SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S DIRECCIN NACIONAL DE CURRCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

SCHOOL YEAR
PDTE. CARLOS JULIO AROSEMENA TOLA HIGH SCHOOL
2017 2018
MICROCURRICULAR PLANNING
1. DATOS INFORMATIVOS
Class:
Area:
Miss. Gisella Systems Management, Computing
Teacher: English as a Foreign ENGLISH Course: 2nd BGU
Surez Applications, Science A, Science B,
Language
Commerce
Unit Specific Objectives:
Teenagers and Emotions O.EFL 5.1 Encounter socio-cultural aspects of their own and other
TEXTBOOK: countries in a thoughtful and inquisitive manner, maturely, and openly
Unit Number: Target B1 Review: experiencing other cultures and languages from the secure standpoint of
1 Simple Present their own national and cultural identity.
Afrmative O.EFL 5.2 Draw on this established propensity for curiosity and
Unit Title: Negative tolerance towards different cultures to comprehend the role of diversity in
Friends Yes / No Questions building an intercultural and multinational society.
Short Answers O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced
Wh Questions linguistic intelligence, and critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched perspective of their own L1
Review: and of language use for communication and learning.
Present Continuous O.EFL 5.4 Deploy a range of learning strategies, thereby increasing
Afrmative disposition and ability to independently access further (language)
Negative learning and practice opportunities. Respect themselves and others
Yes / No Questions within the communication process, cultivating habits of honesty and
Short Answers integrity into responsible academic behavior.
O.EFL 5.5 Directly access the main points and important details of up-to
Free time activities date English language texts, such as those published on the web, for
chatting, climbing, going professional or general investigation, through the efficient use of ICT and
to parties, having picnics, reference tools where required.
playing board games, O.EFL 5.6 Through selected media, participate in reasonably extended
reading, sightseeing, spoken or written dialogue with peers from different L1 backgrounds on
skateboarding, taking work, study, or general topics of common interest, expressing ideas and
walks, window-shopping opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range
of formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level)

Weekly Plan...May 15th to 19th2BGU...20171P 1QMiss Gisella Surez1

 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
PERIODS: 5 periods
2. UNIT PLAN:
SKILLS AND PERFORMANCE CRITERIA TO BE
DEVELOPED
COMMUNICATION AND CULTURAL AWARENESS
EFL 5.1.5 Identify, discuss and analyze cultural products from
Ecuador and beyond and use them to explore the perspectives
of the culture.
ORAL COMMUNICATION ( Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and
music, and concrete topics,
such as personal experiences, while describing ones reactions
to them and others opinions.
READING
EFL 5.3.4 Find the most important information in print or online
sources in order to support an idea or argument. (Example:
Internet search engines, online advertising, online or print
timetables, web pages, posters, adverts, catalogues, etc.)
WRITING
EFL 5.4.4 Select and make effective use of a range of digital
tools to write, edit, revise and publish written work in a way that
supports collaboration, learning and productivity. (Example:
image editing, Google Drive, info graphic makers, audio and
video editing, presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer
editing and proofreading (i.e., the writing process) to produce
well-constructed informational texts.
LANGUAGE THROUGH THE ARTS
Assigning roles for a group project
Weekly Plan...May 15th to 19th2BGU...20171P 1QMiss Gisella Surez2
DIRECCIN NACIONAL DE CURRCULO
STARTING WEEK: 6 weeks
EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural
products and referents from Ecuador and other countries while making informed
choices about and taking action on issues of prejudice and discrimination.
I.EFL.5.2.1 Learners can exhibit an ability to discuss culture by analyzing cultural
products and referents from Ecuador and other countries while making informed
choices about and taking action on issues of prejudice and discrimination. (I.1,
I.2, S.2, J.1, J.3)
CE.EFL.5.8 Interaction Interpersonal: Respond to and build on other peoples
ideas in extended conversations on familiar social and academic topics by
expressing opinions and feelings and clarifying meaning.
I.EFL.5.12.1 Learners can 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. (I.2, I.4, J.3)
CE.EFL.5.8 Interaction Interpersonal: Respond to and build on other peoples
ideas in extended conversations on familiar social and academic topics by
expressing opinions and feelings and clarifying meaning.
I.EFL.5.12.1 Learners can 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. (I.2, I.4, J.3)
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.
I.EFL.5.18.1 Learners can use a variety of criteria for evaluating and
recommending literary texts to others, and recognize how chosen criteria affects
evaluation. (S.1, S.4, J.2, J.4)
CE.EFL.5.19 Engage in collaborative activities through a variety of student
groupings in order to solve problems and reflect on literary texts, and produce
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S DIRECCIN NACIONAL DE CURRCULO

Creating literature circles where learners have the freedom to criteria for evaluating the effectiveness of the group.
say anything they want about a text from class or outside of I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of
class. student groupings in order to solve problems and reflect on literary texts, and
Reflecting on the effectiveness of the groups work after a produce criteria for evaluating the effectiveness of the group. (I.1, I.2, S.2, S.3,
project and deciding what changes need to be made in order to S.4, J.3, J.4)
improve on the next project.
EVALUATION/ ACTIVITIES
METHODOLOGICAL
RESOURCES PERFORMANCE INDICATORS TECHNIQUES /
STRATEGIES
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS Students Book COMMUNICATION AND ACTIVITIES:
Recognizing instances of discrimination or prejudice in ones Target B1 CULTURAL AWARENESS Prepare a PowerPoint
daily life and analyzing reasons for them in small groups. I.EFL.2.5.1. Learners can employ
Inviting a guest speaker from another country to class and presentation about an
Students Workbook various print and digital sources in
asking and answering questions about his/her culture/country. invention.
Target B1 order to communicate with others in
Researching through the Internet about other cultures and oral and written form in social
situations. (J.3, S.1, S.4) TECHNIQUE:
ways of life and presenting them to the class using digital tools. Students Audio CD
Working in small groups to complete a cultural project Peer Observation
Target B1
Playing a conversation game, where learners move their I.EFL.2.3.1. Learners can employ a Concept maps
tokens around the board after choosing a card and answering range of verbal and nonverbal Interviews
Flashcards / Slides
the question. communication features to express Dossiers
likes and dislikes and can give Project Assignment
Listening to another learners answers in class and Game cards recommendations in basic yet
responding appropriately. Posters effective terms. (I.3, S.4)
Working in pairs to complete an information gap activity.
Doing a mingle activity where learners ask and answer Extra photocopiable INSTRUMENT FOR ORAL
I.EFL.2.1.1. Learners can show an
questions about things they have or havent done, in order to material AND WRITTEN EVALUATION:
awareness of different cultures and
extend the exchange. identify similarities and differences Rubrics
Establishing a clear expectation of English Informal Teachers guide between them through oral and Portfolio
assessment could involve personal notes from the teacher to written literary texts. (I.2, S.2, J.1) Oral interviews individual / in
learners who use L2 regularly. pairs
READING Students Book I.EFL.5.12.1 Learners can engage
Read quickly looking for words each paragraph. Target B1 with a variety of digital and print ACTIVITIES:
Writing new words and phrases in a vocabulary folder and Students Workbook texts and resources by evaluating Find relevant information
then writing a text using three words from your vocabulary Target B1 and detecting complexities and and share it with your
folder. Students Audio CD discrepancies in the information in partners
Target B1 order to find the most appropriate
Identifying unreliable resources on the Internet. sources to support an idea or TECHNIQUE:
Flashcards / Slides argument. (I.2, I.4, J.3) Peer Observation
Reading about a topic and then identifying reference Questionnaires
materials. Game cards Dossiers

Printing out the results of a search and having learners Posters INSTRUMENT FOR ORAL
discuss which results seem the most appropriate and why. AND WRITTEN
Weekly Plan...May 15th to 19th2BGU...20171P 1QMiss Gisella Surez3
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S DIRECCIN NACIONAL DE CURRCULO

EVALUATION:
Extra photocopiable Rubrics
material Portfolio
Oral interviews individual/
Teachers guide in pairs

Students Book ACTIVITIES:

Target B1 Determine the most
Students Workbook relevant information about
WRITING Target B1 the inventor or invention
Finding a variety of online references to practice a grammar Students Audio CD
I.EFL.5.18.1 Learners can use a TECHNIQUE:
structure, then recommending the best one to the class. Target B1
variety of criteria for evaluating and Peer Observation
recommending literary texts to
Using new words or information from a class lesson and Flashcards / Slides Checklist.
others, and recognize how chosen
creating an online game to practice them, then sharing and Dossiers
criteria affects evaluation. (S.1, S.4,
playing the game with the rest of the class. Game cards
J.2, J.4)
INSTRUMENT FOR ORAL
Reading a dialogue which serves as a model text, then Posters AND WRITTEN
writing a similar dialogue on a different topic while EVALUATION:
implementing new words/expressions from the unit. Extra photocopiable Rubrics
material Portfolio
Teachers guide Writing Tests
Training Test
Language through the Arts Students Book I. .EFL.5.18.1 Learners can use a
Assigning roles for a group project Target B1 variety of criteria for evaluating and ACTIVITIES:
Creating literature circles where learners have the freedom to recommending literary texts to Determine the order of
say anything they want about a text from class or outside of Students Workbook others, and recognize how chosen your inventions and
class. Target B1 criteria affects evaluation. (S.1, S.4, rehearse your
Reflecting on the effectiveness of the groups work after a J.2, J.4) presentations.
project and deciding what changes need to be made in order to Students Audio CD
improve on the next project. Target B1 TECHNIQUE:
Peer Observation
Flashcards / Slides Checklist.
Concept maps
Game cards Dossiers
Project Assignment
Activity Book
INSTRUMENT FOR ORAL
Posters AND WRITTEN
EVALUATION:
Weekly Plan...May 15th to 19th2BGU...20171P 1QMiss Gisella Surez4
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S DIRECCIN NACIONAL DE CURRCULO

Rubrics
Portfolio
Extra photocopiable
Practical Exams.
material
Writing Tests
Training Test

3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL TO BE APPLIED

TRANSVERSAL AXES: Respecting others likes and dislikes

Social: J.3 We act with respect and responsibility both towards ourselves and others, nature
CLIL COMPONENTS Teen and communication trends and the world of ideas. We meet our obligations and demand respect for our rights.
S.3 We look for harmony between the physical and the intellectual. We use our
emotional intelligence to be positive, flexible, friendly and self-critical.
PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Area Coordinator / Director: Viceprincipal:

Miss Gisella Surez R. Lcda. Ma. Elisa Delgado MSc. Marlon Albn Ziga

Signature: Signature:
Signature:

Date: 14 / 05 / 2017 Date: 14 / 05 / 2017 Date: 14 / 05 / 2017

Weekly Plan...May 15th to 19th2BGU...20171P 1QMiss Gisella Surez5