UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL BILINGÜE

MANUEL J. CALLE GUARDIANA DE LA LENGUA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA
Teacher: Sara Méndez Area: Grade / Course: Week:
English as a Foreign Language 3TH BGU 4

Book: Unit 1 Objectives

Starship Pre 1.2 Welcome to O.EFL 3.4

Starship Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken and written
English English.

O.EFL 3.5
Use print and digital tools and resources to investigate real-world issues, answer questions or solve problems.

O.EFL 3.8
Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing as an outlet to personal
expression and intercultural competence.

O.EFL 3.9
Be able to interact in English using basic, frequently used expressions and short phrases in familiar and personalized contexts,
demonstrating a limited but effective command of the spoken language in simple and routine tasks which require a direct ex-
change of information.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.3.5.
EFL 3.1.4 Demonstrate an ability to use a variety of sources for oral and written communication
Use a variety of oral, print and electronic forms for social communication and for in order to interact with others in social situations.
writing to oneself. (Example: friendly notes, invitations, diary entries, notes to self,
electronic messages, etc.)

Oral Communication: (Listening and Speaking) CE.EFL.3.10.

EFL 3.2.12 Interaction – Interpersonal: Participate effectively in familiar and predictable
Ask and answer questions and exchange information on familiar topics in predictable conversational exchanges by sharing information and reacting appropriately in basic
everyday situations. (Example: ask for directions, give directions, express a personal interpersonal interactions.
opinion, etc.)

Reading: CE.EFL.3.13.
Show an ability to identify the meaning of specific content-based words and phrases,
EFL 3.3.3 with the aid of visual support, and use charts/mind maps to distinguish between
Identify the meaning of specific content-based words and phrases, with the aid of fact/opinion and relevant/irrelevant information in informational texts.
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL BILINGÜE
MANUEL J. CALLE GUARDIANA DE LA LENGUA
visual support.

EFL 3.3.4
Distinguish between fact and opinion and relevant and irrelevant information in an
informational text through the use of mind maps/charts.

Writing:
EFL 3.4.3
Write a variety of short simple text-types, commonly used in print and online, with
appropriate language and layout. (Example: write a greeting on a birthday card, name
and address on an envelope, a URL for a website, an email address, etc.)
CE.EFL.3.18.
Write a variety of short simple familiar text-types – online or in print – using
appropriate language, layout and linking words.

EFL 3.4.6
Write a simple narrative with linking words on familiar subjects in order to express
everyday activities. (Example: free time, descriptions, what happened last weekend,
etc.)

Language through the Arts: CE.EFL.3.25.

EFL 3.5.8 Observe and expand on the conventions of genre in order to create a variety of texts
Create stories, poems, songs, dances and plays including those that reflect traditional that reflect traditional and popular Ecuadorian culture and identify select literary
and popular Ecuadorian culture, observing the conventions of the genre. (Example: elements in order to relate them to other works, including the learners’ own writing.
purpose, settings, audience, voice, rhythm, etc.)

Performance Indicators Methodological Strategies Resources Evaluation: Activities / Techniques /

Instruments

Communication and Cultural Flash Cards from ACTIVITIES and TECHNIQUES

Communication and Cultural
Awareness
I.EFL.3.5.1.
Learners can employ various print and
digital sources in order to communicate
with others in oral and written form in
social situations. (J.3, S.1, S.4)
Awareness Establish a clear expectation of English
Relia: Two set of characters game cards use for classroom functions.
Singing songs that practice helpful for each pair of student(Pg. 143), two sets
language. of family game cards for each pair of Read a text and matching content-based
students (Pg. 144), letter cards and words to their definition or picture.
Oral Communication: (Listening and phonics game cards. Create a dance for a popular song or
Speaking) rhyme.

Oral Communication: (Listening and Establishing a clear expectation of INSTRUMENTS

Speaking)
I.EFL.3.10.1.
Learners can use back-channeling to react
appropriately to what others say about
familiar topics in predictable, everyday
situations and when carrying out pair
work for a specific task in class. Learners
can ask questions to extend an
interpersonal interaction. (I.3, J.3)
English use for classroom functions.
(Example: greeting, requesting, thanking, Rubrics
asking for repetition / clarification, giving
instructions, offering help, comparing Portfolio
answers, taking leave, etc.) Informal
assessment could involve personal notes Oral interview
from the teacher to learners who use L2
regularly. Picture-based test

Reading
I.EFL.3.13.1.
Learners can determine the meaning of
specific content-based words and phrases
when accompanied by visual support and
distinguish between fact and opinion and
relevant and irrelevant information in
informational texts through the use of
mind maps and charts. (I.2, I.3)
Writing
I.EFL.3.18.1.
Learners can write short simple text-types
and narratives, online and in print, using
appropriate language, layout and linking
words. (I.3, J.2)
Language through the Arts
I.EFL.3.25.1.
Learners can create stories, poems, songs
and plays to reflect traditional and
popular Ecuadorian culture, observing the
conventions of the genre. Learners can
find and identify selected literary
elements in texts to relate them to other
works and personal experiences. (S.2,
J.1)
ELABORADO POR:
Docente: Sara Méndez Vinueza
Firma:
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL BILINGÜE
MANUEL J. CALLE GUARDIANA DE LA LENGUA
Reading
Reading a text and matching content-
based words to their definition or picture.
Writing
Completing the gaps in a sentence.
(Example: My best friend is Carol. ----- is
ten years old. --- birthday is in May, etc.)
Identifying the format of a familiar text-
type and using it as a model for your own
writing. (Example: Text-type: Recipe.
Format: Ingredients, Preparation, etc.)
Language through the Arts
Creating a crossword puzzle in groups
about an Ecuadorian story, region,
celebrity, etc.
Creating a dance for a popular song or
rhyme.
Participating in TPR activities such as
acting out situations in a story as it is read
aloud.
REVISADO Y APROBADO POR:
VICERRECTOR-UECIB MANUEL J. CALLE: LIC. GUSTAVO NARVÁEZ
Firma: