Pud 5th, 6th, 7th egb english pre a1 2 by 계군

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

NAME OF THE SCHOOL: “UNIDAD EDUCATIVA SINAÍ”

SCHOOL YEAR

2016--2017

MICROCURRICULAR PLANNING 1. INFORMATIVE DATA: Ing. Jaime Patricio Lliguicota Guarquila Teacher:

Area: English as ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: BGE a Foreign Languaje Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English Starship Pre A1.2 Welcome to O.EFL3.2 Assess and appreciate language through spoken and written Unit Title: Starship English as an international literary texts such as poems, rhymes, chants, English! language. riddles and songs, in order to foster Lesson 2: O.EFL 2.3 Read level imagination, and curiosity. This is my family appropriate texts in English for O. EFL 3.9 Be able to interact in English in a Lesson 3: pure enjoyment/entertainment simple way using basic expressions and short .Lesson 1: and to access information. phrases in familiar contexts to satisfy needs Welcome to O. EFL 3.5 Use in class library of a concrete type. Starship resources and explore the use English! of ICT to enrich competencies Lesson 2: This is my family Lesson 3: .

Unit Number:

* 1

PERIODS:

18 PERIODS, 6 CLASSS PERIODS PER LESSON

STARTING WEEK:

6 WEEKS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED STUDENT BOOK Lesson 1 • Greetings (Hi. Hello. Good--bye.) • Introducing oneself and others (His/her/my name’s ___.) Asking and telling someone’s name (What’s his/her/your name? His/her/my name’s ___. How do you spell ___?) STUDENT BOOK Lesson 2 • Greetings and formal introductions (It’s nice to meet you. It’s nice to meet you too.) • Introducing family members (This is my family. She’s My sister/mother/grandma. He’s my brother/father/grandpa. They’re my sisters/brothers.) BE statements (This is…, They’re…) STUDENT BOOK Phonics Look, listen, and say sections EFL.3.2.12 Respond to simple questions in quite a short time and initiate basic interaction spontaneously when there are opportunities to speak. Speech is produced a little less slowly and hesitantly. STUDENT BOOK Lesson 1 • Wh-- questions with BE (What’s) • Contracted forms of BE present tense statements and questions (‘s) Asking and telling someone’s name (What’s his/her/your name? His/her/my name’s ___.)

EVALUATION CRITERIA COMMUNICATION AND CULTURAL AWARENESS CE.EFL.3.5. Model turn-taking and ways to express to others when something is not understood to improve comprehension and/or intelligibility in conversations.

ORAL COMMUNICATION CE.EFL.3.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic ideas, initiate conversations and respond to questions, including some chunks of language and short sentences.

READING CE.EFL.3.11. Identify and understand individual every-day words, phrases, and sentences, including instructions.

WRITING CE.EFL.3.18. Writing in order to perform controlled practice of vocabulary and grammar items

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

STUDENT BOOK Lesson 2 • Asking about people (Who’she/she? She’s my sister/mother/grandma. He’s my brother/father/grandpa. Who are they? They’re my sisters/brothers.) • BE statements (This is…, They’re…) Wh- questions with BE (Who’s, Who are) READING EFL 3.3.1 Demonstrate basic reading comprehension skills by identifying the meaning of individual words, phrases, and sentences, including simple written instructions STUDENT BOOK Lesson 1 • Greetings (Hi. Hello. Good--bye.) • Introducing oneself and others (His/her/my name’s ___.) • Asking and telling someone’s name (What’s his/her/yourname? His/her/my name’s ___. Asking for spelling (How do you spell ___?) STUDENT BOOK Lesson 2 • Greetings and Formal introductions (It’s nice to meet you. It’s nice to meet you too.) • Introducing family members (This is My family. She’s my sister/mother/grandma. He’s my brother/father/grandpa. They’re my sisters/brothers.) Asking about people (Who’s he/she? Who are they?) ACTIVITY BOOK All Lessons Read and match sections WRITING

LANGUAGE THROUGH THE ARTS CE.EFL.3.21. Distinguish key information in stories and other age appropriate literary texts, both oral and written.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

EFL 3.4.3 Write simple words by hand and/or on the computer with correct use of standard writing mechanics. Example: blue, cat, dog, son, etc STUDENT BOOK Lesson 1 Vocabulary (see Scope and Sequence) STUDENT BOOK Lesson 2 Vocabulary (see Scope and Sequence) STUDENT BOOK Phonics • Listen, write, and read sections. Listen and write the words sections ACTIVITY BOOK All Lessons Write the… sections EFL 3.4.4 Write simple words, phrases and sentences for controlled practice of language items. STUDENT BOOK All Lessons Language Items (see Scope and Sequence) ACTIVITY BOOK All Lessons • Write about… sections • Write and read sections Unscramble the sentences sections LANGUAGE THROUGH THE ARTS EFL 3.5.1 Identify key information such as events, characters, and objects in stories and other age-appropriate literary texts if there is visual support STUDENT BOOK Lesson 1 Look, listen, and talk sections STUDENT BOOK Lesson 2 Look, listen, and talk sections

METHODOLOGICAL STRATEGIES

RESOURCES

PERFORMANCE INDICATORS

EVALUATION/ ACTIVITIES TECHNIQUES/INSTRUMEN TS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

This performance criteria could be evaluated by: 1.Work in small groups and take turns in greetings and short conversations 2.Use resources such as pictures or graphic organizers to accompany oral expression 3. Describe family using pictures or photos 4.Recognize basic phonemes of the alphabet and imitate the sounds 5. Recognize words and match words to pictures 6.Use simple resources such as flash cards 7.Unscramble letters and write words 8.Unscramble words to write short sentences 9.Create and use puppets 10.Sing songs and recite chants while pointing to the words 11.Move to the rhythm of a song or chant

Lesson 1 • Star & Stella puppets • Audio CD:T7–8• Activity Book: pp. AB4–AB9 • Optional: family photographs: one set of “ Characters” game cards for each pair p.147 Lesson 2 Flash Cards 2–9 • Star & Stella puppets • Audio CD:T7–8• Song Audio CD • Activity Book: pp.AB10–AB15 • Optional: teacher’s family photograph, one set of “ characters” game cards p.147 Lesson 3 Letter Cardsto use simple grammar or vocabulary items.

COMMUNICATION AND CULTURAL AWARENESS • I.EFL.3.5.1. Learners can apply turn-taking and ways to express to others when something is not understood in short conversations. ORAL COMMUNICATION • I.EFL.3.9.1. Learners can express basic ideas, initiate conversations, and respond to simple questions using appropriate words, phrases, and short sentences. Responses may be slow though pauses do not make the interaction tedious or uncomfortable for participants. READING • I.EFL.3.11.1. Learners can understand familiar words, phrases, and short simple sentences and can successfully

Lesson 1 Warm-Up (10 minutes): Write the alphabet on the board. Point to each letter as you sing the alphabet song. Ask learners to follow along. Lesson 2 Warm-Up (10 minutes): Have learners work in pairs with a set of the “Characters” game cards turned upside down. Learners take turns turning over a card and spelling the names out loud. Lesson 3 Warm-Up (5 minutes): Show learners the Letter Card “a.” Ask them to (a) trace the letter in the air; (b) say the letter 3 times; (c) say the phoneme 3 times; (d) say a word with the phoneme COMMUNICATION AND CULTURAL AWARENESS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

LANGUAGE THROUGH THE ARTS • I.EFL.3.21.1. Learners can recognize, through pictures or other media such as ICT, key aspects of a story or literary text (both oral and written).

complete the simple accompanying task. WRITING I.EFL.3.18.1. Learners can write short simple phrases and sentences to show that they know how

ACTIVITY

• Use pair and small group work to ask and answer questions about photos of families. TECHNIQUE

Observation INSTRUMENT Checklist

• Use small role plays to check that learners can introduce themselves and family members TECHNIQUE

Observation INSTRUMENT Checklist

ORAL COMMUNICATION ACTIVITY

• Have learners work in pairs to ask and answer questions about family. TECHNIQUE

Observation INSTRUMENT

Rating scale ACTIVITY

•Ask learners to take turns pointing to family members in a photo and asking and answering

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

questions TECHNIQUE

Quiz

INSTRUMENT Sampling

READING ACTIVITY

• Check word recognition by having learners stick stickers or glue them next to words. TECHNIQUE Observation INSTRUMENT Checklist ACTIVITY

• Check word recognition by having learners categorize labeled pictures or photos. TECHNIQUE

Observation

INSTRUMENT Data collection

WRITING ACTIVITY

• Check spelling skills by asking learners to unscramble the letters in a word. TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Observation INSTRUMENT Rubric ACTIVITY

• Check writing skills by asking learners to label a picture. TECHNIQUE

Observation INSTRUMENT Participation Chart

LANGUAGE THROUGH THE ARTS ACTIVITY

• Check vocabulary comprehension by asking learners to repeat a chant and point to different members of a family in a photo. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

•Have learners listen to a song or chant about classroom objects and draw something they hear.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TECHNIQUE

Observation INSTRUMENT

Participation Chart ACTIVITY

• Have learners listen to a song or chant and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart 3. ADAPTED CURRICULUM Specification of Educational Needs

Specification of the adapted material to be applied

Struggling Learners Below Level Learners

• Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say and write instructions.___• Use pictures and flash cards to connect meaning. Have learners create their own flash cards. • Use real classroom objects and gestures.___• Provide word walls for learners to reference.___• Have learners draw pictures to illustrate meaning.___• Ask learners to add pictures or drawings to a book activity.___• Record learners doing a dance or saying a chant. Social Studies Talk about their families TRANSVERAL AXES: Respect, Culture, Toleranceand families in other cultures Science ..Find pictures of animal familias and talk about them

CLIL COMPONENTS

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

PREPARED BY:

REVISED BY:

APPROVED BY:

TEACHER: ING. JAIME LLIGUICOTA

COORDINATOR

VICEPRINCIPAL:

SIGNATURE

SIGNATURE:

DATE

DATE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

NAME OF THE SCHOOL: “UNIDAD EDUCATIVA SINAÍ”

SCHOOL YEAR

2016--2017

MICROCURRICULAR PLANNING 1. INFORMATIVE DATA: Ing. Jaime Patricio Lliguicota Guarquila Teacher: Unit Number:

* 2

Area: English as a Foreign Languaje Textbook : Lesson 1: Starship Pre Is she A1.2 happy? Unit Title: Phonics: Short e, Long e – ee, Long e – ea, Long e – ey/y

PERIODS:

18 PERIODS, 6 CLASSS PERIODS PER LESSON

UNIT PLAN SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED

STARTING WEEK:

ENGLISH: PRE A1.2

Grade/Course:

Unit Specific Objectives: O.EFL3.2 Assess and appreciate English as an international language. O.EFL 3.3 Read level appropriate texts in English for pure enjoyment/entertainment and to access information. O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich competencies

5th, 6th, 7th EGB

Class:

BGE

O. EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order to foster imagination, and curiosity. O. EFL 3.9 Be able to interact in English in a simple way using basic expressions and short phrases in familiar contexts to satisfy needs of a concrete type.

6 WEEKS EVALUATION CRITERIA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

EFL 3.2.2 Be comfortable taking meaning from spoken texts containing words or sections which are not understood. Be aware that understanding spoken texts does not require decoding every single word

COMMUNICATION

AND

CULTURAL

AWARENESS

CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal and nonverbal communication features and apply self-correcting and self-monitoring strategies in social and classroom interactions.

STUDENT BOOK Lesson 1 • Describing characteristics and emotions (using pets) • Statements and questions with BE (singular and plural) • Predicate adjectives • Affirmative and negative short answers (singular and plural) Phonetic Short e, Long e – ee, Long e – ea, Long e – ey/y

EFL 3.1.8 Interpret and demonstrate knowledge in classroom activities of nonverbal and oral communication features, and understand the contexts in which they are used appropriately. (Example: gestures, body language, volume, etc.)

STUDENT BOOK Lesson 1 • Describing characteristics and emotions (using pets) • Statements and questions with BE (singular and

ORAL COMMUNICATION CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and situation in spoken texts set in familiar everyday contexts without having to decode every word.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

plural) • Predicate adjectives • Affirmative and negative short answers (singular and plural) Phonetic Short e, Long e – ee, Long e – ea, Long e – ey/y

EFL 3.2.3 Record key items of specific information from a heard message or description, either in written form or by drawing a picture. (Example: letters of the alphabet, numbers, quantities, prices and times, days, dates and months, etc.)

READING EFL 3.3.4 Distinguish between fact and opinion and relevant and irrelevant information in an informational text through the use of mind maps/charts.

READING CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio texts related to areas of immediate need or interest, provided vocabulary is familiar and visual support is present, and use these spoken contributions as models for their own.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACTIVITY BOOK All Lessons Read and match sections WRITING EFL 3.4.2 Write a short simple paragraph to describe yourself or other people, animals, places and things, with limited support. (Example: by answering questions or using key words)

STUDENT BOOK Lesson 1 Vocabulary (see Scope and Sequence) STUDENT BOOK Phonics • Listen, write, and read sections. Listen and write the words sections ACTIVITY BOOK All Lessons • Write about… sections • Write and read sections Unscramble the sentences sections LANGUAGE THROUGH THE ARTS

WRITING CE.EFL.3.13. Show an ability to identify the meaning of specific content-based words and phrases, with the aid of visual support, and use charts/mind maps to distinguish between fact/opinion and relevant/irrelevant information in informational texts.

EFL 3.5.2 Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts.

STUDENT BOOK Lesson 1 Look, listen, and talk sections STUDENT BOOK Lesson 2 Look, listen, and talk sections

LANGUAGE THROUGH THE ARTS CE.EFL.3.22. Design and produce picture books, graphic expressions and/or personal stories by varying

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

elements of literary texts and adding imaginative details to real-life stories and situations in order to create new, original texts.

METHODOLOGICAL STRATEGIES

RESOURCE S

This performance criteria could be evaluated by: 1.Work in small groups and take

Lesson 1 LESSON 1: Is she happy?

PERFORMANCE INDICATORS

EVALUATION/ ACTIVITIES TECHNIQUES/INSTRUME NTS COMMUNICATION AND Lesson 1 Warm-Up (10 CULTURAL AWARENESS minutes): I.EFL.3.4.1. Learners can demonstrate Write the alphabet on the

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

turns in greetings and short conversations 2.Use resources such as pictures or graphic organizers to accompany oral expression 3. Describe family using pictures or photos 4.Recognize basic phonemes of the alphabet and imitate the sounds 5. Recognize words and match words to pictures 6.Use simple resources such as flash cards 7.Unscramble letters and write words 8.Unscramble words to write short sentences 9.Create and use puppets 10.Sing songs and recite chants while pointing to the words 11.Move to the rhythm of a song or chant

(pp. 24–29) Six 45minute class periods • Flash Cards 10–15 • Star & Stella puppets • Audio CD: T13–18 • Activity Book: Act. A– D (pp. AB16– AB17); Act. A–B (p. AB18); Act. A–C (p. AB19); Act. A–B (p. AB20); Act. A–B (p. AB21). • Extras: a soft ball; a pretty, soft toy cat or picture of a

an ability to work in pairs and small groups using level-appropriate verbal and nonverbal communication features and apply self-correcting and selfmonitoring strategies in social and classroom interactions. (J.2, J.3, J.4, I.3)

ORAL COMMUNICATION I.EFL.3.6.1. Learners can grasp the main idea of spoken texts set in familiar everyday contexts and infer changes in the topic of discussion as well as who is speaking and what the situation is, without having to decode every word. (I.3, I.4)

READING I.EFL.3.7.1. Learners can record and identify key information from a spoken message of immediate need or interest when the message contains frequently used expressions and visual support. (Example: rules for a game, classroom instructions, a dialogue in a scene from a cartoon or movie, etc.) Learners can use other classmate’s contributions in class as models for their own. (I.2, I.3)

WRITING

board. Point to each letter as you sing the alphabet song. Ask learners to follow along. Lesson 2 Warm-Up (10 minutes): Have learners work in pairs with a set of the “Characters” game cards turned upside down. Learners take turns turning over a card and spelling the names out loud. Lesson 3 Warm-Up (5 minutes): Show learners the Letter Card “a.” Ask them to (a) trace the letter in the air; (b) say the letter 3 times; (c) say the phoneme 3 times; (d) say a word with the phoneme COMMUNICATION AND CULTURAL AWARENESS ACTIVITY

• Use pair and small group work to ask and answer questions about photos of families. TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

pretty cat; pictures of pets; one set of “Adjectives” game cards and two sets of “Pets” game cards (p. 45) for each pair of students. PHONICS: Short e, Long e (ee, ea, ey/y) (pp. 34–41) Six 45minute class periods • Letter Cards • Phonics Game Cards

I.EFL.3.17.1. Learners can write short simple paragraphs to describe people, places, animals, things and feelings, with limited support, while demonstrating an ability to effectively influence an audience and to express everyday activities. (I.3, S.1)

Observation

LANGUAGE THROUGH THE ARTS

TECHNIQUE

I.EFL.3.22.1. Create picture books, graphic expressions and personal stories by adapting elements of literary texts and adding imaginative details to real-life stories and situations, using appropriate vocabulary and features of the literature learners have read or heard. (I.3, S.3)

INSTRUMENT Checklist

• Use small role plays to check that learners can introduce themselves and family members Observation INSTRUMENT Checklist

ORAL COMMUNICATION ACTIVITY

• Have learners work in pairs to ask and answer questions about family. TECHNIQUE

Observation INSTRUMENT

Rating scale ACTIVITY

•Ask learners to take turns pointing to family members in a photo and asking and answering questions TECHNIQUE

Quiz

INSTRUMENT Sampling

READING ACTIVITY

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Check word recognition by having learners stick stickers or glue them next to words. TECHNIQUE Observation INSTRUMENT Checklist ACTIVITY

• Check word recognition by having learners categorize labeled pictures or photos. TECHNIQUE

Observation

INSTRUMENT Data collection

WRITING ACTIVITY

• Check spelling skills by asking learners to unscramble the letters in a word. TECHNIQUE

Observation

INSTRUMENT Rubric ACTIVITY

• Check writing skills by asking learners to label a picture. TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Observation INSTRUMENT Participation Chart

LANGUAGE THROUGH THE ARTS ACTIVITY

• Check vocabulary comprehension by asking learners to repeat a chant and point to different members of a family in a photo. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

•Have learners listen to a song or chant about classroom objects and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart ACTIVITY

• Have learners listen to a song or chant and draw something they hear. TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Observation INSTRUMENT

Participation Chart 3. ADAPTED CURRICULUM Specification of Educational Needs

Specification of the adapted material to be applied

CLIL COMPONENTS PREPARED BY: TEACHER: ING. JAIME LLIGUICOTA SIGNATURE

Science: Look at the map of outer space the home of Star and Stella REVISED BY: COORDINATOR SIGNATURE

TRANSVERAL AXES: Respect, Culture, ToleranceAPPROVED BY: VICEPRINCIPAL: SIGNATURE:

DATE

DATE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

NAME OF THE SCHOOL: “UNIDAD EDUCATIVA SINAÍ”

SCHOOL YEAR

2016--2017

MICROCURRICULAR PLANNING 1. INFORMATIVE DATA: Ing. Jaime Patricio Lliguicota Guarquila Teacher:

Area: English as a Foreign Languaje

ENGLISH: PRE A1.2

Grade/Course:

5th, 6th, 7th EGB

Class:

BGE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Unit Number:

* 1

Textbook : Starship Pre A1.2 Unit Title:

Lesson 1: I want juice, please. Lesson 2: Where’s your bedroom? Phonetics:

Short i, Long i – i_e, Long i – igh, Long i – ie/y

PERIODS:

18 PERIODS, 6 CLASSS PERIODS PER LESSON

UNIT PLAN SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED

STARTING WEEK:

Unit Specific Objectives: O.EFL3.2 Assess and appreciate English as an international language. O.EFL 3.3 Read level appropriate texts in English for pure enjoyment/entertainmen t and to access information. O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich competencies

6 WEEKS EVALUATION CRITERIA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

STUDENT BOOK Lesson 1 • Kitchen and

COMMUNICATION AND CULTURAL AWARENESS

food

CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and express likes and dislikes while giving recommendations in basic yet effective terms.

• Asking about and expressing preferences • Talking about different food • Wh- questions with do • Indefinite articles a, an STUDENT BOOK Lesson 2 • Around the home • Asking about places • Describing locations • Wh- questions with BE (Where’s) • Prepositions of place • Prepositional phrases STUDENT BOOK Phonics Look, listen, and say sections EFL 3.1.3 Exchange basic personal preferences with peers in order to express likes and dislikes. EFL 3.1.7 Demonstrate appropriate classroom behaviors by participating in small group or whole class discussions. (Example: being courteous, respecting the person and property of others, etc.)

STUDENT BOOK Lesson 1 • Kitchen and food

• Asking about

ORAL COMMUNICATION CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards the environment. CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio texts related to areas of immediate need or interest, provided vocabulary is familiar and visual support is present, and use these spoken contributions as models for their own.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

and expressing preferences • Talking about different food • Wh- questions with do • Indefinite articles a, an STUDENT BOOK Lesson 2 • Around the home • Asking about places • Describing locations • Wh- questions with BE (Where’s) • Prepositions of place • Prepositional phrases STUDENT BOOK Phonics Look, listen, and say sections READING EFL 3.3.8 Make and support inferences from evidence in a text with reference to features of written English. (Example: vocabulary, facts, format, sequence, relevance of ideas, etc.)

STUDENT BOOK Lesson 1 • Kitchen and food

• Asking about and expressing preferences • Talking about different food • Wh- questions with do

READING CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs clearly in class by asking questions or requesting clarification. Demonstrate acquisition of skills taught in class, such as being able to spell out words or use some grammatical structures (albeit with frequent errors)

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Indefinite articles a, an STUDENT BOOK Lesson 2 • Around the home • Asking about places • Describing locations • Wh- questions with BE (Where’s) • Prepositions of place • Prepositional phrases ACTIVITY BOOK All Lessons Read and match sections WRITING EFL 3.4.3 Write a variety of short simple text-types, commonly used in print and online, with appropriate language and layout. (Example: write a greeting on a birthday card, name and address on an envelope, a URL for a website, an email address, etc.)

WRITING CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by sharing information and reacting appropriately in basic interpersonal interactions.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Write about… sections • Write and read sections Unscramble the sentences sections LANGUAGE THROUGH THE ARTS EFL 3.5.3 Produce short, creative texts using ICT and/or other resources at home or at school in order to recreate familiar scenes and themes

STUDENT BOOK Lesson 1 Look, listen, and talk sections STUDENT BOOK Lesson 2 Look, listen, and talk sections

LANGUAGE THROUGH THE ARTS CE.EFL.3.23. Create short, original texts using a range of resources and other media, including ICT, in order to recreate familiar scenes and themes.

METHODOLOGICAL STRATEGIES

RESOURCE S

PERFORMANCE INDICATORS

This performance criteria could be evaluated by:

LESSON 1: I want juice,

COMMUNICATION AND CULTURAL AWARENESS

EVALUATION/ ACTIVITIES TECHNIQUES/INSTRUME NTS Lesson 1 Warm-Up (10 minutes):

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1.Work in small groups and take turns in greetings and short conversations 2.Use resources such as pictures or graphic organizers to accompany oral expression 3. Describe family using pictures or photos 4.Recognize basic phonemes of the alphabet and imitate the sounds 5. Recognize words and match words to pictures 6.Use simple resources such as flash cards 7.Unscramble letters and write words 8.Unscramble words to write short sentences 9.Create and use puppets 10.Sing songs and recite chants while pointing to the words 11.Move to the rhythm of a song or chant

please. • Flash Cards 47–60 • Star & Stella puppets • Audio CD: T23–28 • Activity Book: Act. A–D (pp. AB24– AB25); Act. A–B (p. AB26); Act. A–C (p. AB27); Act. A–B (p. AB28); Act. A–B (p. AB29). • Extras: sentences on cards: “My sister’s cat is pretty.” “Your brother’s dog is old.” “Her mother’s fish is happy.” “His father’s mouse is small.”; one set of “Food and drinks” game cards (pp. 146, 147) for each pair; two sets of “Food and drinks” game cards (pp. 146, 147) so there is one card per student; dice.

I.EFL.3.3.1. Learners can employ a range of verbal and nonverbal communication features to express likes and dislikes and can give recommendations in basic yet effective terms. (I.3, S.4)

ORAL COMMUNICATION I.EFL.3.2.1. Learners can say ways to take care of the environment and one’s surroundings. Learners can identify and exhibit socially responsible behaviors at home, at school and towards the environment. (J.3, S.1.

READING I.EFL.3.8.1. Learners can ask others to repeat themselves or to say something in a different way and ask for common classroom needs. Learners can spell out words in English and can describe matters of immediate need or interest using some grammatical structures practiced in class (although there may be errors with tenses, personal pronouns, prepositions, etc.). (I.3, J.4)

WRITING I.EFL.3.15.1. Learners can make and support inferences using evidence from texts and features of written English (e.g., vocabulary, format, sequence, etc.) and apply other learning strategies in order to examine and interpret a

Write the alphabet on the board. Point to each letter as you sing the alphabet song. Ask learners to follow along. Lesson 2 Warm-Up (10 minutes): Have learners work in pairs with a set of the “Characters” game cards turned upside down. Learners take turns turning over a card and spelling the names out loud. Lesson 3 Warm-Up (5 minutes): Show learners the Letter Card “a.” Ask them to (a) trace the letter in the air; (b) say the letter 3 times; (c) say the phoneme 3 times; (d) say a word with the phoneme COMMUNICATION AND CULTURAL AWARENESS ACTIVITY

• Use pair and small group

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

LESSON 2: Where’s your bedroom? (pp. 48–53) Six 45-minute class periods • Flash Cards 61–70 • Star & Stella puppets • Audio CD: T30–35 • Activity Book: Act. A–D (pp. AB30– AB31); Act. A–B (p. AB32); Act. A–C (p. AB33); Act. A–B (p. AB34); Act. A–B (p. AB35). • Extras: box and ball; magazine pictures of rooms; a set of “Rooms” game cards (p. 148) for each pair; two to three sets of “Rooms” game cards (p. 148) so there is one card per student.

PHONICS:

variety of written materials. (I.2, J.3)

LANGUAGE THROUGH THE ARTS I.EFL.3.23.1. Learners can create and produce short texts using ICT and/or other resources at home or at school in order to recreate familiar scenes and themes. (I.1, I.3)

work to ask and answer questions about photos of families. TECHNIQUE

Observation INSTRUMENT Checklist

• Use small role plays to check that learners can introduce themselves and family members TECHNIQUE

Observation INSTRUMENT Checklist

ORAL COMMUNICATION ACTIVITY

• Have learners work in pairs to ask and answer questions about family. TECHNIQUE

Observation INSTRUMENT

Rating scale ACTIVITY

•Ask learners to take turns pointing to family members in a photo and asking and answering questions TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Short i, Long i (i_e, igh, ie/y) (pp. 54–61) Six 45-minute class periods • Letter Cards • Phonics Game Cards

Quiz INSTRUMENT Sampling

READING ACTIVITY

• Check word recognition by having learners stick stickers or glue them next to words. TECHNIQUE Observation INSTRUMENT Checklist ACTIVITY

• Check word recognition by having learners categorize labeled pictures or photos. TECHNIQUE

Observation

INSTRUMENT Data collection

WRITING ACTIVITY

• Check spelling skills by asking learners to unscramble the letters in a word. TECHNIQUE

Observation

INSTRUMENT

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Rubric ACTIVITY

• Check writing skills by asking learners to label a picture. TECHNIQUE

Observation INSTRUMENT Participation Chart

LANGUAGE THROUGH THE ARTS ACTIVITY

• Check vocabulary comprehension by asking learners to repeat a chant and point to different members of a family in a photo. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

•Have learners listen to a song or chant about classroom objects and draw something they hear. TECHNIQUE

Observation INSTRUMENT

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Participation Chart ACTIVITY

â&#x20AC;¢ Have learners listen to a song or chant and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart 3. ADAPTED CURRICULUM Specification of Educational Needs

Specification of the adapted material to be applied

CLIL COMPONENTS PREPARED BY:

Science: Look at the map of outer space the home of Star and Stella REVISED BY:

TRANSVERAL AXES: Respect, Culture, ToleranceAPPROVED BY:

TEACHER: ING. JAIME LLIGUICOTA

COORDINATOR

VICEPRINCIPAL:

SIGNATURE

SIGNATURE:

DATE

DATE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

NAME OF THE SCHOOL: “UNIDAD EDUCATIVA SINAÍ”

SCHOOL YEAR

2016--2017

MICROCURRICULAR PLANNING 1. INFORMATIVE DATA: Ing. Jaime Patricio Lliguicota Guarquila Teacher:

Area: English as a Foreign Languaje

ENGLISH: PRE A1.2

Grade/Course:

5th, 6th, 7th EGB

Class:

BGE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Unit Number:

* 4

Textbook : Starship Pre A1.2 Unit Title:

Lesson 1: How many robots do you have? Phonetics

Short o, Long o – o_e/oe, Long o – oa, Long o – ow

PERIODS:

18 PERIODS, 6 CLASSS PERIODS PER LESSON

UNIT PLAN SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED

STARTING WEEK:

Unit Specific Objectives: O.EFL3.2 Assess and appreciate English as an international language. O.EFL 3.3 Read level appropriate texts in English for pure enjoyment/entertainmen t and to access information. O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich competencies

6 WEEKS EVALUATION CRITERIA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

STUDENT BOOK Lesson 1

COMMUNICATION AND CULTURAL AWARENESS

EFL 3.1.4 Use a variety of oral, print and electronic forms for social communication and for writing to oneself. (Example: friendly notes, invitations, diary entries, notes to self, electronic messages, etc.)

CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in order to interact with others in social situations.

STUDENT BOOK Lesson 1 • Toys • Asking about Toys • Questions with how many • Questions about color How many robots/ dinosaurs do you have? One/Seven. What color is it? It’s red. What color are they? They’re green and yellow. How many dinosaurs does he have?

STUDENT BOOK Phonics Look, listen, and say sections EFL 3.2.13 Respond to simple questions in quite a short time and initiate basic interaction spontaneously when there are opportunities to speak. Speech is produced a little less slowly and hesitantly.

STUDENT BOOK Lesson 1 • Toys • Asking about Toys • Questions with how many • Questions about color How many robots/ dinosaurs do you have? One/Seven. What color is it? It’s red.

ORAL COMMUNICATION CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions or give accounts of personal experiences.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

What color are they? They’re green and yellow. How many dinosaurs does he have?

STUDENT BOOK Phonics Look, listen, and say sections READING EFL 3.3.9 Identify and use reading strategies to make text more comprehensible and meaningful. (Example: skimming, scanning, previewing, predicting, reading for main ideas and details, etc.)

ACTIVITY BOOK All Lessons Read and match sections WRITING EFL 3.4.5 Write a questionnaire or survey for friends, family or classmates using WH- questions in order to identify things in common and preferences.

STUDENT BOOK Lesson 1

READING CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while employing a range of everyday reference materials in order to determine information appropriate to the purpose of inquiry and to relate ideas between written sources.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Vocabulary (see Scope and Sequence) STUDENT BOOK Lesson 2 Vocabulary (see Scope and Sequence) STUDENT BOOK Phonics • Listen, write, and read sections. Listen and write the words sections ACTIVITY BOOK All Lessons Write the… sections EFL 2.4.4 Write simple words, phrases and sentences for controlled practice of language items. STUDENT BOOK All Lessons Language Items (see Scope and Sequence) ACTIVITY BOOK All Lessons • Write about… sections • Write and read sections Unscramble the sentences sections LANGUAGE THROUGH THE ARTS EFL 3.5.5 Evaluate literary texts (both written and oral, online, in video or in print) according to pre-established criteria. (Example: completing a checklist, a chart, a personal response, etc.)

STUDENT BOOK Lesson 1 Look, listen, and talk sections STUDENT BOOK Lesson 2 Look, listen, and talk sections

WRITING CE.EFL.3.19. Create a questionnaire or survey using WH- question words in order to identify things in common and preferences while displaying an ability to convey and organize information using facts and details.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

LANGUAGE THROUGH THE ARTS CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while employing a range of everyday reference materials in order to determine information appropriate to the purpose of inquiry and to relate ideas between written sources.

METHODOLOGICAL STRATEGIES

RESOURCE S

PERFORMANCE INDICATORS

This performance criteria could be evaluated by:

LESSON 1: How many

COMMUNICATION AND CULTURAL AWARENESS

EVALUATION/ ACTIVITIES TECHNIQUES/INSTRUME NTS Lesson 1 Warm-Up (10 minutes):

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

robots do you have? • Flash Cards 71–87 • Star & Stella puppets • Audio CD: T36–41 • Activity Book: Act. A–D (pp. AB36– AB37); Act. A–B (p. AB38); Act. A–C (p. AB39); Act. A–B (p. AB40); Act. A–B (p. AB41). • Extras: Warmup activity flash cards: 11, 13, 47, 51, 78, 80, 84, 86, 87: two blue toy cars or two pictures of a blue car; two sets of “Toys” and “Colors” game cards (p. 149) for each pair of students.

I.EFL.3.5.1. Learners can employ various print and digital sources in order to communicate with others in oral and written form in social situations. (J.3, S.1, S.4)

ORAL COMMUNICATION I.EFL.3.9.1. Learners can answer simple questions quickly and initiate basic interaction spontaneously when given opportunities. (Example: make an invitation, give a suggestion, etc.) Learners can describe simple, familiar situations and talk about past experiences. (I.3, J.3)

READING • I.EFL.2.11.1. Learners can understand familiar words, phrases, and short simple sentences and can successfully complete the simple accompanying task. WRITING I.EFL.3.14.1. Learners can identify and use reading strategies to make written text more comprehensible and meaningful. Learners can use everyday reference materials to select information appropriate to the purpose of an inquiry and to relate ideas from one written source to another. (I.2, S.1)

• Use pair and small group

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

LANGUAGE THROUGH THE ARTS I.EFL.3.21.1. Learners can employ audio, video, pictures and ICT to respond to oral and written texts and use pre-established criteria to evaluate literary texts individually or in groups. (I.2, I.3, I.4)

work to ask and answer questions about photos of families. TECHNIQUE

Observation INSTRUMENT Checklist

• Use small role plays to check that learners can introduce themselves and family members TECHNIQUE

Observation INSTRUMENT Checklist

ORAL COMMUNICATION ACTIVITY

• Have learners work in pairs to ask and answer questions about family. TECHNIQUE

Observation INSTRUMENT

Rating scale ACTIVITY

•Ask learners to take turns pointing to family members in a photo and asking and answering questions TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Quiz INSTRUMENT Sampling

READING ACTIVITY

• Check word recognition by having learners stick stickers or glue them next to words. TECHNIQUE Observation INSTRUMENT Checklist ACTIVITY

• Check word recognition by having learners categorize labeled pictures or photos. TECHNIQUE

Observation

INSTRUMENT Data collection

WRITING ACTIVITY

• Check spelling skills by asking learners to unscramble the letters in a word. TECHNIQUE

Observation

INSTRUMENT

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Rubric ACTIVITY

• Check writing skills by asking learners to label a picture. TECHNIQUE

Observation INSTRUMENT Participation Chart

LANGUAGE THROUGH THE ARTS ACTIVITY

• Check vocabulary comprehension by asking learners to repeat a chant and point to different members of a family in a photo. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

•Have learners listen to a song or chant about classroom objects and draw something they hear. TECHNIQUE

Observation INSTRUMENT

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Participation Chart ACTIVITY

â&#x20AC;¢ Have learners listen to a song or chant and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart 3, ADAPTED CURRICULUM Specification of Educational Needs

Specification of the adapted material to be applied

CLIL COMPONENTS PREPARED BY:

Science: Look at the map of outer space the home of Star and Stella REVISED BY:

TRANSVERAL AXES: Respect, Culture, ToleranceAPPROVED BY:

TEACHER: ING. JAIME LLIGUICOTA

COORDINATOR

VICEPRINCIPAL:

SIGNATURE

SIGNATURE:

DATE

DATE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

NAME OF THE SCHOOL: “UNIDAD EDUCATIVA SINAÍ”

SCHOOL YEAR

2016--2017

MICROCURRICULAR PLANNING 1. INFORMATIVE DATA: Ing. Jaime Patricio Lliguicota Guarquila Teacher:

Area: English as a Foreign Languaje

ENGLISH: PRE A1.2

Grade/Course:

5th, 6th, 7th EGB

Class:

BGE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Unit Number:

* 5

Textbook : Starship Pre A1.2 Unit Title:

PERIODS:

18 PERIODS, 6 CLASSS PERIODS PER LESSON

UNIT PLAN SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EFL 3.1.5 Describe, read about, participate in or recommend a favorite activity, book, song or other interest to various audiences. (Example: peers, other classes, teachers, other adults, etc.)

STUDENT BOOK Lesson 1 • Telling time • Asking and telling time • Digital time • Analog time

Lesson 1: What time is it, please? Lesson 2: Birthday party! PHONICS: Short u, Long u (u_e, ue, ui)

STARTING WEEK:

6 WEEKS

EVALUATION CRITERIA COMMUNICATION AND CULTURAL AWARENESS CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and express likes and dislikes while giving recommendations in basic yet effective terms

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Wh- questions (What) with BE • Statements with BE What time is it, please? It’s seven/eight/nine o’clock. It’s time for breakfast/ school/ bed/ recess/ lunch/ dinner/ homework. It’s ten fifteen/ twelve

STUDENT BOOK Lesson 2 • Age and birthdays • Birthday greetings • Asking and telling about age • Identifying one’s birthday • Wh- questions (how old, when) with BE and short answers

ORAL COMMUNICATION CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by sharing information and reacting appropriately in basic interpersonal interactions.

STUDENT BOOK Phonics Look, listen, and say sections EFL 3.2.14 Make and respond to invitations, suggestions, apologies and requests.

STUDENT BOOK Lesson 1 • Telling time • Asking and telling time • Digital time • Analog time • Wh- questions (What) with BE • Statements with BE What time is it, please?

READING CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

It’s seven/eight/nine o’clock. It’s time for breakfast/ school/ bed/ recess/ lunch/ dinner/ homework. It’s ten fifteen/ twelve

STUDENT BOOK Lesson 2 • Age and birthdays • Birthday greetings • Asking and telling about age • Identifying one’s birthday • Wh- questions (how old, when) with BE and short answers

READING EFL 3.3.10 Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. (Example: simple science experiments, instructions for an art project, etc.)

STUDENT BOOK Lesson 1 • Telling time • Asking and telling time • Digital time • Analog time • Wh- questions (What) with BE • Statements with BE What time is it, please? It’s seven/eight/nine o’clock. It’s time for breakfast/ school/ bed/ recess/ lunch/ dinner/ homework.

opinions or give accounts of personal experiences.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

It’s ten fifteen/ twelve

STUDENT BOOK Lesson 2 • Age and birthdays

WRITING CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print text and follow short instructions in simple experiments and projects if illustrated through step-by-step visuals.

• Birthday greetings • Asking and telling about age • Identifying one’s birthday • Wh- questions (how old, when) with BE and short answers

ACTIVITY BOOK All Lessons Read and match sections WRITING EFL 3.4.6 Write a simple narrative with linking words on familiar subjects in order to express everyday activities. (Example: free time, descriptions, what happened last weekend, etc.)

LANGUAGE THROUGH THE ARTS CE.EFL.3.24. Organize ideas and relevant information from literary texts using group or class brainstorms and/or mind maps in order to enhance collaborative responses to literature.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACTIVITY BOOK All Lessons • Write about… sections • Write and read sections Unscramble the sentences sections LANGUAGE THROUGH THE ARTS EFL 3.5.6 Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts.

STUDENT BOOK Lesson 1 Look, listen, and talk sections STUDENT BOOK Lesson 2 Look, listen, and talk sections

METHODOLOGICAL STRATEGIES

RESOURCE PERFORMANCE S INDICATORS

LESSON 1: What time is it, please?

COMMUNICATION AND CULTURAL AWARENESS

• Flash Cards twelve flash cards from previous lessons • Star & Stella puppets • Audio CD: T45–50 • Activity Book: Act. A–D (pp. AB44– AB45); Act. A–B (p. AB46); Act. A–C (p. AB47); Act. A–B (p. AB48);

ORAL COMMUNICATION

I.EFL.3.3.1. Learners can employ a range of verbal and nonverbal communication features to express likes and dislikes and can give recommendations in basic yet effective terms. (I.3, S.4)

I.EFL.3.10.1. Learners can use backchanneling to react appropriately to what others say about familiar topics in predictable, everyday situations and when carrying out pair work for a specific task in class. Learners can ask questions to extend an interpersonal interaction. (I.3,

EVALUATION/ ACTIVITIES TECHNIQUES/INSTRUMEN TS Lesson 1 Warm-Up (10 minutes): Write the alphabet on the board. Point to each letter as you sing the alphabet song. Ask learners to follow along. Lesson 2 Warm-Up (10 minutes): Have learners work in pairs with a set of the “Characters” game cards turned upside down. Learners take turns turning over a card and spelling the

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

flash cards 7.Unscramble letters and write words 8.Unscramble words to write short sentences 9.Create and use puppets 10.Sing songs and recite chants while pointing to the words 11.Move to the rhythm of a song or chant

Act. A–B (p. AB49). • Extras: an analog clock; a set of “Times” and “Daily activities” game cards (pp. 150–151) for each pair of students; dice.

J.3)

LESSON 2: Birthday party!

WRITING

(pp. 86–91) Six 45-minute class periods • Flash Cards 118–135 • Star & Stella puppets • Audio CD: T51–56 • Activity Book: Act. A–D (pp. AB50– AB51); Act. A–B (p. AB52); Act. A–C (p. AB53); Act. A–B (p. AB54); Act. A–B (p. AB55). • Extras: a hat holding cards with words “Family,” “Drinks,” “Pets,” “Toys,”

READING I.EFL.3.11.1. Learners can understand most details in a short simple online or print text and can follow short instructions in simple experiments and projects if step-by-step visuals are provided. (I.3, I.4)

I.EFL.3.18.1. Learners can write short simple text-types and narratives, online and in print, using appropriate language, layout and linking words. (I.3, J.2)

LANGUAGE THROUGH THE ARTS I.EFL.3.24.1. Learners can work in groups to create brainstorms and/ or draw mind maps to describe and organize ideas or useful information from literary texts and create collaborative responses to literature through process writing groups or literature circles. (I.4, S.4, J.3)

names out loud. Lesson 3 Warm-Up (5 minutes): Show learners the Letter Card “a.” Ask them to (a) trace the letter in the air; (b) say the letter 3 times; (c) say the phoneme 3 times; (d) say a word with the phoneme COMMUNICATION AND CULTURAL AWARENESS ACTIVITY

• Use pair and small group work to ask and answer questions about photos of families. TECHNIQUE

Observation INSTRUMENT Checklist

• Use small role plays to check that learners can introduce themselves and family members TECHNIQUE

Observation INSTRUMENT Checklist

ORAL COMMUNICATION

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“Colors,” “Rooms”; a timer; a calendar; soft balls; one set of “Ages” and “Dates” game cards (p. 152) for each pair; say.

ACTIVITY

• Have learners work in pairs to ask and answer questions about family. TECHNIQUE

Observation INSTRUMENT

Rating scale ACTIVITY

•Ask learners to take turns pointing to family members in a photo and asking and answering questions TECHNIQUE

Quiz

INSTRUMENT Sampling

READING ACTIVITY

• Check word recognition by having learners stick stickers or glue them next to words. TECHNIQUE Observation INSTRUMENT Checklist ACTIVITY

• Check word recognition by having learners categorize labeled pictures or photos.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TECHNIQUE

Observation INSTRUMENT Data collection

WRITING ACTIVITY

• Check spelling skills by asking learners to unscramble the letters in a word. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

• Check writing skills by asking learners to label a picture. TECHNIQUE

Observation INSTRUMENT Participation Chart

LANGUAGE THROUGH THE ARTS ACTIVITY

• Check vocabulary comprehension by asking learners to repeat a chant and point to different members of a

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

family in a photo. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

•Have learners listen to a song or chant about classroom objects and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart ACTIVITY

• Have learners listen to a song or chant and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart 3. ADAPTED CURRICULUM Specification of Educational Needs

Specification of the adapted material to be applied

CLIL COMPONENTS

Science: Look at the map of outer space the home of Star and Stella REVISED BY: COORDINATOR

PREPARED BY: TEACHER: ING. JAIME LLIGUICOTA

TRANSVERAL AXES: Respect, Culture, ToleranceAPPROVED BY: VICEPRINCIPAL:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

SIGNATURE

SIGNATURE:

DATE

DATE:

NAME OF THE SCHOOL: “UNIDAD EDUCATIVA SINAÍ”

SCHOOL YEAR

2016--2017

MICROCURRICULAR PLANNING 1. INFORMATIVE DATA: Ing. Jaime Patricio Lliguicota Guarquila Teacher: Unit Number:

* 6

Textboo k: Starship Pre A1.2 Unit Title:

Area: English as ENGLISH PRE A1.2 Grade/Course: 5ND, 6RD, 7TH Class: BGE a Foreign Languaje LESSON 1: Unit Specific O. EFL 3.7 Appreciate the use of English language through spoken and What’s Objectives: written literary texts such as poems, rhymes, chants, riddles and songs, your O.EFL3.2 Assess and in order to foster imagination, and curiosity. favorite appreciate English O. EFL 3.9 Be able to interact in English in a simple way using basic season? as an international expressions and short phrases in familiar contexts to satisfy needs of a PHONICS: language. concrete type. Short a, O.EFL 3.3 Read level Long a appropriate texts in (a_e, ai, ay) English for pure enjoyment/entertai nment and to access information. O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich competencies

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

PERIODS :

18 PERIODS, 6 CLASSS PERIODS PER LESSON

UNIT PLAN SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EFL 3.1.1 Ask simple basic questions in class about the world beyond their own immediate environment in order to increase their understanding of different cultures.

STARTING WEEK:

6 WEEKS

EVALUATION CRITERIA COMMUNICATION AND CULTURAL AWARENESS CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between them through oral and written literary texts.

STUDENT BOOK Lesson 1 • Talking about weather and seasons • Asking and telling about the weather • Identifying seasons • Asking and telling about seasons and preferred activities • Wh- questions (What’s) with BE • Statements with BE and Y/N questions. What’s your favorite season? My favorite season is winter. I like ice-skating. What’s the weather like today?

STUDENT BOOK Phonics Look, listen, and say sections EFL 3.2.15 Provide a simple description and/or opinion of a common object or a simple account of something experienced. (Example: an Ecuadorian celebration, a class trip, a party, a game played, etc.)

STUDENT BOOK Lesson 1 • Talking about weather and seasons • Asking and telling about the weather • Identifying seasons

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Asking and telling about seasons and preferred activities • Wh- questions (What’s) with BE • Statements with BE and Y/N questions. What’s your favorite season? My favorite season is winter. I like ice-skating. What’s the weather like today?

READING EFL 3.4.9 Make effective use of a range of digital tools to write, edit, revise and publish written work in a way that supports collaboration. (Example: add sound or images to a presentation, use an app to collaborate on a mind map, contribute to a class wiki, etc.)

ACTIVITY BOOK All Lessons Read and match sections WRITING EFL 3.4.9 Make effective use of a range of

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

digital tools to write, edit, revise and publish written work in a way that supports collaboration. (Example: add sound or images to a presentation, use an app to collaborate on a mind map, contribute to a class wiki, etc.)

STUDENT BOOK Lesson 1 Vocabulary (see Scope and Sequence) STUDENT BOOK Lesson 2 Vocabulary (see Scope and Sequence) STUDENT BOOK Phonics • Listen, write, and read sections. Listen and write the words sections ACTIVITY BOOK All Lessons Write the… sections EFL 2.4.4 Write simple words, phrases and sentences for controlled practice of language items. STUDENT BOOK All Lessons Language Items (see Scope and Sequence) ACTIVITY BOOK All Lessons • Write about… sections • Write and read sections Unscramble the sentences sections LANGUAGE THROUGH THE ARTS EFL 3.5.8 Create stories, poems, songs, dances and plays including those that reflect traditional and popular Ecuadorian culture, observing the conventions of the genre. (Example: purpose, settings, audience, voice, rhythm, etc.)

STUDENT BOOK Lesson 1

WRITING CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process in order to collaborate on well-constructed informational texts.

LANGUAGE THROUGH THE ARTS CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a variety of texts that reflect traditional and popular Ecuadorian culture and identify select literary elements in order to relate them to other works, including the

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Look, listen, and talk sections STUDENT BOOK Lesson 2 Look, listen, and talk sections

METHODOLOGICAL STRATEGIES This performance criteria could be evaluated by: 1.Work in small groups and

learners’ own writing.

RESOU RCES LESSON 1: What’s your favorite season?

PERFORMANCE INDICATORS COMMUNICATION AND CULTURAL

EVALUATION/ ACTIVITIES TECHNIQUES/INSTRUMENTS Lesson 1 Warm-Up (10 minutes): Write the alphabet on the board. Point to each letter as you sing the alphabet song. Ask learners to follow along.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

take turns in greetings and short conversations 2.Use resources such as pictures or graphic organizers to accompany oral expression 3. Describe family using pictures or photos 4.Recognize basic phonemes of the alphabet and imitate the sounds 5. Recognize words and match words to pictures 6.Use simple resources such as flash cards 7.Unscramble letters and write words 8.Unscramble words to write short sentences 9.Create and use puppets 10.Sing songs and recite chants while pointing to the words 11.Move to the rhythm of a song or chant

• Flash Cards 136– 153 • Star & Stella puppets • Audio CD: T57–62 • Activity Book: Act. A–D (pp. AB56– AB57); Act. A–B (p. AB58); Act. A–C (p. AB59); Act. A–B (p. AB60); Act. A–B (p. AB61). • Extras: a Bingo board (p. 155) for each student; a set of “Weather” game cards (p. 153) and a set of “Seasons” game cards (p. 154) for each pair of students; say.

PHONICS: Short a,

AWARENESS I.EFL.3.1.1. Learners can show an awareness of different cultures and identify similarities and differences between them through oral and written literary texts. (I.2, S.2, J.1)

ORAL COMMUNICATION I.EFL.3.20.1. Learners can effectively use a range of digital tools during the writing process in order to collaborate on producing well-constructed informational texts. (I.3, S.4, J.3)

READING I.EFL.3.20.1. Learners can effectively use a range of digital tools during the writing process in order to collaborate on producing well-constructed informational texts. (I.3, S.4, J.3)

WRITING I.EFL.3.9.1. Learners can answer simple questions quickly and initiate basic in-

Lesson 2 Warm-Up (10 minutes): Have learners work in pairs with a set of the “Characters” game cards turned upside down. Learners take turns turning over a card and spelling the names out loud. Lesson 3 Warm-Up (5 minutes): Show learners the Letter Card “a.” Ask them to (a) trace the letter in the air; (b) say the letter 3 times; (c) say the phoneme 3 times; (d) say a word with the phoneme COMMUNICATION AND CULTURAL AWARENESS ACTIVITY

• Use pair and small group work to ask and answer questions about photos of families. TECHNIQUE

Observation INSTRUMENT Checklist

• Use small role plays to check that learners can introduce themselves and family members TECHNIQUE

Observation INSTRUMENT Checklist

ORAL COMMUNICATION ACTIVITY

• Have learners work in pairs to ask and answer questions about family. TECHNIQUE

Observation

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Long a (a_e, ai, ay) (pp. 16–26) Six 45minute class periods • Letter Cards • Phonics Game Cards

teraction spontaneously when given opportunities. (Example: make an invitation, give a suggestion, etc.) Learners can describe simple, familiar situations and talk about past experiences. (I.3, J.3)

INSTRUMENT

Rating scale ACTIVITY

•Ask learners to take turns pointing to family members in a photo and asking and answering questions TECHNIQUE

LANGUAGE THROUGH THE ARTS I.EFL.3.20.1. Learners can effectively use a range of digital tools during the writing process in order to collaborate on producing well-constructed informational texts. (I.3, S.4, J.3)

Quiz

INSTRUMENT Sampling

READING ACTIVITY

• Check word recognition by having learners stick stickers or glue them next to words. TECHNIQUE Observation INSTRUMENT Checklist ACTIVITY

• Check word recognition by having learners categorize labeled pictures or photos. TECHNIQUE

Observation

INSTRUMENT Data collection

WRITING ACTIVITY

• Check spelling skills by asking learners to unscramble the letters in a word. TECHNIQUE

Observation

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

INSTRUMENT Rubric ACTIVITY

• Check writing skills by asking learners to label a picture. TECHNIQUE

Observation INSTRUMENT Participation Chart

LANGUAGE THROUGH THE ARTS ACTIVITY

• Check vocabulary comprehension by asking learners to repeat a chant and point to different members of a family in a photo. TECHNIQUE

Observation INSTRUMENT Rubric ACTIVITY

•Have learners listen to a song or chant about classroom objects and draw something they hear. TECHNIQUE

Observation INSTRUMENT

Participation Chart ACTIVITY

• Have learners listen to a song or chant and draw something they hear. TECHNIQUE

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Observation INSTRUMENT

Participation Chart ADAPTED CURRICULUM Specification of Educational Needs

Specification of the adapted material to be applied

CLIL COMPONENTS

Science: Look at the map of outer space the home of Star and Stella REVISED BY: COORDINATOR

TRANSVERAL AXES: Respect, Culture, Tolerance-

SIGNATURE

SIGNATURE:

DATE

DATE:

PREPARED BY: TEACHER: ING. JAIME LLIGUICOTA SIGNATURE DATE

APPROVED BY: VICEPRINCIPAL: