UNIDAD EDUCATIVA SANTANA

SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

1. GENERAL INFORMATION:

AREA: Languages SUBJECT: English B

TEACHER: Marcela Mogollón Email: mmogollon@santana.edu.ec
Grade: 2nd BGU
Start date: SEPT 25, 2023 End date: NOV 3, 2023

2. GENERATIVE TOPIC: Experiences

How would traveling to or living in another culture

affect my worldview?

Fig.1
3. MAIN THREADS:
➔ OG.1 Encountering 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.
➔ OG. 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.
➔ OG. 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of linguistic differences.
➔ OG. 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
responsibility.

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024
TOPICS: UNDERSTANDING GOALS

Logical-Verbal:
➔ How can we logically analyze and differentiate
between sentences using different registers,
THEME 2 Experiences and tones? What impact do these aspects
have on the information presented?
Cognitive Development:
☝🏻🧮
➔ How does the use of the target language
Section A: Migration correctly and fluently in everyday situations as

✔ What is the difference between migration

and Immigration? ,
learning journey?
Fostering Reading:
🗣✅
well as in other areas of study improve our

✔ What is asylum seeking?

✔ The difference between urban and rural
areas? What are the advantages and Socio-emotional:
disadvantages?
➔ How does the use of reading techniques help
us understand written texts better? 📖🤓
➔ What are the socio-emotional factors that
individuals consider when deciding whether
they prefer urban or rural living environments,
and how do these preferences relate to their
sense of
✍️
belonging and well-being?
(Blog/Essay Writing )

4. General guidelines

1.- Read each proposed activity carefully.

2.- Ask your teacher for help in case of any difficulty.
3.- Collaborate with your classmates. Teamwork is the key!
4.- Avoid being distracted by activities that are outside the main theme.
5.- Check your work carefully to avoid any grammar and spelling mistakes.
6.- Always be resourceful.
7.- Your performance and behavior will be graded by your teacher.
8.- Welcome to a positive attitude!

Migration
SKETCHING OUR LIVES: Sessions 1 to 5
5.1. SKILLS OF PERFORMANCE

➔ Input: Actively listen to audio texts about migration, comprehending main ideas and providing clear
responses. Effectively understand written materials, critically analyze written texts, and execute tasks per
instructions.
➔ Output: Promptly and coherently react to visual stimuli, engaging in conversations with appropriate
language use.
➔ Students effectively address a range of topics, including the differences between migration and
immigration, asylum-seeking, and urban vs. rural areas.
➔ Ability to compose well-structured written responses about the difference between Migration and
Immigration.

5.1.1. EXPLORATION:
1. Read the big question at the beginning of the guide, and answer the next ones orally by
making a voice note in vocaroo.com or producing a 100-word paragraph. (Portfolio
Previous knowledge)

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SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024
1 What are your first thoughts and reactions to the question above?

2 What justifications would you give for your answer?

3 What more would you need to know before you can come to a definitive conclusion about
the question?

Fig. 2

2. Get into four groups and you will be assigned to one of the
images above. Summarize what you see and relate it to
human experience. Compile a list of words and expressions
about it. Explain. Fig.3

5.1.2. GUIDED RESEARCH:

1. Why do you think people migrate? For what reason/s? Watch the video and
complete the Multiple choice exercise.
➔ Click on the link to watch the video
➔ Watch the video and then complete the THINK activity/Multiple choice
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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

2. Individually complete the following Curipod Lesson by scanning the QR code or

clicking the following link.

5.1.3. APPLICATION:
1. Work together in pairs: What is the key difference between migration and immigration?
Choose the following options:
Make a creative poster and present it to the class.
Make a creative short video.

SKETCHING OUR LIVES: Sessions 6 to 8

5.2. SKILLS OF PERFORMANCE

➔ Input: Demonstrate their understanding of the topics related to migration.

➔ Output: Produce responses demonstrating an understanding of written and audio texts related to migration.
➔ Input: Ability to identify and analyze main ideas and supporting details in the materials.
➔ Adherence to instructions and successful completion of tasks related to the texts.

5.2.1. EXPLORATION:

1. You have 10 minutes to translate as many words and phrases as you can. GLOSSARY 1

ENGLISH SPANISH

● Urbanization ●

● inhabited ●

● increasing ●

● suburbs ●

● trade ●

● income ●

● standard of living ●

● lack of space ●

● due to ●

● goods and services ●

● increased literacy ●

● ethnic backgrounds ●

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SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024
● greater earning potential ●

● growth ●

● pollution ●

● emit fumes ●

● displaces ●

● dramatic shift ●

● turning point ●

● interact ●

● sanitation services ●

● developing countries ●

● large-scale ●

● rural lifestyles ●

● urban wages ●

● wage difference ●

● offset ●

● self-produced goods ●

● subsistence farming ●

● shanty towns ●

● slum areas ●

● street crime ●

● gangs ●

● social inequality ●

● traffic congestion ●

● prominent features ●

● landscape ●

● take the toll ●

● world’s disease burden ●

● proves deadly ●

2. In pairs share your responses and correct and/or complete the chart with accurate
translations using chat gpt.
3. Share your findings with the class.

5.2.2. GUIDED RESEARCH:

1. Read the articles, focusing on understanding new vocabulary. 📖🤓✅

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

2. Read the information in groups. and write/say your answers below:

Fig.4

5.2.3. APPLICATION:

1. Study Glossary 1, read Text 1 and Text 2 again, and be ready for the reading
comprehension quiz.
Text.1 pg. 43 English B book. Fig. 5

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SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

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SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

Text. 2. Pg. 45 English B book

Fig.6

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SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

SKETCHING OUR LIVES: Sessions 9 to 15

5.3. SKILLS OF PERFORMANCE:

➔ Output: Respond promptly and appropriately to visual stimuli (SL) or literary extracts (HL).
➔ Input: Demonstrate an understanding of the content presented about the advantages and disadvantages of
urbanization.
➔ Output: Accuracy in understanding and summarizing content.
➔ Output: Use a variety of language structures and registers suitable for the context and audience.
➔ Give presentations and reflect on the broader lessons learned about migration, linking these reflections to
the understanding goals.

5.3.1. EXPLORATION:

1. Internal Assessment

How can we benefit from Urbanization? Are there disadvantages?

Fig. 7

5.3.2. GUIDED RESEARCH

1. In pairs, discuss the following questions:

● What, in your opinion, is the purpose of the photograph? Justify your answer.
● How does the photograph make you feel? Connect your feelings to the perceived benefits
and disadvantages of urbanization that you researched earlier.
○ Which direction of thought is the image inviting you to take? Do you agree with the
direction?
2. Based on your answers, prepare a four-minute presentation. Don't forget to connect it with
the theme of the chapter “Experiences” and “Migration”

Peer assessment: Now be ready to listen to other groups’ presentations and also share yours to give
and receive feedback using the “ladder of feedback”.

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

Clarify:

Value:

offer concerns or issues:

suggest:

5.3.3. Application

1. Internal Assessment
(HL): Read the following
extract from an immigrant’s
journal.

2. Brainstorming: In
groups answer the following
questions.
● What is the difference
between migration and
immigration?
● What does this
difference mean in relation to
the benefits and disadvantages
outlined in texts on pages 7
and 8?
● Define Immigration in
your own words, taking into
consideration your responses
to the questions above.
Fig.8

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024
● Find the images that best represent your definition of immigration and explain them to
your classmates.

Write your responses and paste or draw your images here as your individual participation
evidence.

IMAGES:

3. Discuss the following questions and make a voice note of the discussion, share the
QRcode, and paste it below.

● What is the purpose of the text?

● Who, do you think, is the intended audience?
● What is the context?
● How does the author illustrate his experience as an immigrant?
● What variety of English is used?

Fig. 9
4. Presenting
Present a 4-minute presentation about the extract in which you focus on the content of the text and connect it to the
questions you discussed earlier.

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

SKETCHING OUR LIVES: Sessions 16 to 20

5.4. SKILLS OF PERFORMANCE:
➔ Accurate comprehension and interpretation of audio and written texts.
➔ Understand, analyze and reflect upon a range of written, audio, visual and audio-visual texts.
➔ Effectively understand written materials, critically analyze texts, and execute tasks per instructions.
➔ In writing, they demonstrate responsiveness, versatility in text types, coherent organization, and extensive
coverage of migration-related topics,

Paper 1: Personal blog

5.4.1. EXPLORATION:

1. Listen to the following definitions according to the Language B guide, and complete the texts with
the missing words:

Personal texts Professional texts Mass media texts

Fig.10

5.4.3. GUIDED RESEARCH:

1. In pairs, revise the information about A blog entry on pages 51 and 52 of the English B book, and
elaborate a graphic organizer summarizing the key information. (Definition, structure, audience,
and tone & style).
2. Read the example on pg. 53, practice your reading, intonation, and pronunciation skills by making a
voice note to evidence your reading task.
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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
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Didactic Guide 1
2023-2024

SPEAKING TECHNIQUES RECOMMENDED TO DEVELOP THESE

SKILLS SKILLS
PRACTICE FOR How Far Will You Get?
PONUNCIATION
& FLUENCY
SpesakFusion

INTONATION /5

PACE /5

EXPRESSION /5

PRONUNCIATION /5

TOTAL /20

5.4.4. APPLICATION:
1. Writing activity: Your
family moved from a rural area
to the city when you were a
child. You recently sat with your
grandfather who explained to
you how the move has affected
the whole family. Your task is to
explain this migration to the
general public. Read the
example, propose a catchy and
creative title, and order the
paragraph by matching the
letters A to E to the correct
sequence.

Fig. 11
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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024
2. Planning: Complete the chart in pairs.

Blog type (Narrative-Driven or Thesis-driven):

Focus (events or ideas and opinions):

Organization - text structure (sequence or argumentative)

Opening - intro

💡🧐
(Beginning of events or
Thesis/main idea)

Main paragraphs - body

📝☑️
(Topic sentences 1, 2, 3,…)

Ending (Final thoughts and

reflections or Final

☝🏻🤔💭👍
thought, conclusión and
reflections)
3. Drafting: Write your first draft in your notebook
carefully.
📓
after listening to the teacher’s instructions

4. Final paper: write the final paper digitally and upload it onto your digital portfolio as Output- Writing
a blog-Experiences, add images and elements according to the text, finally, answer the reflexive
questions given by the teacher about your teamwork’s experiences and final reflections.

6. PROJECT SYNTHESIS:
6.1. SKILLS OF PERFORMANCE

Introduction
In this interactive comprehension quiz you will listen to an audio clip about migration.
The audio is going to be repeated three time. Please note that in the Paper 2 examination, you will only hear the
complete recording twice.

1. INPUT-Listen to Carolina and Adam explaining why they left their home countries. Select the five correct
statements.

a Carolina was happy to leave Portugal. h In Brazil, Carolina learned to speak

b Carolina finished college at a time of another language.
economic difficulties. i Carolina’s family in Brazil helped her settle
c Carolina found it difficult to remain down.
employed in Portugal. j Carolina has not seen her family in Portugal
d Carolina moved to Brazil mainly to get since she left.
married and have kids. k Carolina is saving money to visit her family
e Brazil was the most reasonable choice. in Portugal.
f Carolina found a job easily in Brazil.
g One of the reasons Carolina chose Brazil
was its language.

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SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024
OUTPUT-PAPER 1
Choose one of the tasks below and write between 350 and 400 words (SL) or 500 to 600 (HL).

Task 1 Task 2 Task 3

You have witnessed an act of
cruelty against animals. Use a
public platform to express your
outrage.
Letter - Speech - Blog
You believe human experiences
are shaped by diversity, and
would like to explain this belief to
friends and followers.
Text message - Blog - Diary
The image below has gone viral
on social media networks and it
disturbed you greatly. You would
like to share the reasons for your
concern with other social
network subscribers.

Blog - Talk - Journal

Fig.12

OUTPUT-CONCLUSION TO RESEARCH QUESTION A: SPEAKING CHALLENGE 2

Outline And Organize Your Thoughts

Write The Script
Revise, Correct, And Improve
Practice
And Record Yourself Giving You Complete
Response To Research Question A Using
Visual Aids.
Good Luck!

UPLOAD THE FINAL VIDEO TO YOUR PORTFOLIO

AND WRITE A REFLEXIVE PARAGRAPH.
Fig.13

ENGLISH PROJECTS:

SpeakFusion: Empower Your Oral Fluency

The 'SpeakFusion: Empower Your Oral Fluency Journey' program is strategically designed to ignite a fervent
enthusiasm for language learning, with a specific emphasis on fostering confident speaking skills in English (A2,
B1, B2, C1). Understanding how crucial spoken communication is in our interconnected world, this effort aims to
provide high school students with the language skills to express themselves clearly and in an engaging manner.
Through captivating themes, interactive workshops, language challenges, and curated multimedia resources,
students will embark on a dynamic language journey that culminates in showcasing their fluency during cultural
events and language competitions. The program's main goal is to build students' language confidence and
cultural adaptability, helping them navigate different language situations smoothly and skillfully.
October:
Program Introduction: October 5
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Didactic Guide 1
2023-2024
Speaking challenge: 2
Language Challenge 1: October 12
Cultural Day (French Theme): October 20
November:
Workshop on Pronunciation: November 8
Speaking challenge 2

HOW FAR WILL YOU GET?: The Importance of English Language Proficiency

The project, 'How far will you get?' holds significant value as it centers on the importance of English language
proficiency in our interconnected global landscape. English is considered the most important language in the
realms of business, science, and technology. Aligned with the widely acknowledged Common European
Framework of Reference for Languages (CEFR), the project offers insights into language proficiency levels and
their practical applications. Employing a comprehensive approach that includes research, discussions, personal
reflections, and the exploration of teaching methodologies, The project aims to give students useful skills and
help them become more aware of how they learn languages individually.
PHASE 1: Socialization
October from 2nd to 6th.
You will watch an engaging presentation and will complete a form to check your understanding, and also to
manifest your interests.
Evaluation: Complete a form to check students' understanding of the socialized project and also to express the
student’s individual interests so they can choose the specific activities and final product.
PHASE 2: EXPLORATION AND GUIDED RESEARCH.
From October 16th to November 2nd
The project will consist of the following components:

● Self-evaluate your current English level.

● Research and presentation on the different levels of English proficiency outlined in the CEFR.
● Discussion of the real-life applications of CEFR levels in the workplace.
● Reflection on personal English language learning journeys.
● Exploration of how teachers use the CEFR levels to plan and evaluate language instruction. (Interview)
● Investigation of different types of English language tests that are aligned with the CEFR levels.

For each level, the students have to research the following information:

➔ The main language competencies and skills associated with that level.
➔ The types of activities and tasks that a learner at that level would be able to complete.
➔ The types of materials, such as books, films, and websites, that would be appropriate for a learner at that
level.
➔ Real-life examples of situations in which a learner at that level would use the language.
➔ The types of assessments and exams that are available for that level.
➔ Tips and strategies for how a learner at that level can improve their language skills.
➔ Possible career and education opportunities for a learner at that level.
➔ Additionally, the students could include personal anecdotes and examples from their own experiences in
learning English.

Evaluation: Teachers have to socialize the rubrics to evaluate their performance and collaborative skills.

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Didactic Guide 1
2023-2024
7. EVALUATION:

Self-evaluation
Criteria:
Vocabulary and Language Usage - 3 points
Grammar and Sentence Structure - 3 points
INPUT - Comprehension and Understanding - 2 points
OUTPUT - Communication Skills - 2 points

Degree of Achievement:

9-10 points: Excellent achievement, demonstrating a strong command of vocabulary, grammar,

comprehension, and communication skills.
7-8 points: Good achievement, displaying a solid understanding and usage of vocabulary, grammar,
comprehension, and communication skills.
5-6 points: Adequate achievement, showing a satisfactory level of vocabulary, grammar, comprehension,
and communication

RUBRICS FOR TEACHER ASSESSMENTS

Rubrics for Output-Writing and Output-Speaking, including indicators of achievement and descriptors with
explanations for each score from 10 to 0.

Input: Reading Comprehension Rubric

Criteria: Reading Comprehension 📚

Level 5: Excellent (10-9 points)

🌟 Demonstrates exceptional reading comprehension skills, effectively analyzing and interpreting complex texts

🌟
with a deep understanding.
Draws insightful connections between the texts and personal experiences or real-world examples,

🌟
demonstrating advanced critical thinking skills.
Applies advanced vocabulary and language structures to effectively communicate ideas and interpretations
from the texts.

Level 4: Proficient (8-7 points)

✨ Demonstrates proficient reading comprehension skills, effectively analyzing and interpreting texts with a clear

✨
understanding.
Makes connections between the texts and personal experiences or real-world examples, demonstrating

✨
proficient critical thinking skills.
Applies appropriate vocabulary and language structures to effectively communicate ideas and interpretations
from the texts.

Level 3: Developing (6-5 points)

✨ Demonstrates developing reading comprehension skills, analyzing and interpreting texts with some
understanding.

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Didactic Guide 1
2023-2024
✨ Attempts to make connections between the texts and personal experiences or real-world examples,

✨ Uses basic vocabulary and language structures to communicate ideas and interpretations from the texts.
demonstrating the development of critical thinking skills.

Level 2: Limited (4-3 points)

✨
✨ Struggles to demonstrate reading comprehension skills, with limited analysis and interpretation of texts.
Shows limited ability to make connections between the texts and personal experiences or real-world

✨
examples.
Uses limited vocabulary and language structures, resulting in difficulties in communicating ideas and
interpretations from the texts.

Level 1: Not Yet Meeting (2-1 points)

✨
✨ Shows little or no reading comprehension skills, lacking analysis and interpretation of texts.

✨ Does not make connections between the texts and personal experiences or real-world examples.
Uses minimal vocabulary and language structures, resulting in minimal communication of ideas and
interpretations from the texts.

Level 0: Not Evident (0 points)

❌
❌ Does not demonstrate reading comprehension skills, with no analysis or interpretation of texts.

❌ Does not make any connections between the texts and personal experiences or real-world examples.
Does not use vocabulary and language structures to communicate ideas and interpretations from the texts.

Input: Listening Comprehension Rubric

Criteria: Listening Comprehension 👂

Level 5: Excellent (10-9 points)

🌟 Demonstrates exceptional listening comprehension skills, accurately understanding and interpreting complex

🌟
spoken texts with a deep understanding.
Draws insightful connections between the spoken texts and personal experiences or real-world examples,

🌟
demonstrating advanced critical thinking skills.
Responds to spoken texts with exceptional clarity, fluency, and coherence, applying advanced vocabulary
and language structures.

Level 4: Proficient (8-7 points)

✨ Demonstrates proficient listening comprehension skills, accurately understanding and interpreting spoken
texts with a clear understanding.

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Didactic Guide 1
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✨ Makes connections between the spoken texts and personal experiences or real-world examples,

✨
demonstrating proficient critical thinking skills.
Responds to spoken texts with clarity, fluency, and coherence, applying appropriate vocabulary and language
structures.

Level 3: Developing (6-5 points)

✨ Demonstrates developing listening comprehension skills, understanding and interpreting spoken texts with

✨
some understanding.
Attempts to make connections between the spoken texts and personal experiences or real-world examples,

✨
demonstrating developing critical thinking skills.
Responds to spoken texts with some clarity, fluency, and coherence, using basic vocabulary and language
structures.

Level 2: Limited (4-3 points)

✨ Struggles to demonstrate listening comprehension skills, with limited understanding and interpretation of

✨
spoken texts.
Shows limited ability to make connections between the spoken texts and personal experiences or real-world

✨
examples.
Responds to spoken texts with limited clarity, fluency, and coherence, using limited vocabulary and language
structures.

Level 1: Not Yet Meeting (2-1 points)

✨
✨ Shows little or no listening comprehension skills, lacking understanding and interpretation of spoken texts.

✨ Does not make connections between the spoken texts and personal experiences or real-world examples.
Responds to spoken texts with minimal clarity, fluency, and coherence, using minimal vocabulary and
language structures.

Level 0: Not Evident (0 points)

❌
❌ Does not demonstrate listening comprehension skills, with no understanding or interpretation of spoken texts.

❌ Does not make any connections between the spoken texts and personal experiences or real-world examples.
Does not respond to spoken texts with clarity, fluency, and coherence, with minimal use of vocabulary and
language structures.

Output: Written Production Rubric

Criteria: Written Production ✍️

Level 5: Excellent (10-9 points)

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Didactic Guide 1
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🌟 Demonstrates exceptional written production skills, producing well-structured and cohesive texts with

🌟
exceptional clarity, coherence, and sophistication.
Applies advanced vocabulary and language structures to effectively communicate ideas, interpretations, and

🌟
arguments in a highly engaging and persuasive manner.
Demonstrates exceptional creativity, originality, and attention to detail in written expression, captivating the
reader throughout the text.

Level 4: Proficient (8-7 points)

✨ Demonstrates proficient written production skills, producing well-structured and cohesive texts with clarity,

✨
coherence, and effectiveness.
Applies appropriate vocabulary and language structures to effectively communicate ideas, interpretations,

✨
and arguments in a clear and engaging manner.
Demonstrates proficiency in written expression, showcasing creativity, originality, and attention to detail in
written work.

Level 3: Developing (6-5 points)

✨ Demonstrates developing written production skills, producing texts with some structure and coherence,

✨
although occasional lapses may occur.
Uses basic vocabulary and language structures to communicate ideas, interpretations, and arguments in a

✨
somewhat clear and adequate manner.
Shows some evidence of developing written expression, with attempts at creativity, originality, and attention to
detail in written work.

Level 2: Limited (4-3 points)

✨ Struggles to demonstrate written production skills, producing texts with limited structure and coherence,

✨
resulting in difficulties in conveying ideas, interpretations, and arguments.
Uses limited vocabulary and language structures, leading to difficulties in communicating ideas,

✨
interpretations, and arguments with clarity and effectiveness.
Shows limited evidence of written expression, with limited creativity, originality, and attention to detail in
written work.

Level 1: Not Yet Meeting (2-1 points)

✨ Shows little or no written production skills, producing texts with significant challenges in structure, coherence,

✨
and clarity.
Uses minimal vocabulary and language structures, resulting in minimal communication of ideas,

✨
interpretations, and arguments.
Demonstrates limited evidence of written expression, with minimal attempts at creativity, originality, and
attention to detail in written work.

Level 0: Not Evident (0 points)

❌ Does not demonstrate written production skills, producing texts with no clear structure, coherence, or clarity.
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❌ Uses no vocabulary and language structures, resulting in no communication of ideas, interpretations, and

❌
arguments.
Shows no evidence of written expression, with no attempts at creativity, originality, or attention to detail in
written work.

Output: Speaking Rubric

Criteria: Speaking 🗣️
Level 5: Excellent (10-9 points)

🌟 Demonstrates exceptional speaking skills, expressing ideas, interpretations, and arguments with exceptional

🌟
clarity, fluency, and accuracy.
Engages the audience with exceptional confidence, charisma, and persuasive delivery, captivating their

🌟
attention throughout the presentation.
Applies advanced vocabulary and language structures with exceptional precision, demonstrating a
sophisticated command of spoken English.

Level 4: Proficient (8-7 points)

✨ Demonstrates proficient speaking skills, expressing ideas, interpretations, and arguments with clarity, fluency,

✨
and accuracy.
Engages the audience with confidence, charisma, and effective delivery, maintaining their attention

✨
throughout the presentation.
Applies appropriate vocabulary and language structures with precision, demonstrating a proficient command
of spoken English.

Level 3: Developing (6-5 points)

✨ Demonstrates developing speaking skills, expressing ideas, interpretations, and arguments with some clarity,

✨
fluency, and accuracy, although occasional hesitations may occur.
Engages the audience with developing confidence, charisma, and delivery, maintaining their attention for the

✨
most part.
Uses basic vocabulary and language structures with some precision, demonstrating developing command of
spoken English.

Level 2: Limited (4-3 points)

✨ Struggles to demonstrate speaking skills, expressing ideas, interpretations, and arguments with limited clarity,

✨
fluency, and accuracy, resulting in difficulties in effective communication.
Engages the audience with limited confidence and delivery, leading to challenges in maintaining their

✨
attention.
Uses limited vocabulary and language structures, resulting in limited precision and command of spoken
English.

Level 1: Not Yet Meeting (2-1 points)

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
BGU
Didactic Guide 1
2023-2024

✨ Shows little or no speaking skills, with significant challenges in expressing ideas, interpretations, and

✨
arguments with clarity, fluency, and accuracy.
Engages the audience with minimal confidence and delivery, resulting in difficulties in maintaining their

✨
attention.
Uses minimal vocabulary and language structures, resulting in minimal precision and command of spoken
English.

Level 0: Not Evident (0 points)

❌ Does not demonstrate speaking skills, with no ability to express ideas, interpretations, and arguments with

❌
clarity, fluency, and accuracy.

❌ Does not engage the audience or maintain their attention throughout the presentation.
Uses no vocabulary and language structures, resulting in no precision and command of spoken English

8. REFERENCES:
Fig: 1
https://pixabay.com/vectors/refugees-migrating-people-migrants-7046365/

figs:2, 4, 5, 6, 7, 8, 10, 12
Saa'd Aldin, K., & Morley, K. (2018). English B Course Companion (2nd ed.). Oxford University Press.
https://bookshelf.oxfordsecondary.co.uk/contents/205/index.html

Fig. 3. 9, 11
https://www.canva.com/
9. SIGNATURES OF RESPONSIBILITY:

ELABORATED BY: REVISED BY: APPROVED BY:

TEACHER AREA COORDINATOR: ACADEMIC PRINCIPAL

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