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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Sharon The Sorcerer High School Year: 2023-2023

1. INFORMATIVE DATA

Teacher: Francesca Salgado Area: English as a Foreign Language Grade / Course: Décimo BGU Class:

Book: English A2.1 Unit: 6 Objectives:

Lifetime O.EFL 2.2 Assess and appreciate English as an international language as well as the five aspects of English that contribute to communicative
competence.
Achievements
O.EFL 2.6 Write short descriptive and informative texts and use them as a means of communication and written expression of thought.

O.EFL 2.8 Demonstrate a living relationship with the English language through interaction with written and spoken texts, in order to explore
creative writing as an outlet to personal expression.

Periods: 40 class periods per lesson Weeks: 4

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness

EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using
Ecuador and international regions and cultures and identify similarities and appropriate language and interaction styles in a variety of social interactions.
differences and universal cultural themes.

Oral Communication: (Listening and Speaking) CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in
familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings of
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a context unfamiliar words and phrases using context clues and/or prior knowledge.
containing familiar elements.

Reading

EFL 4.3.5 Use everyday reference material in order to select information appropriate CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on
to the purpose of an inquiry and relate ideas from one written source to another. familiar subjects, making use of contextual clues to identify relevant information in a text.

Educamos para tener Patria

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Writing

EFL 4.4.8 Convey and organize information using facts and details in order to illustrate CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple
diverse patterns and structures in writing. (Example: cause and effect, problem and transactional or expository texts on familiar subjects in order to influence an audience, while
solution, general-to specific presentation, etc.) recognizing that different texts have different features and showing the ability to use these features
appropriately in one’s own writing

Language through the Arts

EFL 4.5.3 Make predictions, inferences and deductions to demonstrate different levels CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal and implied
of meaning of literary works presented orally or in digital form, including literal and meanings in short, simple, everyday literary texts (online, oral or in print).
implied meanings. (Example: summarizing, explaining and identifying, word choice,
symbols, points of view, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments

Communication and Cultural Awareness

• Finding recipes from other cultures and regions and then ▪ New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
sharing them in class. for EGB
I.EFL.4.4.1. Learners can demonstrate an • Write some sentences about your future
• Reading stories from different regions in Ecuador and ability to give and ask for information and achievements.
completing a chart to show differences between them. assistance using level-appropriate language
▪ Teacher’s Guide and interaction styles in online or face-to-face • Get in groups and talk about what is your
• Watching a video about a legend or traditional story from English A2.1 (including social and classroom interactions. (J.2, J.3, J.4, favorite person in the world.
interactive version) I.3)
Ecuador or another country, and taking notes on the cultural
• In groups, select an inspirational person and
practices mentioned. Oral Communication talk about their achievements.
• Sharing a cross-cultural experience (such as traveling, ▪ Audio CD I.EFL.4.6.1. Learners can grasp the general • Write questions about this person and
trying new food, meeting someone from another country) in meaning of spoken texts set in familiar everyday assign responsibilities to investigate the
pairs or as a class. contexts and infer changes in the topic of answers to those questions.
discussion, as well as deduce the meanings of
Oral Communication: (Listening and Speaking) unfamiliar words and exchanges through the use
▪ Teacher’s Guide • Organize a little timeline about the chosen
of context clues, provided speech is given slowly person, explain why and who you chose
• Asking classmates to repeat an answer or statement to and clearly and there is sufficient visual support. her/him.
clarify something when needed. (I.3, S.1, J.4)
• Create a visual presentation for this
• Showing students a video clip of a simple situation and ▪ Posters and pictures information.
Reading
about the topic
asking them to describe what has happened. • To create a life planning.
I.EFL.4.11.1. Learners can understand main
ideas and some details in short simple online or
print texts on familiar subjects, using contextual
clues to help identify the most relevant
information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

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Writing
Reading - Worksheets (TG)
• Keeping a vocabulary notebook of synonyms and I.EFL.4.15.1. Learners can convey information TECHNIQUES
and ideas and describe feelings and opinions in
antonyms of words from a text. simple transactional or expository texts on ▪ Peer Observation.
▪ Quiz Time (SB) familiar subjects in order to influence an
• Completing an outline for a cross-curricular text.
▪ Checklist.
audience, while recognizing that different texts
• Brainstorming about a topic and then reading a text to have different features and showing the ability to ▪ Concept maps.
check true and false information. use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2) ▪ Questionnaires.
• Completing a KWL chart about a text.
▪ Interviews.
Language through the Arts
Writing
• Reading an online movie review and identifying common ▪ Dossiers.
I.EFL.4.18.1. Learners can understand, predict,
linguistic features. infer and deduce literal and implied meanings in ▪ Project Assignment.
short, simple, everyday literary texts (online, oral
• Sequencing sentences by adding words. or in print), especially when visual support is ▪ Unit Game
• Posting a comment to a classmate’s writing on a class provided. (I.2, I.3, I.4)
▪ Glossary activities.
blog.

Language through the Arts

• Listening to or reading stories and drawing an important
Instruments for oral and written evaluation
scene.
• Looking at the title of a text and accompanying illustrations ▪ Rubrics

and writing questions about the topic. Then reading to find ▪ Portfolio
the answers to the questions. ▪ Oral interviews individual/ in pairs
• Writing a sentence to describe the author’s intention.
▪ Essay Tests

▪ Practical Exams.

▪ Writing Tests

▪ Training Test

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Quito-Ecuador www.educacion.gob.ec
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3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
life activities. solidarity, etc.

Prepared by Revised by Approved by

Teacher: Francesca Salgado Teacher: Teacher:

Signature: Signature: Signature:

Date: September First, 2023, Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Quito-Ecuador www.educacion.gob.ec