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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Schools Name: UNIDAD EDUCATIVA

Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 2do EGB B 1.1

Book: Unit 4 Objectives

English B 1.1 For Old O.EFL 5.4

Times'
Sake Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of
honesty and integrity into responsible academic behavior.

O.EFL 5.5

Directly access the main points and important details of up-to-date English language
texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.5.3.
Commented [A2]: It is determined for each performance
Interpret cultural and language patterns in English, criteria of each Curricular Thread.
EFL 5.1.7 including nonverbal communication, and apply them in

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Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate
contexts. (Example: use of stress, intonation, pace,
etc.)
EFL 5.1.8
appropriate contexts.
CE.EFL.5.4.
Communicate effectively using a variety of media and
formats, including ICT, by saying things in alternative
ways and applying self-correcting and self-monitoring
strategies when needed.

Discover and employ alternative ways of saying things in

social and classroom interactions.

Oral Communication:(Listening and Speaking) CE.EFL.5.5.

EFL 5.2.2 Listening for Meaning: Identify the main idea in a

Identify the main idea and some details of recorded news
reports, documentaries and interviews reporting on
seasonal festivities, environmental issues, food and
international customs, climate, weather, etc., where the
visuals support the commentary.
variety of audio recordings (e.g., interviews, radio ads,
news reports, etc.) and deduce the meanings of unfamiliar
phrases and words in familiar contexts, provided speech
is clear and visuals help support meaning.

Reading CE.EFL.5.10.

Find specific information and identify the main points in

EFL 5.3.3
Determine the main conclusion in texts which clearly
argue a point of view in order to make informed decisions
about ones own opinion and reaction to the text.
simple, straightforward texts on subjects of personal
interest or familiar academic topics while making
informed decisions about ones own reaction to the text.
CE.EFL.5.12.

Engage with a variety of digital and print texts and

resources by evaluating and detecting complexities and
EFL 5.3.5 discrepancies in the information in order to find the
Assess, compare and evaluate the quality of written texts

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and visual presentations using different criteria and ICT most appropriate sources to support an idea or argument.
tools related to the organization, subject area and
purpose of a text. (Examples of text types: editorials,
letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)

Writing CE.EFL.5.14.

EFL 5.4.1 Identify, critically evaluate and recommend a variety of

potential resources and references, including digital
Critically evaluate information from references, tools, that support collaboration and productivity, for
including those found on the web, and recommend print and educational and academic use.
digital sources to other learners.

Language through the Arts CE.EFL.5.17.

EFL 5.5.4 Demonstrate and convey different levels of meaning in

literary texts by identifying distinguishing features,
Read aloud with confidence, accuracy, fluency and interpreting implicit and explicit messages and
expression to demonstrate understanding and to convey an responding in a variety of ways.
interpretation of meaning.

EFL 5.5.9
Engage in collaborative activities through a variety of
student groupings to share, reflect on, express and
interpret opinions and evaluations of a range of literary
texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources
CE.EFL.5.19.
Engage in collaborative activities through a variety of
student groupings in order to solve problems and reflect
on literary texts, and produce criteria for evaluating Commented [A3]: Here we can decide if we put those
the effectiveness of the group. methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
Commented [A4]: It consists of resources that we will use
throughout the unit.
Commented [A5]: They are all indicators that help us
Performance Indicators Evaluation: Activities / achieveeach Evaluation Criteria.
Techniques / Instruments
Commented [A6]: It is made up of all activities, instruments
and techniques to get a good assessment process.

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Communication and Cultural
Awareness
Participating in short role
plays using a range of
verbal and nonverbal
communication.
Listening to a dialogue and
identifying examples of
humor.
Demonstrating appropriate
language use during class,
group and pair discussions.
(Example: correct
intonation, natural pace,
using modals to show
politeness, etc.)
Practicing the use of
expressions of politeness
during collaborative pair
and small group work.
Writing a short conversation
and including an appropriate
idiom.
Participating in short
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New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Superior EGB Awareness
Conduct a role play between
English - Teachers Book B I.EFL.5.3.1. two students on a given
1.1 topic.
Learners can interpret
cultural and language
English - Teachers Book B Demonstrate appropriate
patterns in English, includ-
1.1 (Audios) language use during class.
ing nonverbal communication,
Flash Cards and apply them in
Read a short text and
appropriate contexts. (I.3,
showing comprehension by
Photocopiable Sheets I.4, S.1, S.2)
completing the accompanying
graphic organizer.
I.EFL.5.4.1.
Crosswords
Learners can communicate Read a class dialogue in
Strategies Templates effectively using a variety three different ways.
of media and formats,
including ICT, by saying
things in alternative ways INSTRUMENTS
and applying self-correcting
and self-monitoring Rubrics
strategies when needed.
(I.1, I.3, J.4) Portfolio
Oral interview
Oral Communication:
Listening and Speaking)
Quiz Time Test
I.EFL.5.5.1.
Learners can identify the
main idea in a variety of
audio recordings (e.g.,
interviews, radio ads, news
reports, etc.) and deduce
the meanings of unfamiliar
phrases and words in
familiar contexts where
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dialogues and role plays to speech is clear and visuals
practice target language. help support meaning. (I.3,
(Example: thanking others, I.4)
apologizing, asking for
help, greeting authorities, Reading
etc.)
I.EFL. 5.10.1.

Learners can find specific

Practicing the language information and identify the
needed to deal with a need main points in simple,
through a mini role play. straightforward texts on
subjects of personal
interest or familiar
Paraphrasing an idea when a academic topics while making
peer asks for clarification. informed decisions about
ones own reaction to the
text. (I.1, I.2, S.2)
Using a definition or I.EFL.5.12.1.
example to explain a concept
or word that one does not Learners can engage with a
yet have the exact language variety of digital and print
for. texts and resources by
evaluating and detecting
complexities and
discrepancies in the
Completing group work in a information in order to find
fair and honest manner and the most appropriate sources
accepting the groups to support an idea or
decisions. argument. (I.2, I.4, J.3)

Writing
Oral
Communication:(Listening and I.EFL.5.14.1.
Speaking)
Learners can identify,
critically evaluate and
recommend a variety of po-
Using pictures and other tential resources and

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visuals to predict the main references, including
idea of a short digital tools, that support
conversation. collaboration and
productivity, for
educational and academic
Listening to a short use. (I.1, I.2, S.3, S.4)
conversation between two
speakers and deciding who is Language through the Arts
speaking, where they are and
how they feel. (Example: two I.EFL.5.17.1.
siblings, at home, talking Learners can demonstrate and
about household chores, convey different levels of
etc.) meaning in literary texts by
identifying distinguishing
features, interpreting
Listening for specific words implicit and explicit
in a conversation and trying messages and responding in a
to guess the meaning from variety of ways. (I.3, I.4,
the context. (Example: J.3)
understanding that Thats
too bad is an expression I.EFL.5.19.1.
that means Im sorry, etc.) Learners can engage in
collaborative activities
through a variety of student
Reading groupings in order to solve
problems and reflect on
literary texts, and produce
criteria for evaluating the
Reading a short text and
effectiveness of the group.
showing comprehension by
(I.1, I.2, S.2, S.3, S.4,
completing the accompanying
J.3, J.4)
graphic organizer. (Example:
learners read about
archeological ruins and
complete a Venn diagram,
etc.)

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Reading a text on a familiar

content area subject and
answering information ques-
tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)

Identifying unreliable
resources on the Internet.

Using a rubric to evaluate a

print or online resource.

Using a rubric to assess the

validity of a web site,
according to ones academic
needs

Writing

Recommending a web site to

another learner.

Finding a variety of online

references to practice a
grammar structure, then
recommending the best one to

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the class.

Language through the Arts

Reading a class dialogue in

three different ways.
(Example: reading it as if
you were angry, then as if
you were sad, and then as if
you were extremely bored,
etc.)

Appropriately exhibiting
surprise, joy, sadness,
etc., in a conversation.

Brainstorming features and

conventions of a genre and
then reading an

Discussing rules and norms

for a group project before
the project begins.
(Example: Dont interrupt
others, Do your work on
time, Dont make negative
remarks, etc.)

Creating literature circles

where learners have the
freedom to say anything they

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want about a text from class
or outside of class.

Participating in classroom
games in which problem-
solving as a team is
important.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.

CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date:

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