SCHOOL YEAR:

MARIA ANGELICA IDROBO SCHOOL 2017 - 2018

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Ing. Martha Orden Area: English as a Foreign Language Grade / Course: 2nd, B.G.U. Class: A
and B.T
Book: English B1.1 Unit: 2 Objectives:
Helathy Life, O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
Helathy World 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.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal
social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and cultural products and referents
beyond and use from Ecuador and other countries while making informed choices
them to explore the perspectives of the culture. about and taking action on
issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction Interpersonal: Respond to and build on
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and other peoples ideas in extended
concrete topics, conversations on familiar social and academic topics by expressing
such as personal experiences, while describing ones reactions to them and opinions and feelings and
others opinions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and
EFL 5.3.4 Find the most important information in print or online sources in resources by evaluating and
order to support an detecting complexities and discrepancies in the information in
idea or argument. (Example: Internet search engines, online advertising, order to find the most appropriate
online or print sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety
EFL 5.4.4 Select and make effective use of a range of digital tools to write, of potential resources and
edit, revise and references, including digital tools that support collaboration and
publish written work in a way that supports collaboration, learning and productivity, for educational and
productivity. (Example: academic use.
image editing, Google Drive, infographic makers, audio and video editing, CE.EFL.5.15 Plan and produce well-constructed informational texts
presentation apps, by applying the writing process
etc.) and while demonstrating an ability to justify ones position on an
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and argument through carefully
proofreading (i.e., selected information and appropriate language, tone and
the writing process) to produce well-constructed informational texts. evidence.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of
EFL 5.5.9 Engage in collaborative activities through a variety of student student groupings in order to
groupings to share, solve problems and reflect on literary texts, and produce criteria
reflect on, express and interpret opinions and evaluations of a range of for evaluating the effectiveness of
literary texts. (Example: the group.
small groups, cooperative learning groups, literature circles, process writing
groups, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques /
Instruments
Communication and Cultural Awareness Students Book Communication and Cultural ACTIVITIES
Recognizing instances of discrimination or prejudice English Awareness Get into groups of
in ones daily B1.1 (including I.EFL.5.2.1 Learners can exhibit an three.
life and analyzing reasons for them in small groups. interactive version) ability to Select your favorite
Inviting a guest speaker from another country to Audio CD discuss culture by analyzing cultural section of a newspaper
class and asking Teachers Guide products and justify your choice.
and answering questions about his/her Posters and and referents from Ecuador and other Do some research
culture/country. pictures countries about events, news and
Researching through the Internet about other about the topic while making informed choices about stories that have
cultures and ways Photocopiable and taking happened at your
of life and presenting them to the class using digital worksheets (TG) action on issues of prejudice and school.
tools. Quiz Time (SB) discrimination. Ask key people at
Working in small groups to complete a cultural (I.1, I.2, S.2, J.1, J.3) school to find out the
project Oral Communication details
Oral Communication: (Listening and Speaking) I.EFL.5.12.1 Learners can engage with about the events you
Playing a conversation game, where learners move a variety have done research on.
their tokens of digital and print texts and resources Assign the group
around the board after choosing a card and answering by members different roles.
the evaluating and detecting complexities Each member will play a
question. and key role: journalist,
Listening to another learners answers in class and discrepancies in the information in editor, graphic designer.
responding order to find the most appropriate Use key questions to
appropriately. sources to support an idea interview two members
Working in pairs to complete an information gap or argument. (I.2, I.4, J.3) of the school
activity. Reading community.
Doing a mingle activity where learners ask and I.EFL.5.12.1 Learners can engage with Record the interviews
answer questions a variety and take pictures, too.
about things they have or havent done, in order to of digital and print texts and resources Write short narrations
extend the by of the news you
exchange. evaluating and detecting complexities discovered
Establishing a clear expectation of English Informal and Create a nice design
assessment discrepancies in the information in using the texts and the
could involve personal notes from the teacher to order to find pictures.
learners who use the most appropriate sources to Techniques
L2 regularly. support an idea Reading
Reading or argument. (I.2, I.4, J.3) Organized information
Read quickly looking for words each paragraph. Writing found in the interview.
Writing new words and phrases in a vocabulary I.EFL.5.18.1 Learners can use a variety Read the article and
notebook and then of complete the diagram.
Listening
writing a text using three words from your vocabulary criteria for evaluating and Listen and complete
notebook. recommending literary the interviews.
Identifying unreliable resources on the Internet. texts to others, and recognize how Listen to understand
Reading about a topic and then identifying reference chosen the context.
materials. criteria affects evaluation. (S.1, S.4, Speaking
Printing out the results of a search and having J.2, J.4) Use idiomatic
learners discuss I.EFL.5.18.1 Learners can use a variety expressions to share an
which results seem the most appropriate and why. of experience.
Writing criteria for evaluating and Use intonation to
Finding a variety of online references to practice a recommending literary express strong feelings.
grammar texts to others, and recognize how Writing
structure, then recommending the best one to the chosen Write an article about
class. criteria affects evaluation. (S.1, S.4, a topic of interest.
Using new words or information from a class lesson J.2, J.4) Answer questions
and creating Language through the Arts about different kind of
an online game to practice them, then sharing and I.EFL.5.19.1 Learners can engage in texts.
playing the collaborative activities through a Instruments for oral and
game with the rest of the class. variety of written evaluation
Reading a dialogue which serves as a model text, student groupings in order to solve Rubrics
then writing a problems and Portfolio
similar dialogue on a different topic while reflect on literary texts, and produce Oral interviews
implementing new criteria for individual/ in pairs
words/expressions from the unit. evaluating the effectiveness of the Essay Tests
Language through the Arts group. (I.1, Practical Exams
Assigning roles for a group project I.2, S.2, S.3, S.4, J.3, J.4) Writing Tests
Creating literature circles where learners have the Training Test
freedom to say
anything they want about a text from class or outside
of class.
Reflecting on the effectiveness of the groups work
after a project
and deciding what changes need to be made in order
to improve
on the next project.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To elaborate a project group to carry out a learning campaign Intercultural awareness, tolerance, respect,
promoting cultural literacy. multiculturalism, responsibility,
solidarity, etc.
TEACHER: Ing. Martha Orden COORDINATOR: Dr. Consuelo Nuez VICEPRINCIPAL: Mgs. Antonieta Alvarez
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: December 11th, 2017 DATE: December 11th, 2017 DATE: December 11th, 2017