ENGLISH-B1.2 TEACHERS

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 3rd BGU Class:
Teacher:

Book: English B1.2 Unit: 6 Objectives:

Going Back In Time O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of

linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective

command of the spoken language. (CEFR B1 level).

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

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by saying
Communication and Cultural Awareness things in alternative ways and applying self-correcting and self-monitoring strategies when needed.

EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom

interactions by adjusting presentation and language production to effectively express opinions

and make evaluations. (Example: asking questions, starting over, rephrasing, exploring

alternative pronunciations, etc.)

EFL 5.1.9 Communicate information and ideas effectively to diverse audiences using a variety of

media and formats.

Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience
effectively through well-developed arguments in prepared presentations and other forms of oral
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of communication.

audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research

reports, essays, articles, posters, charts and other graphics, etc.)

Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
to select information within a text that might be of practical use for one’s own academic needs.
EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify information

that might be of practical use for one’s own research and academic needs.

Writing 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
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and academic use.
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
publish written work in a way that supports collaboration, learning and productivity. (Example: and while demonstrating an ability to justify one’s position on an argument through carefully
selected information and appropriate language, tone and evidence.
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 CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
distinguishing features, interpreting implicit and explicit messages and responding in a variety of
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of ways.

meaning of literary texts presented orally or in digital form, including literal and implied meanings.

(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
I.EFL.5.3.1. Learners can interpret cultural and • Discuss and select various important
• Participating in short role plays using a range of verbal and for Subnivel BGU language patterns in English, including inventions from the 20th century which have
nonverbal communication, and apply them in changed the way society functions.
nonverbal communication. ▪ Student’s Book English appropriate contexts. (I.3, I.4, S.1, S.2) • Agree on 1 invention to investigate further:
• Talking in pairs about a video learners have watched using only B1.2 (including I.EFL.5.4.1. Learners can communicate The airplane, the compact disc and the
effectively using a variety of media and formats, ballpoint pen, etc.
English. interactive version) including ICT, by saying things in alternative • Investigate the invention you chose to
ways and applying self-correcting and self- research further: who invented it, how and
• Watching a video and identifying desirable language use. ▪ Audio CD monitoring strategies when needed. (I.1, I.3, J.4) why it was invented, the positive and negative
impacts and hypothetical situations about
• Comparing nonverbal and body language between L1 and L2 ▪ Teacher’s Guide

cultures. ▪ Posters and pictures

• Creating selfie videos for class assignments and sharing them on a about the topic

class blog. ▪ Photocopiable

• Paraphrasing an idea when a peer asks for clarification. worksheets (TG)

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

Quito-Ecuador www.educacion.gob.ec

T
251

T
252

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

• Using a definition or example to explain a concept or word that ▪ Quiz Time (SB) Oral Communication what would have happened if the invention
one does not yet have the exact language for. hadn’t occurred.
I.EFL.5.9.1 Learners can present information • In your groups, organize the information you
Oral Communication: (Listening and Speaking) have researched about your selected
• Researching a topic and preparing a presentation for the class. clearly and influence an audience effectively invention into a PowerPoint presentation.
• Recording a video about one’s opinion of a story read in class. • Include information about the invention, its
• Sharing opinions in a way that encourages others to perform a through well-developed arguments in prepared inventor(s), and the positive and negative
impacts it has had. Also include pictures or
specific action. presentations and other forms of oral any other visual material you consider
• Using intonation to convince a partner to take action. relevant.
• Summarizing a peer’s opinion about a video seen in class. communication. (I.2, I.3, J.2)
Reading Techniques
• Scanning a text for the main characters. Reading Reading
• Reading about a topic and then identifying reference materials and • Look for chronological order or concept
I.EFL.5.11.1 Learners can Identify and apply a repetitions to establish a sequence.
sources that could be used to find out more information. • Use pictures and other context clues to
• Using a list to choose the best sources for finding information on a range of reading strategies in order to make predict meanings of unknown vocabulary.
Listening
topic. texts meaningful and to select information within • Understand a sequence of events.
• Reading texts from different subject areas and choosing the best Speaking
a text that might be of practical use for one’s • Use you mean that…to show understanding
title for each. of what a person is saying.
• Underlining main ideas from texts and then using them to write own academic needs. (I.1, I.2, I.4, S.3) Writing
• Use titles, subtitles, numbers, italics, bold
questions the learner has about the topic. Writing face or different fonts to organize and/or
• Identifying the correct format for an academic text. emphasize information.
Writing I.EFL.5.15.1 Learners can plan and produce
• Finding a variety of online references to practice a grammar Instruments for oral and written evaluation
well-constructed informational texts by applying • Rubrics
structure, then recommending the best one to the class. • Portfolio
• Using new words or information from a class lesson and creating the writing process and while demonstrating an • Oral interviews individual/ in pairs
• Essay Tests
an online game to practice them, then sharing and playing the ability to justify one’s position on an argument • Practical Exams
game with the rest of the class. • Writing Tests
• Reading a dialogue which serves as a model text, then writing a through carefully selected information and • Training Test
similar dialogue on a different topic while implementing new
words/expressions from the unit. appropriate language, tone and evidence. (I.2,
Language through the Arts
• Identifying a literary tradition from another culture or time period I.3, I.4, S.3, J.1)
and finding an example of it to share with the class. (Example:
haiku, blank verse, a couplet, etc.) Language through the Arts
• Predicting the content of a story using the title and pictures.
• Summarizing the main idea of a song. I.EFL.5.17.1 Learners can demonstrate and
• Underlining the words in a text that influence the reader.
convey different levels of meaning in literary

texts by identifying distinguishing features,

interpreting implicit and explicit messages and

responding in a variety of ways. (I.3, I.4, J.3)

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: Research an important invention that has changed the way society functions and make a Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

PowerPoint presentation. solidarity, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date:

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

Quito-Ecuador www.educacion.gob.ec

Useful Websites Suggested Online Resources Unit 1
* Biography of Tim Burton
T
http://www.biography.com/people/tim-burton-9542431#early-films 253
* Watching Movies at Home or Going to the Theater

http://theeverygirl.com/this-or-that-going-to-the-movies-or-watching-movies-at-home
Unit 2
* What AreYou Into?

https://bigfuture.collegeboard.org/explore-careers
* The Choice that Challenges Us All

http://liveyourlegend.net/avoid-the-wrong-path/
Unit 3
* Documentary: Home

https://www.youtube.com/watch?v=jqxENMKaeCU
* The Story of Bottled Water

http://storyofstuff.org/movies/story-of-bottled-water/
* Documentary: Earthflight

https://www.youtube.com/watch?v=62-F5PyEEck
Unit 4
* Why Do We Daydream?

http://www.abc.net.au/health/features/stories/2014/05/06/3998712.htm
* The Importance of Imagination

http://operationmeditation.com/discover/the-importance-of-imagination/
* Ways to Break Bad Habits

http://lifehacker.com/top-10-ways-to-break-bad-habits-1694247761
Unit 5
* What Is Journalism?

http://www.robertniles.com/journalism/
* Why Journalism Matters

http://www.scilogs.com/communication_breakdown/why-journalism-matters/
* The Importance of Student Writing

http://www.contributoria.com/issue/2014-03/52d1a80f86b560a448000034/
Unit 6
* Top 10 Inventions of the 20th Century

http://www.toptenz.net/top-10-inventions-of-the-20th-century.php?utm_source=feedburner&utm_
medium=email&utm_campaign=Feed:+toptenzlist+(Top+10+Lists+-+TopTenz.net)
* Great Inventions
http://www.scientificamerican.com/article/inventions-what-are-the-10-greatest-of-our-time/

Students

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

Teachers / Parents

* teachingenglish.org.uk
* vocabsushi.com/pro/teachers
* www.englishgrammar.org
* education.nationalgeographic.com/education/

?ar_a=1
* education.nationalgeographic.com/education/fm/?ar_a=3
* www.discoveryeducation.com/teachers
* www.discoveryeducation.com/parents

References Most texts included in this book are the result of the authors’ creativity and academic background.
In specific cases, the texts were based on the following sources:
* Breen, M.P. (1997) “Theory and Practice of Education”, in Signs 19, October-December

(ISSN 11318600).
* Brow, D. (2001) “Teaching by Principles”, in Teaching by Principles: an Interactive Approach

to Language Pedagogy, Addison Wesley Longman.
* Christison, MA (2005) Multiple Intelligences and Language Learning: A Guidebook ofTheory,

Activities, Inventories and Resources, Alta Book Center Publishers.
* Gardner, H. (1983). Frames of Mind.TheTheory of Multiple Intelligences. NewYork. Basic Books.
* Kagan, S. (1994). Cooperative Learning. San Clemente, CA. Kagan Publishing.
* Kumaravadivelu, B. (2003). Beyond Methods. New Haven.Yale University Press. E lessons.
* Oxford, R. (1990) Language Learning Strategies: What EveryTeacher Should Know, Heinle

Cengage Learning.

T
254

TRACKLIST Track Contents

Track 01 Credits
Track 02 Page 7, Exercise 5
Track 03 Page 7, Exercise 6
Track 04 Page 10, Exercise 3
Track 05 Page 10, Exercise 4
Track 06 Page 11, Exercise 5
Track 07 Page 12, Exercise 3
Track 08 Page 13, Exercise 6
Track 09 Page 14, Exercise 2
Track 10 Page 15, Exercise 4
Track 11 Page 16, Exercise 2
Track 12 Page 17, Exercise 2
Track 13 Page 18, Comic
Track 14 Page 19, Exercise 2
Track 15 Page 22, Exercise 1
Track 16 Page 22, Exercise 2
Track 17 Page 24, Exercise 2
Track 18 Page 24, Exercise 3
Track 19 Page 25, Exercise 6
Track 20 Page 26, Exercise 2
Track 21 Page 28, Exercise 1
Track 22 Page 29, Exercise 2
Track 23 Page 31, Exercise 4
Track 24 Page 33, Test Training A
Track 25 Page 36, Exercise 1
Track 26 Page 36, Exercise 2
Track 27 Page 37, Exercise 4
Track 28 Page 38, Exercise 2
Track 29 Page 40, Exercise 2
Track 30 Page 42, Exercise 1
Track 31 Page 43, Exercise 2
Track 32 Page 44, Comic
Track 33 Page 45, Exercise 3

T
255

TRACKLIST Track Contents

Track 34 Page 48, Exercise 1
Track 35 Page 48, Exercise 3
Track 36 Page 49, Pronunciation
Track 37 Page 50, Exercise 1
Track 38 Page 52, Exercise 2
Track 39 Page 54, Exercise 1
Track 40 Page 55, Exercise 2
Track 41 Page 57, Exercise 4
Track 42 Page 60, Test Training B
Track 43 Page 62, Exercise 1
Track 44 Page 62, Exercise 3
Track 45 Page 64, Exercise 1
Track 46 Page 64, Exercise 3
Track 47 Page 66, Exercise 2
Track 48 Page 68, Exercise 1
Track 49 Page 69, Exercise 2
Track 50 Page 70, Comic
Track 51 Page 71, Exercise 2
Track 52 Page 74, Exercise 2
Track 53 Page 75, Exercise 5
Track 54 Page 76, Exercise 1
Track 55 Page 77, Pronunciation
Track 56 Page 78, Exercise 2
Track 57 Page 80, Exercise 2
Track 58 Page 81, Exercise 2
Track 59 Page 86, Test Training C

T
256