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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA PILAHUIN

Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Eugenia J. Pico English as a Foreign Language 10th EGB A1.1

Book: Unit 6 Objectives

English A 2.1 Lifetime O.EFL 4.7

Achievements Use spoken and written literary text in English such as poems, short stories, comic
strips, short magazine articles and oral interviews on familiar subjects in order
to inspire oral and written production at an A2.1 level.

O.EFL 4.8
Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the
learner.

O.EFL 4.9
Create a sense of awareness in terms of accuracy when learners interact in English
using high-frequency and level-appropriate expressions in order to reach an
effective command of spoken language.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.4.3.

Interact with others using self-monitoring and self-

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EFL 4.1.5 correcting strategies as well as appropriate nonverbal
and oral communication features.
Apply self-correcting and self-monitoring strategies in
social and classroom interactions. (Example: asking CE.EFL.4.4.
questions, starting over, rephrasing, exploring
alternative pronunciations or wording, etc.) Demonstrate the ability to ask for and give information
and assistance using appropriate language and interaction
styles in a variety of social interactions.

EFL 4.1.8

Use suitable vocabulary, expressions, language and

interaction styles for formal and informal social or
academic situations in order to communicate specific
intentions in online and face-to-face interactions.
(Example: thanking, making promises, apologizing, asking
permission, chatting with friends, answering in class,
greeting an authority figure, etc.)

Oral Communication:(Listening and Speaking) CE.EFL.4.10.

Interaction – Interpersonal: Participate effectively in
EFL 4.2.16 familiar and predictable conversational exchanges by
asking and answering follow-up questions, provided there
are opportunities to use repair strategies (e.g. asking
Initiate, maintain and end a conversation to satisfy
for clarification) and sustain conversational exchanges
basic needs and/or handle a simple transaction.
in pairs to complete a task, satisfy a need or handle a
simple transaction.

Reading CE.EFL.4.14.

EFL 4.3.10 Display an ability to interact and engage with a wide

range of ICT and classroom resources and texts by
Select from and evaluate a range of both physical and selecting and evaluating them in order to strengthen
digital texts and materials in order to promote literacy skills and promote acquisition.
acquisition and develop an appreciation of the language.

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Writing
CE.EFL.4.17.
EFL 4.4.8

Show an ability to convey and organize information

Convey and organize information using facts and details through the use of facts and details and by employing
in order to illustrate diverse patterns and structures in various stages of the writing process, while using a
writing. (Example: cause and effect, problem and range of digital tools to promote and support
solution, general-to-specific presentation, etc.) collaboration, learning and productivity.

Language through the Arts CE.EFL.4.21.

EFL 4.5.8
Use pre-established criteria, including that which is
Evaluate and recommend literary texts (both written and written by learners collaboratively, in order to evaluate
oral, online, in video or in print) according to pre- and recommend literary texts (written, online, oral, in
established criteria. video, etc.) and the effectiveness of group work.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Communication and Cultural Superior EGB Awareness
Awareness
Participate in short role
Participating in short role English - Teacher´s Book A I.EFL.4.3.1. plays using a range of
plays using a range of 2.1 Learners can employ a range verbal and nonverbal
verbal and nonverbal of self-monitoring and self- communication.
communication. English - Teacher´s Book A correcting strategies and
2.1 (Audios) interpret and use Listen for specific words in
Listening to a dialogue and appropriate verbal and a conversation and trying to
identifying errors in speech Flash Cards nonverbal communication guess the meaning from the
or problems for communi- features to communicate in context. (Example:
cation. familiar contexts. (I.3,
Photocopiable Sheets understanding that How’s it
S.4, J.4) going? is a greeting that

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Rating one’s self after a means How are you?, etc.)
speaking activity, according Crosswords I.EFL.4.4.1.
to a set rubric. Learners can demonstrate an Think of questions about a
Strategies Templates ability to give and ask for topic and then using the
Consulting a self-correction information and assistance Internet and other sources
list before a speaking or using level-appropriate to find the answers.
writing assignment.
language and interaction
styles in online or face-to- Write a letter to a future
Making positive statements
face social and classroom learner. (Example: to give
to peers.
interactions. (J.2, J.3, advice about how to survive
Responding to classroom J.4, I.3) the school year, to share
activities and pair work your best study skills,
through short expressions or Oral Communication: etc.)
emoticons. Listening and Speaking)
Write a short, fictional
Playing games that practice I.EFL.4.10.1. story about a teen’s unusual
classroom language, turn- Learners can effectively routine.
taking, being polite, etc. participate in familiar and
predictable everyday INSTRUMENTS
Working in small groups to conversational exchanges in
complete a cultural project. order to complete a task,
(Example: different musical satisfy a need or handle a Rubrics
genres in Ecuador, simple transaction, using a
traditional food in Latin range of repair strategies. Portfolio
America, etc.) (Example: asking for clari-
fication, etc.) (I.3, J.3, Oral interview
Participating in short J.4)
dialogues and role plays to Quiz Time Test
practice target language. Reading
(Example: thanking others,
apologizing, asking for I.EFL.4.14.1.
help, greeting authorities, Learners can interact and
etc.) engage with a wide range of
ICT and classroom resources
Practicing the language and texts by selecting and
needed to deal with a need evaluating them in order to
through a mini role play. strengthen literacy skills
and promote acquisition.
Singing songs that practice

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helpful language. (I.2, I.4, S.3, J.2, J.3)

Writing
Oral Communication:

Listening and Speaking) CE.EFL.4.17.

Show an ability to convey
Giving learners language and organize information
prompts to use during through the use of facts and
pair/group work. (Example: details and by employing
What do you think? I various stages of the
agree/disagree. I think we writing process, while using
need to…, It’s your turn to
a range of digital tools to
say the answer, etc.)
promote and support
collaboration, learning and
productivity.
Asking for help in class
when necessary. (Example: Language through the Arts
What’s the answer? How do
you say ___? Do you have an I.EFL.4.21.1.
eraser? Can you help me with Learners can evaluate and
____?, etc.) recommend literary texts
(both written and oral,
online, in video or in
Reading print) according to pre-
established criteria.
Learners can work in
Reading an online text, collaborative groups to
determining if the write their own criteria for
information is reliable and evaluating literary texts
giving reasons for why or and the effectiveness of
why not. group work. (I.4, S.3, S.4,
J.3)
Finding a reliable source to
back up a statement.

Identifying statements that

use exaggeration or
hyperbole (rather than true

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facts) to sway the reader’s
opinion. (Example: I can’t
help you because I have a
million things to do today,
etc.)

Using an everyday reference

material in order to
understand the main idea and
some details from a text.
(Example: Reading a blog
post and identifying
statements that need
evidence to back them up,
fact checking information
from a social media site
about the April 2016
earthquake with online
information from a reliable
source, etc.)

Writing

Reading a text and using a

checklist to talk about how
it is organized. (Example:
Is there a title? Does it
have an opening sentence?,
etc.)

Exchanging writing in pairs

in order to make suggestions
about things that could be
improved.

Completing an online graphic

organizer in order to help
plan a piece of writing.

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Reading a dialogue which

serves as a model text, then
writing a similar dialogue
on a different topic.
(Example: Topics could
include: my favorite holiday
meal, music we like, where I
live, sports I play, etc.)

Language through the Arts

Evaluating and assessing the

effectiveness of group work
by answering a set of ques-
tions. (Example: Who always
participates? Who gets the
things the group needs? Who
asks good questions?, etc.)

Selecting desirable
behaviors for group work
from a list and reaching a
consensus as a group for the
three most important.

Searching the Internet for

illustrations and examples
of effective group
collaborations and then
sharing why they are
effective. (Example: In this
picture, they are sitting in
a circle. One person is
talking and everyone else is
listening, etc.)

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Discussing rules and norms
for a group project before
the project begins.
(Example: Don’t interrupt
others, Do your work on
time, Don’t make negative
remarks, etc.)

Assigning roles for a group

project. (Example: deciding
who is secretary, who is the
organizer, who makes the
artwork, etc.)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Eugenia Jessenia Pico Coloma

Signature: Signature: Signature:

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Date: September 30th, 2016 Date: Date:

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