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DIRECCIÓN NACIONAL DE CURRÍCULO
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course:^^1 st (^) BGU Class:
Book: English A2.2 Unit: 1
Inspirational People
Objectives:
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty an d integrity into responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication features by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal communication, and apply them in appropriate contexts.
Oral Communication: (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, such as personal experiences, while describing one’s reactions to them and others’ opinions.
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended conversations on familiar social and academic topics by expressing opinions and feelings and clarifying meaning.
Reading
EFL 5.3.4 Find the most important information in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising, online or print
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and detecting complexities and discrepancies in the information in order to find the most appropriate
DIRECCIÓN NACIONAL DE CURRÍCULO
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
timetables, web pages, posters, adverts, catalogues, etc.) sources to support an idea or argument.
Writing
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and publish written work in a way that supports collaboration, learning and productivity. (Example: image editing, Google Drive, infographic makers, audio and video editing, presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-constructed informational texts.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools, that support collaboration and productivity, for educational and academic use.
CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing process and while demonstrating an ability to justify one’s position on an argument through carefully selected information and appropriate language, tone and evidence.
Language through the Arts
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of a variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria: clarity of ideas, use of English grammar and vocabulary, register, originality, visual presentation, etc.)
CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and recognize how chosen criteria affects evaluation.
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques / Instruments
Communication and Cultural Awareness
- Participating in short role plays using a range of verbal and nonverbal communication.
- Talking in pairs about a video learners have watched using only English.
- Watching a video and identifying desirable language use.
- Comparing nonverbal and body language between L1 and L cultures.
- Creating selfie videos for class assignments and sharing them on a class blog.
Oral Communication: (Listening and Speaking)
- Playing a conversation game, where learners move their tokens around the board after choosing a card and answering the question.
- Working in pairs to complete an information gap activity.
- Doing a mingle activity where learners ask and answer questions about things they have or haven’t done. Observing to see whether the learners can interact effectively and whether they are able to ask
▪ New Curriculum EFL for Subnivel BGU
▪ Teacher’s Guide English A2.2 (including interactive version)
▪ Audio CD
▪ Teacher’s Guide
▪ Posters and pictures about the topic
▪ Photocopiable
Communication and Cultural Awareness
I.EFL.5.3.1. Learners can interpret cultural and language patterns in English, including nonverbal communication, and apply them in appropriate contexts. (I.3, I.4, S.1, S.2)
Oral Communication
I.EFL.5.12.1. Learners can engage with a variety of digital and print texts and resources by evaluating and detecting complexities and discrepancies in the information in order to find the most appropriate sources to support an idea or argument. (I.2, I.4, J.3)
Reading
I.EFL.5.12.1. Learners can engage with a variety of digital and print texts and resources by evaluating and detecting complexities and discrepancies in the information in order to find
ACTIVITIES
- Write some sentences about a person you admire.
- Get in groups and talk about your persons to discover things in common.
- In groups, select an inspirational person and the aspects of his/her life you want to talk about.
- Write questions about this person and assign responsibilities to investigate the answers to those questions.
- Organize chronologically the information about the person you chose.
- Create a visual presentation for this information.
- To create a Web Profile
DIRECCIÓN NACIONAL DE CURRÍCULO
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to B eApplied
- Students´ with Learning Disabilities.
- Emotional/ Behavior Disorders.
- Physical Impairments
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your life activities.
Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
