DIDACTIC UNIT PLANNING

1. INFORMATIVE DATA

Teacher: Melissa Chasiluisa Area: English Grade: 3rd Paralelo(s): A&B

Baccalaure
ate

Number of Unit 3 Subject Reading Sublevel: Baccalaurea Trimester: SECOND Partial: -

te

Weeks: 4 Períod / - START 27/11/2023 FINISH DATE: 19/01/2024

Week: DATE:

2. UNIT PLANNING

NAME OF UNIT: PART 3: CAMBRIDGE EXAM B2 (FCE)

UNIT 3

SPECIFIC UNIT OBJECTIVES:
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.
OG. LL.2. Value linguistic diversity based on the knowledge of its contribution to the construction of
an intercultural and plurinational society, within a framework of respectful interaction and
strengthening of identity.
 UNIT 3

CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal communication,
and apply them in appropriate contexts.

CE. LL.5.3. Listens and assesses the explicit and implicit content of the discourse and with its answers
persuades through argumentation and counter argumentation, using different formats (debates, round
CRITERIOS DE EVALUACIÓN: tables, etc.), records and other resources of oral discourse with mastery of linguistic structures,
evaluating its impact on the audience.

CE. LL.5.5. Consults digital databases and other web resources with the ability to select sources of
according to the purpose of reading; values their reliability and point of view, and collects, compares,
and organizes information consulted, through the use of personal schemes and strategies.

SKILLS AND PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES ASSESSMENT INDICATORS EVALUATION

CRITERIA TO BE DEVELOPED TECHNIQUES AND
INSTRUMENTS

Unit 3: nov 27th - jan 19th

Cambridge Exam B2
(FCE)
EFL 5.3.1 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.)
Type of writing: Report
LL.5.2.2. Assess the
implicit content of an
oral text from the
connotative analysis of
discourse.
Writing an essay
EFL 5.3.2 Identify and
use reading strategies to
make informative and
narrative texts
comprehensible and
meaningful. (Example:
skimming, scanning,
previewing, reading for
main ideas and details,
using structural and
context clues, cognates,
format, sequence, etc.)
-Cambridge Diagnostic
teacher’s CE.EFL.5.3. Interpret Evaluation:
CAMBRIDGE PREPARATION guide cultural and language Oral Presentation
To demonstrate the format of Part 3 and what is needed handbook for patterns in English, Similarities and
to get the correct answer; to raise awareness of sentence B2 including nonverbal differences
structure and identifying parts of speech. preliminary communication, and apply
Shows that learners have mastered the basics in English, students them in appropriate Technique:
including: - Cambridge contexts. Interview
• reading simple textbooks and articles resources
• writing letters and emails on everyday subjects -MYONE CE. LL.5.3. Listens and Instrument:
• understanding factual information platform: assesses the explicit and Survey
• showing awareness of opinions and mood book implicit content of the Question bank
-Richmond discourse and with its Conversation
student’s answers persuades
TYPES OF WRITING: Report book for through argumentation Formative
To build preferences in reading and to choose to read Literature 3rd and counter Evaluation:
To recognise authors and styles of reading that BGU argumentation, using Graphic
individuals enjoy -ppt slides different formats (debates, Organizer
Engaging in book discussion in a range of contexts, -computer round tables, etc.), records Group
alongside both adults and peers Sharing and -projector and other resources of oral performance
recommending a range of books discourse with mastery of Oral
To gain knowledge and an extensive vocabulary across linguistic structures, performance
the Curriculum evaluating its impact on Forum
Perform a critical analysis about the book students read. the audience.
Make up a visual and innovative presentation performing Technique:
books the students have read. CE. LL.5.5. Consults Key words
digital databases and other Informative
WRITING AN ESSAY web resources with the questions
Develop an essay by using the correct writing structures. ability to select sources of Observation
Make up a visual and innovative presentation about a according to the purpose
well-structured essay. of reading; values their Instrument:
reliability and point of Informative
view, and collects, questions
compares, and organizes checklist
information rubric
 consulted, through the use
of personal schemes and
strategies.

3. ADAPTACIONES CURRICULARES (AC)

LISTADO DE ESTUDIANTES ESPECIFICACIÓN DE LA ADAPTACIÓN A SER APLICADA GRADO DE LA NEE

4. BIBLIOGRAFÍA

ELABORADO POR: REVISADO POR: APROBADO POR:

Nombre: Melissa Chasiluisa Nombre: Jacqueline Erazo Nombre:

Cargo: Cargo: Cargo:

Docente de Inglés Coordinador del Área o Subnivel Vicerrectorado.
Firma: Firma: Firma:

Fecha: Fecha: Fecha: