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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO


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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Book: English B1.1 Unit: 1 Objectives:
Breaking News O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use from Ecuador and other countries while making informed choices about and taking action on
them to explore the perspectives of the culture. issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, conversations on familiar social and academic topics by expressing opinions and feelings and
such as personal experiences, while describing one’s reactions to them and others’ opinions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support an detecting complexities and discrepancies in the information in order to find the most appropriate
idea or argument. (Example: Internet search engines, online advertising, online or print sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools that support collaboration and productivity, for educational and
publish written work in a way that supports collaboration, learning and productivity. (Example: academic use.
image editing, Google Drive, infographic makers, audio and video editing, presentation apps, CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
etc.) and while demonstrating an ability to justify one’s position on an argument through carefully
selected information and appropriate language, tone and evidence.
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e.,
“the writing process”) to produce well-constructed informational texts.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example: the group.
small groups, cooperative learning groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Recognizing instances of discrimination or prejudice in one’s daily B1.1 (including I.EFL.5.2.1 Learners can exhibit an ability to • Get into groups of three.
life and analyzing reasons for them in small groups. interactive version) discuss culture by analyzing cultural products • Select your favorite section of a newspaper
• Inviting a guest speaker from another country to class and asking • Audio CD and referents from Ecuador and other countries and justify your choice.
and answering questions about his/her culture/country. • Teacher’s Guide while making informed choices about and taking • Do some research about events, news and
• Researching through the Internet about other cultures and ways • Posters and pictures stories that have happened at your school.
action on issues of prejudice and discrimination.
of life and presenting them to the class using digital tools. about the topic • Ask key people at school to find out the details
• Working in small groups to complete a cultural project • Photocopiable (I.1, I.2, S.2, J.1, J.3) about the events you have done research on.
worksheets (TG) Oral Communication • Assign the group members different roles.
• Quiz Time (SB) I.EFL.5.12.1 Learners can engage with a variety Each member will play a key role: journalist,
of digital and print texts and resources by editor, graphic designer...
Oral Communication: (Listening and Speaking) evaluating and detecting complexities and
discrepancies in the information in order to find

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

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• Playing a conversation game, where learners move their tokens
around the board after choosing a card and answering the the most appropriate sources to support an idea • Use key questions to interview two members
question. or argument. (I.2, I.4, J.3) of the school community.
• Listening to another learner’s answers in class and responding Reading Record the interviews and take pictures, too.
appropriately. I.EFL.5.12.1 Learners can engage with a variety • Write short narrations of the news you
• Working in pairs to complete an information gap activity. of digital and print texts and resources by discovered
• Doing a mingle activity where learners ask and answer questions evaluating and detecting complexities and • Create a nice design using the texts and the
about things they have or haven’t done, in order to extend the discrepancies in the information in order to find pictures.
exchange. Techniques
• Establishing a clear expectation of English Informal assessment the most appropriate sources to support an idea
or argument. (I.2, I.4, J.3) Reading
could involve personal notes from the teacher to learners who use • Organized information found in the interview.
L2 regularly. Writing
• Read the article and complete the diagram.
Reading I.EFL.5.18.1 Learners can use a variety of Listening
• Read quickly looking for words each paragraph. criteria for evaluating and recommending literary • Listen and complete the interviews.
• Writing new words and phrases in a vocabulary notebook and then texts to others, and recognize how chosen • Listen to understand the context.
writing a text using three words from your vocabulary notebook. criteria affects evaluation. (S.1, S.4, J.2, J.4) Speaking
• Identifying unreliable resources on the Internet. I.EFL.5.18.1 Learners can use a variety of • Use idiomatic expressions to share an
• Reading about a topic and then identifying reference materials. criteria for evaluating and recommending literary experience.
• Printing out the results of a search and having learners discuss texts to others, and recognize how chosen • Use intonation to express strong feelings.
which results seem the most appropriate and why. Writing
Writing criteria affects evaluation. (S.1, S.4, J.2, J.4)
Language through the Arts • Write an article about a topic of interest.
• Finding a variety of online references to practice a grammar • Answer questions about different kind of
structure, then recommending the best one to the class. I.EFL.5.19.1 Learners can engage in
collaborative activities through a variety of texts.
• Using new words or information from a class lesson and creating
an online game to practice them, then sharing and playing the student groupings in order to solve problems and
reflect on literary texts, and produce criteria for Instruments for oral and written evaluation
game with the rest of the class.
• Reading a dialogue which serves as a model text, then writing a evaluating the effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4) • Rubrics
similar dialogue on a different topic while implementing new • Portfolio
words/expressions from the unit. • Oral interviews individual/ in pairs
Language through the Arts • Essay Tests
• Assigning roles for a group project • Practical Exams
• Creating literature circles where learners have the freedom to say • Writing Tests
anything they want about a text from class or outside of class. • Training Test
• Reflecting on the effectiveness of the group’s work after a project
and deciding what changes need to be made in order to improve
on the next project.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a newspaper section and narrate a recent news and key stories of your school. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria


Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO


MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Book: English B1.1 Unit: 2 Objectives:
Healthy Life, Healthy O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
World an intercultural and multinational society.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
EFL 5.1.1 Display an understanding of the relationship between the practices and perspectives and by participating in class activities and discussions in a way that shows empathy and respect for
of different cultures by recognizing and sharing cross-cultural experiences and ideas. others.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words
interviews reporting on seasonal festivities, environmental issues, food and international in familiar contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of on subjects of personal interest or familiar academic topics while making informed decisions about
personal interest or familiar academic topics. one’s own reaction to the text.
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose references, including digital tools that support collaboration and productivity, for educational and
and audience of each for use in the educational domain. (Example: audio/video, multimedia, academic use.
website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.8 Contribute to team projects to produce original works and solve problems while solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
effectively negotiating and managing interactions to accomplish social and classroom tasks. the group.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness Activities
• Researching schooling from other cultures and presenting them on for Subnivel BGU I.EFL.5.1.1 Learners can demonstrate an • Work by pairs. Think of an unhealthy habit
a class blog. ▪ Student’s Book English understanding of the integrity of different cultures that is present in your community today.
• Responding sensitively to a peer’s opinion about a text read in class. B1.1 (including by sharing experiences and by participating in • Prepare a PowerPoint presentation
• Watching a video and identifying desirable language use. interactive version) class activities and discussions in a way that describing how this unhealthy habit is a
• Comparing nonverbal and body language between L1 and L2 ▪ Audio CD problem for the community.
shows empathy and respect for others. (I.3, S.1,
cultures. ▪ Teacher’s Guide • Speculate about the origins of this bad habit
• Sharing a cross-cultural experience (such as traveling, trying a S.2, J.1, J.3) • Think of an environmental problem that is
▪ Posters and pictures Oral Communication
new food, meeting someone from another country) in pairs or as a about the topic present in your city today.
class. I.EFL.5.5.1 Learners can identify the main idea • Prepare a new slide for your PowerPoint
▪ Photocopiable
Oral Communication: (Listening and Speaking) worksheets (TG) in a variety of audio recordings (e.g., interviews, presentation describing how this environmental
• Using context clues to deduce the meaning of an expression in a ▪ Quiz Time (SB) radio ads, news reports, etc.) and deduce the problem is causing damage to the city. Write
conversation between a waiter and a customer. meanings of unfamiliar phrases and words in short descriptions speculating about the origins
• Listening to a radio ad and identifying the product being sold. familiar contexts where speech is clear and of this environmental problem.
• Using pictures and other visuals to predict the main idea of a short visuals help support meaning. (I.3, I.4) • Based on the two problematic situations you
conversation Reading have selected, think of healthy habits that would
I.EFL. 5.10.1 Learners can find specific help people in your community be healthier and
information and identify the main points in protect the environment.
simple, straightforward texts on subjects of

Educamos para tener Patria


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Quito-Ecuador www.educacion.gob.ec
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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO


• Establishing a clear expectation of English use for classroom personal interest or familiar academic topics • Prepare a new slide for your PowerPoint
functions. Informal assessment could involve personal notes from while making informed decisions about one’s presentation describing how this can be done
the teacher to learners who use L2 regularly. own reaction to the text. (I.1, I.2, S.2)
Reading Writing Techniques
• Reading two short simple cross curricular texts and using them to I.EFL.5.14.1 Learners can identify, critically Reading
support one’s own argument or hypothesis. evaluate and recommend a variety of potential • Read an article to establish differences
• Agreeing or disagreeing with a strong opinion stated in a text and resources and references, including digital tools, between facts and opinions.
giving reasons for one’s own response. that support collaboration and productivity, for • Read to identify the main idea of a text.
• Reading a text and answering information questions. Listening
• Choosing from a list of words to complete gaps from a reading. educational and academic use. (I.1, I.2, S.3, S.4)
Language through the Arts • Listen short lectures to complete diagrams.
Writing • Listen conversations to complete missing
• Finding a variety of online references to practice a grammar I.EFL.5.19.1 Learners can engage in information.
structure, then recommending the best one to the class. collaborative activities through a variety of Speaking
• Identifying the best resources for a writing project in pairs. student groupings in order to solve problems and
• Make speculations about somebody’s life.
• Using a list of criteria in order to evaluate a web site. reflect on literary texts, and produce criteria for
• Use the vocabulary learned to express
• Analyzing three different types of dictionaries. evaluating the effectiveness of the group. (I.1, his/her opinion about environmental topics.
Language through the Arts I.2, S.2, S.3, S.4, J.3, J.4) Writing
• Analyzing three different rubrics and discussing how each one • Classify information according to a semantic
might influence the way it is evaluated. field.
• Reflecting on the effectiveness of the group’s work after a project • Write subordinate clauses using information
and deciding what changes need to be made in order to improve provided.
on the next project.
• Participating in classroom games in which problem-solving as a Instruments for oral and written evaluation
team is important
▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a PowerPoint presentation about lifestyles to share problematic situations you Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
identify in your community, as well as actions people can take to protect the environment. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Book: English B1.1 Unit: 3 Objectives:
What Lies Within Us O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
an intercultural and multinational society.
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language. (CEFR B1 level).

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
EFL 5.1.1 Display an understanding of the relationship between the practices and perspectives and by participating in class activities and discussions in a way that shows empathy and respect
of different cultures by recognizing and sharing cross-cultural experiences and ideas. for others.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions on conversations on familiar social and academic topics by expressing opinions and feelings and
personal, social, community and academic topics. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support an detecting complexities and discrepancies in the information in order to find the most appropriate
idea or argument. (Example: Internet search engines, online advertising, online or print sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
EFL 5.3.5 Assess, compare and evaluate the quality of written texts and visual presentations
using different criteria and ICT tools related to the organization, subject area and purpose of a
text. (Examples of text types: editorials, letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the and while demonstrating an ability to justify one’s position on an argument through carefully
new knowledge adds value to or contradicts prior information. selected information and appropriate language, tone and evidence.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive
language, tone, evidence and well-developed arguments through essays, editorials, movie and
book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of distinguishing features, interpreting implicit and explicit messages and responding in a variety of
meaning of literary texts presented orally or in digital form, including literal and implied meanings. ways.
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness Activities
• Writing a weekly journal entry about a cross-cultural experience for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural and • In pairs, choose a famous person from the
• Sharing a cross-cultural experience (such as traveling, trying a new ▪ Student’s Book English language patterns in English, including world of sports, fashion, TV, movies, arts, or
food, meeting someone from another country) in pairs or as a class. B1.1 (including nonverbal communication, and apply them in music.
• Finding recipes from other cultures and regions and then sharing interactive version) appropriate contexts. (I.3, I.4, S.1, S.2) • Look for information about this person on the
them in class. ▪ Audio CD Oral Communication Internet: date of birth, zodiac sign.
Reading two legends from different regions in Ecuador and ▪ Teacher’s Guide I.EFL.5.12.1 Learners can engage with a variety • Write a description of his/her character and
completing a chart to show the differences. ▪ Posters and pictures of digital and print texts and resources by personality.
about the topic evaluating and detecting complexities and

Educamos para tener Patria


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• Brainstorming features and conventions of a genre and then
reading an example in order to locate each one ▪ Photocopiable discrepancies in the information in order to find • Choose one important event in which your
•Underlining and discussing examples of implied meanings in a story worksheets (TG) the most appropriate sources to support an idea famous person was the protagonist.
Oral Communication: (Listening and Speaking) ▪ Quiz Time (SB) or argument. (I.2, I.4, J.3) • Write a description of his/her feelings and
• Comparing and contrasting the opinions of two experts on a topic Reading emotions related to the event.
of personal interest. I.EFL.5.12.1 Learners can engage with a variety • Write your own feelings, emotions, and
• Working in pairs to complete an information gap activity. of digital and print texts and resources by reactions about both the famous person and
• Doing a mingle activity where learners ask and answer questions evaluating and detecting complexities and the event.
about things they have or haven’t done. discrepancies in the information in order to find • Continue reading about your celebrity and
• Establishing a clear expectation of English use for classroom write a short biography.
functions. the most appropriate sources to support an idea Reading and Writing
Reading or argument. (I.2, I.4, J.3) • Upload all the information and create an
• To get familiar with the topic of a text, take a quick look at the Writing attractive design using the texts, pictures,
vocabulary it contains. I.EFL.5.15.1 Learners can plan and produce
and videos.
• Comparing and contrasting the opinions of two experts on a topic well-constructed informational texts by applying Techniques
of personal interest. the writing process and while demonstrating an Reading
• Identifying unreliable resources on the Internet. ability to justify one’s position on an argument • Read to extract common characteristics
• Reading about a topic and then identifying reference materials and through carefully selected information and between elements described.
sources that could be used to find out more information. appropriate language, tone and evidence. (I.2, • Identify people's reactions to an opinion by
Writing analyzing the words used in a blog entry.
I.3, I.4, S.3, J.1)
• Finding a variety of online references to practice a grammar Listening
structure, then recommending the best one to the class. Language through the Arts
I.EFL.5.17.1 Learners can demonstrate and • Use intonation to identify reactions.
• Using a rubric to assess the validity of a web site, according to • Listen to confirm their guessing.
one’s academic needs convey different levels of meaning in literary
Speaking
• Reading a dialogue which serves as a model text, then writing a texts by identifying distinguishing features,
• Talk about the changes in his/her personality.
similar dialogue on a different topic while implementing new interpreting implicit and explicit messages and • Talk about his/her feelings and reactions to
words/expressions from the unit. responding in a variety of ways. (I.3, I.4, J.3) play an important role.
Language through the Arts Writing
• Completing a chart with literary elements from a text. • Write short biographies.
• Using feelings and gestures to read a dialogue. • Write synopsis of short texts.
• Reading a class dialogue in three different ways.
• Appropriately exhibiting surprise, joy, sadness, etc., in a Instruments for oral and written evaluation
conversation.
• Brainstorming features and conventions of a genre and then
reading an example in order to locate each one. ▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a personal blog to show and share your feelings about someone’s personality Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
and key life events. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Book: English B1.1 Unit: 4 Objectives:
For Old Times’ Sake O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use them from Ecuador and other countries while making informed choices about and taking action on issues
to explore the perspectives of the culture. of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.14 Request and provide information and assistance orally for personal, social and conversations on familiar social and academic topics by expressing opinions and feelings and
academic purposes in order to clarify and extend meaning in spoken interactions. clarifying meaning.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in order to on subjects of personal interest or familiar academic topics while making informed decisions about
make informed decisions about one’s own opinion and reaction to the text. one’s own reaction to the text.
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of personal
interest or familiar academic topics.
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
EFL 5.4.5 Select and make effective use of a range of digital tools to write, edit, revise and publish and while demonstrating an ability to justify one’s position on an argument through carefully selected
written work in a way that supports collaboration, learning and productivity. (Example: image information and appropriate language, tone and evidence.
editing, Google Drive, infographic makers, audio and video editing, presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
Language through the Arts CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.5.1 Compare and present personal and formal responses to and interpretations of published interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words
literary texts and the works of peers, referring to details and features of the text. (Example: text in familiar contexts, provided speech is clear and visuals help support meaning.
structure, plot, ideas, events, vocabulary, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness Activities
• Recognizing instances of discrimination or prejudice in one’s daily for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an ability to • In pairs, search for information about your
life and analyzing reasons for them in small groups. ▪ Student’s Book English discuss culture by analyzing cultural products family’s, neighborhood’s and hometown’s
• Inviting a guest speaker from another country to class and asking B1.1 (including and referents from Ecuador and other countries memories of past remarkable events:
and answering questions about his/her culture/country. interactive version) while making informed choices about and taking Christmas Eve/ New Year’s Eve.
• Researching through the Internet about other cultures and ways of ▪ Audio CD
▪ Teacher’s Guide action on issues of prejudice and discrimination. • Look at your family’s photo albums to list
life and presenting them to the class using digital tools. traditions and activities celebrated and the
• Working in small groups to complete a cultural project. ▪ Posters and pictures (I.1, I.2, S.2, J.1, J.3)
Oral Communication people and places involved in them: The
• Reading a list of actions people take and evaluating and discussing about the topic Christmas tree is decorated with lights.
the consequences on others (including on the environment). ▪ Photocopiable I.EFL.5.8.1 Learners can respond to and build
on other people’s ideas in extended • Select two remarkable events from the past
Oral Communication: (Listening and Speaking) worksheets (TG) that call your attention the most.
• Comparing answers in pairs or small groups. ▪ Quiz Time (SB) conversations on familiar social and academic
• Write questions to find out what is done today
• Conducting a role play between two students on a given topic. topics by expressing opinions and feelings and
to remember them and what used to be done
clarifying meaning. (I.3, I.4, S.1, J.3, J.4)
in the past.

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• Showing a movie trailer and asking learners to share their Reading • Use the questions you wrote in Project Stage
opinions in pairs and say whether they would go see that movie or I.EFL. 5.10.1 Learners can find specific 2 to design the Memory Tradition Survey:
not. information and identify the main points in What traditions did you use to celebrate in
• Establishing a clear expectation of English use for classroom simple, straightforward texts on subjects of your neighborhood?
functions. personal interest or familiar academic topics • Conduct the Memory and Tradition Survey
• Informal assessment could involve personal notes from the teacher
to learners who use L2 regularly. while making informed decisions about one’s and organize the data into pie graphs or bar
Reading own reaction to the text. (I.1, I.2, S.2) charts.
• Reading a biography and putting events on a timeline. Writing • Write a report of the data collected and then
• Reading a blog post and writing a comment. I.EFL.5.15.1 Learners can plan and produce show the data gathered in charts and
• Reading a short text and showing comprehension by completing well-constructed informational texts by applying figures.
the accompanying graphic organizer. the writing process and while demonstrating an
• Comparing and contrasting the opinions of two experts on a topic ability to justify one’s position on an argument Techniques
of personal interest. through carefully selected information and Reading
• Identifying unreliable resources on the Internet. appropriate language, tone and evidence. (I.2, • Identify true and false information in a text.
• Reading about a topic and then identifying reference materials and I.3, I.4, S.3, J.1) • Recognize the words that establish contrast
sources that could be used to find out more information. Language through the Arts between the ideas.
Writing Listening
• Reading a dialogue which serves as a model text, then writing a I.EFL.5.5.1 Learners can identify the main idea
in a variety of audio recordings (e.g., interviews, • Listen to check his/her answers.
similar dialogue on a different topic while implementing new • Use context to find out meaning of unknown
words/expressions from the unit. radio ads, news reports, etc.) and deduce the
words.
• Completing an online graphic organizer in order to help plan a meanings of unfamiliar phrases and words in
Speaking
piece of writing. familiar contexts where speech is clear and • Talk about his/her traditions.
• Reading a dialogue which serves as a model text, then writing a visuals help support meaning. (I.3, I.4) Writing
similar dialogue on a different topic while implementing new • Use vocabulary learned to complete missing
words/expressions from the unit. information.
Language through the Arts • Write short texts contrasting ideas.
• Explaining through pictures, physical expression or charts (ICT)
how a text makes the learner feel. Instruments for oral and written evaluation
• Using ICT to research about a topic of learners’ choice and writing ▪ Rubrics
a short, creative story with the findings. ▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams.
▪ Writing Tests
▪ Training Test

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To carry out a survey about memories of past traditions, finding out what is done today, and Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
asking what used to be done in the past. solidarity, etc.

Prepared by Revised by Approved by


Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Book: English B1.1 Unit: 5 Objectives:
Getting Away O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.3 I Find parallels between Ecuadorian cultural and political referents and those of other from Ecuador and other countries while making informed choices about and taking action on
countries by talking about holidays, symbols, customs and schooling. issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings: interviews,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and radio ads, news reports and deduce the meanings of unfamiliar phrases and words in familiar
interviews reporting on seasonal festivities, environmental issues, food and international contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts to select information within a text that might be of practical use for one’s own academic needs.
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools, that support collaboration and productivity, for educational and
publish written work in a way that supports collaboration, learning and productivity. (Example: academic use.
image editing, Google Drive, infographic makers, audio and video editing, presentation apps,
etc.)
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of the referring to details and literary elements of the text.
literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness Activities
• Making a video blog to record comparisons and ideas from class for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an ability to • In groups, think of a tourist place you consider
lessons. ▪ Student’s Book English discuss culture by analyzing cultural products worth visiting and write it secretly on a piece
• Researching and writing a short paragraph about a new topic and B1.1 (including and referents from Ecuador and other countries of paper.
using appropriate references to support your ideas. interactive version) while making informed choices about and taking • State three attractions and benefits of their
• Watching a video and identifying desirable language use. ▪ Audio CD action on issues of prejudice and discrimination. selected holiday destinations: The
• Comparing nonverbal and body language between L1 and L2 ▪ Teacher’s Guide (I.1, I.2, S.2, J.1, J.3) Galapagos Islands are located to the west of
cultures. ▪ Posters and pictures Oral Communication
• Creating selfie videos for class assignments and sharing them on a the Ecuadorian coast.
about the topic I.EFL.5.5.1 Learners can identify the main idea
class blog. • Brainstorm words and ideas to create a motto
▪ Photocopiable in a variety of audio recordings (e.g., interviews,
• Writing a letter to your future self that gets the promotional message across:
worksheets (TG) radio ads, news reports, etc.) and deduce the
Oral Communication: (Listening and Speaking) ▪ Quiz Time (SB) The Galapagos Islands are the perfect
meanings of unfamiliar phrases and words in
• Using context clues to deduce the meaning of an expression in a familiar contexts where speech is clear and
holiday destination for lovers!
conversation between a waiter and a customer. visuals help support meaning. (I.3, I.4)

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• Listening to a radio ad and identifying the product being sold.
•Using pictures and other visuals to predict the main idea of a short Reading • Search information on the Internet about the
conversation. I.EFL.5.11.1 Learners can Identify and apply a selected destination, including pictures,
• Listening to a straightforward article and correcting false range of reading strategies in order to make facts, and videos.
statements texts meaningful and to select information within • State the value and benefits of the tourist
• Listening to a dialogue and completing a chart with key a text that might be of practical use for one’s place by describing the landscapes,
information. (Example: problem and proposed solution, city and own academic needs. (I.1, I.2, I.4, S.3) transport, activities and attractions, weather,
transportation problem Writing food, and cost: The well-known Galapagos
Reading I.EFL.5.14.1 Learners can identify, critically Islands were chosen as the best islands by
• Skimming online reference web sites for ones that have the evaluate and recommend a variety of potential the “World’s 10 Best Awards.”
information needed for a research project. resources and references, including digital tools, • Add key information like location, e-mail
• Scanning a text for the main characters. addresses, contact phone numbers, or
• Reading about a topic and then identifying reference materials and that support collaboration and productivity, for
educational and academic use. (I.1, I.2, S.3, S.4) websites.
sources that could be used to find out more information. • Recording your radio advertisement.
• Using a list to choose the best sources for finding information on a Language through the Arts
• Choose the correct tone of voice and add
topic. I.EFL.5.16.1 Learners can respond to and
suitable background sounds.
• Reading texts from different subject areas and choosing the best interpret literary texts, including original stories
title for each. written by peers, referring to details and literary
• Underlining main ideas from texts and then using them to write Techniques
elements of the text. (S.1, S.4, J.2) Reading
questions the learner has about the topic.
Writing • Use the context to identify the most suitable
• Finding a variety of online references to practice a grammar headline.
structure, then recommending the best one to the class. Listening
• Collaborating on a brainstorm through the use of an online bulletin • Listen to complete the details.
board such as padlet.com. • Identify speaker experiences.
• Adding pictures to a group presentation. Speaking
• Creating a group presentation using biteslide.com. • Share his/her plans for vacations.
Language through the Arts • Provide a news report.
• Using a web site such as storybird.com in order to produce and Writing
share creative writing ventures. • Report someone opinions.
• Writing questions the learners would like to ask a character in the • Write a short holiday brochure.
story and using the imagined answers to write the next scene.
Instruments for oral and written evaluation

▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a Promotional Radio Advertisement and record a radio advertisement to promote Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
a holiday destination. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Book: English B1.1 Unit: 6 Objectives:
Teenagers Matters O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT and reference tools where required.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal communication,
EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication features and apply them in appropriate contexts.
by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in a
EFL 5.2.6 Use new words and expressions which occur in conversations in the personal and variety of oral interactions for a range of audiences and level-appropriate purposes.
educational domains, and make use of such terms and expressions wherever appropriate and
necessary.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of detecting complexities and discrepancies in the information in order to find the most appropriate
digital and print texts and resources and by selecting and evaluating these materials as a means sources to support an idea or argument.
to promote and strengthen literacy skills and language acquisition.
Writing CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by saying
EFL 5.4.1 Critically evaluate information from references, including those found on the web, and things in alternative ways and applying self-correcting and self-monitoring strategies when needed.
recommend print and digital sources to other learners.

Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example: the group.
small groups, cooperative learning groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness Activities
• Participating in short role plays using a range of verbal and for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural and • In groups of 4, brainstorm real-life problematic
nonverbal communication. ▪ Student’s Book English language patterns in English, including situations that have happened to people your
• Talking in pairs about a video learners have watched using only B1.1 (including nonverbal communication, and apply them in age: Being a victim of bullying at school;
English. interactive version) appropriate contexts. (I.3, I.4, S.1, S.2) having rejection feelings at home;
• Demonstrating appropriate language use during class, group and ▪ Audio CD
▪ Teacher’s Guide Oral Communication procrastinating on homework; struggling with
pair discussions
• Watching a video and identifying desirable language use. ▪ Posters and pictures I.EFL.5.7.1 Learners can communicate clearly body image, etc.
• Comparing nonverbal and body language between L1 and L2 about the topic and effectively by using appropriate vocabulary • Pick two situations out of the ones discussed
cultures. ▪ Photocopiable and language in a variety of oral interactions for in stage 1.
• Creating selfie videos for class assignments and sharing them on a worksheets (TG) a range of audiences and level-appropriate • Search the Internet and other sources (like
class blog. ▪ Quiz Time (SB) purposes. (I.2, I.3, J.2) printed newspapers and magazines) for real
Reading evidence to support your viewpoints.
I.EFL.5.12.1 Learners can engage with a variety
of digital and print texts and resources by

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Oral Communication: (Listening and Speaking) evaluating and detecting complexities and • Set the roles of each member in the debate
• Recording in-class conversations and dialogues in order to make discrepancies in the information in order to find (moderator–panelists) and state your point of
note of correct and appropriate language usage and intelligibility. the most appropriate sources to support an idea view regarding the problematic issues.
• Having learners make a selfie video to say what they know about a or argument. (I.2, I.4, J.3) • Elaborate authoritative arguments to support
topic before coming to class. Observing that they can say what Writing your viewpoint and express what you would
they want without too many long pauses. I.EFL.5.4.1 Learners can communicate have done in such a situation: Bullying
• Asking the learners to read a dialogue in pairs. Learners record incidents affect the school’s peaceful
themselves and then listen to the recording in order to assess effectively using a variety of media and formats,
including ICT, by saying things in alternative coexistence. According to Psychologist
clarity of sounds, production of phonemes, rhythm and intonation.
Reading ways and applying self-correcting and self- Benson, “most bullying incidents originate
• Recommending an informational web site to another learner. monitoring strategies when needed. (I.1, I.3, J.4) in…”
• Creating a class list of reliable sources of information and Language through the Arts .
publishing it online or displaying it on a poster in class. I.EFL.5.19.1 Learners can engage in Techniques
collaborative activities through a variety of Reading
• Reading two articles on the same topic and recording
student groupings in order to solve problems and • Read to identify specific problematic
discrepancies in the information.
situations.
• Comparing and contrasting the opinions of two experts on a topic reflect on literary texts, and produce criteria for
of personal interest. evaluating the effectiveness of the group. (I.1, • Read to know the consequences of a certain
• Identifying unreliable resources on the Internet. I.2, S.2, S.3, S.4, J.3, J.4) situation.
.Writing Listening
• Listen to identify each person expectations.
• Using new words or information from a class lesson and creating • Learn expressions that make reference to an
an online game to practice them, then sharing and playing the expert.
game with the rest of the class. Speaking
• Using social media to network with teens across the globe. • Use idiomatic expressions to talk about an
• Rating one’s self after a speaking activity, according to a set rubric. experience.
• Practicing a specific self-correcting strategy during a pair work • Discuss his/her experience.
activity. Writing
• Recording student interactions in class and watching them later in • Write the consequences of a past situation.
order to identify behaviors the learners need to increase and those • Write an article about the stages of a project.
they need to decrease.
Language through the Arts Instruments for oral and written evaluation
• Analyzing three different rubrics and discussing how each one
might influence the way it is evaluated.
• Discussing how visual presentation can change your response to a ▪ Rubrics
literary text. ▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To set up a debate to discuss real-life problematic situations that teenagers face. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Unit 1

Suggested Online Resources * Start Your Own Newspaper


http://www.newspaper-info.com/
* Cheating vs. Values and Ethics: High School Sports
http://www.gracepointwellness.org/28-child-adolescent-development-overview/article/15297-cheating-vs-values-
and-ethics-high-school-sports
Unit 2
* Health Topics
http://www.cyh.com/healthtopics/healthtopicdetails.aspx?p=243&id=2162&np=292
* Story of Stuff
http://storyofstuff.org/
* Food Waste
http://www.worldfooddayusa.org/food_waste_the_facts
Unit 3
* The Marks of Maturity
https://www.psychologytoday.com/blog/artificial-maturity/201211/the-marks-maturity
* What is Personality?
http://www.livescience.com/41313-personality-traits.html
Unit 4
* The Impact of Social Media in the 21st Century
http://wpmu.mah.se/nmict141group4/2014/03/11/the-impact-of-social-media-in-the-21st-century/
* Are Social Networking Sites Good for Our Society?
http://socialnetworking.procon.org/
* Social Media
https://www.youtube.com/watch?v=Iibedok4Bvo
Unit 5
* The Negative Impacts of Tourism
http://green.hotelscombined.com/Rtg-Negative-Impacts-of-Tourism.php
* Sustainable Tourism
http://www.sustainabletourism.net/
* Stats and Facts about Vacation and Traveling
http://www.ineedmotivation.com/blog/2015/06/interesting-stats-and-facts-about-vacations-and-traveling-
infographic/
Unit 6
* The Importance of Outdoor Activities
http://www.myhealthylivingcoach.com/why-sports-and-outdoor-activities-are-important-for-kids/
* What are Extreme Sports?
http://kinooze.com/what-are-extreme-sports/
* The Risks of Extreme Sports
http://www.bbc.com/future/story/20120302-extreme-sports-a-risky-business
* Handling Difficult Situations
http://www.wikihow.com/Tackle-Difficult-Situations
Useful Websites

Students
* www.bbc.co.uk/worldservice/learningenglish
* esl.about.com/od/beginningenglish/u/start/htm
* learnenglishteens.britishcouncil.org
* www.eslpod.com
* vocabsushi.com
* www.examenglish.com
* dictionary.cambridge.org
* www.elllo.org
* www.nationalgeographic.com
* education.nationalgeographic.com/education/st/?ar_a=4
* www.youtube.com/user/CCProse
* www.brainpop.com
* www.discoveryeducation.com/students
* www.phrasemix.com

Teachers / Parents
* teachingenglish.org.uk
* vocabsushi.com/pro/teachers
* www.englishgrammar.org
* education.nationalgeographic.com/education/
?ar_a=1
* education.nationalgeographic.com/education/fm/?ar_a=3
* www.discoveryeducation.com/teachers
* www.discoveryeducation.com/parents T
253
Most texts included in this book are the result of the authors’ creativity and academic background.
References In specific cases, the texts were based on the following sources:

* Breen, M.P. (1997) “Theory and Practice of Education”, in Signs 19, October-December
(ISSN 11318600).
* Brow, D. (2001) “Teaching by Principles”, in Teaching by Principles: an Interactive Approach
to Language Pedagogy, Addison Wesley Longman.
* Christison, MA (2005) Multiple Intelligences and Language Learning: A Guidebook of Theory,
Activities, Inventories and Resources, Alta Book Center Publishers.
* Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences. New York. Basic Books.
* Kagan, S. (1994). Cooperative Learning. San Clemente, CA. Kagan Publishing.
* Kumaravadivelu, B. (2003). Beyond Methods. New Haven. Yale University Press. E lessons.
* Oxford, R. (1990) Language Learning Strategies: What Every Teacher Should Know, Heinle
Cengage Learning.

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Track Contents

Track 01 Credits
Track 02 Page 10, Exercise 2
Track 03 Page 10, Pronunciation
TRACKLIST
Track 04 Page 12, Exercise 1
Track 05 Page 12, Exercise 2
Track 06 Page 13, Exercise 4
Track 07 Page 14, Exercise 3
Track 08 Page 16, Exercise 1
Track 09 Page 17, Exercise 2
Track 10 Page 18, Comic
Track 11 Page 19, Exercise 1
Track 12 Page 22, Exercise 2
Track 13 Page 23, Pronunciation
Track 14 Page 24, Exercise 1
Track 15 Page 24, Exercise 2
Track 16 Page 24, Exercise 3
Track 17 Page 26, Exercise 3
Track 18 Page 28, Exercise 1
Track 19 Page 29, Exercise 2
Track 20 Page 31, Exercise 1
Track 21 Page 33, Test Training A
Track 22 Page 36, Exercise 2
Track 23 Page 36, Exercise 3
Track 24 Page 36, Exercise 4
Track 25 Page 37, Pronunciation
Track 26 Page 39, Exercise 3
Track 27 Page 41, Exercise 3
Track 28 Page 42, Exercise 1
Track 29 Page 43, Exercise 2
Track 30 Page 44, Comic
Track 31 Page 45, Exercise 2

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Track Contents

Track 32 Page 48, Exercise 1


Track 33 Page 48, Exercise 2
Track 34 Page 50, Exercise 2
TRACKLIST
Track 35 Page 51, Exercise 5
Track 36 Page 52, Exercise 2
Track 37 Page 54, Exercise 1
Track 38 Page 55, Exercise 2
Track 39 Page 57, Exercise 2
Track 40 Page 59, Test Training B
Track 41 Page 62, Exercise 1
Track 42 Page 62, Pronunciation
Track 43 Page 63, Exercise 4
Track 44 Page 63, Exercise 5
Track 45 Page 64, Exercise 2
Track 46 Page 66, Exercise 2
Track 47 Page 68, Exercise 1
Track 48 Page 68, Exercise 2
Track 49 Page 69, Exercise 2
Track 50 Page 70, Comic
Track 51 Page 74, Exercise 1
Track 52 Page 74, Exercise 2
Track 53 Page 75, Exercise 6
Track 54 Page 76, Exercise 2
Track 55 Page 77, Exercise 5
Track 56 Page 78, Exercise 2
Track 57 Page 80, Exercise 2
Track 58 Page 81, Exercise 2
Track 59 Page 86, Test Training C

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