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1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 2do EGB B 1.1
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.
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.5.3.
Commented [A2]: It is determined for each performance
Interpret cultural and language patterns in English, criteria of each Curricular Thread.
EFL 5.1.7 including nonverbal communication, and apply them in
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Reading CE.EFL.5.10.
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Writing CE.EFL.5.14.
CE.EFL.5.19.
EFL 5.5.9 Engage in collaborative activities through a variety of
student groupings in order to solve problems and reflect
Engage in collaborative activities through a variety of
on literary texts, and produce criteria for evaluating
student groupings to share, reflect on, express and
interpret opinions and evaluations of a range of literary the effectiveness of the group.
texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
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Writing
Oral
Communication:(Listening and I.EFL.5.14.1.
Speaking)
Learners can identify,
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I.EFL.5.19.1.
Reading
Learners can engage in
collaborative activities
through a variety of student
Reading a short text and
groupings in order to solve
showing comprehension by
problems and reflect on
completing the accompanying
literary texts, and produce
graphic organizer. (Example:
criteria for evaluating the
learners read about
effectiveness of the group.
archeological ruins and
(I.1, I.2, S.2, S.3, S.4,
complete a Venn diagram,
J.3, J.4)
etc.)
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Identifying unreliable
resources on the Internet.
Writing
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Appropriately exhibiting
surprise, joy, sadness,
etc., in a conversation.
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Participating in classroom
games in which problem-
solving as a team is
important.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.
CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
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