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UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA


1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 10th year of Class: A
Language e: Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific  Talk about some inventors
Unit Title: Breakthroughs in Objectives: and their inventions.
science and technology  Give accounts of past
events.
 Ask for and give
information about the past.
 Use time expressions when
giving accounts of past
achievements.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online CE.EFL.4.4. Demonstrate the ability to ask for and give
or face-to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple terms using CE.EFL.4.8. Production – Accuracy and Intelligibility:
grammatical structures learnt in class (although there may be frequent errors with tenses, Communicate needs and information clearly and in
personal pronouns, prepositions, etc.) simple terms, using grammatical structures learned in
class (although there may be frequent errors), effectively
and without undue effort. Demonstrate an ability to
EFL 4.2.14 Ask and answer straightforward follow-up questions within familiar contexts, make appropriate use of new words and expressions in
such as school and family life, provided there are opportunities to ask for clarification, social interactions.
reformulation or repetition of key points. CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
READING exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to (e.g. asking for clarification) and sustain conversational
organize and discuss relationships between academic content areas. (Example: nonfiction exchanges in pairs to complete a task, satisfy a need or
books for young adults, the Internet, audio and media presentations, oral interviews, maps, handle a simple transaction.
diagrams, reference books, magazines, etc.)
READING
WRITING
CE.EFL.4.12. Use a range of reference materials and
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading sources, both online and in print, in order to support
(i.e., “the writing process”) to produce well-constructed informational texts. ideas, answer inquiries, find relationships and relate
ideas between different subject areas.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-solving tasks by showing the ability to accept a variety of ideas and CE.EFL.4.17. Show an ability to convey and organize
capitalize on other people’s strengths. information through the use of facts and details and by
employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and


to 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.
METHODOLOGICAL ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
COMMUNICATION AND Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
CULTURAL AWARENESS Students’ book AWARENESS
Flashcards Work with a classmate and
Playing games that practice Audio CD I.EFL.4.4.1. Learners can demonstrate an ability number the inventions in
classroom language, turn-taking, to give and ask for information and assistance chronological order. Then listen
being polite, etc. using level-appropriate language and and check.
Comparing answers in pairs or interaction styles in online or face-to-face social Listen to a lecture and complete a
small groups. and classroom interactions. (J.2, J.3, J.4, I.3) chart.
Participating in short dialogues Ask and answer wh-questions
and role plays to practice target ORAL COMMUNICATION about inventors and their
language. (Example: thanking inventions.
others, apologizing, asking for I.EFL.4.8.1. Learners can communicate personal Listen to the dialog and fill in the
help, greeting authorities, etc.) information and basic immediate needs and blanks.
deal with other practical everyday demands in Work in pairs. One student selects
ORAL COMMUNICATION familiar contexts, effectively and without undue an inventor and the other guesses
effort and using grammatical structures and his/her name by asking yes/no
Identifying specific details vocabulary seen in class (although there may be questions.
regarding people, places, times frequent, basic errors). (I.1, I.2, I.3, S.1) Complete the encyclopedia entry
and reasons. I.EFL.4.10.1. Learners can effectively participate with the verbs in the simple past
Using background knowledge to in familiar and predictable everyday tense form.
aid comprehension. conversational exchanges in order to complete a Read the statements about
Exploring visual aids before task, satisfy a need or handle a simple inventors and inventions and
listening with the purpose of transaction, using a range of repair strategies. correct them in affirmative or
activating previous knowledge. (Example: asking for clarification, etc.) (I.3, J.3, negative form.
Giving a presentation about an J.4) Read the text quickly and match
inventor or invention. the inventions with the
Planning what to say and paragraphs they belong to.
rehearsing after collecting Label the encyclopedia entry.
relevant information about the READING
topic of a presentation.
Asking and answering questions I.EFL.4.12.1. Learners can employ a range of Write an encyclopedia entry about
about people and their reference materials and sources, both online one of the inventions or inventors
achievements. and in print, in order to support ideas, answer presented in the unit.
Using idioms to talk about inquiries, find relationships and relate ideas Read the expressions and their
everyday topics. between different subject areas. (I.1, I.2, J.2) meanings. Listen to a radio
Using wh-questions to obtain program and match them.
extra details in dialogs. WRITING Complete the conversation by
using the idioms studied in this
READING I.EFL.4.17.1. Learners can convey and organize lesson.
information through the use of facts and details Think of school-related
Locating main ideas and relevant and by employing various stages of the writing experiences where you can use the
details in a text. process, while using a range of digital tools to idioms studied in this lesson.
Predicting the content of a promote and support collaboration, learning
reading by taking a look at and productivity. (I.1, I.3, S.4, J.2, J.4) TECHNIQUES
vocabulary first.
Answering information LANGUAGE THROUGH THE ARTS Observation
questions. Interview
Recognizing the structure of an I.EFL.4.22.1. Learners can collaborate and Self and pair-evaluation
encyclopedia entry. participate effectively in a variety of student
groupings by employing a wide range of creative INSTRUMENTS
WRITING thinking skills through the completion of
activities such as playing games, brainstorming Anecdotal Records
Writing an encyclopedia entry. and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4) Checklists
Narrating and connecting ideas Rubrics
chronologically when describing Questionnaire
important events.

LANGUAGE THROUGH THE


ARTS
Brainstorming a list of questions
and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Teaching a story, grammar point,
vocabulary word or topic to a
group of peers.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.

Technological and scientific


breakthroughs
Inventors and inventions
CLIL COMPONENTS TRANSVERSAL AXES:
Facebook
Household inventions
Accidental inventions
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 10th year Class: A
Language of Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Narrate personal
Unit Title: Travel and adventure experiences.
 Describe places.

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring and
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative self-correcting strategies as well as appropriate nonverbal
pronunciations or wording, etc.) and oral communication features.

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out CE.EFL.4.10. Interaction – Interpersonal: Participate
a collaborative/paired learning activity in which there are specific instructions for a task. effectively in familiar and predictable conversational
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations within exchanges by asking and answering follow-up questions,
familiar contexts, provided that speech is given clearly, slowly and directly. (Example: an provided there are opportunities to use repair strategies
interview, an information gap activity, etc.) (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
READING CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using everyday topics such as objects, possessions and routines in
prior knowledge, graphic organizers, context clues, note taking and finding words in a structured situations and short conversations. Interaction is
dictionary. with reasonable ease, provided speech is given clearly,
slowly and directly.
WRITING
READING
EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause and effect, problem and solution, general- CE.EFL.4.13. Apply learning strategies such as using prior
to-specific presentation, etc.) knowledge and graphic organizers to interpret new
information in a text, and assess this information according
LANGUAGE THROUGH THE ARTS to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and
written) to understand short simple everyday stories, especially if there is visual support. WRITING
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard. CE.EFL.4.17. Show an ability to convey and organize
information through the use of facts and details and by
employing various stages of the writing process, while using
a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.18. Use main ideas in order to understand, predict,


infer and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Complete the brochures with the
Participating in short role plays Audio CD monitoring and self-correcting strategies and corresponding words. Use the
using a range of verbal and interpret and use appropriate verbal and pictures as clues.
nonverbal communication. nonverbal communication features to Listen and select the picture that
Rating one’s self after a speaking communicate in familiar contexts. (I.3, S.4, J.4) best matches the conversation.
activity, according to a set rubric. Complete the phone call between.
Practicing a specific self-correcting ORAL COMMUNICATION Peter and grandma about his family
strategy during a pair work activity. vacation.
Demonstrating desirable behaviors I.EFL.4.10.1. Learners can effectively participate in Label the pictures. Use the word
during class, group and pair familiar and predictable everyday conversational bank. Then listen to Antonio’s
discussions. exchanges in order to complete a task, satisfy a narration and number the events
need or handle a simple transaction, using a range chronologically.
ORAL COMMUNICATION of repair strategies. (Example: asking for Summarize Antonio’s narration. Use
clarification, etc.) (I.3, J.3, J.4) sequence connectors.
Catching the gist of a recorded text I.EFL.4.9.1. Learners can use simple language to Talk to a partner about a mishap.
by associating it to a corresponding describe, compare and state facts about familiar Use sequence connectors, the past
graph. everyday topics such as possessions, classroom tense and time conjunctions.
Following a text transcript to objects and routines in short, structured Locale the places in the pictures.
identify specific words in a situations, interacting with relative ease. (I.3, I.4, Read the text and identify the
recording. S.4) meaning of the words in red.
Understanding the meaning of a Answer the questions about the
number of expressions present in a sequence of events in the story.
recorded text based on the context Use synonyms to complete a
in which they appear. summary of a reading in a few ideas.
Identifying the chronological order READING Look at the following pictures of a
of a number of events accounted travel mishap. Fill in the blanks to
for in a recorded text, by paying I.EFL.4.13.1. Learners can apply learning strategies complete it. Then follow to model to
attention to connectors of such as using prior knowledge and graphic write, in your own words, a personal
sequence and time conjunctions. organizers to interpret new information in a text. narration.
Identifying details in a narrative by Learners can assess this information according to
answering wh-questions. the organization, subject area and purpose of the TECHNIQUES
Giving an account of a vacation text, through the use of different criteria, including
experience in form of a personal ICT tools. (I.2, I.4, J.4) Observation
narrative. Interview
Asking and answering questions WRITING Self and pair-evaluation
about people’s vacation activities.
Using idiomatic expressions to talk I.EFL.4.17.1. Learners can convey and organize INSTRUMENTS
about travelling experiences. information through the use of facts and details
and by employing various stages of the writing Anecdotal Records
READING process, while using a range of digital tools to Checklists
promote and support collaboration, learning and Rubrics
Using vocabulary knowledge to aid productivity. (I.1, I.3, S.4, J.2, J.4) Questionnaire
reading comprehension.
Using words with similar meanings LANGUAGE THROUGH THE ARTS
to summarize information from a
reading. I.EFL.4.18.1. Learners can understand, predict,
Answering wh-questions to help infer and deduce literal and implied meanings in
with comprehension of details in a short, simple, everyday literary texts (online, oral
text. or in print), especially when visual support is
Identifying the main elements of a provided. (I.2, I.3, I.4)
narrative: beginning, middle and I.EFL.4.20.1. Learners can create short, original
end. literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
WRITING I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of student
Mapping the events of a narrative groupings by employing a wide range of creative
into a story map. thinking skills through the completion of activities
Writing a personal narrative in such as playing games, brainstorming and problem
his/her own words by following a solving. (S.2, S.4, J.1, J.2, J.3, J.4)
model.

LANGUAGE THROUGH THE ARTS

Listening to or reading stories and


drawing an important scene.
Underlining main ideas in a text.
Sharing learners’ stories in pairs or
small groups and choosing to
represent some through a role
play.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Holiday Activities and places


CLIL COMPONENTS Extreme Vacations TRANSVERSAL AXES:
Anecdotes and unfortunate happenings
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:


UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about hobbies and
Unit Title: Hobbies, leisure and leisure activities
entertainment.  Express agreement or
disagreement about
controversial topics.
 Talk about rules, express
advice and emphatic
opinions.
 Determine main ideas,
supporting information and
examples in a reading.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 CE.EFL.4.2. Recognize and demonstrate an appreciation of


Recognize the consequences of one’s actions by demonstrating responsible decision-making at commonalities between cultures as well as the
school, online, at home and in the community, while considering ethical standards, safety consequences of one’s actions while exhibiting socially
concerns, social norms and mutual respect. responsible behaviors.
ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a CE.EFL.4.10. Interaction – Interpersonal: Participate
simple transaction. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
READING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.3.1 exchanges in pairs to complete a task, satisfy a need or
Understand main points in short simple texts on familiar subjects. (Example: news about sports handle a simple transaction.
or famous people, descriptions, etc.)
EFL 4.3.2 READING
Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
identify and understand relevant information in written level-appropriate text types. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
WRITING making use of contextual clues to identify relevant
information in a text.
EFL 4.4.4
Write to describe feelings/opinions in order to effectively influence an audience. (Example: WRITING
persuade, negotiate, argue, etc.)
CE.EFL.4.15. Express information and ideas and describe
LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
EFL 4.5.1 while recognizing that different texts have different features
Make use of main points in literary texts (authentic and semi-authentic, oral and written) to and showing the ability to use these features appropriately
understand short simple everyday stories, especially if there is visual support. in one’s own writing.
EFL 4.5.4
Create personal stories by adding imaginative details to real-life stories and situations, using LANGUAGE THROUGH THE ARTS
appropriate vocabulary and elements of the literature learners have read or heard.
CE.EFL.4.18. Use main ideas in order to understand, predict,
infer and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.2.1. Learners can name similarities and Label the pictures about hobbies
Simulating desirable social Audio CD differences between different aspects of cultural then complete the conversations.
behaviors through role play groups. Learners can demonstrate socially Listen to a radio talk show about the
activities. responsible behaviors at school, online, at home do’s and don’ts of some hobbies
Choosing pictures that and in the community, and evaluate their actions and complete the information
demonstrate responsibility and by ethical, safety and social standards. (J.3, S.1, I.1)
Complete the list of Do and Don’ts
identifying why each is desirable to attend concerts.
and what consequences the ORAL COMMUNICATION Have a conversation with a partner
irresponsible actions would have. about the do’s and don’ts of a
I.EFL.4.10.1. Learners can effectively participate in hobby.
ORAL COMMUNICATION familiar and predictable everyday conversational Mike’s father is telling him about his
exchanges in order to complete a task, satisfy a new leisure activity. Read and listen
Listening for specific information need or handle a simple transaction, using a range to the dialog. Then complete the
Following a text transcript to of repair strategies. (Example: asking for grammar chart.
identify specific words in a clarification, etc.) (I.3, J.3, J.4) Match the situations on the left with
recording. their corresponding comments on
Transferring information from a READING the right.
passage into a chart Fill in the gaps with the verb forms
Following speakers turn-taking in I.EFL.4.11.1. Learners can understand main ideas have to, must or should.
conversations and some details in short simple online or print Talk to your partner about some of
texts on familiar subjects, using contextual clues to these hobbies: photography,
help identify the most relevant information.
Asking and answering questions (Example: title, illustrations, organization, etc.) (I.2, cooking, hiking, videogames and
about people’s hobbies and leisure I.4) reading.
activities Answer some questions before you
Using idiomatic expressions to talk WRITING read.
about free time activities Read the definitions and find in the
Giving a presentation about a I.EFL.4.15.1. Learners can convey information and text the bold words that you
hobby or favorite pastime ideas and describe feelings and opinions in simple consider matches each one. Then go
transactional or expository texts on familiar to the dictionary to confirm your
READING subjects in order to influence an audience, while answers.
recognizing that different texts have different Read and listen
Using vocabulary knowledge to aid features and showing the ability to use these Look back at the reading and find
reading comprehension features appropriately in one’s own writing. (I.3, some supporting ideas or examples
Determining main ideas and I.4, S.3, J.2) associated with the given main
supporting information such as ideas.
examples LANGUAGE THROUGH THE ARTS The reading contains some words
Using the dictionary to find and phrases the writer uses to
meanings of new words I.EFL.4.18.1. Learners can understand, predict, support his ideas. Take an example
Identifying discourse markers that infer and deduce literal and implied meanings in from the reading that matches the
establish the relationship among short, simple, everyday literary texts (online, oral connecting ideas given.
ideas in paragraphs. or in print), especially when visual support is Read the people’s profiles. Select
provided. (I.2, I.3, I.4) one of them and write a piece of
WRITING I.EFL.4.20.1. Learners can create short, original advice for a hobby.
literary texts in different genres, including those Match the ads with the hobbies
Writing a suggestion for a hobby, that reflect Ecuadorian cultures, using a range of Match the idioms on the left with
based on a student’s profile digital tools, writing styles, appropriate vocabulary their definitions on the right
and other literary concepts. (I.1, I.3) Look at the pictures and make a
LANGUAGE THROUGH THE ARTS dialogue for each place using the
idioms in this lesson
Listening to or reading stories and
drawing an important scene.
Producing short, creative texts TECHNIQUES
using digital storytelling.
Doing free writing on a topic Observation
suggested by another learner. Interview
Self and pair-evaluation

INSTRUMENTS

Anecdotal Records
Checklists
Rubrics
Questionnaire
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Hobbies and entertainment


Leisure activities
CLIL COMPONENTS TRANSVERSAL AXES:
Commitment in leisure activities
Feeling alive
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:


UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about landmarks and
Unit Title: The world is the limit compare them.
 Make comparisons in terms
of superiority
 Write profiles
 Have an informal dialog
making comparisons
 Listen for specific details
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENES COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible decision- CE.EFL.4.2. Recognize and demonstrate an appreciation of
making at school, online, at home and in the community, while considering ethical standards, commonalities between cultures as well as the
safety concerns, social norms and mutual respect. consequences of one’s actions while exhibiting socially
responsible behaviors.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.11 Give short, basic descriptions of everyday activities and events within familiar
contexts and use simple descriptive language to compare and make brief statements about CE.EFL.4.9. Production – Fluency: Use simple language to
objects and possessions. (Example: family, school, living conditions, personal belongings, etc.) describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines in
READING structured situations and short conversations. Interaction is
with reasonable ease, provided speech is given clearly,
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using slowly and directly.
prior knowledge, graphic organizers, context clues, note taking and finding words in a
dictionary. READING

WRITING CE.EFL.4.13. Apply learning strategies such as using prior


knowledge and graphic organizers to interpret new
EFL 4.4.5 Recognize that various types of writing require different language, formatting and information in a text, and assess this information according
special vocabulary. (Example: a recipe, a letter, etc.) to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard. CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.20. Create short, original literary texts in different


genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.2.1. Learners can name similarities and Put the words (countries) in their
Completing and illustrating Audio CD differences between different aspects of cultural corresponding category.
statements about socially groups. Learners can demonstrate socially Complete the facts
responsible behaviors. (Example: responsible behaviors at school, online, at home Make sentences comparing
One thing I do to help the and in the community, and evaluate their actions landmarks.
environment is…, I can help people by ethical, safety and social standards. (J.3, S.1, I.1)
Make your own informal dialog
in my neighborhood when I…) Think of two places. Talk to your
Reading a list of actions people ORAL COMMUNICATION partner about them.
take and evaluating and discussing Locate some countries on the map
the consequences on others I.EFL.4.9.1. Learners can use simple language to Listen to some record
(including on the environment). describe, compare and state facts about familiar announcements. Write the country
Simulating desirable social everyday topics such as possessions, classroom for each one of the records you
behaviors through role play objects and routines in short, structured hear.
activities. situations, interacting with relative ease. (I.3, I.4, Listen and complete the sentences
S.4) about the different countries.
ORAL COMMUNICATION Unscramble the sentences about
READING different countries.
Identifying specific details that Read the text about the Guinness
describe places, landmarks and I.EFL.4.13.1. Learners can apply learning strategies book of world records and
countries around the world. such as using prior knowledge and graphic summarize each paragraph.
Understanding the development of organizers to interpret new information in a text. Answer the following questions
a conversation based on turn- Learners can assess this information according to based on the information in the
taking exchanges. the organization, subject area and purpose of the text.
Transferring information to text, through the use of different criteria, including Complete this paragraph about the
complete charts or specific texts. ICT tools. (I.2, I.4, J.4) “Guinness book of records. Use the
true cognates in Spanish as a guide
Asking and answering questions WRITING to fill in the blanks with the
about places, landmarks and corresponding word in English.
people. I.EFL.4.15.1. Learners can convey information and Use the letter on the left to write a
Creating dialogs based on language ideas and describe feelings and opinions in simple similar petition for a record with
prompts. transactional or expository texts on familiar your own idea.
Using idiomatic expressions to talk subjects in order to influence an audience, while
about everyday topics. recognizing that different texts have different TECHNIQUES
Asking and answering questions features and showing the ability to use these
about general knowledge topics. features appropriately in one’s own writing. (I.3, Observation
Recombining language elements to I.4, S.3, J.2) Interview
create new ideas and dialogs. Self and pair-evaluation
LANGUAGE THROUGH THE ARTS
READING INSTRUMENTS
I.EFL.4.20.1. Learners can create short, original
Categorizing words based on literary texts in different genres, including those Anecdotal Records
specific criteria. that reflect Ecuadorian cultures, using a range of Checklists
Identifying cognates as a digital tools, writing styles, appropriate vocabulary Rubrics
vocabulary aid in reading and other literary concepts. (I.1, I.3) Questionnaire
comprehension.
Using graphic organizers to
summarize key information from a
reading passage.
Answering information questions
to establish the content of a
reading.
Summarizing the contents of a
paragraph.

WRITING
Writing a profile of a celebrity from
the sports world.

LANGUAGE THROUGH THE ARTS

Sharing learners’ stories in pairs or


small groups and choosing to
represent some through a role
play. Doing free writing on a topic
suggested by another learner.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Amazing Facts around the world


Some countries and their records
CLIL COMPONENTS TRANSVERSAL AXES:
The Guinness world records
Success
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:


UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about occupations and
Unit Title: Jobs and Occupations professions.
 Make predictions regarding
career choices.
 Read graphs and tables to
help your reading
comprehension.
 Write a career prospect.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online and information and assistance using appropriate language and
face-to-face interactions. (Example: thanking, making promises, apologizing, asking permission, interaction styles in a variety of social interactions.
chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.7. Listening for Information: Follow and identify
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main some main ideas and details in short and straightforward
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if spoken or audio texts set in familiar contexts, when
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus delivered slowly and with visuals to provide contextual
delay, an intercom announcement at school, a dialogue supported by facial support. Use spoken contributions in class as models for
expressions/gestures and appropriate intonation, etc.) one’s own speech.
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.5 Understand most changes in the topic of discussion if people speak slowly. the main idea in spoken texts set in familiar everyday
EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a contexts, provided speech is clear and articulate, and
simple transaction. deduce the meanings of unfamiliar words and phrases using
context clues and/or prior knowledge.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges by asking and answering follow-up questions,
about sports or famous people, descriptions, etc.) provided there are opportunities to use repair strategies
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and classroom (e.g. asking for clarification) and sustain conversational
resources in order to strengthen literacy skills and strategies. exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.) CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
LANGUAGE THROUGH THE ARTS making use of contextual clues to identify relevant
information in a text.
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in CE.EFL.4.14. Display an ability to interact and engage with a
print) according to pre-established criteria. wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen
literacy skills and promote acquisition.

WRITING

CE.EFL.4.15. Express information and ideas and describe


feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.21. Use pre-established criteria, including that


which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Number the following jobs. Give 1
Playing games that practice Audio CD give and ask for information and assistance using to the strangest and 4 to the most
classroom language, turn-taking, level-appropriate language and interaction styles common.
being polite, etc. in online or face-to-face social and classroom Listen to the conversations and tick
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) what each person does.
small groups Match each advertisement with the
Participating in short dialogues and ORAL COMMUNICATION corresponding occupation.
role plays to practice target Find 8 occupations in the word
language. I.EFL.4.7.1. Learners can identify the main idea and search.
some details in short straightforward spoken audio Read the following job descriptions
ORAL COMMUNICATION texts set in familiar contexts when the message is and write the title of the
delivered slowly and there is other contextual professional required. Create dialogs
Listening for specific information support. (Example: rules for a game, classroom based on your preferences.
such as words, numbers or instructions, a dialogue in a scene from a cartoon Ask three classmates about the
particular details. or movie, etc.) Learners can use other classmate’s career they find interesting to
follow.
Following conversations and contributions in class as models for their own. (I.2, Look at the pictures and write the
provides providing specific I.3, S.4) plans these people have. Look at the
information that complete dialogs. I.EFL.4.6.1. Learners can grasp the general information in the chart. Make
Giving information about people’s meaning of spoken texts set in familiar everyday affirmative, negative and
jobs or occupations. contexts and infer changes in the topic of interrogative sentences for each
Describing jobs and occupations. discussion, as well as deduce the meanings of person.
Using idiomatic expressions to talk unfamiliar words and exchanges through the use Decide if the sentences express
about everyday topics. of context clues, provided speech is given slowly predictions or future plans.
Asking and answering questions and clearly and there is sufficient visual support. Match the careers on the left with
about career choices and (I.3, S.1, J.4) the job family on the right.
occupations. I.EFL.4.10.1. Learners can effectively participate in Listen to the reading. Use the
Using formulaic expressions to keep familiar and predictable everyday conversational information in the paragraphs to
the flow of a conversation. exchanges in order to complete a task, satisfy a complete some graphs.
need or handle a simple transaction, using a range Select the answer that best matches
READING of repair strategies. (Example: asking for the reading passage.
clarification, etc.) (I.3, J.3, J.4) Read the career orientation test and
Predicting the content of a reading write a career prospect for Jonathan
by working on word association READING based on his test results.
activities beforehand.
Paying attention to words and/or I.EFL.4.11.1. Learners can understand main ideas TECHNIQUES
expressions that facilitate the and some details in short simple online or print
reading of facts, numbers and texts on familiar subjects, using contextual clues to Observation
statistic in texts. help identify the most relevant information. Interview
Being able to use synonyms to (Example: title, illustrations, organization, etc.) (I.2, Self and pair-evaluation
facilitate reading comprehension. I.4)
Reading graphs and tables to aid his I.EFL.4.14.1. Learners can interact and engage with INSTRUMENTS
or her reading comprehension a wide range of ICT and classroom resources and
processes. texts by selecting and evaluating them in order to Anecdotal Records
strengthen literacy skills and promote acquisition. Checklists
(I.2, I.4, S.3, J.2, J.3) Rubrics
Questionnaire
WRITING WRITING

Writing a career prospect I.EFL.4.15.1. Learners can convey information and


ideas and describe feelings and opinions in simple
LANGUAGE THROUGH THE ARTS transactional or expository texts on familiar
subjects in order to influence an audience, while
Using a rubric to evaluate a class recognizing that different texts have different
project. features and showing the ability to use these
Evaluating and assessing the features appropriately in one’s own writing. (I.3,
effectiveness of group work by I.4, S.3, J.2)
answering a set of questions.
(Example: Who always LANGUAGE THROUGH THE ARTS
participates? Who gets the things
the group needs? Who asks good I.EFL.4.21.1. Learners can evaluate and
questions?, etc.) recommend literary texts (both written and oral,
Discussing rules and norms for a online, in video or in print) according to pre-
group project before the project established criteria. Learners can work in
begins. (Example: Don’t interrupt collaborative groups to write their own criteria for
others, Do your work on time, evaluating literary texts and the effectiveness of
Don’t make negative remarks, etc.) group work. (I.4, S.3, S.4, J.3)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Unusual Occupations
Career Choices
CLIL COMPONENTS TRANSVERSAL AXES:
The job market
Creative Thinking
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:


UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about achievements
Unit Title: Lifetime Achievements  Describe people’s personal
characteristics and abilities.
 Use reference words to aid
reading comprehension and
achieve cohesion in writing.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face- CE.EFL.4.4. Demonstrate the ability to ask for and give
to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language and
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by interaction styles in a variety of social interactions.
establishing and maintaining healthy and rewarding online and face-to-face relationships based CE.EFL.4.5. Display an appreciation of and demonstrate
on communication and cooperation. respect for individual and group differences by establishing
and maintaining healthy and rewarding relationships based
ORAL COMMUNICATION on communication and cooperation.

EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main ORAL COMMUNICATION
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations within support. Use spoken contributions in class as models for
familiar contexts, provided that speech is given clearly, slowly and directly. (Example: an one’s own speech.
interview, an information gap activity, etc.) CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
READING everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using with reasonable ease, provided speech is given clearly,
prior knowledge, graphic organizers, context clues, note taking and finding words in a slowly and directly.
dictionary.
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and materials in READING
order to promote acquisition and develop an appreciation of the language.
CE.EFL.4.13. Apply learning strategies such as using prior
WRITING knowledge and graphic organizers to interpret new
information in a text, and assess this information according
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. to the organization, subject area and purpose of the text,
(Example: persuade, negotiate, argue, etc.) using different criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a
LANGUAGE THROUGH THE ARTS wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in literacy skills and promote acquisition.
print) according to pre-established criteria.
WRITING

CE.EFL.4.15. Express information and ideas and describe


feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.
LANGUAGE THROUGH THE ARTS

CE.EFL.4.21. Use pre-established criteria, including that


which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Listen to the descriptions of
Comparing answers in pairs or Audio CD give and ask for information and assistance using people’s lives and achievements and
small groups. level-appropriate language and interaction styles write their names.
Participating in short dialogues and in online or face-to-face social and classroom Listen to the description again and
role plays to practice target interactions. (J.2, J.3, J.4, I.3) complete the chart.
language. (Example: thanking I.EFL.4.5.1. Learners can appreciate and show Follow the model to create dialogs
others, apologizing, asking for respect for individual and group differences by about your personality,
help, greeting authorities, etc.) establishing and maintaining healthy and abilities/talents and achievements.
Collaborating on a group project. rewarding online and face-to-face interactions. Look at the events in Selena’s life
Completing group work in a fair Learners can communicate and cooperate in a and decide if they occurred at a
and honest manner and accepting respectful, empathetic manner. (J.3, S.1, S.4) specific time in the past or if they
the group’s decisions. establish a relationship between the
Sharing ideas freely and without ORAL COMMUNICATION past and the present
jealousy. Read the text Lifelong Learners and
Making positive remarks to other I.EFL.4.7.1. Learners can identify the main idea and write the name of the
learners in class. some details in short straightforward spoken audio corresponding person in each
texts set in familiar contexts when the message is paragraph.
delivered slowly and there is other contextual Read the statements about the
support. (Example: rules for a game, classroom personalities in the readings. Write
instructions, a dialogue in a scene from a cartoon
ORAL COMMUNICATION or movie, etc.) Learners can use other classmate’s their names in front of each one of
contributions in class as models for their own. (I.2, the statements.
Listening for specific information I.3, S.4) Use reference words to link
such as names, verb forms or I.EFL.4.9.1. Learners can use simple language to information in a reading.
particular details. describe, compare and state facts about familiar Complete the paragraph about
Following conversations and everyday topics such as possessions, classroom another personality who is alive.
providing specific information to objects and routines in short, structured Use the appropriate reference word
complete charts. situations, interacting with relative ease. (I.3, I.4, to complete the ideas in the text.
Describing talents and abilities for S.4) Listen and read a conversation
particular jobs or occupations. about successful teens.
Using idioms to talk about life READING Match the idiom on the left with the
achievements. definition on the right
Asking and answering questions I.EFL.4.13.1. Learners can apply learning strategies
about career choices and such as using prior knowledge and graphic TECHNIQUES
occupations. organizers to interpret new information in a text.
Using formulaic expressions to Learners can assess this information according to Observation
keep the flow of a conversation. the organization, subject area and purpose of the Interview
text, through the use of different criteria, including Self and pair-evaluation
READING ICT tools. (I.2, I.4, J.4)
I.EFL.4.14.1. Learners can interact and engage with INSTRUMENTS
Predicting the content of a reading a wide range of ICT and classroom resources and
by working on knowledge texts by selecting and evaluating them in order to Anecdotal Records
activation activities. strengthen literacy skills and promote acquisition. Checklists
Understanding the subject being (I.2, I.4, S.3, J.2, J.3) Rubrics
talked about in a reading by Questionnaire
combining previous knowledge WRITING
with the information in the reading
passage. I.EFL.4.15.1. Learners can convey information and
Using reference words to keep ideas and describe feelings and opinions in simple
track of ideas in a reading. transactional or expository texts on familiar
subjects in order to influence an audience, while
Inferring information from facts recognizing that different texts have different
presented in a reading passage. features and showing the ability to use these
features appropriately in one’s own writing. (I.3,
WRITING I.4, S.3, J.2)

Writing a short composition about LANGUAGE THROUGH THE ARTS


the achievements of a famous
person. I.EFL.4.21.1. Learners can evaluate and
recommend literary texts (both written and oral,
LANGUAGE THROUGH THE ARTS online, in video or in print) according to pre-
established criteria. Learners can work in
Using a rubric as a model to write collaborative groups to write their own criteria for
one’s own rubric. evaluating literary texts and the effectiveness of
Evaluating and assessing the group work. (I.4, S.3, S.4, J.3)
effectiveness of group work by
answering a set of questions.
Assigning roles for a group project.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Inspiring young people


CLIL COMPONENTS A life of achievements TRANSVERSAL AXES:
Inspirational lifelong learners
Success stories

PREPARED BY: REVISED BY: APPROVED BY:


Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date: