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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 1st BGU Class:
Book: English A2.2 Unit: 1 Objectives:
Commented [A1]: Are defined in the curriculum by
Inspirational People O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning. sublevels in this case is EFL Sublevel BGU.
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.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Commented [A2]: After observing the contents and
Communication and Cultural Awareness
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication features CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal
objectives of each unit in the book we can define the
by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.) communication, and apply them in appropriate contexts. Skills and Performance Criteria for each Curricular
Thread.
Oral Communication: (Listening and Speaking) CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, conversations on familiar social and academic topics by expressing opinions and feelings and Commented [A3]: It is determined for each
such as personal experiences, while describing one’s reactions to them and others’ opinions. clarifying meaning. performance criteria of each Curricular Thread.
Reading
EFL 5.3.4 Find the most important information in print or online sources in order to support an CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and
idea or argument. (Example: Internet search engines, online advertising, online or print detecting complexities and discrepancies in the information in order to find the most appropriate
timetables, web pages, posters, adverts, catalogues, etc.) sources to support an idea or argument.
Writing
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and
publish written work in a way that supports collaboration, learning and productivity. (Example: references, including digital tools, that support collaboration and productivity, for educational and
image editing, Google Drive, infographic makers, audio and video editing, presentation apps, academic use.
etc.) CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., process and while demonstrating an ability to justify one’s position on an argument through
“the writing process”) to produce well-constructed informational texts. carefully selected information and appropriate language, tone and evidence.
Language through the Arts
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of a CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and
variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria: recognize how chosen criteria affects evaluation.
clarity of ideas, use of English grammar and vocabulary, register, originality, visual presentation,

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO


etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Commented [A4]: Here we can decide if we put those
Instruments
Communication and Cultural Awareness
methodological strategies suggested by the Ministerial
• Participating in short role plays using a range of verbal and ▪ New Curriculum EFL Communication and Cultural Awareness ACTIVITIES Curriculum or the methodologies suggested by book,
nonverbal communication. for Subnivel BGU. I.EFL.5.3.1. Learners can interpret cultural and • Write some sentences about a person you additionally we can write our own.
• Talking in pairs about video learners have watched using only language patterns in English, including admire.
English. ▪ Teacher’s Guide nonverbal communication, and apply them in • Get in groups and talk about your persons to Commented [A5]: It consists of resources that we will
• Watching a video and identifying desirable language use. English A2.2 (including appropriate contexts. (I.3, I.4, S.1, S.2) discover things in common. use throughout the unit.
• Comparing nonverbal and body language between L1 and L2 interactive version) • In groups, select an inspirational person and
cultures. Oral Communication the aspects of his/her life you want to talk Commented [A6]: They are all indicators that help us
• Creating selfie videos for class assignments and sharing them on a ▪ Audio CD I.EFL.5.8.1. Learners can respond to and build about. achieve each Evaluation Criteria.
class blog. on other people´s ideas in extended • Write questions about this person and
Oral Communication: (Listening and Speaking) ▪ Teacher’s Guide conversations on familiar social and academic assign responsibilities to investigate the Commented [A7]: It is made up of all activities,
• Playing a conversation game, where learners move their tokens topics by expressing opinions and feelings and answers to those questions. instruments and techniques to get a good assessment
around the board after choosing a card and answering the question. ▪ Posters and pictures clarifying meaning. (I.3, I.4, S.1, J.3, J.4) • Organize chronologically the information process.
• Working in pairs to complete an information gap activity. about the topic about the person you chose.
• Doing a mingle activity where learners ask and answer questions Reading • Create a visual presentation for this
about things they have or haven’t done. Observing to see whether ▪ Photocopiable I.EFL.5.12.1. Learners can engage with a variety information.
the learners can interact effectively and whether they are able to ask worksheets (TG) of digital and print texts and resources by • To create a Web Profile
follow up questions in order to extend the exchange. evaluating and detecting complexities and
• Establishing a clear expectation of English use for classroom ▪ Quiz Time (SB) discrepancies in the information in order to find TECHNIQUES
functions. Informal assessment could involve personal notes from the most appropriate sources to support an idea ▪ Peer Observation.
the teacher to learners who use L2 regularly. or argument. (I.2, I.4, J.3) ▪ Checklist.
Reading ▪ Concept maps.
• Read quickly looking for words each paragraph. Writing ▪ Questionnaires.
• To get familiar with the topic of a text, take a quick look at the I.EFL.5.14.1. Learners can identify, critically ▪ Interviews.
vocabulary it contains. evaluate and recommend a variety of potential ▪ Dossiers.
• Comparing and contrasting the opinions of two experts on a topic resources and references, including digital tools, ▪ Project Assignment.
of personal interest. that support collaboration and productivity, for ▪ Unit Game
• Identifying unreliable resources on the Internet. educational and academic use. (I.1, I.2, S.3, S.4) ▪ Glossary activities.
• Reading about a topic and then identifying reference materials and
sources that could be used to find out more information. I.EFL.5.15.1. Learners can play and produce
Writing well-constructed informational texts by applying Instruments for oral and written evaluation
• Finding a variety of online references to practice a grammar the writing process and while demonstrating an ▪ Rubrics
structure, then recommending the best one to the class. ability to justify one´s position on an argument ▪ Portfolio
• Using new words or information from a class lesson and creating through carefully selected information and ▪ Oral interviews individual/ in pairs
an online game to practice them, then sharing and playing the game appropriate language, tone and evidence. (I.2, ▪ Essay Tests
with the rest of the class. I.3, I.4, S.3, J.1) ▪ Practical Exams.
• Reading a dialogue which serves as a model text, then writing a ▪ Writing Tests
similar dialogue on a different topic while implementing new Language through the Arts ▪ Training Test
words/expressions from the unit. I.EFL.5.18.1. Learners can use a variety of
Language through the Arts criteria for evaluating and recommending literary
• Analyzing three different rubrics and discussing how each one texts to others, and recognize how chosen
might influence the way it is evaluated. criteria affects evaluation. (S.1, S.4, J.2, J.4)
• Discussing how visual presentation can change your response to a
literary text.

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Commented [A8]: According to the codes of inclusion
• Students´ with Learning Disabilities. It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
• Emotional/ Behavior Disorders. teachers should only focus on those skills students have developed. Classroom strategies to be implemented
must take into account students who have disabilities
• Physical Impairments include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple or learning needs.
intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Commented [A9]: Taking into account the extra-
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
life activities. solidarity, etc. curricular activities referring to science and technology.
Prepared by Revised by Approved by Commented [A10]: Values defined by each school.
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Quito-Ecuador www.educacion.gob.ec