MICROCURRICULARES

SCHOOL YEAR
UNIDAD EDUCATIVA PARTICULAR AMAZÓNICA

2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Raúl Abad Area: English as a Foreign Grade/Course: 7th BASIC Class:
Language
Unit number: 4 TEXTBOOK: Unit Specific Objectives: O.EFL 3.4
BEEP 6 Develop creative and critical thinking
skills to foster problem-solving and
Unit Title: independent learning using both
What do you want spoken and written English.
to be? 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 exchange of
information.
O.EFL 3.10
Demonstrate an ability to use
English as a means to interact
socially and work cooperatively in
pairs and groups.
TRANSVERSAL AXES: Hardworking PERIODS: STARTING WEEK:December/19
J.3. We act with respect and
responsibility both towards
ourselves and others,
nature and the world of
ideas. We meet our
obligations and demand
respect for our rights.
J.4. We accept and act on
our strengths and
weaknesses in order to
become better human
beings and fulfill our life
plan.
S.4. We adapt to the
demands of working as part
of a team, understanding
the context and respecting
the ideas and contributions
of other people.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
Communication and cultural awareness CE.EFL.3.1. Cultivate an awareness of different cultures and identify
EFL 3.1.1 similarities and differences between them through oral and written literary
Ask simple basic questions in class about the world beyond their own immediate texts.
environment in order to increase their understanding of different cultures.
CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
STUDENT’S BOOK
communication features and express likes and dislikes while giving
Lesson 1 Vocabulary What do you want to be? Listen and sing. Write sentences
about the pictures. He’s wearing a… He´s writing. recommendations in basic yet effective terms.
Lesson 2 Listen and read. Look and read. Which sentence is in the dialogue? Read, CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and
listen and identify the person. written communication in order to interact with others in social situations.
Lesson 3 Listen and name the job. Look at the photos and play a game. Read the
questions, find the answers and say the color.
Lesson 4 Listen and follow the story “Fame isn’t fun!”
EFL 3.1.3
Exchange basic personal preferences with peers in order to express likes and dislikes.
STUDENT’S BOOK
about the pictures. He’s wearing a… He´s writing.
Lesson 2 Listen and read. Look and read. Which sentence is in the dialogue? Read,
listen and identify the person.
EFL 3.1.4
Use a variety of oral, print and electronic forms for social communication and for
writing to oneself. (Example: friendly notes, invitations, diary entries, notes to self,
electronic messages, etc.)
STUDENT’S BOOK
EFL 3.1.5
Describe, read about, participate in or recommend a favorite activity, book, song or
other interest to various audiences. (Example: peers, other classes, teachers, other
adults, etc.)
STUDENT’S BOOK
EFL 3.1.7
Demonstrate appropriate classroom behaviors by participating in small group or
whole class discussions. (Example: being courteous, respecting the person and
property of others, etc.)
STUDENT’S BOOK
about the pictures. He’s wearing a… He´s writing. ORAL COMMUNICATION
Lesson 2 Listen and read. Look and read. Which sentence is in the dialogue? Read, CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main
listen and identify the person. idea, speaker and situation in spoken texts set in familiar everyday contexts
Lesson 3 Listen and name the job. Look at the photos and play a game. Read the without having to decode every word.
CE.EFL.3.7. Listening for Information: Follow and identify key information in
short straightforward audio texts related to areas of immediate need or
Lesson 5 Listen and repeat the chant. Read and recommend a job for the children.
Ask a friend. Then read and write interest, provided vocabulary is familiar and visual support is present, and use
these spoken contributions as models for their own.
Oral Communication CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs
EFL 3.2.2 clearly in class by asking questions or requesting clarification. Demonstrate
Be comfortable taking meaning from spoken texts containing words or sections acquisition of skills taught in class, such as being able to spell out words or use
which are not understood. Be aware that understanding spoken texts does not some grammatical structures (albeit with frequent errors).
require decoding every single word.
STUDENT’S BOOK
EFL 3.2.3
Record key items of specific information from a heard message or description, either
in written form or by drawing a picture. (Example: letters of the alphabet, numbers,
quantities, prices and times, days, dates and months, etc.)
STUDENT’S BOOK
Ask a friend. Then read and write
EFL 3.2.7
Identify the main idea of short, clear, simple messages and announcements and
understand sentences and frequently used expressions related to areas of immediate
relevance. (Example: follow verbal instructions for a game, ask for prices at a store,
follow simple classroom instructions, describe places nearby, etc.)
STUDENT’S BOOK
EFL 3.2.8
Spell out key vocabulary items using the English alphabet. (Example: names, colors,
animals, possessions, etc.)
STUDENT’S BOOK
questions, find the answers and say the color. READING
Lesson 4 Listen and follow the story “Fame isn’t fun!” CE.EFL.3.11. Demonstrate comprehension of most of the details of a short
Lesson 7 LITERACY: The Adventures of Beep! Read and listen the story. Listen and simple online or print text and follow short instructions in simple experiments
repeat a tongue twister. and projects if illustrated through step-by-step visuals.
CE.EFL.3.12. Display an understanding of some basic details in short simple
EFL 3.2.15
cross-curricular texts from various sources by matching, labeling and
Provide a simple description and/or opinion of a common object or a simple account
of something experienced. (Example: an Ecuadorian celebration, a class trip, a party, answering simple questions, and use the information gathered in order to
a game played, etc.) organize and discuss relationships between different academic content areas.
STUDENT’S BOOK CE.EFL.3.13. Show an ability to identify the meaning of specific content-based
Lesson 1 Vocabulary What do you want to be? Listen and sing. Write sentences words and phrases, with the aid of visual support, and use charts/mind maps
about the pictures. He’s wearing a… He´s writing. to distinguish between fact/opinion and relevant/irrelevant information in
Lesson 2 Listen and read. Look and read. Which sentence is in the dialogue? Read, informational texts.
Lesson 6 CLIL Music: Musical Instruments. Listen and name the instrument. Listen
and read. What do you think? Listen and answer True or False.
Reading
EFL 3.3.1
Understand most of the details of the content of a short simple text (online or print).
STUDENT’S BOOK
Lesson 7 LITERACY: The Adventures of Beep! Read and listen the story. Listen and
repeat a tongue twister.
EFL 3.3.2
Show understanding of some basic details in short simple cross-curricular texts by
matching, labeling and answering simple questions.
STUDENT’S BOOK
EFL 3.3.3
Identify the meaning of specific content-based words and phrases, with the aid of
visual support.
STUDENT’S BOOK
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.
STUDENT’S BOOK WRITING
Lesson 2 Listen and read. Look and read. Which sentence is in the dialogue? Read, CE.EFL.3.16. Create a simple learning resource in order to record and practice
listen and identify the person. new words and demonstrate knowledge of their meanings.
Lesson 4 Listen and follow the story “Fame isn’t fun!” CE.EFL.3.17. Produce a short simple paragraph to describe people, places,
things and feelings in order to influence an audience and use linking words to
write other narratives on familiar subjects.
EFL 3.3.9
Identify and use reading strategies to make text more comprehensible and
meaningful. (Example: skimming, scanning, previewing, predicting, reading for main
ideas and details, etc.)
STUDENT’S BOOK
Writing
EFL 3.4.2
Write a short simple paragraph to describe yourself or other people, animals, places
and things, with limited support. (Example: by answering questions or using key
words).
STUDENT’S BOOK
ACTIVITY BOOK
All lessons LANGUAGE THROUGH THE ARTS___
CE.EFL.3.21. Elaborate personal responses to both oral and written literary
EFL 3.4.3 texts through pictures, audio/video or ICT in order to evaluate literary texts
Write a variety of short simple text-types, commonly used in print and online, with using pre-established criteria, individually or in groups.
appropriate language and layout. (Example: write a greeting on a birthday card,
CE.EFL.3.24. Organize ideas and relevant information from literary texts using
name and address on an envelope, a URL for a website, an email address, etc.)
group or class brainstorms and/or mind maps in order to enhance
STUDENT’S BOOK
Lesson 5 Listen and repeat the chant. Read and recommend a job for the children. collaborative responses to literature.
ACTIVITY BOOK
All lessons
EFL 3.4.5
Write a questionnaire or survey for friends, family or classmates using WH- questions
in order to identify things in common and preferences.
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
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.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
Language through the Arts

EFL 3.5.1
Use audio, video and pictures to respond to a variety of literary texts through online
or in-class ICT activities.
STUDENT’S BOOK
All lessons: Digital Book
EFL 3.5.2
Create picture books and/or other graphic expressions in pairs in class by varying
scenes, characters or other elements of literary texts.
STUDENT’S BOOK
EFL 3.5.5
Evaluate literary texts (both written and oral, online, in video or in print) according to
pre-established criteria. (Example: completing a checklist, a chart, a personal
response, etc.)
STUDENT’S BOOK
EFL 3.5.6
Work in groups to create a brainstorm and/or draw a mind map to describe and
organize ideas or organize useful information from literary texts.
STUDENT’S BOOK
EFL 3.5.9
Engage in collaborative activities through a variety of student groupings to create
and respond to literature and other literary texts. (Example: small groups,
cooperative learning groups, literature circles, process writing groups, etc.)
STUDENT’S BOOK
METHODOLOGICAL EVALUATION ACTIVITIES/

RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
This performance criteria could Student´s Book COMMUNICATION AND
be evaluated by: Student’s Audio CD CULTURAL AWARENESS
* Playing games in which Flashcards I.EFL.3.5.1. Learners can employ various print
learners must pass objects Game cards and digital sources in order to communicate
around the room. (Example: hot Activity Book with others in oral and written form in social
potato, etc.) Digital Book situations. (J.3, S.1, S.4)
• Practicing helpful classroom Posters I.EFL.3.3.1. Learners can employ a range of
language in mini dialogues verbal and nonverbal communication
and/or chants (Example: Can I features to express likes and dislikes and can
borrow your eraser? Do you give recommendations in basic yet effective
have a pencil? etc.) terms. (I.3, S.4)
• Completing a short survey I.EFL.3.1.1. Learners can show an awareness
about favorites or likes/dislikes of different cultures and identify similarities
and then sharing ideas with a and differences between them through oral
partner. and written literary texts. (I.2, S.2, J.1)
• Making a pie chart about the
things that are most liked in the ORAL COMMUNICATION
class. I.EFL.3.6.1. Learners can grasp the main idea
*Singing songs or chants that of spoken texts set in familiar everyday
practice helpful language. contexts and infer changes in the topic of
• Working in pairs and groups discussion as well as who is speaking and
on a small project. what the situation is, without having to
• Listening to very short decode every word. (I.3, I.4)
(spoken or recorded) I.EFL.3.7.1. Learners can record and identify
descriptions of scenes, and key information from a spoken message of
writing, coloring, or drawing immediate need or interest when the
items within them. message contains frequently used
• Showing the student some expressions and visual support. (Example:
picture flashcards of familiar rules for a game, classroom instructions, a
vocabulary items and asking dialogue in a scene from a cartoon or movie,
them to say the words. etc.) Learners can use other classmate’s
• Ask the learner to sing a song contributions in class as models for their
or recite a chant together with own. (I.2, I.3)
a group of friends or with the I.EFL.3.8.1. Learners can ask others to repeat
teacher. Record the student’s themselves or to say something in a different
production with the recording way and ask for common classroom needs.
device quite near to the Learners can spell out words in English and
student’s mouth and listen to can describe matters of immediate need or
the recording to assess interest using some grammatical structures
clarity of sounds, production of practiced in class (although there may be
phonemes, rhythm and errors with tenses, personal pronouns,
intonation. prepositions, etc.). (I.3, J.4)
• Establishing a clear READING
expectation of English use for I.EFL.3.11.1. Learners can understand most
classroom functions. (Example: details in a short simple online or print text
greeting, requesting, thanking, and can follow short instructions in simple
asking for repetition / experiments and projects if step-by-step
clarification, offering help, visuals are provided. (I.3, I.4)
taking leave, etc.) Informal I.EFL.3.12.1. Learners can match, label and
assessment could involve a star answer simple questions about basic details
chart, with points for learners in a short simple cross-curricular text.
who use L2 regularly. Learners can organize and discuss
• Reading a simple sentence, information from different sources of
looking at the accompanying academic content. (I.2, S.1)
picture, and ticking yes/no. I.EFL.3.13.1. Learners can determine the
(Example: This is a house. Yes, meaning of specific content-based words and
etc.) phrases when accompanied by visual support
• Completing a gap in a and distinguish between fact and opinion and
sentence (print or online). relevant and irrelevant information in
(Example: Words: go, sleep. informational texts through the use of mind
Sentence: Every day I --- to maps and charts. (I.2, I.3)
school, etc.)
• Reading a short simple story WRITING
of just a few lines and ordering I.EFL.3.16.1. Learners can make a simple
simple pictures of familiar learning resource in order to record and
objects. practice new words. (Example: a picture
• Reading a short simple text dictionary, a word list, a set of flashcards,
and circling the correct answer. etc.) (I.1, J.4)
(Example: Question: What’s her I.EFL.3.17.1. Learners can write short simple
name? Answer: Mary / paragraphs to describe people, places,
Sandra / Mia, etc.) animals, things and feelings, with limited
• Comparing and contrasting support, while demonstrating an ability to
information. (Example: learners effectively influence an audience and to
read simple price tags and express everyday activities. (I.3, S.1)
match them to the correct LANGUAGE THROUGH THE ARTS
sentences: This toy is cheap. I.EFL.3.21.1. Learners can employ audio,
Those shoes are expensive, etc.) video, pictures and ICT to respond to oral and
Matching a simple short text to written texts and use pre-established criteria
the correct plan. (Example: to evaluate literary texts individually or in
Text: a short simple description groups. (I.2, I.3, I.4)
about a zoo: The giraffes I.EFL.3.24.1. Learners can work in groups to
are next to the pandas. Plan: a create brainstorms and/or draw mind maps
simple map of the zoo, etc.) to describe and organize ideas or useful
• Identifying the main ideas in a information from literary texts and create
short simple cross-curricular collaborative responses to literature through
text. (Example: Text: short process writing groups or literature circles.
descriptions of towns in (I.4, S.4, J.3)
Ecuador;
Task: circle the correct photo,
etc.)
• Locating specific words on the
page and writing them in a list.
(Example: all the words
beginning with the sound /k/
or all the words that contain the
long /a:/ sound, etc.)
• Matching words to pictures.
(Example: under the picture of a
chair, learners write the word
chair with the five letters
of the word on the five lines
provided, etc.)
• Unscrambling words or
sentences and writing them out
correctly. (Example: Word:
veleen = eleven. Sentence:
There’s
– under – the chair. – a
backpack, etc.)
• Finding hidden questions in a
box and writing them down
with the correct punctuation
and capitalization. (Example:
does it live on a farm / does it
have two legs, etc.)
• Completing the gaps in a
sentence. (Example: My best
friend is ten --- old. --- name is
Carol. --- birthday is in May,
etc.)
• Completing a simple open-
ended sentence. (Example: For
breakfast I eat _______; In my
bedroom there is ______,
etc.)
• Listening to or reading stories
and drawing the main
characters.
• Choosing pictures of or
drawing the scenes of a literary
text.
• Participating in TPR activities
such as acting out the
movements of a character in a
story as it is read aloud.
• Moving to the rhythm of a
song or chant.
• Playing games in class or
doing puzzles
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
CLIL COMPONENTS: Music: Musical Instruments
PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Raúl Abad Coordinator: Principal: Hector Salan
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: January/10/2023 DATE: January/10/2023 DATE: January/10/2023

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SCHOOL YEAR

UNIDAD EDUCATIVA PARTICULAR AMAZÓNICA

Language through the Arts

METHODOLOGICAL EVALUATION ACTIVITIES/

PREPARED BY: REVISED BY: APPROVED BY:

DATE: January/10/2023 DATE: January/10/2023 DATE: January/10/2023

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