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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 1st EGB B 1.2

Book: Unit 2 Objectives

English B 1.2 Life, O.EFL 5.6

Healthy Through selected media, participate in reasonably extended spoken or written
World dialogue with peers from different L1 backgrounds on work, study, or general topics
of common interest, expressing ideas and 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)
Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.5.2.
Commented [A2]: It is determined for each performance
Demonstrate an ability to discuss culture by analyzing criteria of each Curricular Thread.
EFL 5.1.6 cultural products and referents from Ecuador and other
countries while making informed choices about and taking
Demonstrate an ability to make informed choices about and action on issues of prejudice and discrimination.
take action on issues of prejudice and discrimination.

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Oral Communication:(Listening and Speaking) CE.EFL.5.5.

EFL 5.2.1 Listening for Meaning: Identify the main idea in a

variety of audio recordings (e.g., interviews, radio ads,
Deduce the meanings of unfamiliar phrases and words from news reports, etc.) and deduce the meanings of unfamiliar
a context containing familiar elements. (Example: phrases and words in familiar contexts, provided speech
colloquial greetings, exclamations, interjections, etc.) is clear and visuals help support meaning.

CE.EFL.5.8.

EFL 5.2.9 Interaction – Interpersonal: Respond to and build on

other people’s ideas in extended conversations on
Build on others’ ideas when engaged in pair, group or familiar social and academic topics by expressing
whole-class discussions on personal, social, community opinions and feelings and clarifying meaning.
and academic topics.

Reading CE.EFL.5.10.

Find specific information and identify the main points in

EFL 5.3.2
Identify and use reading strategies to make informative
and narrative texts comprehensible and meaningful.
(Example: skimming, scanning, previewing, reading for
main ideas and details, using structural and context
clues, cognates, format, sequence, etc.)
EFL 5.3.8
simple, straightforward texts on subjects of personal
interest or familiar academic topics while making
informed decisions about one’s own reaction to the text.
CE.EFL.5.11.
Identify and apply a range of reading strategies in order
to make texts meaningful and to select information within
a text that might be of practical use for one’s own
academic needs.

Identify and understand the main points in

straightforward texts on subjects of personal interest or
familiar academic topics.

Writing CE.EFL.5.14.

EFL 5.4.2 Identify, critically evaluate and recommend a variety of

potential resources and references, including digital
Identify a variety of types and formats of potential tools, that support collaboration and productivity, for

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resources and the value, purpose and audience of each for educational and academic use.
use in the educational domain. (Example: audio/video,
multimedia, website, database, book, thesaurus,
scholarly/popular, current/historical, etc.)

Language through the Arts CE.EFL.5.17.

EFL 5.5.2 Demonstrate and convey different levels of meaning in

literary texts by identifying distinguishing features,
Make predictions, inferences and deductions to interpreting implicit and explicit messages and
demonstrate different levels of meaning of literary texts responding in a variety of ways.
presented orally or in digital form, including literal
and implied meanings. (Example: summarizing, explaining
and identifying, word choice, symbols, points of view,
etc.)

Methodological Strategies
Communication and Cultural
Awareness
Reading a list of actions
people take and evaluating
and discussing the conse-
quences on others (including
on the environment)
Simulating desirable social
and cultural behaviors
through role play
Resources Performance Indicators
New Curriculum EFL for Communication and Cultural
Superior EGB Awareness
English - Teacher´s Book B I.EFL.5.2.1.
1.1
Learners can exhibit an
English - Teacher´s Book B ability to discuss culture
1.1 (Audios) by analyzing cultural pro-
ducts and referents from
Flash Cards Ecuador and other countries
while making informed
Photocopiable Sheets choices about and taking
action on issues of preju-
dice and discrimination.
Crosswords
(I.1, I.2, S.2, J.1, J.3)
Strategies Templates
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.
ACTIVITIES and TECHNIQUES
Commented [A4]: It consists of resources that we will use
throughout the unit.
Simulate desirable social Commented [A5]: They are all indicators that help us
achieveeach Evaluation Criteria.
and cultural behaviors
through role play Commented [A6]: It is made up of all activities, instruments
and techniques to get a good assessment process.
activities.
Conduct a role play between
two students on a given
topic.
Read a text on a familiar
content area subject and
answering information ques-
tions.

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activities. Oral Communication:
Listening and Speaking) Putting paragraphs in a text
in the correct order.
Choosing pictures that I.EFL.5.5.1.
demonstrate tolerance and Summarize the main idea of a
empathy towards groups that Learners can identify the song.
are sometimes discriminated main idea in a variety of
against, and finding ways to audio recordings (e.g., INSTRUMENTS
make sure these groups feel interviews, radio ads, news
included in Ecuadorian reports, etc.) and deduce Rubrics
society. the meanings of unfamiliar
phrases and words in Portfolio
familiar contexts where
Writing survey questions speech is clear and visuals Oral interview
about socially and help support meaning. (I.3,
culturally responsible I.4) Quiz Time Test
behaviors and surveying
classmates. Publishing the I.EFL.5.8.1.
results in an online chart. Learners can respond to and
build on other people’s
ideas in extended
Brainstorming ways to conversations on familiar
counter discrimination in social and academic topics
one’s daily life. by expressing opinions and
feelings and clarifying
meaning. (I.3, I.4, S.1,
Researching a cultural or J.3, J.4)
social symbol of Ecuadorian
culture and discussing the Reading
findings in small groups.
I.EFL. 5.10.1.

Oral Communication: Learners can find specific

Listening and Speaking) information and identify the
main points in simple,
straightforward texts on
Using context clues to subjects of personal

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deduce the meaning of an interest or familiar
expression in a conversation academic topics while making
between a waiter and a informed decisions about
customer. one’s own reaction to the
text. (I.1, I.2, S.2)

Listening to a radio ad and I.EFL.5.11.1.

identifying the product Learners can Identify and
being sold. apply a range of reading
strategies in order to make
texts meaningful and to
Using pictures and other select information within a
visuals to predict the main text that might be of
idea of a short practical use for one’s own
conversation. academic needs. (I.1, I.2,
I.4, S.3)

Comparing answers in pairs Writing

or small groups.
I.EFL.5.14.1.

Learners can identify,

Conducting a role play critically evaluate and
between two students on a recommend a variety of po-
given topic. (Example: tential resources and
talking about future plans, references, including
finding common free time digital tools, that support
activities, playing a collaboration and
guessing game, etc.) productivity, for
educational and academic
use. (I.1, I.2, S.3, S.4)
Conducting a class survey
where learners ask each Language through the Arts
other about a familiar topic
and record each other’s I.EFL.5.17.1.
answers. (Example: What’s
Learners can demonstrate and
your favorite sport? Do you
convey different levels of

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have a favorite team? What meaning in literary texts by
sports do you play? Have you identifying distinguishing
ever gotten hurt?, etc.) features, interpreting
Sharing a few things about implicit and explicit
their classmates’ answers. messages and responding in a
(Example: Marco loves variety of ways. (I.3, I.4,
soccer. He’s a Barcelona J.3)
fan. He plays soccer every
day in recess, but last week
he sprained his ankle and he
can’t play right now, etc.)

Playing a conversation game,

where learners move their
tokens around the board
after choosing a card and
answering the question.
(Example questions: What
foods have you tried from
another country? How often
do you eat them?, etc.)

Working in pairs to complete

an information gap activity.

Reading

Reading a short news article

and completing an outline.

Reading a text on a familiar

content area subject and
answering information ques-

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tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)

Reading a text and answering

information questions.

Choosing from a list of

words to complete gaps from
a reading.

Reading a short story from

the Internet and
highlighting interesting
facts, then comparing them
with those of a partner.

Underlining interesting
facts in a text and then
doing a little research on
the topic.

Putting paragraphs in a text

in the correct order.

Underlining the cognates in

a short text.

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Scanning a text for the main

characters.

Underlining main ideas from

texts and then using them to
write questions the learner
has about the topic.

Identifying the correct

format for an academic text.
(Example: an opinion piece,
a research article, a
biography, etc.)

Scanning a text for the

answers to pre-reading
questions.

Writing

Recommending a web site to

another learner.

Finding a variety of online

references to practice a
grammar structure, then
recommending the best one to
the class.

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Identifying the best
resources for a writing
project in pairs.

Using a list of criteria in

order to evaluate a web
site.

Analyzing three different

types of dictionaries (e.g.,
online, English-English,
English-Spanish) and giving
reasons for using each.

Language through the Arts

Predicting the content of a

story using the title and
pictures.

Summarizing the main idea of

a song.

Underlining the words in a

text that influence the
reader.

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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:

Date: September 30th, 2016 Date: Date:

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