Epc for exelearning first term

TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2020
Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
1. Communicate clearly and effectively in a range of contexts and for a variety of purposes
2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences
3. Understand and use language to express and respond to a range of ideas with fluency and accuracy
4. Identify, organise and present ideas on a range of topics
5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.
UNDERSTANDING GOALS: (In terms of method, purpose, content communication):
1. Demonstrate their conceptual understanding by responding appropriately in written tasks using a variety of text types. (METHOD, COMMUNICATION, PURPOSE)
2. Orally react to stimulus (literary extracts), respond to questions and engage in a general conversation. (METHOD, COMMUNICATION, PURPOSE)
3. Produce responses that demonstrate an understanding of written and audio texts. (COMMUNICATION, PURPOSE)
4. Interact with the teacher and partners using a range of language structures and registers appropriate to the context and audience. (COMMUNICATION, CONTENT, PURPOSE)
5. Respond to written tasks using appropriate language, register and format. (METHOD, COMMUNICATION, PURPOSE)
CONCEPTUAL UNDERSTANDINGS:
THEME: IntroductiontoIB LearnerProfile
CONTENT: IB INTRODUCTION
ABILITIES: Speaking,reading,writingandlistening
CONCEPTS:
Audience: Language should be appropriate for the person(s) whom one is communicating
Context: Language should be appropriate to the situation which one is communicating
Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating
Meaning: Language is used in a range of ways to communicate a message
Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agiven language are generallyabletounderstandeachother
APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES
Based on inquiry
Focusedon conceptual understanding
Developedinlocal and global contexts
Focusedon effective teamworkand collaboration
Differentiatedtomeetthe needsofall learners
THINKING SKILLS:
Critical thinkingskills:Analysesand evaluatesissuesand
ideas.
-Considersideasfrommultiplesperspectives
Creative thinking skills:Generatesnovel ideasand
consideringnewperspectives.
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable

-Createsnovel solutionstoauthenticproblems
Transfer skills:Usesskillsand knowledge inmultiple
contexts.
-Comparesconceptual understandingacrossmultiple
subjectgroupsanddisciplines
COMMUNICATIONSKILLS:
Exchanges thoughts,messagesand information
effectivelythroughinteraction.
-Negotiatesideasandknowledgewithpeersandteachers
Reads, writesand uses language to gather and
communicate information.
-Takeseffective notesinclass
SOCIAL SKILLS:
Works effectivelywithothers.
-Managesand resolve conflictandworkcollaborativelyin
teams
SELF-MANAGEMENTSKILLS:
Organization skills:Managestime and tasks effectively.
-Plansstrategiesandtake actiontoachieve personal and
academicgoals
Affective skills: Managesstate of mind
-Practicesstrategiestoovercome distractions
Reflectionskills:Reconsidersthe processof learning
choosingand usingATL skills.
-Identifies strengthsandweaknessesof personallearning
strategies(self-assessment)
RESEARCH SKILLS:
Informationliteracy skills: Finds,interprets,judgesand
creates information.
-Usesmemorytechniquestodeveloplong-termmemory
Medialiteracy skills:Interacts with mediato use and
create ideasand information.
-Makesinformedchoicesaboutpersonal viewing
experiences
Thinkers
Reflective
Principled
Risk-takers
Communicators

LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS
Checkthe boxesforany explicit languageand learning
connectionsmadeduringtheunit.For moreinformationonthe
IB’sapproach tolanguageandlearning,pleaseseethe guide.
Detailedinformation:
Studentswill be inquiredabouttheirknowledgeaboutIBand
takingtheirconceptionsasbasesa scaffoldingprocesswillbe
carriedout.
Studentswill be askedtorespondadiagnostictestcomposed
by writing, listening,speakingandwriting.Thiswiththe
purpose of analyzingthe initiallanguage level of studentsand
howtheymightface the IB andPET or FCE international
examinations.
Priorknowledge activation
Scaffoldingfornewlearning
Acquisitionof newlearningthroughpractice
Proficiencydemonstration.
Check the boxes for any explicit TOK connections made during
the unit
Personal andsharedknowledge
Ways of knowing
Areasof knowledge
Knowledgeframework
Studentsanswerthe questionDoyouknowhowyou
learn?Theydiscussif theyare visual,oral,aural among
othersinorder toidentifythe best waystoorganize the
waytheywill learnalongthisyearthe differentproposed
contents.
Studentsanswerthe questiondoyouconsideryoulevelis
appropriate toface the IB,PET/FCE and pruebaSaber
testsfor thisandthe nextyear?
Check the boxes for any explicit CAS connections. If you check
any of the boxes, provide a brief note in the “details” section
explaining howstudents engaged in CAS for this unit.
Creativity
Activity
Service
Studentscollaborativelyworkinpairsinorderto
exemplifywhatandinwhichsituationsdotheyevidence
the attributesof the IB program.They mentionhowthese
attributesmightbe helpfulinothercontextsandcultures.
Studentsanswerthe writingsectionbasedontheir
experiencesand occurrencesinordertoaccomplishwith
the assignedtask.Writingcreativelyispartof the
international examinationschallenges.Also,theymake
use of creativityinthe speakingsectionwhentheyare
givena situationandtheymightfindaquick,but effective
solutiontoit.
HOURS WEEK (DATE) RESOURCES HOMEWORK
7 Week1-2: 3- 11 February
VideoIB
Presentationintro to the IB world
Fill-inthe gap exercise
Language B assessmentguide 2020
PET book
PET Listening,reading,writingand speaking
IB sample test
To read the IB profile (speciallythe attributes)
STAGE PERFORMANCES OF UNDERSTANDING
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
 Approximation to IB diploma
program
SESSION 1 (1 hour)
Introduction:
The formative processwill be evidencedwhen the
student:
- Reflectsafterwatchingavideothatcontainsthe 10
- There isno summative processyet

Thinking routine (Think, puzzle, explore)
The teacher asks students to brainstorm
ideas about IB diploma program bearing in
mind the proposed thinking routine:
Think: What do you THINK you know about
this topic?
Puzzle: What questions or PUZZLES do you
have about this topic?
Question:
Whichare the elementsthatmake
Language B subjectdifferenttothe restof
the IB subjects?
Development:
The studentswatch a video where the 10 IB
attributes appear. They take notes in their
notebooks and then they are assigned in
pairs an attribute. After, they explain what
is this about and how/when can they
evidence this attribute.
IB attributes.
- Takesnotesinhis/hernotebook aboutthe IB
attributesinorderto use themconsequently to
explainandprovide anexample of the attribute that
the teacherwill assign him/her.
GUIDED
 Internalization of IB attributes, IB
profile, IB assessment and
conceptual themes
SESSION 2 (2 hours)
Question:
Whichare the elementsthatmake
Language B subjectdifferenttothe restof
the IB subjects?
Development:
First, students are shown a Power point
presentation with images of the 10
attributes. In their notebooks, they write
the numbers 1-10 and the attribute they
think belong to each image. Then the
The formative processwill be evidencedwhenthe
student:
- Associatesimagesthatcandescribe the IBprofile
and attributesinitthroughthe use of a PPP.
- Recognizesthe 5conceptual themes tobe workedon
Language B subjectas well asthe internal and
external examinationpercentagesand classroom
requirementspresentedinaPPP.
- Matches definitionsandcharacteristicsof the IB
profile withthe attributesthroughthe use of a fill-in
the gaps exercise.
- There isno summative processyet

activity is corrected in group.
Later, toclose with the IB profile activities,
the teacher delivers students a fill-in the
gaps exercise with the IB profile. They
complete it and then T corrects it with
students’ support. They paste it on their
notebooks.
After that, T presents the IB internal and
external assessment (chart) and the
students paste a flyer in their notebooks
withthisinformation. AnIBpaperexamwill
be shared, and also the classroom
assessment and activities (grades) will be
explained and finally, the conceptual
themestobe workedalongthe year will be
shown.
SYNTHESIS
 Identificationofstrengthsand
weaknessesoftheirown language
learningprocess (level)
 IdentificationofPrueba saber
structure
SESSION 3 (1 hour)
Question:
What do you know about Prueba saber and
its structure?
Development:
Studentsare explained the PRUEBA SABER,
a brief introduction and the exam structure
will be presented and students must take
notes in their notebooks.
Teacher asks if they still have doubts about
the IB profile and Language B subject.
Closing:
student:
- Identifiesthe IBdiplomaprogram,IBprofile and
Pruebasaberstructure.
- Identifies PRUEBA SABERstructure:Introduction
and examstructure section
- Followsinstructionsinthe international
examinationsasthe one providedforeach
sectionof the PET and IB assessmenttests.
- Demonstratesunderstandingof the different
typologiesof textsandthe importance of
differentiatingthemwhenwritingatask inthe
writingsectionof the PETand IB assessment
tests.
- The PET mockwill be graded

To close the week thinking routine (Think,
puzzle, explore) the teacher asks:
Explore: How might you EXPLORE the
puzzles you still have around this topic?
Studentswill write 1 expectation they have
for year 1 Language B subject
SESSION 4 (1hour) 5 (1 hour) and 6 (2
hours) (reading – listening – writing -
speaking)
Students are given a PET test booklet in
order to develop the reading, writing and
listening sections. Then this will be
exchangedandcorrected(peer-assessment)
- Uses reading(skimming,scanningandprediction)
and listeningstrategies(aslisteningforgistand
multiple choice) torespondthese section
exercises of the PETandIB assessmenttests.
- Comparesanddescribesthe providedimagesand
situationsinordertoaccomplishthe speaking
sectionof PET examand the literaryextractsof
the IB exam
- Reflectsatthe endof the diagnosticand
identifiesstrengthsand weaknessesinhis/her
foreignlanguage performance.
PERFORMANCES OF DIFFERENTIATION
1.To Affirmidentity:developingself-esteem
Promote high but realistic expectation: Students will set 1 expectation they have for year 1 in the IB program and language B subject
2.To value previousknowledge
Build new knowledge from existing one: The Students use their previous knowledge about IB program in order to establish expectations and action plans to work along the year.
3.To promote scaffoldedlearning
Encourage collaborative learningand peer support: Studentsworkinpairsinorderto discussand prepare a shortpresentationaboutanIBattribute.
4. To expandlearning:
Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive
productivity: Studentswillhave several resources(Video,PPP,Oral andwrittenactivities) inordertopractice and learnnewaspects aboutthe IB program,the language B subjectand
the Pruebasaber.
ADJUSTEMENTS
Any.
REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry)
What went well:
List the partsof theunit (content,evaluation,planning) that
wentwell..
What didn’t go well:
List the partsof theunit (content,evaluation,planning)
thatdidn’tgo aswell asexpected.)
Comments,changesand suggestions:
Write yourcomments,suggestionsorconsiderationstothe
furthertuitionof this unit.

5. Respond to written tasks using appropriate language, register and format. (METHOD, COMMUNICATION, PURPOSE)
THEME: IDENTITIES
CONTENT: Lifestyles
ABILITIES: Speaking,writingreadingandlistening
CONCEPTS:
Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother
Based on inquiry
THINKING SKILLS:
ideas.
-Revisesunderstandingbasedonnewinformationand
evidence
Creative thinkingskills:Generatesnovel ideasand
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable

-Usesbrainstormingandvisual diagramstogenerate new
ideasandinquiries.
contexts.
-Makesconnectionsbetweensubjectgroupsand
disciplines
-Usesappropriate formsof writingfordifferentpurposes
and audiences
-Readscriticallyandforcomprehension
SOCIAL SKILLS:
-Takesresponsibilityforone’sownactions
-Usesappropriate strategiesfororganizingcomplex
information
Affective skills: Managesstate of mind
- Practicesstrategiestoovercome distractions.
-Focusesonthe processof creatingby imitatingthe work
of others
RESEARCH SKILLS:
- Accessesinformationtobe informedandinformothers
Thinkers
Reflective
Principled
Risk-takers
Communicators

-Seeksarange of perspectivesfrommultipleandvaried
sources.
Checkthe boxesforany explicit languageandlearning
connections madeduringtheunit.For moreinformationonthe
Studentswill be askedtouse theirpreviousknowledge inthe
reading,speakingandwritingactivities,inordertofacilitate
newlearningof topicssuchas benefitsof exerciseandthe way
howto write a personal letter.The initial questiontobe
discussedwillbe:
What ideasandimagesdowe associate withahealthy
lifestyle?
the unit
Ways of knowing
Areasof knowledge
Knowledgeframework
How dowe knowhowto identifythe audienceof atext?
Studentsrecognizesfromthe waysof knowing(sense,
perception,reason,emotion,faith,imagination,intuition,
memoryandlanguage) whichone isthe mosthelpful
whenyouwantto identifythe audience foratext
Creativity
Activity
Service
Studentscreativelywrite apersonal letterinwhichthey
respond1 of the 3 optionsgivenrelatedtoexercise,
training,physical activityandmental health.
7 Week2-3: 13-21 February
ENGLISH B – OxfordIBdiplomaprogramme book
No homework
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
 Characterization ofphysical
wellnessandlifestylesbearingin
mind theirexperiencesandthe
readingprovided.
 Identification of general and
specific information in reading
exercises.
SESSION 1 and 2 (2 hours)
Introduction:
The students write the section A title and
question:
student:
- Showsunderstandingof others’opinionsand
argumentswhendiscussingaboutthe
contributionsof physical exercise.
- Uses differentreadingstrategiestounderstand
general anddetailedinformation,anddevelop
the proposedexercises.
- Readingcomprehensionpages4– 8 will be
graded

IDENTITIES:
LIFESTYLES
How can physical exercise contribute to our
wellbeing?
Thinking routine (See, think, wonder)
The teacher requests students to SEE the
image presented in page 3 “Physical
wellness” and respond the following
questions by writing 2 ideas per each
question:
-What do you see?
-What do you think is going on?
Question:
How can physical exercise contribute toour
wellbeing?
Development:
Then, students watch the following video
and complementthe answersgivenbefore:
VIDEO: EXELEARNING
The students are requested to develop the
reading comprehension (Page 4 - 8)
GUIDED
 Balance between fluency and
accuracy in English language
through speaking tasks when
giving his/her points of view
SESSION 3 (1 hour)
Development
Students are asked if they practice any
sport or do exercise regularly. Then they
might mention the benefits of exercise for
teenagers. A short video will be shown:
VIDEO: EXELEARNING
student:
- Plans,draftsandpeer-assessesanoral
presentation asthe one proposedinthe book
pages9 to 11
- Showsunderstandingof the internal assessment
outline basedonthe booksample andexercise
proposedinpages12 to 14
-The oral presentation(page 10) will be graded

Whichbenefitsdidn’tyouknowbefore the
video?
Write theminthe notebook.
Now,the teacher explains how to carry out
an oral presentation in the IB (Pages 9, 10
and 11) and the students take notes. Then,
theygetorganizedin pairs and prepare a 4-
minute presentation using the brainstorm
and self-assessment activity in page 10
SESSION 4 (2 hours)
Development:
Studentsgetorganizedanddiscuss: What
do youneedtocarry out a successful oral
presentation?Then,they opentheirbooks
to peer-assesstheirpartnersinpage 11.
The students carry out their oral
presentation. After, the teacher explains
the importance of knowing how to give an
oral presentation and read aloud an
example of the Internal assessment (page
13) and explains the assessment criteria
(page 14). Afterwards, the students take
notesof thisin the lastpart of the notebook
called (IB exam assessment).
SYNTHESIS
 Completionof a writtentask
followingpersonal lettersprotocol,
stepsand instructionsprovided
 Identificationof Prueba saber
structure
SESSION 5 (1 hour) and 6 (1 hour)
Development:
The teacherasks studentsif they know how
student:
- Identifiesthe structure-partsof apersonal letter
presentedinthe bookandthe teacher’sPPP.
- Developsthe brainstormingandplanningstages
proposedinthe bookbefore writingthe letterin
page 17
-Writinga personal letteractivity(pages16- 17) will be
graded

to write a personal letter?
She explainsaletterstructure (page 15) and
students register this information in the
notebook.
Teacher’s PPP includes information of:
RESOURCE: EXELEARNING.
Students develop page 16 which include
structure and activity about personal
letters. Then with the page 17 writing
process, the students start writing their
personal letterandfinishitthe next lesson.
SESSION 7 (1 hour)
Introduction:
Students are asked to read the TOK
moment and develop the section.
Question:
How can physical exercise contribute toour
wellbeing?
What do youknowabout Prueba saber Part
1: Ads?
Development:
Then, the students go back to the unit
question and answer it by saying if
something changed in their point of view.
The students are explained the PRUEBA
SABER PART 1: Ads and then, they must
develop an exercise in their notebooks.
RESOURCE: EXELEARNING
Closing:
To close the unit thinking routine (See,
think,wonder) the studentsanswer the last
question:
- Writesa personal letterincorporatingthe stages
before mentionedandthe suggestionsprovided
by the teacherinthe PPP
- IdentifiesPRUEBA SABERpart 1: Ads

What does this topic (lifestyles) make you
wonder?
Understandthe learningpreferencesandinterestsofstudents: Studentsidentifytheirpreferencesandintereststo talk about the kind of sports or exercise they practice, and also to
do the draft of an oral presentation they might carry out based on a topic the feel engaged.
Identifypreviousknowledge andactivate prior learning,includingwhat has beenlearnedinother languages:Studentsuse theirpreviousknowledge asvocabulary,grammarand
readingmicro-skillstodevelopthe readingcomprehensionactivityaswell astowrite a personal letter.
Support new learningthrough the use of graphic organizers(such as writing frames,or mindmaps), which are visual ways to stimulate,organize and buildknowledge;visual aids,
theater,demonstrations,etc: Studentsuse the providedcharts (brainstormingandplanningstages) toorganize theirideasinordertodevelopanoral presentationandwrite a
personal letter.
productivity.Studentsuse theirknowledge andexperiencestoprepare animprovedversionof anoral presentation.Also,theymake groupsandrehearse theirpresentations,sothey
receive feedbackforfurthersimilaractivities.
ADJUSTEMENTS
Any.
What went well:
wentwell..

5. Respondto writtentasksusingappropriate language,registerandformat.(METHOD,COMMUNICATION,PURPOSE)
THEME: IDENTITIES
CONTENT: Mental health
ABILITIES: Speaking,writingreadingandlistening
CONCEPTS:
Based on inquiry
THINKING SKILLS:
ideas.
-Evaluatesevidence andarguments
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable

-Considersmultiple alternatives,includingthose that
mightbe unlikelyorimpossible
contexts.
-Appliesskillsandknowledgeinunfamiliarsituations.
-Usesa varietyof mediato communicate witharange of
audiences
-Makesinferencesanddrawconclusions.
-Previewsandskimtextstobuildunderstanding
SOCIAL SKILLS:
-Listensactivelytootherperspectivesandideas
-Understandsandusessensorylearningpreferences
(learningstyles)
Affective skills: Managesstate of mind.
- Practicesstrategiestodevelopmental focus
-Demonstratesflexibilityinthe selectionanduse of
language learningstrategies
RESEARCH SKILLS:
- Usesmemorytechniquestodeveloplong-termmemory
-Locates,organizes,analyses,evaluates,synthesizesand
ethicallyusesinformationfromavariety of sourcesand
Thinkers
Reflective
Principled
Risk-takers
Communicators

media(includingdigitalsocial mediaandonline
networks) .
IB’sapproach tolanguageandlearning,pleasesee the guide.
Studentswill be askedtouse theirpreviousknowledge about
mental healthandstressbefore readingthe text.Theywill
demonstrate newknowledge acquiredwhendevelopingthe
speakingactivitiesof the internal assessmentandwhen
writinganemail withthe givensituation.Finally,theywill
demonstrate theirproficiencywhendevelopingthe listening
comprehensionproposedbeforethe internalassessment
section.
The initial questiontobe discussedwill be:
How doyoungadultsdeal withthe stressintheirlives?
the unit
Ways of knowing
Areasof knowledge
Knowledgeframework
Studentsare requestedtothinkandrespondthe
followingquestion,whichisrelatedtothe before stage in
the processof writing:
What waysof knowinghave youusedtoguide youin
findinganswerswhendefiningthe audience inatextand
identifyingthe register(formality).
Rememberthe waysinclude sense,perception,reason,
emotion,faith,imagination,intuition,memory,language.
Whichways of knowingwere the mostimportantinthis
instance?
Creativity
Activity
Service
Studentsmake use of creativitywhenpreparingthe
speakingpresentationof the internalassessment(book
activity) andwhenanalyzingimagesandstatisticsinorder
to interpretthe informationtowrite anemail inwhich
theyimagine themselvesinahypothetical situation.
7 Week3-4: February 24th
– March 3rd
ENGLISH B – OxfordIBdiplomaprogramme book Readchaptersof the book“The reader”
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
exercises.
SESSION 1 (1 hour) and a part of 2 (1 hours)
Introduction:
Students write the section B title and
question
MENTAL HEALTH
How doyoungadultsdeal withthe stressin
student:
the proposedexercises
- Uses the time properlyto read,re-readand
developthe comprehensionactivitiesassigned.
Time managementisanimportantskill tobe
-The readingcomprehension(pages20-22) will be graded

theirlives?
Thinking routine called “CSI” in which they
might find a:
COLOR: that represents stress for them
SYMBOL: that represents stress for them
Question:
theirlives?
Development:
The teacher shows a video about stress
effectsand after this a short discussion will
be developed.
VIDEO: EXELEARNING
The teacher requests students to draw a
chart in theirnotebookswith 8 charts. Then
at random they should choose 8 of the
causes of stress in young adults presented
in the page 19. Then, Bingo game will be
played with those expressions and
meanings will be clarified if necessary.
Then, students are requested to develop
the reading proposed in pages 20,21 and
22.
trainedsince theyare goingto be exposedto
take international examinationswhichare very
rigidwithtimestodeveloptasks.
GUIDED
 Discrimination from listening
comprehension exercises.
SESSION 2 (1 hour left) AND 3 (1 hour)
Development
Students are asked to take out their
notebooks to develop the listening
comprehension in page 24 (Write the
questions if there is time). This activity
student:
- Developssuccessfullythe listeningexercise
assigned(paper2) Bookpage 24
- Plans,draftsandself-assessesanoral
pages23 and 24
-The listeningcomprehension(page 24) will be graded

corresponds to the listening section of
paper 2.
Notebooks will be picked up and students
are askedif they would be able to carry out
an oral presentation to explain IB
information to new students and what IB
information would they include and how
would they organize it?
The students are organized in pairs and
read pages 23 - 24. Then, they will be given
10 minutes to brainstorm and prepare the
presentation. Then ideas will be shared.
- Rehearsesforinternal assessmentoral task
SYNTHESIS
 Readiness in preparing and giving
oral presentations
 Completionofa writtentask
followingemailsprotocol,steps
and instructions provided
 Comprehensionofthe book plot
“The reader”
structure
SESSION 4 (1 hour) AND 5 (1 hour)
Development:
Studentsshouldtalk about what they know
of the Internal assessment
The studentsread the pages 26-27 and start
to prepare the four-minute presentation in
pairs using the brainstorming chart in page
24. Then, they present it to the class.
student:
- Develops brainstormingandplanningstages
proposedinthe bookbefore writinganemail in
page 29
- Identifiesthe structure-partsof anemail
general anddetailedinformationof the book
“The reader”
- IdentifiesPRUEBA SABERpart 2: Words
- IB oral Presentationwill be graded
- HOMEWORK NO 1

After that, the teacher explains an email
structure (pages 28 - 29) and students
register this information in the notebook.
Then, they develop the brainstorming in
page 29 (chart).
SESSION 6 (2 hours)
Introduction:
Question:
theirlives?
2: Words?
Development:
Then, students go back to the section
Students are explained the PRUEBA SABER
PART 2: Wordsand then,theymustdevelop
an exercise in their notebooks.
Closing:
To close the unit thinking routine (CSI) the
students answer the last question:
IMAGE: Do a drawingthat represents stress
and its effects.
Then, the rest of the class the teacher and
the studentswill startwiththe reading plan
(reading aloud) to introduce the book

context and first chapters.
The students must develop at home.
HOMEWORK NO 1
Understandthe learningpreferencesandinterestsofstudents: Studentswill make use of theirpreferencesandinterestswhentalkingabouthabitstobe healthandcausesof stress,
as well aschoosinga topicto draft a shortoral presentation.
Buildnew knowledge fromexistingone:Studentswill use theirpreviousknowledgetoorganize anoral presentationandtalkaboutthe internal assessment.
Encourage collaborative learning and peer support: Students work in groups to provide with feedback their peers when presenting the internal assessment.
productivity: Studentsare providedwithexamplesinordertoowrite anemail.Theyuse theirpreviousknowledgeandthe newone learnttowrite awell-structuredemail
ADJUSTEMENTS
What went well:
wentwell..

1.Demonstrate anunderstandingof avarietyof highlevel writtenandoral texts.(METHOD,COMMUNICATION)
2.Orallyreact to differentstimulus,respondingtoquestionsandengagingingeneralconversations.(METHOD,COMMUNICATION)
3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE,COMMUNICATION)
4.Interactwiththe teacherand partnersusinga range of language structuresandregistersappropriate tothe contextandaudience(METHOD,COMMUNICATION,PURPOSE)
5.Respondtowrittentasksusingappropriate language,registerandformat.(METHOD, COMMUNICATION)
THEME: IDENTITIES
CONTENT: A healthy life
ABILITIES: Speaking, reading, writingandlistening
CONCEPTS:
Based on inquiry
THINKING SKILLS:
ideas.
-Gathersand organizesrelevantinformationtoformulate
inargument.
-Appliesexistingknowledge togenerate newideas,
productsor processes.
contexts.
- Useseffective learningstrategiesinsubjectgroupsand
disciplines.
-Usesappropriate formsof writingfordifferentpurposes
and audiences.
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable
Thinkers
Reflective
Principled
Risk-takers
Communicators

-Writesfordifferentpurposes
-Organizesanddepictsinformationlogically.
SOCIAL SKILLS:
-Makesfairand equitable decisions
information
- Practicesfocusand concentration
learningstrategies.
RESEARCH SKILLS:
- Presentsinformationinavarietyof formatsand
platforms.
experience .
the unit
Ways of knowing
Areasof knowledge
Knowledgeframework
Creativity
Activity
Service
Studentsmake use of creativityandactivitywhenusing

listeningandwritingactivitiesinordertofacilitate new
learningof topicssuchas waysof livinggood.The initial
questiontobe discussedwillbe:
How dowe become healthyadults?
As writers,howdowe knowhowto addressour
audience?
In the EnglishB syllabus,the texttypesare organizedinto
three categories:personal,massmediaandprofessional
texts.Itis importanttoknowwhothe audience isin
orderto knowthe registerandthenplanthe writing
process.
the typesinformal letters,emailsandpresentationsto
addresscommonproblemsastheywill dowiththe
writingtaskat the endof the unit.
7 Week5 - 6 : 4th – 13th March
ENGLISH B – OxfordIBdiplomaprogramme book
Readchaptersof the book “The reader”
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
 Discriminationand comprehension
from listeningcomprehension
exercises.
SESSION 1 (1 hour)
Introduction:
Students write the section C title and
question.
LIFESTYLE
Thinking routine called “I used to think”:
The studentswrite what they know or used
to know about lifestyle and heathy habits.
Question:
Development:
Students are requested to develop the
reading in the page 31 and get ready for
the listeningcomprehensionexercisein the
page 32.
student:
- Uses differentlisteningstrategiestounderstand
general anddetailedinformationanddevelopthe
proposedexercises. -The listeningcomprehension(page 32) will be graded

GUIDED
 Comprehensionofbrainstorming
and planning stagesin order to
carry out a successful oral
presentation
SESSION 2 (1 hour)
Development:
Students are asked how to live a good life?
Andthenshouldtalkabout what they know
of preparing a good oral presentation
The students read page 33 and then write
an outline in which they prepare the script
of the 4 minutes’ presentation. Outline in
page 34 must be usedas a model.Then, the
studentsshould talk about what they know
of the Internal assessment and read the
pages 36-37 to prepare a four-minute
presentation in pairs using the
brainstormingchartprovidedbeforefor the
internal assessment
To give students some tips, the following
video will be shared:
VIDEO: EXELEARNING
SESSION 3 (2 hours)
Development:
Students get organized in pairs and they
presentthe oral presentation preparedthe
class before.
student:
- Plans,draftsandself-assessesanoral
pages36 and 37
- IB oral Presentationwill be graded
SYNTHESIS
 Comprehensionof writtentasks
instructionspaper 1 assessment
 Comprehensionofthe book plot
“The reader
student:
proposedinthe bookbefore writingpaper1
-The writingof page 39 will be gradedbearinginmindthe
criteriagiveninthe book.
- HOMEWORK NO 2

structure
SESSION 4 (1 hour) AND SESSION 5 (1 hour)
Development:
Students are asked about the criteria used
in the IB to revise their written
compositions. The answers are discussed.
Then, the teacher explains the assessment
criteria for this exam section.
The students read the instructions of the
paper 1 writing skill in page 39. Then, they
start writing their draft to be delivered to
the teacher.
SESSION 6 (1 hour)
Introduction:
Studentsare askedto readthe CAS moment
and develop the section.
Questions: section and unit:
What ideas and images do we associate
with a healthy lifestyle?
How do become healthy and fulfilled
adults?
3: Talking and chatting?
Development:
Then, students go back to the unit and
section question and answer it by saying if
SABER PART 3: Talking and chatting and
then,theymustdevelopanexercise intheir
notebooks.
assignment.
general anddetailedinformation of the book
“The reader”
- IdentifiesPRUEBA SABERpart 3: Talkingand
chatting.
.

Closing:
To close the unit thinking routine (Now I
think) students answer the last question:
Now, the students write what they think
about lifestyle and heathy habits
The students must develop at home
HOMEWORK NO 2
Understandthe learningpreferencesandinterestsofstudents: Studentsuse theirpreferencesandinterestswhenchoosingthe writingtask,theyprefertowrite forthe IB
assessment.
Identifypreviousknowledge and activate prior learning,includingwhat has beenlearnedin otherlanguages: Studentsuse theirpreviousknowledgeaboutthe bookreadinorderto
succeedinthe readingactivitiesproposed.Also,theyusedtheirlikesanddislikestowrite the writtentasktheyprefer.
Support new learningthrough the use of graphic organizers(such as writing frames,or mindmaps), which are visual ways to stimulate,organize and buildknowledge;visual aids,
theater,demonstrations,etc: Studentsmake use of graphicorganizerstoextractand classifyinformationfromareadingactivity.
productivity:Studentssetexpectationstoobtaingoodscoresinthe readingcheckactivitiesandtohave a betterversionforthe proposedwrittentask.
ADJUSTEMENTS
Any.
What went well:
wentwell..

2.Orallyreact to differentstimulus,respondingtoquestionsandengagingingeneral conversations.(METHOD,COMMUNICATION)
3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE, COMMUNICATION)
THEME: EXPERIENCES
CONTENT: Migration
CONCEPTS:
Based on inquiry
THINKING SKILLS:
Critical thinkingskills:Analyses and evaluatesissuesand
ideas.
-Drawsreasonable conclusionsandgeneralizations.
-Appliesexistingknowledge togenerate newideas,
productsor processes.
contexts.
- Makesconnectionsbetweensubjectgroupsand
disciplines.
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable
Thinkers
Reflective
Principled
Risk-takers
Communicators

-Usesintercultural understandingtointerpret
communication.
-Writesfordifferentpurposes
SOCIAL SKILLS:
-Negotiateseffectively.
-Createsplanstoprepare summative assessments
(examinationsandperformances)
- Practicesstrategiestoovercome distractions
learningstrategies.
RESEARCH SKILLS:
- Collects,recordsandverifiesdata
-Makesinformedchoices aboutpersonal viewing
experience .
the unit
Ways of knowing
Areasof knowledge
Creativity
Activity

Detailed
informatio
n:
writingandreadingactivitiesinordertofacilitate newlearning
of topicssuchas migrationandrural-urbanmigration.The
initial questiontobe discussedwill be:
How wouldtravellingtoorlivinginanotherculture affectmy
worldview?
Knowledgeframework
Studentswill discussaboutmigrationsandlanguage
contact, howlanguage changesandwhichwaysof
knowingdotheyuse to deal withmigration,
communicationandlanguage variations.
Service
Studentsmake use of creativityandactivitywhenusing
blogentriestoaddresscommonproblemsastheywill do
withthe writingtaskat the endof the unit.
7 Week7- 8: 16th
– 25th
March ENGLISH B – OxfordIBdiplomaprogramme book Readchaptersof the book“The reader”
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
 Production oforal and written
responsesbasedon given
questions.
SESSION 1 (1 hour)
Introduction:
Students write the unit, section A title and
question:
EXPERIENCES:
MIGRATION.
How wouldtravellingto or living in another
culture affect my worldview?
Thinkingroutine:Whatmakesyou say that?
The teacher requests students to take a
look at the images in page 42 and
brainstorm their ideas about migration
processes around the world.
What’s going on migration processes
around the world?
The formative processwill be evidencedwhen the
student:
- Thinksandthenwriteshis/heropinionabout
migratoryprocesses.
- Writesshorttextsmakinguse of vocabularyand
structuresthat are appropriate andexpectedfor
the level.
- Participatesactivelyinclassandgiveshis/her
opinionbasedonpreviousknowledgeabout
migratoryprocessesaroundthe world.
-The writingproduction(page 42-43) will be graded

Questions:
How ismigrationdifferentfrom
immigration?Andwhatisthe difference
betweenmigration,immigration,and
asylumseeking?
Development:
Students watch the following video:
VIDEO: EXELEARNING
and share their point of view. Then, they
are requested to read and respond the
questions proposed in pages 42 y 43 in a
piece of paper in 2 paragraphs (120 words).
GUIDED
exercises.
 Adoption of written types of texts
as a personal blog entry.
SESSION 2 (2 hours)
Development:
The teacherasks aboutwhat the
advantagesanddisadvantagesof rural-
urban migrationare?Studentsshouldtalk
aboutwhat theyknowof urbanization
processes.Advantagesanddisadvantages.
Now, the students read pages 43 – 45 and
develop exercises on pages 46-47. The
exchange booksandanswerswill be shared
and checked.
SESSION 3 (1 hour)
Development:
Students are asked to talk about internal
assessment extracts to prepare oral
presentations.
Teacher reads page 49 and develops a PLEA
student:
- Understandsthe importance of outlinesbefore
writinganytext.
- Followsinstructionstowrite ablogentrybearing
inmindthe suggestionsdeliveredinthe book
-The writingproposedinpage 53 blogentrywill be
graded.

workshop with it.
SESSION 4 (1 hour) AND 5 (1 hour).
Development:
Then teacher reads and explains the
structure of a personal blog (pages 51-53)
and studentsregisterthisinformationinthe
notebook.
Then, the students might work on the
writing activity in pages 53 and 54.
SYNTHESIS
 Discrimination from listening
comprehension exercises.
 Comprehension of the book plot
“The reader”
structure
SESSION 6 (1 hour)
Development:
Students are asked to take out their
notebooks to develop the listening
comprehension in page 55 (Write the
questions if there is time).
Books will be picked up.
SESSION 7 (1 hour)
Introduction:
Question:
How ismigrationdifferentfrom
immigration?Andwhatisthe difference
betweenmigration,immigration, and
asylumseeking?
student:
- Developssuccessfullythe listeningexercise
assigned(paper2) Bookpage 55
general anddetailedinformation of the book
“The reader”
- IdentifiesPRUEBA SABERpart 4: Use of English.
-The listeningcomprehension(page 55) will be graded
- HOMEWORK 3

4: Use of English?
Development:
Then, students go back to the section
Students are explained the PRUEBA SABER
PART 4: Use of English and then, they must
develop an exercise in their notebooks.
Closing:
To close the unit thinking routine What
makes you say that? the students answer
the last question:
Go back to the thinking routine initial
answer, read it and then answer:
What do you see, hear or read that makes
you say that about migration processes
around the world?
HOMEWORK 3
Understand the learning preferences and interests of students: Students use their preferences and interests when writing their blog entry
Identifypreviousknowledge and activate prior learning,includingwhat has beenlearnedin otherlanguages: Studentsuse theirpreviousknowledgeaboutthe bookreadinorderto
succeedinthe readingactivitiesproposed.Also,theyusedtheirlikesanddislikestowrite ablogentry.
Encourage collaborative learning and peer support
Students work on groups and negotiate to propose a reading check activity.
productivity: Studentssetexpectationstoobtaingoodscoresinthe readingcheckactivitiesandtohave a good versionforthe proposedwrittentask.
ADJUSTEMENTS
Any.

What went well:
wentwell..
Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: II Year: I
2.Orallyreact to differentstimulus,respondingtoquestionsandengagingingeneral conversations.(METHOD,COMMUNICATION)
3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE,COMMUNICATION)
THEME: EXPERIENCES
CONTENT: Holidays and travel
CONCEPTS:
Based on inquiry THINKING SKILLS:

ideas.
-Drawsreasonable conclusionsandgeneralizations.
-Usesbrainstormingandvisual diagramstogenerate new
ideasandinquiries.
contexts.
disciplines.
-Negotiatesideasandknowledgewith peersandteachers
-Organizesanddepictsinformationlogically.
SOCIAL SKILLS:
-Listensactivelytootherperspectivesandideas.
information
- Practicesstrategiestoreduce stressandanxiety
learningstrategies.
RESEARCH SKILLS:
- Collectsandanalysesdatatoidentifysolutionsand
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable
Thinkers
Reflective
Principled
Risk-takers
Communicators

make informeddecisions
experience .
reading,listeningandspeakingactivitiesinordertofacilitate
newlearningof topicssuchas holidaysandtravelling.The
initial questiontobe discussedwill be:
To what extentdoestravellingimproveourcultural tolerance?
the unit
Ways of knowing
Areasof knowledge
Knowledgeframework
Studentsread“Lost andgainedintranslation”and
discussif misunderstandingsintranslationshave been
part of theirliveswhentraveling?Howdowe knowhow
to deal withlanguage misunderstandings?Whichof the 8
waysof knowledgedoyouuse inthose experiences?
Creativity
Activity
Service
Studentsmake use of creativitytogive cluesandmimic
whenplayingguessescardsandactivitywhentheythink
of the actionstheywoulddowhen dealingwithlanguage
misunderstandings.
7 Week8 - 9 - 3: March 27th
– April 13th ENGLISH B – OxfordIBdiplomaprogramme book
Graphic organizer:
Readchaptersof the book“The reader”.
.
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
 Correspondence between fluency
and accuracy in English language
when giving his/her points of view
and explaining concepts.
exercises.
Introduction:
student:
- Uses differentwaystodefine andmake concepts
understandable.
- Speaksfluentlyandaccuratelytoexpress
meaning.
-The readingactivitywill be graded.

Students write the section B title and
question:
HOLIDAYS AND TRAVEL
To what extentdoestravellingimproveour
cultural tolerance?
Thinking routine: Claim, support and
question.
The teacher requests students to:
Make a CLAIM(explanation) about holidays
and travel
Identify SUPPORT (what you see, feel or
know about holidays and travel
Question:
cultural tolerance?
Development:
The teacher and students read pages 58 –
61. Then the students bearing in mind the
reading will be organized in groups of four
and given a set of card with the
terminologyusedinthe book.Each student
will take turns to pick up a card and will
have to provide examples or explain the
concept. The student who guesses the
word or term will receive the card. At the
end the student who has more card is the
winner. Then, the students must develop
the reading comprehension activity in
pages 61 and 62.
Students are suggested to review some
vocabulary related to travel and holidays:

GUIDED
exercises.
SESSION 3 (2 hours)
Development:
Students should talk about the impact of
tourism. Now, students develop the
listening activity in page 63.
To practice listening skills the students are
suggested to develop the pre, while and
post listening activities proposed in the
virtual course.
Then, the teacher explains a travel blog
structure (pages 67-68) and students
register this information in the notebook.
structure and activity about personal
letters. Then with the page 69 writing
process, the students choose one of the
countries they have travelled, search for
information and start writing their travel
blog (page 70) and finish it the next lesson.
student:
proposedexercises.
Readingonpages58 – 61 will be graded.
SYNTHESIS
 Completionof a writtentask
followingtravel blog protocol,
stepsand instructionsprovided
 Balance between fluency and
accuracy in English language
through speaking tasks when
giving his/her point of view
 Comprehension of the book plot
student:
- Identifiesthe structure-partsof atravel blog
proposedinthe bookbefore writingthe blog
entryinpage 69
- Travel blogpresentationwill be graded
- HOMEWORK 4

“The reader”
structure
SESSION 4 (1 hour)
Development:
Students finish the travel blog including
images in a poster that accompanies the
blog.
SESSION 5 (1 hour)
Development:
Students present their poster to the class.
SESSION 6 (1 hour)
Introduction:
Question:
cultural tolerance?
5: Extensive reading?
Development:
Then,studentsgo back to the unit question
and answer it by saying if something
changed in their point of view.
SABER PART 5: Extensive reading and then,
they must develop an exercise in their
notebooks.
Closing:
- Writesa travel blogincorporatingthe stages
before mentionedandthe suggestionsprovided
by the teacherinthe PPP
outline basedonthe booksamplestocarry out
oral presentations.
general anddetailedinformationof the book
“The reader”
IdentifiesPRUEBA SABERpart 5: Extensive reading

To close the unitthinkingroutine, “Thinking
routine: Claim, support and question”, the
students answer the last question:
Raise a QUESTION relatedto your claim and
holidays and travel
HOMEWORK: 4
Understandthe learningpreferencesandinterestsofstudents: Value and make use of diversityincultural perspectiveswhentalkingaboutholidays,travellingandlanguage variations
Identifypreviousknowledge andactivate prior learning,includingwhat has beenlearnedinother languages: Studentsuse theirpreviousknowledge aboutthe time machineto
succeedinthe readingactivityproposed.Also,theyusedtheirbackgroundtodiscussaboutholidays,travel andlanguage variations.
Support new learning through the use of graphic organizers (such as writing frames, or mind maps), which are visual ways to stimulate, organize and build knowledge; visual aids,
theater, demonstrations, etc: Students make use of graphic organizers to extract and classify information from a reading activity.
productivity: Studentssetexpectations toobtaingoodscoresinthe readingcheckactivitiesandlisteningoneswhichare consideredthe toughestforthem.
ADJUSTEMENTS
Any.
What went well:
wentwell..

2.Orallyreact to differentstimulus,respondingtoquestionsandengagingin generalconversations.(METHOD,COMMUNICATION)
3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE, COMMUNICATION)
THEME: EXPERIENCES
CONTENT: Leisure activities
CONCEPTS:
Based on inquiry
THINKING SKILLS:
ideas.
-Considersideasfrommultiple perspectives
-Createsoriginal worksandideas;use existingworksand
ideasinnewways.
contexts.
disciplines.
Caring
Balanced
OpenMinded
Inquirers
Knowledgeable
Thinkers
Reflective
Principled
Risk-takers
Communicators

-Negotiatesideasandknowledgewithpeersandteachers
-Readsa varietyof sourcesforinformationandpleasure.
SOCIAL SKILLS:
-Listensactivelytootherperspectivesandideas.
information
- Practicesfocusand concentration
-Developsnewskills,techniquesandstrategiesfor
effectivelearning.
RESEARCH SKILLS:
- Presentsinformationinavarietyof formatsand
platforms.
experience .
the unit
Ways of knowing
Areasof knowledge
Knowledgeframework
Creativity
Activity
Service

Detailed
informatio
n:
readingandlisteningactivitiesinordertofacilitate new
learningof topicssuchas waysof leisure activities.The initial
questiontobe discussedwillbe:
Are leisure activitiessimilaracrossAnglophonecultures?
The terminology TOK proposed in page 87 will be
explained to students in order to make connections
between the use of language and TOK.
Studentsmake use of creativitywhendoingthe
infographicrepresentationandactivitywhenwatching
and developingthe listeningcomprehensionactivities
proposed.
7 Week10-11: April 14th
– 21st
ENGLISH B – OxfordIBdiplomaprogramme book No homework
ONGOING ASSESSMENT
FORMATIVE SUMMATIVE
EXPLORATORY
 Recognition of cultural similarities
and differences regarding leisure
activities.
exercises.
SESSION 1 (2 hours)
Introduction:
Students write the section C title and
question:
LEISURE ACTIVITIES
Are leisure activitiessimilaracross
Anglophone cultures?
Thinkingroutines:“CSI”inwhichtheymight
find a:
COLOR: that represents leisure
SYMBOL: that represents leisure
Question:
student:
general anddetailedinformationanddevelops
- Uses the time properlyto read,re-readand
developthe comprehensionactivitiesassigned.
Time managementisanimportantskill tobe
trainedsince theyare goingto be exposedto
take international examinationswhichare very
rigidwithtimestodeveloptasks.
- .
-The readingcomprehensionactivitywill be graded

Development:
Studentswill watchavideoto have a better
idea of what a leisure activity is:
VIDEO: EXELEARNING
PLEA workshop will be developed with the
reading of pages 73 – 77.
GUIDED
 Correspondence between fluency
and accuracy in English language
when giving his/her points of view
and explaining concepts.
Development:
Studentsare asked for the criteria and time
to prepare the oral presentation of the
internal assessment.
Then, in pair the students prepare the oral
presentation assigned in pages 78, 79 and
80.
SESSION 4 (1 hour)
Development:
The teacherasks studentsif they know how
to write a diary entry.
She explains a diary entry (pages 81 - 84)
and studentsregisterthisinformationinthe
notebook.
student:
- Plans,draftsandpeer-assessesanoral
pages81 to 84
outline basedonthe booksample andexercise
proposedinpages85
- Identifiesthe structure-partsof ablogentry
presentedinthe bookanda PPP.
-The speakingpresentationwillbe graded.
SYNTHESIS
exercises.
student:
Listeningactivitywill be graded.
Downloadthe worksheetandplayvideointhe following
link

structure
SESSION 5 (2 hours)
Introduction:
Students are asked for leisure activities as
parkour. Then, students listen and watch a
videoabout parkour, which makes part of a
leisure activity.Then, develop the listening
activities.
Question:
6: Strategic reading?
Development:
Studentsare askedto readthe TOK and CAS
Then, the students go back to the unit
SABER PART 6: Strategic reading and then,
they must develop an exercise in their
notebooks.
Closing:
Thinkingroutines:“CSI”inwhichtheymight
find a:
IMAGE: that represents leisure
proposedexercises.
- Identifies PRUEBA SABERpart 6: Strategic
reading.
Value and make use of diversity in cultural perspectives: Student will compare leisure activities across cultures.

Identifypreviousknowledge andactivate prior learning,includingwhat has beenlearnedinother languages: Identifypreviousknowledge andactivate priorlearning,includingwhat
has beenlearnedinotherlanguages
Support new learning through the use of graphic organizers (such as writing frames, or mind maps), which are visual ways to stimulate, organize and build knowledge; visual aids,
theater, demonstrations, etc: Students make use of an infographic representation to summarize the last chapters of the book.
productivity: Studentssetexpectationstoobtaingoodscoresinthe readingcheckactivitiesandtohave a bettercomprehensionof the listeningtaskstheydevelop.
ADJUSTEMENTS
Any.
What went well:
wentwell..

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