This document provides a microcurricular plan for an English as a Foreign Language class at a school in Manabi Province, Ecuador. It outlines the unit objectives, skills to be developed, lesson plans, activities and evaluation criteria for three lessons on greetings, family members and phonics. The lessons aim to help students communicate basic greetings and family relationships in English through speaking, reading, writing and music activities while developing cultural awareness. Progress will be evaluated through observation, checklists, quizzes and participation.

1. SUB SECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIDAD EDUCATIVA FISCAL “PROVINCIA DE MANABÍ” SCHOOL YEAR
2018 - 2019
MICROCURRICULAR PLANNING
1. DATOS INFORMATIVOS:
T eacher: Lic. MarybelGarcía Mero Area: Englishas a
Foreign Language
ENGLISH Grade/Course: 3, 4 EGB Class: A, B
Unit Number: * 1 Textbook:StarshipPreA1.2 Unit
Title:
Lesson 1:
Welcome to Starship
English!
Lesson 2:
This is my family
Lesson 3:
.Phonics:Short a; Long a
Unit Specific Objectives: O.EFL2.7Appreciatethe use
of English language
through spoken and
written literarytexts such as
poems, rhymes, chants,
riddlesand songs,inorder to
fosterimagination, and
curiosity .
O. EFL 2.9 Beableto
interact in English in a
simple way using basic
expressions and short
phrases in familiar
contexts tosatisfyneeds of
aconcrete type.
O.EFL 2.2 Assess andappreciate
English as an international
language.
O .EFL 2.3 Readlevel--‐appropriate
texts in English for pure
enjoyment/entertainment and to
access information.
O . EFL 2.5 Use in--‐class library
resources and explore the use of
ICT toenrichcompetencies inthe
four skills.

2. PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: 6 WEEKS
2. UNIT PLAN
SKILLSAND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATIONANDCULTURALAWARENESS
EFL 2.1.9. Communicatetopeers and teacher when something is not understood in
class through the use of simple basic questions.
STUDENTBOOK Lesson 1
 Asking and tellingsomeone’s name (What’s his/her/your name?)
 Contracted forms of BEpresent tense statements and questions (‘s)
Wh- questions with BE(What’s)
STUDENTBOOK Lesson 2
 Asking about people (Who’s he/she? Who are they?)
Wh- questions with BE(Who’s, Whoare)
EFL.2.1.10.Recognizewhento speak and when to listen while working in pairs or
small groups in class by following classroom instructions and simple commands.
STUDENTBOOK All lessons
All activity names are simple commands forstudents to follow as instructions.
ORAL COMMUNICATION
EFL 2.2.11 Producesimple,mainly isolated utterances using very short phrases and
sometimes individual words, possibly with slow and/or hesitant delivery.
(Example: words, phrases and short sentences about people, animals, things, etc.)
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.2.5.Modelturn-taking and waysto express to others when
something is not understood to improve comprehension and/or
intelligibility in conversations.
ORALCOMMUNICATION
CE.EFL.2.9. 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.

3. STUDENTBOOK 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 youspell ?)
STUDENTBOOK Lesson 2
 Greetings andformalintroductions (It’snicetomeetyou.It’snicetomeetyou too.)
 Introducing family members (This is my family. She’s my sister/mother/grandma. He’smy
brother/father/grandpa. They’re my sisters/brothers.)
BE statements (This is…, They’re…)
STUDENTBOOK Phonics Look,
listen, and say sections
EFL.2.2.12 Respondtosimple 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.
STUDENTBOOK 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
.)
STUDENTBOOK Lesson 2
 Askingaboutpeople(Who’she/she? She’smysister/mother/grandma. He’smy
brother/father/grandpa. Who arethey? They’re mysisters/brothers.)
 BE statements (This is…, They’re…)
Wh- questions with BE(Who’s, Whoare)

4. READING READING
EFL 2.3.1 Demonstrate basic reading comprehension skills by identifying the
meaning of individual words, phrases, and sentences, including simple written
instructions
STUDENTBOOK Lesson 1
 Greetings (Hi. Hello. Good--‐bye.)
 Introducing oneself and others (His/her/my name’s ___.)
 Askingandtellingsomeone’sname(What’s his/her/your name?His/her/my
name’s .
Asking forspelling (How do you spell ?)
STUDENTBOOK Lesson 2
 Greetings andformalintroductions (It’snicetomeetyou.It’snicetomeetyou too.)
 Introducing family members (This is my family. She’s my sister/mother/grandma. He’smy
brother/father/grandpa. They’re my sisters/brothers.)
Asking about people (Who’s he/she? Whoare they?)
ACTIVITY BOOK All Lessons Read
and match sections
WRITING
EFL 2.4.3 Writesimple words by hand and/or on the computer with correctuse of
standard writing mechanics. Example: blue, cat, dog, son, etc
STUDENTBOOK Lesson 1
Vocabulary (seeScopeand Sequence)
STUDENTBOOK Lesson 2
CE.EFL.2.11.Identify andunderstand individual every-day words,
phrases, and sentences, including instructions.
WRITING
CE.EFL.2.18. Writinginorder to perform controlledpractice of
vocabulary and grammar items

5. Vocabulary (seeScopeand Sequence)
STUDENTBOOK Phonics
 Listen,write,andreadsections.
Listen and write the words sections
ACTIVITY BOOK All Lessons Write
the… sections
EFL 2.4.4 Writesimple words, phrases and sentences for controlled practiceof
language items.
STUDENTBOOK All Lessons Language Items
(see Scope and Sequence)
ACTIVITY BOOK All Lessons
 Write about…sections
 Write and readsections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
LANGUAGE THROUGH THE ARTS
CE.EFL.2.21.Distinguish key information in stories and other age-
appropriate literary texts, both oral and written.
STUDENTBOOK Lesson 1
Look, listen, and talksections
STUDENTBOOK Lesson 2
Look, listen, and talksections
EFL 2.5.1 Identify key information such as events, characters, and objects in
stories and other age-appropriate literary texts if there is visual support

6. METHODOLOGICAL
STRATEGIES
RESOURCES PERFORMANCE INDICATORS
EVALUATION/ ACTIVITIES
TECHNIQUES/INSTRUMENTS
This performance criteria could be
evaluated by:
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 Cards
COMMUNICATION AND CULTURAL AWARENESS
• I.EFL.2.5.1.Learners can apply turn-taking and
waysto express to others when something is not
understood in short conversations.
ORALCOMMUNICATION
• I.EFL.2.9.1.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 forparticipants.
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.2.18.1.Learners can write short simple
phrases and sentences to show that they know how
Lesson 1 Warm-Up (10minutes):
Write the alphabet on the board.
Point to each letter as yousing the
alphabet song. Ask learners to
follow along.
Lesson 2 Warm-Up (10minutes):
Have learners workin 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 (5minutes):
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 withthe phoneme
COMMUNICATION AND
CULTURAL AWARENESS
ACTIVITY
1.Workin small groups and take
turns in greetings and short
conversations
2.Use resources suchas pictures or
graphic organizers to accompany
oral expression
3. Describefamily 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

7. sentences
9.Create and use puppets
to use simple grammar or vocabulary items. • Use pair and small group workto
ask and answer questions about
photos of families.
10. Sing songs and recite chants
while pointing to the words
11. Move to the rhythm of a song or
chant
LANGUAGE THROUGH THE ARTS
• I.EFL.2.21.1.Learners can recognize, through
pictures or other media such as ICT, key aspects of
a story or literary text (both oral and written).
TECHNIQUE
Observation
IN STRUMENT
Checklist
• Use small role plays to checkthat
learners can introduce themselves
and family members
TECHNIQUE
Observation
IN STRUMENT
Checklist
ORAL COMMUNICATION
ACTIVITY
• Have learners workin pairs to ask
and answer questions about family.
TECHNIQUE
Observation
IN STRUMENT

8. Rating scale
ACTIVITY
• Ask learners to take turns
pointing to family members in a
photo and asking and answering
questions
TECHNIQUE
Quiz
IN STRUMENT
Sampling
READING
ACTIVITY
• Check wordrecognition by having
learners stick stickers or glue them
next towords.
TECHNIQUE
Observation
IN STRUMENT
Checklist
ACTIVITY
• Check wordrecognition by having
learners categorize labeled pictures
or photos.
TECHNIQUE

9. Observation
IN STRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
Observation
IN STRUMENT
Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
IN STRUMENT
Participation Chart
LANGUAGE THROUGH THE ARTS
ACTIVITY

10. • Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
Observation
IN STRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
IN STRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they
hear.
TECHNIQUE
Observation
IN STRUMENT
Participation Chart

11. 3. ADAPTEDCURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners
Below Level Learners
• Initially use wholegroup forinstruction, 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.
• Provideword walls forlearners 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.
CLIL COMPONENTS
Social Studies Talkabouttheir families and
families in other cultures
Science ..Findpicturesof animal familias
and talk about them
TRANSVERSAL AXES: Respect, Culture,
Tolerance
PREPAREDBY: REVISED BY: APPROVEDBY:
Teacher: Lic. Maribel García Mero Coordinator: Lic. Mirian Parrales G. Viceprincipal: Ing. IsidroPeñafiel
Signature: Signature: Signature:
Date Date Date