MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: UNIDAD EDUCATIVA
Academic Year: 2017 - 2018
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 2nd EGB Pre A1.1
Book: Unit 2 Objectives
Starship Pre 1.1 What do O.EFL 2.2
you see? Assess and appreciate English as an international language, as well as the five
aspects of English that contribute to communicative competence.
O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich competencies in
the four skills.
O.EFL 2.7
Appreciate the use of English language through spoken and written literary texts
such as poems, rhymes, chants, riddles and songs, in order to foster imagination,
curiosity and memory, while developing a taste for literature.
Periods: 18, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.2.1.
EFL 2.1.2 Differentiate between different living situations in a
variety of surroundings and express curiosity about the
Recognize the differences between where people live among world through simple questions.
the regions of the country in order to appreciate their
own environment. (Example: house/apartment, country/city, CE.EFL.2.3.
etc.)
Make use of basic personal information and expressions of
politeness in order to introduce oneself and participate
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EFL 2.1.6 in a short conversation.
Understand and use common expressions of politeness in CE.EFL.2.4. Develop skills of collaboration by working
class while working in pairs or groups on projects. together on projects and sharing materials while
(Example: please, sorry, thank you, etc.) expressing personal preferences with peers.
EFL 2.1.7
Collaborate in a friendly manner by sharing classroom
materials and personal objects while participating in
games and activities in class and on the playground.
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 vocabulary and
Understand meanings expressed in short dialogues on are set in everyday contexts.
familiar topics, as well as basic spoken instructions and
simple questions about self, people, animals or things,
especially when spoken slowly and clearly. (Example: CE.EFL.2.7.
greetings, short phrases, basic range of classroom
instructions, common personal information questions: Listening for Information: Follow short and simple spoken
What’s your name? How old are you? Where do you live? texts that include familiar vocabulary and are set in
etc.) everyday contexts. Identify key items of information
within the text, and record or act upon them.
EFL 2.2.4
CE.EFL.2.8.
Identify items of specific information within simple
messages or from short and simple descriptions about Production - Pronunciation: Produce individual words and
familiar contexts, especially if visual support is short phrases clearly enough that other people can
provided. (Example: letters of the alphabet, numbers, usually understand them easily.
prices and times, days, dates and months, etc.)
EFL 2.2.8
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.
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(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing,
these, up, sea, 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 Demonstrate familiarity with study resources (both print
and digital). (Example: a picture dictionary, some
Show the ability to use a simple learning resource. flashcards of known words, or a word list.)
(Example: a small set of flashcards, a picture-based
dictionary (online or print), or a simple word list).
Writing CE.EFL.2.17.
EFL 2.4.1 Write simple words, phrases, and sentences to demonstrate
knowledge of spelling, punctuation, capitalization and
Know how to spell simple English words correctly, handwriting / typography, and identify their meanings.
demonstrating awareness of sound-letter relationships.
(Example: sea, mean, bee, etc.)
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 boards and
Generate and expand ideas by responding in a fun and expand on ideas and responses to texts read/seen/heard in
playful manner to oral and written texts in order to by participating in songs/chants, TPR activities and
increase enjoyment of the language through TPR, playground games.
playground games, and songs and chants.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
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Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Elemental EGB Awareness
Draw a classroom with
Drawing different houses and Starship English - Teacher´s I.EFL.2.1.1. different objects and name
labeling different rooms and Book Pre A 1.1 them in English
objects in a house. Learners can recognize
Starship Pre A 1.1 (Audios) differences between where
Differentiate between a
people live and write or
house and apartment as well
Puppets: Star and Stella talk about their own
Reflecting on differences as urban and rural areas
surroundings, as well as ask
between a house and an questions about how other
apartment. Flash Cards from 27 to 56 Use expressions of
people live. (I.2, S.2)
politeness
Activity Book
(AB16 - AB27) I.EFL.2.3.1. Respond to pictures by
Creating a diorama of urban
circling the corresponding
and rural aspects. Relia: ball, apple, lids, Learners can use basic one
toy duck, toy cat, doll. personal information and
expressions of politeness in Complete a short, picture-
Participating in short Alphabet Poster short dialogues or based evaluation form
dialogues using greetings. conversations. (J.2, J.3)
Alphabet Cards Aa to Ff Listen to a short story and
I.EFL.2.4.1. Learners can ordering the pictures
Practicing the use of Picture Cards for A to F select pictures and/or short
expressions of politeness phrases that relate to Carry out simple
during collaborative pair collaborating and sharing instructions
and small group work. and express personal
preferences. (J.2, J.3, S.4) Recognize the pictures
starting with the letters of
Oral Communication the alphabet from Aa to Ff
Responding to pictures or
short texts by circling the
I.EFL.2.6.1. Respond with the meaning of
corresponding emoticon.
(Example: happy face, sad flashcards
Learners can understand the
face, confused face, etc.) main ideas in short simple
Locate the alphabet letters
spoken texts and infer who
from Aa to Ff in a list
is speaking and what the
Completing a very short, situation is, without
INSTRUMENTS
picture-based self- decoding every word. (I.3)
evaluation or peer Rubrics
I.EFL.2.7.1.
evaluation form.
Learners can understand Portfolio
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short and simple spoken
texts well enough to be able Oral interview
Playing games in which to pick out key items of
learners must pass objects information and record them Picture-based test
around the room. (Example: in writing or drawings, or
hot potato, etc.) physically act upon them.
(I.3)
Oral Communication:
(Listening and Speaking) I.EFL.2.8.1.
Listening to a very short Learners can pronounce most
and simple story and familiar vocabulary items
ordering the pictures accurately, and can
showing what happens. therefore usually be easily
(Example: Jane is taking her understood. They can also
dog for a walk. They see produce some phrases and
some birds. The birds fly short sentences clearly, and
away, etc.) may approximate English
rhythm and intonation in
longer utterances. (I.3)
Listening to short, staged
instructions and carrying Reading
them out. (Example: Open the
door. Take this book to Mr. I.EFL.2.14.1.
Davila. Walk, don’t run!
etc.) Learners can successfully
use simple online and print
learning resources.
Listening to very short (Example: flashcards,
(spoken or recorded) picture dictionaries, word
descriptions of scenes, and lists, etc.) (I.2)
writing, coloring, or
drawing items within them. Writing
(Example: learners are given
a simple picture of a I.EFL.2.17.1.
classroom. They listen to a Learners can write words,
description of it and phrases, and short simple
identify the table where sentences using the correct
Sara sits and draw 3 pens conventions (spelling,
and a red book on it, etc.) punctuation, capitalization,
and handwriting or
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typography, etc.), for
making simple learning
Showing the student some resources. (I.3)
picture flashcards of
familiar vocabulary items Language through the Arts
and asking them to say the
words. (Example: It’s a I.EFL.2.22.1.
house, a school, a car, a
bike, to see if they are Learners can report emotions
easily understood, etc.) and compose short responses
to literary texts through
words and images, or other
Ask the learner to sing a media (video, audio).
song or recite a chant Learners can generate and
together with a group of expand on personal opinions
friends or with the teacher. and responses to oral and
Record the student’s written texts through TPR,
production with the playground games, and songs.
recording device quite near (I.3, S.3)
to the student’s mouth and
listen to the recording to
assess clarity of sounds,
production of phonemes,
rhythm and intonation.
Reading
Using the alphabet to scan
for particular items in
lists. (Example: finding a
word in a simple dictionary
or locating a boy’s name on
a class list.)
Testing each other on the
meaning of flashcards.
(Example: a boy shows a
picture on a flashcard and
asks: What’s this? Girl:
it’s an airplane, etc.)
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Writing
Locating specific words on
the page and writing them in
a list. (Example: all the
words beginning with the
sound /k/ or all the words
that contain the long /a:/
sound, etc.)
Language through the Arts
Creating a dance for a song
or rhyme.
Participating in TPR
activities such as acting
out the movements of a
character in a story as it
is read aloud.
Moving to the rhythm of a
song or chant.
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,
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peace, justice, innovation, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: September 30th, 2017 Date: Date:
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