“2 DE MAYO”

HIGH SCHOOL

2018-2019
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 3RD BGU Education Level B1.2
BOOK: UNIT: 1 O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
English B1.2 Let’s Talk intercultural and multinational society.
Movies 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 and integrity into responsible academic
behavior.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the
spoken language. (CEFR B1 level).
PERIODS:
1. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal communication, and
EFL 5.1.4 Identify and interpret how cultural and language patterns in English apply them in appropriate contexts.
are used when exchanging ideas on familiar topics according to a B1.2 level.
(Example: slang, idioms, humor, levels of formality, etc.).
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and conversations on familiar social and academic topics by expressing opinions and feelings and clarifying
concrete topics, such as personal experiences, while describing one’s reactions meaning.
to them and others’ opinions.
EFL 5.2.14 Request and provide information and assistance orally for personal,
social and academic purposes in order to clarify and extend meaning in spoken
interactions.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and to select
EFL 5.3.2 Identify and use reading strategies to make informative and narrative information within a text that might be of practical use for one’s own academic needs.
texts comprehensible and meaningful. (Example: skimming, scanning,
previewing, reading for main ideas and details, using structural and context
clues, cognates, format, sequence, etc.).
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process and
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and while demonstrating an ability to justify one’s position on an argument through carefully selected
determine if the new knowledge adds value to or contradicts prior information. information and appropriate language, tone and evidence.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using
persuasive language, tone, evidence and well-developed arguments through
essays, editorials, movie and book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and recognize how
EFL 5.5.4 Read aloud with confidence, accuracy, fluency and expression to chosen criteria affects evaluation.
demonstrate understanding and to convey an interpretation of meaning.
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
Communication and Cultural Awareness  New Curriculum EFL for Subnivel Communication and Cultural ACTIVITIES:
• Participating in short role plays using a range of verbal and BGU Awareness Decide on a movie to watch at home.
nonverbal communication.  Student’s Book English B1.2 I.EFL.5.3.1 Learners can interpret • Take notes about its genre, setting, plot,
• Talking in pairs about a video learners have watched using (including interactive version cultural and language patterns in characters, etc.
only English.  Audio CD English, including nonverbal • Make a short summary of the plot:
• Demonstrating appropriate language use during class, group  Teacher’s Guide communication, and apply them in Name:
and pair discussions  Photocopiable appropriate contexts. (I.3, I.4, S.1, S.2) True Grit; Cast: Jeff Bridges, Matt Damon,
• Watching a video and identifying desirable language use.  worksheets (TG) Oral Communication etc.; Setting: American Old West. Main
• Comparing nonverbal and body language between L1 and L2  Quiz Time (SB) I.EFL.5.8.1 Learners can respond to events:
cultures. and build on other people’s ideas in A girl was looking for a man
• Creating selfie videos for class assignments and sharing them extended conversations on familiar who had murdered her father…
on a class blog. social and academic topics by • Investigate the film director of the
Oral Communication: (Listening and Speaking) expressing opinions and feelings and movie you
• Showing a movie trailer and asking learners to share their clarifying meaning. (I.3, I.4, S.1, J.3, saw in Stage 1. Take notes using the new
opinions in pairs and say whether they would go see that J.4) time expressions: After directing Batman,
movie or not. Reading he
• Doing a mingle activity where learners ask and answer I.EFL.5.11.1 Learners can Identify and directed Planet of the Apes, and Batman
questions about things they have or haven’t done, in order to apply a range of reading strategies in Returns.
extend the exchange. order to make texts meaningful and to • Write a film review about the movie
• Establishing a clear expectation of English use for classroom select information within you
functions. Informal assessment could involve personal notes a text that might be of practical use watched and a mini biography of the
from the teacher to learners who use L2 regularly. for one’s own academic needs. (I.1, director.
Writing I.2, I.4, S.3) • Pay attention to connectors of
• Writing new words and phrases in a vocabulary notebook Writing sequence, time expressions and verbs in
and then writing a text using three words from your I.EFL.5.15.1 Learners can plan and all tenses.
vocabulary notebook. produce well-constructed
• Using new words or information from a class lesson and informational texts by applying Techniques
creating an online game to practice them, then sharing and the writing process and while Reading
playing the game with the rest of the class. demonstrating an ability to justify • Use knowledge to associate word
• Exchanging writing in pairs in order to make suggestions one’s position on an argument meanings.
about things that could be improved. through carefully selected information • Pay attention to the time expressions.
Language through the Arts and appropriate language, tone and Listening
• Brainstorming features and conventions of a genre and then evidence. (I.2, • Use pictures to predict content and
reading an example in order to locate each one. I.3, I.4, S.3, J.1) order
• Discussing how visual presentation can change your Language through the Arts before listening.
response to a literary text. I.EFL.5.17.1 Learners can demonstrate • Use context clues to understand idioms.
and convey different levels of Speaking
 meaning in literary texts by identifying • Use idiomatic expressions to share an
distinguishing features, interpreting experience.
implicit and explicit messages and Writing
responding in a variety of ways. (I.3, • Use verb tenses and time expressions to
I.4, J.3) help readers follow the sequence of
events.
Instruments for oral and written
evaluation
• Rubrics
• Portfolio
• Oral interviews individual/ in pairs
• Essay Tests
• Practical Exams
• Writing Tests
• Training Test
1. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to • Exercises domain of body schema.
display the words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and visual
discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations, Investments, confusions, omissions, aggregates • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Reading: • Daily reading 10 minutes
Slow, difficult, uncomprehending, syllabic

Dysorthography. Dysorthography.

It refers to the significant difficulty in transcription of the written code inaccurately, ie • Exercises visual and spatial memory.
the presence of great difficulties in the association between writing code, spelling and • Promote the use of the dictionary.
writing rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by their • Use a different color in the letter.
visual characteristics. • differentiated with lower degree of difficulty in strategies with test performance criteria.
• Omissions complete change of words or syllables.

DYSLEXIA.
• Exercises domain of body schema.
• Visual motor coordination exercises, attention, memory, laterality, perception-
auditory and visual discrimination.
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with performance
criteria.
• Daily reading 10 minutes

Dysorthography.
• Exercises visual and spatial memory.
• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test performance
criteria.
CLIL Components Transversal Axes
Science/Technology/Arts: Work in groups to make a PowerPoint presentation of a film Intercultural awareness, tolerance, respect, multiculturalism, responsibility,solidarity, etc.
review and a mini biography.
DONE BY: REVISED BY: REVISED BY: APPROVED BY:
TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date:

“2 DE MAYO”
HIGH SCHOOL

2018-2019
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 3RD BGU Education Level B1.2
BOOK: UNIT: 2 Objectives:
English B1.2 Professions! O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other
cultures and languages from the secure standpoint of their own national and cultural identity.
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

1. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by saying
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom things in alternative ways and applying self-correcting and self-monitoring strategies when
interactions by adjusting presentation and language production to effectively express needed.
opinions and make evaluations. (Example: asking questions, starting over, rephrasing,
exploring alternative pronunciations, etc.).
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.14 Request and provide information and assistance orally for personal, social and conversations on familiar social and academic topics by expressing opinions and feelings and
academic purposes in order to clarify and extend meaning in spoken interactions. clarifying meaning.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify to select information within a text that might be of practical use for one’s own academic needs
information that might be of practical use for one’s own research and academic needs.
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, references, including digital tools, that support collaboration and productivity, for educational and
purpose and audience of each for use in the educational domain. (Example: audio/video, academic use.
multimedia, website, database, book, thesaurus, scholarly/popular, current/historical, CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
etc.) and while demonstrating an ability to justify one’s position on an argument through carefully
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise selected information and appropriate language, tone and evidence.
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.).
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.8 Contribute to team projects to produce original works and solve problems solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness
while effectively negotiating and managing interactions to accomplish social and of the group.
classroom tasks.
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness • New Curriculum EFL for Communication and Cultural Awareness Activities
• Participating in short role plays using a range of Subnivel BGU I.EFL.5.4.1 Learners can communicate effectively • Do some research about a job profile, skills,
verbal and nonverbal communication.
• Using a definition or example to explain a concept
or word that one does not yet have the exact
language for.
• Watching a video and identifying desirable language
use.
• Comparing nonverbal and body language between
L1 and L2 cultures.
• Responding to classroom activities and pair work
through short expressions or emoticons.
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, in order to extend the exchange.
• Establishing a clear expectation of English use for
classroom functions. Informal assessment could
involve personal notes from the teacher to learners
who use L2 regularly.
Reading
• 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
follow up questions in order to extend the exchange.
• Showing a movie trailer and asking learners to share
their opinions in pairs and say whether they would go
see that movie or not.
• Asking classmates to repeat an answer or statement
if needed to clarify something Establishing a clear
expectation of English use for classroom functions
Writing
• Identifying the best resources for a writing project
in pairs.
• Using a list of criteria in order to evaluate a web
site.
• Analyzing three different types of dictionaries.
Language through the Arts
• Student’s Book English B1.2
(including interactive version)
• Audio CD
• Teacher’s Guide
• Photocopiable worksheets
(TG)
• Quiz Time (SB)
using a variety of media and formats, including personality and the education level required: A
ICT, by saying things in alternative ways and nurse must be social and good at working with
applying self-correcting and selfmonitoring patients and their families.
strategies when needed. (I.1, I.3, J.4) • Prepare your university prospectus with
Oral Communication illustrations and a description of each career
I.EFL.5.8.1 Learners can respond to and build on investigated.
other people’s ideas in extended conversations Techniques
on familiar social and academic topics by Reading
expressing opinions and feelings and • Associate words with similar meanings to
clarifying meaning. (I.3, I.4, S.1, J.3, J.4) increase vocabulary.
Reading • Classify words according to word endings to
I.EFL.5.12.1 Learners can engage with a variety remember vocabulary.
of digital and print texts and resources by Listening
evaluating and detecting complexities and • Use pictures to predict content and order
discrepancies in the information in order to find before listening.
the most appropriate sources to support an idea Speaking
or argument. (I.2, I.4, J.3) • Use connectors of contrast to make
Writing comparisons.
I.EFL.5.14.1 Learners can identify, critically Writing
evaluate and recommend a variety of potential • Use connectors of contrast in a text.
resources and references, including digital tools, Instruments for oral and written evaluation
that support collaboration and productivity, for • Rubrics
educational and academic use. (I.1, I.2, S.3, S.4) • Portfolio
Language through the Arts • Oral interviews individual/ in pairs
I.EFL.5.19.1 Learners can engage in collaborative • Essay Tests
activities through a variety of student groupings • Practical Exams
in order to solve problems and reflect on literary • Writing Tests
texts, and produce criteria for •Training Test
evaluating the effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
• Writing a checklist in pairs to use to evaluate
another group’s project.
• Searching the Internet for illustrations and examples
of effective group collaborations and then sharing
why they are effective.
• Comparing answers in pairs in order to help each
other understand errors or concepts.

3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to display the • Exercises domain of body schema.
words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations, Investments, confusions, omissions, aggregates • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Reading: • Daily reading 10 minutes
Slow, difficult, uncomprehending, syllabic

Dysorthography. Dysorthography.

It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Exercises visual and spatial memory.
presence of great difficulties in the association between writing code, spelling and writing • Promote the use of the dictionary.
rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Use a different color in the letter.
characteristics. • differentiated with lower degree of difficulty in strategies with test performance criteria.
• Omissions complete change of words or syllables.

DYSLEXIA.
• Exercises domain of body schema.
• Visual motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with performance criteria.
• Daily reading 10 minutes

Dysorthography.
• Exercises visual and spatial memory.
• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test performance criteria.
CLIL Components Transversal Axes
Science/Technology/Arts: Prepare a presentation on 3 professions and present it at a Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
university careers fair in the form of a university prospectus.

DONE BY: REVISED BY: REVISED BY: APPROVED BY:

TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date:

 “2 DE MAYO”
HIGH SCHOOL

2018-2019
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 3RD BGU Education Level B1.2
BOOK: Unit 3 Objectives:
English B1.2 Environmentall O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
y intercultural and multinational society.
friendly! O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for professional or
general investigation, through the efficient use of ICT and reference tools where required.
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
1. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on from Ecuador and other countries while making informed choices about and taking action on
issues of prejudice and discrimination. issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.15 Engage in an extended conversation on most general topics and keep it going conversations on familiar social and academic topics by expressing opinions and feelings and
by expressing and responding to suggestions, opinions, attitudes, advice, feelings, etc. clarifying meaning.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in on subjects of personal interest or familiar academic topics while making informed decisions
order to make informed decisions about one’s own opinion and reaction to the text. about one’s own reaction to the text.
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.1 Critically evaluate information from references, including those found on the references, including digital tools, that support collaboration and productivity, for educational
web, and recommend print and digital sources to other learners. and academic use.
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value,
purpose and audience of each for use in the educational domain. (Example: audio/video,
multimedia, website, database, book, thesaurus, scholarly/popular, current/historical,
etc.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness
reflect on, express and interpret opinions and evaluations of a range of literary texts. of the group.
(Example: small groups, cooperative learning groups, literature circles, process writing
groups, etc.)
 METHODOLOGICAL STRATEGIES
Communication and Cultural Awareness
• Recognizing instances of discrimination or prejudice
in one’s daily life and analyzing reasons for them in
small groups.
• Inviting a guest speaker from another country to
class and asking and answering questions about
his/her culture/country.
• Researching through the Internet about other
cultures and ways of life and presenting them to the
class using digital tools.
• Working in small groups to complete a cultural
project.
Oral Communication: (Listening and Speaking)
• Researching a topic and preparing a presentation
for the class.
• Recording a video about one’s opinion of a story
read in class.
• Sharing opinions in a way that encourages others to
perform a specific action. (Example: Convincing the
class that you should always wear your helmet when
riding a bike, etc.)
• Using intonation to convince a partner to take
action.
Reading
• Read quickly looking for words each paragraph.
• To get familiar with the topic of a text, take a quick
look at the 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
• Finding a variety of online references to practice a
grammar structure, then recommending the best one
to the class.
• Using new words or information from a class lesson
and creating an online game to practice them, then
sharing and playing the game with the rest of the
class.
• Reading a dialogue which serves as a model text,
RESOURCES
• New Curriculum EFL for Subnivel
BGU
• Student’s Book English
B1.2 (including interactive version)
• Audio CD
• Teacher’s Guide
• Posters and pictures about the topic
• Photocopiable worksheets (TG)
• Quiz Time (SB)
PERFORMANCE INDICATORS
Communication and Cultural Awareness
I.EFL.5.2.1 Learners can exhibit an ability to
discuss culture by analyzing cultural
products and referents from Ecuador and
other countries while making informed
choices about and taking action on issues
of prejudice and discrimination. (I.1, I.2,
S.2, J.1, J.3)
Oral Communication
I.EFL.5.9.1 Learners can present
information clearly and influence an
audience effectively through well-
developed arguments in prepared
presentations and other forms of oral
communication. (I.2, I.3, J.2)
Reading
I.EFL. 5.10.1 Learners can find specific
information and identify the main points in
simple, straightforward texts on subjects of
personal interest or familiar academic
topics while making informed decisions
about one’s own reaction to the text. (I.1,
I.2, S.2)
Writing
I.EFL.5.14.1 Learners can 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. (I.1, I.2, S.3,
S.4)
Language through the Arts
I.EFL.5.18.1 Learners can use a variety of
criteria for evaluating and recommending
literary texts to others, and recognize how
chosen criteria affects evaluation. (S.1, S.4,
J.2, J.4)
ACTIVITIES TECHNIQUES/INSTRUMENTS
Activities
• Investigate the different forms of renewable
energy available and choose one form to
investigate more about: Wind power, solar
energy, hydropower, biofuel, geothermal
energy, biomass.
• Investigate more about your group’s selected
form of renewable energy. Look for information
about how it is made, what it is used for and
what advantages and disadvantages it has: Solar
Energy: The Sun’s rays are captured and
converted into electricity by solar panels. That
energy is used for heating, lighting, etc.
• Use the information found to prepare a
seminar for a science fair about the form of
renewable energy chosen by your group:
Solar energy is the conversion of the sun’s rays,
which are captured by solar panels, into
electricity. It can be used for lighting, heating,
horticulture, etc. The advantages are… and the
disadvantages are...
Techniques
Reading
• Identify the main idea of a paragraph.
Listening
• Understand some compound nouns and
relative pronouns.
Speaking
• Use some compound nouns and relative
pronouns.
Writing
• Use passive voice when the focus is on the
action.
Instruments for oral and written evaluation
▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
then writing a similar dialogue on a different topic
while implementing new words/expressions from the
unit.
Language through the Arts
• Analyzing three different rubrics and discussing
how each one might influence the way it is evaluated.
• Discussing how visual presentation can change your
response to a literary text.
• Creating a group presentation using biteslide.com.
• Finding a reliable source to back up a statement
3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability • Exercises domain of body schema.
to display the words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and visual
discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations, Investments, confusions, omissions, aggregates • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Reading: • Daily reading 10 minutes
Slow, difficult, uncomprehending, syllabic

Dysorthography. Dysorthography.

It refers to the significant difficulty in transcription of the written code • Exercises visual and spatial memory.
inaccurately, ie the presence of great difficulties in the association between • Promote the use of the dictionary.
writing code, spelling and writing rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by • Use a different color in the letter.
their visual characteristics. • differentiated with lower degree of difficulty in strategies with test performance criteria.
• Omissions complete change of words or syllables.

DYSLEXIA.
• Exercises domain of body schema.
• Visual motor coordination exercises, attention, memory, laterality,
perception-auditory and visual discrimination.
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with
performance criteria.
• Daily reading 10 minutes

Dysorthography.
• Exercises visual and spatial memory.
• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test
performance criteria.
Transversal Axes
CLIL Components Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Science/Technology/Arts: Prepare seminar about renewable energy at a
science fair.
DONE BY: REVISED BY: REVISED BY: APPROVED BY:
TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date:

 “2 DE MAYO”
HIGH SCHOOL

2018-2019
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 3RD BGU Education Level B1.2
BOOK: English Objectives:
B1.2 UNIT: 4 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other
Imagine cultures and languages from the secure standpoint of their own national and cultural identity.
That! 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 and integrity into responsible academic behavior.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the
spoken language. (CEFR B1 level).
PERIODS:
1. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences and by
EFL 5.1.2 Demonstrate mindfulness, empathy, tolerance and an overall respect for participating in class activities and discussions in a way that shows empathy and respect for others.
the integrity of cultures in daily classroom activities.

Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in a
EFL 5.2.12 Use appropriate vocabulary, expressions, language, routines and variety of oral interactions for a range of audiences and level-appropriate purposes.
interaction styles in formal and informal social or academic situations by asking
permission, thanking someone, apologizing to friends, giving advice, making a
suggestion, etc.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and detecting
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a complexities and discrepancies in the information in order to find the most appropriate sources to
variety of digital and print texts and resources and by selecting and evaluating these support an idea or argument.
materials as a means to promote and strengthen literacy skills and language
acquisition
Writing CE.EFL.5.13 Produce emails, blog posts and other written texts using an effective voice and a variety of
EFL 5.4.9 Use a variety of oral, print and electronic forms for writing to others or for appropriate writing styles and conventions.
writing for self, applying the conventions of social writing. (Example: notes,
invitations, emails, blog entries and comments, notes to self, etc.)
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers, referring
EFL 5.5.1 Compare and present personal and formal responses to and to details and literary elements of the text.
interpretations of published literary texts and the works of peers, referring to
details and features of the text. (Example: text structure, plot, ideas, events,
vocabulary, etc.)
METHODOLOGICAL STRATEGIES
Communication and Cultural Awareness
• Writing a weekly journal entry about a cross-cultural
experience.
• Reading a myth from another region/culture and
sharing a similar experience.
• Reflecting on differences between people from other
countries and regions.
• Comparing nonverbal and body language between L1
and L2 cultures.
• Watching a video or reading a text about different
cultural practices and talking about similarities and
differences in small groups.
Oral Communication: (Listening and Speaking)
• Recording in-class conversations and dialogues in order
to make note of correct and appropriate language usage
and intelligibility.
• Having learners make a selfie video to say what they
know about a topic before coming to class. Observing
that they can say what they want without too many long
pauses.
• Singing songs that practice helpful language.
• Asking the learners to read a dialogue in pairs. Learners
record themselves and then listen to the recording in
order to assess clarity of sounds, production of
phonemes, rhythm and intonation
Reading
• Read quickly looking for words each paragraph.
• To get familiar with the topic of a text, take a quick look
at the vocabulary it contains.
• Comparing and contrasting the opinions of two experts
on a topic of personal interest.
• Identifying unreliable resources on the Internet.
• Reading about a topic and then identifying reference
materials and sources that could be used to find out
more information.
Writing
• Finding a variety of online references to practice a
grammar structure, then recommending the best one to
the class.
RESOURCES PERFORMANCE INDICATORS
• New Curriculum EFL for Communication and Cultural Awareness
Subnivel BGU I.EFL.5.1.1 Learners can demonstrate an
• Student’s Book English understanding of the integrity of different
B1.2 (including interactive
cultures by sharing experiences and by
version)
participating in class activities and
• Audio CD
• Teacher’s Guide discussions in a way that shows empathy
• Posters and pictures about the and respect for others. (I.3, S.1, S.2, J.1, J.3)
topic Oral Communication
• Photocopiable worksheets (TG) I.EFL.5.7.1 Learners can communicate
• Quiz Time (SB) clearly and effectively by using appropriate
vocabulary and language in a variety of oral
interactions for a range of audiences and
level-appropriate purposes. (I.2, I.3, J.2)
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 the most
appropriate sources to support an idea or
argument. (I.2, I.4, J.3)
Writing
I.EFL.5.13.1 Learners can produce emails,
blog posts and other written texts using an
effective voice and a variety of appropriate
writing styles and conventions. (I.3, S.3, J.2)
Language through the Arts
I.EFL.5.16.1 Learners can respond to and
interpret literary texts, including original
stories written by peers, referring to details
ACTIVITIES TECHNIQUES/INSTRUMENTS
Activities
• Create 5 imaginary situations and, using the
second conditional, write questions about the
situations: What would you do if you were lost
in the forest at night with no food or shelter?
• Use the imaginary situations to conduct a
survey with the students from other groups.
• Analyze the answers collected in the survey,
and represent them on a graph showing
percentages. Organize the results for a
PowerPoint presentation: 65% of the people
interviewed said they would build a shelter using
trees and build a fire for warmth.
Techniques
Reading
• Pay attention to the conjunction or to identify
synonymous words.
Listening
• Differentiate main ideas and supporting ideas.
Speaking
• Use idiomatic expressions to share an
experience.
Writing
• Give arguments and state facts to support
ideas in a text.
Instruments for oral and written evaluation
• Rubrics
• Portfolio
• Oral interviews individual/ in pairs
• Essay Tests
• Practical Exams
• Writing Tests
• Using new words or information from a class lesson and
creating an online game to practice them, then sharing
and playing the
game with the rest of the class.
• Writing an email to a friend recommending a movie
you’ve seen.
• Watching a short video and writing a description of
what you saw or how it made you feel, then comparing
ideas in pairs.
Language through the Arts
• Taking pictures to tell a story using a digital storyboard.
• Producing short, creative texts using digital storytelling.
• 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 a checklist to mark off literary elements present
in a text.
3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to display the • Exercises domain of body schema.
words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations, Investments, confusions, omissions, aggregates • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Reading: • Daily reading 10 minutes
Slow, difficult, uncomprehending, syllabic

Dysorthography. Dysorthography.

It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Exercises visual and spatial memory.
presence of great difficulties in the association between writing code, spelling and writing • Promote the use of the dictionary.
rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Use a different color in the letter.
characteristics. • differentiated with lower degree of difficulty in strategies with test performance criteria.
• Omissions complete change of words or syllables.

DYSLEXIA.
• Exercises domain of body schema.
• Visual motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with performance criteria.
• Daily reading 10 minutes

Dysorthography.
• Exercises visual and spatial memory.
• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test performance criteria.
CLIL Components Transversal Axes
Science/Technology/Arts: Conduct a survey to find out what you would do in several Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
imaginary situations.
DONE BY: REVISED BY: REVISED BY: APPROVED BY:
TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date:

“2 DE MAYO”
HIGH SCHOOL
 2018-2019
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 3RD BGU Education Level B1.2
BOOK: Objectives:
English UNIT: 5 O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
B1.2 In The News intercultural and multinational society.
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 5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for professional or
general investigation, through the efficient use of ICT and reference tools where required.
PERIODS: 30, 6 class periods per lesson
1. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents from
EFL 5.1.6 Demonstrate an ability to make informed choices about and take Ecuador and other countries while making informed choices about and taking action on issues of prejudice
action on issues of prejudice and discrimination. and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience effectively through
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for well-developed arguments in prepared presentations and other forms of oral communication.
a range of audiences and purposes. (Example: summarizing, paraphrasing,
personal narratives, research reports, essays, articles, posters, charts and other
graphics, etc.)
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts on
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of subjects of personal interest or familiar academic topics while making informed decisions about one’s own
view in order to reaction to the text.
make informed decisions about one’s own opinion and reaction to the text.
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process and
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using while demonstrating an ability to justify one’s position on an argument through carefully selected
persuasive language, tone, evidence and well-developed arguments through information and appropriate language, tone and evidence.
essays, editorials, movie and book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers, referring to
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and details and literary elements of the text.
elements of the literature learners have read or heard.

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS

Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES:
• Recognizing instances of discrimination or prejudice in one’s daily EFL Awareness Discuss and select various important inventions from
life and analyzing reasons for them in small groups for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an
• Researching through the Internet about other cultures and ways • Student’s Book ability to discuss culture by analyzing
of life and presenting them to the class using digital tools. English cultural products and referents from
• Working in small groups to complete a cultural project. (Example: B1.2 (including Ecuador and other countries while
different musical genres in Ecuador, traditional food in Latin interactive version) making informed choices about and
America, etc.) • Audio CD taking action on issues of prejudice and
• Reading a list of actions people take and evaluating and discussing • Teacher’s Guide discrimination.
the consequences on others (including on the environment). • Posters and (I.1, I.2, S.2, J.1, J.3)
• Simulating desirable social and cultural behaviors through role pictures Oral Communication
play activities about the topic I.EFL.5.9.1 Learners can present
Oral Communication: (Listening and Speaking) • Photocopiable information clearly and influence an
• Researching a topic and preparing a presentation for the class. worksheets (TG) audience effectively through well-
• Recording a video about one’s opinion of a story read in class. • Quiz Time (SB) developed arguments in prepared
Using a definition or example to explain a concept or word that one presentations and other forms of oral
does not yet have the exact language for. communication. (I.2, I.3, J.2).
Oral Communication: (Listening and Speaking) Reading
• Researching a topic and preparing a presentation for the class. I.EFL. 5.10.1 Learners can find specific
• Recording a video about one’s opinion of a story read in class. information and identify the main
• Sharing opinions in a way that encourages others to perform a points in simple, straightforward texts
specific action. on subjects of personal interest or
• Using intonation to convince a partner to take action. familiar academic topics while making
• Summarizing a peer’s opinion about a video seen in class. informed decisions about one’s own
Reading reaction to the text. (I.1, I.2, S.2
• Scanning a text for the main characters. Writing
• Reading about a topic and then identifying reference materials I.EFL.5.15.1 Learners can plan and
and sources that could be used to find out more information. produce well-constructed informational
• Using a list to choose the best sources for finding information on a texts by applying the writing process
topic. and while demonstrating an ability to
• Reading texts from different subject areas and choosing the best justify one’s position on an argument
title for each. through carefully selected information
• Underlining main ideas from texts and then using them to write and appropriate language, tone and
questions the learner has about the topic. evidence. (I.2, I.3, I.4, S.3, J.1)
• Identifying the correct format for an academic text. Language through the Arts
Writing I.EFL.5.16.1 Learners can respond to
• Finding a variety of online references to practice a grammar and interpret literary texts, including
structure, then recommending the best one to the class. original stories written by peers,
• Using new words or information from a class lesson and creating referring to details and literary
an online game to practice them, then sharing and playing the game elements of the text. (S.1, S.4, J.2)
with the rest of the class.
• Reading a dialogue which serves as a model text, then writing a
similar dialogue on a different topic while implementing new
words/expressions from the unit.
the 20th century which have changed the way society
functions.
• Agree on 1 invention to investigate further: The
airplane, the compact disc and the ballpoint pen, etc.
• Investigate the invention you chose to research
further: who invented it, how and why it was
invented, the positive and negative impacts and
hypothetical situations about what would have
happened if the invention hadn’t occurred.
• In your groups, organize the information you have
researched about your selected invention into a
PowerPoint presentation.
• Include information about the invention, its
inventor(s), and the positive and negative impacts it
has had. Also include pictures or any other visual
material you consider relevant.
Techniques
Reading
• Look for chronological order or concept repetitions
to establish a sequence.
• Use pictures and other context clues to predict
meanings of unknown vocabulary.
Listening
• Understand a sequence of events.
Speaking
• Use you mean that…to show understanding of what
a person is saying.
Writing
• Use titles, subtitles, numbers, italics, bold face or
different fonts to organize and/or emphasize
information.
Instruments for oral and written evaluation
• Rubrics
• Portfolio
• Oral interviews individual/ in pairs
• Essay Tests
• Practical Exams
• Writing Tests
• Training Test
Language through the Arts
• Identifying a literary tradition from another culture or time period
and finding an example of it to share with the class. (Example:
haiku, blank verse, a couplet, etc.)
• Predicting the content of a story using the title and pictures.
• Summarizing the main idea of a song.
• Underlining the words in a text that influence the reader.
3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to display the • Exercises domain of body schema.
words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations, Investments, confusions, omissions, aggregates • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Reading: • Daily reading 10 minutes
Slow, difficult, uncomprehending, syllabic

Dysorthography. Dysorthography.

It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Exercises visual and spatial memory.
presence of great difficulties in the association between writing code, spelling and writing • Promote the use of the dictionary.
rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Use a different color in the letter.
characteristics. • differentiated with lower degree of difficulty in strategies with test performance criteria.
• Omissions complete change of words or syllables.

DYSLEXIA.
• Exercises domain of body schema.
• Visual motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with performance criteria.
• Daily reading 10 minutes
Dysorthography.
• Exercises visual and spatial memory.
• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test performance criteria.
CLIL Components Transversal Axes
Science/Technology/Arts: Research an important invention that has changed the way Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
society functions and make a
PowerPoint presentation.
DONE BY: REVISED BY: REVISED BY: APPROVED BY:
TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date: