Microcurricular Planning by Skills and Performance Criteria Norma 2017

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: __________________ Name: __________________ __________________ __________________ _________________   Year: ________________________ 

1. INFORMATIVE DATA Teacher: "oo#: English A2.2 

$%&': 1 Inspirational People

0er&ods: ,-! . class perios per lesson

Area: English as a Foreign Language Grade / o!rse: 1st BGU lass: O()ec'&*es: O.EF+ O.EF+ ,.-  Access greater flexibility of min! creati"ity! enha nce lin guistic intelligence ! an critical thin#ing s#ills through an ap preciation o f  linguistic ifferences$ En%oy an enriche perspecti"e of their o&n L1 an of language use for communication an learning$ O.EF+ ,. 'eploy a range of learning strategies! thereby increasing isposition an ability to inepenently access further (language) learning an practice opportunities$ *espect themsel"es an others &ithin the communication process! culti"ating habits of honesty an integrity into responsible acaemic beha"ior$ O.EF+ ,. +hrough selecte meia! participate in reasonably extene spo#en or &ritten ialogue &ith peers from ifferent L1 bac#grouns on &or#! stuy! or general topics of common interest! expressing ieas an opinions effecti"ely an appropriately$ ee#s: .

2. $NIT 0+AN S#&lls a%d 0er3orma%ce r&'er&a omm!%&ca'&o% a%d !l'!ral A4are%ess EFL /$1$0 Interpret an emonstrate #no&lege of non"erbal an oral communication features by applying them in appropriate contexts$ (Example use of stress! intonation! pace! etc$)

E*al!a'&o% r&'er&a 2E$EFL 2E$EFL$/$ $/$,$ ,$ Interpr Interpret et cultur cultural al an language language patter patterns ns communication! an apply them in appropriate contexts$

Oral omm!%&ca'&o%: 5+&s'e%&%6 a%d S7ea#&%68 EFL /$3$11 Express opinions on abstract topics! such as film an music! an concrete topics! such as personal experiences! &hile escribing one4s reactions to them an others4 opinions$ Read&%6 EFL /$,$7 Fin the most important information in print or online sources in orer to support an iea or argument$ (Example Internet search engines! online a"ertising! online or print timetables! &eb pages! posters! a"erts! catalogues! etc$) r&'&%6 EFL /$7$7 8elect an ma#e effecti"e use of a range of igital tools to &rite! eit! re"ise an publish &ritten &or# in a &ay that supports collaboration! learning an proucti"ity$ (Example image eiting! Google 'ri"e! infographic ma#ers! auio an "ieo eiting! presentation apps! etc$) EFL /$7$0 Use the process of pre&riting! rafting! re"ising! peer eiting an proofreaing (i$e$! 9the &riting process:) to prouce ℓconstructe informational texts$ +a%6!a6e 'hro!6h 'he Ar's EFL /$/$. /$/$. E"aluate one4s o&n an others4 &or#! &or#! ini"iually ini"iually an collaborati"ely collaborati"ely!! on the basis of a

Englis English! h!

inclui incluing ng

non"erba non"erball

2E$EFL$/$5$ Interaction 6 Interpersonal *espon to an buil on other people4s ieas in extene extene con"ersations on familiar social an acaemic topics by expressing opinions an feelings an clarifying meaning$ 2E$EFL$/$13$ Engage &ith a "ariety of igital an print texts an resources by e"aluating an etecting complexities an iscrepancies in the information in orer to fin the most appropriate sources to support an iea or argument$ 2E$EFL$/$17$ Ientify! critically e"aluate an recommen a "ariety of potential resources an references! incluing igital tools! that support collaboration an proucti"ity! for eucational an acaemic use$ 2E$EFL$/$1/$ Plan an prouce ℓconstructe informational texts by applying the &riting process an &hile emonstrating an ability to %ustify one4s position on an argument through carefully selecte information an appropriate language! tone an e"ience$ 2E$EFL$/$15 2E$EFL$/$15$$ Use a range of criteria to e"aluate e"aluate an recommen literary literary texts to others! an

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO "ariety of criteria! an recogniatching a "ieo an ientifying esirable language use$ = 2omparing non"erbal an boy language bet&een L1 an L3 cultures$ = 2reating selfie "ieos for class assignments an sharing them on a class blog$ Oral omm!%&ca'&o%: 5+&s'e%&%6 a%d S7ea#&%68 = Playing a con"ersation game! &here learners mo"e their to#ens aroun the boar after choosing a car an ans&ering the ?uestion$ = >or#ing in pairs to complete an information gap acti"ity$ = 'oing a mingle acti"ity &here learners as# an ans&er ?uestions about things they ha"e or ha"en4t one$ @bser"ing to see &hether the learners can interact effecti"ely an &hether they are able to as# follo& up ?uestions in orer to exten the exchange$ = Establishing a clear expectation of English use for classroom functions$ Informal assessment coul in"ol"e personal notes from the teacher to learners &ho use L3 regularly$ Read&%6 = *ea ?uic#ly loo#ing for &ors each paragraph$ = +o get familiar &ith the topic of a text! ta#e a ?uic# loo# at the "ocabulary it contains$ = 2omparing an contrasting the opinions of t&o experts on a topic of personal interest$ = Ientifying unreliable resources on the Internet$ = *eaing about a topic an then ientifying reference materials an sources that coul be use to fin out more information$ r&'&%6 = Fining a "ariety of online references to practice a grammar structure! then recommening the best one to the class$ = Using ne& &ors or information from a class lesson an creating an online game to practice them! then sharing an playing the game &ith the rest of the class$ = *eaing a ialogue &hich ser"es as a moel text! then &riting a similar ialogue on a ifferent topic &hile implementing ne& &orsexpressions from the unit$ +a%6!a6e 'hro!6h 'he Ar's = Analy
 Ce& 2urriculum EFL for 8ubni"el BGU$  +eacher4s Guie English A3$3 (incluing interacti"e "ersion)  Auio 2'  +eacher4s Guie  Posters an pictures about the topic  Photocopiable &or#sheets (+G)  Dui< +ime (8B)

recogni
0er3orma%ce I%d&ca'ors

omm!%&ca'&o% a%d !l'!ral A4are%ess I$EFL$/$,$1$ Learners can interpret cultural an language patterns in English! incluing non"erbal communication! an apply them in appropriate contexts$ (I$,! I$7! 8$1! 8$3) Oral omm!%&ca'&o% I$EFL$/$5$1$ Learners can respon to an buil on other peoples ieas in extene con"ersations on familiar social an acaemic topics by expressing opinions an feelings an clarifying meaning$ (I$,! I$7! 8$1! $,! $7) Read&%6 I$EFL$/$13$1$ Learners can engage &ith a "ariety of igital an print texts an resources by e"aluating an etecting complexities an iscrepancies in the information in orer to fin the most appropriate sources to support an iea or argument$ (I$3! I$7! $,) r&'&%6 I$EFL$/$17$1$ Learners can ientify! critically e"aluate an recommen a "ariety of potential resources an references! incluing igital tools! that support collaboration an proucti"ity! for eucational an acaemic use$ (I$1! I$3! 8$,! 8$7) I$EFL$/$1/$1$ Learners can play an prouce ℓconstructe informational texts by applying the &riting process an &hile emonstrating an ability to %ustify ones position on an argument through carefully selecte information an appropriate language! tone an e"ience$ (I$3! I$,! I$7! 8$,! $1) +a%6!a6e 'hro!6h 'he Ar's I$EFL$/$15$1$ Learners can use a "ariety of criteria for e"aluating an recommening literary texts to others! an recogni
Educamos para tener Patria

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E*al!a'&o%: Ac'&*&'&es / Tech%&9!es / I%s'r!me%'s ATIVITIES = >rite some sentences about a person you amire$ = Get in groups an tal# about your persons to isco"er things in common$ = In groups! select an inspirational person an the aspects of hisher life you &ant to tal# about$ = >rite ?uestions about this person an assign responsib ilities to in"estigate the ans&ers to those ?uestions$ = @rganieb Profile TENI;$ES < Peer @bser"ation$ < 2hec#list$ < 2oncept maps$ < Duestionnaires$ < Inter"ie&s$ < 'ossiers$ < Pro%ect Assignment$ < Unit Game  Glossary acti"ities$

I%s'r!me%'s 3or oral a%d 4r&''e% e*al!a'&o%  *ubrics  Portfolio  @ral inter"ie&s ini"iual in pairs  Essay +ests < Practical Exams$  >riting +ests  +raining +est

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO = 'iscussing ho& "isual presentation can change your response to a literary text$

-. ADA0TED $RRI$+$M S'!de%'s 4&'h S7ec&al Needs = 8tuents &ith Learning 'isabilities$ = Emotional Beha"ior 'isorers$ = Physical Impairments

S7ec&3&ca'&o%s o3 'he Ma'er&al 'o "e A77l&ed It is a"isable to use mainly "isual materials an music! as &ell as short tas#s$ In the case of assessment! teachers shoul only focus on those s#ills stuents ha"e e"elope$ 2lassroom strategies to be implemente inclue listing ob%ecti"es an goals per lesson ifferentiating instruction by tiers or learning styles  multiple intelligences presenting information in multiple formats using re"ie& games to ma#e learning fun$ +I+ om7o%e%'s Tra%s*ersal A>es Sc&e%ce/Tech%olo6=/Ar's: +o create a &eb profile an ma#e a "isual presentation of an inspirational person in your Intercultural a&areness! tolerance! respect! mu lticulturalism! responsibility! life acti"ities$ soliarity! etc$ 0re7ared (= Re*&sed (= A77ro*ed (= +eacher +eacher +eacher 8ignature 8ignature 8ignature 'ate 'ate 'ate

Educamos para tener Patria

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