MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIDAD EDUCATIVA PARTICULAR “MANABÍ”
Res. Min Nº 000571 del 19 de marzo de 1981
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Wilbert Aguirre Area: English English as a Foreign Grade/Course: 2nd. BGU Class: English
Language
Unit Number: 1 TEXTBOOK: I LESSON 1: MY WORLD Unit Specific Objectives:
I – World Level B1
LESSON 2: VIEWS Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role of
diversity in building an intercultural and multinational
Unit Title: My Online LESSON 3: GRAMMAR,
society. Ref. [Link] 5.2
Life READING, WRITING
Interact using basic forms in informal social situations with a
LESSON 4: OUT AND limited command of the spoken language (CEFR B1 level)
ABOUT Ref. [Link] 5.7
LESSON 5: THE
WORLDS IN YOUR
HANDS
LESSON 6: PROJECT: A
SOCIAL NETWORK
PERIODS: 18 periods STARTING WEEK:
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
Display an understanding of the relationship between the practices and perspectives of [Link].5.1. Display an understanding of the integrity of different cultures
different cultures by recognizing cross-cultural experiences and ideas. Ref. EFL 5.1.1. by sharing experiences and by participating in class activities and discussions
in a way that shows empathy and respect for others.
LESSON 1
ORAL COMMUNICATION
Mark (✔️) the qualities that are important in a good friend.
[Link].5.5. Listening for Meaning: Identify the main idea in a variety of
Compare your opinions with your classmates: audio recordings (e.g., interviews, radio ads, news reports, etc.) and deduce
the meanings of unfamiliar phrases and words in familiar contexts, provided
LESSON 2 speech is clear and visuals help support meaning.
Play Find Someone Who... Interview your classmates and write the name of a READING
person who answers Yes for each question.
[Link].5.12. Engage with a variety of digital and print texts and resources
Demonstrate empathy and an overall respect for the integrity of cultures in daily by evaluating and detecting complexities and discrepancies in the
classroom activities. Ref. EFL 5.1.2. information in order to find the most appropriate sources to support an idea
or argument.
LESSON 3
WRITING
Work in pairs look at the blog and discuss what the term “Cyber Lifestyles”
means. [Link].5.13. Produce emails, blog posts and other written texts using an
Answer the questions about the first post and the doctor’s reply. effective voice and a variety of appropriate writing styles and conventions.
Work in groups and discuss the questions.
LANGUAGE THROUGH THE ARTS
ORAL COMMUNICATION
[Link].5.19. Engage in collaborative activities through a variety of student
Deduce the meanings of basic phrases and words from a context containing familiar groupings in order to solve problems and reflect on literary texts, and
elements. Ref. EFL 5.2.1. produce criteria for evaluating the effectiveness of the group.
LESSON 1
Listen to three friends talking. In your notebook, write what they are doing and
where they are.
Listen and again and underline the correct options to complete the sentences.
Identify the main idea of documentaries and interviews reporting on seasonal festivities,
environmental issues, food and international customs, climate, weather, etc., where the
visuals support the commentary. Ref. EFL 5.2.2.
LESSON 2
Listen to a debate about Internet use. Mark the opinions S (Sandra) or C (Chris).
Listen to the sentences and notice how the words in italics are stressed.
READING
Find the most important information in print sources in order to support an idea. Ref.
EFL 5.3.4.
LESSON 1
Read the article to check your answers from the previous exercise.
Compare and evaluate the quality of written texts and visual presentations using different
criteria and ICT tools related to the organization, subject area and purpose of a text.
(Examples of text types: editorials, letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)Ref. EFL 5.3.5.
LESSON 2
Read the examples from Track 2. Underline the verbs that describe an action.
Circle the verbs that describe a condition or a state.
EFL 5.3.6. Display an appreciation of the language by interacting and engaging with a
variety of digital and print texts and resources and by selecting and evaluating these
materials as a means to promote and strengthen literacy skills and language acquisition.
LESSON 3
Read the examples from the website and underline the gerunds and infinitives.
Follow the examples.
READER ONLINE
Go to the reader online and read the article about Sleep Deprivation.
Complete the activities 1 to 4 according to the teacher’s directions.
WRITING
Produce emails describing personal experiences and feelings. Ref. EFL 5.4.6.
LESSON 3
Write two questions about Worried’s post and the Doctor’s reply.
Work in pairs. Write a post about a problem, choose a situation.
LESSON 4
Make list of social media sites that are popular in your class.
LESSON 5
Write six sentences comparing the things in the prompts, using the adjectives in
the box.
LANGUAGE THROUGH THE ARTS
Produce some rubrics for evaluating literary texts and the effectiveness of group work.
Ref. EFL 5.5.7.
LESSON 2
Work in groups. Debate the use of smart phones at school. Choose a point of
view. Write down ideas to support your position.
LESSON 5
Conduct a survey of your classmates and find out each one of the points
presented
Work in pairs and report your findings to your partner.
METHODOLOGICAL ACTIVITIES
RESOURCES
STRATEGIES PERFORMANCE INDICATORS TECHNIQUES/INSTRUMENTS
COMMUNICATION AND COMMUNICATION AND CULTURAL COMMUNICATION AND
CULTURAL AWARENESS AWARENESS CULTURAL AWARENESS
This performance criteria can be Learners can demonstrate an understanding of the Activity: Play Find Someone Who..
evaluated by: integrity of different cultures by sharing experiences in Interview your classmates and write the
class activities and discussions. Ref. [Link].5.1.1. name of a person who answers Yes for
Hearing a song from another
each question.
country and finding similarities ORAL COMMUNICATION
with a song from Ecuador.
Technique: Survey.
Writing a weekly journal entry Learners can identify the main idea in a variety of audio
about a cross-cultural experience. recordings (e.g., interviews, radio ads, news reports,
Instrument: Questionnaire.
Reading two legends from etc.) Ref. [Link].5.5.1
different regions in Ecuador and ORAL COMMUNICATION
completing a chart to show the READING
differences.
Learners can engage with a some digital and print texts Activity: Listen and again and
Reading a myth from another
and resources by evaluating in order to find the most underline the correct options to
region/culture and sharing a
appropriate sources to support an idea or argument. (I.2, complete to complete the sentences.
similar experience.
I.4, J.3) Ref. [Link].5.12.1.
Reflecting on differences between Technique: Listen and observe
people from other countries and
WRITING
regions. Instrument: Checklist
Learners can produce emails and blog using an effective
ORAL COMMUNICATION
voice and a variety of appropriate writing styles and READING
conventions. (I.3, S.3, J.2) Ref. [Link].5.13.1.
This performance criteria can be Activity: Read the examples from
evaluated by: LANGUAGE THROUGH THE ARTS Track 2. Underline the verbs that
describe an action. Circle the verbs that
Learners can engage in collaborative activities through describe a condition or a state.
Using pictures and other visuals to
some of student groupings in order to solve problems
predict the main idea of a short
and reflect on literary texts, and produce criteria for Technique: Observation
conversation.
evaluating the effectiveness of the group. (I.1, I.2, S.2,
Listening to a straightforward
article and correcting false S.3, S.4, J.3, J.4) Ref. [Link].5.19.1. Instrument: Checklist
statements. Go to reader online and work on the
Listening to a short conversation activities that correspond following the
between two speakers and teachers directions.
deciding who is speaking, where
they are and how they feel. WRITING
Listening for specific words in a
conversation and trying to guess Activity: Complete the questions with
the meaning from the context. at, about, in or of.
READING Technique: Observation
These performance criteria could be Instrument: Checklist
evaluated by:
LANGUAGE THROUGH THE
Thinking of questions about a ARTS
topic and then using the Internet
and other sources to find the Activity: Work in groups. Debate the
answers. use of smart phones at school. Choose a
Reading two articles on the same point of view. Write down ideas to
topic and recording discrepancies support your position.
in the information.
Comparing and contrasting the Technique: Group work
opinions of two experts on a topic
of personal interest. Instrument: Checklist
WRITING
These performance criteria could be
evaluated by:
Writing an email to a friend
recommending a movie you’ve
seen.
Watching a short video and
writing a description of what you
saw or how it made you feel, then
comparing ideas in pairs.
Creating an online invitation to a
class event.
Making a poster for a school
campaign to increase awareness
about earthquake safety.
Researching and writing a short
paragraph about a new topic and
using appropriate references to
support your ideas.
LANGUAGE THROUGH THE
ARTS
These performance criteria could be
evaluated by:
Using a rubric to evaluate a class
project.
Evaluating and assessing the
effectiveness of group work by
answering a set of questions.
(Example: Who always
participates? Who gets the things
the group needs? Who asks good
questions?, etc.)
Writing a checklist in pairs to use
to evaluate another group’s
project.
Participating in teambuilding
activities. (Example: board relay
races, finding things in common,
reaching a consensus, etc.)
3. ADAPTED CURRICULUM
Specification of Educational Need Specification of the adapted material to be applied
Struggling Learners Face students when speaking. Speak clearly and slowly. Pause frequently Warm up students by
showing the pictures to them previously. Ask students for predicting the topic of the class. Group
Below Level Learners students for speaking activities. Use pictures and flash cards to help
learners connect meaning. Have learners create their own vocabulary and sentences cards. Use realia
in the classroom to introduce meanings. Use props, real classroom
objects, and gestures. Provide word walls for learners to reference. Have learners draw pictures to
illustrate meaning. Learners share pictures to contribute to conversations. Ask learners to add
pictures or drawings to a book activity.
CLIL COMPONENTS Science: TRANSVERSAL AXES
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Wilbert Aguirre Coordinator: Wilbert Aguirre Viceprincipal: Irma Parrales
Signature: Signature: Signature:
Date Date Date
