Sie sind auf Seite 1von 8

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

SCHOOL NAME SCHOOL YEAR


2017-2018
UNIDAD EDUCATIVA “PEDRO
BOUGUER”

1. INFORMATIVE DATA
Teacher: Lic. Diana Tigua Area: Grade / Course: Class:
English as a Foreign Language 8th EGB A1.1

Book: Unit 3 Objectives

English A 1.1 Leisure O.EFL 4.1


Activities Identify the main ideas, some details and inferences of written texts, in order to
produce level-appropriate critical analysis of familiar subjects and contexts.

O.EFL 4.2
Appreciate and value English as an international language and a medium to interact
globally.

O.EFL 4.5
Introduce the need for independent research as a daily activity by using electronic
resources (ICT) in class while practicing appropriate competences in the four skills.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the
Communication and Cultural Awareness CE.EFL.4.2. Skills and Performance Criteria for each Curricular
EFL 4.1.6 Recognize and demonstrate an appreciation of Thread.
Seek and provide information and assistance, orally or in commonalities between cultures as well as the
Commented [A2]: It is determined for each
writing and in online or face-to-face interactions, for consequences of one’s actions while exhibiting socially performance criteria of each Curricular Thread.
personal, social and academic purposes. responsible behaviors.
EFL 4.1.9
Recognize the consequences of one’s actions by CE.EFL.4.4.
demonstrating responsible decision-making at school, Demonstrate the ability to ask for and give information
online, at home and in the community, while considering and assistance using appropriate language and interaction
ethical standards, safety concerns, social norms and styles in a variety of social interactions.
mutual respect.
CE.EFL.4.5.
EFL 4.1.10 Display an appreciation of and demonstrate respect for
Recognize and appreciate individual and group individual and group differences by establishing and
similarities and differences by establishing and maintaining healthy and rewarding relationships based on
maintaining healthy and rewarding online and face-to-face communication and cooperation.
relationships based on communication and cooperation.

Oral Communication:(Listening and Speaking) CE.EFL.4.6.


Listening for Meaning: Understand and follow the main
EFL 4.2.1 idea in spoken texts set in familiar everyday contexts,
Understand phrases and expressions related to areas of provided speech is clear and articulate, and deduce the
most immediate priority within the personal and
meanings of unfamiliar words and phrases using context
educational domains, provided speech is clearly and
slowly articulated. (Example: daily life, free time, clues and/or prior knowledge.
school activities, etc.)
CE.EFL.4.7.
EFL 4.2.6 Listening for Information: Follow and identify some main
Use other students’ contributions in class as models for ideas and details in short and straightforward spoken or
their own. audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support.
Use spoken contributions in class as models for one’s own
speech.

Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.1 in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a
text.
Understand main points in short simple texts on familiar
subjects. (Example: news about sports or famous people,
descriptions, etc.)

Writing CE.EFL.4.15.
Express information and ideas and describe feelings and
EFL 4.4.5 opinions in simple transactional or expository texts on
Recognize that various types of writing require different familiar subjects in order to influence an audience,
language, formatting and special vocabulary. (Example: a
while recognizing that different texts have different
recipe, a letter, etc.)
features and showing the ability to use these features
appropriately in one’s own writing.

Language through the Arts CE.EFL.4.18.


Use main ideas in order to understand, predict, infer and
EFL 4.5.1 deduce literal and implied meanings in short, simple,
Make use of main points in literary texts (authentic and everyday literary texts (online, oral or in print).
semi-authentic, oral and written) to understand short
simple everyday stories, especially if there is visual
support. CE.EFL.4.22.
Show the ability to work collaboratively and to
EFL 4.5.9 participate effectively in a variety of student groupings
Engage in collaborative activities through a variety of by employing a wide range of creative thinking skills
student groupings to create and respond to literature and through the completion of activities such as playing
other literary texts. (Example: small groups, cooperative games, brainstorming and problem solving.
learning groups, literature circles, process writing Commented [A3]: Here we can decide if we put those
groups, etc.) methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments Commented [A4]: It consists of resources that we will
use throughout the unit.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES Commented [A5]: They are all indicators that help us
Awareness Superior EGB Awareness achieveeach Evaluation Criteria.
Work in small groups to
Comparing answers in pairs English - Teacher´s Book A I.EFL.4.2.1. Commented [A6]: It is made up of all activities,
complete a cultural project.
or small groups. 1.1 instruments and techniques to get a good assessment
process.
Learners can name similar- Listen to another learner’s
Working in small groups to English - Teacher´s Book A ities and differences answers in class and
complete a cultural project. 1.1 (Audios) between different aspects of responding appropriately.
(Example: different musical cultural groups. Learners
genres in Ecuador, Flash Cards can demonstrate socially Read a text and answering
traditional food in Latin responsible behaviors at information questions.
America, etc.) Photocopiable Sheets school, online, at home and
in the community, and Identify the text type
Researching through the Crosswords evaluate their actions by according to writing
Internet about other ethical, safety and social features and vocabulary.
cultures and ways of life Strategies Templates standards. (J.3, S.1, I.1)
and presenting them to the Listen to or reading stories
class using digital tools. I.EFL.4.4.1. and drawing an important
Learners can demonstrate an scene.
Collaborating on a group ability to give and ask for
project. information and assistance INSTRUMENTS
using level-appropriate
Completing group work in a language and interaction Rubrics
fair and honest manner and styles in online or face-to-
accepting the group’s de- face social and classroom Portfolio
cisions. interactions. (J.2, J.3,
J.4, I.3) Oral interview
Helping learners in the
class who have a different I.EFL.4.5.1. Quiz Time Test
skill set. Learners can appreciate and
show respect for individual
Sharing ideas freely and and group differences by
without jealousy. establishing and maintaining
healthy and rewarding online
Making positive remarks to and face-to-face
other learners in class. interactions. Learners can
communicate and cooperate in
Encouraging classmates to a respectful, empathetic
stay motivated when needed. manner. (J.3, S.1, S.4)

Giving assistance to those Oral Communication


who are struggling, even
when not directly asked to. I.EFL.4.6.1.
Learners can grasp the gen-
Oral Communication: eral meaning of spoken texts
Listening and Speaking) set in familiar everyday
contexts and infer changes
Listening to another in the topic of discussion,
learner’s answers in class as well as deduce the
and responding meanings of unfamiliar words
appropriately. (Example: and exchanges through the
giving praise, correcting an use of context clues,
error, asking a follow-up provided speech is given
question, etc.) slowly and clearly and there
is sufficient visual
Reading support. (I.3, S.1, J.4)

Reading a text and answering I.EFL.4.7.1.


information questions. Learners can identify the
main idea and some details
Choosing from a list of in short straightforward
words to complete gaps from
spoken audio texts set in
a reading.
familiar contexts when the
Predicting main ideas by message is delivered slowly
reading the title and using and there is other
other contextual clues contextual support. (Ex-
(e.g., illustrations, ample: rules for a game,
subheadings, etc.) classroom instructions, a
dialogue in a scene from a
Writing
cartoon or movie, etc.)
Identifying the text type Learners can use other
according to writing classmate’s contributions in
features and vocabulary. class as models for their
(Example: recognizing that a own. (I.2, I.3, S.4)
recipe has a section called
“ingredients” and one called Reading
“directions”, identifying
the introduction, body and I.EFL.4.11.1.
conclusion in a news Learners can understand main
article, etc.) ideas and some details in
short simple online or print
Language through the Arts
texts on familiar subjects,
Listening to or reading using contextual clues to
stories and drawing an help identify the most
important scene. relevant information.
(Example: title,
Participating in classroom illustrations, organization,
games in which problem- etc.) (I.2, I.4)
solving as a team is
important.
Writing
Comparing answers in pairs
I.EFL.4.15.1.
in order to help each other
Learners can convey infor-
understand errors or con-
mation and ideas and
cepts.
describe feelings and
opinions in simple
Brainstorming ideas for a
transactional or expository
writing project in small
texts on familiar subjects
groups, using a graphic
in order to influence an
organizer.
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3,
I.4, S.3, J.2)

Language through the Arts

I.EFL.4.18.1.
Learners can understand,
predict, infer and deduce
literal and implied meanings
in short, simple, everyday
literary texts (online, oral
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)

I.EFL.4.22.1.
Learners can collaborate and
participate effectively in a
variety of student groupings
by employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion
must take into account students who have disabilities
or learning needs.
CLIL Components - Science/Technology/Arts:
Commented [A8]: Taking into account the extra-
Transversal Axes
curricular activities referring to science and technology.
Intercultural awareness, tolerance, respect, Commented [A9]: Values defined by each school.
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Lic. Diana Tigua Coordinadora: Lic. Fernanda Vicerrectora: Msc. María Yanacallo
Imbaquingo

Signature: Signature: Signature:


Date: September 30th, 2016 Date: Date: