SCHOOL YEAR
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MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 3rd BASIC Class:
Language
Unit number: 2 TEXTBOOK: Unit Specific Objectives: [Link] 2.2
COOL KIDS 2 Assess and appreciate English as an
Second Edition international language, as well as the
five aspects of English that
Unit Title: contribute to communicative
Move Your Body! competence.
[Link] 2.3
Independently read level-
appropriate texts in English for pure
enjoyment/ entertainment and to
access information.
[Link] 2.4
Develop creative and critical thinking
skills to foster problem-solving and
independent learning using both
spoken and written
English.
[Link] 2.5
Use in-class library resources and
explore the use of ICT to enrich
competencies in the four skills.
[Link] 2.6
Write short descriptive and
informative texts and use them as a
means of communication and
written expression of thought.
[Link] 2.7
Appreciate the use of English
language through spoken and
written literary texts such as poems,
rhymes, chants, riddles and songs, in
order to foster imagination, curiosity
and memory, while developing a
taste for literature.
[Link] 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.
TRANSVERSAL AXES: Telling your friends when PERIODS: STARTING WEEK:
they´re wrong
J.2. Our actions are carried
out with ethics, generosity,
integrity, coherence, and
honesty in mind.
I.3 We can communicate in
a clear manner, in our own
and other languages. We
make use of different codes
of communication such as
numerical, digital, artistic
and gestures. We take
responsibility for what we
say.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 2.1.1 [Link].2.2. Catalog everyday objects and places in different cultures and recognize
Exchange basic introductions and limited personal information in class using simple ways to act responsibly towards one’s environment and surroundings.
present tense in order to get to know their peers. (Example: where one lives or goes [Link].2.3. Make use of basic personal information and expressions of politeness in
to school, etc.) order to introduce oneself and participate in a short conversation.
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.
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.)
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.
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 2.2.1 [Link].2.6. Listening for Meaning: Understand the main ideas in short simple spoken
Understand meanings expressed in short dialogues on familiar topics, as well as basic texts that include familiar vocabulary and are set in everyday contexts.
spoken instructions and simple questions about self, people, animals or things, [Link].2.7. Listening for Information: Follow short and simple spoken texts that
especially when spoken slowly and clearly. (Example: greetings, short phrases, basic include familiar vocabulary and are set in everyday contexts. Identify key items of
range of classroom instructions, common personal information questions: What’s information within the text, and record or act upon them.
your name? How old are you? Where do you live? etc.)
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, adjectives for 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 2.2.6
Enjoy extensive listening in English. (Example: listen to stories, watch short movies,
experience song lyrics or poetry, 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
[Link].2.12. Understand the gist and details in short simple written texts
READING (online or print).
EFL 2.3.2 [Link].2.13. Understand the content in a variety of well-known text types,
Read a short simple text (online or print) and demonstrate understanding of the gist both print and online, using the layout and artwork for support; recognize
and some basic details of the content. typical signs and symbols found in the text types.
[Link].2.14. Demonstrate familiarity with study resources (both print and
EFL 2.3.4 digital). (Example: a picture dictionary, some flashcards of known words, or a
Understand the content in simple short written environmental word list.)
print text types, using artwork, symbols and layout for support.
(Example: price tags, signs, notices (No eating, etc.), candy wrappers,
etc.)
EFL 2.3.5
Show the ability to use a simple learning resource. (Example: a small set of
flashcards, a picture-based dictionary (online or print), or a simple word list).
EFL 2.3.7
Read and understand the main ideas in a short simple text on a cross-curricular topic.
(Example: art, music, history, etc.)
EFL 2.3.10
Read a variety of simple text-types and graphic organizers used to present cross-
curricular information (Example: instructions, graphs, diagrams, charts, plans or
maps, etc.)
WRITING
WRITING [Link].2.17. Write simple words, phrases, and sentences to demonstrate
EFL 2.4.1 knowledge of spelling, punctuation, capitalization and handwriting /
Know how to spell simple English words correctly, demonstrating awareness of typography, and identify their meanings.
sound-letter relationships. (Example: sea, mean, bee, etc.) [Link].2.18. Writing in order to perform controlled practice of vocabulary and
grammar items.
EFL 2.4.3
Write simple words, phrases and sentences with correct use of standard writing
mechanics. (Example: spelling, punctuation, capitalization, and writing by hand
and/or on the computer.
EFL 2.4.4
LANGUAGE THROUGH THE ARTS___
Write simple words, phrases and sentences for controlled practice of language items.
[Link].2.21.
LANGUAGE THROUGH THE ARTS Distinguish key information in stories and other age appropriate literary texts,
EFL 2.5.1 both oral and written.
Identify key information such as events, characters, and objects in stories and other [Link].2.23. Display an affinity for a variety of literary texts by responding
age-appropriate literary texts if there is visual support. within a range of physical, cognitive, and attitudinal manners, and vary
elements of a literary text to create a new text.
EFL 2.5.2
Express emotions and feelings using basic adjectives and related
images through written work on the school or class bulletin board.
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.
EFL 2.5.6
Generate and expand ideas by responding in a fun and playful manner to oral and
written texts in order to increase enjoyment of the language through TPR,
playground games, and songs and chants.
EFL 2.5.9
Use creative thinking skills to learn how to share and respect all ideas through
brainstorming activities and pair work in class.
METHODOLOGICAL EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
This performance criteria could Student´s Book COMMUNICATION AND
be evaluated by: Student’s Audio CD CULTURAL AWARENESS
* Playing games in which Flashcards [Link].2.2.1. Learners can classify everyday
learners must pass objects Game cards objects and familiar places. Learners can
around the room. (Example: hot Activity Book compare objects from different cultural
potato, etc.) Digital Book contexts. Learners can say and recognize
• Practicing helpful classroom Posters ways to take care of the environment and
language in mini dialogues one’s surroundings. (J.3, S.1)
and/or chants (Example: Can I [Link].2.4.1. Learners can select pictures
borrow your eraser? Do you and/or short phrases that relate to
have a pencil? etc.) collaborating and sharing and express
• Completing a short survey personal preferences. (J.2, J.3, S.4)
about favorites or likes/dislikes ORAL COMMUNICATION
and then sharing ideas with a [Link].2.6.1. Learners can understand the
partner. main ideas in short simple spoken texts and
• Making a pie chart about the infer who is speaking and what the situation
things that are most liked in the is, without decoding every word. (I.3)
class. [Link].2.7.1. Learners can understand short
*Singing songs or chants that and simple spoken texts well enough to be
practice helpful language. able to pick out key items of information and
• Working in pairs and groups record them in writing or drawings, or
on a small project. physically act upon them. (I.3)
• Listening to very short READING
(spoken or recorded) [Link].2.12.1. Learners can understand a short
descriptions of scenes, and simple text
writing, coloring, or drawing on an everyday topic and successfully
items within them. complete a simple
• Showing the student some task to show that they have understood most
picture flashcards of familiar or some of it. (I.4)
vocabulary items and asking [Link].2.13.1. Learners can understand a short
them to say the words. simple environmental print text type and
• Ask the learner to sing a song successfully complete a simple task.
or recite a chant together with (Example: a sign, notice, menu, etc.) (I.3)
a group of friends or with the [Link].2.14.1. Learners can successfully use
teacher. Record the student’s simple online and print learning resources.
production with the recording (Example: flashcards, picture dictionaries,
device quite near to the word lists, etc.) (I.2)
student’s mouth and listen to WRITING
the recording to assess [Link].2.17.1. Learners can write words,
clarity of sounds, production of phrases, and short
phonemes, rhythm and simple sentences using the correct
intonation. conventions (spelling,
• Establishing a clear punctuation, capitalization, and handwriting
expectation of English use for or typography,
classroom functions. (Example: etc.), for making simple learning resources.
greeting, requesting, thanking, (I.3)
asking for repetition / [Link].2.18.1. Learners can write short simple
clarification, offering help, phrases and
taking leave, etc.) Informal sentences to show that they know how to
assessment could involve a star use simple grammar or vocabulary items. (I.3,
chart, with points for learners I.4)
who use L2 regularly. LANGUAGE THROUGH THE ARTS
• Reading a simple sentence, [Link].2.21.1. Learners can recognize, through
looking at the accompanying pictures or other media such as ICT, key
picture, and ticking yes/no. aspects of a story or literary text (both oral
(Example: This is a house. Yes, and written). (J.1, I.2)
etc.) [Link].2.23.1. Learners can demonstrate an
• Completing a gap in a affinity for a variety of literary texts by
sentence (print or online). responding within a range of physical,
(Example: Words: go, sleep. cognitive, and attitudinal manners and adapt
Sentence: Every day I --- to elements of a literary text to create a new
school, etc.) text. (I.1, I.4)
• Reading a short simple story
of just a few lines and ordering
simple pictures of familiar
objects.
• Reading a short simple text
and circling the correct answer.
(Example: Question: What’s her
name? Answer: Mary /
Sandra / Mia, etc.)
• Comparing and contrasting
information. (Example: learners
read simple price tags and
match them to the correct
sentences: This toy is cheap.
Those shoes are expensive, etc.)
Matching a simple short text to
the correct plan. (Example:
Text: a short simple description
about a zoo: The giraffes
are next to the pandas. Plan: a
simple map of the zoo, etc.)
• Identifying the main ideas in a
short simple cross-curricular
text. (Example: Text: short
descriptions of towns in
Ecuador;
Task: circle the correct photo,
etc.)
• Locating specific words on the
page and writing them in a list.
(Example: all the words
beginning with the sound /k/
or all the words that contain the
long /a:/ sound, etc.)
• Matching words to pictures.
(Example: under the picture of a
chair, learners write the word
chair with the five letters
of the word on the five lines
provided, etc.)
• Unscrambling words or
sentences and writing them out
correctly. (Example: Word:
veleen = eleven. Sentence:
There’s
– under – the chair. – a
backpack, etc.)
• Finding hidden questions in a
box and writing them down
with the correct punctuation
and capitalization. (Example:
does it live on a farm / does it
have two legs, etc.)
• Completing the gaps in a
sentence. (Example: My best
friend is ten --- old. --- name is
Carol. --- birthday is in May,
etc.)
• Completing a simple open-
ended sentence. (Example: For
breakfast I eat _______; In my
bedroom there is ______,
etc.)
• Listening to or reading stories
and drawing the main
characters.
• Choosing pictures of or
drawing the scenes of a literary
text.
• Participating in TPR activities
such as acting out the
movements of a character in a
story as it is read aloud.
• Moving to the rhythm of a
song or chant.
• Playing games in class or
doing puzzles
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
CLIL COMPONENTS: Health Education: Exercise
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: DATE: DATE:
