Unidad Educativa “Otto Arosemena Gómez”

CALLE RICARDO MARQUEZ Y CORNELIO CRESPO - TELÉFONO: 4100345

Email [email protected]
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
2017 2018
CUENCA – ECUADOR

1. INFORMATIVE DATA

Teacher: Lic. Ana Vélez Vintimilla. Area: English as a Foreign Language Grade: 7TH Class:A
Book: English A1. 2 Unit: 6 Objectives:
Can you play the O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access information.
piano?
O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken and written
English.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, songs, games and
graphic short stories in order to foster imagination, curiosity and memory, while developing a taste for oral and written literary texts.
Periods: 18, 3 class periods per lesson Weeks: From May 21 to June 22, 2018

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication
EFL 3.1.5 Describe, read about, participate in or recommend a favorite activity, book, song or features and express likes and dislikes while giving recommendations in basic yet effective
other interest to various audiences. (Example: peers, other classes, teachers, other adults, etc. terms.

Oral Communication: (Listening and Speaking) CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and
EFL 3.2.3 Record key items of specific information from a heard message or description, either situation in spoken texts set in familiar everyday contexts without having to decode every word.
in written form or by drawing a picture. (Example: letters of the alphabet, numbers, quantities,
prices and times, days, dates and months, etc.)

Reading CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print
EFL 3.3.2 Show understanding of some basic details in short simple cross-curricular texts by text and follow short instructions in simple experiments and projects if illustrated through step-
matching, labeling and answering simple questions. by-step visuals.

Writing
EFL 3.4. Write a questionnaire or survey for friends, family or classmates using WH- questions CE.EFL.3.16. Create a simple learning resource in order to record and practice new words and
in order to identify things in common and preferences. demonstrate knowledge of their meanings.
Language through the Arts
EFL 3.5.3 Produce short, creative texts using ICT and/or other resources at home or at school in CE.EFL.3.21. Elaborate personal responses to both oral and written literary texts through
order to recreate familiar scenes and themes. pictures, audio/video or ICT in order to evaluate literary texts using pre-established criteria,
individually or in groups.

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /

Instruments
Communication and Cultural Awareness Communication and Cultural Awareness ACTIVITIES
▪ New Curriculum EFL I.EFL.3.3.1. Learners can employ a range of • Exchange basic personal preferences with
Rating oral and written literary texts with stars. (Example: five for Nivel Medio EGB verbal and nonverbal communication features peers in order to express likes and dislikes.
stars = excellent!) to express likes and dislikes and can give • Collaborate in a friendly manner by sharing
Talking in pairs about a video that learners have watched. ▪ Teacher’s Guide recommendations in basic yet effective terms. classroom materials and personal objects
Completing a short questionnaire about a text learners have read in English A1.2 (including (I.3, S.4) while participating in games and activities in
class. interactive version) class and on the playground.
Oral Communication • Understand meanings expressed in short
Oral Communication ▪ Audio CD I.EFL.3.6.1. Learners can grasp the main idea of dialogues on familiar topics, as well as basic
spoken texts set in familiar everyday contexts spoken instructions and simple questions
Listening to a simple, straightforward story and ordering the ▪ Teacher’s Guide and infer changes in the topic of discussion as about self, people, animals or things,
pictures showing what happens. (Example: Tom and Mike are well as who is speaking and what the situation especially when spoken slowly and clearly.
playing soccer, the ball goes into the water, Tom’s dog gets the ball, is, without having to decode every word. (I.3, • Produce simple, mainly isolated utterances
▪ Posters and pictures
etc.) I.4) using very short phrases and sometimes
about the topic
Listening to a short conversation between two speakers and Reading individual words, possibly with slow and/or
deciding who is speaking, where they are and how they feel. I.EFL.4.11.1.Learners can understand main ideas hesitant delivery.
(Example: two friends, at the library doing homework, confused ▪ Photocopiable and some details in short simple on-line or print • Ask and answer basic personal information
because they don’t understand the assignment, etc.) worksheets (TG) texts on familiar subjects, using contextual questions, as well as simple questions about
clues to help identify the most relevant other people, animals, and possessions,
▪ Quiz Time (SB) information. (Example: title, illustrations, provided the interaction is slow and clear.
Reading organization, etc.) (I.2, I.4) • Demonstrate basic reading comprehension
Writing skills by identifying the meaning of individual
Reading a text and answering information questions. I.EFL.3.16.1. Learners can make a simple words, phrases, and sentences, including
Choosing from a list of words to complete gaps from a reading. learning resource in order to record and practice simple written instructions.
Reading a short story from the Internet and highlighting interesting new words. (Example: a picture dictionary, a • Understand the content of a simple graphic
facts, then comparing them with those of a partner. word list, a set of flashcards, etc.) (I.1, J.4) organizer.
• Write simple sentences on familiar topics to
Writing Language through the Arts communicate basic ideas.
I.EFL.3.21.1. Learners can employ audio, video, • Express emotions and feelings using basic
pictures and ICT to respond to oral and written adjectives and related images through written
Making flashcards for new words and using them to quiz a partner. texts and use pre-established criteria to work on the school or class bulletin board.
Making a list of new words and then comparing the lists in pairs. If evaluate literary texts individually or in groups. TECHNIQUES
one of the members of the pair knows the word, he/she teaches the (I.2, I.3, I.4) ▪Peer Observation.
other person. ▪ Checklist.
▪ Concept maps.
Language through the Arts ▪ Questionnaires.
▪ Interviews.
Using a checklist to mark off items present in a text. (Example:
▪ Dossiers.
setting, main character, title, etc.)
Explaining through pictures, physical expression or charts (ICT) how ▪ Project Assignment.
a text makes the learner feel. ▪ Unit Game
Inviting authors as guest speakers into the classroom so learners ▪ Glossary activities.
can share their responses to a story with them. Instruments for oral and written evaluation
Writing short statements about why ▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams.
▪ Writing Tests

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
• Students´ with Learning Disabilities. Use of visual materials and music, as well as short tasks.
• Emotional/ Behavior Disorders. In the case of assessment, only focusing on those skills students have developed.
• Physical Impairments Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating
instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using
review games to make learning fun.

CLIL Components Transversal Axes

Science/Technology/Arts: To present a flash card show about feelings. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, justice, innovation, etc.
Prepared by Teacher: Lic. Ana Vélez Vintimilla Revised by Lic. Andrea Bustos Approved by: Sub director Mst. Flor Maldonado
Signature: Signature: Signature:

Date: May 21, 2018 Date: May 21, 2018 Date: May 21, 2018