ILUSTRE MUNICIPIO DEL DISTRITO METROPOLITANO DE QUITO

SECRETARÍA DE EDUCACIÓN Y CULTURA SCHOOL YEAR

UNIDAD EDUCATIVA MUNICIPAL “SEBASTIÁN DE BENALCÁZAR” 2018--‐2019
UNIT PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
TEACHER Nancy AREA: English GRADE/COURSE: SECOND BGU CLASS: ABCD
Cárdenas
UNIT TEXTBOOK : CONTENTS In this unit students learn O.EFL 5.1
NUMBER: how: Encounter socio-cultural aspects of their own and other countries in a
1 Unit Title:
 Perfect tenses review Speculate about lifestyles thoughtful and inquisitive manner, maturely, and openly experiencing
BREAKING (affirmative, negative, yes/no in the past.
other cultures and languages from the secure standpoint of their own
NEWS question with short / long
Express opinion and national and cultural identity.
answers, Wh- Questions,
Tag questions) possibility about past
 Passive voice (affirmative, events. O.EFL 5.2
negative, yes/no question Describe people, objects Draw on this established propensity for curiosity and tolerance towards
with short / long answers, and events. different cultures to comprehend the role of diversity in building an
Wh- Questions, Tag intercultural and multinational society.
questions)
 Phrasal verbs 20 O.EFL 5.3
 Transition words
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.

PERIODS: 1 STARTING October ENDING WEEK: November

WEEK:

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA:

Oral Communication:(Listening and Speaking)

EFL 5.2.4 CE.EFL.5.1.

Follow oral directions in classroom activities and projects and provide Display an understanding of the integrity of different cultures by sharing experiences and by participating in class
directions to peers in selected interactions. activities and discussions in a way that shows empathy and respect for others.

EFL 5.2.6 CE.EFL.5.2.

Use new words and expressions which occur in conversations in the
personal and educational domains, and make use of such terms and
expressions wherever appropriate and necessary.
Demonstrate an ability to discuss culture by analyzing cultural products and referents from Ecuador and other countries
while making informed choices about and taking action on issues of prejudice and discrimination.
CE.EFL.5.6.

Listening for Information: Deal with practical, everyday communication demands in familiar social and academic
Reading contexts, including following directions in class activities and identifying main ideas in other curricular subjects when
given sufficient support.

EFL 5.3.1 CE.EFL.5.7.

Find specific predictable information in short, simple texts in a range
of age- and level-appropriate topics. (Example: biographies, news
articles, narratives, memoirs and personal accounts, formal letters
and emails, etc.)
Writing
Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in a variety of oral interactions for a
range of audiences and level-appropriate purposes.
CE.EFL.5.10.
Find specific information and identify the main points in simple, straightforward texts on subjects of personal interest or
familiar academic topics while making informed decisions about one’s own reaction to the text.

CE.EFL.5.15.
Plan and produce well-constructed informational texts by applying the writing process and while demonstrating an ability
EFL 5.4.7 to justify one’s position on an argument through carefully selected information and appropriate language, tone and
evidence.
Use the process of prewriting, drafting, revising, peer editing and
CE.EFL.5.19.
proofreading (i.e., “the writing process”) to produce well-constructed
informational texts.
Engage in collaborative activities through a variety of student groupings in order to solve problems and reflect on literary
texts, and produce criteria for evaluating the effectiveness of the group.
Language through the Arts

EFL 5.5.7

Collaboratively produce criteria for evaluating literary texts and the

effectiveness of group work.

METHODOGICAL RESOURCES: PERFORMANCE INDICATORS: ACTIVITIES TECHNIQUES/INSTRUMENTS:

STRATEGIES:
Cycle 1
Communication and Cultural New Curriculum EFL for Superior Communication and Cultural Awareness Warm up;Ss might ask to find out about classmates (brainstorm
Awareness BGU questions) what do you think of matchmaking? Does it work? and write
Interchange 3 fourth Edition I.EFL.5.1.1. Learners can demonstrate an un- on the board their ideas.
Writing a weekly journal entry derstanding of the integrity of different cultures Ss complete the mind map using their background knowledege
about a cross-cultural by sharing experiences and by participating in Ss answer the following questions and elicit ideas:
experience. class activities and discussions in a way that What do you think women look for most in a partner?
Flash Cards shows empathy and respect for others. (I.3, What are some important differences between men and women?
Oral Communication:(Listening S.1, S.2, J.1, J.3) Ss look at the picture displayed at the screen and they describe it.
and Speaking) Photocopiable Sheets Ss are encouraged to make guesses.
Listening to a set of instructions I.EFL.5.2.1. Learners can exhibit an ability to Ss. Answer the following questions by listening the audio:
and putting them in order. Crosswords discuss culture by analyzing cultural products 1. What is Kim problem?
and referents from Ecuador and other 2. Who does Chris suggest?
Listening to and following class Strategies Templates countries while making informed choices 3. How will Kim meet Chris friend?
commands. about and taking action on issues of prejudice Ss practice the conversation in pairs.
and discrimination. (I.1, I.2, S.2, J.1, J.3) Listening for opinions; listening to descriptions of people; making
inferences.
Singing songs that practice
Oral Communication: Listening and Ss divide the class into teams. Each team brainstorm positive and
helpful language.
Speaking) negative adjectives to describe personalities.
Ss. Set a time limit of three minutes. Call on different Ss from each
Giving learner’s language
I.EFL.5.6.1. Learners can deal with practical, team to write adjectives into 2 columns on the board.
prompts to use during
everyday communication demands in familiar Ss will listen to descriptions of three people. After listening to each
pair/group work. (Example:
social and academic contexts, such as conversation. They decide if the general feeling is positive or negative
What do you think? I
following directions in class activities and and tell reasons to the class.
agree/disagree. I think we need
identifying main ideas in other curricular Then, Ss talk about an ideal friend in pairs. Ss write the first draft of
to…, It’s your turn, etc.)
subjects when given sufficient support. (I.1, their paragraph focusing in three areas: 1. Content 2. Organization 3.
I.3, S.1) Grammar. They work in class and as a homework.
Playing games that practice
Ss model the conversation using the vocabulary learned in the website
classroom language, turn-
I.EFL.5.7.1. Learners can communicate then they create their own conversation performing in front of the class.
taking, being polite, etc.
clearly and effectively by using appropriate practice online
vocabulary and language in a variety of oral http://www.cambridge.org/interchangearcade/
Reading Video online:
Reading a short text and interactions for a range of audiences and
https://www.youtube.com/watch?v=WhSzXFQb3qc
showing comprehension by level-appropriate purposes. (I.2, I.3, J.2) Audio online:
completing the accompanying http://www.cambridge.org/interchange/audioprogram/#a4
graphic organizer. (Example: Reading
learners read about Cycle 2
archeological ruins and I.EFL. 5.10.1. Learners can find specific in- Ss look at the pictures and discuss the questions and review the
complete a Venn diagram, etc.) common complaints :
formation and identify the main points in
simple, straightforward texts on subjects of What is happening?
Reading a text on a familiar How do you think the teachers and students feel?
personal interest or familiar academic topics
content area subject and Would this annoy you? Why?
while making informed decisions about one’s
answering information ques- Ss will hear 8 common complaints. They are displayed on the screen
own reaction to the text. (I.1, I.2, S.2)
tions. (Example: learners read but displayed in the wrong order. Then ss listen and number the
about foodborne illnesses and Writing complaints in the order they hear them. Play the audio program. Then
then write three ways to prevent I.EFL.5.15.1. Learners can plan and produce Ss open their worksheets and check their own answers.
them, etc.) Ss elaborate paragraphs using expressions of compliments and also
well-constructed informational texts by
applying the writing process and while add the phrases it embarrasses me …………..
Reading a text and answering It bothers me……
demonstrating an ability to justify one’s
information questions. It upsets me……..
position on an argument through carefully
selected information and appropriate lan- I hate it……..
guage, tone and evidence. (I.2, I.3, I.4, S.3,
Choosing from a list of words to
complete gaps from a reading.
Reading a paragraph about a
familiar content area subject
and then correcting incorrect
sentences. (Example: In
northern India, the monsoon
season lasts for six months
every year - three, etc.)
Writing
Completing an online graphic
organizer in order to help plan a
piece of writing.
Reading a text and using a
checklist to talk about how it is
organized. (Example: Is there a
title? Does it have an opening
sentence?, etc.)
Recording synonyms and
antonyms of words in the
margins of reading texts.
Writing new words and phrases
in a vocabulary notebook and
then writing a text using three
words from your vocabulary
notebook.
Exchanging writing in pairs in
order to make suggestions
about things that could be
improved.
Language through the Arts
Evaluating and assessing the
effectiveness of group work by
answering a set of questions.
(Example: Who always
participates? Who gets the
things the group needs? Who
asks good questions?, etc.)
Selecting desirable behaviors
for group work from a list and
reaching a consensus as a
J.1)
Language through the Arts
I.EFL.5.19.1. Learners can engage in collabo-
rative activities through a variety of student
groupings in order to solve problems and re-
flect on literary texts, and produce criteria for
evaluating the effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
Ss find some examples of sentences that begin with the word it in the
chart displayed and copied in their digital books.
Then they use the samples in their sentences.
Ss are encouraged to use some of the phrases on the board and give
their opinions, they will share with their partners and in front of the class.
Ss will predict what kind of information they will read in the article. Then
Ss read the article silently, Ss should read the article without stopping
to ask questions or use a dictionary. back through the text and circle
words they can´t guess from the context
Then, tell students to go back through the text and circle words they
can´t guess from context. Ss work in pairs to figure it out unfamiliar
vocabulary and finally teacher explains any remaining new vocabulary.
The teacher explains based on the article the task and Ss decide what
is true and what is false. The ss reread the article individually and
answer the questions. Then ss compare the answers in pairs, ss show
their partners where answers are in the article. Teacher goes over
answers with the class.
OPTION Ss write a poem for a friend or loved one Ss fill in this
framework: You are…..
Someone who…..
Someone…………….
Someone who…….
And that is why…….
I care for you.
For more practice the ss have to complete the activities in the
workbook 4 ‘ 6
Lab guide Exercises 5 -6
Video activity book unit 1.
Writing about a best friend.
“Friends again – Forever”
Reading a narrative about friendship.
Video online:
https://www.youtube.com/watch?v=WhSzXFQb3qc
Audio online:
http://www.cambridge.org/interchange/audioprogram/#a4
Practice online:
http://www.cambridge.org/interchangearcade/
Answers:
http://assets.cambridge.org/052160/2254/sample/0521602254ws.pdf
group for the three most
important.

Writing a checklist in pairs to

use to evaluate another group’s
project.

Discussing rules and norms for

a group project before the
project begins. (Example: Don’t
interrupt others, Do your work
on time, Don’t make negative
remarks, etc.)

3. ADAPTED CURRICULUM:
SPECIFICATION OF EDUCATIONAL NEEDS: SPECIFICATION OF THE ADAPTED MATERIAL TO BE APPLIED:
Teachers who work with students with special needs learn how Quizzes, Test, Written Lessons will be taken with a less level of difficulty
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 those results, and adapt
the corresponding activities.
4. CROSS CURRICULUM:
CLIL: SCIENCE: TRANSVERSAL AXES:
https://www.examenglish.com/FCE/fce_reading_and_use_of Intercultural awareness, tolerance, respect, multiculturalism,
_english_part1.htm responsibility, solidarity, responsibility, honesty, respect, love, peace,
justice, innovation, etc.

5. QAP/QAC:
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Nancy Cárdenas Coordinator: Estefania Perez Principal: Dra. Marcia Barros
Signature: Signature: Signature:
Date October 2018 Date October 2018 Date October 2018