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: 7TH 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 access information.
piano?
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 Evaluation Criteria
Communication and Cultural Awareness CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication
EFL 3.1.5 Describe, read about, participate in or recommend a favorite activity, book, song or features and express likes and dislikes while giving recommendations in basic yet effective
other interest to various audiences. (Example: peers, other classes, teachers, other adults, etc. terms.

Oral Communication: (Listening and Speaking) CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and
EFL 3.2.3 Record key items of specific information from a heard message or description, either situation in spoken texts set in familiar everyday contexts without having to decode every word.
in written form or by drawing a picture. (Example: letters of the alphabet, numbers, quantities,
prices and times, days, dates and months, etc.)

Reading CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print
EFL 3.3.2 Show understanding of some basic details in short simple cross-curricular texts by text and follow short instructions in simple experiments and projects if illustrated through step-
matching, labeling and answering simple questions. by-step visuals.

Writing
EFL 3.4. Write a questionnaire or survey for friends, family or classmates using WH- questions CE.EFL.3.16. Create a simple learning resource in order to record and practice new words and
in order to identify things in common and preferences. 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 CE.EFL.3.21. Elaborate personal responses to both oral and written literary texts through
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. ▪ Teacher’s Guide
Completing a short questionnaire about a text learners have read in English A1.2 (including
class. interactive version)
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
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
recommendations in basic yet effective terms.
(I.3, S.4)
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
is, without having to decode every word. (I.3,
▪ Posters and pictures
I.4)
about the topic
Reading
I.EFL.4.11.1.Learners can understand main ideas
▪ Photocopiable and some details in short simple on-line or print
worksheets (TG) 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.
other person. ▪ Checklist.
▪ Concept maps.
Language through the Arts ▪ Questionnaires.
▪ Interviews.
Using a checklist to mark off items present in a text. (Example:
▪ Dossiers.
setting, main character, title, etc.)
Explaining through pictures, physical expression or charts (ICT) how ▪ Project Assignment.
a text makes the learner feel. ▪ Unit Game
Inviting authors as guest speakers into the classroom so learners ▪ Glossary activities.
can share their responses to a story with them. Instruments for oral and written evaluation
Writing short statements about why ▪ 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