MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“PDTE. CARLOS JULIO AROSEMENA TOLA” HIGH SCHOOL SCHOOL YEAR

2017 - 2018
MICROCURRICULAR PLANNING
1. DATOS INFORMATIVOS
Teacher: Gisella Suárez Area: English as ENGLISH Grade/Course: 2nd BASIC Class: “ A - B”
a Foreign
Language
Unit Number: 1 TEXTBOOK: Numbers from 1 to 10. Unit Specific Objectives:
COOL KIDS 1 Commands O.EFL 2.2
Colors Assess and appreciate English as an
Unit Title: Greetings and Introductions international language, as well as the five
Hello, COOL-1! Verb to be aspects of English that contribute to
• Wh-questions communicative competence.
• Yes/no questions & Short Answers O.EFL 2.3
School Objects board, crayon, desk, eraser, Independently read level-appropriate texts in
glue stick, notebook, pen, ruler, schoolbag, English for pure enjoyment/ entertainment and
sharpener to access information.
Pets O.EFL 2.7
cat, dog, ferret, fish, frog, hamster, parrot, Appreciate the use of English language
rabbit, spider, turtle through spoken and written literary texts such
Numbers: 1–10 as poems, rhymes, chants, riddles and songs,
one, two, three, four, five, six, seven, eight, in order to foster imagination, curiosity and
nine, ten memory, while developing a taste for literature.

PERIODS: 7 weeks STARTING WEEK: May 8th June 16TH

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

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COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 2.1.6 CE.EFL.2.4.
Understand and use common expressions of politeness in class while working in Develop skills of collaboration by working together on projects and sharing
pairs or groups on projects. (Example: please, sorry, thank you, etc.) materials while expressing personal preferences with peers.
EFL 2.1.7
Collaborate in a friendly manner by sharing classroom materials and personal
objects while participating in games and activities in class and on the playground.
EFL 2.1.4
Express curiosity about the world and other cultures by asking simple WH
questions in class after reading and/or participating in presentations or other
group work.

ORAL COMMUNICATION
EFL 2.2.3
Oral communication ORAL COMMUNICATION
EFL 2.2.3 CE.EFL.2.6.
Recognize familiar names, words, and short phrases about simple everyday Listening for Meaning: Understand the main ideas in short simple spoken
topics whether heard in isolation or within short, simple spoken texts describing texts that include familiar vocabulary and are set in everyday contexts.
people and objects. (Example: CE.EFL.2.8.
Vocabulary about self, family, friends and immediate surroundings at school and Production - Pronunciation: Produce individual words and short phrases
home, adjectives for color and size, etc.) clearly enough that other people can usually understand them easily.

EFL 2.2.13
Understand and use basic greetings, leave-taking expressions,
and other simple everyday phrases to facilitate interpersonal interaction,
to introduce others, and to name things. (Example:
Thank-you, Can I help you? This is [name]. It’s a [item], etc.)

EFL 2.2.10
Clap, move, chant or sing along with short authentic English language rhymes or
songs, approximating English rhythm and intonation once familiar with the text.

READING
EFL 2.3.4 READING
Understand the content in simple short written environmental CE.EFL.2.11.
print text types, using artwork, symbols and layout for support. Identify and understand individual every-day words, phrases, and
(Example: price tags, signs, notices (No eating, etc.), candy wrappers, sentences, including instructions.
etc.) I.EFL.2.11.1. Learners can understand familiar words, phrases, and short
simple sentences and can
EFL 2.3.7 successfully complete the simple accompanying task.
Read and understand the main ideas in a short simple text on a cross-curricular
topic. (Example: art, music, history, etc.)

WRITING
EFL 2.4.4 WRITING

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Write simple words, phrases and sentences for controlled practice of language CE.EFL.2.18.
items. Writing in order to perform controlled practice of vocabulary and grammar
items.

LANGUAGE THROUGH THE ARTS

EFL 2.5.1 LANGUAGE THROUGH THE ARTS
Identify key information such as events, characters, and objects in stories and CE.EFL.2.21.
other age-appropriate literary texts if there is visual support. Distinguish key information in stories and other age appropriate literary
texts, both oral and written.
EFL 2.5.4
Listen to and read short narratives and/or other oral and written literary texts in
class (with a preference for authentic texts) in order to stimulate imagination,
curiosity, and a love for literature.

METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES

STRATEGIES TECHNIQUES/INSTRUMENTS
This performance criteria could be Student´s Book COMMUNICATION AND COMMUNICATION AND
evaluated by: Student’s Audio CULTURAL AWARENESS CULTURAL AWARENESS
• Playing games in which learners CD I.EFL.2.1.1. Learners can recognize ACTIVITY
must pass objects around the Flashcards differences between where people live and Communication Practices
room. Game cards write or talk about their own surroundings, as TECHNIQUE
Activity Book well as ask questions about how other Observations
• Practicing helpful classroom Digital Book people live. (I.2, S.2) Checklists
language in mini dialogues and/or Posters I.EFL.2.3.1. Learners can use basic Questionnaires
chants. personal information and expressions of Interviews
politeness in short dialogues or Nominal Group Technique
• Making a chart about the things conversations. (J.2, J.3) Controlled Experiments, etc.)
that are most liked in the class. INSTRUMENT
ORAL COMMUNICATION Surveys
•Singing songs or chants that I.EFL.2.6.1. Learners can understand the Written lessons
practice helpful language. main ideas in short simple spoken texts and Quizzes
infer who is speaking and Exams
• Working in pairs and groups on a the situation is, without decoding every Assignments
small project. word. (I.3) Scoring rubrics
I.EFL.2.8.1. Learners can pronounce most Portfolios, etc)
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• Showing the student some picture familiar vocabulary items accurately, and
flashcards of familiar vocabulary can therefore usually be easily understood. ORAL COMMUNICATION
items and asking them to say the They can also produce some phrases and ACTIVITY
words. short sentences clearly, and may Oral Lessons
approximate English rhythm and intonation Dialogues
•Mimic gestures or movements to in longer utterances. (I.3) Projects
learn and show comprehension. READING_ TECHNIQUE
I.EFL.2.11.1. Learners can understand Checklists
•Work in small groups to greet and familiar words, phrases, and short simple Questionnaires
say their names. sentences and can Interviews
successfully complete the simple Nominal Group Technique, etc.)
•Write their names—first using accompanying task. INSTRUMENT
letter cards, then writing the letters. I.EFL.2.13.1. Learners can understand a Rubrics
short simple environmental print text type
•Use real objects to name and successfully complete a simple task. READING
classroom objects. (Example: a sign, notice, menu, etc.) (I.3) ACTIVITY
Information Gap / Completing a text
•Recognize basic phonemes of WRITING___
the alphabet using letter cards and I.EFL.2.18.1. Learners can write short TECHNIQUE
listening to the audio. simple phrases and sentences to show that Observations
they know how to use simple grammar or Checklists
•Recognize words and match vocabulary items. (I.3, I.4). Questionnaires
words to pictures. Nominal Group Technique, etc.)
LANGUAGE THROUGH THE ARTS___ INSTRUMENT
•Use simple resources such as I.EFL.2.21.1. Learners can recognize, Surveys
flash cards to learn vocabulary. through pictures or other media such as ICT, Exams
key aspects of a story or literary text (orally). Assignments
•Unscramble words to write short scoring rubrics
sentences. portfolios, etc)

• Listening to a very short and WRITING

simple story and ordering the ACTIVITY
pictures showing what happens. Story Writing
(Example: Jane is taking Group Dictation
her dog for a walk. They see some TECHNIQUE
birds. The birds fly away, etc.) Observations
Checklists
• Listening to a short and simple Questionnaires
conversation between 2 speakers. Interviews
Nominal Group Technique
Controlled Experiments
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 Concept Maps, etc.)

INSTRUMENT
Surveys
Exams
Assignments
scoring rubrics
portfolios, etc)

LANGUAGE THROUGH THE

ARTS
ACTIVITY
Drama, music, movement, storytelling
TECHNIQUE
Observations
Checklists
Questionnaires
Interviews
Nominal Group Technique, etc.)

INSTRUMENT
scoring rubrics, etc)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners Face students when speaking. Speak clearly and slowly. Pause frequently.
Below Level Learners • 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.
• Have learners draw pictures to illustrate meaning. Learners share pictures to
contribute to conversations.
• Ask learners to add pictures or drawings to a book activity.
CLIL COMPONENTS Math: Resolve math problems TRANSVERSAL AXES: It’s nice to be friendly.
J.2. Our actions are carried out with ethics, generosity, integrity, coherence, and
Math: Classify the objects in honesty in mind.
the Venn diagram S.4. We adapt to the demands of working as part of a team, understanding the
context and respecting the ideas and contributions of other people.
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PREPARED BY: REVISED BY: CHECKED BY: APPROVED BY:
Teacher: Coordinator: Lcda. Mariuxi Suárez Academic Coordinator: Lcda. Osiris Herrera Viceprincipal: Marlon Albán MSc
Date: Date: Date: Date:
Signature: Signature: Signature: Signature:

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