UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/ 8th 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 18 periods, 6 class periods per lesson Starting Week: 6 weeks

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

EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and [Link].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 [Link].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
[Link].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. [Link].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 [Link].4.11. Demonstrate comprehension of main ideas
to audience and purpose. 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. [Link].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

[Link].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 [Link].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, option to complete the sentences.
Participating in short dialogues I.1) Look at the words in bold and
and role plays to practice target [Link].4.4.1. Learners can demonstrate an ability circle the one you hear
language. (Example: thanking to give and ask for information and assistance Go back to the text and write the
others, apologizing, asking for using level-appropriate language and names of the people under the
help, greeting authorities, etc.) interaction styles in online or face-to-face social correct flag
and classroom interactions. (J.2, J.3, J.4, I.3) Listen and check true or false.
ORAL COMMUNICATION Then complete the chart with the
ORAL COMMUNICATION correct nationality.
Listening to a simple, Read the student card. Then,
straightforward story and [Link].4.6.1. Learners can grasp the general complete with the verb to be and
correcting false statements. meaning of spoken texts set in familiar everyday he/it
Listening to a dialogue and contexts and infer changes in the topic of Complete the dialog. Use subject
completing a chart with key discussion, as well as deduce the meanings of pronouns and the verb to be.
information. (Example: Name, unfamiliar words and exchanges through the Match the words with the pictures
country, nationality, language, use of context clues, provided speech is given Guess the nationality of these
etc.) slowly and clearly and there is sufficient visual famous people. Then, read the text
Working in pairs to complete an support. (I.3, S.1, J.4) and confirm your answers.
information gap activity. [Link].4.10.1. Learners can effectively participate Read the profiles. Then match the
Giving learners language in familiar and predictable everyday text with the corresponding
prompts to use during conversational exchanges in order to complete a picture.
pair/group work. task, satisfy a need or handle a simple Read the ID card and write the
transaction, using a range of repair strategies. profile.
READING (Example: asking for clarification, etc.) (I.3, J.3, Look at the world map. Write the
J.4) continents in the correct place.
Reading a text and answering Complete the sentences by using
information questions. READING words related to nationalities.
Predicting main ideas by reading Project: A slide show presentation:
the title and using other [Link].4.11.1. Learners can understand main Students create a slide show
contextual clues (e.g., ideas and some details in short simple online or presentation to introduce famous
illustrations, subheadings, etc.) print texts on familiar subjects, using contextual personalities and themselves.
clues to help identify the most relevant TECHNIQUES
WRITING information. (Example: title, illustrations,
organization, etc.) (I.2, I.4) Observation
Listening to a celebrity interview Interview
and writing three more interview WRITING Self and pair-evaluation
questions.
[Link].4.15.1. Learners can convey information INSTRUMENTS
LANGUAGE THROUGH THE and ideas and describe feelings and opinions in
ARTS simple transactional or expository texts on Anecdotal Records
familiar subjects in order to influence an Checklists
Brainstorming a list of questions audience, while recognizing that different texts Rubrics
and responses learners can use have different features and showing the ability Questionnaire
during small group discussions to use these features appropriately in one’s own
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 [Link].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:

UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/ 8th 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 18 periods, 6 class periods per lesson Starting Week: 6 weeks

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

EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom [Link].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 [Link].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. [Link].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, [Link].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
[Link].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

[Link].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

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

UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/ 8th year of Class: A
Language Course: Basic
Education
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, 6 class periods per lesson Starting Week: 6 weeks

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

EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador [Link].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.) [Link].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 [Link].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 [Link].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. [Link].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
[Link].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

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

CLIL COMPONENTS Arts: Types of movies TRANSVERSAL AXES:

Cultural Events
Famous Festivals
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/ 8th year of Class: A
Language Course: Basic
Education
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, 6 class periods per lesson Starting Week: 6 weeks

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

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and [Link].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
[Link].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. [Link].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 [Link].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. [Link].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

[Link].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 [Link].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 using characters in the picture.
classroom language, turn-taking, level-appropriate language and interaction styles Complete 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. [Link].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
ORAL COMMUNICATION contexts and infer changes in the topic of the description.
discussion, as well as deduce the meanings of Complete the descriptions with the
Creating mental images to identify unfamiliar words and exchanges through the use correct demonstrative pronouns.
activities. of context clues, provided speech is given slowly Classify the words in the word bank
Describing activities people are and clearly and there is sufficient visual support. according to the seasons.
doing, clothes they are wearing, (I.3, S.1, J.4) Read and match the texts with the
and what the weather is like in a [Link].4.10.1. Learners can effectively participate in
familiar neighborhood or famous familiar and predictable everyday conversational corresponding pictures.
place. exchanges in order to complete a task, satisfy a Complete a paragraph about your
Listening to a simple, need or handle a simple transaction, using a range neighborhood.
straightforward story and of repair strategies. (Example: asking for Match the expressions in bold with
correcting false statements. clarification, etc.) (I.3, J.3, J.4) the corresponding picture.
Listening to a dialogue and Listen and complete with the
completing a chart with key READING expressions studied in this lesson.
information. Answer the survey and compare
Working in pairs to complete an [Link].4.11.1. Learners can understand main ideas with a partner.
information gap activity. and some details in short simple online or print Project: Collage: Students make a
Giving learners language prompts texts on familiar subjects, using contextual clues to collage about your neighborhood to
to use during pair/group work. help identify the most relevant information. describe activities and clothes.
(Example: title, illustrations, organization, etc.) (I.2,
READING I.4) TECHNIQUES

Using images and the context to WRITING Observation

deduce the meaning of idioms and Interview
colloquial expressions. [Link].4.15.1. Learners can convey information and Self and pair-evaluation
Reading a text and answering ideas and describe feelings and opinions in simple
information questions. transactional or expository texts on familiar INSTRUMENTS
Predicting main ideas by reading subjects in order to influence an audience, while
the title and using other contextual recognizing that different texts have different Anecdotal Records
clues. features and showing the ability to use these Checklists
features appropriately in one’s own writing. (I.3, Rubrics
WRITING I.4, S.3, J.2) Questionnaire

Writing short descriptions

including activities people are LANGUAGE THROUGH THE ARTS
doing, clothes they are wearing,
and the weather in a familiar [Link].4.22.1. Learners can collaborate and
neighborhood or famous place. participate effectively in a variety of student
Using “so” to write about the groupings by employing a wide range of creative
result or consequence of an thinking skills through the completion of activities
actions such as playing games, brainstorming and problem
LANGUAGE THROUGH THE ARTS 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

Street Life
CLIL COMPONENTS Clothes TRANSVERSAL AXES:
Famous Neighborhoods
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/ 8th year of Class: A
Language Course: Basic
Education
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 18 periods, 6 class periods per lesson Starting Week: 6 weeks

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

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and [Link].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
[Link].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 [Link].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.
[Link].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 [Link].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

[Link].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
audience, while recognizing that different texts have
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games different features and showing the ability to use these
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on features appropriately in one’s own writing.
other people’s strengths. [Link].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

[Link].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 [Link].4.4.1. Learners can demonstrate an ability to Look at the map and write the
Playing games that practice Audio CD give and ask for information and assistance using correct preposition of place.
classroom language, turn-taking, level-appropriate language and interaction styles Use the map on page 62 to ask
being polite, etc. in online or face-to-face social and classroom about the location of some places.
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) Match the profession with the
small groups. corresponding place.
Participating in short dialogues and Listen to the conversation and circle
role plays to practice target ORAL COMMUNICATION the directions you hear.
language. Based on the map of page 64 fill in
[Link].4.6.1. Learners can grasp the general the blanks with the correct
ORAL COMMUNICATION meaning of spoken texts set in familiar everyday directions.
contexts and infer changes in the topic of Listen to two conversations, draw
Using visual clues and context to discussion, as well as deduce the meanings of the directions, and circle the final
recognized prepositions of place unfamiliar words and exchanges through the use destination.
while listening. of context clues, provided speech is given slowly Match the signs with the correct
Giving and following instructions to and clearly and there is sufficient visual support. place on the map.
get to a place by using city maps (I.3, S.1, J.4) Check the information that you
Asking for and giving information [Link].4.7.1. Learners can identify the main idea and know about Dubai. Listen and
about the location of places in the some details in short straightforward spoken audio confirm.
city. texts set in familiar contexts when the message is Read the text and put the heading
Using idioms in informal delivered slowly and there is other contextual into the correct paragraph.
conversations to describe tourist support. (Example: rules for a game, classroom Paste a picture of your city and
places. instructions, a dialogue in a scene from a cartoon describe the places. Use but.
Describing a tourist place including or movie, etc.) Learners can use other classmate’s Read the test and circle the correct
the weather, buildings and the contributions in class as models for their own. (I.2, answer.
transportation system. I.3, S.4) Read the second part of the test and
Listening to a simple, [Link].4.10.1. Learners can effectively participate in circle the corresponding meaning of
straightforward story and familiar and predictable everyday conversational the expression in red.
correcting false statements. exchanges in order to complete a task, satisfy a Project: Tourist brochure: Students
Listening to a dialogue and need or handle a simple transaction, using a range make a brochure about a touristic
completing a chart with key of repair strategies. (Example: asking for city in their country.
information. clarification, etc.) (I.3, J.3, J.4)
Working in pairs to complete an TECHNIQUES
information gap activity. READING
Giving learners language prompts Observation
to use during pair/group work. [Link].4.11.1. Learners can understand main ideas Interview
and some details in short simple online or print Self and pair-evaluation
READING texts on familiar subjects, using contextual clues to
help identify the most relevant information. INSTRUMENTS
Recognizing details about the (Example: title, illustrations, organization, etc.) (I.2,
weather, buildings/architecture I.4) Anecdotal Records
and the transport system in tourist Checklists
places. WRITING Rubrics
Relating headings to paragraphs Questionnaire
dealing with tourist places. [Link].4.15.1. Learners can convey information and
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. [Link].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
WRITING promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
Using but to contrast ideas
Writing short descriptions of a LANGUAGE THROUGH THE ARTS
tourist place including the weather,
buildings and the transportation
system. [Link].4.22.1. Learners can collaborate and
participate effectively in a variety of student
LANGUAGE THROUGH THE ARTS groupings by employing a wide range of creative
thinking skills through the completion of activities
Brainstorming ideas for a writing such as playing games, brainstorming and problem
project in small groups, using a solving. (S.2, S.4, J.1, J.2, J.3, J.4)
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
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/ 8th year of Class: A
Language Course: Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 1 Unit Specific Objectives:  Talk about routines and
Unit Title: Daily Routines lifestyles.

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

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

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and [Link].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
[Link].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 [Link].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 [Link].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, [Link].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. [Link].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.
[Link].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.
[Link].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

[Link].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 [Link].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. [Link].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 [Link].4.7.1. Learners can identify the main idea and corresponding personality adjective.
or colloquial expressions. some details in short straightforward spoken audio Read and organize the text from 1 to
Asking for and giving information texts set in familiar contexts when the message is 5.
about people’s regular or common delivered slowly and there is other contextual Read the article again and answer
activities. support. (Example: rules for a game, classroom the following questions.
Using idioms in informal instructions, a dialogue in a scene from a cartoon Go back to the text and complete
conversations to describe people’s or movie, etc.) Learners can use other classmate’s the sentences with the connectors
routines on weekends. contributions in class as models for their own. (I.2, in red.
Asking for and giving information Write your routine and use
about people’s daily routines, I.3, S.4) connectors of sequence to organize
lifestyles, and regular or common [Link].4.10.1. Learners can effectively participate in ideas.
activities. familiar and predictable everyday conversational Project: Interview: Students
Listening to a simple, exchanges in order to complete a task, satisfy a interview a person to talk about
straightforward story and need or handle a simple transaction, using a range his/her lifestyle.
correcting false statements. of repair strategies. (Example: asking for
Listening to a dialogue and clarification, etc.) (I.3, J.3, J.4) TECHNIQUES
completing a chart with key [Link].4.9.1. Learners can use simple language to
information. describe, compare and state facts about familiar Observation
Working in pairs to complete an everyday topics such as possessions, classroom Interview
information gap activity. objects and routines in short, structured Self and pair-evaluation
Giving learners language prompts situations, interacting with relative ease. (I.3, I.4,
to use during pair/group work. S.4) INSTRUMENTS
Anecdotal Records
READING READING Checklists
Rubrics
Using context clues and connectors [Link].4.11.1. Learners can understand main ideas Questionnaire
of sequence to organize a text. and some details in short simple online or print
Recognize specific information in texts on familiar subjects, using contextual clues to
texts dealing with people’s help identify the most relevant information.
personality, routines and regular or (Example: title, illustrations, organization, etc.) (I.2,
common activities. I.4)
Using images and the context to
deduce the meaning of idioms and
colloquial expressions. WRITING
Predicting main ideas by reading
the title and using other contextual [Link].4.15.1. Learners can convey information and
clues. ideas and describe feelings and opinions in simple
transactional or expository texts on familiar
WRITING subjects in order to influence an audience, while
recognizing that different texts have different
Writing affirmative, negative and features and showing the ability to use these
interrogative statements about features appropriately in one’s own writing. (I.3,
peoples’ daily routines. I.4, S.3, J.2)
Writing his/her daily routine and [Link].4.17.1. Learners can convey and organize
using connectors of sequence to information through the use of facts and details
organize ideas. and by employing various stages of the writing
process, while using a range of digital tools to
LANGUAGE THROUGH THE ARTS promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
Brainstorming ideas for a writing
project in small groups, using a LANGUAGE THROUGH THE ARTS
graphic organizer.
[Link].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: