SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

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Microcurricular Planning by Skills and Performance Criteria

UNIDAD EDUCATIVA

SCHOOL YEAR
2016-2017

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher:

Unit
Number :

Lcda.

0 and 1

Area/Subject
:

Unit title:

English

REVIEW UNIT AND

INSPIRATIONAL
PEOPLE

Grade/Cour
se:

Unit Specific
Objectives:

1st BGU

Class:

Students will learn how to:

*Talk
about
goals,
obstacles,
important
decisions
and
achievements.
*Describe inspirational peoples
lifestyles.
*Talk about a persons experiences.

2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE KEY PERFORMANCE INDICATORS
DEVELOPED
Personality Types and Attitudes - Inspirational People - Listening
*Identify words and expressions used in a slower, yet natural colloquial
Facebook - Verb patterns, Time expressions, Adverbs of
style, by native speaker and non-native speakers within the public and
sequence.
vocational domain complementary to the personal and educational
background with which they are already familiar.
*Understand phrases and expressions related to areas of most immediate
Vocabulary: using suffixes to create adjectives and
priority within the personal, educational, public and vocational domains
nouns.
(e.g. shopping, travel, services, workplaces, etc.), provided speech is clearly
Grammar: identifying principal verbs in verb patterns.
and slowly articulated.
Reading: previewing a text.
*Within the personal, educational, public and vocational domain, deduce the
Writing: signposting the chronological sequence of
meanings of unfamiliar phrases and words from a context containing
events
familiar elements.
Listening: getting familiar with the topic and the kind of
*In their own speech and in the speech of others, understand the principal
activity. Listening for specific information.
meaningful contrasts in utterances carried by stress placement and
Speaking: using I mean to clarify ideas.
intonation.
*Catch the main idea in short, clear, simple announcements given publicly
within the personal, educational, public and vocational domain (i.e. traffic

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and tourist information, publicity texts, routine commands, etc.).

*Understand and identify the main discussion topic within the personal,
educational, public and vocational domain provided that they are conducted
slowly and clearly.
*Identify the main idea and sequence of events of recorded news reporting
public entertainment, events, accidents, etc.
*Identify the main point of television news reporting public entertainment,
events, accidents, etc., where the visuals support the commentary
provided technological resources are available.
Reading
* Deduce the meaning of complex words composed of elements (bases and
affixes) which are familiar to the learners in transactional, expository,
informational, procedural, and narrative texts.
*Correctly interpret the meanings of international words (e.g. TV, sandwich,
football, etc.) familiar from the learners native language and whose
equivalent meaning is fully transparent in the text types used for this level.
*Find specific predictable information in longer transactional, expository and
informational material (e.g. traveling forms, brochures, etc.) than those
presented in previous years as well as in short procedural and narrative
texts (e.g. recipes and adventure stories).
*Make use of clues such as titles, illustrations, paragraphing, etc. to identify
and understand relevant information in written texts types that correspond
to the level.
*Understand simple instructions from recipes or equipment encountered in
everyday life (e.g. public telephone) as well as more complex media
articles.
Speaking
Production
*Repeat new words and expressions which occur in conversations in the
personal, educational, public and vocational domains, and make use of such
terms and expressions whenever appropriate/necessary.
*Explain their likes and dislikes in general.
*Give short, basic descriptions and sequencing of everyday events and
activities within the personal, educational, public and vocational domains
(e.g. their environment, present or most recent job, etc.).
*Describe plans and arrangements, habits and routines, past activities, and
experiences within the personal, educational, public, and vocational
domains.

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*Within the corresponding domains, deliver very short, rehearsed

announcements of predictable, learned content which are intelligible to
listeners who are prepared to concentrate.
*Understand clear, standard speech on familiar matters within the personal,
educational, public, and vocational domains, provided they can ask for
repetition or reformulation from time to time.
Interaction
*Deal with common aspects of everyday living within the personal,
educational, public and vocational domains without undue effort:
- Exchanging views and expressing attitudes concerning matters of common
interest (e.g. social life, environment, occupational activities and interests,
everyday goods and services) as well as briefly giving reasons and
explanations for opinions.
- Travel, lodgings, and transport (e.g. getting all the information needed
from a tourist office).
- Eating (e.g. ordering a meal).
- Shopping (e.g. making simple purchases by stating what is wanted and
asking the price).
- Transactions in shops, post offices, or banks.
- Proposing plans /arranging a course of action and briefly giving reasons
and explanations.
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview)
and short conversations within the corresponding domains, provided they
are addressed clearly, slowly, and directly.
*Answer straightforward follow-up questions within the personal,
educational, public and vocational domains provided they can ask for
clarification occasionally and are given some help to express what they
want.
*When addressed directly in a formal meeting, say what they think about
issues within the personal, educational, public and vocational domains,
provided they can ask for repetition of key points if necessary.
*Follow changes of topic in formal discussion, within the corresponding
domains.
*Speech is readily intelligible both to native speakers and to non-native
speakers who approximate to standard norms.
Writing
*Write short sentences on everyday subjects (e.g. directions: how to get

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TRANSVERSAL
AXES:

Intercultural

Methodological Strategies

PERIODS:

Resources

*Asking follow up questions to Textbook

keep a conversation going.

English Teachers

*Using games.

guide

*Taking turns to speak.

Flash cards

*Using pictures.

Speaker or CD player

*Predicting before listening.

Flash memory

*Identifying common suffixes.

Laptop

*Identifying
and

principal

their

pattern

verbs Worksheet
when Data projector

combined.

Computing room

*Identifying

different

combinations

in

verb

different

tenses.
*Looking

at

pictures

and

identifying topics to activate

background knowledge.
*

Associating

words

and

somewhere).
*Write about everyday aspects of their environment, e.g. people, places, a
job, or study experience in linked sentences.
*Write a series of simple phrases and sentences for product packaging,
safety notices, brochures, etc.
*Complete travelling forms.
*Write short how to instructions and recipes.
*Write short narratives such as adventure or realistic fiction.
5
May 4, 2016.
INITIAL WEEK:
Performance Indicators

Listening Comprehension
*Understands descriptions of different
lifestyles, experiences and future plans.
*Predicts ideas about styles and famous
people.
*Uses background knowledge to aid
comprehension.
*Explores visual aids before listening.
Reading Comprehension
*Understands the connection between
paragraphs in a wiki text, identifying the
main ideas of each of the aspects
mentioned.
*Scans and skims texts to locate specific
information.
*Identifies connectors of sequence and
time expressions.
*Previews a topic by exploring previous
knowledge.
*Uses context clues.
Oral Interaction
* Sustains a conversation about personal
styles, interests, preferences and plans
using simple vocabulary and some fixed
expressions.
*Plans what to say and how to say it

Evaluation activities/
Techniques Instruments
Invite students to describe
the
styles
of
todays
teenagers. Ask a couple of
questions and encourage
opinions without rejecting
any. Have volunteers write
important words on the
board.
Use a semantic map to
group
words:
clothing,
music etc.
Make a collage to help
students
visualize
the
different aspects they need
to
mention.
Activities
teenagers
do:
go
to
concerts, listen to music,
play musical instruments,
play games online, etc.
Invite students to explore
the text visually before
doing the exercise.
Ask these questions: What
kind of text is this? (a
website)
What
is
its

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expressions with a particular

context.
*Skimming and scanning.
*Using I mean to rephrase
what he/she have said.

considering the effect on the audience.

*Asks questions.
*Uses I mean to clarify the meaning of
idiomatic expressions.
Oral Expression
*Expresses and connects his/her ideas in a
reasonably clear way to describe his/her or
someone elses goals, difficult moments,
past experiences and lifestyles.
*Plans what to say and how to say it
considering the effect on the audience.
*Uses circumlocution and paraphrases to
cover gaps in vocabulary and structure.
*Signposts important information to guide
the listener.
Written Expression
*Narrates
and
connects
ideas
chronologically, which describe important
events in a persons life.
*Writes a wiki entry about an inspirational
person and includes important details.
*Plans, edits, self-evaluates and peerevaluates his/her work and his/her
partners work.

purpose?
Invite students to read the
model and replace the
words in colors. Call their
attention
to
the
Key
Expressions
box.
Tell
students
that
an
abbreviated version of the
expression For one thing is
For one.
Bring flashcards of famous
people
and
have
a
competition for students to
say the correct occupation.
Have
them
add
any
interesting
information
about their lives.
Invite students to look at
the picture and establish
the
topic
of
the
conversation.
Ask: Who are the people? Is
it a formal conversation?
Where are they?
Have
students
practice
repeating the conversation
with a partner. Encourage
students to imitate correct
intonation and linking, and
to
support
the
verbal
discourse with the correct
body language.
Invite students to preview
the text by looking at the
layout, photos, titles, and
section titles.
As a pre-writing strategy,

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invite students to do some

free writing. Tell them they
should
write
whatever
comes to their minds as a
way to produce ideas
Encourage students to use
the expressions in the
Writing Strategy so that
they
organize
the
information chronologically.
Refer
students
to
the
reading strategy: Explain
that context clues are
words or expressions that
are found before or after
one specific word or idea.
Context clues take the form
of
prior
knowledge,
examples,
definition,
antonyms, and association
restatements
(paraphrasing).
Go over
the idea of synonyms,
connectors of contrast and
similarity, examples, etc.,
so students can identify
context clues necessary to
put the sentence in the
correct space.

3. ADAPTED CURRICULUM
Specification of Educational Needs

PREPARED BY
Teacher: Lcda.
Signature:

Specifications of the adapted material to be applied

REVISED BY
Area Director: Lcda.
Signature:

APPROVED BY
Vice- Principal: Lcdo.
Signature:

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

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Date: 31/04/2016

Date: 31/04/2016

*Informacin obtenida del plan curricular anual.

Date: 31/04/2016