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UNIDAD EDUCATIVA

“WASHINGTON PAZMIÑO VARGAS”


SAN VICENTE DEL BÚA-VÍA CHONE-KM 9+30 MARGEN DERECHO
CORREO: wpazmio@yahoo.es TELÉFONO: 3625-020-STO.DGO.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA


Academic Year: 2019 - 2020
TEACHER: Lcda. Geovana Gutierrez DATE: Jul 30th to June 29th
AREA English as a Foreign Language Grade: 1ro BGU Class: A1.1 TIME: 6 WEEKS
SUBJECT: English PERIODS: 30
7-8 class periods per lesson
UNIT: Unit 4: TRAVELING THE WORLD
OBJECTIVES: O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and languages form the secure standpoint of their own national
and cultural identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend
the role of diversity in building an intercultural society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access
further (language) learning and practice opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic behavior.

EVALUATION CRITERIA CE:EFL. 5.4 communicate effectively using a variety of media and formats, including ICT, by saying things in
alternative ways and applying self-correcting and monitoring strategies when needed.
CE.EFL.5.8 interaction-Interpersonal: Respond to and on other people`s ideas in extended conversations on
familiar social and academic topics by expressing opinions and feelings and clarifying meaning.
CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and detecting
complexities and discrepancies in the information in order to find the most appropriate sources to support an idea
or argument.
CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and references, including
digital tools, that support collaboration and productivity, for educational and academic use.
CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and recognize how
chosen criteria affects evaluation.

METHODOLOGICAL EVALUATION
SKILLS AND PERFORMANCE STRATEGIES RESOURCES ACTIVITIES/TECHN
CRITERIA TO BE DEVELOPED PERFORMANCE IQUES &
INDICATORS INSTRUMENTS
UNIDAD EDUCATIVA
“WASHINGTON PAZMIÑO VARGAS”
SAN VICENTE DEL BÚA-VÍA CHONE-KM 9+30 MARGEN DERECHO
CORREO: wpazmio@yahoo.es TELÉFONO: 3625-020-STO.DGO.

Communication and Cultural Communication and Cultural . New Curriculum COMMUNICATION AND ACTIVITIES
Awareness: Awareness. EFL for Subnivel CULTURAL AWARENESS: . Think about great
EFL 5.1.11 Apply selt-correcting . Participating in short dialogues BGU I.EFL. 5.4.1 Learners can places to visit in your
and self-monitoring strategies in and role plays. communicate effectively using country.
. Student’s book
social and classroom interactions . Practicing and deal with a need a variety of media and formats, . Investigate about
by adjusting presentation and through a mini role play. English B1.2 including ICT, by saying things these places and get
language production lo effectively . Communicating with an “e-pal” (including in alternative ways and the most relevant
express opinions and make form another country or city. interactive version applying sell-correcting and information.
evaluations. (Example: asking . Paraphrasing an idea when a peer . Audio CD self-monitoring strategies when . Choose one
questions, starting over, asks for clarification. . teacher’s Guide needed. (I.1, I.3, J.4) interesting place to
rephrasing, exploring alternative . Using a definition or example to . Posters and recommend.
pronunciations, etc.) explain a concept or word that one . Write a brochure
pictures about the
does not yet have the exact Oral Communication: about this place Tell
Oral Communication: (listening language for. topic. I.EFL.5.8.1 Learners can the why they should
and Speaking) : . Photocopiable respond to and build on other visit this place.
EFL.5.2.14 Request and provide Oral Communication: (listening worksheets (TG) people´s ideas in extended
information and assistance orally and Speaking) . Quiz Time (SB) conversations on famillar social
for personal, social and academic . Comparing answers in pairs or and academic topics by TECHNIQUES
purposes in order to clarify and small groups. expressing opinions and READING
extend meaning in spoken . Conducting a role-play between feelings and clarifying meaning. . Identify the
interactions. two students on a given topic. (I.3, I.4, s.1 , J.3, J.4) intention of each
. Working in pairs to complete an paragraph in the text.
READING: information gap activity. . Scan the dialog an
EFL 5.3.6 Display an appreciation . Doing a mingle activity where READING: highlight the words
of the language by interacting and learners ask and answer questions I.EFL.5.12.1 Learners can you hesitate in their
engaging with a variety of digital about things they have or haven`t engage with a variety of digital pronunciation.
and print texts and resources and done. and print texts and resources
by selecting these materials as a . Observing to see whether the by evaluating and detecting LISTENING
means to promote and strengthen learners can interact effectively and complexities and discrepancies . Scan the dialog an
literacy skills and language whether they are able to ask follow in the information in order to highlight the words
acquisition. up questions. find the most appropriate you hesitate in their
EFL 5.3.7 Detect complexities and sources to support an idea or pronunciation.
discrepancies in information READING argument. (I.2, I.4, J.3) SPEAKING
presented in both print and online . Recommending an informational . Use tag questions
references and resources. web site to another learner. to confirm
. Reading two articles on the same information you are
UNIDAD EDUCATIVA
“WASHINGTON PAZMIÑO VARGAS”
SAN VICENTE DEL BÚA-VÍA CHONE-KM 9+30 MARGEN DERECHO
CORREO: wpazmio@yahoo.es TELÉFONO: 3625-020-STO.DGO.

WRITING: topic and recording discrepancies in WRITING: not sure.


EFL 5.4.2 Identify a variety of the information. I.EFL.5.14.1. Learners can . Try to use all the
types and formats of potential . Reading a about a topic and then identify, critically evaluate and new words and
resources and the value, purpose identifying reference materials and recommend a variety of expressions studied
and audience of each for use in sources that could be used to find potential resources and at the lesson in a
the educational domain. out more information. references including digital conversation.
(Example: audio/video, . Reading a range of texts form tools, that support WRITING
multimedia, website, database, subject areas and finding and collaboration and productivity, . Write a brochure
book, thesaurus, defining common themes across for educational and academic using the model.
scholarly/popular, content areas. use (I.1,I.2, S.3, S.4)
current/historical, etc.)
EFL 5.4.4 Select and make WRITING INSTRUMENTS
effective use of a range of digital . Identifying the best resources for a FOR ORAL AND
tools to write, edit, revise and writing project in pairs. WRITTEN
publish written work in a way that . Using a fist of criteria in order to LANGUAGE THROUGH THE EVALUATION
supports collaboration, learning evaluate a web site. ARTS: . Rubrics
and productivity. (Example: . Analyzing three different types of I.EFL. 5.18.1 Learners can use . Portfolio
image editing, Google Drive, dictionaries (e.g., online, English- a variety of criteria for . Oral interviews
infographic makers, audio and English, English. Spanish) and evaluating and recommending individual/ in pairs
video editing, presentation apps, giving reasons for using each. literary texts to others, and . Essay Tests
etc.) . Recommending a reference article recognize how chosen criteria . Practical Exams
to a friend, giving specific reasons affects evaluation. (S.1, S.4, . Writing Tests
for the recommendation. J2, J.4) . Training Test
LANGUAGE THROUGH THE
ARTS:
EFL 5.5.6 Evaluate one`s own LENGUAGE THROUGH THE
and others´ work, individually, on ARTS
the basis of a variety of criteria, . Using a checklist to evaluate the
and recognize how chosen work of performing artist, then
criteria affect evaluation. recommending his/her work to a
(Examples of criteria: clarity of peer.
ideas, use of English grammar . Using a rubric as a model to write
and vocabulary, register, one`s own rubric.
originality, visual presentation, . Brainstorming your favorite free
etc.) time activities, the selecting and
recommending one for a peer in a
UNIDAD EDUCATIVA
“WASHINGTON PAZMIÑO VARGAS”
SAN VICENTE DEL BÚA-VÍA CHONE-KM 9+30 MARGEN DERECHO
CORREO: wpazmio@yahoo.es TELÉFONO: 3625-020-STO.DGO.

video blog.

ADAPTED CURRICULUM:

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS: SCIENCE/ TECHNOLOGY7ARTS: TRANSVERSAL AXES


Make a scrapbook about places to Intercultural awareness, tolerance, respect,
practice hobbies in Ecuador multiculturalism, responsibility, solidarity,
etc.

DONE BY: REVISED BY: APPROVED BY:

TEACHER : AREA COORDINATOR VICE-PRINCIPAL

LCDA. INES JIMENEZ


Lcda. GEOVANA
Lcda. SILVIA FLORES Mgs
Gutierrez
Fecha: Fecha: Fecha: