2 Microcurricular Planning by Skills and Performance Criteria Norma 2017

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    SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S   DIRECCIÓN NACIONAL DE CURRÍCULO  MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA School’s Name: UNIDAD EDUCATIVA “CIUDAD DE BALZAR Year: 201!201 1# IN$%R&ATIVE DATATeacher: Lc'a# Carme( %r)*+ R,osArea: English as a Foreign Language -ra'e . Co/rse: 1 st  BGU Class: Boo: English A2.2  U(*): 1 Inspirational People %ec)*3es:%#E$L 4#5  Access greater flexibility of mind creati!ity enhanced linguistic intelligence and critical thin ing s ills through an appreciation of linguistic differences# En$oy an enriched perspecti!e of their o%n L1 and of language use for communication and learning# %#E$L 4#6 &eploy a range of learning strategies thereby increasing disposition and ability to independently access further 'language( learningand practice opportunities# )espect themsel!es and others %ithin the communication process culti!ating habits of honesty and integrity intoresponsible academic beha!ior# %#E$L 4#7 *hrough selected media participate in reasonably extended spo en or %ritten dialogue %ith peers from different L1 bac grounds on%or  study or general topics of common interest expressing ideas and opinions effecti!ely and appropriately# 8er*o's: +, - class periods per lesson 9ees: - 2# UNIT 8LANS*lls a(' 8erorma(ce Cr*)er*aE3al/a)*o( Cr*)er*aComm/(*ca)*o( a('   C/l)/ral A;are(ess EFL .#1#/ Interpret and demonstrate no%ledge of non!erbal and oral communication features by applying them in appropriate contexts# 'Example0 use of stress intonation pace etc#(E#EFL#.#+# Interpret cultural and language patterns in English including non!erbalcommunication and apply them in appropriate contexts# %ral Comm/(*ca)*o(:   <L*s)e(*(= a(' S>ea*(=? EFL .#2#11 Express opinions on abstract topics such as film and music and concrete topics such as personal experiences %hile describing one3s reactions to them and others3 opinions#E#EFL#.#4# Interaction 5 Interpersonal0 )espond to and build on other people3s ideas in extendedcon!ersations on familiar social and academic topics by expressing opinions and feelings and clarifying meaning# Rea'*(= EFL .#+#6 Find the most important information in print or online sources in order to support an idea or argument# 'Example0 Internet search engines online ad!ertising online or print timetables %eb pages posters ad!erts catalogues etc#(E#EFL#.#12# Engage %ith a !ariety of digital and print texts and resources by e!aluating and detecting complexities and discrepancies in the information in order to find the most appropriate sources to support an idea or argument# 9r*)*(= EFL .#6#6   7elect and ma e effecti!e use of a range of digital tools to %rite edit re!ise and publish %ritten %or in a %ay that supports collaboration learning and producti!ity# 'Example0 image editing Google &ri!e infographic ma ers audio and !ideo editing presentation apps etc#(EFL .#6#/ Use the process of pre%riting drafting re!ising peer editing and proofreading 'i#e# 8the %riting process9( to produce %ell:constructed informational texts#E#EFL#.#16# Identify critically e!aluate and recommend a !ariety of potential resources and references including digital tools that support collaboration and producti!ity for educational and academic use#E#EFL#.#1.# Plan and produce %ell:constructed informational texts by applying the %riting process and %hile demonstrating an ability to $ustify one3s position on an argument through carefully selected information and appropriate language tone and e!idence# Educamos para tener Patria Av. Amazonas N! !#$ % Av. A&a'(a)*a+ PB, -# / 1$//+ 1$#023(4&o E5(a6o7 888.96(5a54on.:o;.95    SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S   DIRECCIÓN NACIONAL DE CURRÍCULO La(=/a=e )hro/=h   )he Ar)s EFL .#.#- E!aluate one3s o%n and others3 %or  indi!idually and collaborati!ely on the basis of a!ariety of criteria and recogni;e ho% chosen criteria affect e!aluation# 'Examples of criteria0 clarity of ideas use of English grammar and !ocabulary register srcinality !isual presentation etc#(E#EFL#.#14# Use a range of criteria to e!aluate and recommend literary texts to others and recogni;e ho% chosen criteria affects e!aluation# &e)ho'olo=*cal S)ra)e=*esReso/rces8erorma(ce I('*ca)orsE3al/a)*o(: Ac)*3*)*es . Tech(*@/es .I(s)r/me()sComm/(*ca)*o( a('   C/l)/ral A;are(ess < Participating in short role plays using a range of !erbal and non!erbal communication#< *al ing in pairs about !ideo learners ha!e %atched using only English#< =atching a !ideo and identifying desirable language use# < omparing non!erbal and body language bet%een L1 and L2 cultures#< reating selfie !ideos for class assignments and sharing them on aclass blog# %ral Comm/(*ca)*o(:   <L*s)e(*(= a(' S>ea*(=? < Playing a con!ersation game %here learners mo!e their to ens around the board after choosing a card and ans%ering the >uestion#< =or ing in pairs to complete an information gap acti!ity#< &oing a mingle acti!ity %here learners as and ans%er >uestions about things they ha!e or ha!en3t done# ?bser!ing to see %hether the learners can interact effecti!ely and %hether they are able to as follo% up >uestions in order to extend the exchange#< Establishing a clear expectation of English use for classroom functions# Informal assessment could in!ol!e personal notes from the teacher to learners %ho use L2 regularly# Rea'*(= < )ead >uic ly loo ing for %ords each paragraph#< *o get familiar %ith the topic of a text ta e a >uic loo at the !ocabulary it contains#< omparing and contrasting the opinions of t%o experts on a topic of personal interest#< Identifying unreliable resources on the Internet# < )eading about a topic and then identifying reference materials and sources that could be used to find out more information# 9r*)*(= < Finding a !ariety of online references to practice a grammar structure then recommending the best one to the class#< Using ne% %ords or information from a class lesson and creating an online game to practice them then sharing and playing the game %ith the rest of the class#< )eading a dialogue %hich ser!es as a model text then %riting a similar dialogue on a different topic %hile implementing ne% %ords@expressions from the unit# La(=/a=e )hro/=h   )he Ar)s  e% urriculum EFL for 7ubni!el BGU# *eacher3s Guide English A2#2 'including interacti!e !ersion( Audio & *eacher3s Guide  Posters and pictures about the topic Photocopiable %or sheets '*G( Cui; *ime '7B(  Comm/(*ca)*o( a('   C/l)/ral A;are(ess I#EFL#.#+#1# Learners can interpret cultural and language patterns in English including non!erbal communication and apply them in appropriate contexts# 'I#+ I#6 7#1 7#2( %ral Comm/(*ca)*o( I#EFL#.#4#1# Learners can respond to and build on other peopleDs ideas in extended con!ersations on familiar social and academic topics by expressing opinions and feelings and clarifying meaning# 'I#+ I#6 7#1 #+ #6( Rea'*(= I#EFL#.#12#1# Learners can engage %ith a !arietyof digital and print texts and resources by e!aluating and detecting complexities and discrepancies in the information in order to find the most appropriate sources to support an idea or argument# 'I#2 I#6 #+( 9r*)*(= I#EFL#.#16#1# Learners can identify critically e!aluate and recommend a !ariety of potential resources and references including digital toolsthat support collaboration and producti!ity for educational and academic use# 'I#1 I#2 7#+ 7#6(I#EFL#.#1.#1# Learners can play and produce %ell:constructed informational texts by applying the %riting process and %hile demonstrating an ability to $ustify oneDs position on an argument through carefully selected information and appropriate language tone and e!idence# 'I#2 I#+ I#6 7#+ #1( La(=/a=e )hro/=h   )he Ar)s I#EFL#.#14#1# Learners can use a !ariety of criteria for e!aluating and recommending literary ACTIVITIES < =rite some sentences about a person youadmire#< Get in groups and tal about your persons todisco!er things in common#< In groups select an inspirational person andthe aspects of his@her life you %ant to tal about#< =rite >uestions about this person andassign responsibilities to in!estigate theans%ers to those >uestions#< ?rgani;e chronologically the informationabout the person you chose#< reate a !isual presentation for thisinformation#< *o create a =eb Profile TECNIUES Peer    ?bser!ation#  hec list#  oncept maps#  Cuestionnaires#  Inter!ie%s#  &ossiers#  Pro$ect Assignment#  Unit Game Glossary acti!ities# I(s)r/me()s or oral a(' ;r*))e( e3al/a)*o(  )ubrics Portfolio ?ral inter!ie%s indi!idual@ in pairs Essay *ests  Practical Exams# =riting *ests *raining *est Educamos para tener Patria Av. Amazonas N! !#$ % Av. A&a'(a)*a+ PB, -# / 1$//+ 1$#023(4&o E5(a6o7 888.96(5a54on.:o;.95    SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S   DIRECCIÓN NACIONAL DE CURRÍCULO < Analy;ing three different rubrics and discussing ho% each one might influence the %ay it is e!aluated#< &iscussing ho% !isual presentation can change your response to aliterary text#texts to others and recogni;e ho% chosen criteria affects e!aluation# '7#1 7#6 #2 #6( 5# ADA8TED CURRICULU&S)/'e()s ;*)h S>ec*al Nee'sS>ec**ca)*o(s o )he &a)er*al )o Be A>>l*e' < 7tudentsD %ith Learning &isabilities#< Emotional@ Beha!ior &isorders#< Physical ImpairmentsIt is ad!isable to use mainly !isual materials and music as %ell as short tas s# In the case of assessment teachers should only focus on those s ills students ha!e de!eloped# lassroom strategies to be implemented include0 listing ob$ecti!es and goals per lesson differentiating instruction by tiers or learning styles @ multiple intelligences presenting information in multiple formats using re!ie% games to ma e learning fun# CLIL Com>o(e()sSc*e(ce.Tech(olo=.Ar)s:  *o create a %eb profile and ma e a !isual presentation of an inspirational person in your life acti!ities# Tra(s3ersal Aes Intercultural a%areness tolerance respect multiculturalism responsibility solidarity etc# 8re>are' Re3*se' A>>ro3e'  *eacher0 Lcda# armen ?rti; )os*eacher0*eacher0 7ignature07ignature07ignature0&ate0&ate0&ate0 Educamos para tener Patria Av. Amazonas N! !#$ % Av. A&a'(a)*a+ PB, -# / 1$//+ 1$#023(4&o E5(a6o7 888.96(5a54on.:o;.95
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