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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 1.1

Book: Unit 4 Objectives

English B 1.1 For Old O.EFL 5.4

Times' Sake
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.

O.EFL 5.5

Directly access the main points and important details of up-to-date English language
texts, such as those published on the web, for professional or general investigation,
through the efficient use of ICT and reference tools where required.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 5.1.7
Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate
contexts. (Example: use of stress, intonation, pace,
etc.)
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.
CE.EFL.5.3.
Commented [A2]: It is determined for each performance
Interpret cultural and language patterns in English, criteria of each Curricular Thread.
including nonverbal communication, and apply them in
appropriate contexts.
CE.EFL.5.4.
Communicate effectively using a variety of media and
formats, including ICT, by saying things in alternative

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ways and applying self-correcting and self-monitoring
strategies when needed.
EFL 5.1.8

Discover and employ alternative ways of saying things in

social and classroom interactions.

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

EFL 5.2.2 Listening for Meaning: Identify the main idea in a

Identify the main idea and some details of recorded news
reports, documentaries and interviews reporting on
seasonal festivities, environmental issues, food and
international customs, climate, weather, etc., where the
visuals support the commentary.
variety of audio recordings (e.g., interviews, radio ads,
news reports, etc.) and deduce the meanings of unfamiliar
phrases and words in familiar contexts, provided speech
is clear and visuals help support meaning.

Reading CE.EFL.5.10.

Find specific information and identify the main points in

EFL 5.3.3
Determine the main conclusion in texts which clearly
argue a point of view in order to make informed decisions
about one’s own opinion and reaction to the text.
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.5.12.

Engage with a variety of digital and print texts and

resources by evaluating and detecting complexities and
EFL 5.3.5 discrepancies in the information in order to find the
Assess, compare and evaluate the quality of written texts most appropriate sources to support an idea or argument.
and visual presentations using different criteria and ICT
tools related to the organization, subject area and
purpose of a text. (Examples of text types: editorials,
letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)

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Writing CE.EFL.5.14.

EFL 5.4.1 Identify, critically evaluate and recommend a variety of

potential resources and references, including digital
Critically evaluate information from references, tools, that support collaboration and productivity, for
including those found on the web, and recommend print and educational and academic use.
digital sources to other learners.

Language through the Arts CE.EFL.5.17.

EFL 5.5.4 Demonstrate and convey different levels of meaning in

literary texts by identifying distinguishing features,
Read aloud with confidence, accuracy, fluency and interpreting implicit and explicit messages and
expression to demonstrate understanding and to convey an responding in a variety of ways.
interpretation of meaning.

CE.EFL.5.19.
EFL 5.5.9 Engage in collaborative activities through a variety of
student groupings in order to solve problems and reflect
Engage in collaborative activities through a variety of
on literary texts, and produce criteria for evaluating
student groupings to share, reflect on, express and
interpret opinions and evaluations of a range of literary the effectiveness of the group.
texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, 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.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Commented [A4]: It consists of resources that we will use
Superior EGB Awareness throughout the unit.
Conduct a role play between Commented [A5]: They are all indicators that help us
English - Teacher´s Book B I.EFL.5.3.1. two students on a given achieveeach Evaluation Criteria.
Participating in short role
1.1 topic.
plays using a range of Learners can interpret Commented [A6]: It is made up of all activities, instruments
verbal and nonverbal cultural and language and techniques to get a good assessment process.
English - Teacher´s Book B Demonstrate appropriate
communication. patterns in English, includ-
1.1 (Audios) language use during class.
ing nonverbal communication,
Flash Cards and apply them in
Read a short text and
Listening to a dialogue and appropriate contexts. (I.3,
showing comprehension by
identifying examples of Photocopiable Sheets I.4, S.1, S.2)
completing the accompanying
humor. graphic organizer.
I.EFL.5.4.1.
Crosswords
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Learners can communicate Read a class dialogue in
Strategies Templates effectively using a variety three different ways.
Demonstrating appropriate of media and formats,
language use during class, including ICT, by saying
group and pair discussions. things in alternative ways INSTRUMENTS
(Example: correct and applying self-correcting
intonation, natural pace, and self-monitoring Rubrics
using modals to show strategies when needed.
politeness, etc.) (I.1, I.3, J.4) Portfolio

Oral interview
Practicing the use of Oral Communication:
expressions of politeness Listening and Speaking) Quiz Time Test
during collaborative pair
and small group work. I.EFL.5.5.1.

Learners can identify the

main idea in a variety of
Writing a short conversation audio recordings (e.g.,
and including an appropriate interviews, radio ads, news
idiom. reports, etc.) and deduce
the meanings of unfamiliar
phrases and words in
Participating in short familiar contexts where
dialogues and role plays to speech is clear and visuals
practice target language. help support meaning. (I.3,
(Example: thanking others, I.4)
apologizing, asking for Reading
help, greeting authorities,
etc.) I.EFL. 5.10.1.

Learners can find specific

Practicing the language information and identify the
needed to deal with a need main points in simple,
through a mini role play. straightforward texts on
subjects of personal
interest or familiar
academic topics while making
Paraphrasing an idea when a
informed decisions about
peer asks for clarification.
one’s own reaction to the
text. (I.1, I.2, S.2)

I.EFL.5.12.1.

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Using a definition or
example to explain a concept
or word that one does not
yet have the exact language
for.
Completing group work in a
fair and honest manner and
accepting the group’s
decisions.
Oral
Communication:(Listening and
Speaking)
Using pictures and other
visuals to predict the main
idea of a short
conversation.
Listening to a short
conversation between two
speakers and deciding who is
speaking, where they are and
how they feel. (Example: two
siblings, at home, talking
about household chores,
etc.)
Listening for specific words
in a conversation and trying
to guess the meaning from
the context. (Example:
understanding that That’s
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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)
Writing
I.EFL.5.14.1.
Learners can identify,
critically evaluate and
recommend a variety of po-
tential resources and
references, including
digital tools, that support
collaboration and
productivity, for
educational and academic
use. (I.1, I.2, S.3, S.4)
Language through the Arts
I.EFL.5.17.1.
Learners can demonstrate and
convey different levels of
meaning in literary texts by
identifying distinguishing
features, interpreting
implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4,
J.3)
I.EFL.5.19.1.
Learners can engage in
collaborative activities
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too bad is an expression through a variety of student
that means I’m sorry, etc.) groupings in order to solve
problems and reflect on
literary texts, and produce
Reading criteria for evaluating the
effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
J.3, J.4)
Reading a short text and
showing comprehension by
completing the accompanying
graphic organizer. (Example:
learners read about
archeological ruins and
complete a Venn diagram,
etc.)

Reading a text on a familiar

content area subject and
answering information ques-
tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)

Identifying unreliable
resources on the Internet.

Using a rubric to evaluate a

print or online resource.

Using a rubric to assess the

validity of a web site,
according to one’s academic
needs

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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.

Language through the Arts

Reading a class dialogue in

three different ways.
(Example: reading it as if
you were angry, then as if
you were sad, and then as if
you were extremely bored,
etc.)

Appropriately exhibiting
surprise, joy, sadness,
etc., in a conversation.

Brainstorming features and

conventions of a genre and
then reading an

Discussing rules and norms

for a group project before
the project begins.
(Example: Don’t interrupt
others, Do your work on

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time, Don’t make negative
remarks, etc.)

Creating literature circles

where learners have the
freedom to say anything they
want about a text from class
or outside of class.

Participating in classroom
games in which problem-
solving as a team is
important.

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:

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Date: September 30th, 2016 Date: Date:

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