.17.1. Learners can
by the means of visual aids. convey and or¬ganize
Writing is fun / Theatre Play
information through the
EFL 4.4.6 Identify a variety of types
use of facts and details
and formats of potential resources
and by employing
and the value, purpose and
Reading a text and answering information var¬ious stages of the
audience of each for use in the
questions. writing process, while
educational domain.
using a range of digital
EFL 4.4.7 Use the process of
Completing gaps from a reading using tools to promote and
prewriting, drafting, revising, peer
words from a box. support collaboration,
editing and proofreading (i.e., “the
learning and productivity.
writing process”) to produce well-
Reading a short text and showing
constructed informational texts.
comprehension by completing the I.EFL.4.22.1. Learners can

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accompanying questionnaire. collaborate and

Revising with projects participate effectively in a
EFL 4.5.11 Participate in creative Highlighting relevant key information in a variety of student
thinking through brainstorming, text and crossing out irrelevant groupings by employing a
working in groups, games and information. wide range
problem-solving tasks by showing of creative thinking skills
the ability to accept a variety of Reading a text and identifying the facts through the completion
ideas and capitalize on other and the opinions using a concept map. of activities such as
people’s strengths. playing games,
Living in harmony Writing texts according to the literary brainstorming and
EFL 4.2.13 Interact with genre of the unit. problem solving.
reasonable ease in structured
situations and short conversations Writing following the writing process.
within familiar contexts, provided
that speech is given clearly, slowly
and directly.

3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

PREPARED REVIEWED APPROVED

Teacher: Area Coordinator: Vice Chancellor:
Signature: Signature: Signature:
Date: Date: Date:

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PLANNING MICROCURRICULAR 2

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 2

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 2 Title planning People and Specific O.EFL 4.6 Write short descriptive and informative texts related to personal
planning unit: unit: technology objectives of information or familiar topics and use them as a means of communication
the planning and written expression of thought.
unit:
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.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral
communication features.
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday
topics such as objects, possessions and routines in structured situations and short conversations. Interaction is with reasonable
ease, provided speech is given clearly, slowly and directly.

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.
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learner’s own experiences
and to other works, including one’s peers, in order to present personal responses and interpretations.

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2. PLANNING
EVALUATION
Resources and Evaluation activities /
Skills with performance criteria Methodological strategies
materials Achievement indicators techniques /
instruments
I LEARN Past continous Comparing answers in pairs or Course book I.EFL.4.3.1. Learners can Diagnostic: Placement
EFL 4.1.2 Recognize and small groups. employ a range of test, Questionnaire
demonstrate an appreciation of Workbook self-monitoring and self-
some commonalities and Participating in short dialogues correcting strategies Formative: Checklist,
distinctions across cultures and and role plays to practice target Teacher’s guide and interpret and use workshops, oral
groups (differentiated by gender, language and idiomatic appropriate verbal presentations,
ability, generations, etc.) including expressions. Audio CD and nonverbal questionnaires, portfolio,
the students’ own. communication features rubrics, hands-on
CD player to communicate in familiar activities.
I LEARN History Writing a short descriptive contexts.
Technological inventions in Modern paragraph about technological Worksheets I.EFL.4.9.1. Learners can Summative: Unit Test,
Europe inventions in modern Europe. use simple language Progress test, Mid-term
Notebook to describe, compare and exam, Term exam.
EFL 4.3.1 Understand main points
Reading a text and answering state
in short simple texts on familiar
information questions. Cut outs facts about familiar
subjects.
everyday topics such
My world, our world
Completing gaps from a reading Magazines as possessions, classroom
EFL 4.5.3 Make predictions,
using words from a box. objects and
inferences and deductions to
Web/video links routines in short,
demonstrate different levels of
Reading a text and matching structured situations,
meaning of literary works
content-based words to their interacting
presented orally or in digital form,
definition or picture. with relative ease.

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including literal and implied I.EFL.4.17.1. Learners can

meanings. Looking at infographics and convey and organize
listening to an audio related to the information through the
I listen & Analyze topic and analyze the information. use of facts and details and
EFL 4.2.3 Follow and understand by employing various
short, straightforward audio stages of the writing
messages and/or the main Reading a text on a specific process, while using a range
idea/dialogue of a movie or content area subject and then of digital tools to promote
cartoon (or other age-appropriate matching phrases or labeling and support collaboration,
audio-visual presentations) if pictures. learning and productivity.
delivered slowly and visuals I.EFL.4.19.1. Learners can
provide contextual support. Writing texts according to the locate and identify literary
literary genre of the unit. elements and techniques
Reading is fun/ Short Story in other works, including
EFL 4.3.5 Use everyday reference Writing following the writing one’s own. Learners can
material in order to select process. give personal responses
information appropriate to the to and interpret a variety of
purpose of an inquiry and relate literary texts, including
ideas from one written source to those of a peer,
another. referring to details and
EFL 4.5.7 Locate and identify features of the text.
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners’ own
experiences.

Writing is fun/ Short Story

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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.
EFL 4.4.8 Convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
Revising with projects
EFL 4.1.5 Apply self-correcting and
self-monitoring strategies in social
and classroom interactions.
Living in harmony
EFL 4.2.12 Describe habits,
routines, past activities and
experiences within the personal
and educational domains.
3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teaching: Area Coordinator: Vice Chancellor:
Firm: Firm: Firm:
Date: Date: Date:

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PLANNING MICROCURRICULAR 3

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 3

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 3 Title planning We come up Specific objectives of O.EFL 4.1 Identify the main ideas, some details and inferences of written
planning unit: unit: with ideas. the planning unit: texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering
challenges in order to promote autonomous learning and decision
making.

Evaluation criteria: 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.4.13. Apply learning strategies such as using prior knowledge and graphic
organizers to interpret new information in a text, and assess this information
according to the organization, subject area and purpose of the text, using different
criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by selecting
and evaluating them in order to strengthen literacy skills and promote acquisition.

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

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productivity.

2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities /
materials Achievement indicators
techniques / instruments
I learn Conjunctions and clauses Completing the gaps in a sentence. Course book I.EFL.4.11.1. Learners Diagnostic: Placement test,
EFL 4.2.2 Use a series of phrases Reading a text and answering information can understand main Questionnaire
and sentences to describe aspects questions. Workbook ideas and some details
of personal background, immediate in short simple online Formative: Checklist,
environment and matters of Choosing from a list of words to complete Teacher’s guide or print texts on familiar workshops, oral
immediate need in simple terms gaps from a reading. Audio CD subjects, using presentations,
using grammatical structures learnt contextual clues to help questionnaires, portfolio,
in class. Studying an infographic on a familiar CD player identify the most rubrics, hands-on activities.
EFL 4.3.10 Select from and evaluate subject and answering questions about relevant information.
a range of both physical and digital the Worksheets I.EFL.4.13.1. Learners Summative: Unit Test,
texts and materials in order to information. can apply learning Progress test, Mid-term
promote acquisition and develop Notebook strategies such as using exam, Term exam.
an appreciation of the language. Completing an outline for a cross- prior knowledge
curricular text. Cut-outs and graphic organizers
I learn Math to interpret new
Rational vs Irrational Numbers Reading a text and matching content- Magazines information in a text.
EFL 4.2.8 Follow main ideas in based words to their definition or picture. Learners can assess
topics covered in other curricular Web/video links this information
subjects with the help of visual according to the
support, using concepts and Listening to a dialogue and identifying organization,
vocabulary that have been studied idiomatic expressions subject area and

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in advance. purpose of the

EFL 4.3.4 Find the most important text, through the use of
information in print or online Listening to audios with topics related to different criteria,
sources in order to support an idea infographics and being able to analyze including ICT tools.
or argument. and interpret the information. I.EFL.4.14.1. Learners
My world, our world Reading a short text and showing can interact and
EFL 4.1.8 Use suitable vocabulary, comprehension by completing the engage with a wide
expressions, language and accompanying graphic organizer. range of ICT and
interaction styles for formal and classroom resources
informal social or academic Listening to or reading stories and and texts by selecting
situations in order to communicate drawing the setting or explaining and evaluating them in
specific intentions in online and relationships between main characters. order to
face-toface interactions. strengthen literacy skills
EFL 4.2.1 Understand phrases and Writing texts according to the literary and promote
expressions related to areas of genre of the unit. acquisition.
most immediate priority within the I.EFL.4.17.1. Learners
personal and educational domains, Writing following the writing process. can convey and organize
provided speech is clearly and information using
slowly articulated. facts and details and by
employing various
I Listen & Analyze . stages of the writing
EFL 4.2.4 process, while
Deduce the meanings of unfamiliar using a range of digital
phrases and words from a context tools to promote and
containing familiar elements. support collaboration,
EFL 4.2.9 Use new words and learning and
expressions which occur in productivity.
conversations in the personal and I.EFL.4.9.1. Learners can

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Reading is fun/ Legend use simple language

EFL 4.3.2 Make use of clues such as to describe, compare
titles, illustrations, organization, and state facts about
text outline and layout, etc. to familiar everyday topics
identify and understand relevant such as possessions,
information in written level- classroom objects and
appropriate text types. routines in short,
EFL 4.3.6 Apply learning strategies structured situations,
to examine and interpret a variety interacting with relative
of written materials using prior ease.
knowledge, graphic organizers,
context clues, note taking and
finding words in a dictionary.

Writing is fun/ Legend

EFL 4.4.7 Use the process of
prewriting, drafting, revising, peer
editing and proofreading.
EFL 4.4.9 Select and make effective
use of a range of digital tools to
write, edit, revise and publish
written work in a way that supports
collaboration, learning and
productivity.

Revising with projects

EFL 4.1.6 Seek and provide
information and assistance, orally

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or in writing and in online or face-

to-face interactions, for personal,
social and academic purposes.

Living in harmony
EFL 4.2.6 Use other students’
contributions in class as models for
their own.

3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teaching: Area Coordinator: Vice Chancellor:
Firm: Firm: Firm:
Date: Date: Date:

PLANNING MICROCURRICULAR 4

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SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 4

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 4 Title planning We should Specific objectives of O.EFL 4.1 Identify the main ideas, some details and inferences of written
planning unit: unit: watch a movie. the planning unit: texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering
challenges in order to promote autonomous learning and decision
making.

Evaluation criteria: CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction
styles in a variety of social interactions.
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the meanings of unfamiliar words and phrases using context clues and/or
prior knowledge.
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.

2. PLANNING

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EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities /
materials Achievement indicators
techniques / instruments
I Learn Modals: Should Participating in short dialogues and role Course book I.EFL.4.4.1. Learners can Diagnostic: Placement test,
EFL 4.1.8 Use suitable vocabulary, plays to practice target language. demonstrate Questionnaire
expressions, language and Workbook an ability to give and ask
interaction styles for formal and Practicing the language needed to deal for information Formative: Checklist,
informal social or academic with a need through a mini role play. Teacher’s guide and assistance using workshops, oral
situations in order to communicate level-appropriate presentations,
specific intentions in online and Listening for specific words in a Audio CD language and questionnaires, portfolio,
face-to face interactions. conversation and trying to guess the interaction styles in rubrics, hands-on activities.
EFL 4.2.10 Sustain a conversational meaning from the context. CD player online
exchange on a familiar, everyday or face-to-face social Summative: Unit Test,
subject when carrying out a Listening to a dialogue and completing a Worksheets and classroom Progress test, Mid-term
collaborative/paired learning chart with key information. interactions. exam, Term exam.
activity in which there are specific Notebook I.EFL.4.6.1. Learners can
instructions for a task. Identifying the text type according to grasp the general
writing features and vocabulary. Cut-outs meaning of spoken texts
I Learn Literature set in familiar
Science Fiction Completing a Venn diagram about myths. Magazines everyday contexts and
EFL 4.3.4 Find the most important infer changes
information in print or online Writing new words and phrases in a Web/video links in the topic of
sources in order to support an idea vocabulary notebook. discussion, as well as
or argument. deduce
Reading a text and answering information the meanings of
questions. unfamiliar words
and exchanges through
My World, our world Completing gaps from a reading using the use of context

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EFL 4.3.10 Select from and evaluate words from a box. clues, provided speech
a range of both physical and digital is given slowly
texts and materials in order to Highlighting relevant key information in a and clearly and there is
promote acquisition and develop text and crossing out irrelevant informa- sufficient visual
an appreciation of the language. tion. support.
EFL 4.2.15 Deal with practical, I.EFL.4.15.1. Learners
everyday communication demands Identifying the format of a familiar text- can convey information
within familiar contexts, effectively type and using it as a model for your own and ideas and describe
and without undue effort. writing. feelings
and opinions in simple
I Listen & Analyze Listening to a short dialogue and then transactional or
EFL 4.3.7 Read, gather, view and writing and acting out a similar dialogue, expository texts on
listen to information from various using some of the same phrases and familiar subjects in
sources in order to organize and idiomatic expressions. order to influence an
discuss relationships between audience, while
academic content areas Writing texts according to the literary recognizing that
genre of the unit. different texts have
Reading is Fun/ Science Fiction different features and
EFL 4.2.4 Deduce the meanings of Writing following the writing process. showing the ability
unfamiliar phrases and words from to use these features
a context containing familiar appropriately in
elements. one’s own writing.
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 EFL.4.17.1. Learners can
an appreciation of the language. convey and organize
information using

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Writing is Fun/ Science Fiction facts and details and by

EFL 4.4.1 Convey information and employing various
ideas through simple transactional stages of the writing
or expository texts on familiar process, while
subjects using ICT tools and using a range of digital
conventions and features of English tools to promote
appropriate to audience and and support
purpose. collaboration, learning
EFL 4.4.5 Recognize that various and productivity.
types of writing require different
language, formatting and special
vocabulary.
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.

Revising with Projects

EFL 4.5.2 Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and
features of the text.
EFL 4.5.5 Gain an understanding of
literary concepts such as genre,
plot, setting, character, point of

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view, theme and other literary

elements in order to apply them to
one’s own creative texts.

Living in Harmony
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible
decision-making at school, online,
at home and in the community,
while considering ethical
standards, safety concerns, social
norms and mutual respect.
EFL 4.2.5 Understand most changes
in the topic of discussion if people
speak slowly.
3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teaching: Area Coordinator: Vice Chancellor:
Firm: Firm: Firm:
Date: Date: Date:

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PLANNING MICROCURRICULAR 5

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 5

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 5 Title I have to Specific objectives O.EFL 4.2 Appreciate and value English as an international language and a
planning unit: planning protect my of the planning medium to interact globally.
unit: planet unit: O.EFL 4.3 Independently read A2.1 level text in English as a source of
entertainment and interpersonal and intrapersonal interaction.

Evaluation criteria: CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spokentexts set in familiar everyday contexts, provided
speech is clear and articulate,and deduce the meanings of unfamiliar words and phrases using context
clues and/or prior knowledge.
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio
texts set in familiar con-texts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in
class as models for one’s own speech.
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to compare and contrast
information, and choose appropriateresources according to the value, purpose and audience of each.
CE.EFL.4.17. Show an ability to convey and organize information using facts and details and by employing various stages of the

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writing process, while using a range of digital tools to promote and support collaboration, learning and productivity.

2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities / techniques /
materials Achievement indicators
instruments
I learn Have to Writing new words and phrases in a Course book I.EFL.4.6.1. Learners can Diagnostic: Placement test,
EFL 4.1.8 Use suitable vocabulary notebook. grasp the general Questionnaire
vocabulary, expressions, Workbook meaning of spoken texts
language and interaction styles Listening to a short dialogue and then set in familiar Formative: Checklist, workshops,
for formal and informal social or writing and acting out a similar Teacher’s guide everyday contexts and oral presentations, questionnaires,
academic situations in order to dialogue, using infer changes portfolio, rubrics, hands-on
communicate specific intentions some of the same phrases and Audio CD in the topic of discussion, activities.
in online and face-toface expressions. as well as deduce
interactions. CD player the meanings of unfamiliar Summative: Unit Test, Progress
EFL 4.2.2 Use a series of phrases words test, Mid-term exam, Term exam.
and sentences to describe Using grammar contents in written Worksheets and exchanges through the
aspects of personal background, texts. Completing gaps. use of context
immediate environment and Notebook clues, provided speech is
matters of immediate need in Comparing and contrasting given slowly
simple terms using grammatical information. Cut-outs and clearly and there is
structures learnt in class. sufficient visual
I learn History Listening to a short dialogue and then Magazines support.
Human rights and globalization writing and acting out a similar
EFL 4.3.1 Understand main dialogue, using key phrases and Web/video links I.EFL.4.7.1. Learners can
points in short simple texts on idiomatic expressions. identify the main
familiar subjects. Reading information on cross idea and some details in

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My world, our world curricular topics and answering short straightforward

EFL 4.2.5 Understand most questions to show understanding. spoken audio texts set in
changes in the topic of familiar contexts
discussion if people speak Studying an infographic on a familiar when the message is
slowly. subject and answering questions delivered slowly
I Listen & Analyze about the information. and there is other
EFL 4.2.3 Follow and understand contextual support.
short, straightforward audio Reading literary texts and answering (Example:
messages and/or the main reading comprehension activities. rules for a game,
idea/dialogue of a movie or classroom instructions,
cartoon (or other age- a dialogue in a scene from
appropriate audio-visual Writing texts according to the literary a cartoon
presentations) if delivered genre of the unit. or movie, etc.) Learners
slowly and visuals provide can use other classmate’s
contextual support. Writing following the writing process. contributions in class as
EFL 4.3.3 Find specific models for
predictable information in short, their own.
simple texts in a range of age-
and level-appropriate topics. I.EFL.4.16.1. Learners can
Reading is fun/ Fairy Tale use and make
EFL 4.3.5 Use everyday simple learning resources,
reference material in order to both online
select information appropriate and in print, in order to
to the purpose of an inquiry and compare
relate ideas from one written and contrast information.
source to another. Learners can
EFL 4.4.2 Make and use a simple choose appropriate
print or digital learning resource resources and critically

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to compare and contrast evaluate the information in

information in order to these
demonstrate understanding and resources, according to the
command of a topic. value, purpose
Writing is fun/ Fairy Tale and audience of each.
EFL 4.4.9 Select and make I.EFL.4.17.1. Learners can
effective use of a range of digital convey and organize
tools to write, edit, revise and information using
publish written work in a way facts and details and by
that supports collaboration, employing various
learning and productivity. stages of the writing
EFL 4.4.7 Use the process of process, while
prewriting, drafting, revising, using a range of digital
peer editing and proofreading. tools to promote
EFL 4.5.5 Gain an understanding and support collaboration,
of literary concepts such as learning and
genre, plot, setting, character, productivity
point of view, theme and other
literary elements in order to
apply them to one’s own
creative texts.
Revising with projects
EFL 4.1.4 Demonstrate
mindfulness, empathy,
tolerance and an overall respect
for the integrity of cultures in
daily classroom activities.
EFL 4.2.10 Sustain a

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conversational exchange on a
familiar, everyday subject when
carrying out a
collaborative/paired learning
activity in which there are
specific instructions for a task
Living in harmony
EFL 4.1.3 Display an
understanding of the
relationship between the
practices and perspectives of
different cultures by recognizing
and sharing cross-cultural
experiences and ideas.
EFL 4.4.3 Critically evaluate
information from references,
including those found on the
web, and recommend print and
digital sources to other learners.
3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

ELABORATED REVIEWED APPROVED

Teaching: Area Coordinator: Vice Chancellor:

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Firm: Firm: Firm:

Date: Date: Date:

PLANNING MICROCURRICULAR 6

SCHOOL YEAR:

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA 6

1. INFORMATIVE DATA:
Teaching: Area/subject: ENGLISH GRADE / COURSE: 9th Parallel:
Date: Weather:
Number of 6 Title Let's go to the Specific objectives O.EFL 4.3 Independently read A2.1 level text in English as a source of
planning unit: planning doctor! of the planning entertainment and interpersonal and intrapersonal interaction.
unit: unit: O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate expressions in
order to reach an effective command of spoken language.

Evaluation criteria: CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics
such as objects, possessions and routines in structured situations and short conversations. Interaction is with reasonable ease,
provided speech is given clearly, slowly and directly.
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.

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CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote acquisition.
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.
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.
2. PLANNING
EVALUATION
Resources and
Skills with performance criteria Methodological strategies Evaluation activities / techniques /
materials Achievement indicators
instruments
I LEARN Present Perfect simple Responding to interactions in class Course book I.EFL.4.9.1. Learners can Diagnostic: Placement test,
EFL 4.2.10 Sustain a spontaneously and in a way that use simple language Questionnaire
conversational exchange on a encourages others Workbook to describe, compare
familiar, everyday subject when to interact. and state Formative: Checklist, workshops,
carrying out a Teacher’s guide facts about familiar oral presentations, questionnaires,
collaborative/paired learning Reading a text and answering everyday topics such portfolio, rubrics, hands-on
activity in which there are information questions. Audio CD as possessions, activities.
specific instructions for a task. Connecting ideas within and between classroom objects and
EFL 4.2.13 Interact with texts using audios and infographics. CD player routines in short, Summative: Unit Test, Progress
reasonable ease in structured structured situations, test, Mid-term exam, Term exam.
situations and short Worksheets interacting
conversations within familiar Brainstorming ideas for a writing with relative ease.
contexts, provided that speech project in small groups, using a Notebook I.EFL.4.11.1. Learners
is given clearly, slowly and graphic organizer. can understand main
directly. Cut-outs ideas and some details in
I learn Science Studying an infographic on a familiar short simple online
Evolution of bacteria and subject, listening to an audio about Magazines or print texts on familiar

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resistance to antibiotics the topic and answering questions subjects, using

EFL 4.2.3 Follow and understand about the information. Web/video links contextual clues to help
short, straightforward audio identify the
messages and/or the main Listening to a short text and most relevant
idea/dialogue of a movie or demonstrating understanding of it information.
cartoon (or other age- and learning new idiomatic I.EFL.4.14.1. Learners
appropriate audio-visual expressions. can interact and
presentations) if delivered engage with a wide
slowly and visuals provide Reading a text and answering range of ICT and
contextual support. information questions. classroom resources and
EFL 4.2.8 Follow main ideas in texts by selecting
topics covered in other Reading a paragraph about a cross and evaluating them in
curricular subjects with the help curricular topic and showing order to
of visual support, using understanding through diverse strengthen literacy skills
concepts and vocabulary that comprehension activities. and promote
have been studied in advance. acquisition.
My world, our world Identifying the format of a familiar
EFL 4.2.5 Understand most text-type and using it as a model for I.EFL.4.17.1. Learners
changes in the topic of your own writing. can convey and organize
discussion if people speak information using
slowly facts and details and by
I Listen & Analyze employing various
EFL 4.2.7 Identify the main idea Completing gaps from a reading using stages of the writing
and some details of recorded words from a box. process, while
news reports, documentaries using a range of digital
and interviews reporting on Reading literary texts and answering tools to promote
seasonal festivities, reading comprehension activities. and support
environmental issues, food and collaboration, learning

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international customs, climate, Writing texts according to the literary and productivity.
weather, etc., where the visuals genre of the unit.
support the commentary. I.EFL.4.22.1. Learners
EFL 4.3.2 Make use of clues Writing following the writing process. can collaborate and
such as titles, illustrations, participate effectively in
organization, text outline and a variety of student
layout, etc. to identify and groupings by employing
understand relevant a wide range
information in written level- of creative thinking skills
appropriate text types. through the completion
Reading is fun/ Detective Story of activities such as
EFL 4.3.7 Read, gather, view and playing games,
listen to information from brainstorming and
various sources in order to problem solving.
organize and discuss
relationships between academic
content areas.
EFL 4.3.9 Demonstrate an ability
to interact and engage with a
wide range of ICT and classroom
resources in order to strengthen
literacy skills and strategies.
Writing is fun/ Detective Story
EFL 4.4.6 Identify a variety of
types and formats of potential
resources and the value,
purpose and audience of each
for use in the educational

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domain.
EFL 4.4.7 Use the process of
prewriting, drafting, revising,
peer editing and proofreading.
EFL 4.4.8 Convey and organize
information using facts and
details in order to illustrate
diverse patterns and structures
in writing.
Revising with projects
EFL 4.4.6 Identify a variety of
types and formats of potential
resources and the value,
purpose and audience of each
for use in the educational
domain.
Living in harmony
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 people’s strengths.
3. CURRICULAR ADAPTATIONS
Specification of educational need Specification adaptation to be applied

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ELABORATED REVIEWED APPROVED

Teaching: Area Coordinator: Vice Chancellor:
Firm: Firm: Firm:
Date: Date: Date:

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