SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“EMILIO ISAIAS ABIHANNA” ACADEMIC YEAR:

SCHOOL 2017 - 2018
1. INFORMATIVE DATA
Teacher: Lic. Ximena Naula Area: English as a Foreign Language Grade / Course: 3nd BGU Science Class: B
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: 18, 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
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., selected information and appropriate language, tone and evidence.
“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 action on issues of prejudice and discrimination. stories that have happened at your school.
of life and presenting them to the class using digital tools. about the topic (I.1, I.2, S.2, J.1, J.3) • Ask key people at school to find out the details
• Working in small groups to complete a cultural project • Photocopiable Oral Communication about the events you have done research on.
worksheets (TG) I.EFL.5.12.1 Learners can engage with a variety • Assign the group members different roles.
• Quiz Time (SB) of digital and print texts and resources by Each member will play a key role: journalist,
Oral Communication: (Listening and Speaking) evaluating and detecting complexities and editor, graphic designer...
discrepancies in the information in order to find
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“EMILIO ISAIAS ABIHANNA” ACADEMIC YEAR:

SCHOOL 2017 - 2018
1. INFORMATIVE DATA
Teacher: Lic. Ximena Naula Area: English as a Foreign Language Grade / Course: 3nd BGU Science Class: B
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: 18, 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 of and by participating in class activities and discussions in a way that shows empathy and respect for
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 customs, in familiar contexts, provided speech is clear and visuals help support meaning.
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 a for Subnivel BGU I.EFL.5.1.1 Learners can demonstrate an • Work by pairs. Think of an unhealthy habit
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 shows empathy and respect for others. (I.3, S.1, problem for the community.
cultures. ▪ Teacher’s Guide S.2, J.1, J.3) • Speculate about the origins of this bad habit
• Sharing a cross-cultural experience (such as traveling, trying a ▪ Posters and pictures Oral Communication • Think of an environmental problem that is
new food, meeting someone from another country) in pairs or as a about the topic I.EFL.5.5.1 Learners can identify the main idea present in your city today.
class. ▪ Photocopiable in a variety of audio recordings (e.g., interviews, • Prepare a new slide for your PowerPoint
Oral Communication: (Listening and Speaking) worksheets (TG) radio ads, news reports, etc.) and deduce the presentation describing how this environmental
• Using context clues to deduce the meaning of an expression in a ▪ Quiz Time (SB) meanings of unfamiliar phrases and words in problem is causing damage to the city. Write
conversation between a waiter and a customer. familiar contexts where speech is clear and short descriptions speculating about the origins
• Listening to a radio ad and identifying the product being sold. visuals help support meaning. (I.3, I.4) of this environmental problem.
• Using pictures and other visuals to predict the main idea of a short Reading • Based on the two problematic situations you
conversation I.EFL. 5.10.1 Learners can find specific have selected, think of healthy habits that would
information and identify the main points in help people in your community be healthier and
simple, straightforward texts on subjects of protect the environment.
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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

▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Tests
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 Environmental protection.
identify in your community, as well as actions people can take to protect the environment.
Prepared by Revised by Approved by
Teacher: Lic. Ximena Naula Teacher: Teacher: Econ. Hugo Donoso
Signature: Signature: Signature:

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“EMILIO ISAIAS ABIHANNA” ACADEMIC YEAR:

SCHOOL 2017 - 2018
1. INFORMATIVE DATA
Teacher: Lic. Ximena Naula Area: English as a Foreign Language Grade / Course: 3nd BGU Science Class: B
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: 18, 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 of and by participating in class activities and discussions in a way that shows empathy and respect for
different cultures by recognizing and sharing cross-cultural experiences and ideas. 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 and
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the 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 world
• Sharing a cross-cultural experience (such as traveling, trying a new ▪ Student’s Book English language patterns in English, including of sports, fashion, TV, movies, arts, or music.
food, meeting someone from another country) in pairs or as a class. B1.1 (including nonverbal communication, and apply them in • Look for information about this person on the
• Finding recipes from other cultures and regions and then sharing interactive version) appropriate contexts. (I.3, I.4, S.1, S.2) Internet: date of birth, zodiac sign.
them in class. ▪ Audio CD Oral Communication • Write a description of his/her character and
Reading two legends from different regions in Ecuador and ▪ Teacher’s Guide I.EFL.5.12.1 Learners can engage with a variety personality.
completing a chart to show the differences. ▪ Posters and pictures of digital and print texts and resources by
about the topic evaluating and detecting complexities and
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“EMILIO ISAIAS ABIHANNA” ACADEMIC YEAR:

1. INFORMATIVE DATA
Teacher: Lic. Ximena Naula
Book: English B1.1
SCHOOL 2017 - 2018
Area: English as a Foreign Language Grade / Course: 3nd BGU Science Class: B
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: 18, 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 to from Ecuador and other countries while making informed choices about and taking action on issues of
explore the perspectives of the culture. 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 in
literary texts and the works of peers, referring to details and features of the text. (Example: text 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 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. ▪ Teacher’s Guide (I.1, I.2, S.2, J.1, J.3) traditions and activities celebrated and the
• Working in small groups to complete a cultural project. ▪ Posters and pictures Oral Communication people and places involved in them: The
• Reading a list of actions people take and evaluating and discussing about the topic I.EFL.5.8.1 Learners can respond to and build Christmas tree is decorated with lights.
the consequences on others (including on the environment). ▪ Photocopiable on other people’s ideas in extended • Select two remarkable events from the past
Oral Communication: (Listening and Speaking) worksheets (TG) conversations on familiar social and academic that call your attention the most.
• Comparing answers in pairs or small groups. ▪ Quiz Time (SB) topics by expressing opinions and feelings and • Write questions to find out what is done today to
• Conducting a role play between two students on a given topic. clarifying meaning. (I.3, I.4, S.1, J.3, J.4) remember them and what used to be done in
the past.
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“EMILIO ISAIAS ABIHANNA” ACADEMIC YEAR:

1. INFORMATIVE DATA
Teacher: Lic. Ximena Naula
Book: English B1.1
SCHOOL 2017 - 2018
Area: English as a Foreign Language Grade / Course: 3nd BGU Science Class: B
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: 18, 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 customs, contexts, provided speech is clear and visuals help support meaning.
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 of
• Researching and writing a short paragraph about a new topic and B1.1 (including and referents from Ecuador and other countries 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 Galapagos
• Comparing nonverbal and body language between L1 and L2 ▪ Teacher’s Guide (I.1, I.2, S.2, J.1, J.3) Islands are located to the west of the Ecuadorian
cultures. ▪ Posters and pictures Oral Communication coast.
• Creating selfie videos for class assignments and sharing them on a about the topic I.EFL.5.5.1 Learners can identify the main idea • Brainstorm words and ideas to create a motto that
class blog. ▪ Photocopiable in a variety of audio recordings (e.g., interviews, gets the promotional message across: The
• Writing a letter to your future self worksheets (TG) radio ads, news reports, etc.) and deduce the Galapagos Islands are the perfect holiday
Oral Communication: (Listening and Speaking) ▪ Quiz Time (SB) meanings of unfamiliar phrases and words in destination for lovers!
• Using context clues to deduce the meaning of an expression in a familiar contexts where speech is clear and
conversation between a waiter and a customer. visuals help support meaning. (I.3, I.4)
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Listening to a radio ad and identifying the product being sold.
•Using pictures and other visuals to predict the main idea of a
short conversation.
• Listening to a straightforward article and correcting false
statements
• Listening to a dialogue and completing a chart with key
information. (Example: problem and proposed solution, city
and transportation problem
Reading
• Skimming online reference web sites for ones that have
the information needed for a research project.
• Scanning a text for the main characters.
• Reading about a topic and then identifying reference materials and
sources that could be used to find out more information.
• Using a list to choose the best sources for finding information on
a topic.
• Reading texts from different subject areas and choosing the
best title for each.
• Underlining main ideas from texts and then using them to write
questions the learner has about the topic.
Writing
• Finding a variety of online references to practice a
grammar structure, then recommending the best one to
the class.
• Collaborating on a brainstorm through the use of an online
bulletin board such as padlet.com.
• Adding pictures to a group presentation.
• Creating a group presentation using biteslide.com.
Language through the Arts
• Using a web site such as storybird.com in order to produce
and share creative writing ventures.
• Writing questions the learners would like to ask a character in the
story and using the imagined answers to write the next scene.
3. ADAPTED CURRICULUM
Students with Special Needs
Teachers who work with students with special needs learn how to identify
disabilities in order to design personalized plans based on assessment results and
empirical data. Thus, they should modify the objectives and indicators in accordance with include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
those results, and adapt the corresponding activities.
CLIL Components
Science/Technology/Arts: To create a Promotional Radio Advertisement and record a radio advertisement to promote
a holiday destination.
Prepared by
Teacher: Lic. Ximena Naula
Signature:
Reading • Search information on the Internet about the
I.EFL.5.11.1 Learners can Identify and apply a selected destination, including pictures, facts, and
range of reading strategies in order to make videos.
texts meaningful and to select information • State the value and benefits of the tourist
within a text that might be of practical use for place by describing the landscapes, transport,
one’s activities and attractions, weather, food, and cost:
own academic needs. (I.1, I.2, I.4, S.3) The well-known Galapagos Islands were chosen
Writing as the best islands by the “World’s 10 Best
I.EFL.5.14.1 Learners can identify, critically Awards.”
evaluate and recommend a variety of potential • Add key information like location, e-mail
resources and references, including digital tools, addresses, contact phone numbers, or
that support collaboration and productivity, for websites.
educational and academic use. (I.1, I.2, S.3, • Recording your radio advertisement.
S.4) Language through the Arts • Choose the correct tone of voice and add
I.EFL.5.16.1 Learners can respond to and suitable background sounds.
interpret literary texts, including original stories Techniques
written by peers, referring to details and Reading
literary elements of the text. (S.1, S.4, J.2) • Use the context to identify the most suitable
headline.
Listening
• Listen to complete the details.
• Identify speaker experiences.
Speaking
• Share his/her plans for vacations.
• Provide a news report.
Writing
• Report someone opinions.
• Write a short holiday brochure.
Instruments for oral and written evaluation
▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
Specifications of the Material to Be Applied
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
teachers should only focus on those skills students have developed. Classroom strategies to be implemented
intelligences; presenting information in multiple formats; using review games to make learning fun.
Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Revised by Approved by
Teacher: Teacher: Econ. Hugo Donoso
Signature: Signature:

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“EMILIO ISAIAS ABIHANNA” ACADEMIC YEAR:

SCHOOL 2017 - 2018
1. INFORMATIVE DATA
Teacher: Lic. Ximena Naula Area: English as a Foreign Language Grade / Course: 3nd BGU Science Class: B
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: 18, 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 to sources to support an idea or argument.
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 the
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example: 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 age:
• Talking in pairs about a video learners have watched using only B1.1 (including nonverbal communication, and apply them in Being a victim of bullying at school; having
English. interactive version) appropriate contexts. (I.3, I.4, S.1, S.2) rejection feelings at home; procrastinating on
• Demonstrating appropriate language use during class, group and ▪ Audio CD Oral Communication homework; struggling with body image, etc.
pair discussions ▪ Teacher’s Guide I.EFL.5.7.1 Learners can communicate clearly • Pick two situations out of the ones discussed in
• Watching a video and identifying desirable language use. ▪ Posters and pictures and effectively by using appropriate vocabulary stage 1.
• Comparing nonverbal and body language between L1 and L2 about the topic and language in a variety of oral interactions for • Search the Internet and other sources (like
cultures. ▪ Photocopiable a range of audiences and level-appropriate printed newspapers and magazines) for real
• Creating selfie videos for class assignments and sharing them on a worksheets (TG) purposes. (I.2, I.3, J.2) evidence to support your viewpoints.
class blog. ▪ Quiz Time (SB) Reading
I.EFL.5.12.1 Learners can engage with a variety
of digital and print texts and resources by
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Oral Communication: (Listening and Speaking) ▪ New Curriculum EFL evaluating and detecting complexities and • Set the roles of each member in the debate
• Recording in-class conversations and dialogues in order to make for Subnivel BGU discrepancies in the information in order to find the (moderator–panelists) and state your point of
note of correct and appropriate language usage and intelligibility. ▪ Student’s Book English most appropriate sources to support an idea or view regarding the problematic issues.
• Having learners make a selfie video to say what they know about a B1.1 (including argument. (I.2, I.4, J.3) • Elaborate authoritative arguments to support
topic before coming to class. Observing that they can say what interactive version) Writing your viewpoint and express what you would
they want without too many long pauses. ▪ Audio CD I.EFL.5.4.1 Learners can communicate effectively have done in such a situation: Bullying incidents
• Asking the learners to read a dialogue in pairs. Learners record ▪ Teacher’s Guide using a variety of media and formats, including ICT, affect the school’s peaceful coexistence.
themselves and then listen to the recording in order to assess ▪ Posters and pictures by saying things in alternative ways and applying According to Psychologist Benson, “most
clarity of sounds, production of phonemes, rhythm and intonation. about the topic self-correcting and self- monitoring strategies when bullying incidents originate in…”
Reading ▪ Photocopiable needed. (I.1, I.3, J.4) Language through the Arts Techniques
• Recommending an informational web site to another learner. worksheets (TG) I.EFL.5.19.1 Learners can engage in Reading
• Creating a class list of reliable sources of information and ▪ Quiz Time (SB) collaborative activities through a variety of • Read to identify specific problematic
publishing it online or displaying it on a poster in class. student groupings in order to solve problems and situations.
• Reading two articles on the same topic and recording reflect on literary texts, and produce criteria for • Read to know the consequences of a certain
discrepancies in the information. evaluating the effectiveness of the group. (I.1, situation.
• Comparing and contrasting the opinions of two experts on a topic I.2, S.2, S.3, S.4, J.3, J.4) Listening
of personal interest. • Listen to identify each person expectations.
• Identifying unreliable resources on the Internet. • Learn expressions that make reference to an
.Writing expert.
• Using new words or information from a class lesson and creating Speaking
an online game to practice them, then sharing and playing the • Use idiomatic expressions to talk about an
game with the rest of the class. experience.
• Using social media to network with teens across the globe. • Discuss his/her experience.
• Rating one’s self after a speaking activity, according to a set rubric. Writing
• Practicing a specific self-correcting strategy during a pair work • Write the consequences of a past situation.
activity. • Write an article about the stages of a project.
• Recording student interactions in class and watching them later in
order to identify behaviors the learners need to increase and those Instruments for oral and written evaluation
they need to decrease. ▪ Rubrics
Language through the Arts ▪ Portfolio
• Analyzing three different rubrics and discussing how each one ▪ Oral interviews individual/ in pairs
might influence the way it is evaluated. ▪ Essay Tests
• Discussing how visual presentation can change your response to a ▪ Practical Exams
literary text. ▪ 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 accordance include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
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. Civic and democratic formation

Prepared by Revised by Approved by

Teacher: Lic. Ximena Naula Teacher: Teacher: Econ. Hugo Donoso
Signature: Signature: Signature:

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017