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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: UNIDAD EDUCATIVA
Academic Year: 2016 - 2017
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language A 2.2
Book: Unit 3 Objectives
Starship Pre 1.2 I Want O.EFL 3.4
Juice,
please Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
O.EFL 3.5
Use print and digital tools and resources to investigate real-world issues, answer
questions or solve problems.
O.EFL 3.8
Demonstrate an ability to interact with written and spoken texts, in order to
explore creative writing as an outlet to personal expression and intercultural
competence.
O.EFL 3.9
Be able to interact in English using basic, frequently used expressions and short
phrases in familiar and personalized contexts, demonstrating a limited but effective
command of the spoken language in simple and routine tasks which require a direct
exchange of information.
Periods: 18, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
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Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.3.3.
EFL 3.1.3 Interact with others using a variety of both verbal and
nonverbal communication features and express likes and
Exchange basic personal preferences with peers in order dislikes while giving recommendations in basic yet
to express likes and dislikes. effective terms.
Oral Communication: (Listening and Speaking) CE.EFL.3.9.
EFL 3.2.13 Production - Fluency: Respond to simple questions and
familiar everyday social situations, such as an
Respond to simple questions in quite a short time and invitation or request, relatively quickly. Spontaneously
initiate basic interaction spontaneously when there are initiate interactions in order to express opinions or
opportunities to speak. Speech is produced a little less give accounts of personal experiences.
slowly and hesitantly.
EFL 3.2.14
Make and respond to invitations, suggestions, apologies
and requests.
EFL 3.2.15
Provide a simple description and/or opinion of a common
object or a simple account of something experienced.
(Example: an Ecuadorian celebration, a class trip, a
party, a game played, etc.)
Reading: CE.EFL.3.13.
EFL 3.3.3 Show an ability to identify the meaning of specific
content-based words and phrases, with the aid of visual
Identify the meaning of specific content-based words and support, and use charts/mind maps to distinguish between
phrases, with the aid of visual support. fact/opinion and relevant/irrelevant information in in-
formational texts.
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EFL 3.3.4
Distinguish between fact and opinion and relevant and
irrelevant information in an informational text through
the use of mind maps/charts.
Writing: CE.EFL.3.18.
EFL 3.4.3 Write a variety of short simple familiar text-types –
online or in print – using appropriate language, layout
Write a variety of short simple text-types, commonly used and linking words.
in print and online, with appropriate language and
layout. (Example: write a greeting on a birthday card,
name and address on an envelope, a URL for a website, an
email address, etc.)
EFL 3.4.6
Write a simple narrative with linking words on familiar
subjects in order to express everyday activities.
(Example: free time, descriptions, what happened last
weekend, etc.)
Language through the Arts: CE.EFL.3.25.
EFL 3.5.8 Observe and expand on the conventions of genre in order
to create a variety of texts that reflect traditional and
Create stories, poems, songs, dances and plays including popular Ecuadorian culture and identify select literary
those that reflect traditional and popular Ecuadorian elements in order to relate them to other works, includ-
culture, observing the conventions of the genre. ing the learners’ own writing.
(Example: purpose, settings, audience, voice, rhythm,
etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
New Curriculum EFL for Media Communication and Cultural ACTIVITIES and TECHNIQUES
Communication and Cultural EGB Awareness
Awareness
Listen to a short story and
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Starship English - Teacher´s I.EFL.3.3.1. write a short
Listening to a poem or short Book Pre A 1.2 recommendation.
story and writing a short Learners can employ a range
recommendation for a learner Starship Pre A 1.2 (Audios) of verbal and nonverbal Answer to a class survey
in another class. communication features to about food.
Puppets: Star and Stella express likes and dislikes
and can give recommendations Complete the gaps in a
Flash Cards from in basic yet effective sentence.
Talking in pairs about a terms. (I.3, S.4)
video that learners have
watched. Activity Book INSTRUMENTS
(AB24 - AB35) Oral Communication:
(Listening and Speaking) Rubrics
Relia: sentences on cards:
Oral Communication: “My sister’s cat is pretty.” Portfolio
(Listening and Speaking) “Your brother’s dog is old.” I.EFL.3.9.1.
“Her mother’s fish is Oral interview
happy.”“His father’s mouse Learners can answer simple
Conducting a class survey is small.”; one set of “Food questions quickly and Picture-based test
where learners ask each and drinks” game cards (pp. initiate basic interaction
other about a familiar topic 146, 147) for each pair; two spontaneously when given op-
and record each other’s sets of “Food and drinks” portunities. (Example: make
answers. (Example: What’s game cards (pp. 146, 147) so an invitation, give a
your favorite food? What do there is one card per suggestion, etc.) Learners
you usually eat for lunch? student; dice; box and ball; can describe simple,
What’s your least favorite magazine pictures of rooms; familiar situations and talk
food?, etc.) Sharing a few a set of “Rooms” game cards about past experiences.
things about their (p. 148) for each pair; two (I.3, J.3)
classmates’ answers. to three sets of “Rooms” Reading
(Example: Suzy likes pizza game cards(p. 148) so there
but she doesn’t like la- is one card per student. I.EFL.3.13.1.
sagna. No one likes green Letter Cards, Phonics Game
beans. Mateo loves corn and Learners can determine the
Cards.
so does Juan, etc.) meaning of specific content-
based words and phrases when
accompanied by visual
support and distinguish be-
Reading tween fact and opinion and
relevant and irrelevant
information in informational
Reading a text and matching texts through the use of
content-based words to their mind maps and charts. (I.2,
definition or picture. I.3)
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Writing
Writing I.EFL.3.18.1.
Learners can write short
simple text-types and
Completing the gaps in a narratives, online and in
sentence. (Example: My best print, using appropriate
friend is Carol. ----- is language, layout and linking
ten years old. --- birthday words. (I.3, J.2)
is in May, etc.)
Language through the Arts
I.EFL.3.25.1.
Identifying the format of a
familiar text-type and using Learners can create stories,
it as a model for your own poems, songs and plays to
writing. (Example: Text- reflect traditional and
type: Recipe. Format: popular Ecuadorian culture,
Ingredients, Preparation, observing the conventions of
etc.) the genre. Learners can find
and identify selected
literary elements in texts
Language through the Arts to relate them to other
works and personal
experiences. (S.2, J.1)
Creating a crossword puzzle
in groups about an
Ecuadorian story, region,
celebrity, etc.
Creating a dance for a
popular song or rhyme.
Participating in TPR
activities such as acting
out situations in a story as
it is read aloud.
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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.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: September 30th, 2016 Date: Date:
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