This document outlines a unit plan for an English class at Colegio de Bachillerato Fiscomisional “Gabriel García Moreno”. The unit will last 6 weeks and focus on inspirational people. It aims to help students talk about goals, obstacles, important decisions, achievements, and the lifestyles of inspirational figures. A variety of activities, resources, and assessment criteria are outlined to help students improve their English communication skills, cultural awareness, reading, writing, and evaluation abilities. Student performance will be evaluated based on their ability to interpret cultural patterns, respond in conversations, engage with texts, use writing processes, and apply evaluation criteria to literary works.

1. COLEGIO DE BACHILLERATO FISCOMISIONAL “GABRIEL GARCÍA MORENO
SCHOOL YEAR
2020 – 2021
1. INFORMATIONAL DATA.
Teacher Rommel Moreno Torres Area Foreign Language Subject English
Target Group 1st BGU “A and B” Level A2.2
Unit Number 1 Name of Unit Inspirational People
Number of Weeks 6 Total of Periods 30
2. DEVELOPMENT OF UNIT PLAN
Specific Objectives
 To talk aboutgoals,obstacles,importantdecisionsand achievements.
 To describeinspirational people´s lifestyles
 To talk abouta person`s experience.
Transversal Axes  Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Skills and Performance Criteria Methodological Strategies Resources
Communication and Cultural Awareness
EFL 5.1.7 Interpret and demonstrate knowledge of
nonverbal and oral communication features by applying
them in appropriate contexts. (Example: use of stress,
intonation, pace, etc.)
Communication and Cultural Awareness
• Participating in short role plays using a range of verbal and nonverbal
communication.
• Talking in pairs about a video learners have watched using only
English.
• Watching a video and identifying desirable language use.
• Comparing nonverbal and body language between L1 and L2 cultures.
• Creatingselfievideos for class assignments and sharing them on a class blog.
• New CurriculumEFL
for Sublevel BGU
• Student’s Book
English A2.2 (including
interactiveversion)
• Audio CD
• Teacher’s Guide
• Posters and pictures
about the topic
• Photocopiable
worksheets (TG)
• Quiz Time (SB)
Oral Communication: (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as
film and music, and concrete topics, such as personal
experiences, while describing one’s reactions to them
and others’ opinions.
Oral Communication: (Listening and Speaking)
• Playing a conversation game, where learners move their tokens around the
board after choosing a card and answering the question.
• Working in pairs to complete an information gap activity.
• Doing a mingle activity where learners ask and answer questions about things
they have or haven’t done.
• Observing whether the learners can interact effectively and whether they are
able to ask follow up questions in order to extend the exchange.
• Establishinga clear expectation of English usefor classroomfunctions.Informal
assessmentcould involvepersonal notes fromthe teacher to learners who use L2
regularly.
Reading
EFL 5.3.4 Find the most important information in printor
online sources in order to support an idea or argument.
(Example: Internet search engines, online advertising,
online or print timetables, web pages, posters, adverts,
catalogues, etc.)
Reading
• Reading quickly looking for words in each paragraph.
• Getting familiarwith the topic of a text, taking a quick look at the vocabulary it
contains.
• Comparing and contrasting the opinions of two experts on a topic of personal
interest.

2. • Identifying unreliable resources on the Internet.
• Readingabout a topic and then identifying reference materials and sources that
could be used to find out more information.
Writing
EFL 5.4.4 Select and make effective use of a range of
digital toolsto write,edit, reviseand publish written work
in a way that supports collaboration, learning and
productivity. (Example: 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 writingprocess”)
to produce well-constructed informational texts.
Writing
• Finding a variety of online references to practice a grammar structure, then
recommending the best one to the class.
• Usingnew words or information froma classlesson and creatingan onlinegame
to practice them, then sharing and playing the game with the rest of the class.
• Reading a dialoguewhich serves as a model text, then writingsimilar dialogue
on a different topic while implementing new words/expressions from the unit.
Language through the Arts
EFL 5.5.6 Evaluate one’s own and others’ work,
individually and collaboratively, on the basis of a variety
of criteria, and recognize how chosen criteria affect
evaluation. (Examples of criteria: clarity of ideas, use of
English grammar and vocabulary, register, originality,
visual presentation, etc.)
Language through the Arts
• Analysingthree different rubrics and discussinghow each one might influence
the way it is evaluated.
• Discussinghowvisual presentation can changeyour response to a literary text.
Evaluation
Evaluation Criteria Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness
CE.EFL.5.3 Interpret cultural and language patterns in
English, including nonverbal communication, and apply
them in appropriate contexts.
Communication and Cultural Awareness
I.EFL.5.3.1 Learners can interpret cultural and language
patterns in English, including nonverbal communication,
and apply them in appropriate contexts. (I.3, I.4, S.1, S.2)
ACTIVITIES
• Think about a person you admire.
• Write some sentences about this person.
• In groups, share your sentences to discover
things in common.
• Write questions you would you liketo ask to this
person.
• Create a visual presentation with this
information and present it to the class.
Techniques
Reading
• Look atthe images and the titleof the lesson and
guess what it will be about.
• Read the questions and complete the table as
fast as possible.
Listening
• Complete the exercise before listening.
Oral Communication
CE.EFL.5.8 Interaction – Interpersonal: Respond to and
build on other people’s ideas in extended conversations
on familiar social and academic topics by expressing
opinions and feelings and clarifying meaning.
Oral Communication
I.EFL.5.12.1 Learners can engage with a variety
of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in theinformation
in order to find the most appropriatesources to supportan
idea or argument. (I.2, I.4, J.3)
Reading
CE.EFL.5.12 Engage with a variety of digital and printtexts
and resources by evaluating and detecting complexities
and discrepancies in the information in order to find the
most appropriate sources to support an idea or
argument.
Reading
I.EFL.5.12.1 Learners can engage with a variety
of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in theinformation
in order to find the most appropriatesources to supportan
idea or argument. (I.2, I.4, J.3)

3. Writing
CE.EFL.5.14 Identify, critically evaluateand recommend a
variety of potential resources and references, including
digital tools that support collaboration and productivity,
for educational and academic use.
CE.EFL.5.15 Plan and produce well-constructed
informational texts by applying the writing process and
whiledemonstratingan ability to justify one’s position on
an argument through carefully selected information and
appropriate language, tone and evidence.
Writing
I.EFL.5.18.1 Learners can use a variety of criteria for
evaluating and recommending literary texts to others, and
recognize how chosen criteria affects evaluation. (S.1, S.4,
J.2, J.4)
• Listen to the conversation and follow the
intonation.
Speaking
• Talk to the class about a person you admire
Writing
• Take notes about relevant facts from the text.
• Highlight clue words from the reading.
Instruments for oral and written evaluation
• Worksheets
• Portfolio
• Oral interviews individual/ in pairs
• Essay Tests
• Practical Exams.
• Writing Tests
• Training Test
Language through the Arts
CE.EFL.5.18 Use a range of criteria to evaluate and
recommend literary texts to others, and recognize how
chosen criteria affects evaluation.
Language through the Arts
I.EFL.5.18.1 Learners can use a variety of criteria for
evaluating and recommending literary texts to others, and
recognize how chosen criteria affects evaluation. (S.1, S.4,
J.2, J.4)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
DONE BY: REVISED BY: APPROVED BY:
TEACHER: ROMMEL MORENO TORRES AREA COORDINATOR: ACADEMIC BOARD
Signature:
Signature: Signature:
Date: Date: Date: