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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 3 Objectives

English B 1.1 What Lies O.EFL 5.4

Within Us
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 5.2.5 Listening for Meaning: Identify the main idea in a

variety of audio recordings (e.g., interviews, radio ads,
Understand the main idea of radio and audio recordings on news reports, etc.) and deduce the meanings of unfamiliar
subjects of personal interest, provided speech is clear. 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

EFL 5.3.5
Assess, compare and evaluate the quality of written texts
and visual presentations using different criteria and ICT
tools related to the organization, subject area and
resources by evaluating and detecting complexities and
discrepancies in the information in order to find the
most appropriate sources to support an idea or argument.

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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 5.4.4 Identify, critically evaluate and recommend a variety of

potential resources and references, including digital
Select and make effective use of a range of digital tools tools, that support collaboration and productivity, for
to write, edit, revise and publish written work in a way educational and academic use.
that supports collaboration, learning and productivity.
(Example: image editing, GoogleDrive, infographic makers,
audio and video editing, presentation apps, etc.)

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
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
the effectiveness of the group.
Commented [A3]: Here we can decide if we put those
methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.

texts. (Example: small groups, cooperative learning Commented [A4]: It consists of resources that we will use
throughout the unit.
groups, literature circles, process writing groups, etc.)
Commented [A5]: They are all indicators that help us
achieveeach Evaluation Criteria.
Methodological Strategies Resources Performance Indicators Evaluation: Activities / 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.
New Curriculum EFL for Communication and Cultural
Superior EGB Awareness
English - Teachers Book B I.EFL.5.3.1.
1.1
Learners can interpret
cultural and language
English - Teachers Book B
1.1 (Audios) patterns in English, includ-
ing nonverbal communication,
Flash Cards and apply them in
appropriate contexts. (I.3,
Photocopiable Sheets I.4, S.1, S.2)
I.EFL.5.4.1.
Crosswords
Learners can communicate
Strategies Templates 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.
(I.1, I.3, J.4)
Oral Communication:
Listening and Speaking)
I.EFL.5.5.1.
Techniques / Instruments
ACTIVITIES and TECHNIQUES
Listen to a dialogue and
identifying examples of
humor.
Conduct a role play between
two students on a given
topic.
Read a short text and
showing comprehension by
completing the accompanying
graphic organizer.
Read a class dialogue in
three different ways.
INSTRUMENTS
Rubrics
Portfolio
Oral interview
Quiz Time Test

Learners can identify the

Writing a short conversation
main idea in a variety of
and including an appropriate
audio recordings (e.g.,
idiom.
interviews, radio ads, news
reports, etc.) and deduce
the meanings of unfamiliar
Participating in short phrases and words in

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dialogues and role plays to familiar contexts where
practice target language. speech is clear and visuals
(Example: thanking others, help support meaning. (I.3,
apologizing, asking for I.4)
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,

critically evaluate and
Using pictures and other recommend a variety of po-

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visuals to predict the main tential resources and
idea of a short references, including
conversation. digital tools, that support
collaboration and
productivity, for
Listening to a short educational and academic
conversation between two use. (I.1, I.2, S.3, S.4)
speakers and deciding who is
speaking, where they are and Language through the Arts
how they feel. (Example: two
siblings, at home, talking I.EFL.5.17.1.
about household chores, Learners can demonstrate and
etc.) convey different levels of
meaning in literary texts by
identifying distinguishing
Listening for specific words features, interpreting
in a conversation and trying implicit and explicit
to guess the meaning from messages and responding in a
the context. (Example: variety of ways. (I.3, I.4,
understanding that Thats J.3)
too bad is an expression
that means Im sorry, etc.) I.EFL.5.19.1.

Learners can engage in

collaborative activities
Reading through a variety of student
groupings in order to solve
problems and reflect on
literary texts, and produce
Reading a short text and
criteria for evaluating the
showing comprehension by
effectiveness of the group.
completing the accompanying
(I.1, I.2, S.2, S.3, S.4,
graphic organizer. (Example:
J.3, J.4)
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

Identifying the best

resources for a writing
project in pairs.

Using a list of criteria in

order to evaluate a web
site.

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Analyzing three different

types of dictionaries (e.g.,
online, English-English,
English-Spanish) and giving
reasons for using each.

Choosing the best type of

dictionary to use for a
writing project and giving
your reasons for the choice.

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

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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
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.

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Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date:

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