SCHOOL YEAR
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MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 8th EGB Class:
Language
Unit number: 2 TEXTBOOK: STOPWATCH 1 Unit Specific Objectives: O.EFL.4.2 Appreciate and value English
Unit Title: How do you learn? as an international language and a
medium to interact globally.
TRANSVERSAL AXES: TRANSVERSAL AXES PERIODS: STARTING WEEK:
Solidarity, justice, innovation
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.4.1.9 Recognize the consequences of one’s action by demonstrating responsible CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between
decision-making at school, online, at home and in the community, while considering cultures as well as the consequences of one’s actions while exhibiting socially
ethical standards, safety concerns, social norms and mutual respect. responsible behaviors.
ORAL COMMUNICATION: ORAL COMMUNICATION:
EFL.4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and or CE.EFL.4.10 Participate effectively in familiar and predictable conversational
handle a simple transaction. exchanges by asking and answering follow-up questions, provided there are
READING: opportunities to use repair strategies and sustain conversational exchanges in pairs
EFL. 4.3.6 Apply learning strategies to examine and interpret a variety of written to complete a task, satisfy a need or handle a simple transaction.
materials using prior knowledge, graphic organizers, context clues, note taking and READING:
finding words in a dictionary. CE.EFL. 4.13 Apply learning strategies such as using prior knowledge and graphic
WRITING: organizers to interpret new information in a text, and assess this information
according to the organization, subject area and purpose of the text, using different
EFL.4.4.2 Make and use a simple print or digital learning resource to compare and criteria including ICT tools.
contrast information in order to demonstrate understanding and command of a WRITING:
topic. CE.EFL.4.16 Make use of simple learning resources, including those created by one’s
LANGUAGE THROUGH THE ARTS: self, in order to compare and contrast information, and choose appropriate resources
ELF.4.5.5 Gain an understanding of literary concepts such as genre, plot, setting, according to the value, purpose and audience of each.
character, point of view, theme and other literary elements in order to apply them to
one’s own creative texts. LANGUAGE THROUGH THE ARTS:
CE.EFL.4.20 Create a short and original literary text in different genres, including
those that reflect Ecuadorian cultures, using a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts.
METHODOLOGICAL EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
Completing statements about Student’s Book COMMUNICATION AND CULTURAL AWARENESS:
socially responsible behaviors. CD player I.EFL.4.2.1 Learners can name similarities and
Making a useful object out of Class CD differences between different aspects of different
recycled materials. Digital Book groups. Learners can demonstrate socially
Reading a list of actions people Teacher Toolkit responsible behaviors at school, online, at home
take and evaluating and discussing or in the community and evaluate their actions by
the consequences on others. ethical, safety and social standards.
Simulating desirable social ORAL COMMUNICATION:
behaviors through role play I.EFL. 4.10.1 Learners can effectively participate
activities. in familiar and predictable everyday
Conducting a role play between conversational exchanges in order to complete a
two students on a given topic. task, satisfy a need or handle a simple
Working in pairs to complete an transaction, using a range of repair strategies.
information gap activity. READING:
Doing a mingle activity where I.EFL.4.13.1 Learners can apply learning strategies
learners meet and greet each such as using prior knowledge and graphic
other and ask and answer organizers to interpret new information in a text.
questions. Learners can assess this information according to
Asking classmates to repeat an the organization, subject area and purpose of the
answer or statement if needed to text, through the use of different criteria,
clarify something. including ICT tools.
Establishing a clear expectation of WRITING:
English use for classroom I.EFL.4.16.1 Learners can use and make simple
functions. learning resources, both online and in print in
Highlighting relevant key order to compare and contrast information.
information. Learners can choose appropriate resources and
Completing an outline for a cross- critically evaluate the information in these
curricular text. resources.
Skimming a text and
accompanying pictures and then LANGUAGE THROUGH THE ARTS:
predicting the answers to I.EFL.4.20.1 Learners can create short, original
questions found within the text. literary texts in different genres, including those
Taking notes of the most that reflect Ecuadorian cultures, using a range of
important ideas in a short text on a digital tools, writing styles, appropriate
familiar content subject area. vocabulary and other literary concepts.
Reading a text and matching
content-based words to their
definition or picture.
Making a video blog to record
comparisons and ideas from class
lessons.
Using a glossary from a text to
understand new words and
recording the definitions and
example sentences.
Making posters in small groups of
new phrases and expressions in
order to display in the classroom.
Looking at a map or GPS and
writing the directions to get from
one place to another.
Converting a corner of the room
into a writer’s workshop, where
learners can access writing
prompts and authentic texts which
may help inspire their own
creative writing.
Using ICT to research about a topic
of learner’s choice.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
CLIL COMPONENTS:
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: DATE: DATE:
