UNIDAD EDUCATIVA FISCOMISIONAL “SAGRADO CORAZÓN DE JESÚS” CODIGO:

Hermanas Bethlemitas. Tulcán. CGPE-PR01-

Vigencia desde: 14 de septiembre del 2020 Versión: 01 R12
VIGENCIA:
PROCESO DE GESTIÓN PEDAGÓGICA
14-09-2020
INSTRUMENTO DE PLANIFICACIÓN MICROCURRICULAR
VERSIÓN 1
Página 1 de 5
DIDACTIC UNIT PLAN - PUD
Academic Year: 2023 - 2024
1. INFORMATIVE DATA
Teacher: Lcda. Marlene Montalvo Area: Grade / Course: Class:
English as a Foreign Language 8th C Media
Book: Lesson A Objectives
 Introduce themselves and others.
English __Who are you?  Greet formally and informally.
Pedagogical
 Ask and answer personal information questions.
Module 1
Periods: Beginning´s Week: 13/11/2023
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
COMMUNICATION AND CULTURAL AWARENESS Communication and cultural awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between
EFL 4.1.2 Recognize and demonstrate an appreciation of some cultures as well as the consequences of one’s actions while exhibiting socially
commonalities and distinctions across cultures and groups (differentiated by responsible behaviors.
gender, ability, generations, etc.) including the students’ own. CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction using appropriate language and interaction styles in a variety of social interactions.
styles for formal and informal social or academic situations in order to
communicate specific intentions in online and face-to-face interactions.
(Example: thanking, making promises, apologizing, asking permission,
chatting with friends, answering in class, greeting an authority figure, etc.)

Oral Communication: (Listening and Speaking) ORAL COMMUNICATION

EFL 4.2.1 Understand phrases and expressions related to areas of most immediate CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken
priority within the personal and educational domains, provided speech is clearly and texts set in familiar everyday contexts, provided speech is clear and articulate, and
slowly articulated. (Example: daily life, free time, school activities, etc.) deduce the meanings of unfamiliar words and phrases using context clues and/or prior
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when knowledge.
carrying out a collaborative/paired learning activity in which there are specific CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and
instructions for a task. 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.
Reading: READING
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
news about sports or famous people, descriptions, etc.) simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
Writing: WRITING
EFL 4.4.1 Convey information and ideas through simple transactional or expository CE.EFL.4.15. Express information and ideas and describe feelings and opinions in
texts on familiar subjects using ICT tools and conventions and features of English simple transactional or expository texts on familiar subjects in order to influence an
appropriate to audience and purpose. 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: LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a
games and problem-solving tasks by showing the ability to accept a variety of ideas variety of student groupings by employing a wide range of creative thinking skills
and capitalize on other people’s strengths. through the completion of activities such as playing games, brainstorming and problem
solving.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES and TECHNIQUES
AWARENESS Students’ book AWARENESS _ Read and say the name that matches.
Flashcards _ Ask the questions to a friend and
Researching through the Internet about Audio CD I.EFL.4.2.1. Learners can name answer.
other cultures and ways of life and similarities and differences between _ Draw and write about yourself.
presenting them to the class using digital different aspects of cultural groups. _ Read the words below and say them
tools. Learners can demonstrate socially out loud.
Working in small groups to complete a responsible behaviors at school, online, at _ Read and identify the item, then write its
color and number.
cultural project. home and in the community, and evaluate
_ Read and match the names.
Participating in short dialogues and role their actions by ethical, safety and social
_ Color the image according to the
plays to practice target language. standards. (J.3, S.1, I.1) number that corresponds
(Example: thanking others, apologizing, I.EFL.4.4.1. Learners can demonstrate an _ Say the words out loud and segment
asking for help, greeting authorities, etc.) ability to give and ask for information and them as appropriate
assistance using level-appropriate _ Using the words, write the missing
ORAL COMMUNICATION language and interaction styles in online vowels in the blanks.
or face-to-face social and classroom _ Look and answer the questions using
Listening to a simple, straightforward interactions. (J.2, J.3, J.4, I.3) the highlighted sentences
story and correcting false statements. _Repeat the verbs after the teacher.
Listening to a dialogue and completing a ORAL COMMUNICATION
chart with key information. (Example:
TECHNIQUES
Name, country, nationality, language, I.EFL.4.6.1. Learners can grasp the
Observation
etc.) general meaning of spoken texts set in Interview
Working in pairs to complete an familiar everyday contexts and infer Self-evaluation
information gap activity. changes in the topic of discussion, as well
Giving learners language prompts to use as deduce the meanings of unfamiliar INSTRUMENTS
during pair/group work. words and exchanges through the use of Anecdotal Records
context clues, provided speech is given Checklists
READING slowly and clearly and there is sufficient Rubrics
visual support. (I.3, S.1, J.4) Questionnaire
Reading a text and answering information I.EFL.4.10.1. Learners can effectively Briefcase
questions. participate in familiar and predictable Oral interview
Predicting main ideas by reading the title everyday conversational exchanges in Image based test
and using other contextual clues (e.g., order to complete a task, satisfy a need or Dialogues
illustrations, subheadings, etc.) handle a simple transaction, using a
range of repair strategies. (Example:
WRITING asking for clarification, etc.) (I.3, J.3, J.4)

Listening to a celebrity interview and READING

writing three more interview questions.
I.EFL.4.11.1. Learners can understand
LANGUAGE THROUGH THE ARTS main ideas and some details in short
simple online or print texts on familiar
Brainstorming a list of questions and subjects, using contextual clues to help
responses learners can use during small identify the most relevant information.
group discussions about literary texts. (Example: title, illustrations, organization,
(Example: Who is your favorite character? etc.) (I.2, I.4)
Why? Which story do you like better, A or
B?, etc.) WRITING
Brainstorming ideas for a writing project in
small groups, using a graphic organizer. I.EFL.4.15.1. Learners can convey
information and ideas and describe
feelings and opinions in simple
transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different
texts have different features and showing
the ability to use these features
appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)

LANGUAGE THROUGH THE ARTS

I.EFL.4.22.1. 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
Students with Special Needs Specifications of the 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.
CLIL Components - Science/Technology/Arts: Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
Prepared by Revised by Approved by
Teacher: Lcda. Marlene Montalvo Teacher: Lcda. Lisseth Hernández Teacher: Lcdo.Johny Diaz
Sign: Sign: Sign:

Date: 25/01/2024 Date: 25/01/2024 Date: 25/01/2024