Вы находитесь на странице: 1из 6

[Escriba aquí]

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 2 Objectives

Starship Pre 1.2 Is she O.EFL 3.4


happy?
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
[Escriba aquí]
[Escriba aquí]
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
Communication and Cultural Awareness CE.EFL.3.5. objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
EFL 3.1.4 Demonstrate an ability to use a variety of sources for Commented [A2]: It is determined for each performance
oral and written communication in order to interact with criteria of each Curricular Thread.
Use a variety of oral, print and electronic forms for others in social situations.
social communication and for writing to oneself.
(Example: friendly notes, invitations, diary entries,
notes to self, electronic messages, etc.)

Oral Communication: (Listening and Speaking) CE.EFL.3.10.

EFL 3.2.12 Interaction – Interpersonal: Participate effectively in


familiar and predictable conversational exchanges by
Ask and answer questions and exchange information on sharing information and reacting appropriately in basic
familiar topics in predictable everyday situations. interpersonal interactions.
(Example: ask for directions, give directions, express a
personal opinion, 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.

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
[Escriba aquí]
[Escriba aquí]
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 / Commented [A3]: Here we can decide if we put those
Techniques / Instruments methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
New Curriculum EFL for Media Communication and Cultural ACTIVITIES and TECHNIQUES
Communication and Cultural Commented [A4]: It consists of resources that we will use
EGB Awareness Establish a clear throughout the unit.
Awareness I.EFL.3.5.1. expectation of English use Commented [A5]: They are all indicators that help us
Starship English - Teacher´s for classroom functions. achieveeach Evaluation Criteria.
Book Pre A 1.2 Learners can employ various
print and digital sources in Commented [A6]: It is made up of all activities, instruments
Singing songs that practice Read a text and matching and techniques to get a good assessment process.
Starship Pre A 1.2 (Audios) order to communicate with
helpful language. content-based words to their
others in oral and written
definition or picture.
Puppets: Star and Stella form in social situations.
(J.3, S.1, S.4) Create a dance for a popular
Oral Communication:
Flash Cards from song or rhyme.
(Listening and Speaking) Oral Communication:
(Listening and Speaking)
Activity Book INSTRUMENTS
(AB16 - AB21)
Establishing a clear I.EFL.3.10.1. Rubrics
expectation of English use Relia: a soft ball; a
for classroom functions. pretty, soft toy cat or Learners can use back-chan- Portfolio
(Example: greeting, picture of a pretty cat; neling to react

[Escriba aquí]
[Escriba aquí]
requesting, thanking, asking pictures of pets; one set of appropriately to what others Oral interview
for repetition / “Adjectives” game cards and say about familiar topics in
clarification, giving two sets of “Pets” game predictable, everyday Picture-based test
instructions, offering help, cards (p. 45) for each pair situations and when carrying
comparing answers, taking of students, letter cards out pair work for a specific
leave, etc.) Informal and phonics game cards. task in class. Learners can
assessment could involve ask questions to extend an
personal notes from the interpersonal interaction.
teacher to learners who use (I.3, J.3)
L2 regularly.
Reading

I.EFL.3.13.1.
Reading
Learners can determine the
meaning of specific content-
Reading a text and matching based words and phrases when
content-based words to their accompanied by visual
definition or picture. support and distinguish be-
tween fact and opinion and
relevant and irrelevant
Writing information in informational
texts through the use of
mind maps and charts. (I.2,
Completing the gaps in a I.3)
sentence. (Example: My best
friend is Carol. ----- is Writing
ten years old. --- birthday I.EFL.3.18.1.
is in May, etc.)
Learners can write short
simple text-types and
Identifying the format of a narratives, online and in
familiar text-type and using print, using appropriate
it as a model for your own language, layout and linking
writing. (Example: Text- words. (I.3, J.2)
type: Recipe. Format: Language through the Arts
Ingredients, Preparation,
etc.) I.EFL.3.25.1.

Learners can create stories,


poems, songs and plays to
Language through the Arts reflect traditional and
popular Ecuadorian culture,
observing the conventions of

[Escriba aquí]
[Escriba aquí]
Creating a crossword puzzle the genre. Learners can find
in groups about an and identify selected
Ecuadorian story, region, literary elements in texts
celebrity, etc. to relate them to other
works and personal
experiences. (S.2, J.1)
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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.

CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
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:

[Escriba aquí]
[Escriba aquí]

Date: September 30th, 2016 Date: Date:

[Escriba aquí]