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SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

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 6 Objectives

English B 1.1 Teenage O.EFL 5.4


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

Discover and employ alternative ways of saying things in


social and classroom interactions.

Oral Communication:(Listening and Speaking) CE.EFL.5.6.

EFL 5.2.13 Listening for Information: Deal with practical, everyday


communication demands in familiar social and academic
Deal with practical, everyday communication demands contexts, including following directions in class
within familiar contexts, effectively and without undue activities and identifying main ideas in other curricular
effort. (Example: meeting people, extending and accepting subjects when given sufficient support.
invitations, exchanging information, giving reasons,
asking and answering questions about routines and
preferences, etc.)

Reading CE.EFL.5.10.

Find specific information and identify the main points in


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

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and visual presentations using different criteria and ICT
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.

CE.EFL.5.19.
EFL 5.5.9 Engage in collaborative activities through a variety of
student groupings in order to solve problems and reflect
Engage in collaborative activities through a variety of
on literary texts, and produce criteria for evaluating Commented [A3]: Here we can decide if we put those
student groupings to share, reflect on, express and
interpret opinions and evaluations of a range of literary the effectiveness of the group. methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
texts. (Example: small groups, cooperative learning additionally we can write our own.
groups, literature circles, process writing groups, etc.) Commented [A4]: It consists of resources that we will use
throughout the unit.
Commented [A5]: They are all indicators that help us
Methodological Strategies Resources 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 New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Superior EGB Awareness
Participate in short role
English - Teachers Book B I.EFL.5.3.1. plays using a range of
Participating in short role
1.1 verbal and nonverbal
plays using a range of Learners can interpret
verbal and nonverbal communication.
English - Teachers Book B cultural and language
communication. patterns in English, includ- Listen to instructions for a
1.1 (Audios)
ing nonverbal communication, short project and carrying
Flash Cards and apply them in them out.
Listening to a dialogue and appropriate contexts. (I.3,
identifying examples of Photocopiable Sheets I.4, S.1, S.2) Demonstrate appropriate
humor. language use during class.
I.EFL.5.4.1.
Crosswords
Learners can communicate Read a short text and
Demonstrating appropriate Strategies Templates effectively using a variety showing comprehension by
language use during class, of media and formats, completing the accompanying
group and pair discussions. including ICT, by saying graphic organizer.
(Example: correct things in alternative ways
intonation, natural pace, and applying self-correcting Read a class dialogue in
using modals to show and self-monitoring three different ways.
politeness, etc.) strategies when needed.
(I.1, I.3, J.4)
INSTRUMENTS
Practicing the use of Oral Communication: Rubrics
expressions of politeness Listening and Speaking)
during collaborative pair
Portfolio
and small group work. I.EFL.5.6.1.
Oral interview
Learners can deal with prac-
tical, everyday
Writing a short conversation Quiz Time Test
communication demands in
and including an appropriate
familiar social and academic
idiom.
contexts, such as following
directions in class
activities and identifying
Participating in short main ideas in other

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dialogues and role plays to curricular subjects when
practice target language. given sufficient support.
(Example: thanking others, (I.1, I.3, S.1)
apologizing, asking for
help, greeting authorities,
etc.) Reading

I.EFL. 5.10.1.

Practicing the language Learners can find specific


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

Oral Writing
Communication:(Listening and
Speaking) I.EFL.5.14.1.

Learners can identify,


Listening to a set of critically evaluate and
recommend a variety of po-

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instructions and putting tential resources and
them in order. references, including
digital tools, that support
collaboration and
Listening to and following productivity, for
class commands. educational and academic
use. (I.1, I.2, S.3, S.4)

Language through the Arts


Listening to instructions
for a short project and I.EFL.5.17.1.
carrying them out. (Example:
First cut a piece off of a Learners can demonstrate and
wooden pole. Next smooth the convey different levels of
edges. Then draw a simple meaning in literary texts by
picture on a piece of foam. identifying distinguishing
Cut the picture out of the features, interpreting
foam and glue it to the implicit and explicit
bottom of the wood. Stamp messages and responding in a
the image, etc.) variety of ways. (I.3, I.4,
J.3)

I.EFL.5.19.1.
Reading
Learners can engage in
collaborative activities
through a variety of student
Reading a short text and
groupings in order to solve
showing comprehension by
problems and reflect on
completing the accompanying
literary texts, and produce
graphic organizer. (Example:
criteria for evaluating the
learners read about
effectiveness of the group.
archeological ruins and
(I.1, I.2, S.2, S.3, S.4,
complete a Venn diagram,
J.3, J.4)
etc.)

Reading a text on a familiar


content area subject and

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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
the class.

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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
want about a text from class

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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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