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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: EDUCATIONAL UNIT

Academic Year: 2017 - 2018

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class: E
Lic. Angélica Vargas Lucas English as a Foreign Language 1st EGB A2.2

Book: Unit 4 Objectives

English A 2.2 Traveling the O.EFL 5.1

World Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and languages from the secure standpoint of their own
national and cultural identity.

O.EFL 5.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend
the role of diversity in building an intercultural and multinational society.

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.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

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Communication and Cultural Awareness CE.EFL.5.1.

EFL 5.1.2
Display an understanding of the integrity of different cultures by
Demonstrate mindfulness, empathy, tolerance and an overall respect for sharing experiences and by participating in class activities and
the integrity of cultures in daily classroom activities. discussions in a way that shows empathy and respect for others.

Oral Communication:(Listening and Speaking) CE.EFL.5.6.

EFL 5.2.4 Listening for Information: Deal with practical, everyday communi-
cation demands in familiar social and academic contexts, including
Follow oral directions in classroom activities and projects and provide following directions in class activities and identifying main ideas in
directions to peers in selected interactions. other curricular subjects when given sufficient support.

EFL 5.2.3 CE.EFL.5.8.

Follow main ideas in topics covered in other curricular subjects with the
Interaction – Interpersonal: Respond to and build on other people’s
help of visual support, using concepts and vocabulary that have been
studied in advance. ideas in extended conversations on familiar social and academic topics
by expressing opinions and feelings and clarifying meaning.

Reading CE.EFL.5.12.
Engage with a variety of digital and print texts and resources by
EFL 5.3.6 evaluating and detecting complexities and discrepancies in the
information in order to find the most appropriate sources to support an
Display an appreciation of the language by interacting and engaging idea or argument.
with a variety of digital and print texts and resources and by selecting
and evaluating these materials as a means to promote and strengthen

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literacy skills and language acquisition.

Writing
CE.EFL.5.13.
Produce emails, blog posts and other written texts using an effective
EFL 5.4.9 voice and a variety of appropriate writing styles and conventions.

Use a variety of oral, print and electronic forms for writing to others or
for writing for self, applying the conventions of social writing.
(Example: notes, invitations, emails, blog entries and comments, notes
to self, etc.)

Language through the Arts CE.EFL.5.18.

Use a range of criteria to evaluate and recommend literary texts to

EFL 5.5.10 others, and recognize how chosen criteria affects evaluation.

Evaluate and recommend a literary text (written, oral, online, in video

or in print) or a favorite activity to a peer.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural New Curriculum EFL for Superior Communication and Cultural ACTIVITIES and
Awareness EGB Awareness TECHNIQUES

Reflecting on differences between English - Teacher´s Book A 2.2 I.EFL.5.1.1. Reflect on differences between

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people from other countries and Learners can demonstrate an un- people from other countries and
regions. English - Teacher´s Book A 2.2 derstanding of the integrity of regions.
(Audios) different cultures by sharing
Watching a video about how Ask and answering questions
experiences and by participating in
people live in Ecuador or another Flash Cards about unique or interesting things
country, and taking notes on the class activities and discussions in one has experienced.
cultural practices mentioned, then Photocopiable Sheets a way that shows empathy and
leading a discussion in small respect for others. (I.3, S.1, S.2, Identify unreliable resources on
groups. Crosswords J.1, J.3) the Internet.

Oral Communication:(Listening Strategies Templates Look at a map or GPS and writing

and Speaking) Oral Communication: Listening the directions to get from one
and Speaking) place to another.
Listening to a short dialogue and
then writing and acting out a I.EFL.5.6.1. Learners can deal INSTRUMENTS
similar dialogue, using some of with practical, everyday
the same phrases and expressions. communication demands in Rubrics
(Example: a dialogue between two familiar social and academic
friends asking about each other’s contexts, such as following Portfolio
future vacation plans, etc.) directions in class activities and
identifying main ideas in other Oral interview
Asking and answering questions curricular subjects when given
about unique or interesting things sufficient support. (I.1, I.3, S.1) Quiz Time Test
one has experienced.
I.EFL.5.8.1. Learners can respond
to and build on other people’s
Comparing answers in pairs or ideas in extended conversations on
small groups. familiar social and academic
topics by expressing opinions and
Conducting a role play between feelings and clarifying meaning.
two students on a given topic. (I.3, I.4, S.1, J.3, J.4)
(Example: talking about future
plans, finding common free time Reading

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activities, playing a guessing
game, etc.) I.EFL.5.12.1.
Learners can engage with a variety
Conducting a class survey where of digital and print texts and re-
learners ask each other about a sources by evaluating and
familiar topic and record each detecting complexities and
other’s answers. (Example: discrepancies in the information in
What’s your favorite sport? Do order to find the most appropriate
you have a favorite team? What sources to support an idea or
sports do you play? Have you ever argument. (I.2, I.4, J.3)
gotten hurt?, etc.) Sharing a few
things about their classmates’ Writing
answers. (Example: Marco loves
soccer. He’s a Barcelona fan. He I.EFL.5.13.1.
plays soccer every day in recess, Learners can produce emails, blog
but last week he sprained his ankle posts and other written texts using
and he can’t play right now, etc.) an effective voice and a variety of
appropriate writing styles and
conventions. (I.3, S.3, J.2)
Working in pairs to complete an
information gap activity. Language through the Arts

I.EFL.5.18.1.
Listening to another learner’s Learners can use a variety of
answers in class and responding criteria for evaluating and recom-
appropriately. (Example: giving mending literary texts to others,
praise, correcting an error, asking and recognize how chosen criteria
a follow-up question, etc.) affects evaluation. (S.1, S.4, J.2,
J.4)
Reading

Recommending an informational
web site to another learner.

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Creating a class list of reliable

sources of information and
publishing it online or displaying
it on a poster in class.

Identifying unreliable resources on

the Internet.

Writing

Looking at a map or GPS and

writing the directions to get from
one place to another.

Language through the Arts

Using a rubric as a model to write

one’s own rubric.

Discussing how visual

presentation can change your
response to a literary text.
(Example: listening to a song and
then watching the video and
discussing how/if your response
changed, etc.)

Reading a classmate’s writing and

offering a positive observation.

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3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love, peace, justice,
innovation, etc.

Prepared by Revised by Approved by

Teacher : Lic. Angélica Vargas Lucas Teacher: Lic. Gabriela Bravo. Teacher: Ing. Gladys Salazar Olives

Signature: English Signature: Signature:

Date: April 24 th Date: Date:

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