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1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 10th EGB A1.1
O.EFL 4.8
Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the
learner.
O.EFL 4.9
Create a sense of awareness in terms of accuracy when learners interact in English
using high-frequency and level-appropriate expressions in order to reach an
effective command of spoken language.
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]:
Commented [A2]: It is
Communication and Cultural Awareness CE.EFL.4.3.
CE.EFL.4.4.
Apply self-correcting and self-monitoring strategies in
social and classroom interactions. (Example: asking Demonstrate the ability to ask for and give information
questions, starting over, rephrasing, exploring and assistance using appropriate language and interaction
alternative pronunciations or wording, etc.) styles in a variety of social interactions.
EFL 4.1.8
EFL 4.2.5 Listening for Meaning: Understand and follow the main
idea in spoken texts set in familiar everyday contexts,
Understand most changes in the topic of discussion if provided speech is clear and articulate, and deduce the
people speak slowly. meanings of unfamiliar words and phrases using context
clues and/or prior knowledge.
Reading CE.EFL.4.12.
Writing CE.EFL.4.15.
EFL 4.4.4 Express information and ideas and describe feelings and
opinions in simple transactional or expository texts on
Write to describe feelings/opinions in order to familiar subjects in order to influence an audience,
effectively influence an audience. (Example: persuade, while recognizing that different texts have different
negotiate, argue, etc.) features and showing the ability to use these features
appropriately in one’s own writing.
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Commented [A3]: Here we can decide if we put those
Techniques / Instruments methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES Commented [A4]: It consists of resources that we will use
Awareness Superior EGB Awareness throughout the unit.
I.EFL.4.3.1. Participate in short role Commented [A5]: They are all indicators that help us
Participating in short role English - Teacher´s Book A Learners can employ a range plays using a range of achieveeach Evaluation Criteria.
plays using a range of 2.1 of self-monitoring and self- verbal and nonverbal Commented [A6]: It is made up of all activities, instruments
verbal and nonverbal correcting strategies and communication. and techniques to get a good assessment process.
communication. English - Teacher´s Book A interpret and use
2.1 (Audios) appropriate verbal and Listen for specific words in
Listening to a dialogue and nonverbal communication a conversation and trying to
identifying errors in speech Flash Cards features to communicate in guess the meaning from the
or problems for communi- familiar contexts. (I.3, context. (Example:
cation. Photocopiable Sheets S.4, J.4) understanding that How’s it
I.EFL.4.4.1. going? is a greeting that
Rating one’s self after a Crosswords Learners can demonstrate an means How are you?, etc.)
speaking activity, according ability to give and ask for
to a set rubric. Strategies Templates information and assistance Think of questions about a
using level-appropriate topic and then using the
Consulting a self-correction language and interaction Internet and other sources
list before a speaking or styles in online or face-to- to find the answers.
writing assignment. face social and classroom
interactions. (J.2, J.3, Write a letter to a future
Making positive statements J.4, I.3) learner. (Example: to give
to peers. Oral Communication: advice about how to survive
Listening and Speaking) the school year, to share
Responding to classroom I.EFL.4.6.1. your best study skills,
activities and pair work Learners can grasp the gen- etc.)
through short expressions or eral meaning of spoken texts Writing a short, fictional
emoticons. set in familiar everyday story about a teen’s unusual
contexts and infer changes routine.
Playing games that practice in the topic of discussion,
classroom language, turn- as well as deduce the INSTRUMENTS
taking, being polite, etc. meanings of unfamiliar words
and exchanges through the Rubrics
Working in small groups to use of context clues,
complete a cultural project. provided speech is given Portfolio
(Example: different musical slowly and clearly and there
genres in Ecuador, is sufficient visual Oral interview
traditional food in Latin support. (I.3, S.1, J.4)
America, etc.) Reading Quiz Time Test
I.EFL.4.12.1.
Participating in short Learners can employ a range
dialogues and role plays to of reference materials and
practice target language. sources, both online and in
(Example: thanking others, print, in order to support
apologizing, asking for ideas, answer inquiries,
help, greeting authorities, find relationships and
etc.) relate ideas between
different subject areas.
Practicing the language (I.1, I.2, J.2)
needed to deal with a need Writing
through a mini role play. I.EFL.4.15.1.
Learners can convey infor-
Singing songs that practice mation and ideas and
helpful language. describe feelings and
opinions in simple
Oral Communication: transactional or expository
Listening and Speaking) texts on familiar subjects
in order to influence an
Listening to a short audience, while recognizing
conversation between two that different texts have
speakers and deciding who is different features and
speaking, where they are and showing the ability to use
how they feel. (Example: two these features appropriately
friends, on the phone, in one’s own writing. (I.3,
talking about a sick friend, I.4, S.3, J.2)
etc.) Language through the Arts
I.EFL.4.20.1.
Listening for specific words Learners can create short,
in a conversation and trying original literary texts in
to guess the meaning from different genres, including
the context. (Example: those that reflect
understanding that How’s it Ecuadorian cultures, using a
going? is a greeting that range of digital tools,
means How are you?, etc.) writing styles, appropriate
vocabulary and other
Listening to a dialogue and literary concepts. (I.1,
writing the main idea and I.3)
setting. (Example: Main
idea: our school lunch,
Setting: school cafeteria,
etc.)
Reading
Writing
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.
CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.