Unit 2 2ºegb Gisella 2018

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIDAD EDUCATIVA “PDTE. CARLOS JULIO AROSEMENA SCHOOL YEAR

TOLA” 2017 - 2018
MICROCURRICULAR PLANNING
1. DATOS INFORMATIVOS
Teacher: Concepción Muñoz Area: English ENGLISH Grade/Course: 2nd BASIC “C” Class:
Jiménez as a Foreign
Language
Unit 2 TEXTBOOK: Commands Unit Specific Objectives:
Number: COOL KIDS 1 Verb to be O.EFL 2.2
• Wh-questions Assess and appreciate English
Unit Title: • Yes/no questions & Short Answers as an international language, as
Pets All Pets well as the five aspects of
Around! cat, dog, ferret, fish, frog, hamster, English that contribute to
parrot, rabbit, spider, turtle communicative competence.
Numbers: 1–10 O.EFL 2.3
one, two, three, four, five, six, seven, Independently read level-
eight, nine, ten appropriate texts in English for
Classroom Language pure enjoyment/ entertainment
Verb to be and to access information.
•Wh-questions O.EFL 2.6
Colors Write short descriptive and
black, blue, brown, gray, green, informative texts and use them
orange, pink, purple, red, white, as a means of communication
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
yellow. and written expression of

thought.
O.EFL 2.7
Appreciate the use of English
language through spoken and
written literary texts such as
poems, rhymes, chants, riddles
and songs, in order to foster
imagination, curiosity and
memory, while developing a
taste for literature.
PERIODS: 6 weeks STARTING WEEK: June 18th July 24th
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 2.1.4 CE.EFL.2.4.
Express curiosity about the world and other cultures by asking simple WH Develop skills of collaboration by working together on
questions in class after reading and/or participating in presentations or projects and sharing materials while expressing
other group work. personal preferences with peers.
EFL 2.1.7
Collaborate in a friendly manner by sharing classroom materials
and personal objects while participating in games and activities in
class and on the playground
ORAL COMMUNICATION ORAL COMMUNICATION

EFL 2.2.3 CE.EFL.2.6.

Recognize familiar names, words, and short phrases about simple Listening for Meaning: Understand the main ideas in
everyday topics whether heard in isolation or within short, simple spoken short simple spoken texts that include familiar
texts describing people and objects. (Example: vocabulary and are set in everyday contexts.
vocabulary about self, family, friends and immediate surroundings at CE.EFL.2.8.
school and home, adjectives for color and size, etc.) Production - Pronunciation: Produce individual words
and short phrases clearly enough that other people
EFL 2.2.6 can usually understand them easily.
Enjoy extensive listening in English. (Example: listen to stories, watch
short movies, experience song lyrics or poetry, etc.)
EFL 2.2.10
Clap, move, chant or sing along with short authentic English language
rhymes or songs, approximating English rhythm and intonation once
familiar with the text.
READING READING
EFL 2.3.5 CE.EFL.2.11.
Show the ability to use a simple learning resource. (Example: a small set Identify and understand individual every-day words,
of flashcards, a picture-based dictionary (online or print), or a simple word phrases, and sentences, including instructions.
list). CE.EFL.2.13.
Understand the content in a variety of well-known text
EFL 2.3.7 types, both print and online, using the layout and
Read and understand the main ideas in a short simple text on a cross- artwork for support; recognize typical signs and
curricular topic. (Example: art, music, history, etc.) symbols found in the text types.

WRITING WRITING
EFL 2.4.4 CE.EFL.2.18.
Write simple words, phrases and sentences for controlled practice of Writing in order to perform controlled practice of
language items. vocabulary and grammar items.
LANGUAGE THROUGH THE ARTS___

LANGUAGE THROUGH THE ARTS CE.EFL.2.21.
EFL 2.5.4 Distinguish key information in stories and other age
Listen to and read short narratives and/or other oral and written literary appropriate literary texts, both oral and written.
texts in class (with a preference for authentic texts) in order to stimulate CE.EFL.2.22.
imagination, curiosity, and a love for literature. Describe and write about emotions and responses to
literary texts through words and images, or other
media (video, audio) on class or school bulletin boards
EFL 2.5.6 and expand on ideas and responses to texts
Generate and expand ideas by responding in a fun and playful manner to read/seen/heard in by participating in songs/chants,
oral and written texts in order to increase enjoyment of the language TPR activities and playground games.
through TPR, playground games, and songs and chants.

METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES

STRATEGIES TECHNIQUES/INSTRUMENTS
This performance criteria could be Student´s Book COMMUNICATION AND COMMUNICATION AND
evaluated by: Student’s Audio CULTURAL AWARENESS CULTURAL AWARENESS
• Establishing a clear expectation of CD I.EFL.2.1.1. Learners can ACTIVITY
English use for classroom Flashcards recognize differences between Communication practices.
functions. (Example: greeting, Game cards where people live and write or talk TECHNIQUE
requesting, thanking, Activity Book about their own surroundings, as Observations
• Completing a gap in a sentence Digital Book well as ask questions about how Checklists
(print or online). (Example: Posters other people live. (I.2, S.2) Questionnaires
What…….they? I.EFL.2.3.1. Learners can use basic Interviews
personal information and User diaries/logs
• Simulating actions through TPR expressions of politeness in short Nominal group technique
activities where learners follow dialogues or conversations. (J.2, Controlled experiments
basic commands. (Example: Put J.3) Pre-post testing
away your book, Concept maps
etc.). ORAL COMMUNICATION
I.EFL.2.6.1. Learners can INSTRUMENT
• Listening to very short (spoken or understand the main ideas in short Surveys
recorded) descriptions of scenes, simple spoken texts and infer who Exams
and writing, coloring, or drawing is speaking and Assignments
items within the situation is, without decoding Scoring rubrics
them. (Example: learners are given every word. (I.3) Portfolios
a simple picture of a classroom. I.EFL.2.8.1. Learners can
They listen to a description of it and pronounce most familiar vocabulary ORAL COMMUNICATION
identify the table where Sara sits items accurately, and can therefore ACTIVITY

and draw 3 pens and a red book on usually be easily understood. They Oral lessons
it, etc.) can also produce some phrases Observations
and short sentences clearly, and Checklists
• Reading a short simple story of may approximate English rhythm Questionnaires
just a few lines and ordering simple and intonation in longer utterances. Interviews
pictures of familiar objects. (I.3) User diaries/logs
READING_ Nominal group technique,
• Reading a short simple text and I.EFL.2.11.1. Learners can Controlled experiments
circling the correct answer. understand familiar words, phrases, Pre-post testing
(Example: Are they orange and short simple sentences and Concept maps, etc.)
markers?.......No, they aren´t. can INSTRUMENT
They´re purple. markers. successfully complete the simple Surveys
accompanying task. Exams
• Comparing and contrasting I.EFL.2.13.1. Learners can Assignments
information. (Example: learners understand a short simple Scoring rubrics
read simple price tags and match environmental print text type and Portfolios, etc)
them to the correct sentences: This successfully complete a simple READING
toy is white not, it is blue. task. (Example: a sign, notice, ACTIVITY
menu, etc.) (I.3) TO BE DEFINED BY THE
•Showing different objects students TEACHER
have to say the color. WRITING___ TECHNIQUE
I.EFL.2.18.1. Learners can write Observations
•Attaching flashcards to the board short simple phrases and Checklists
the students have to elicit the sentences to show that they know Questionnaires
names of the colors and write them how to use simple grammar or Interviews
next to the corresponding vocabulary items. (I.3, I.4). User diaries/logs

flashcard. Nominal group technique,

LANGUAGE THROUGH THE Controlled experiments
• Simulating actions through TPR ARTS___ Pre-post testing
activities where learners follow I.EFL.2.21.1. Learners can Concept maps, etc.)
basic commands. (Example: Put recognize, through pictures or other INSTRUMENT
away your book, etc.). media such as ICT, key aspects of Surveys
a story or literary text (orally). Exams
I.EFL.2.22.1. Learners can report Assignments
emotions and compose short Scoring
responses to literary texts through Rubrics
words and images, or other media Portfolios, etc)
(video, audio). Learners can
generate and expand on personal WRITING
opinions and responses to oral and ACTIVITY
written texts through TPR, Homework
playground games, and songs. (I.3, Observations
S.3) Checklists
Questionnaires
Interviews
User diaries/logs
Nominal group technique
Controlled experiments
Pre-post testing
Concept maps, etc.)
INSTRUMENT
Surveys

Exams
Assignments
Scoring rubrics
Portfolios, etc)
LANGUAGE THROUGH THE

ARTS
ACTIVITY
Project:Make a jumping frog.
TECHNIQUE
Nominal group technique,
Controlled project.
INSTRUMENT
Scoring rubrics, portfolios, etc)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners Face students when speaking. Speak clearly and slowly. Pause
Below Level Learners frequently.
• Preview the lesson by having learners look at the pictures and think
about what they will learn.
• Initially use whole group for instruction, then divide learners into small
groups or pairs.
• Use pictures and flash cards to help learners connect meaning. Have
learners create their own flash cards.
• Use props, real classroom objects, and gestures.
• Provide word walls for learners to reference.

• Have learners draw pictures to illustrate meaning. Learners share

pictures to contribute to conversations.
• Ask learners to add pictures or drawings to a book activity.
CLIL COMPONENTS Math: Complete the series of numbers. TRANSVERSAL AXES: Take
Care of Your Pets
J.3 We act with respect and
responsibility both towards
ourselves and others, nature and
the world of ideas. We meet our
obligations and demand respect
for our rights.
S.1 We take on social
responsibility and have the ability
to interact with heterogeneous
groups from an understanding,
tolerant and empathetic
standpoint.
PREPARED BY: REVISED BY: CHECKED BY: APPROVED BY:
Teacher: Prof.Concepción Muñoz Coordinator:Lcda. Mariuxi Academy Coordinator: Viceprincipal: Lcdo. Marlón Albán
J. Suárez Lcda. Osiris Herrera
Date: Date: Date: Date:
Signature: Signature: Signature: Signature:


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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIDAD EDUCATIVA “PDTE. CARLOS JULIO AROSEMENA SCHOOL YEAR

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

yellow. and written expression of

ORAL COMMUNICATION ORAL COMMUNICATION

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

LANGUAGE THROUGH THE ARTS___

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

flashcard. Nominal group technique,

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

LANGUAGE THROUGH THE

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

• Have learners draw pictures to illustrate meaning. Learners share

Educamos para tener Patria

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