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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: UNIDAD EDUCATIVA
Academic Year: 2017 - 2018
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 2nd EGB Pre A1.1
Book: Unit 3 Objectives
Starship Pre 1.1 Who do you [Link] 2.2
see? Assess and appreciate English as an international language, as well as the five
aspects of English that contribute to communicative competence.
[Link] 2.5
Use in-class library resources and explore the use of ICT to enrich competencies in
the four skills.
[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.
Periods: 18, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness [Link].2.1.
EFL 2.1.2 Differentiate between different living situations in a
variety of surroundings and express curiosity about the
Recognize the differences between where people live among world through simple questions.
the regions of the country in order to appreciate their
own environment. (Example: house/apartment, country/city, [Link].2.3.
etc.)
Make use of basic personal information and expressions of
politeness in order to introduce oneself and participate
in a short conversation.
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EFL 2.1.6
[Link].2.4. Develop skills of collaboration by working
Understand and use common expressions of politeness in together on projects and sharing materials while
class while working in pairs or groups on projects. expressing personal preferences with peers.
(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:(Listening and Speaking) [Link].2.6.
EFL 2.2.1 Listening for Meaning: Understand the main ideas in short
simple spoken texts that include familiar vocabulary and
Understand meanings expressed in short dialogues on are set in everyday contexts.
familiar topics, as well as basic spoken instructions and
simple questions about self, people, animals or things,
especially when spoken slowly and clearly. (Example: [Link].2.7.
greetings, short phrases, basic range of classroom
instructions, common personal information questions: Listening for Information: Follow short and simple spoken
What’s your name? How old are you? Where do you live? texts that include familiar vocabulary and are set in
etc.) everyday contexts. Identify key items of information
within the text, and record or act upon them.
EFL 2.2.4
[Link].2.8.
Identify items of specific information within simple
messages or from short and simple descriptions about Production - Pronunciation: Produce individual words and
familiar contexts, especially if visual support is short phrases clearly enough that other people can
provided. (Example: letters of the alphabet, numbers, usually understand them easily.
prices and times, days, dates and months, etc.)
EFL 2.2.8
Imitate individual English language sounds, especially
those phonemes which do not exist in the student’s own
L1, both in isolation and within key vocabulary items.
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing,
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these, up, sea, 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.
(Example: jump or clap in time to jump-rope rhymes, do
the actions to action songs or short rhythmic poems,
enunciating some of words in time with the rhythm, etc.
Reading [Link].2.14.
EFL 2.3.5 Demonstrate familiarity with study resources (both print
and digital). (Example: a picture dictionary, some
Show the ability to use a simple learning resource. flashcards of known words, or a word list.)
(Example: a small set of flashcards, a picture-based
dictionary (online or print), or a simple word list).
Writing [Link].2.17.
EFL 2.4.1 Write simple words, phrases, and sentences to demonstrate
knowledge of spelling, punctuation, capitalization and
Know how to spell simple English words correctly, handwriting / typography, and identify their meanings.
demonstrating awareness of sound-letter relationships.
(Example: sea, mean, bee, etc.)
Language through the Arts [Link].2.22
Describe and write about emotions and responses to
EFL 2.5.6 literary texts through words and images, or other media
(video, audio) on class or school bulletin boards and
Generate and expand ideas by responding in a fun and expand on ideas and responses to texts read/seen/heard in
playful manner to oral and written texts in order to by participating in songs/chants, TPR activities and
increase enjoyment of the language through TPR, playground games.
playground games, and songs and chants.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness
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Elemental EGB Awareness
Drawing different houses and Draw a classroom with
labeling different rooms and Starship English - Teacher´s [Link].2.1.1. different objects and name
objects in a house. Book Pre A 1.1 them in English
Learners can recognize
Starship Pre A 1.1 (Audios) differences between where Differentiate between a
people live and write or house and apartment as well
Reflecting on differences talk about their own
between a house and an Puppets: Star and Stella as urban and rural areas
surroundings, as well as ask
apartment. questions about how other
Flash Cards from 57 to 78 Use expressions of
people live. (I.2, S.2) politeness
Activity Book
Creating a diorama of urban (AB28 - AB39) Respond to pictures by
and rural aspects. [Link].2.3.1.
circling the corresponding
Alphabet Poster Learners can use basic one
personal information and
Participating in short Alphabet Cards Aa to Ll expressions of politeness in Complete a short, picture-
dialogues using greetings. short dialogues or based evaluation form
Picture Cards for A to L conversations. (J.2, J.3)
Listen to a short story and
Practicing the use of [Link].2.4.1. Learners can ordering the pictures
expressions of politeness select pictures and/or short
during collaborative pair phrases that relate to Carry out simple
and small group work. collaborating and sharing instructions
and express personal
preferences. (J.2, J.3, S.4) Recognize the pictures
starting with the letters of
Responding to pictures or
Oral Communication the alphabet from Aa to Ff
short texts by circling the
corresponding emoticon.
[Link].2.6.1. Respond with the meaning of
(Example: happy face, sad
flashcards
face, confused face, etc.) Learners can understand the
main ideas in short simple Locate the alphabet letters
spoken texts and infer who from Aa to Ff in a list
Completing a very short, is speaking and what the
picture-based self- situation is, without INSTRUMENTS
evaluation or peer decoding every word. (I.3)
evaluation form. Rubrics
[Link].2.7.1.
Learners can understand Portfolio
Playing games in which short and simple spoken
learners must pass objects texts well enough to be able Oral interview
around the room. (Example: to pick out key items of
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hot potato, etc.) information and record them Picture-based test
in writing or drawings, or
Oral Communication: physically act upon them.
(Listening and Speaking) (I.3)
Listening to a very short [Link].2.8.1.
and simple story and
ordering the pictures Learners can pronounce most
showing what happens. familiar vocabulary items
(Example: Jane is taking her accurately, and can
dog for a walk. They see therefore usually be easily
some birds. The birds fly understood. They can also
away, etc.) produce some phrases and
short sentences clearly, and
may approximate English
rhythm and intonation in
Listening to short, staged longer utterances. (I.3)
instructions and carrying
them out. (Example: Open the Reading
door. Take this book to Mr.
Davila. Walk, don’t run!
etc.) [Link].2.14.1.
Learners can successfully
use simple online and print
Listening to very short learning resources.
(spoken or recorded) (Example: flashcards,
descriptions of scenes, and picture dictionaries, word
writing, coloring, or lists, etc.) (I.2)
drawing items within them.
(Example: learners are given Writing
a simple picture of a
classroom. They listen to a [Link].2.17.1.
description of it and
identify the table where Learners can write words,
Sara sits and draw 3 pens phrases, and short simple
and a red book on it, etc.) sentences using the correct
conventions (spelling,
punctuation, capitalization,
Showing the student some and handwriting or
picture flashcards of typography, etc.), for
familiar vocabulary items making simple learning
and asking them to say the resources. (I.3)
words. (Example: It’s a
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house, a school, a car, a Language through the Arts
bike, to see if they are
easily understood, etc.) [Link].2.22.1.
Learners can report emotions
and compose short responses
Ask the learner to sing a to literary texts through
song or recite a chant words and images, or other
together with a group of media (video, audio).
friends or with the teacher. Learners can generate and
Record the student’s expand on personal opinions
production with the and responses to oral and
recording device quite near written texts through TPR,
to the student’s mouth and playground games, and songs.
listen to the recording to (I.3, S.3)
assess clarity of sounds,
production of phonemes,
rhythm and intonation.
Reading
Using the alphabet to scan
for particular items in
lists. (Example: finding a
word in a simple dictionary
or locating a boy’s name on
a class list.)
Testing each other on the
meaning of flashcards.
(Example: a boy shows a
picture on a flashcard and
asks: What’s this? Girl:
it’s an airplane, etc.)
Writing
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
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that contain the long /a:/
sound, etc.)
Language through the Arts
Creating a dance for a song
or rhyme.
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.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
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Date: September 30th, 2017 Date: Date:
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