Unit 4 bgu

1. Microcurricular Planning by Skills and Performance Criteria
UNIDAD EDUCATIVA FISCAL “SAMBORONDON” SCHOOL YEAR
2016-2017
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA:
Teacher: Miss Denise Matamoros G Area/Subject : English Grade/Course: 2nd
BGU Class: AB
Unit Number : “4” Unit title: “TRAVELING THE WORLD”
Unit Specific
Objectives:
Students will learn how to:
*Give and ask for directions and information
in a polite way.
*Ask people to agree with you.
*Give emphasis to descriptions and
comparisons.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Types of Travelers - Going Green - A Tour of Brasilia - Finding Your Way
in a Campsite .
Vocabulary: classifying words.
Reading: reading a map. *Identifying informed opinions.
Writing: using facts and reasons to support opinions.
Listening: Listening for repetition
Speaking: asking for directions politely.
Addressing people politely.
Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native speaker
and non-native speakers within the public and vocational domain— complementary to the
personal and educational background with which they are already familiar.
*Understand phrases and expressions related to areas of most immediate priority within the
personal, educational, public and vocational domains (e.g. shopping, travel, services,
workplaces, etc.), provided speech is clearly and slowly articulated.
*Within the personal, educational, public and vocational domain, deduce the meanings of
unfamiliar phrases and words from a context containing familiar elements.
*In their own speech and in the speech of others, understand the principal meaningful
contrasts in utterances carried by stress placement and intonation.
*Catch the main idea in short, clear, simple announcements given publicly within the personal,
educational, public and vocational domain (i.e. traffic and tourist information, publicity texts,
routine commands, etc.).

2. *Understand and identify the main discussion topic within the personal, educational, public
and vocational domain provided that they are conducted slowly and clearly.
*Identify the main idea and sequence of events of recorded news reporting public
entertainment, events, accidents, etc.
*Identify the main point of television news reporting public entertainment, events, accidents,
etc., where the visuals support the commentary—provided technological resources are
available.
Reading
* Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional, expository, informational, procedural, and narrative
texts.
*Correctly interpret the meanings of international words (e.g. TV, sandwich, football, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional, expository and informational
material (e.g. traveling forms, brochures, etc.) than those presented in previous years as well
as in short procedural and narrative texts (e.g. recipes and adventure stories).
*Make use of clues such as titles, illustrations, paragraphing, etc. to identify and understand
relevant information in written texts types that correspond to the level.
*Understand simple instructions from recipes or equipment encountered in everyday life (e.g.
public telephone) as well as more complex media articles.
Speaking
Production
*Repeat new words and expressions which occur in conversations in the personal, educational,
public and vocational domains, and make use of such terms and expressions whenever
appropriate/necessary.
*Explain their likes and dislikes in general.
*Give short, basic descriptions and sequencing of everyday events and activities within the
personal, educational, public and vocational domains (e.g. their environment, present or most
recent job, etc.).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal, educational, public, and vocational domains.
*Within the corresponding domains, deliver very short, rehearsed announcements of
predictable, learned content which are intelligible to listeners who are prepared to
concentrate.
*Understand clear, standard speech on familiar matters within the personal, educational,
public, and vocational domains, provided they can ask for repetition or reformulation from

3. time to time.
Interaction
*Deal with common aspects of everyday living within the personal, educational, public and
vocational domains without undue effort:
- Exchanging views and expressing attitudes concerning matters of common interest (e.g. social
life, environment, occupational activities and interests, everyday goods and services) as well as
briefly giving reasons and explanations for opinions.
- Travel, lodgings, and transport (e.g. getting all the information needed from a tourist office).
- Eating (e.g. ordering a meal).
- Shopping (e.g. making simple purchases by stating what is wanted and asking the price).
- Transactions in shops, post offices, or banks.
- Proposing plans /arranging a course of action and briefly giving reasons and explanations.
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly, slowly,
and directly.
*Answer straightforward follow-up questions within the personal, educational, public and
vocational domains provided they can ask for clarification occasionally and are given some help
to express what they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal, educational, public and vocational domains, provided they can ask for repetition of
key points if necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is readily intelligible both to native speakers and to non-native speakers who
approximate to standard norms.
Writing
*Write short sentences on everyday subjects (e.g. directions: how to get somewhere).
*Write about everyday aspects of their environment, e.g. people, places, a job, or study
experience in linked sentences.
*Write a series of simple phrases and sentences for product packaging, safety notices,
brochures, etc.
*Complete travelling forms.
*Write short ‘how to’ instructions and recipes.
*Write short narratives such as adventure or realistic fiction.
TRANSVERSAL AXES: Intercultural PERIODS: 4 INITIAL WEEK: October 10, 2016.
Methodological Strategies Resources Performance Indicators Evaluation activities/ Techniques

4. Instruments
* Classifying words.
*Relating pictures to words.
*Using clues in the context.
*Associating movement and intention
with intonation.
*Using maps.
*Using context clues.
*Making predictions.
*Activating background knowledge.
*Using maps to reinforce
understanding.
*Previewing a text to make
connections.
*Asking questions to clarify meaning.
*Using idioms in context.
*Personalizing to information when
sharing anecdotes.
*Reflecting on their attitudes and
behavior.
Textbook
English Teacher’s guide
Flash cards
Speaker or CD player
Flash memory
Laptop
Worksheet
Data projector
Computing room
Listening Comprehension
*Understands simple directions and requests
concerning tourist activities.
*Understands main points of short conversations
with highly frequent vocabulary.
Reading Comprehension
*Understands descriptions of cities and tourist
facilities.
*Uses information in graphs to expand their
understanding.
*Identifies the reasoning behind opinions to make
better sense of them and to be critical of information.
Oral Expression
*Describes places and their tourist facilities.
*Plans what to say and how to say it considering the
effect on the audience.
*Uses fixed expressions and appropriate body
language to convey feelings and meaning.
Oral Interaction
*Requests information about tourist activities.
*Asks and gives simple directions to find the location
of places.
*Confirms information and gets the speaker to agree
with comments.
Written Expression
* Writes a brochure about a place for tourists, giving
recommendations and directions.
*Provides reasons to support opinions and
descriptions.
 Remind students that in order to
learn vocabulary, they should
actively work with the words and
make them meaningful and
memorable. Go over the Vocabulary
Strategy with the students and
point out that when words are
classified, they are easier to
remember. Allow some time or
students to classify and go over the
answers as a class.
 Challenge students to discover the
relationship between the people on
page 102.
 Invite students to go over the
conversation again, but this time,
have students identify and
underline the questions the
conversation presents
 Invite students to look at the map
and tell you what kind of attractions
or facilities they can find.
 Encourage students to check
answers with peers. Go over the
pronunciation of the words chorally
and individually.
 Direct students’ attention to the
reflect on grammar chart and have
them complete the instructions for
directions based on the
conversations. Invite some
volunteers to come to the board
and illustrate the directions.
 Direct students’ attention to the
Listening Strategy. Point out that

5. when people give directions,
information is repeated either to
confirm understanding or to clarify
information. Ask students to remind
you some of the expressions people
use to check understanding.
 In this exercise students will become
more aware of the typical
introduction they need for the
indirect question. Have them
complete and then check their
answers in pairs. Have them
practice saying the sentences. Do
some pronunciation practice by
inviting students to link sounds and
say the sentences as quickly as they
can.
 Invite students to role play
conversations using the map or the
school grounds. Have them read
the example and encourage them to
use the expressions and the
grammar they practiced in class.
Remind them to use hand
movements and gestures to back up
their verbal production.
 Invite students to get in groups and
challenge the other groups to
discover a mysterious city. Each
group should create 3 clues about
the city, using landmarks or places
found in those places.
 Invite students to read the title of
the lesson, “A city like no other”, to
explore students’ knowledge and
spark their curiosity on the content
of the reading passage. Invite

6. students to describe what their
dream city is like.
 Challenge students to look at the
map and tell you significant
information from just looking at it.
Point out the strategy and write the
cardinal points on the board.
 Students re-read by scanning to
locate the information needed to
complete the sentences.
 Invite students to close their books
and listen to the conversations
containing idioms. Ask them to
identify the expressions by listening.
 Invite students to look at the
pictures and read the text to
complete.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specifications of the adapted material to be applied
PREPARED BY REVISED BY APPROVED BY
Teacher: Miss. DENISE MATAMOROS G Area Director: Miss DENISE MATAMOROS G Vice- Principal: Lcdo. IVAN BUENO RODRIGUEZ
Signature: Signature: Signature:
Date: 21/04/2016 Date: 02/05/2016 Date: 09/05/2016
*Información obtenida del plan curricular anual.

7. students to describe what their
dream city is like.
 Challenge students to look at the
map and tell you significant
information from just looking at it.
Point out the strategy and write the
cardinal points on the board.
 Students re-read by scanning to
locate the information needed to
complete the sentences.
 Invite students to close their books
and listen to the conversations
containing idioms. Ask them to
identify the expressions by listening.
 Invite students to look at the
pictures and read the text to
complete.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specifications of the adapted material to be applied
PREPARED BY REVISED BY APPROVED BY
Teacher: Miss. DENISE MATAMOROS G Area Director: Miss DENISE MATAMOROS G Vice- Principal: Lcdo. IVAN BUENO RODRIGUEZ
Signature: Signature: Signature:
Date: 21/04/2016 Date: 02/05/2016 Date: 09/05/2016
*Información obtenida del plan curricular anual.