2do planificaciones

SUBSECRE TARÍA DE FUNDAME NTOS EDUCATIV0S
DIRE CCIÓ N NACION A L DE CURRÍCULO
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: Year:
1. INFORM ATIV E DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd
BGU Class:
Book: English B1.1 Unit: 1
Breaking News
Objectives:
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 themselv es and others within the communication process, cultiv ating habits of honesty and integrity into
responsible academic behav ior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers f rom dif ferent L1 backgrounds on
work, study, or general topics of common interest, expressi ng ideas and opinions ef f ectively and appropriately.
O.EFL 5.7 Interact quite clearly, conf idently, and appropriately in a range of f ormal and inf ormal social situations with a limited but ef f ective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Perfo rm an ce Criteria Evaluation Criter ia
Comm u nication and Cultural Awareness
EFL 5.1.5 Identif y, discuss and analyze cultural products from Ecuador and bey ond and use
them to explore the perspec ti ves of the culture.
CE.E FL.5.2 Demonstrate an ability to discuss culture by analy zing cultural products and referents
f rom Ecuador and other countries while making inf ormed choices about and taking action on
issues of prejudice and discrimination.
Oral Comm u nicatio n : (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics,
such as personal experi ence s, while describing one’s reactions to them and others’ opinions.
CE.E FL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
conversati ons on f amiliar social and academic topics by expressing opinions and feelings and
clarif y ing meaning.
Reading
EFL 5.3.4 Find the most important inf ormation in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online adv ertising, online or print
timetables, web pages, posters, adv erts, catalogues, etc.)
CE.E FL.5.12 Engage with a v ariety of digital and print texts and resources by evaluating and
detecting compl exi ti es and discrepanci es in the inform ati on in order to f ind the most appropriate
sources to support an idea or argument.
Writing
EFL 5.4.4 Select and make ef f ective use of a range of digital tools to write, edit, rev ise and
publish written work in a way that supports collaborati on, learning and productiv ity. (Example:
image editing, Google Driv e, inf ographic makers, audio and v ideo editing, presentation apps,
etc.)
EFL 5.4.7 Use the process of prewriting, draf ting, revising, peer editing and proofreadi ng (i.e.,
“the writing process”) to produce well-constructed inform ati onal texts.
CE.E FL.5.14 Identif y, critically evaluate and recom mend a v ariety of potential resources and
ref erences, including digital tools that support collaborati on and productiv ity, for educational and
academic use.
CE.E FL.5.15 Plan and produce well-constructed inform ati onal texts by apply ing the writing process
and while demonstrati ng an ability to justif y one’s position on an argument through caref ully
selected inform ati o n and appropriate language, tone and ev idence.
Language through the Arts
EFL 5.5.9 Engage in collaborati v e activ ities through a v ariety of student groupings to share,
ref lect on, express and interpret opinions and ev aluations of a range of literary texts. (Example:
small groups, cooperativ e learning groups, literature circles, process writing groups, etc.)
CE.E FL.5.19 Engage in collaborati ve activ ities through a v ariety of student groupings in order to
solv e problems and ref lect on literary texts, and produce criteria f or evaluating the effectiveness of
the group.
Metho dolo gical Strategies Resources Perfor m an ce Indicators Activities / Techn iqu es / Instruments
• Recognizing instances of discriminati on or prejudice in one’s daily
lif e and analy zing reasons f or them in small groups.
• Inv iting a guest speaker f rom another country to class and asking
and answering questions about his/her culture/country.
• Researchi ng through the Internet about other cultures and way s
of lif e and presenting them to the class using digital tools.
• Working in small groups to complete a cultural project
• Student’s Book English
B1.1 (including
interactiv e v ersion)
• Audio CD
• Teacher’s Guide
• Posters and pictures
about the topic
• Photocopiable
worksheets (TG)
• Quiz Time (SB)
I.EFL.5.2.1 Learners can exhibit an ability to
discuss culture by analy zing cultural products
and ref erents f rom Ecuador and other countries
while making inf ormed choices about and taking
action on issues of prejudice and discrimination.
(I.1, I.2, S.2, J.1, J.3)
Oral Communication
I.EFL.5.12.1 Learners can engage with a v ariety
of digital and print texts and resources by
ev aluating and detecting complexities and
discrepanci es in the inf ormation in order to f ind
Activities
• Get into groups of three.
• Select y our f avorite section of a newspaper
and justif y your choice.
• Do some research about ev ents, news and
stories that hav e happened at y our school.
• Ask key people at school to f ind out the details
about the ev ents you have done research on.
• Assign the group members dif f erent roles.
Each member will play a key role: journalist,
editor, graphic designer...
Educamos para tener Patria
Av. Amazon as N34-451 y Av. Atahualpa, PBX (593-2) 39613 22, 396150 8
Quito-Ecuador www.edu cacion.gob. ec

Quito-Ecuador www.edu cacion.gob.ec
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• Play ing a convers ati on game, where learners mov e their tokens
around the board af ter choosing a card and answering the
question.
• Listening to another learner’s answers in class and responding
appropriately.
• Working in pairs to complete an inf ormation gap activ ity.
• Doing a mingle activ ity where learners ask and answer questions
about things they hav e or hav en’t done, in order to extend the
exchange.
• Establishing a clear expectati on of English Inf ormal assessment
could inv olv e personal notes f rom the teacher to learners who use
L2 regularly.
Reading
• Read quickly looking f or words each paragraph.
• Writing new words and phrases in a v ocabulary notebook and then
writing a text using three words f rom y our v ocabulary notebook.
• Identif y ing unreliable resources on the Internet.
• Reading about a topic and then identif y ing reference materials.
• Printing out the results of a search and hav ing learners discuss
which results seem the most appropriate and why.
Writing
• Finding a v ariety of online ref erences to practice a grammar
structure, then recom m endi ng the best one to the class.
• Using new words or inform ati on f rom a class lesson and creating
an online game to practice them, then sharing and play ing the
game with the rest of the class.
• Reading a dialogue which serv es as a model text, then writing a
similar dialogue on a dif f erent topic while implementi ng new
words/expres si o ns f rom the unit.
• Assigning roles f or a group project
• Creating literature circles where learners hav e the f reedom to say
any thing they want about a text f rom class or outside of class.
• Ref lecting on the effective ness of the group’s work af ter a project
and deciding what changes need to be made in order to improv e
on the next project.
the most appropri ate sources to support an idea
or argument. (I.2, I.4, J.3)
Reading
Writing
I.EFL.5.18.1 Learners can use a v ariety of
criteri a f or ev aluating and recom m endi ng literary
texts to others, and recognize how chosen
criteria af f ects evaluation. (S.1, S.4, J.2, J.4)
I.EFL.5.18.1 Learners can use a v ariety of
criteri a f or ev aluating and recom m endi ng literary
texts to others, and recognize how chosen
criteria af f ects evaluation. (S.1, S.4, J.2, J.4)
I.EFL.5.19.1 Learners can engage in
collaborati ve activ ities through a v ariety of
student groupings in order to solv e problems and
ref lect on literary texts, and produce criteria f or
ev aluating the effecti venes s of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
• Use key questions to interv iew two members
of the school community .
Record the intervi ew s and take pictures , too.
• Write short narrations of the news y ou
discov ered
• Create a nice design using the texts and the
pictures.
Tech niq ue s
Reading
• Organized inform ati on f ound in the interv iew.
• Read the article and complete the diagram.
Listening
• Listen and complete the interv iews.
• Listen to understand the context.
Speaking
• Use idiomatic expressi ons to share an
experience.
• Use intonation to express strong f eelings.
Writing
• Write an article about a topic of interest.
• Answer questions about dif f erent kind of
texts.
Instr um en ts for oral and written evaluation
• Rubrics
• Portf olio
• Oral interv iews indiv idual/ in pairs
• Essay Tests
• Practical Exams
• Writing Tests
• Training Test
3. ADAPTED CURRICULUM
Students with Special Needs Specification s of the Material to Be Applied
Teachers who work with students with special needs learn how to identif y
disabilities in order to design personali zed plans based on assessment results and
empirical data. Thus, they should modif y the objectives and indicators in
accordanc e with those results, and adapt the corres pondi ng activ ities.
It is adv isable to use mainly v isual materials and music, as well as short tasks. In the case of assessment,
teachers should only f ocus on those skills students have developed. Classroom strategies to be implemented
include: listing objectiv es and goals per lesson; differenti ati ng instruction by tiers or learning sty les / multiple
intelligences; presenting inf ormation in multiple f ormats; using rev iew games to make learning f un.
CLIL Components
Science/Tech nolo gy/Ar ts: To create a newspaper section and narrate a recent news and key stories of your school.
Tran sversal Axes
Intercultural awareness, tolerance, respect, multiculturali sm , responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

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BGU Class:
Healthy Lif e, Healthy
World
Objectives:
O.EFL 5.2 Draw on this establi s hed propensi ty f or curiosity and tolerance towards different cultures to comprehend the role of diversi ty in building
an intercultural and multinati onal society.
2. UNIT PLAN
EFL 5.1.1 Display an understandi ng of the relations hi p between the practices and perspectiv es
of dif f erent cultures by recognizi ng and sharing cross-c ultural experi ences and ideas.
CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
and by participati ng in class activ ities and discussions in a way that shows empathy and respect for
others.
EFL 5.2.2 Identif y the main idea and some details of recorded news reports, docum entari es and
interv iews reporting on seasonal f estiv ities, environm ental issues, f ood and international
customs, climate, weather, etc., where the v isuals support the commentary.
CE.EFL.5.5 Listening f or Meaning: Identif y the main idea in a v ariety of audio recordings (e.g.,
interv iews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words
in f amiliar contexts, provided speech is clear and v isuals help support meaning.
Reading
EFL 5.3.8 Identif y and understand the main points in strai ghtforward texts on subjects of
personal interest or f amiliar academic topics.
CE.EFL.5.10 Find specif ic inf ormation and identif y the main points in simple, straightf orward texts
on subjects of personal interest or f amiliar academic topics while making inf ormed decisions about
one’s own reaction to the text.
Writing
EFL 5.4.2 Identif y a variety of types and formats of potential resources and the v alue, purpose
and audience of each f or use in the educational domain. (Example: audio/vi deo, multimedia,
website, database, book, thesaurus, scholarl y /popul ar, current/hi stori c al, etc.)
CE.EFL.5.14 Identif y, critically ev aluate and recommend a v ariety of potential resources and
ref erences, including digital tools that support collaboration and productiv ity, for educational and
academic use.
EFL 5.5.8 Contribute to team projects to produce original works and solv e problems while
ef f ectively negotiating and managing interactions to accompli sh social and classroom tasks.
CE.EFL.5.19 Engage in collaborativ e activ ities through a v ariety of student groupings in order to
solv e problems and ref lect on literary texts, and produce criteria f or ev aluating the ef f ectiveness of
the group.
• Researchi ng schooling f rom other cultures and presenti ng them on
a class blog.
• Respondi ng sensiti v el y to a peer’s opinion about a text read in class.
• Watching a v ideo and identif y ing desirable language use.
• Compari ng nonv erbal and body language between L1 and L2
cultures.
• Sharing a cross -c ultural experience (such as trav eling, trying a
new f ood, meeting someone f rom another country) in pairs or as a
class.
• Using context clues to deduce the meaning of an expression in a
convers ati o n between a waiter and a customer.
• Listening to a radio ad and identif y ing the product being sold.
• Using pictures and other v isuals to predict the main idea of a short
conv ersation
▪ New Curriculum EFL
f or Subniv el BGU
▪ Student’s Book English
B1.1 (including
▪ Audio CD
▪ Teacher’s Guide
▪ Posters and pictures
about the topic
▪ Photocopiable
worksheets (TG)
▪ Quiz Time (SB)
I.EFL.5.1.1 Learners can demonstrate an
understandi ng of the integrity of different cultures
by sharing experiences and by participati ng in
class activ ities and discussions in a way that
shows empathy and respect f or others. (I.3, S.1,
S.2, J.1, J.3)
Oral Communication
I.EFL.5.5.1 Learners can identif y the main idea
in a v ariety of audio recordings (e.g., interviews,
radio ads, news reports, etc.) and deduce the
meanings of unf amiliar phrases and words in
f amiliar contexts where speech is clear and
v isuals help support meaning. (I.3, I.4)
Reading
I.EFL. 5.10.1 Learners can f ind specif ic
inform ati on and identif y the main points in
simple, straightforward texts on subjects of
Activities
• Work by pairs. Think of an unhealthy habit
that is present in y our community today .
• Prepare a PowerPoint presentation
describing how this unhealthy habit is a
problem f or the community .
• Speculate about the origins of this bad habit
• Think of an environm ental problem that is
present in y our city today.
• Prepare a new slide f or y our PowerPoint
presentati on describing how this env ironmental
problem is causing damage to the city . Write
short descri pti ons specul ati ng about the origins
of this environm ental problem.
• Based on the two problematic situations you
hav e selected, think of healthy habits that would
help people in y our comm uni ty be healthier and
protect the env ironment.

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• Establishing a clear expectati on of English use f or classroom
f unctions. Informal assessm ent could inv olv e personal notes f rom
the teacher to learners who use L2 regularly.
Reading
• Reading two short simple cross curricular texts and using them to
support one’s own argument or hy pothesis.
• Agreeing or disagreeing with a strong opinion stated in a text and
giv ing reasons f or one’s own response.
• Reading a text and answering inf ormation questions.
• Choosing f rom a list of words to complete gaps f rom a reading.
Writing
• Identif y ing the best resources for a writing project in pairs.
• Using a list of criteria in order to ev aluate a web site.
• Analy zing three dif f erent types of dictionaries.
• Analy zing three dif f erent rubrics and discussing how each one
might inf luence the way it is ev aluated.
• Ref lecting on the effective ness of the group’s work af ter a project
and deciding what changes need to be made in order to improv e
on the next project.
• Partici pati ng in classroom games in which problem -sol vi ng as a
team is important
personal interest or f amiliar academic topics
while making inf ormed decisions about one’s
own reaction to the text. (I.1, I.2, S.2)
Writing
I.EFL.5.14.1 Learners can identif y, critically
ev aluate and recommend a v ariety of potential
resources and ref erences, including digital tools,
that support collaborati on and productiv ity , for
educational and academic use. (I.1, I.2, S.3, S.4)
I.2, S.2, S.3, S.4, J.3, J.4)
• Prepare a new slide f or y our PowerPoint
presentati on describing how this can be done
Tech niq ue s
Reading
• Read an article to establish dif f erences
between f acts and opinions.
• Read to identif y the main idea of a text.
Listening
• Listen short lectures to complete diagrams.
• Listen conversati ons to complete missing
inf ormation.
Speaking
• Make speculations about somebody ’s life.
• Use the v ocabulary learned to express
his/her opinion about environm ental topics.
Writing
• Classif y information according to a semantic
f ield.
• Write subordi nate clauses using inf ormation
prov ided.
▪ Rubrics
▪ Portf olio
▪ Oral interv iews indiv idual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
CLIL Components
Science/Tech nolo gy/Ar ts: To elaborate a PowerPoint presentati on about lif esty les to share problematic situations you
identif y in y our community, as well as actions people can take to protect the env ironment.
Tran sversal Axes
solidarity, etc.
Date: Date: Date:

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BGU Class:
What Lies Within Us
Objectives:
O.EFL 5.2 Draw on this establi s hed propensi ty f or curiosity and toleranc e towards different cultures to comprehend the role of diversi ty in building
an intercultural and multinati onal society.
O.EFL 5.3 Access greater f lexibility of mind, creativ ity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of
linguistic dif f erences. Enjoy an enriched perspectiv e of their own L1 and of language use f or comm uni c ati on and learning.
command of the spoken language. (CEFR B1 lev el).
2. UNIT PLAN
EFL 5.1.1 Display an understandi ng of the relations hi p between the practices and perspectiv es
of dif f erent cultures by recognizi ng and sharing cross-c ultural experi ences and ideas.
CE.E FL.5.1 Display an understandi ng of the integrity of different cultures by sharing experiences
and by participating in class activ ities and discussions in a way that shows empathy and respect
f or others.
EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions on
personal, social, community and academic topics.
CE.E FL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
conversati ons on f amiliar social and academic topics by expressing opinions and feelings and
Reading
EFL 5.3.4 Find the most important inf ormation in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online adv ertising, online or print
timetables, web pages, posters, adv erts, catalogues, etc.)
EFL 5.3.5 Assess, compare and ev aluate the quality of written texts and visual presentations
using dif f erent criteria and ICT tools related to the organizati on, subject area and purpose of a
text. (Examples of text types: editorials, letters to the editor, political speeches, illustrations,
charts, adverti s em ents, etc.)
Writing
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the
new knowledge adds v alue to or contradicts prior inf ormation.
EFL 5.4.5 Justif y and explain the rationale f or a position on an argument, using persuasiv e
language, tone, ev idence and well-dev el oped arguments through essay s, editorials, movie and
book rev iews, position papers and brochures.
CE.E FL.5.15 Plan and produce well-constructed inf ormational texts by apply ing the writing process
and while demonstrati n g an ability to justify one’s position on an argument through caref ully
selected inform ati o n and appropriate language, tone and ev idence.
EFL 5.5.2 Make predictions, inf erences and deductions to demonstrate different levels of
meaning of literary texts presented orally or in digital f orm, including literal and implied meanings.
(Example: summarizing, explaining and identif y ing, word choice, symbols, points of view, etc.)
CE.E FL.5.17 Demonstrate and conv ey different levels of meaning in literary texts by identifying
distingui s hi ng f eatures, interpreting implicit and explicit messages and responding in a v ariety of
way s.
• Writing a weekly journal entry about a cross -cul tural experience
• Sharing a cross -c ultural experience (such as trav eling, trying a new
f ood, meeting someone f rom another country) in pairs or as a class.
• Finding recipes f rom other cultures and regions and then sharing
them in class.
Reading two legends f rom dif ferent regions in Ecuador and
completing a chart to show the dif f erences.
f or Subniv el BGU
B1.1 (including
▪ Audio CD
about the topic
I.EFL.5.3.1 Learners can interpret cultural and
language patterns in English, including
nonv erbal comm uni c ati on, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2)
Oral Communication
Activities
• In pairs, choose a f amous person f rom the
world of sports, f ashion, TV, movies, arts, or
music.
• Look f or inf ormation about this person on the
Internet: date of birth, zodiac sign.
• Write a descri pti on of his/her character and
personality .

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• Brainstorm i ng f eatures and conv entions of a genre and then
reading an example in order to locate each one
•Underli ni ng and discussing examples of implied meanings in a story
• Compari ng and contrasting the opinions of two experts on a topic
of personal interest.
• Working in pairs to complete an inf ormation gap activ ity.
• Doing a mingle activ ity where learners ask and answer questions
about things they hav e or hav en’t done.
f unctions.
Reading
• To get f amiliar with the topic of a text, take a quick look at the
v ocabulary it contains.
• Reading about a topic and then identif y ing reference materials and
sources that could be used to f ind out more inf ormation.
Writing
• Using a rubric to assess the v alidity of a web site, according to
one’s academic needs
• Completing a chart with literary elements f rom a text.
• Using f eelings and gestures to read a dialogue.
• Reading a class dialogue in three dif f erent way s.
• Appropri atel y exhibiting surprise, joy, sadness, etc., in a
conv ersation.
• Brainstorm i ng f eatures and conv entions of a genre and then
reading an example in order to locate each one.
▪ Photocopiable
worksheets (TG)
▪ Quiz Time (SB)
Reading
Writing
I.EFL.5.15.1 Learners can plan and produce
well-construc ted informati onal texts by apply ing
the writing process and while demonstrati ng an
ability to justif y one’s position on an argument
through caref ully selected information and
appropriate language, tone and ev idence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.17.1 Learners can demonstrate and
conv ey different levels of meaning in literary
texts by identifying distinguishi n g f eatures,
interpreting implicit and explicit messages and
responding in a v ariety of ways. (I.3, I.4, J.3)
• Choose one important ev ent in which y our
f amous person was the protagonist.
• Write a descri pti on of his/her f eelings and
emotions related to the ev ent.
• Write y our own f eelings, emotions, and
reactions about both the f amous person and
the event.
• Continue reading about y our celebrity and
write a short biography .
Reading and Writing
• Upload all the inform ati on and create an
attractiv e design using the texts, pictures,
and v ideos.
Tech niq ue s
Reading
• Read to extract common characteristics
between elements described.
• Identif y people's reactions to an opinion by
analy zing the words used in a blog entry .
Listening
• Use intonation to identif y reactions.
• Listen to conf irm their guessing.
Speaking
• Talk about the changes in his/her personality .
• Talk about his/her f eelings and reactions to
play an important role.
Writing
• Write short biographies.
• Write sy nopsis of short texts.
▪ Rubrics
▪ Portf olio
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
CLIL Components
Science/Tech nolo gy/Ar ts: To elaborate a personal blog to show and share y our f eelings about someone’s personality
and key lif e events.
Tran sversal Axes
solidarity, etc.
Date: Date: Date:

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BGU Class:
For Old Times’ Sake
Objectives:
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access f urther (language) learning
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers f rom dif f erent L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions ef f ectively and appropriately.
2. UNIT PLAN
EFL 5.1.5 Identif y, discuss and analy ze cultural products from Ecuador and bey ond and use them
to explore the perspecti ves of the culture.
CE.EFL.5.2 Demonstrate an ability to discuss culture by analy zing cultural products and ref erents
f rom Ecuador and other countries while making inf ormed choices about and taking action on issues
of prejudice and discrimination.
EFL 5.2.14 Request and prov ide inf ormation and assistance orally f or personal, social and
academic purposes in order to clarif y and extend meaning in spoken interactions.
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
conv ersations on f amiliar social and academic topics by expressing opinions and f eelings and
Reading
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of v iew in order to
make inf ormed decisions about one’s own opinion and reaction to the text.
EFL 5.3.8 Identif y and understand the main points in straightforward texts on subjects of personal
interest or f amiliar academic topics.
CE.EFL.5.10 Find specif ic inf ormation and identif y the main points in simple, straightf orward texts
on subjects of personal interest or f amiliar academic topics while making inf ormed decisions about
one’s own reaction to the text.
Writing
EFL 5.4.5 Select and make ef f ective use of a range of digital tools to write, edit, rev ise and publish
written work in a way that supports collaboration, learning and productiv ity. (Example: image
editing, Google Driv e, inf ographic makers, audio and v ideo editing, presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, draf ting, rev ising, peer editing and proofreadi ng (i.e., “the
writing process”) to produce well-construc ted inform ati onal texts.
CE.EFL.5.15 Plan and produce well-cons tructed inf ormational texts by applying the writing process
and while demonstrati ng an ability to justif y one’s position on an argum ent through carefull y selected
inform ati on and appropriate language, tone and ev idence.
EFL 5.5.1 Compare and present personal and f ormal respons es to and interpretati ons of published
literary texts and the works of peers, ref erring to details and f eatures of the text. (Example: text
structure, plot, ideas, ev ents, v ocabulary, etc.)
CE.EFL.5.5 Listening f or Meaning: Identif y the main idea in a v ariety of audio recordings (e.g.,
interv iews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words
in f amiliar contexts, provided speech is clear and v isuals help support meaning.
• Recognizing instances of discrimi nati on or prejudice in one’s daily
lif e and analy zing reasons f or them in small groups.
• Inv iting a guest speaker f rom another country to class and asking
and answering questions about his/her culture/country .
• Researchi ng through the Internet about other cultures and way s of
lif e and presenti ng them to the class using digital tools.
• Working in small groups to complete a cultural project.
• Reading a list of actions people take and ev aluating and discussing
the consequenc es on others (including on the env ironment).
• Compari ng answers in pairs or small groups.
• Conducting a role play between two students on a giv en topic.
f or Subniv el BGU
B1.1 (including
▪ Audio CD
about the topic
▪ Photocopiable
worksheets (TG)
▪ Quiz Time (SB)
(I.1, I.2, S.2, J.1, J.3)
Oral Communication
I.EFL.5.8.1 Learners can respond to and build
on other people’s ideas in extended
conversati ons on f amiliar social and academic
topics by expressing opinions and f eelings and
clarif y ing meaning. (I.3, I.4, S.1, J.3, J.4)
Activities
• In pairs, search f or inf ormation about y our
f amily ’s, neighborhood’s and hometown’s
memories of past remarkable ev ents:
Christmas Eve/ New Year’s Eve.
• Look at y our f amily ’s photo albums to list
traditions and activ ities celebrated and the
people and places inv olv ed in them: The
Christmas tree is decorated with lights.
• Select two remarkable ev ents f rom the past
that call y our attention the most.
• Write questions to f ind out what is done today
to remem ber them and what used to be done
in the past.

T
248
• Showing a mov ie trailer and asking learners to share their
opinions in pairs and say whether they would go see that mov ie or
not.
f unctions.
• Inf ormal assessment could involve personal notes from the teacher
to learners who use L2 regularly.
Reading
• Reading a biography and putting ev ents on a timeline.
• Reading a blog post and writing a comment.
• Reading a short text and showing comprehensi on by completing
the accom panyi ng graphic organizer.
• Comparing and contras ti ng the opinions of two experts on a topic
• Reading about a topic and then identif y ing reference materials and
Writing
• Completing an online graphic organizer in order to help plan a
piece of writing.
• Explaining through pictures, phy sical expression or charts (ICT)
how a text makes the learner f eel.
• Using ICT to research about a topic of learners’ choice and writing
a short, creativ e story with the findings.
Reading
I.EFL. 5.10.1 Learners can f ind specif ic
inform ati on and identif y the main points in
simple, straightforward texts on subjects of
personal interest or f amiliar academic topics
while making inf ormed decisions about one’s
own reaction to the text. (I.1, I.2, S.2)
Writing
I.EFL.5.15.1 Learners can plan and produce
well-construc ted informati onal texts by apply ing
the writing process and while demonstrati ng an
ability to justif y one’s position on an argument
through caref ully selected information and
appropriate language, tone and ev idence. (I.2,
I.3, I.4, S.3, J.1)
• Use the questions y ou wrote in Project Stage
2 to design the Memory Tradition Survey:
What traditions did you use to celebrate in
your neighborhood?
• Conduct the Memory and Tradition Survey
and organize the data into pie graphs or bar
charts.
• Write a report of the data collected and then
show the data gathered in charts and
f igures.
Tech niq ue s
Reading
• Identif y true and f alse information in a text.
• Recognize the words that establish contrast
between the ideas.
Listening
• Listen to check his/her answers.
• Use context to f ind out meaning of unknown
words.
Speaking
• Talk about his/her traditions.
Writing
• Use v ocabulary learned to complete missing
inf ormation.
• Write short texts contrasting ideas.
▪ Rubrics
▪ Portf olio
▪ Essay Tests
▪ Practical Exams.
▪ Writing Tests
▪ Training Test
intelligences; presenting inf ormation in multiple f ormats; using review games to make learning f un.
CLIL Components
Science/Tech nolo gy/Ar ts: To carry out a surv ey about memories of past traditions, finding out what is done today, and
asking what used to be done in the past.
Tran sversal Axes
solidarity, etc.
Date: Date: Date:

T
249
BGU Class:
Getting Away
Objectives:
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtf ul and inquisitiv e manner, maturely, and openly
experi enci ng other cultures and languages f rom the secure standpoint of their own national and cultural identity.
2. UNIT PLAN
EFL 5.1.3 I Find parallels between Ecuadorian cultural and political ref erents and those of other
countries by talking about holiday s, symbols, customs and schooling.
CE.E FL.5.2 Demonstrate an ability to discuss culture by analy zing cultural products and referents
f rom Ecuador and other countries while making inf ormed choices about and taking action on
issues of prejudice and discrimination.
EFL 5.2.2 Identif y the main idea and some details of recorded news reports, docum entari es and
interv iews reporting on seasonal f estiv ities, environm ental issues, f ood and international
customs, climate, weather, etc., where the v isuals support the commentary.
CE.E FL.5.5 Listeni ng f or Meaning: Identif y the main idea in a v ariety of audio recordi ngs: interviews,
radio ads, news reports and deduce the meanings of unf amiliar phrases and words in f amiliar
contexts, prov ided speech is clear and v isuals help support meaning.
Reading
EFL 5.3.2 Identif y and use reading strategies to make informative and narrative texts
comprehensi bl e and meaningf ul. (Example: skimming, scanning, previewing, reading f or main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
CE.E FL.5.11 Identif y and apply a range of reading strategies in order to make texts meaningf ul and
to select inf ormation within a text that might be of practical use f or one’s own academic needs.
Writing
EFL 5.4.4 Select and make ef f ective use of a range of digital tools to write, edit, rev ise and
publish written work in a way that supports collaborati on, learning and productiv ity. (Example:
image editing, Google Driv e, inf ographic makers, audio and v ideo editing, presentation apps,
etc.)
CE.E FL.5.14 Identif y, critically evaluate and recom m end a v ariety of potential resources and
ref erences, including digital tools, that support collaborati on and productiv ity, for educational and
academic use.
EFL 5.5.5 Create original, imaginativ e stories using appropriate v ocabulary and elements of the
literature learners hav e read or heard.
CE.E FL.5.16 Respond to and interpret literary texts, including original stories written by peers,
ref erring to details and literary elements of the text.
• Making a v ideo blog to record compari sons and ideas f rom class
lessons.
• Researc hi ng and writing a short paragraph about a new topic and
using appropriate ref erences to support y our ideas.
cultures.
• Creating self ie v ideos for class assignments and sharing them on a
class blog.
• Writing a letter to y our f uture self
• Using context clues to deduce the meaning of an expression in a
convers ati o n between a waiter and a customer.
f or Subniv el BGU
B1.1 (including
▪ Audio CD
about the topic
▪ Photocopiable
worksheets (TG)
▪ Quiz Time (SB)
(I.1, I.2, S.2, J.1, J.3)
Oral Communication
Activities
• In groups, think of a tourist place y ou consider
worth v isiting and write it secretly on a piece
of paper.
• State three attractions and benef its of their
selected holiday destinations: The
Galapagos Islands are located to the west of
the Ecuadori an coast.
• Brainstorm words and ideas to create a motto
that gets the promotional message across:
The Galapagos Islands are the perfect
holiday destination for lovers!

T
250
• Listening to a radio ad and identif y ing the product being sold.
•Using pictures and other v isuals to predict the main idea of a short
conv ersation.
• Listening to a strai ghtforward article and correcting f alse
statements
• Listening to a dialogue and completing a chart with key
inf ormation. (Example: problem and proposed solution, city and
transportati on problem
Reading
• Skimming online ref erence web sites f or ones that hav e the
inform ati on needed f or a research project.
• Scanning a text f or the main characters.
• Reading about a topic and then identif y ing ref erence materials and
• Using a list to choose the best sources f or f inding information on a
topic.
• Reading texts f rom different subject areas and choosing the best
title f or each.
• Underli ni ng main ideas f rom texts and then using them to write
questions the learner has about the topic.
Writing
• Collaborati ng on a brainstorm through the use of an online bulletin
board such as padlet.com.
• Adding pictures to a group presentation.
• Creating a group presentation using biteslide.com.
• Using a web site such as story bird.com in order to produce and
share creativ e writing v entures.
• Writing questions the learners would like to ask a character in the
story and using the imagined answers to write the next scene.
Reading
I.EFL.5.11.1 Learners can Identif y and apply a
range of reading strategies in order to make
texts meaningf ul and to select inf ormation within
a text that might be of practical use f or one’s
own academic needs. (I.1, I.2, I.4, S.3)
Writing
I.EFL.5.14.1 Learners can identif y, critically
ev aluate and recommend a v ariety of potential
resources and ref erences, including digital tools,
that support collaborati on and productiv ity , for
educational and academic use. (I.1, I.2, S.3, S.4)
I.EFL.5.16.1 Learners can respond to and
interpret literary texts, including original stories
written by peers, ref erring to details and literary
elements of the text. (S.1, S.4, J.2)
• Search inf ormation on the Internet about the
selected destination, including pictures,
f acts, and v ideos.
• State the v alue and benef its of the tourist
place by describing the landscapes,
transport, activ ities and attractions, weather,
f ood, and cost: The well-known Galapagos
Islands were chosen as the best islands by
the “World’s 10 Best Awards.”
• Add key inf ormation like location, e-mail
addresses, contact phone numbers, or
websites.
• Recording y our radio adv ertisement.
• Choose the correct tone of v oice and add
suitable background sounds.
Tech niq ue s
Reading
• Use the context to identif y the most suitable
headline.
Listening
• Listen to complete the details.
• Identif y speaker experiences.
Speaking
• Share his/her plans f or v acations.
• Prov ide a news report.
Writing
• Report someone opinions.
• Write a short holiday brochure.
▪ Rubrics
▪ Portf olio
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
accordanc e with those results, and adapt the correspondi n g activ ities.
CLIL Components
Science/Tech nolo gy/Ar ts: To create a Promotional Radio Adverti sem ent and record a radio adverti s em ent to promote
a holiday destination.
Tran sversal Axes
solidarity, etc.
Date: Date: Date:

T
251
1. INFORM A TIV E DATA
BGU Class:
Teenagers Matters
Objectives:
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access f urther (language) learning
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, f or
prof essional or general inv estigation, through the efficient use of ICT and ref erence tools where required.
O.EFL 5.7 Interact quite clearly, conf idently, and appropriately in a range of f ormal and inf ormal social situations with a limited but ef f ectiv e
2. UNIT PLAN
EFL 5.1.4 Interpret and demonstrate knowledge of nonv erbal and oral com m uni cati on f eatures
by apply ing them in appropri ate contexts. (Example: use of stress, intonation, pace, etc.)
CE.E FL.5.3 Interpret cultural and language patterns in English, including nonv erbal communication,
and apply them in appropri ate contexts.
EFL 5.2.6 Use new words and expressions which occur in convers ati ons in the personal and
educational domains, and make use of such terms and expressi ons wherev er appropriate and
necessary .
CE.E FL.5.7 Producti on – Accuracy and Intelligibility: Use appropriate vocabul ary and language in a
v ariety of oral interactions for a range of audiences and level-appropri ate purposes.
Reading
EFL 5.3.6 Display an appreci ati on of the language by interacting and engaging with a v ariety of
digital and print texts and resources and by selecting and ev aluating these materials as a means
to promote and strengthen literacy skills and language acquisition.
Writing
EFL 5.4.1 Critically ev aluate information from references, including those found on the web, and
recommend print and digital sources to other learners.
CE.E FL.5.4 Com m uni cate ef f ectively using a v ariety of media and f ormats, including ICT, by saying
things in alternativ e way s and apply ing self-correcti ng and self-m onitori ng strategies when needed.
EFL 5.5.9 Engage in collaborati v e activ ities through a v ariety of student groupings to share,
ref lect on, express and interpret opinions and ev aluations of a range of literary texts. (Example:
small groups, cooperativ e learning groups, literature circles, process writing groups, etc.)
CE.E FL.5.19 Engage in collaborati v e activ ities through a v ariety of student groupings in order to
solv e problems and ref lect on literary texts, and produce criteria f or evaluating the effectiveness of
the group.
• Partici pati ng in short role play s using a range of v erbal and
nonv erbal communication.
• Talking in pairs about a v ideo learners hav e watched using only
English.
• Demons trati ng appropriate language use during class, group and
pair discussions
cultures.
• Creating self ie v ideos for class assignments and sharing them on a
class blog.
f or Subniv el BGU
B1.1 (including
▪ Audio CD
about the topic
▪ Photocopiable
worksheets (TG)
▪ Quiz Time (SB)
I.EFL.5.3.1 Learners can interpret cultural and
language patterns in English, including
nonv erbal comm uni c ati on, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2)
Oral Communication
I.EFL.5.7.1 Learners can communi c ate clearly
and ef f ectively by using appropriate vocabulary
and language in a v ariety of oral interactions for
a range of audiences and lev el-appropriate
purposes. (I.2, I.3, J.2)
Reading
Activities
• In groups of 4, brainstorm real-life problematic
situati ons that hav e happened to people y our
age: Being a victim of bullying at school;
having rejection feelings at home;
procrasti nati ng on homework; struggli ng with
body image, etc.
• Pick two situations out of the ones discussed
in stage 1.
• Search the Internet and other sources (like
printed newspapers and magazines) f or real
ev idence to support y our v iewpoints.

T
252
• Recording in-class convers ati ons and dialogues in order to make
note of correct and appropriate language usage and intelligibility.
• Hav ing learners make a self ie v ideo to say what they know about a
topic bef ore coming to class. Observ ing that they can say what
they want without too many long pauses.
• Asking the learners to read a dialogue in pairs. Learners record
themselv es and then listen to the recording in order to assess
clarity of sounds, production of phonemes, rhythm and intonation.
Reading
• Recom m endi n g an inform ati onal web site to another learner.
• Creating a class list of reliable sources of information and
publishing it online or display ing it on a poster in class.
• Reading two articles on the same topic and recording
discrepanci es in the inf ormation.
.Writing
• Using new words or inform ati on f rom a class lesson and creating
an online game to practice them, then sharing and play ing the
game with the rest of the class.
• Using social media to network with teens across the globe.
• Rating one’s self af ter a speaking activity, according to a set rubric.
• Practicing a specif ic self-correcti ng strategy during a pair work
activ ity.
• Recording student interactions in class and watching them later in
order to identif y behav iors the learners need to increase and those
they need to decrease.
• Analy zing three dif f erent rubrics and discussing how each one
might inf luence the way it is ev aluated.
• Discussing how v isual presentation can change y our response to a
literary text.
Writing
I.EFL.5.4.1 Learners can comm uni cate
effecti v el y using a v ariety of media and f ormats,
including ICT, by say ing things in alternative
way s and apply ing self-correcti n g and self -
monitoring strategies when needed. (I.1, I.3, J.4)
I.2, S.2, S.3, S.4, J.3, J.4)
• Set the roles of each member in the debate
(moderator–pan eli sts) and state y our point of
v iew regarding the problematic issues.
• Elaborate authoritativ e arguments to support
y our v iewpoint and express what y ou would
hav e done in such a situation: Bullying
incidents affect the school’s peaceful
coexistence. According to Psychologist
Benson, “most bullying incidents originate
in…”
.
Tech niq ue s
Reading
• Read to identif y specific problematic
situations.
• Read to know the consequenc es of a certain
situation.
Listening
• Listen to identif y each person expectations.
• Learn expressi ons that make ref erence to an
expert.
Speaking
• Use idiomatic expressi ons to talk about an
experience.
• Discuss his/her experience.
Writing
• Write the consequences of a past situation.
• Write an article about the stages of a project.
▪ Rubrics
▪ Portf olio
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
accordanc e with those results, and adapt the correspondi n g activ ities.
CLIL Components
Science/Tech nolo gy/Ar ts: To set up a debate to discuss real-lif e problematic situations that teenagers face.
Tran sversal Axes
solidarity, etc.
Date: Date: Date:

Useful
Websites
SuggestedOnline
Resources
Unit 1
* StartYour Own Newspaper
http://www.newspaper-info.com/
* Cheating vs.Valuesand Ethics: High SchoolSports
http://www.gracepointwellness.org/28-child-adolescent-development-overview/article/15297-cheating-vs-values-
and-ethics-high-school-sports
Unit 2
* HealthTopics
http://www.cyh.com/healthtopics/healthtopicdetails.aspx?p=243&id=2162&np=292
* Story of Stuff
http://storyofstuff.org/
* FoodWaste
http://www.worldfooddayusa.org/food_waste_the_facts
Unit 3
* TheMarksof Maturity
https://www.psychologytoday.com/blog/artificial-maturity/201211/the-marks-maturity
* What isPersonality?
http://www.livescience.com/41313-personality-traits.html
Unit 4
* TheImpact of Social Mediain the21st Century
http://wpmu.mah.se/nmict141group4/2014/03/11/the-impact-of-social-media-in-the-21st-century/
* AreSocial Networking SitesGood forOur Society?
http://socialnetworking.procon.org/
* Social Media
https://www.youtube.com/watch?v=Iibedok4Bvo
Unit 5
* TheNegativeImpactsof Tourism
http://green.hotelscombined.com/Rtg-Negative-Impacts-of-Tourism.php
* SustainableTourism
http://www.sustainabletourism.net/
* Statsand FactsaboutVacationandTraveling
http://www.ineedmotivation.com/blog/2015/06/interesting-stats-and-facts-about-vacations-and-traveling-
infographic/
Unit 6
* TheImportanceof OutdoorActivities
http://www.myhealthylivingcoach.com/why-sports-and-outdoor-activities-are-important-for-kids/
* What areExtreme Sports?
http://kinooze.com/what-are-extreme-sports/
* TheRisksof Extreme Sports
http://www.bbc.com/future/story/20120302-extreme-sports-a-risky-business
* Handling Difficult Situations
http://www.wikihow.com/Tackle-Difficult-Situations
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 T
253

Refere
nces
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 of Theory,
Activities, Inventories and Resources, Alta Book Center Publishers.
* Gardner, H. (1983). Frames of Mind.The Theory 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 Every Teacher Should Know, Heinle
Cengage Learning.
T
254

TRACK
LIST
Track Contents
Track 01 Credits
Track 02 Page 10,Exercise 2
Track 03 Page 10,Pronunciation
Track 10 Page 18,Comic
Track 21 Page 33,Test Training A
Track 30 Page 44,Comic
T
255

TRACK
LIST
Track Contents
Track 32
Track 33
Track 34
Track 35
Track 36
Track 37
Track 38
Track 39
Track 40
Track 41
Track 42
Track 43
Track 44
Track 45
Track 46
Track 47
Track 48
Track 49
Track 50
Track 51
Track 52
Track 53
Track 54
Track 55
Track 56
Track 57
Track 58
Track 59
Page 48,Exercise 1
Page 48,Exercise 2
Page 50,Exercise 2
Page 51,Exercise 5
Page 52,Exercise 2
Page 54,Exercise 1
Page 55,Exercise 2
Page 57,Exercise 2
Page 59,Test Training B
Page 62,Exercise 1
Page 62,Pronunciation
Page 63,Exercise 4
Page 63,Exercise 5
Page 64,Exercise 2
Page 66,Exercise 2
Page 68,Exercise 1
Page 68,Exercise 2
Page 69,Exercise 2
Page 70,Comic
Page 74,Exercise 1
Page 74,Exercise 2
Page 75,Exercise 6
Page 76,Exercise 2
Page 77,Exercise 5
Page 78,Exercise 2
Page 80,Exercise 2
Page 81,Exercise 2
Page 86,Test Training C
T
256

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