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MICROCURRICULAR PLANNING BY SPECIFIC AND GENERIC COMPETENCIES
School Name:
Academic Year:
1. INFORMATIVE DATA
Teacher: Department: Grade / Course: Class:
English as a Foreign Language 3RD EGB
Book: Objectives
UNIT # 2
New Leaders O.EFL 2.2
Teacher´s Book / MY FAMILY Assess and appreciate English as an international language, as well as
workbook # 3 the five aspects of English that contribute to communicative competence.
O.EFL 2.5
Identify some main ideas and details of written texts, in order to
develop an approach of critical inquiry to written and oral texts.
O.EFL 2.7
Read level-appropriate texts in English for pure enjoyment/entertainment
and to access information.
Use in-class resources and explore the use of ICT to enrich competencies
in the four skills.
Periods: Weeks:
2. UNIT PLAN
Specific and Generic Competencies Evaluation Criteria
Communication and Cultural Awareness CE.EFL.2.1.
EFL 2.1.2 Learners can classify everyday objects and
familiar names and express curiosity about the
Recognize familiar names, words, and short phrases about simple world through simple questions.
everyday topics for example: mother, father, sister, baby
Learners can classify parts of the body and
Recognize part of the body, words and short phrases about my express curiosity about the world through simple
questions.
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body, use vocabulary hand, arm, leg, arm, head
CE.EFL.2.3.
EFL 2.1.6 Make use of basic personal information and
Understand and use common expressions of politeness in class expressions of politeness in order to introduce
while working in pairs or groups on projects. (Example: please, oneself and participate in a short conversation.
sorry, thank you, etc.)
CE.EFL.2.4. Develop skills of communication by
EFL 2.1.7 working together on projects and sharing materials
while expressing personal preferences with peers.
Express curiosity about your family and parts of the body by
asking simple WH- questions in class after reading and/or
participating in presentations or other group work.
For example: Who is this? Who is he/she ….?
"Which part of the body is that?"
"Touch your ...
Oral Communication:(Listening and Speaking) CE.EFL.2.6.
EFL 2.2.1 Listening for Meaning: Understand the main ideas
in short simple spoken texts that include familiar
Listening to very short (spoken or recorded) descriptions of vocabulary and are set in everyday contexts.
scenes, and writing, coloring, or drawing items within them.
(Example: learners are given a simple picture of their families Saying different parts of the body.
or bodies. They listen the person and identify after draw and
color etc.) CE.EFL.2.7.
Listening for Information: Follow short and simple
EFL 2.2.4 spoken texts that include familiar vocabulary and
are set in everyday contexts. Identify key items
Identify items of specific information within simple messages or of information within the text, and record or act
from short and simple descriptions about familiar contexts, upon them.
especially if visual support is provided. (Example: letters of
the alphabet, members of the family, greetings, days, parts of
the body, parts of the face etc.) CE.EFL.2.8.
Production - Pronunciation: Produce individual
EFL 2.2.8 words and short phrases clearly enough that other
people can usually understand them easily.
Imitate individual English language sounds, especially those
phonemes which do not exist in the student’s own L1, both in
isolation and within key vocabulary items. (Example: /ŋ/ /ð/
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/ʌ/ /i:/ and in words like singing, these, up, etc.)
EFL 2.2.10
Clap, move, chant or sing along with short authentic English
language rhymes or songs, approximating English rhythm and
intonation once familiar with the text.(Example: jump or clap in
time to jump-rope rhymes, do the actions to action songs or short
rhythmic poems, enunciating some of words in time with the
rhythm, etc.
Reading CE.EFL.2.14.
EFL 2.3.5 Reading a short text and showing comprehension by
completing the accompanying graphic organizer.
Read a short simple text (online or print) and demonstrate (Example: learners read about my family and me in
understanding of the gist and some basic details of the content. context.
Reading a short simple story of just a few lines
Listen, look and color by reading the following story. and ordering simple pictures of familiar objects.
Reading a short simple text and circling the
correct answer. (Example: Question: What’s her
name? Answer: Susan
Writing CE.EFL.2.17.
EFL 2.4.1 Completing simple sentences to practice a grammar
structure by writing words in gapped sentences.
Write simple words, phrases, and sentences for controlled Support learners by providing pictures for context
practice of language items. and / or a box of answers, from which they can
Write and complete according to the picture. choose. (Example: My father is ---. --- name is
Carol, Who ---- this etc.)
Identifying the differences between two pictures
and writing simple sentences. (Example: In picture
A, she is my mother but in picture B he is my
father etc.)
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Language through the Arts CE.EFL.2.22
Describe and write about emotions and responses to
EFL 2.5.6 literary texts through words and images, or other
media (video, audio) on class or school bulletin
Generate and expand ideas by responding in a fun and playful boards and expand on ideas and responses to texts
manner to oral and written texts in order to increase enjoyment read/seen/heard in by participating in
of the language through TPR, playground games, and songs and songs/chants, TPR activities and playground games.
chants.
Methodological Strategies Resources Evaluation Evaluation: Activities /
Indicators Techniques / Instruments
Communication and Cultural Awareness New Curriculum EFL for Communication and ACTIVITIES and TECHNIQUES
Elemental EGB Cultural Awareness
Labeling pictures with the correct Draw your family and name
name. New Leaders Teacher´s I.EFL.2.1.1. them in English
Book / workbook # 3 Learners can understand
Identifying members of the family. Learners can
short and simple spoken
Flash Cards from 41 to 42 recognize
Participating in short dialogues using texts well enough to be
Glossary differences between
family member. able to pick out key items
where people live
of information
Recognizing personal pronouns. Activity Book and write or talk
(AB27 – AB40) about their own
Use the verb to be properly
Replacing names and family members surroundings, as
and answer short Yes/ No
with the right personal pronoun. Resource for teacher on - well as ask
questions.
line questions about how
Answer the question (Example: Who is other people live.
he / she? Learn that The Wh- WHO is Respond to pictures by
used to ask about people. choosing the corresponding
Match-Up the with I.EFL.2.3.1. word.
personal pronouns and
Follow simple instructions, identify family worksheet. Learners can use Complete a short, picture-
and recognize personal pronouns. basic personal based evaluation form
Picture cards Song Poster information and
Practice by talking about different Warm Up lesson sheet expressions of Listen to a short story and
members of the family. Students play a politeness in short ordering the pictures about
fun family photos game, make a family dialogues or my family
tree poster, make and play with finger conversations.
puppets, sing a song and read a funny
Identify family members and
story. I.EFL.2.4.1. replace them with a subject
Listening to very short (spoken or Learners can select pronoun.
recorded) descriptions of scenes, and pictures and/or
short phrases that Respond with the meaning of
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writing, coloring, or drawing items relate to flashcards
within them. (Example: learners are collaborating and
given a simple picture of their mother sharing and express Look at the picture and
They listen to a description of her personal recognize members of the
and draw. preferences. family
Showing the student some picture Oral Communication
flashcards of familiar vocabulary INSTRUMENTS
items and asking them to say the I.EFL.2.6.1.
words. (Example: mother, brother, leg, Picture-based test
hand, to see if they are easily Learners can
understood, etc.) understand the main ▪ Rubrics
ideas in short
Ask the learner to sing a song or simple spoken texts
recite a chant together with a group ▪ Vocabulary Quilt
and infer who is
of friends or with the teacher. Record speaking and what
the student’s production with the ▪ Mind Maps
the situation is,
recording device quite near to the without decoding
student’s mouth and listen to the ▪ Oral interviews
every word. individual/ in pairs
recording to assess clarity of sounds,
production of phonemes, rhythm and I.EFL.2.7.1.
intonation. ▪ Practical Exams.
Learners can
Reading understand short and ▪ Writing Tests
simple spoken texts
Using the alphabet to scan for well enough to be
particular items in lists. (Example: able to pick out key
finding a word in a simple dictionary items of information
or locating a boy’s name on a class and record them in
list.) writing or drawings,
or physically act
Testing each other on the meaning of upon them. (I.3)
flashcards. (Example: a boy shows a
picture on a flashcard and asks: Who I.EFL.2.8.1.
is she? Girl: She is my mother, etc.)
Learners can
Brainstorming everything known about a pronounce most
topic and then reading a text to check familiar vocabulary
true and false information. items accurately,
and can therefore
usually be easily
Learn the verb TO BE in present understood. They can
simple: AM- IS – and answer Yes/No also produce some
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questions with short answers. phrases and short
sentences clearly,
Choosing from a list of words to and may approximate
complete gaps from a reading. English rhythm and
intonation in longer
Writing utterances.
Reading
Making flashcards for new words and
using them replace subject pronouns.
I.EFL.2.14.1.
Writing new words and sentences in a Learners can
vocabulary notebook. successfully use
simple online and
Writing about a topic and choosing print learning
words for a glossary and writing the resources. (Example:
definitions flashcards, picture
dictionaries, word
Language through the Arts lists, etc.)
Creating a dance for a song or rhyme. Writing
Participating in TPR activities such
as acting out the movements of a I.EFL.2.17.1.
character in a story as it is read Learners can write
aloud. words, phrases, and
Moving to the rhythm of a song or short simple
chant. sentences using the
correct conventions
(spelling,
punctuation,
capitalization, and
handwriting or
typography, etc.),
for making simple
learning resources.
Language through the
Arts
I.EFL.2.22.1.
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Learners can report
emotions and compose
short responses to
literary texts
through words and
images, or other
media (video,
audio). Learners can
generate and expand
on personal opinions
and responses to
oral and written
texts through TPR,
playground games,
and songs.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
Done by Checked by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
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Date: Date: Date:
