Universidad de las Fuerzas Armadas ESPE

Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

Learning activity 3
Description of the activity
1. Read carefully the Microcurricular Planning by Skills and Performance
criteria at https://educacion.gob.ec/wp-
content/uploads/downloads/2016/07/Starship-English-Pre-A1-1-2-3-4-
EGB.pdf
2. Observe and identify the main elements of curriculum:
a) purposes (objectives, goals, performance skills, competencies)
b) contents (cognitive, procedural and values)
c) methodology (approaches, methods, techniques, strategies)
d) resources (technological and physical)
e) evaluation (indicators of performance)
f) curriculum adaptations
3. Put them into the following chart and notice their coherence and
relationship.

Objectives and goals:

• O.EFL 2.2 Appreciate English as an international
language.
• O.EFL 2.3 Read level-appropriate texts in English
Purposes
for pure enjoyment/entertainment.
• O. EFL 2.5 Use in-class library resources.
• O. EFL 2.7 Appreciate the use of English language
through spoken and written literary texts such as
poems, rhymes, chants, riddles and songs.
• O. EFL 2.9 Be able to interact in English in a simple
way using basic expressions.

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

Performance skills:
• EFL 2.1.1 Exchange basic introductions and
limited personal information in class using
simple present tense in order to get to know
their peers. (Example: My name is, ..I am
…..etc.)
• EFL.2.1.6 Understand and use common
expressions of politeness in class while working
in pairs or groups on projects. (Example:
please, sorry, thank you, etc.)

ORAL COMMUNICATION
• EFL 2.2.3 Recognize familiar names, words,
and short phrases about simple everyday topics
whether heard in isolation or within short, simple
spoken texts describing people and objects.
(Example: vocabulary about self, family, friends
and immediate surroundings at school and
home, color and size, etc.)
• EFL 2.2.4 Identify items of specific information
within simple messages or from short and
simple descriptions about familiar contexts,
especially if visual support is provided.
(Example: letters of the alphabet, numbers,
prices and times, days, dates and months, etc.)
• EFL 2.2.5 Record key items of specific
information from a heard message or
description, either in written form or by drawing
picture. (Example: letters of the alphabet,
numbers, prices and times, days, dates and
months, etc.)
• EFL.2.2.11 Produce simple, mainly isolated
utterances using very short phrases and
sometimes individual words, possibly with slow
and/or hesitant delivery. (Example: words,

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

phrases, and short sentences about people,

animals, things, etc.)
• EFL.2.2.12 Respond to simple questions in
quite a short time and initiate basic interaction
spontaneously when there are opportunities to
speak. Speech is produced a little less slowly
and hesitantly.

READING
• EFL 2.3.1 Demonstrate basic reading
comprehension skills by identifying the meaning
of individual words, phrases, and sentences,
including simple written instructions.

WRITING
• EFL 2.4.3 Write simple words by hand and/or
on the computer with correct use of standard
writing mechanics. Example: blue, cat, dog,
son, etc.
• EFL 2.4.4 Write simple words, phrases and
sentences for controlled practice of language
arts.

LANGUAGE THROUGH THE ARTS

• EFL 2.5.1 Identify key information such as
events, characters, and objects in stories and
other age-appropriate literary texts if there is
visual support.
Competencies:
• Intercultural awareness and identity.
• Social interaction.
Contents Cognitive:
• Wh-questions with BE (What’s) (What’s this?
It’s a book/a pencil/an eraser.)
• Simple phrasal verbs (sit down, stand up).

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

Procedural:
STUDENT BOOK Lesson 1
• Greetings (Hello., My name’s…, What’s your
name?) Wh-questions with BE (What’s) (What’s
this? It’s a book/a pencil/an eraser).
STUDENT BOOK Lesson 2
• Greetings (Hello. Hi.) Questions about names
(Is your name Stella? No, it isn’t. Yes, it is.)
STUDENT BOOK Lesson 3
Describing oneself and others (I’m a boy. I’m a girl.
He’s a boy. She’s a girl.)
Values:
• Critical thinking.
• Communication skills.
• Decision making.
Approaches:
• Communicative approach
• Oral approach
• Student-centered approach
• Inductive approach
Methods:
• Audio-lingual method
• Direct method
Methodology
• Total Physical Response
• Community Language Learning.
Techniques:
• Observation.
• Quiz.
• Interview.
• Songs.
Strategies
• Mimic gestures or movements to learn and show
comprehension.
• Work in small groups to greet and say their names.

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

• Write their names—first using letter cards, then

writing the letters.
• Use real objects to name classroom objects.
• Recognize basic phonemes of the alphabet using
letter cards and listening to the audio.
• Recognize words and match words to pictures.
• Use simple resources such as flash cards to learn
vocabulary.
• Unscramble words to write short sentences.
• Create and use puppets.
• Sing songs and recite chants.
• Move to the rhythm of a song or chant.
Technological:
• Use of ICT such as: pictures, flashcards, videos,
Resources
songs, etc.
Physical:
• Students
• Teacher
• Puppets
Indicators of performance:

COMMUNICATION AND CULTURAL AWARENESS

• CE.EFL.2.3. Make use of basic personal information
and expressions of politeness in order to introduce
oneself and participate in a short conversation.
Evaluation
ORAL COMMUNICATION
• CE.EFL.2.7. Listening for Information: Follow short
and simple spoken texts that include familiar
vocabulary and are set in everyday contexts. Identify
key items of information within the text, and record
or act upon them.
• CE.EFL.2.9. Production - Fluency: Utterances are
sometimes produced slowly but use appropriate
words and phrases to express basic ideas, initiate

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

conversations and respond to questions, including

some chunks of language and short sentences.

READING
• CE.EFL.2.11. Identify and understand individual
every-day words, phrases, and sentences, including
instructions.

WRITING
• CE.EFL.2.18. Writing in order to perform controlled
practice of vocabulary and grammar items.

LANGUAGE THROUGH THE ARTS

• CE.EFL.2.21. Distinguish key information in stories
and other age-appropriate literary texts, both oral
and written.
Educational needs:
• Struggling Learners.
• Below Level Learners.

Adapted material to be applied:

Curriculum • Face students when speaking.
• Speak clearly and slowly.
Adaptation
• Pause frequently.
• Preview the lesson by having learners look at the
pictures and think about what they will learn.
• Initially use whole group for instruction, then divide
learners into small groups or pairs.
• Use pictures and flash cards to help learners
connect meaning. Have learners create their own
flash cards.
• Use props, real classroom objects, and gestures.
• Provide word walls for learners to reference.

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

• Have learners draw pictures to illustrate meaning. L

• earners share pictures to contribute to
conversations.
Ask learners to add pictures or drawings to a book
activity.

CLIL components:

Science
• Look at the map of outer space - the home of Star
and Stella.

Transversal axes:
• Respect, etc.

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

CATEGORY 4 3 2 1

Clarity and Prezi is easy to Prezi is easy to Prezi is hard to Prezi is hard to
Neatness read and all read and most read with rough read and one
elements are elements are photos and cannot tell what
very clearly clearly written, labels. goes where.
written, labelled labelled, or
pictured.

Spelling & No spelling or No spelling or One or two More than two

Grammar grammatical grammatical spelling or spelling or
mistakes on mistakes on a grammatical grammatical
Prezi with lots Prezi with little errors on the errors on the
of text. text. Prezi. Prezi

Content Meets all the Meets most of Meets about Does not meet
criteria of the the criteria of half the criteria the criteria of
assignment. All the assignment. of the project. the assignment.
content is in the Almost all At least half of Less than half
students’ own content is in the the content is in of the content is
words and is students’ own the students’ in the students’
accurate. words and is own words and own words
accurate. is accurate. and/or is
accurate.

Creativity Students have Presentation is There is a The project has

used media in balanced, focus that is a weak focus.
creative and attractive, and maintained May contain
innovative ways easy-to follow. throughout the creative
that exploit the piece, but it aspects but
particular It uses original may not be those aspects
strengths of the student work compelling, or tend to distract
and/or blends present the
Prezi format.

Tema n.°
 Universidad de las Fuerzas Armadas ESPE
Unidad de Educación a Distancia

Nombres y apellidos:

Asignatura:

The final existing media information in a viewer from the

product is in a new and way that stated purpose
unique, interesting way. of the
consistently presentation.
powerful, keeps
effective, and audience’s
attention.
compels the
audience's
attention.

Tema n.°