UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL SCHOOL YEAR

BILINGÜE “JOSE PEDRO MALDONADO” 2018-2019

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Area: Grade/Course: Class:
Lic. Luis Vinueza English 1st year of Bachillerato 1st year of BGU, Hotel Service and Tourism
TEXTBOOK: English level A2.2 Unit 1: Inspirational people Unit Specific Objectives:
 Ask for and give personal information about goals, obstacles, important
decisions and achievements.
 Describe inspirational people’s lifestyles.
 Talk about a person’s experiences.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA:
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 5.1.1  CE.EFL.5.1. Display an understanding of the integrity of different cultures by sharing
Display an understanding of the relationship between the practices and perspectives of different cultures by experiences and by participating in class activities and discussions in a way that shows
recognizing and sharing cross-cultural experiences and ideas. empathy and respect for others.

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 5.2.5  CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio
Understand the main idea of radio and audio recordings on subjects of personal interest, provided speech is recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meaning of
clear. unfamiliar phrases and words in familiar contexts, provided speech is clear and visuals
help support meaning.
READING
EFL 5.3.1 READING
Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics.  CE.EFL.5.10. Find specific information and identify the main points in simple,
(Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and emails, straightforward texts on subjects of personal interest or familiar academic topics while
etc.) making informed decisions about one’s own reaction to the text.

WRITING WRITING
EFL 5.4.6  CE.EFL.5.13. Produce emails, blog posts and other written texts using an effective voice
Produce emails and blog posts describing personal experiences and feelings. and a variety of appropriate writing styles and conventions.

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 5.5.1  CE.EFL.5.16. Respond to and interpret literary texts, including original stories written by
Compare and present personal and formal responses to and interpretations of published literary texts and the peers, referring to details and literary elements of the text.
works of peers, referring to details and features of the text. (Example: text structure, plot, ideas, events,

vocabulary, etc.)
TRANSVERSALS AXES: Justice, Innovation
Solidarity
METHODOLOGICAL STRATEGIES
Communication and Cultural
awareness
-Reading texts about topics studied in
this unit and answering questions.
-Write a journal about their daily
routines.
Oral Communication (Listening and
Speaking)
-Listening to and following class
Instructions.
-Listening for specific information to
develop different activities
-Asking and answering questions
about interesting things
Reading
-Reading a text and answering
information questions.
-Choosing from a list of words to
complete gaps from a reading.
-Reading a paragraph about a familiar
content area subject and then
correcting incorrect sentences
Writing
-Writing an email to a friend to tell
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL SCHOOL YEAR
BILINGÜE “JOSE PEDRO MALDONADO” 2018-2019
and PERIODS: 18 PERIODS, 3 CLASS STARTING WEEK: 6 WEEKS
PERIODS PER WEEK
EVALUATION/ACTIVITIES
RESOURCES PERFORMANCE INDICATORS
TECHNIQUES/INSTRUMENTS
 New Curriculum EFL for ACTIVITIES
Sublevel Bachillerato COMMUNICATION AND CULTURAL AWARENESS  Read and answer questions
I.EFL.5.1.1. Learners can demonstrate an understanding of the
 Teacher’s guide integrity of different cultures by sharing experiences and by
 Write short paragraphs about news.
 Student’s book B1.1 participating in class activities and discussions in a way that  Following instructions
shows empathy and respect for others. (I.3, S.1, S.2, J.1, J.3)
 Audio CD  Listening for completing tables and
 Pictures ORAL COMMUNICATION gaps.
 Photocopies
I.EFL.5.5.1. Learners can identify the main idea in a variety of  Reading to get the main idea and
audio recordings (e.g., interviews, radio ads, news reports,
 Flashcards etc.) and deduce the meanings of unfamiliar phrases and details.
words in familiar contexts where speech is clear and visuals  Writing an e-mail about personal
help support meaning. (I.3, I.4)
information.
READING  Making posters about different
I.EFL. 5.10.1. Learners can find specific information and
topics of the unit.
identify the main points in simple, straightforward texts on
subjects of personal interest or familiar academic topics while  Pronouncing texts
making informed decisions about one’s own reaction to the
text. (I.1, I.2, S.2) TECHNIQUES
 Brainstorming
WRITING
I.EFL.5.13.1. Learners can produce emails, blog posts and  Individual work
other written texts using an effective voice and a variety of  Group work
appropriate writing styles and conventions. (I.3, S.3, J.2)
 Questionnaires
LANGUAGE THROUGH THE ARTS  Project assignment
I.EFL.5.16.1. Learners can respond to and interpret literary
texts, including original stories written by peers, referring to  Games
details and literary elements of the text. (S.1, S.4, J.2)  Exercises
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL SCHOOL YEAR
BILINGÜE “JOSE PEDRO MALDONADO” 2018-2019

about personal information.  Reading

-Making posters in small groups of
new phrases and expressions in order INSTRUMENTS FOR ORAL AND
to display in the classroom.. WRITTEN EVALUATION
Language through the Arts  Rubrics
-Reciting a poem, using intonation  Portfolio
and gestures to convey the meaning  Exams
of the poem.
-Underline the words in texts and
deduce the meaning from the context.
-Using feelings and gestures to read a
dialogue.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
 Struggling Learners  Face students when speaking. Speak clearly and slowly. Pause frequently.
 Below Level Learners  Preview the lesson by having learners look at the pictures and think about what they will learn.
 Initially use whole group for instruction, then divide learners into small groups or pairs.
 Use pictures and flash cards to help learners connect meaning. Have learners create their own flash
cards.
 Use props, real classroom objects, and gestures.
 Provide word walls for learners to reference.
 Have learners draw pictures to illustrate meaning. Learners share pictures to contribute to conversations.
 Ask learners to add pictures or drawings to a book activity.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational Intercultural awareness, tolerance, respect, multiculturalism,
person in your life activities. responsibility, solidarity, etc.
PREPARED BY REVISED BY APPROVED BY
Teacher: Lic. Luis Vinueza Area Coordinator: Lic. Juan Muñoz Principal: Lic. Mercedes Cañamar

Signature: Signature: Signature:

 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL SCHOOL YEAR
BILINGÜE “JOSE PEDRO MALDONADO” 2018-2019

Date: September 30th, 2018 Date: Date: