Microcurricular Planning by Skills and Performance Criteria: Subsecretaría de Fundamentos Educativ0S

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: UNIDAD EDUCATIVA PILAHUIN

Academic Year: 2016 - 2017
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Eugenia J. Pico English as a Foreign Language 2nd EGB Pre A1.1
Book: Unit 6 Objectives
Starship Pre 1.1 What day O.EFL 2.2

is today? Assess and appreciate English as an international language, as well as the five
aspects of English that contribute to communicative competence.
O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich competencies in
the four skills.
O.EFL 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, 9 class periods per lesson Weeks: 6
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.2.3.
Commented [A2]: It is determined for each performance
EFL 2.1.6 Make use of basic personal information and expressions of criteria of each Curricular Thread.
politeness in order to introduce oneself and participate
Understand and use common expressions of politeness in in a short conversation.
class while working in pairs or groups on projects.
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(Example: please, sorry, thank you, etc.) CE.EFL.2.4. Develop skills of collaboration by working
together on projects and sharing materials while
expressing personal preferences with peers.
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) CE.EFL.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: CE.EFL.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
CE.EFL.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,
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 CE.EFL.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).
CE.EFL.2.15.
EFL 2.3.6 Learn to read graphs, diagrams, charts, and other kinds
Understand the content of a simple graphic organizer of graphic organizer. Demonstrate understanding of a text
(online or print). (Example, Venn Diagrams, charts, and presented in the form of a graphic organizer (both print
labeled diagrams.) and digital).
Writing CE.EFL.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 CE.EFL.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 / 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 Elemental EGB Awareness throughout the unit.
Use expressions of Commented [A5]: They are all indicators that help us
Participating in short Starship English - Teacher´s I.EFL.2.3.1. politeness achieveeach Evaluation Criteria.
dialogues using greetings. Book Pre A 1.1
Learners can use basic Commented [A6]: It is made up of all activities, instruments
Respond to pictures by and techniques to get a good assessment process.
Starship Pre A 1.1 (Audios) personal information and
circling the corresponding
expressions of politeness in
Practicing the use of one
Puppets: Star and Stella short dialogues or
expressions of politeness conversations. (J.2, J.3)
during collaborative pair Complete a short, picture-
and small group work. Flash Cards from 119 to 134 based evaluation form
I.EFL.2.4.1. Learners can
Activity Book select pictures and/or short
Listen to a short story and
(AB60 - AB67) phrases that relate to
ordering the pictures
Responding to pictures or collaborating and sharing
short texts by circling the Alphabet Poster and express personal
Carry out simple
corresponding emoticon. preferences. (J.2, J.3, S.4)
instructions
(Example: happy face, sad Alphabet Cards Aa to Zz
face, confused face, etc.) Oral Communication
Recognize the pictures
Picture Cards for A to Z starting with the letters of
I.EFL.2.6.1.
the alphabet from Aa to Ff
Completing a very short, Learners can understand the
picture-based self- main ideas in short simple Respond with the meaning of
evaluation or peer spoken texts and infer who flashcards
evaluation form. is speaking and what the
situation is, without Locate the alphabet letters
from Aa to Ff in a list

Playing games in which decoding every word. (I.3)
learners must pass objects INSTRUMENTS
around the room. (Example: I.EFL.2.7.1.
hot potato, etc.) Learners can understand Rubrics
short and simple spoken
Oral texts well enough to be able Portfolio
Communication:(Listening and to pick out key items of
Speaking) information and record them Oral interview
in writing or drawings, or
Listening to a very short physically act upon them. Picture-based test
and simple story and (I.3)
ordering the pictures
showing what happens. I.EFL.2.8.1.
(Example: Jane is taking her
dog for a walk. They see Learners can pronounce most
some birds. The birds fly familiar vocabulary items
away, etc.) accurately, and can
therefore usually be easily
understood. They can also
Listening to short, staged produce some phrases and
instructions and carrying short sentences clearly, and
them out. (Example: Open the may approximate English
door. Take this book to Mr. rhythm and intonation in
Davila. Walk, don’t run! longer utterances. (I.3)
etc.)
Reading
Listening to very short I.EFL.2.14.1.

(spoken or recorded)
descriptions of scenes, and Learners can successfully
writing, coloring, or use simple online and print
drawing items within them. learning resources.
(Example: learners are given (Example: flashcards,
a simple picture of a picture dictionaries, word
classroom. They listen to a lists, etc.) (I.2)
description of it and
identify the table where I.EFL.2.15.1.

Sara sits and draw 3 pens Learners can use simple
and a red book on it, etc.) graphic organizers to show
that they can understand a
short simple text. (Example:
Showing the student some maps, diagrams, bar charts,
picture flashcards of Venn diagrams, etc.) (I.4)
familiar vocabulary items
and asking them to say the Writing
words. (Example: It’s a
house, a school, a car, a I.EFL.2.17.1.
bike, to see if they are Learners can write words,
easily understood, etc.) phrases, and short simple
sentences using the correct
conventions (spelling,
Ask the learner to sing a punctuation, capitalization,
song or recite a chant and handwriting or
together with a group of typography, etc.), for
friends or with the teacher. making simple learning
Record the student’s resources. (I.3)
production with the
recording device quite near Language through the Arts
to the student’s mouth and
listen to the recording to I.EFL.2.22.1.
assess clarity of sounds,
production of phonemes, Learners can report emotions
rhythm and intonation. and compose short responses
to literary texts through
Reading words and images, or other
media (video, audio).
Using the alphabet to scan Learners can generate and
for particular items in expand on personal opinions
lists. (Example: finding a and responses to oral and
word in a simple dictionary written texts through TPR,
or locating a boy’s name on playground games, and songs.
a class list.) (I.3, S.3)

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
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 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.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:

Eugenia Jessenia Pico Coloma
Signature: Signature: Signature:
Date: September 30th, 2016 Date: Date:

Microcurricular Planning by Skills and Performance Criteria: Subsecretaría de Fundamentos Educativ0S

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO