UNIDAD EDUCATIVA “FEDERICO GONZÁLEZ SUÁREZ” 2017- 2018

La Dolorosa / Pucará / Azuay

1. INFORMATIVE DATA
Teacher: Lic. Andrés Fernando Guazhima Lapo Area: English as a Foreign Language Grade / Course: 1st BGU Class: A
Book: English A2.2 Unit: 1 Objectives:
Inspirational People 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 5.4 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
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication features CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal
by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.) communication, and apply them in appropriate contexts.

Oral Communication: (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics,
such as personal experiences, while describing one’s reactions to them and others’ opinions.
Reading
EFL 5.3.4 Find the most important information in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online advertising, online or print
timetables, web pages, posters, adverts, catalogues, etc.)
Writing
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
publish written work in a way that supports collaboration, learning and productivity. (Example:
image 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
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of a
variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register, originality, visual presentation,
etc.)
Methodological Strategies Resources
Communication and Cultural Awareness
• Participating in short role plays using a range of verbal and ▪ New Curriculum EFL
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
conversations on familiar social and academic topics by expressing opinions and feelings and
clarifying meaning.
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in the information in order to find the most appropriate
sources to support an idea or argument.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools, that support collaboration and productivity, for educational and
academic use.
CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing
process and while demonstrating an ability to justify one’s position on an argument through
carefully selected information and appropriate language, tone and evidence.
CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and
recognize how chosen criteria affects evaluation.
Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness ACTIVITIES

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nonverbal communication. for Subnivel BGU. I.EFL.5.3.1. Learners can interpret cultural and • Write some sentences about a person you
• Talking in pairs about video learners have watched using only language patterns in English, including admire.
English. ▪ Teacher’s Guide nonverbal communication, and apply them in • Get in groups and talk about your persons to
• Watching a video and identifying desirable language use. English A2.2 (including appropriate contexts. (I.3, I.4, S.1, S.2) discover things in common.
• Comparing nonverbal and body language between L1 and L2 interactive version) • In groups, select an inspirational person and
cultures. Oral Communication the aspects of his/her life you want to talk
• Creating selfie videos for class assignments and sharing them on a I.EFL.5.8.1. Learners can respond to and build about.
class blog. ▪ Audio CD • Write questions about this person and
on other people´s ideas in extended
Oral Communication: (Listening and Speaking) conversations on familiar social and academic assign responsibilities to investigate the
• Playing a conversation game, where learners move their tokens ▪ Teacher’s Guide topics by expressing opinions and feelings and answers to those questions.
around the board after choosing a card and answering the question. clarifying meaning. (I.3, I.4, S.1, J.3, J.4) • Organize chronologically the information
• Working in pairs to complete an information gap activity. about the person you chose.
▪ Posters and pictures
• Doing a mingle activity where learners ask and answer questions • Create a visual presentation for this
about the topic Reading
about things they have or haven’t done. Observing to see whether information.
the learners can interact effectively and whether they are able to ask I.EFL.5.12.1. Learners can engage with a variety • To create a Web Profile
follow up questions in order to extend the exchange. ▪ Photocopiable of digital and print texts and resources by
• Establishing a clear expectation of English use for classroom worksheets (TG) evaluating and detecting complexities and
discrepancies in the information in order to find TECHNIQUES
functions. Informal assessment could involve personal notes from ▪ Peer Observation.
the teacher to learners who use L2 regularly. the most appropriate sources to support an idea
▪ Quiz Time (SB) ▪ Checklist.
Reading or argument. (I.2, I.4, J.3)
▪ Concept maps.
• Read quickly looking for words each paragraph. ▪ Questionnaires.
• To get familiar with the topic of a text, take a quick look at the Writing ▪ Interviews.
vocabulary it contains. I.EFL.5.14.1. Learners can identify, critically ▪ Dossiers.
• Comparing and contrasting the opinions of two experts on a topic evaluate and recommend a variety of potential ▪ Project Assignment.
of personal interest. resources and references, including digital tools, ▪ Unit Game
• Identifying unreliable resources on the Internet. that support collaboration and productivity, for ▪ Glossary activities.
• Reading about a topic and then identifying reference materials and educational and academic use. (I.1, I.2, S.3, S.4)
sources that could be used to find out more information.
Writing
I.EFL.5.15.1. Learners can play and produce
• Finding a variety of online references to practice a grammar Instruments for oral and written evaluation
well-constructed informational texts by applying
structure, then recommending the best one to the class. ▪ Rubrics
the writing process and while demonstrating an
• Using new words or information from a class lesson and creating ▪ Portfolio
ability to justify one´s position on an argument
an online game to practice them, then sharing and playing the game ▪ Oral interviews individual/ in pairs
through carefully selected information and
with the rest of the class. ▪ Essay Tests
appropriate language, tone and evidence. (I.2,
• Reading a dialogue which serves as a model text, then writing a ▪ Practical Exams.
I.3, I.4, S.3, J.1)
similar dialogue on a different topic while implementing new ▪ Writing Tests
words/expressions from the unit. ▪ Training Test
Language through the Arts Language through the Arts
• Analyzing three different rubrics and discussing how each one I.EFL.5.18.1. Learners can use a variety of
might influence the way it is evaluated. criteria for evaluating and recommending literary
• Discussing how visual presentation can change your response to a texts to others, and recognize how chosen
literary text. criteria affects evaluation. (S.1, S.4, J.2, J.4)

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508

Quito-Ecuador www.educacion.gob.ec
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
• Students´ with Learning Disabilities. It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
• Emotional/ Behavior Disorders. teachers should only focus on those skills students have developed. Classroom strategies to be implemented
• Physical Impairments include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
life activities. 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

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