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Microcurricular Planning by Skills and Performance Criteria
Microcurricular Planning by Skills and Performance Criteria
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
VALERIA CANDELA SOLÓRZANO English as a Foreign Language 8th EGB A1.1
O.EFL 4.2
Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.5
Introduce the need for independent research as a daily activity by using electronic
resources (ICT) in class while practicing appropriate competences in the four
skills.
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.1 in short simple texts on familiar subjects, making use of
Understand main points in short simple texts on familiar contextual clues to identify relevant information in a
subjects. (Example: news about sports or famous people, text.
descriptions, etc.)
Writing CE.EFL.4.15.
Express information and ideas and describe feelings and
EFL 4.4.5 opinions in simple transactional or expository texts on
Recognize that various types of writing require different familiar subjects in order to influence an audience,
language, formatting and special vocabulary. (Example: a
while recognizing that different texts have different
recipe, a letter, etc.)
features and showing the ability to use these features
appropriately in one’s own writing.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Superior EGB Awareness
Make positive remarks to
Creating a poster of class English - Teacher´s Book A I.EFL.4.2.1. other learners in class.
rules. 1.1 Learners can name similar-
ities and differences Listen to a dialogue and
Collaborating on a group English - Teacher´s Book A between different aspects of completing a chart with key
project. 1.1 (Audios) cultural groups. Learners information. (Example: Name,
can demonstrate socially country, nationality,
Completing group work in a Flash Cards responsible behaviors at language, etc.)
fair and honest manner and school, online, at home and
accepting the group’s de- Photocopiable Sheets in the community, and Read a text and answering
cisions. evaluate their actions by information questions.
Crosswords ethical, safety and social
Helping learners in the standards. (J.3, S.1, I.1) Write your own answers to
class who have a different Strategies Templates interview questions.
skill set. I.EFL.4.5.1.
Learners can appreciate and Listen to a song and
Sharing ideas freely and show respect for individual inferring if it is happy,
without jealousy. and group differences by sad, etc.
establishing and maintaining
Making positive remarks to healthy and rewarding online INSTRUMENTS
other learners in class. and face-to-face
interactions. Learners can Rubrics
Encouraging classmates to communicate and cooperate in
stay motivated when needed. a respectful, empathetic Portfolio
manner. (J.3, S.1, S.4)
Giving assistance to those Oral interview
who are struggling, even Oral Communication
when not directly asked to. Quiz Time Test
I.EFL.4.6.1.
Oral Communication: Learners can grasp the gen-
Listening and Speaking) eral meaning of spoken texts
set in familiar everyday
Listening to another contexts and infer changes
learner’s answers in class in the topic of discussion,
and responding as well as deduce the
appropriately. (Example: meanings of unfamiliar words
giving praise, correcting an and exchanges through the
error, asking a follow-up use of context clues,
question, etc.) provided speech is given
slowly and clearly and there
Listening to a dialogue and is sufficient visual
completing a chart with key support. (I.3, S.1, J.4)
information. (Example: Name,
country, nationality, I.EFL.4.7.1.
language, etc.) Learners can identify the
main idea and some details
Reading in short straightforward
spoken audio texts set in
Reading a text and answering
information questions. familiar contexts when the
message is delivered slowly
Choosing from a list of and there is other
words to complete gaps from contextual support. (Ex-
a reading. ample: rules for a game,
classroom instructions, a
Predicting main ideas by
dialogue in a scene from a
reading the title and using
other contextual clues cartoon or movie, etc.)
(e.g., illustrations, Learners can use other
subheadings, etc.) classmate’s contributions in
class as models for their
Writing own. (I.2, I.3, S.4)
Writing your own answers to Reading
interview questions.
I.EFL.4.11.1.
Language through the Arts Learners can understand main
ideas and some details in
Looking at the title of a
text and accompanying short simple online or print
illustrations and writing texts on familiar subjects,
three questions about the using contextual clues to
topic. Then reading to find help identify the most
the answers to the relevant information.
questions.
(Example: title,
Listening to a song and illustrations, organization,
inferring if it is happy, etc.) (I.2, I.4)
sad, etc.
Writing
Participating in classroom
games in which problem- I.EFL.4.15.1.
solving as a team is Learners can convey infor-
important. mation and ideas and
describe feelings and
Comparing answers in pairs opinions in simple
in order to help each other transactional or expository
understand errors or con- texts on familiar subjects
cepts. in order to influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3,
I.4, S.3, J.2)
I.EFL.4.18.1.
Learners can understand,
predict, infer and deduce
literal and implied meanings
in short, simple, everyday
literary texts (online, oral
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1.
Learners can collaborate and
participate effectively in a
variety of student groupings
by employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes