“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: 2nd BGU Education Level B1.1

BOOK: English 2.1 UNIT: 1 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
Breaking News experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
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 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 5.4 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 5.5 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.
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: STARTING WEEK:
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
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use referents from Ecuador and other countries while making informed choices about and taking
them to explore the perspectives of the culture. action on issues of prejudice and discrimination.
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: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, extended conversations on familiar social and academic topics by expressing opinions and
such as personal experiences, while describing one’s reactions to them and others’ opinions. feelings and clarifying meaning.
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 CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in
EFL 5.3.4 Find the most important information in print or online sources in order to support extended conversations on familiar social and academic topics by expressing opinions and
an idea or argument. (Example: Internet search engines, online advertising, online or print feelings and clarifying meaning.
timetables, web pages, posters, adverts, catalogues, etc.) 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 CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools that support collaboration and productivity, for educational
publish written work in a way that supports collaboration, learning and productivity. and academic use.
(Example:image editing, Google Drive, infographic makers, audio and video editing, I.EFL.5.18.1 Learners can use a variety of criteria for evaluating and recommending literary
presentation apps, etc.) texts to others, and recognize how chosen criteria affects evaluation. (S.1, S.4, J.2, J.4)
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.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
• Assigning roles for a group project to solve problems and reflect on literary texts, and produce criteria for evaluating the
• Creating literature circles where learners have the freedom to say effectiveness of the group.
anything they want about a text from class or outside of class. I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of student
• Reflecting on the effectiveness of the group’s work after a project groupings in order to solve problems and reflect on literary texts, and produce criteria for
and deciding what changes need to be made in order to improve evaluating the effectiveness of the group. (I.1, I.2, S.2, S.3, S.4, J.3, J.4)
on the next project.
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness  New Curriculum EFL for I.EFL.5.12.1 Learners can engage with a ACTIVITIES:
• Recognizing instances of discrimination or prejudice in Subnivel BGU Teacher’s variety of digital and print texts and  Prepare a PowerPoint presentation about
one’s daily life and analyzing reasons for them in small Guide resources by an invention
groups.  English A1.1 (including evaluating and detecting complexities and TECHNIQUE:
• Inviting a guest speaker from another country to class and interactive version) discrepancies in the information in order to  Peer Observation
asking and answering questions about his/her  Audio CD find the most appropriate sources to  Concept maps
culture/country.  Teacher’s Guide support an idea or argument. (I.2, I.4, J.3)  Interviews
• Researching through the Internet about other cultures and  Posters and pictures  Dossiers
ways of life and presenting them to the class using digital about the topic  Project Assignment
tools.  Photocopiable INSTRUMENT FOR ORAL AND WRITTEN
• Working in small groups to complete a cultural project  worksheets (TG) EVALUATION:
• Playing a conversation game, where learners move their  Quiz Time (SB)  Rubrics
tokens around the board after choosing a card and  Portfolio
answering the question.  Oral interviews individual/ in pairs
• Listening to another learner’s answers in class and
responding appropriately.
• 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 Informal
assessment could involve personal notes from the teacher to
learners who use L2 regularly.
Reading  New Curriculum EFL for
• Read quickly looking for words each paragraph. Subnivel BGU Teacher’s
• Writing new words and phrases in a vocabulary notebook Guide
and then writing a text using three words from your  English A1.1 (including
vocabulary notebook. interactive version)
• Identifying unreliable resources on the Internet.  Audio CD
• Reading about a topic and then identifying reference  Teacher’s Guide
materials.  Posters and pictures
• Printing out the results of a search and having learners about the topic
discuss which results seem the most appropriate and why.  Photocopiable
 worksheets (TG)
 Quiz Time (SB)
Writing  New Curriculum EFL for
• Finding a variety of online references to practice a Subnivel BGU Teacher’s
grammar structure, then recommending the best one to the Guide
class.  English A1.1 (including
• Using new words or information from a class lesson and interactive version)
creating an online game to practice them, then sharing and  Audio CD
playing the game with the rest of the class.  Teacher’s Guide
• Reading a dialogue which serves as a model text, then  Posters and pictures
writing a similar dialogue on a different topic while about the topic
implementing new words/expressions from the unit.  Photocopiable
 worksheets (TG)
 Quiz Time (SB)
Language through the Arts  New Curriculum EFL for
• Assigning roles for a group project Subnivel BGU Teacher’s
• Creating literature circles where learners have the freedom Guide
to say anything they want about a text from class or outside  English A1.1 (including
of class. interactive version)
• Reflecting on the effectiveness of the group’s work after a  Audio CD
project and deciding what changes need to be made in order  Teacher’s Guide
to improve on the next project.  Posters and pictures
about the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
sources to support an idea or argument. ACTIVITIES:
I.EFL.5.12.1 Learners can engage with a  Find relevant information and share it with
variety of digital and print texts and your partners
resources by evaluating and detecting TECHNIQUE:
complexities and discrepancies in the  Peer Observation
information in order to find the most  Questionnaires
appropriate sources to support an idea or  Dossiers
argument. (I.2, I.4, J.3) INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs
I.EFL.5.18.1 Learners can use a variety of ACTIVITIES:
criteria for evaluating and recommending  Determine the most relevant information
literary texts to others, and recognize how about the inventor or invention
chosen criteria affects evaluation. (S.1, S.4, TECHNIQUE:
J.2, J.4)  Peer Observation
 Checklist.
 Dossiers
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Writing Tests
 Training Test
I.EFL.5.18.1 Learners can use a variety of ACTIVITIES:
criteria for evaluating and recommending  Determine the order of your inventions and
literary texts to others, and recognize how rehearse your presentations.
chosen criteria affects evaluation. (S.1, S.4, TECHNIQUE:
J.2, J.4)  Peer Observation
 Checklist.
 Concept maps
 Dossiers
 Project Assignment
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
  Portfolio
 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 display • Exercises domain of body schema.
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 • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Investments • Daily reading 10 minutes
confusions
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography.
Dysorthography.
• Exercises visual and spatial memory.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Promote the use of the dictionary.
presence of great difficulties in the association between writing code, spelling and writing • Write the meaning of words that create problems.
rules of words. • Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
MISTAKES. • Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Investment grapheme sounds, syllables or words. • Use a different color in the letter.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • differentiated with lower degree of difficulty in strategies with test performance criteria.
characteristics.
• 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.

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: 2nd BGU Education Level B1.1

BOOK: English A2.1 UNIT: 2 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
Healthy Life, experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
Healthy O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
World building an 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 5.4 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 5.5 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.
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: 7 STARTING WEEK:
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
EFL 5.1.1 Display an understanding of the relationship between the practices and experiences and by participating in class activities and discussions in a way that shows
perspectives of different cultures by recognizing and sharing cross-cultural experiences and empathy and respect for others.
ideas I.EFL.5.1.1 Learners can demonstrate an understanding of the integrity of different cultures
by sharing experiences and by participating in class activities and discussions in a way that
shows empathy and respect for others. (I.3, S.1, S.2, J.1, J.3)
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and
and interviews reporting on seasonal festivities, environmental issues, food and words in familiar contexts, provided speech is clear and visuals help support meaning.
international customs, climate, weather, etc., where the visuals support the commentary. I.EFL.5.5.1 Learners can identify the main idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) and deduce the
meanings of unfamiliar phrases and words in familiar contexts where speech is clear and
visuals help support meaning. (I.3, I.4)
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of texts on subjects of personal interest or familiar academic topics while making informed
personal interest or familiar academic topics decisions about one’s own reaction to the text.
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 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
purpose and audience of each for use in the educational domain. (Example: audio/video, educational and academic use.
multimedia, website, database, book, thesaurus, scholarly/popular, current/historical, etc.) 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 CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
• Analyzing three different rubrics and discussing how each one might influence the way it is to solve problems and reflect on literary texts, and produce criteria for evaluating the
evaluated. effectiveness of the group.
• Reflecting on the effectiveness of the group’s work after a project and deciding what I.EFL.5.19.1 Learners can engage in
changes need to be made in order to improve on the next project. collaborative activities through a variety of student groupings in order to solve problems and
• Participating in classroom games in which problem-solving as a team is important reflect on literary texts, and produce criteria for evaluating the effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness  New Curriculum  I.EFL.5.1.1 Learners can demonstrate ACTIVITIES:
• Researching schooling from other cultures and presenting them on EFL for Subnivel anunderstanding of the integrity of  Get in groups and select an inventor or
a class blog. BGU Teacher’s different cultures by sharing invention you think interesting to know
• Responding sensitively to a peer’s opinion about a text read in Guide experiences and by participating in about.
class.  English A1.1 class activities and discussions in a way TECHNIQUE:
• Watching a video and identifying desirable language use. (including that shows empathy and respect for  Peer Observation
• Comparing nonverbal and body language between L1 and L2 interactive others. (I.3, S.1, S.2, J.1, J.3)  Dossiers
cultures. version)  Project Assignment
• Sharing a cross-cultural experience (such as traveling, trying a  Audio CD  Glossary activities
new food, meeting someone from another country) in pairs or as a  Teacher’s Guide INSTRUMENT FOR ORAL AND WRITTEN
class.  Posters and EVALUATION:
pictures about  Portfolio
the topic  Oral interviews individual/ in pairs
 Photocopiable
 worksheets (TG)
  Quiz Time (SB)
Oral Communication: (Listening and Speaking)  New Curriculum I.EFL.5.5.1 Learners can identify the main ACTIVITIES:
• Using context clues to deduce the meaning of an expression in a EFL for Subnivel idea in a variety of audio recordings (e.g.,  Prepare a PowerPoint presentation about
conversation between a waiter and a customer. BGU Teacher’s interviews, radio ads, news reports, etc.) an invention
• Listening to a radio ad and identifying the product being sold. Guide and deduce the meanings of unfamiliar TECHNIQUE:
• Using pictures and other visuals to predict the main idea of a short  English A1.1 phrases and words in familiar contexts  Peer Observation
conversation (including where speech is clear and visuals help  Concept maps
• Establishing a clear expectation of English use for classroom interactive support meaning. (I.3, I.4)  Interviews
functions. Informal assessment could involve personal notes from version)  Dossiers
the teacher to learners who use L2 regularly.  Audio CD  Project Assignment
• Using a list of criteria in order to evaluate a web site.  Teacher’s Guide INSTRUMENT FOR ORAL AND WRITTEN
• Analyzing three different types of dictionaries.  Posters and EVALUATION:
pictures about  Rubrics
the topic  Portfolio
 Photocopiable  Oral interviews individual/ in pairs
 worksheets (TG)
 Quiz Time (SB)
.  New Curriculum I.EFL. 5.10.1 Learners can find specific ACTIVITIES:
Reading EFL for Subnivel information and identify the main points in  Find relevant information and share it with
• Reading two short simple cross curricular texts and using them to BGU Teacher’s simple, straightforward texts on subjects of your partners
support one’s own argument or hypothesis. Guide personal interest or familiar academic TECHNIQUE:
• Agreeing or disagreeing with a strong opinion stated in a text and  English A1.1 topics while making informed decisions  Peer Observation
giving reasons for one’s own response. (including about one’s own reaction to the text. (I.1,  Questionnaires
• Reading a text and answering information questions. interactive I.2, S.2)  Dossiers
• Choosing from a list of words to complete gaps from a reading. version) INSTRUMENT FOR ORAL AND WRITTEN
 Audio CD EVALUATION:
 Teacher’s Guide  Rubrics
 Posters and  Portfolio
pictures about  Oral interviews individual/ in pairs
the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
Writing  New Curriculum I.EFL.5.14.1 Learners can identify, ACTIVITIES:
• Finding a variety of online references to practice a grammar EFL for Subnivel critically evaluate and  Determine the most relevant information
structure, then recommending the best one to the class. BGU Teacher’s recommend a variety of potential about the inventor or invention
• Identifying the best resources for a writing project in pairs. Guide resources and references, TECHNIQUE:
• Using a list of criteria in order to evaluate a web site.  English A1.1 including digital tools, that  Peer Observation
• Analyzing three different types of dictionaries. (including support collaboration and  Checklist.
interactive productivity, for educational and  Dossiers
version) academic use. (I.1, I.2, S.3, S.4)
  Audio CD INSTRUMENT FOR ORAL AND WRITTEN
 Teacher’s Guide EVALUATION:
 Posters and  Rubrics
pictures about  Portfolio
the topic  Writing Tests
 Photocopiable  Training Test
 worksheets (TG)
 Quiz Time (SB)
Language through the Arts  New Curriculum I.EFL.5.19.1 Learners can engage in ACTIVITIES:
• Analyzing three different rubrics and discussing how each one EFL for Subnivel collaborative activities through a variety  Determine the order of your inventions and
might influence the way it is evaluated. BGU Teacher’s of student groupings in order to solve rehearse your presentations.
• Reflecting on the effectiveness of the group’s work after a project Guide problems and reflect on literary texts, and TECHNIQUE:
and deciding what changes need to be made in order to improve  English A1.1 produce criteria for evaluating the  Peer Observation
on the next project. (including effectiveness of the group. (I.1, I.2, S.2,  Checklist.
• Participating in classroom games in which problem-solving as a interactive S.3, S.4, J.3, J.4)  Concept maps
team is important version)  Dossiers
 Audio CD  Project Assignment
 Teacher’s Guide INSTRUMENT FOR ORAL AND WRITTEN
 Posters and EVALUATION:
pictures about  Rubrics
the topic  Portfolio
 Photocopiable  Practical Exams.
 worksheets (TG)  Writing Tests
 Quiz Time (SB)  Training Test
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 • Exercises domain of body schema.
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 • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Investments • Daily reading 10 minutes
confusions
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography.
Dysorthography.
• Exercises visual and spatial memory.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Promote the use of the dictionary.
presence of great difficulties in the association between writing code, spelling and writing • Write the meaning of words that create problems.
rules of words. • Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
MISTAKES. • 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.
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: 2nd BGU Education Level B1.1

BOOK: English A2.1 What Lies Within Us OG.EFL.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.
OG.EFL.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL.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 L1 and of language use for communication and learning.
OG.EFL 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.
OG.EFL 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.
OG.EFL 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.
OG.EFL7
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: 7 STARTING WEEK:
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
EFL 5.1.1 Display an understanding of the relationship between the practices and experiences and by participating in class activities and discussions in a way that shows
perspectives of different cultures by recognizing and sharing cross-cultural experiences and empathy and respect for others.
ideas. 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: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in
EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions on extended conversations on familiar social and academic topics by expressing opinions and
personal, social, community and academic topics. feelings and clarifying meaning.
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 CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support detecting complexities and discrepancies in the information in order to find the most
an idea or argument. (Example: Internet search engines, online advertising, online or print appropriate sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.) I.EFL.5.12.1 Learners can engage with a variety of digital and print texts and resources by
EFL 5.3.5 Assess, compare and evaluate the quality of written texts and visual presentations evaluating and detecting complexities and discrepancies in the information in order to find
using different criteria and ICT tools related to the organization, subject area and purpose of the most appropriate sources to support an idea
a text. (Examples of text types: editorials, letters to the editor, political speeches, or argument. (I.2, I.4, J.3)
illustrations, charts, advertisements, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if process and while demonstrating an ability to justify one’s position on an argument through
the new knowledge adds value to or contradicts prior information. carefully selected information and appropriate language, tone and evidence.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive I.EFL.5.15.1 Learners can plan and produce well-constructed informational texts by applying
language, tone, evidence and well-developed arguments through essays, editorials, movie the writing process and while demonstrating an ability to justify one’s position on an
and book reviews, position papers and brochures argument through carefully selected information and appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of identifying distinguishing features, interpreting implicit and explicit messages and
meaning of literary texts presented orally or in digital form, including literal and implied responding in a variety of ways.
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points I.EFL.5.17.1 Learners can demonstrate and convey different levels of meaning in literary texts
of view, etc.) by identifying distinguishing features, interpreting implicit and explicit messages and
responding in a variety of ways. (I.3, I.4, J.3)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness  New Curriculum EFL for I.EFL.5.3.1 Learners can interpret cultural ACTIVITIES:
• Writing a weekly journal entry about a cross-cultural Subnivel BGU Teacher’s and language patterns in English, including  Get together with your friends. Agree on a
experience Guide nonverbal communication, and apply hobby you want to present to your class in
• Sharing a cross-cultural experience (such as traveling,  English A1.1 (including them in appropriate contexts. (I.3, I.4, S.1, a scrapbook
trying a new interactive version) S.2) TECHNIQUE:
food, meeting someone from another country) in pairs or as  Audio CD  Peer Observation
a class.  Teacher’s Guide  Dossiers
• Finding recipes from other cultures and regions and then  Posters and pictures  Project Assignment
sharing them in class. about the topic  Glossary activities
Reading two legends from different regions in Ecuador and  Photocopiable INSTRUMENT FOR ORAL AND WRITTEN
completing a chart to show the differences.  worksheets (TG) EVALUATION:
• Brainstorming features and conventions of a genre and  Quiz Time (SB)  Portfolio
then reading an example in order to locate each one  Oral interviews individual/ in pairs
•Underlining and discussing examples of implied meanings in
a story
• Brainstorming features and conventions of a genre and
then reading an example in order to locate each one.
Oral Communication: (Listening and Speaking)  New Curriculum EFL for
• Comparing and contrasting the opinions of two experts on Subnivel BGU Teacher’s
a topic of personal interest. Guide
• Working in pairs to complete an information gap activity.  English A1.1 (including
• Doing a mingle activity where learners ask and answer interactive version)
questions about things they have or haven’t done.  Audio CD
• Establishing a clear expectation of English use for  Teacher’s Guide
classroom functions.  Posters and pictures
about the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
Reading  New Curriculum EFL for
• To get familiar with the topic of a text, take a quick look at Subnivel BGU Teacher’s
the vocabulary it contains. Guide
• Comparing and contrasting the opinions of two experts on  English A1.1 (including
a topic of personal interest. interactive version)
• Identifying unreliable resources on the Internet.  Audio CD
• Reading about a topic and then identifying reference  Teacher’s Guide
materials and sources that could be used to find out more  Posters and pictures
information. about the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
Writing  New Curriculum EFL for
• Finding a variety of online references to practice a Subnivel BGU Teacher’s
grammar structure, then recommending the best one to the Guide
class.  English A1.1 (including
• Using a rubric to assess the validity of a web site, according interactive version)
to one’s academic needs  Audio CD
• Reading a dialogue which serves as a model text, then  Teacher’s Guide
writing a similar dialogue on a different topic while  Posters and pictures
implementing new words/expressions from the unit. about the topic
I.EFL.5.12.1 Learners can engage with a ACTIVITIES:
variety of digital and print texts and  Think of practical examples on the
resources by evaluating and detecting importance of a hobby. You can also give
complexities and discrepancies in the supporting information on the hobby by
information in order to find the most providing the rules.
appropriate sources to support an idea or TECHNIQUE:
argument. (I.2, I.4, J.3)  Peer Observation
 Concept maps
 Interviews
 Dossiers
 Project Assignment
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs
I.EFL.5.12.1 Learners can engage with a ACTIVITIES:
variety of digital and print texts and  Review your narrative and make sure your
resources by evaluating and detecting ideas reflect the elements of the story map.
complexities and discrepancies in the TECHNIQUE:
information in order to find the most  Peer Observation
appropriate sources to support an idea  Questionnaires
or argument. (I.2, I.4, J.3)  Dossiers
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs
I.EFL.5.15.1 Learners can plan and ACTIVITIES:
produce well-constructed informational  Write some strong opinions on what people
texts by applying the writing process and have to do. You can also give some advice
while demonstrating an ability to justify on how to start the hobby.
one’s position on an argument through  Think of practical examples on the
carefully selected information and importance of a hobby. You can also give
appropriate language, tone and evidence. supporting information on the hobby by
(I.2, I.3, I.4, S.3, J.1) providing the rules.
TECHNIQUE:
  Photocopiable  Peer Observation
 worksheets (TG)  Checklist.
 Quiz Time (SB)  Dossiers
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Writing Tests
 Training Test
Language through the Arts  New Curriculum EFL for CE.EFL.5.17 Demonstrate and convey ACTIVITIES:
• Completing a chart with literary elements from a text. Subnivel BGU Teacher’s different levels of meaning in literary texts  Select the type of album or book you want
• Using feelings and gestures to read a dialogue. Guide by identifying distinguishing features, to design to make your scrapbook.
• Reading a class dialogue in three different ways.  English A1.1 (including interpreting implicit and explicit messages  Don´t forget to use graphs in your
• Appropriately exhibiting surprise, joy, sadness, etc., in a interactive version) and responding in a variety of ways. scrapbook.
conversation.  Audio CD I.EFL.5.17.1 Learners can demonstrate and TECHNIQUE:
• Brainstorming features and conventions of a genre and  Teacher’s Guide convey different levels of meaning in  Peer Observation
then reading an example in order to locate each one.  Posters and pictures literary texts by identifying distinguishing  Checklist.
about the topic features, interpreting implicit and explicit  Concept maps
 Photocopiable messages and responding in a variety of  Dossiers
 worksheets (TG) ways. (I.3, I.4, J.3)  Project Assignment
 Quiz Time (SB) INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Practical Exams.
 Writing Tests
 Training Test
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 • Exercises domain of body schema.
the words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
Writing: • Team work.
rotations • Respect the rhythm and style of learning.
Investments • differentiated evaluation with lower degree of difficulty skills with performance criteria.
confusions • Daily reading 10 minutes
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography.
Dysorthography. • Exercises visual and spatial memory.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Promote the use of the dictionary.
presence of great difficulties in the association between writing code, spelling and writing • Write the meaning of words that create problems.
rules of words. • Label the classroom words.
• Strengthen puns through twisters, rhymes, poems.
MISTAKES. • 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.
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: 2nd BGU Education Level B1.1

BOOK: English A2.1 UNIT: 4 OG.EFL.1

For Old Times’ Sake 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.
OG.EFL.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL.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 L1 and of language use for communication and learning.
OG.EFL 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.
OG.EFL 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 useof ICT and reference tools where required.
OG.EFL 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.
OG.EFL7
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: 7 STARTING WEEK:
1. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g., CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and
interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases referents from Ecuador and other countries while making informed choices about and taking
and words in familiar contexts, provided speech is clear and visuals help support meaning. action on issues of prejudice and discrimination.
I.EFL.5.5.1 Learners can identify the main idea in a variety of audio recordings (e.g., I.EFL.5.2.1 Learners can exhibit an ability to discuss culture by analyzing cultural products and
interviews, radio ads, news reports, etc.) and deduce the referents from Ecuador and other countries while making informed choices about and taking
meanings of unfamiliar phrases and words in familiar contexts where speech is clear and action on issues of prejudice and discrimination. (I.1, I.2, S.2, J.1, J.3)
visuals help support meaning. (I.3, I.4)
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in
EFL 5.2.14 Request and provide information and assistance orally for personal, social and extended conversations on familiar social and academic topics by expressing opinions and
academic purposes in order to clarify and extend meaning in spoken interactions. feelings and clarifying meaning.
I.EFL.5.8.1 Learners can 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. (I.3, I.4, S.1, J.3, J.4)
Reading CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in order interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and
to make informed decisions about one’s own opinion and reaction to the text. words in familiar contexts, provided speech is clear and visuals help support meaning.
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of I.EFL.5.5.1 Learners can identify the main idea in a variety of audio recordings (e.g.,
personal interest or familiar academic topics. interviews, radio ads, news reports, etc.) and deduce the
meanings of unfamiliar phrases and words in familiar contexts where speech is clear and
visuals help support meaning. (I.3, I.4)
CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g., CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing
interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases process and while demonstrating an ability to justify one’s position on an argument through
and words in familiar contexts, provided speech is clear and visuals help support meaning. carefully selected information and appropriate language, tone and evidence.
I.EFL.5.5.1 Learners can identify the main idea in a variety of audio recordings (e.g., I.EFL.5.15.1 Learners can plan and produce well-constructed informational texts by applying
interviews, radio ads, news reports, etc.) and deduce the the writing process and while demonstrating an ability to justify one’s position on an
meanings of unfamiliar phrases and words in familiar contexts where speech is clear and argument through carefully selected information and appropriate language, tone and
visuals help support meaning. (I.3, I.4) evidence. (I.2, I.3, I.4, S.3, J.1)
Language through the Arts CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.5.1 Compare and present personal and formal responses to and interpretations of interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and
published literary texts and the works of peers, referring to details and features of the text. words in familiar contexts, provided speech is clear and visuals help support meaning.
(Example: text structure, plot, ideas, events, vocabulary, etc.) I.EFL.5.5.1 Learners can identify the main idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) and deduce the
meanings of unfamiliar phrases and words in familiar contexts where speech is clear and
visuals help support meaning. (I.3, I.4)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness  New Curriculum EFL for I.EFL.5.2.1 Learners can exhibit an ability ACTIVITIES:
• Recognizing instances of discrimination or prejudice in Subnivel BGU Teacher’s to discuss culture by analyzing cultural  Get together as a group. Decide on a
one’s daily life and analyzing reasons for them in small Guide products and referents from Ecuador and famous sport you would like to write about.
groups.  English A1.1 (including other countries while making informed TECHNIQUE:
• Inviting a guest speaker from another country to class and interactive version)  Peer Observation
choices about and taking action on issues
asking and answering questions about his/her  Audio CD  Dossiers
of prejudice and discrimination. (I.1, I.2,
culture/country.  Teacher’s Guide  Project Assignment
• Researching through the Internet about other cultures and  Posters and pictures S.2, J.1, J.3)  Glossary activities
ways of life and presenting them to the class using digital about the topic INSTRUMENT FOR ORAL AND WRITTEN
tools.  Photocopiable EVALUATION:
• Working in small groups to complete a cultural project.  worksheets (TG)  Portfolio
• Reading a list of actions people take and evaluating and  Quiz Time (SB)  Oral interviews individual/ in pairs
discussing the consequences on others (including on the
environment).
Oral Communication: (Listening and Speaking)  New Curriculum EFL for
• Comparing answers in pairs or small groups. Subnivel BGU Teacher’s
• Conducting a role play between two students on a given Guide
topic.  English A1.1 (including
• Showing a movie trailer and asking learners to share their interactive version)
opinions in pairs and say whether they would go see that  Audio CD
movie or not.  Teacher’s Guide
• Establishing a clear expectation of English use for  Posters and pictures
classroom functions. about the topic
• Informal assessment could involve personal notes from the  Photocopiable
teacher to learners who use L2 regularly.  worksheets (TG)
 Quiz Time (SB)
Reading  New Curriculum EFL for
• Reading a biography and putting events on a timeline. Subnivel BGU Teacher’s
• Reading a blog post and writing a comment. Guide
• Reading a short text and showing comprehension by  English A1.1 (including
completing the accompanying graphic organizer. interactive version)
• Comparing and contrasting the opinions of two experts on  Audio CD
a topic of personal interest.  Teacher’s Guide
• Identifying unreliable resources on the Internet.  Posters and pictures
• Reading about a topic and then identifying reference about the topic
materials and sources that could be used to find out more  Photocopiable
information.  worksheets (TG)
 Quiz Time (SB)
Writing  New Curriculum EFL for
• Reading a dialogue which serves as a model text, then Subnivel BGU Teacher’s
writing a similar dialogue on a different topic while Guide
implementing new words/expressions from the unit.  English A1.1 (including
• Completing an online graphic organizer in order to help interactive version)
plan a piece of writing.  Audio CD
• Reading a dialogue which serves as a model text, then  Teacher’s Guide
writing a similar dialogue on a different topic while  Posters and pictures
implementing new about the topic
words/expressions from the unit.  Photocopiable
 worksheets (TG)
 Quiz Time (SB)
I.EFL.5.8.1 Learners can respond to and ACTIVITIES:
build on other people’s ideas in extended  Give the reasons this person excels in this
conversations on familiar social and particular field
academic topics by expressing opinions TECHNIQUE:
and feelings and clarifying meaning. (I.3,  Peer Observation
I.4, S.1, J.3, J.4)  Concept maps
 Interviews
 Dossiers
 Project Assignment
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs
I.EFL.5.5.1 Learners can identify the main ACTIVITIES:
idea in a variety of audio recordings (e.g.,  Search information about a famous sport
interviews, radio ads, news reports, etc.) you would like to write about.
and deduce the TECHNIQUE:
meanings of unfamiliar phrases and words  Peer Observation
in familiar contexts where speech is clear  Questionnaires
and visuals help support meaning. (I.3, I.4)  Dossiers
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs
I.EFL.5.15.1 Learners can plan and produce ACTIVITIES:
well-constructed informational texts by  Write the facts you have this famous
applying the writing process and while athlete. Compare this person with the rest
demonstrating an ability to justify one’s of the people doing the same activity
position on an argument through carefully TECHNIQUE:
selected information and appropriate  Peer Observation
language, tone and evidence. (I.2, I.3, I.4,  Checklist.
S.3, J.1)  Dossiers
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Writing Tests

Language through the Arts  New Curriculum EFL for
• Explaining through pictures, physical expression or charts Subnivel BGU Teacher’s
(ICT) Guide
how a text makes the learner feel.  English A1.1 (including
• Using ICT to research about a topic of learners’ choice and interactive version)
writing a short, creative story with the findings  Audio CD
 Teacher’s Guide
 Posters and pictures
about the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS
DYSLEXIA.
 Training Test
I.EFL.5.15.1 Learners can plan and ACTIVITIES:
produce well-constructed informational  Present your talents in class
texts by applying the writing process and TECHNIQUE:
while demonstrating an ability to justify  Peer Observation
 Checklist.
one’s position on an argument through
 Concept maps
carefully selected information and
 Dossiers
appropriate language, tone and evidence.  Project Assignment
(I.2, I.3, I.4, S.3, J.1) INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Practical Exams.
 Writing Tests
 Training Test
SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA.

Dyslexia is difficulty reading caused by a brain impairment related to the ability to display • Exercises domain of body schema.
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 • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Investments • Daily reading 10 minutes
confusions
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography.
Dysorthography.
• Exercises visual and spatial memory.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Promote the use of the dictionary.
presence of great difficulties in the association between writing code, spelling and writing • Write the meaning of words that create problems.
rules of words. • Label the classroom words.
 • Strengthen puns through twisters, rhymes, poems.
MISTAKES. • Strengthen the reading process.
• Enclose only the syllable in which made the mistake.
• Investment grapheme sounds, syllables or words. • Use a different color in the letter.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • differentiated with lower degree of difficulty in strategies with test performance criteria.
characteristics.
• 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.
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: 2nd BGU Education Level B1.1

BOOK: English A2.1 UNIT: 5 OG.EFL.1

Getting Away 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.
OG.EFL.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL.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 L1 and of language use for communication and learning.
OG.EFL 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.
OG.EFL 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 useof ICT and reference tools where required.
OG.EFL 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.
OG.EFL7
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: 7 STARTING WEEK:
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
EFL 5.1.3 I Find parallels between Ecuadorian cultural and political referents and those of referents from Ecuador and other countries while making informed choices about and taking
other action on issues of prejudice and discrimination.
countries by talking about holidays, symbols, customs and schooling. 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: (Listening and Speaking)
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries
andinterviews reporting on seasonal festivities, environmental issues, food and international
customs, climate, weather, etc., where the visuals support the commentary.
CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings:
interviews, radio ads, news reports and deduce the meanings of unfamiliar phrases and
words in familiar contexts, provided speech is clear and visuals help support meaning.
I.EFL.5.5.1 Learners can identify the main idea
in a variety of audio recordings (e.g., interviews, radio ads, news reports, etc.) and deduce
the meanings of unfamiliar phrases and words in familiar contexts where speech is clear and
visuals help support meaning. (I.3, I.4)

Reading
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for
main ideas and details, using structural and context clues, cognates, format, sequence, etc.)
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.)
CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts
meaningful and to select information within a text that might be of practical use for one’s
own academic needs.
I.EFL.5.11.1 Learners can Identify and apply a range of reading strategies in order to make
texts meaningful and to select information within a text that might be of practical use for
one’s own academic needs. (I.1, I.2, I.4, S.3)
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.
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 CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by
• Using a web site such as storybird.com in order to produce and peers, referring to details and literary elements of the text.
share creative writing ventures. I.EFL.5.16.1 Learners can respond to and interpret literary texts, including original stories
• Writing questions the learners would like to ask a character in the written by peers, referring to details and literary elements of the text. (S.1, S.4, J.2)
story and using the imagined answers to write the next scene.
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness I.EFL.5.2.1 Learners can exhibit an ability ACTIVITIES:
• Making a video blog to record comparisons and ideas from Teacher´s book to discuss culture by analyzing cultural  Get together with your friends. Agree on a
class lessons. products and referents from Ecuador and career or occupation you want to present to
• Researching and writing a short paragraph about a new Student´s book other countries while making informed your class
topic and using appropriate references to support your ideas. choices about and taking action on issues TECHNIQUE:
• Watching a video and identifying desirable language use. Audio CD of prejudice and discrimination. (I.1, I.2,  Peer Observation
• Comparing nonverbal and body language between L1 and S.2, J.1, J.3)  Dossiers
L2 cultures. Flashcards  Project Assignment
• Creating selfie videos for class assignments and sharing  Glossary activities
them on a class blog. Internet INSTRUMENT FOR ORAL AND WRITTEN
• Writing a letter to your future self EVALUATION:
 Portfolio
 Oral interviews individual/ in pairs
Oral Communication: (Listening and Speaking) I.EFL.5.5.1 Learners can identify the main ACTIVITIES:
• Using context clues to deduce the meaning of an Teacher´s book idea  You may give advice so that people fulfill
expression in a conversation between a waiter and a in a variety of audio recordings (e.g., their predictions successfully
customer. interviews, radio ads, news reports, etc.) TECHNIQUE:
Student´s book
• Listening to a radio ad and identifying the product being and deduce the meanings of unfamiliar  Peer Observation
sold. phrases and words in familiar contexts  Concept maps
Audio CD
•Using pictures and other visuals to predict the main idea of where speech is clear and visuals help  Interviews
a short conversation. support meaning. (I.3, I.4)  Dossiers
• Listening to a straightforward article and correcting false Flashcards  Project Assignment
statements INSTRUMENT FOR ORAL AND WRITTEN
• Listening to a dialogue and completing a chart with key Internet EVALUATION:
information. (Example: problem and proposed solution, city  Rubrics
and transportation problem  Portfolio
 Oral interviews individual/ in pairs
Reading Teacher´s book I.EFL.5.11.1 Learners can Identify and ACTIVITIES:
• Skimming online reference web sites for ones that have the apply a range of reading strategies in  You may give advice so that people fulfill
information needed for a research project. Student´s book order to make texts meaningful and to their predictions successfully
• Scanning a text for the main characters. TECHNIQUE:
select information within a text that might
• Reading about a topic and then identifying reference  Peer Observation
Audio CD be of practical use for one’s own academic
materials andsources that could be used to find out more  Questionnaires
needs. (I.1, I.2, I.4, S.3)
information.  Dossiers
• Using a list to choose the best sources for finding Flashcards INSTRUMENT FOR ORAL AND WRITTEN
information on a topic. EVALUATION:
• Reading texts from different subject areas and choosing Internet  Rubrics
the best title for each.  Portfolio
• Underlining main ideas from texts and then using them to  Oral interviews individual/ in pairs
write questions the learner has about the topic.

Writing I.EFL.5.14.1 Learners can identify, critically ACTIVITIES:

• Finding a variety of online references to practice a Teacher´s book evaluate and recommend a variety of  Once you have chosen your career,
grammar structure, then recommending the best one to the potential resources and references, determine some predictions or plans
class. including digital tools, people need to consider to make their
Student´s book
• Collaborating on a brainstorm through the use of an online that support collaboration and choice.
bulletin board such as padlet.com. productivity, for educational and TECHNIQUE:
• Adding pictures to a group presentation. Audio CD academic use. (I.1, I.2, S.3, S.4)  Peer Observation
• Creating a group presentation using biteslide.com.  Checklist.
Flashcards  Dossiers
INSTRUMENT FOR ORAL AND WRITTEN
Internet EVALUATION:
 Rubrics
 Portfolio
  Writing Tests
 Training Test
Language through the Arts  New Curriculum EFL for I.EFL.5.16.1 Learners can respond to and ACTIVITIES:
• Using a web site such as storybird.com in order to produce Subnivel BGU Teacher’s interpret literary texts, including original  Get together with your friends. Agree on a
andshare creative writing ventures. Guide stories written by peers, referring to career or occupation you want to present
• Writing questions the learners would like to ask a character  English A1.1 (including details and literary elements of the text.
to your class
in the story and using the imagined answers to write the next interactive version) TECHNIQUE:
(S.1, S.4, J.2)
scene.  Audio CD  Peer Observation
 Teacher’s Guide  Checklist.
 Posters and pictures  Concept maps
about the topic  Dossiers
 Photocopiable  Project Assignment
 worksheets (TG) INSTRUMENT FOR ORAL AND WRITTEN
 Quiz Time (SB) EVALUATION:
 Rubrics
 Portfolio
 Practical Exams.
 Writing Tests
 Training Test
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 • Exercises domain of body schema.
the words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
Writing: • Team work.
rotations • Respect the rhythm and style of learning.
Investments • differentiated evaluation with lower degree of difficulty skills with performance criteria.
confusions • Daily reading 10 minutes
omissions
aggregates
Reading:
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.
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: 2nd BGU Education Level B1.1

BOOK: English A2.1 UNIT: 6 OG.EFL.1

Teenagers Matters 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.
OG.EFL.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL.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 L1 and of language use for communication and learning.
OG.EFL 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.
OG.EFL 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 useof ICT and reference tools where required.
OG.EFL 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.
OG.EFL7
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: 7 STARTING WEEK:
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
EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication communication, and apply them in appropriate contexts..
features by applying them in appropriate contexts. (Example: use of stress, intonation, pace, I.EFL.5.3.1 Learners can interpret cultural and language patterns in English, including
etc.) nonverbal communication, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2)
Oral Communication: (Listening and Speaking)
EFL 5.2.6 Use new words and expressions which occur in conversations in the personal and
Educational domains, and make use of such terms and expressions wherever appropriate and
necessary.
CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary and language
in a variety of oral interactions for a range of audiences and level-appropriate purposes.
I.EFL.5.7.1 Learners can communicate 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)
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 CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety detecting complexities and discrepancies in the information in order to find the most
of digital and print texts and resources and by selecting and evaluating these materials as a appropriate sources to support an idea or argument.
means to promote and strengthen literacy skills and language acquisition.

WRITING
EFL 4.4.1. Convey information and ideas through simple transactional o3r expository texts on
familiar subjects using
ICT tools and conventions and features of English appropriate to audience and purpose.
EFL 4.4.4. Write to describe feelings/ opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.5. Recognize that various types of writing require different language, formatting and
special vocabulary. (Example: a recipe, a letter, etc.)
WRITING
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple
transactional or expository texts on familiar subjects in order to influence an audience, while
recognizing that different texts have different features and showing the ability to use these
features appropriately in one’s own writing.
I.EFL.5.4.1 Learners can communicate effectively using a variety of media and formats,
including ICT, by saying things in alternative ways and applying self-correcting and self
monitoring strategies when needed. (I.1, I.3, J.4)

Language through the Arts (I.1, I.3, J.4)

EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
reflect on, express and interpret opinions and evaluations of a range of literary texts. to solve problems and reflect on literary texts, and produce criteria for evaluating the
(Example: small groups, cooperative learning groups, literature circles, process writing effectiveness of the group.
groups, etc.) I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of student
groupings in order to solve problems and reflect on literary texts, and produce criteria for
evaluating the effectiveness of the group. (I.1, I.2, S.2, S.3, S.4, J.3, J.4)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness  New Curriculum EFL for I.EFL.5.3.1 Learners can interpret cultural ACTIVITIES:
• Participating in short role plays using a range of verbal and Subnivel BGU Teacher’s and language patterns in English, including  Get together with your friends. Agree on a
nonverbal communication. Guide nonverbal communication, and apply Nobel Prize winner in a specific field.
• Talking in pairs about a video learners have watched using  English A1.1 (including them in TECHNIQUE:
only English. interactive version) appropriate contexts. (I.3, I.4, S.1, S.2)  Peer Observation
• Demonstrating appropriate language use during class, group  Audio CD  Dossiers
and pair discussions  Teacher’s Guide  Project Assignment
• Watching a video and identifying desirable language use.  Posters and pictures  Glossary activities
• Comparing nonverbal and body language between L1 and L2 about the topic
cultures.  Photocopiable INSTRUMENT FOR ORAL AND WRITTEN
• Creating selfie videos for class assignments and sharing  worksheets (TG) EVALUATION:
them on a class blog.  Quiz Time (SB)  Portfolio
 Oral interviews individual/ in pairs

Oral Communication: (Listening and Speaking) • New Curriculum EFL
• Researching a topic and preparing a presentation for the for Subnivel BGU
class. • Student’s Book
• Using a digital presentation to raise awareness about a English A2.2 (including
local issue. interactive version)
• Recording a video about one’s opinion of a story read in • Audio CD
class. • Teacher’s Guide
• Sharing opinions in a way that encourages others to • Posters and pictures
perform a specific action. about family
• Using intonation to convince a partner to take action. • Photocopiable
• Summarizing a peer’s opinion about a video seen in class.  worksheets (TG)
Reading  New Curriculum EFL for
• Using a list to choose the best sources for finding Subnivel BGU Teacher’s
information on a topic. Guide
• Reading texts from different subject areas and choosing  English A1.1 (including
the best title for each. interactive version)
• Underlining main ideas from texts and then using them to  Audio CD
write  Teacher’s Guide
questions the learner has about the topic.  Posters and pictures
• Identifying the correct format for an academic text. about the topic
• Finding online resources that can be used for a range of  Photocopiable
research projects.  worksheets (TG)
 Quiz Time (SB)
Oral Communication ACTIVITIES:
I.EFL.5.7.1 Learners can communicate  Get together with your friends. Agree on a
clearly and effectively by using Nobel Prize winner in a specific field.
appropriate vocabulary and language in a TECHNIQUE:
variety of oral interactions for a range of  Peer Observation
audiences and level-appropriate purposes.  Dossiers
(I.2, I.3, J.2)  Project Assignment
I.EFL.5.12.1 Learners can engage with a  Glossary activities
variety of digital and print texts and INSTRUMENT FOR ORAL AND WRITTEN
resources by evaluating and detecting EVALUATION:
complexities and discrepancies in the  Portfolio
information in order to find the most 1. Oral interviews individual/ in pairs
appropriate sources to support an idea
or argument. (I.2, I.4, J.3)
I.EFL.5.12.1 Learners can engage with a ACTIVITIES:
variety of digital and print texts and  Talk about people´s characteristics and
resources by evaluating and detecting abilities.
complexities and discrepancies in the  Talk about people´s achievements.
information in order to find the most TECHNIQUE:
appropriate sources to support an idea  Peer Observation
or argument. (I.2, I.4, J.3)  Concept maps
 Interviews
 Dossiers
 Project Assignment
INSTRUMENT FOR ORAL AND WRITTEN
EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs

Writing  New Curriculum EFL for .EFL.5.4.1 Learners can communicate ACTIVITIES:
• Watching a video about a controversial topic and writing a Subnivel BGU Teacher’s effectively using a variety of media and  Find all the information about your Nobel
short Guide formats, including ICT, by saying things in Prize winner. Categorize the information.
essay agreeing or disagreeing with the content presented.  English A1.1 (including alternative ways and applying self- TECHNIQUE:
• Exchanging writing in pairs in order to make suggestions interactive version)  Peer Observation
correcting and self monitoring strategies
about  Audio CD  Questionnaires
things that could be improved. when needed. (I.1, I.3, J.4)
• Reading an article and underlining examples of evidence  Teacher’s Guide  Dossiers
the  Posters and pictures INSTRUMENT FOR ORAL AND WRITTEN
author gives to support his/her position, then writing a about the topic EVALUATION:
similar  Photocopiable  Rubrics
position piece while implementing your own  worksheets (TG)  Portfolio
examples and evidence.  Quiz Time (SB)  Oral interviews individual/ in pairs

Language through the Arts • New Curriculum EFL Language through the Arts ACTIVITIES:
• Searching the Internet for illustrations and examples of for Subnivel BGU I.EFL.5.19.1 Learners can engage in  Find all the information about your Nobel
effective • Student’s Book collaborative activities through a variety Prize winner. Categorize the information.
group collaborations and then sharing why they are English A2.2 (including of student groupings in order to solve  Organize the events of your Nobel Prize
effective. interactive version) problems and reflect on literary texts, and winner in order
• Discussing rules and norms for a group project before the • Audio CD produce criteria for evaluating the TECHNIQUE:
project begins. • Teacher’s Guide effectiveness of the group. (I.1,  Peer Observation
• Participating in teambuilding activities. • Posters and pictures I.2, S.2, S.3, S.4, J.3, J.4)  Checklist.
• Comparing answers in pairs in order to help each other about family  Dossiers
understand errors or concepts. • Photocopiable INSTRUMENT FOR ORAL AND WRITTEN
• Teaching a story, grammar point, vocabulary word or topic  worksheets (TG) EVALUATION:
to a group of peers.  Rubrics
 Portfolio
 Writing Tests
 Training Test
Communication and Cultural Awareness  New Curriculum EFL for I.EFL.5.19.1 Learners can engage in ACTIVITIES:
• Participating in short role plays using a range of verbal and Subnivel BGU Teacher’s collaborative activities through a variety  Present a timeline about the Nobel Prize
nonverbal communication. Guide of student groupings in order to solve winners.
• Talking in pairs about a video learners have watched using  English A1.1 (including problems and reflect on literary texts, and TECHNIQUE:
only English. interactive version)  Peer Observation
produce criteria for evaluating the
• Demonstrating appropriate language use during class,  Audio CD  Checklist.
effectiveness of the group. (I.1, I.2, S.2,
group and pair discussions  Teacher’s Guide  Concept maps
• Watching a video and identifying desirable language use.  Posters and pictures S.3, S.4, J.3, J.4)  Dossiers
• Comparing nonverbal and body language between L1 and about the topic  Project Assignment
L2 cultures.  Photocopiable INSTRUMENT FOR ORAL AND WRITTEN
• Creating selfie videos for class assignments and sharing  worksheets (TG) EVALUATION:
them on a Class blog.  Quiz Time (SB)  Rubrics
 Portfolio
 Practical Exams.
 Writing Tests
 Training Test
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 • Exercises domain of body schema.
the words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
Writing: • Team work.
rotations • Respect the rhythm and style of learning.
Investments • differentiated evaluation with lower degree of difficulty skills with performance criteria.
confusions • Daily reading 10 minutes
omissions
aggregates
Reading:
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.

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: