ESCUELA DE EDUCACIÓN BÁSICA

MICROCURRICULAR PLANNING BY SPECIFIC AND GENERIC COMPETENCIES

School Name:
Academic Year:

1. INFORMATIVE DATA

Teacher: Department: Grade / Course: Class:

English as a Foreign Language 3RD EGB

Book: Unit 5 Objectives

THE HOUSE

New Leaders - O.EFL 2.2

Student’s book
and workbook 3 Assess and appreciate English as an international language, as well as the
five aspects of English that contribute to communicative competence.

O.EFL 2.5

Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.

O.EFL 2.7

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, curiosity and memory, while developing a taste for literature.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN

Specific and Generic Competencies Evaluation Criteria

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Communication and Cultural Awareness CE.EFL.2.1.

Differentiate between different living situations in a

variety of surroundings and express curiosity about the
EFL 2.1.2 world through simple questions.
Recognize the differences between where people live among
the regions of the country in order to appreciate their
own environment. (Example: house/apartment, country/city, CE.EFL.2.3.
etc.)
Make use of basic personal information and expressions of
politeness in order to introduce oneself and participate
in a short conversation.
EFL 2.1.6

Understand and use common expressions of politeness in

class while working in pairs or groups on projects. CE.EFL.2.4. Develop skills of collaboration by working
(Example: please, sorry, thank you, etc.) together on projects and sharing materials while
expressing personal preferences with peers.

EFL 2.1.7

Collaborate in a friendly manner by sharing classroom

materials and personal objects while participating in
games and activities in class and on the playground.

Oral Communication:(Listening and Speaking) E.EFL.2.6.

Listening for Meaning: Understand the main ideas in short

simple spoken texts that include familiar vocabulary and
EFL 2.2.1 are set in everyday contexts.
Understand meanings expressed in short dialogues on C
familiar topics, as well as basic spoken instructions and
simple questions about self, people, animals or things, CE.EFL.2.7.
especially when spoken slowly and clearly. (Example:
greetings, short phrases, basic range of classroom Listening for Information: Follow short and simple spoken
instructions, common personal information questions: texts that include familiar vocabulary and are set in
What’s your name? How old are you? Where do you live? everyday contexts. Identify key items of information
etc.) within the text, and record or act upon them.
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EFL 2.2.4 CE.EFL.2.8.

Identify items of specific information within simple Production - Pronunciation: Produce individual words and
messages or from short and simple descriptions about short phrases clearly enough that other people can
familiar contexts, especially if visual support is usually understand them easily.
provided. (Example: letters of the alphabet, numbers,
prices and times, days, dates and months, etc.)

EFL 2.2.8

Imitate individual English language sounds, especially

those phonemes which do not exist in the student’s own L1,
both in isolation and within key vocabulary items.
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing,
these, up, sea, etc.)

EFL 2.2.10

Clap, move, chant or sing along with short authentic

English language rhymes or songs, approximating English
rhythm and intonation once familiar with the text.
(Example: jump or clap in time to jump-rope rhymes, do the
actions to action songs or short rhythmic poems,
enunciating some of words in time with the rhythm, etc.

Reading CE.EFL.2.14.

Demonstrate familiarity with study resources (both print

and digital). (Example: a picture dictionary, some
EFL 2.3.5 flashcards of known words, or a word list.)
Show the ability to use a simple learning resource.
(Example: a small set of flashcards, a picture-based
dictionary (online or print), or a simple word list).
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Writing CE.EFL.2.17.

Write simple words, phrases, and sentences to demonstrate

knowledge of spelling, punctuation, capitalization and
EFL 2.4.1 handwriting / typography, and identify their meanings.
Know how to spell simple English words correctly,
demonstrating awareness of sound-letter relationships.
(Example: sea, mean, bee, etc.)

Language through the Arts CE.EFL.2.22

Describe and write about emotions and responses to

literary texts through words and images, or other media
EFL 2.5.6 (video, audio) on class or school bulletin boards and
Generate and expand ideas by responding in a fun and expand on ideas and responses to texts read/seen/heard in
playful manner to oral and written texts in order to by participating in songs/chants, TPR activities and
increase enjoyment of the language through TPR, playground playground games.
games, and songs and chants.

Methodological Strategies Resources Evaluation Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural Awareness New Curriculum EFL Communication and Cultural ACTIVITIES and TECHNIQUES
for Elemental EGB Awareness

Drawing different houses and Draw a classroom with

labeling different rooms and objects ple live. (I.2, different objects and name
in a house. S.2)I.EFL.2.1.1. them.
New Leaders -
Student’s book and Learners can recognize
workbook 3 Pre-A differences between where
Reflecting on differences between a 1.1 people live and write or Differentiate between a
house and an apartment. talk about their own house and apartment as well
surroundings, as well as as urban and rural areas
Identify rooms in a house and
household objects. New Leaders Pre-A ask questions about how
1.1 other peo
What room is this?", "Where in the Use expressions of
house do you ...?", "Do you have politeness
a/an (sofa)?"
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Participating in short dialogues Flash Cards from 79 I.EFL.2.3.1.
using “Where” Example: Where is your to 80
father? He is in the kitchen. Learners can use basic Respond to pictures by
personal information and choosing the corresponding
Practicing the use of expressions of expressions of politeness one.
politeness during collaborative pair Activity Book in short dialogues or
and small group work. (AB129 – AB130) conversations. (J.2, J.3)

Completing a very short, picture- Complete a short, picture-

based self-evaluation or peer based evaluation form
evaluation form. Cards with the I.EFL.2.4.1. Learners can
select pictures and/or
Practice naming and describing Picture Cards short phrases that relate Listen to a short story and
different rooms and some common to collaborating and ordering the pictures
household objects in their homes, Colored sharing and express
crayons personal preferences. (J.2,
J.3, S.4)
pencils Follow commands.
Make room posters and read a fun
classroom reader.
Oral Communication
large sheet of Recognize the pictures
construction starting with the letters
Oral Communication:(Listening and of the alphabet from Aa to
Speaking) paper / card I.EFL.2.6.1. Ff
craft supplies This lesson covers the main
(e.g. glitter, rooms of a house as well as
Listening to a very short and simple cotton wool, etc.) vocab for some common Respond with the meaning of
story and ordering the pictures - this is optional household objects. (I.3) flashcards
showing what happens. (Example: Jane
is taking her dog for a walk. They colored pens I.EFL.2.7.1.
see some birds. The birds fly away, scissors
etc.) Learners can understand Locate the alphabet letters
glue short and simple spoken from Aa to Ff in a list
Listening to short, staged texts well enough to be
instructions and carrying them out. white / black able to pick out key items
(Example: Open the door. Take this board with marker / of information and record INSTRUMENTS
book to Mr. Davila. Walk, don’t run! chalk them in writing or
etc.) drawings, or physically act
upon them. (I.3)
Listening to very short (spoken or Picture-based test
Blu-Tack or
recorded) descriptions of scenes,
something to stick ▪ Rubrics
and writing, coloring, or drawing
flashcards to the I.EFL.2.8.1.
items within them. (Example:
board
learners are given a simple picture Learners can pronounce most
of a classroom. They listen to a
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description of it and identify the familiar vocabulary items ▪ Vocabulary Quilt
table where Sara sits and draw 3 accurately, and can
pens and a red book on it, etc.) CD / Tape player / therefore usually be easily
understood. They can also ▪ Mind Maps
produce some phrases and
Showing the student some picture Computer or short sentences clearly,
flashcards of familiar vocabulary something to play and may approximate English
the song on rhythm and intonation in ▪ Oral interviews
items and asking them to say the individual/ in pairs
words. (Example: It’s a house, a longer utterances. (I.3)
magazines /
school, a car, a bike, to see if
they are easily understood, etc.)
Reading ▪ Practical Exams.
Ask the learner to draw his/her Catalogs with
house and family. Then name the pictures of
parts of the house and identify each household objects ▪ Writing Tests
family member. I.EFL.2.14.1.

Learners can successfully

use simple online and print Play the "Rooms of a house
Reading learning resources. Quiz"
(Example: flashcards,
picture dictionaries, word
Using the alphabet to scan for lists, etc.) (I.2)
particular items in lists. (Example:
finding a word in a simple
dictionary or locating a boy’s name Writing
on a class list.)

Testing each other on the meaning of

flashcards. (Example: a boy shows a I.EFL.2.17.1.
picture on a flashcard and asks: Learners can write words,
What’s this? Girl: it’s an airplane, phrases, and short simple
etc.) sentences using the correct
conventions (spelling,
punctuation,
Writing capitalization, and
handwriting or typography,
etc.), for making simple
Locating specific words on the page learning resources. (I.3)
and writing them in a list.
(Example: all the words beginning
with the sound /k/ or all the words Language through the Arts
that contain the long /a:/ sound,
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etc.)

Review vocabulary about what you are I.EFL.2.22.1.

wearing and Present continuous. He
is wearing.. jeans, a t-shirt and Learners can report
shoes. emotions and compose short
responses to literary texts
Language through the Arts through words and images,
or other media (video,
audio). Learners can
Creating a dance for a song or rhyme generate and expand on
about the parts of the house. personal opinions and
responses to oral and
Participating in TPR activities such written texts through TPR,
as acting out the movements of a playground games, and
character in a story as it is read songs. (I.3, S.3)
aloud.

Moving to the rhythm of a song or

chant.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
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