Microcurricular Planning by Skills and Performance Criteria: Subsecretaría de Fundamentos Educativ0S
Microcurricular Planning by Skills and Performance Criteria: Subsecretaría de Fundamentos Educativ0S
Microcurricular Planning by Skills and Performance Criteria: Subsecretaría de Fundamentos Educativ0S
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 10th EGB A1.1
O.EFL 4.8
Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the
learner.
O.EFL 4.9
Create a sense of awareness in terms of accuracy when learners interact in English
using high-frequency and level-appropriate expressions in order to reach an
effective command of spoken language.
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.4.3.
Commented [A2]: It is determined for each performance
Interact with others using self-monitoring and self- criteria of each Curricular Thread.
correcting strategies as well as appropriate nonverbal
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CE.EFL.4.4.
Apply self-correcting and self-monitoring strategies in Demonstrate the ability to ask for and give information
social and classroom interactions. (Example: asking and assistance using appropriate language and interaction
questions, starting over, rephrasing, exploring styles in a variety of social interactions.
alternative pronunciations or wording, etc.)
EFL 4.1.8
EFL 4.2.5 Listening for Meaning: Understand and follow the main
idea in spoken texts set in familiar everyday contexts,
Understand most changes in the topic of discussion if provided speech is clear and articulate, and deduce the
people speak slowly. meanings of unfamiliar words and phrases using context
clues and/or prior knowledge.
Reading CE.EFL.4.12.
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Writing CE.EFL.4.15.
EFL 4.4.4 Express information and ideas and describe feelings and
opinions in simple transactional or expository texts on
Write to describe feelings/opinions in order to familiar subjects in order to influence an audience,
effectively influence an audience. (Example: persuade, while recognizing that different texts have different
negotiate, argue, etc.) features and showing the ability to use these features
appropriately in one’s own writing.
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Commented [A3]: Here we can decide if we put those
Techniques / Instruments methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES Commented [A4]: It consists of resources that we will use
Awareness Superior EGB Awareness throughout the unit.
I.EFL.4.3.1. Participate in short role Commented [A5]: They are all indicators that help us
Participating in short role English - Teacher´s Book A Learners can employ a range plays using a range of achieveeach Evaluation Criteria.
plays using a range of 2.1 of self-monitoring and self- verbal and nonverbal Commented [A6]: It is made up of all activities, instruments
verbal and nonverbal correcting strategies and communication. and techniques to get a good assessment process.
communication. English - Teacher´s Book A interpret and use
2.1 (Audios) appropriate verbal and Listen for specific words in
Listening to a dialogue and nonverbal communication a conversation and trying to
identifying errors in speech Flash Cards features to communicate in guess the meaning from the
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Reading
Writing
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3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.
CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
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