Unidad Educativa “Otto Arosemena Gómez”

CALLE RICARDO MARQUEZ Y CORNELIO CRESPO - TELÉFONO: 4100345

Email escuelaottoarosemena@hotmail.com
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: 6TH 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
piano?
access information.

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
Communication and Cultural Awareness
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.
Oral Communication: (Listening and Speaking)
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.)
Evaluation Criteria
CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
communication features and express likes and dislikes while giving recommendations in
basic yet effective terms.
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea,
speaker and situation in spoken texts set in familiar everyday contexts without having to
decode every word.

Reading CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple

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

Writing
EFL 3.4. Write a questionnaire or survey for friends, family or classmates using WH- CE.EFL.3.16. Create a simple learning resource in order to record and practice new
questions in order to identify things in common and preferences. words and 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 order to recreate familiar scenes and themes.
Methodological Strategies
Communication and Cultural Awareness
Rating oral and written literary texts with stars. (Example: five stars =
excellent!)
Talking in pairs about a video that learners have watched.
Completing a short questionnaire about a text learners have read in
class.
Oral Communication
Listening to a simple, straightforward story and ordering the pictures
showing what happens. (Example: Tom and Mike are playing
soccer, the ball goes into the water, Tom’s dog gets the ball, etc.)
Listening to a short conversation between two speakers and
deciding who is speaking, where they are and how they feel.
(Example: two friends, at the library doing homework, confused
because they don’t understand the assignment, etc.)
Reading
Reading a text and answering information questions.
Choosing from a list of words to complete gaps from a reading.
Reading a short story from the Internet and highlighting interesting
facts, then comparing them with those of a partner.
Writing
Making flashcards for new words and using them to quiz a partner.
Making a list of new words and then comparing the lists in pairs. If
one of the members of the pair knows the word, he/she teaches the
other person.
Language through the Arts
Using a checklist to mark off items present in a text. (Example:
setting, main character, title, etc.)
Explaining through pictures, physical expression or charts (ICT) how
a text makes the learner feel.
Inviting authors as guest speakers into the classroom so learners
can share their responses to a story with them.
Writing short statements about why
CE.EFL.3.21. Elaborate personal responses to both oral and written literary texts
through pictures, audio/video or ICT in order to evaluate literary texts using pre-
established criteria, individually or in groups.
Resources Performance Indicators
Communication and Cultural Awareness
▪ New Curriculum EFL I.EFL.3.3.1. Learners can employ a range of
for Nivel Medio EGB verbal and nonverbal communication features to
express likes and dislikes and can give
▪ Teacher’s Guide recommendations in basic yet effective terms.
English A1.2 (including (I.3, S.4)
interactive version)
Oral Communication
▪ Audio CD I.EFL.3.6.1. Learners can grasp the main idea of
spoken texts set in familiar everyday contexts
▪ Teacher’s Guide and infer changes in the topic of discussion as
well as who is speaking and what the situation
▪ Posters and pictures is, without having to decode every word. (I.3, I.4)
about the topic Reading
I.EFL.4.11.1.Learners can understand main
▪ Photocopiable ideas and some details in short simple on-line or
worksheets (TG) print texts on familiar subjects, using contextual
clues to help identify the most relevant
▪ Quiz Time (SB) information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.3.16.1. Learners can make a simple
learning resource in order to record and practice
new words. (Example: a picture dictionary, a
word list, a set of flashcards, etc.) (I.1, J.4)
Language through the Arts
I.EFL.3.21.1. Learners can employ audio, video,
pictures and ICT to respond to oral and written
texts and use pre-established criteria to evaluate
literary texts individually or in groups. (I.2, I.3,
I.4)
Evaluation: Activities / Techniques /
Instruments
ACTIVITIES
• Exchange basic personal preferences with
peers in order to express likes and dislikes.
• Collaborate in a friendly manner by sharing
classroom materials and personal objects
while participating in games and activities in
class and on the playground.
• Understand meanings expressed in short
dialogues on familiar topics, as well as basic
spoken instructions and simple questions
about self, people, animals or things,
especially when spoken slowly and clearly.
• Produce simple, mainly isolated utterances
using very short phrases and sometimes
individual words, possibly with slow and/or
hesitant delivery.
• Ask and answer basic personal information
questions, as well as simple questions about
other people, animals, and possessions,
provided the interaction is slow and clear.
• Demonstrate basic reading comprehension
skills by identifying the meaning of individual
words, phrases, and sentences, including
simple written instructions.
• Understand the content of a simple graphic
organizer.
• Write simple sentences on familiar topics to
communicate basic ideas.
• Express emotions and feelings using basic
adjectives and related images through written
work on the school or class bulletin board.
TECHNIQUES
▪Peer Observation.
▪ Checklist.
▪ Concept maps.
▪ Questionnaires.
▪ Interviews.
▪ Dossiers.
▪ Project Assignment.
▪ Unit Game
▪ Glossary activities.
Instruments for oral and written evaluation
▪ 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