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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA “CAÑAVERAL DEL NARANJO”

Academic Year: 2019 - 2020

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Lic. Merly Arroyo English as a Foreign Language 8th EGB A1.1

Book: Unit 1 Objectives

English A 1.1 People O.EFL 4.1

Around Us Identify the main ideas, some details and inferences of written texts, in order to
produce level-appropriate critical analysis of familiar subjects and contexts.

O.EFL 4.2
Appreciate and value English as an international language and a medium to interact
globally.

O.EFL 4.5
Introduce the need for independent research as a daily activity by using electronic
resources (ICT) in class while practicing appropriate competences in the four
skills.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.4.2.

Recognize and demonstrate an appreciation of
EFL 4.1.9 commonalities between cultures as well as the
Recognize the consequences of one’s actions by consequences of one’s actions while exhibiting socially

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demonstrating responsible decision-making at school, responsible behaviors.
online, at home and in the community, while considering
ethical standards, safety concerns, social norms and
mutual respect. CE.EFL.4.5.
Display an appreciation of and demonstrate respect for
EFL 4.1.10 individual and group differences by establishing and
Recognize and appreciate individual and group maintaining healthy and rewarding relationships based on
similarities and differences by establishing and communication and cooperation.
maintaining healthy and rewarding online and face-to-face
relationships based on communication and cooperation.

Oral Communication:(Listening and Speaking) CE.EFL.4.6.

Listening for Meaning: Understand and follow the main
EFL 4.2.1 idea in spoken texts set in familiar everyday contexts,
Understand phrases and expressions related to areas of provided speech is clear and articulate, and deduce the
most immediate priority within the personal and meanings of unfamiliar words and phrases using context
educational domains, provided speech is clearly and clues and/or prior knowledge.
slowly articulated. (Example: daily life, free time,
school activities, etc.) CE.EFL.4.7.
Listening for Information: Follow and identify some main
EFL 4.2.6 ideas and details in short and straightforward spoken or
Use other students’ contributions in class as models for
audio texts set in familiar contexts, when delivered
their own.
slowly and with visuals to provide contextual support.
Use spoken contributions in class as models for one’s own
speech.

Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.1 in short simple texts on familiar subjects, making use of
Understand main points in short simple texts on familiar contextual clues to identify relevant information in a
subjects. (Example: news about sports or famous people, text.
descriptions, etc.)

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Writing CE.EFL.4.15.
Express information and ideas and describe feelings and
EFL 4.4.5 opinions in simple transactional or expository texts on
Recognize that various types of writing require different familiar subjects in order to influence an audience,
language, formatting and special vocabulary. (Example: a while recognizing that different texts have different
recipe, a letter, etc.) features and showing the ability to use these features
appropriately in one’s own writing.

Language through the Arts CE.EFL.4.18.

Use main ideas in order to understand, predict, infer and
EFL 4.5.1 deduce literal and implied meanings in short, simple,
Make use of main points in literary texts (authentic and everyday literary texts (online, oral or in print).
semi-authentic, oral and written) to understand short
simple everyday stories, especially if there is visual CE.EFL.4.22.
support. Show the ability to work collaboratively and to
participate effectively in a variety of student groupings
EFL 4.5.9 by employing a wide range of creative thinking skills
Engage in collaborative activities through a variety of through the completion of activities such as playing
student groupings to create and respond to literature and
games, brainstorming and problem solving.
other literary texts. (Example: small groups, cooperative
learning groups, literature circles, process writing
groups, etc.)

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Superior EGB Awareness
Make positive remarks to
Creating a poster of class English - Teacher´s Book A I.EFL.4.2.1. other learners in class.
rules. 1.1 Learners can name similar-
ities and differences Listen to a dialogue and
Collaborating on a group English - Teacher´s Book A between different aspects of completing a chart with key
project. 1.1 (Audios) cultural groups. Learners information. (Example: Name,

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can demonstrate socially country, nationality,
Completing group work in a Flash Cards responsible behaviors at language, etc.)
fair and honest manner and school, online, at home and
accepting the group’s de- Photocopiable Sheets in the community, and Read a text and answering
cisions. evaluate their actions by information questions.
Crosswords ethical, safety and social
Helping learners in the standards. (J.3, S.1, I.1) Write your own answers to
class who have a different Strategies Templates interview questions.
skill set. I.EFL.4.5.1.
Learners can appreciate and Listen to a song and
Sharing ideas freely and show respect for individual inferring if it is happy,
without jealousy. and group differences by sad, etc.
establishing and maintaining
Making positive remarks to healthy and rewarding online INSTRUMENTS
other learners in class. and face-to-face
interactions. Learners can Rubrics
Encouraging classmates to communicate and cooperate in
stay motivated when needed. a respectful, empathetic
Portfolio
manner. (J.3, S.1, S.4)
Giving assistance to those Oral interview
who are struggling, even Oral Communication
when not directly asked to. Quiz Time Test
I.EFL.4.6.1.
Oral Communication: Learners can grasp the gen-
Listening and Speaking) eral meaning of spoken texts
set in familiar everyday
contexts and infer changes
Listening to another
in the topic of discussion,
learner’s answers in class
as well as deduce the
and responding
meanings of unfamiliar words
appropriately. (Example:
and exchanges through the
giving praise, correcting an
use of context clues,
error, asking a follow-up
provided speech is given
question, etc.)
slowly and clearly and there
is sufficient visual
Listening to a dialogue and
support. (I.3, S.1, J.4)
completing a chart with key
information. (Example: Name,

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country, nationality, I.EFL.4.7.1.
language, etc.) Learners can identify the
main idea and some details
Reading in short straightforward
spoken audio texts set in
Reading a text and answering familiar contexts when the
information questions. message is delivered slowly
and there is other
Choosing from a list of contextual support. (Ex-
words to complete gaps from ample: rules for a game,
a reading. classroom instructions, a
dialogue in a scene from a
Predicting main ideas by cartoon or movie, etc.)
reading the title and using Learners can use other
other contextual clues
classmate’s contributions in
(e.g., illustrations,
class as models for their
subheadings, etc.)
own. (I.2, I.3, S.4)
Writing
Reading
Writing your own answers to
interview questions. I.EFL.4.11.1.
Learners can understand main
Language through the Arts ideas and some details in
short simple online or print
Looking at the title of a texts on familiar subjects,
text and accompanying using contextual clues to
illustrations and writing help identify the most
three questions about the relevant information.
topic. Then reading to find (Example: title,
the answers to the illustrations, organization,
questions. etc.) (I.2, I.4)

Listening to a song and Writing

inferring if it is happy,
sad, etc. I.EFL.4.15.1.

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Learners can convey infor-
Participating in classroom mation and ideas and
games in which problem- describe feelings and
solving as a team is opinions in simple
important. transactional or expository
texts on familiar subjects
Comparing answers in pairs in order to influence an
in order to help each other audience, while recognizing
understand errors or con- that different texts have
cepts. different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3,
I.4, S.3, J.2)

Language through the Arts

I.EFL.4.18.1.
Learners can understand,
predict, infer and deduce
literal and implied meanings
in short, simple, everyday
literary texts (online, oral
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)

I.EFL.4.22.1.
Learners can collaborate and
participate effectively in a
variety of student groupings
by employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,

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J.1, J.2, J.3, J.4)

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: Lic. Merly Arroyo Esmeraldas Teacher: Teacher:

Signature: Signature: Signature:

Date: May 10th, 2019 Date: May 10th, 2019 Date: May 10th, 2019

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