Guia Didactica GD

Vicerrectorado de Modalidad Abierta y a Distancia
TEFL Methodology and Didactics

Guía didáctica
Modalidad de estudio: a distancia
MAD-UTPL
Facultad de Ciencias Sociales, Educación y Humanidades
Guía didáctica
Carrera PAO Nivel
Pedagogía de los Idiomas Nacionales y IV

Extranjeros
Autora:
Gina Karina Camacho Minuche
EDUC_2089 Asesoría virtual

www.utpl.edu.ec
MAD-UTPL
Universidad Técnica Particular de Loja

Guía didáctica
Gina Karina Camacho Minuche
Diagramación y diseño digital:
Ediloja Cía. Ltda.

Telefax: 593-7-2611418.
San Cayetano Alto s/n.
www.ediloja.com.ec
edilojacialtda@ediloja.com.ec
Loja-Ecuador
ISBN digital - 978-9942-25-790-1
Reconocimiento-NoComercial-CompartirIgual
4.0 Internacional (CC BY-NC-SA 4.0)
Usted acepta y acuerda estar obligado por los términos y condiciones de esta Licencia, por lo que, si existe el
incumplimiento de algunas de estas condiciones, no se autoriza el uso de ningún contenido.
Los contenidos de este trabajo están sujetos a una licencia internacional Creative Commons
Reconocimiento-NoComercial-CompartirIgual 4.0 (CC BY-NC-SA 4.0). Usted es libre de Compartir —
copiar y redistribuir el material en cualquier medio o formato. Adaptar — remezclar, transformar y construir
a partir del material citando la fuente, bajo los siguientes términos: Reconocimiento- debe dar crédito de
manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo
en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la
licenciante. No Comercial-no puede hacer uso del material con propósitos comerciales. Compartir igual-Si
remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del
original. No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a
hacer cualquier uso permitido por la licencia. https://creativecommons.org/licenses/by-nc-sa/4.0/
30 de abril, 2020
MAD-UTPL
Content Content
1. Informative data....................................................................................... 8
1.1. Presentation of the subject................................................................. 8
1.2. General competences of the UTPL..................................................... 8
1.3. Program specific competencias......................................................... 8
1.4. Issues addressed in the course........................................................... 9
2. Learning methodology.............................................................................. 9
3. Didactic guidelines for learning outcomes................................................ 12
First Bimester................................................................................................ 12
Learning outcome 1 and 2............................................................................. 12
Contents, resources and recomended learning activities.................................... 12
Week 1......................................................................................................... 12
Unit 1. Teaching English methods and approaches................................. 12

1.1. The direct method................................................................................ 13
1.2. Audiolingualism.................................................................................... 14
1.3. The Notional Functional Syllabus........................................................ 15
1.4. Immersion learning.............................................................................. 16
Recommended learning activities............................................................... 18
Week 2......................................................................................................... 19
1.5. The Silent Way...................................................................................... 19

1.6. Communicative Language Teaching.................................................. 21
1.7. The Semantic Translation Method...................................................... 23
Self- evaluation 1.......................................................................................... 25
Week 3......................................................................................................... 28
Unit 2. Modern Teaching Methods.......................................................... 28

2.1. CBI and CLIL......................................................................................... 28
4 MAD-UTPL
Week 4......................................................................................................... 32
Content
2.2. Gamification......................................................................................... 32
Week 5.......................................................................................................... 35
2.3. Flipped Classroom............................................................................... 35

Self- evaluation 2.......................................................................................... 39
Week 6......................................................................................................... 42
Unit 3. The role of the teacher in the English classroom.......................... 42

3.1. Teacher as Controller........................................................................... 42
3.2. Teacher as Assessor............................................................................ 43
3.3. Teacher as Manager............................................................................ 44
Recommended learning activity.................................................................. 45
Week 7......................................................................................................... 46
3.4. Teacher as Resource........................................................................... 46

3.5. Teacher as Participant......................................................................... 47
3.6. Teacher as Investigator....................................................................... 47
3.7. Teacher as Role Model........................................................................ 48
Self- evaluation 3.......................................................................................... 50
Week 8......................................................................................................... 53
Second Bimester........................................................................................... 54
Learning outcome 3 and 4............................................................................. 54
Contents, resources and recomended learning activities.................................... 54
Week 9.......................................................................................................... 54
Unit 4. Classroom management.............................................................. 54

4.1. Giving feedback to students................................................................ 55
4.2. Teacher and student talking time........................................................ 58
4.3. Giving instructions................................................................................ 61
5 MAD-UTPL
4.4. Using first language............................................................................. 62
Content
Week 10....................................................................................................... 64
4.5. Rapport................................................................................................. 65
4.6. Grouping and seating arrangements.................................................. 67
4.7. Learner autonomy................................................................................ 68
4.8. Using realia to improve Learning......................................................... 69
Self - evaluation 4......................................................................................... 72
Week 11....................................................................................................... 75
Unit 5. Lesson Planning according to the Ecuadorian Language

Curriculum................................................................................... 75
5.1. General planning................................................................................... 75
5.2. EFL: Educación General Básica elemental......................................... 77
Week 12........................................................................................................ 78
5.3. EFL for Subnivel medio........................................................................ 78

5.4. EFL for subnivel superior..................................................................... 79
5.5. EFL for subnivel bachillerato............................................................... 79
Self-evaluation 5........................................................................................... 81
Unit 6. Materials and resources for teaching English............................... 84
Week 13....................................................................................................... 85
6.1. Effective whiteboard technique........................................................... 85

6.2. Mind mapping....................................................................................... 86
6.3. The purpose of dialogues.................................................................... 86
Week 14........................................................................................................ 88
6.4. A truly interactive class........................................................................ 88

6.5. How do you make Role plays work?................................................... 89
6.6. Using appropriate learning and teaching strategies.......................... 90
6 MAD-UTPL
Week 15........................................................................................................ 92
Content
6.7. English corners: Techniques and tips................................................. 92

6.8. The benefits of developing cultural contexts when learning English 93
6.9. Professionalism: Doing a good job and taking it seriously............... 94
Self-evaluation 6........................................................................................... 96
Week 16 ....................................................................................................... 98
4. Answer key............................................................................................... 99
5. Bibliographic References.......................................................................... 105
6. Annexes................................................................................................... 107
7 MAD-UTPL
1. Informative data
1.1. Presentation of the subject
1.2. General competences of the UTPL
Team work.
English ability to communicate.
Commitment and social involvement.
Ethical behavior, organization and time planning.
1.3. Program specific competencias
To manage learning through the creation of environments, planning, the

use of methodologies, assessment, and the incorporation of knowledge for
teaching English as a foreign language in a practical and systematic way,
promoting the development of critical, reflective, creative, and experiential
thinking in relation to personal development and its context.
8 MAD-UTPL
1.4. Issues addressed in the course
Limited coherence in the articulation of the elements of the curriculum.
2. Learning methodology
Dear student,
The methodology of the course is based on the UTPL distance student-

centered approach. A variety of methodologies and strategies are used,
including lecture/presentation, discussions, debates, group work, video
discussions, research, activities using technology among others.
The design of activities, as well as the selection of the study techniques

and tools to be used, are selected according to the learning results and
competences to be achieved to guarantee training oriented towards the
development of the professional profile of the program.
The educational process is based on the development and evaluation of

three types of activities:
Teaching.
Application and experimentation of learning.
Autonomous work.
The teaching-learning process is carried out under the supervision and

direct assistance of the teacher in a synchronous or asynchronous way,
using technological tools such as video collaboration, chat or forum for the
development of collaborative work among the participants of the course.
The application and experimentation activities are the tasks that students
perform individually throughout the course in which they put into practice
what they have learned.
9 MAD-UTPL
Autonomous work requires students to develop their capacity to generate
and build learning in a self-regulated manner, basically through reading and
reflection.
The academic resources that will be used throughout the learning of the
contents of this course are: virtual guide, virtual platform, academic plan,
and academic resources.
Being a distance student demands a lot of effort, responsibility and

discipline. The following tools will result very useful for you to acquire the
contents of this subject and attain the objectives as a successful student.
This virtual guide has been specially designed to help you understand
contents in this course better. It includes six units that will take you to the
development of different learning activities. The information included in
this virtual guide has been taken from reliable sources and textbooks that
have been selected because of their relevance and contribution for any
student who is studying to be an English teacher. These resources will cover
teaching essential topics and basic aspects regarding English language
teaching.
Get acquainted with the structure of this guide: the first half-term includes
units 1 to 3 and the second part contains units 4 to 6. At the end of each
unit, you will have the opportunity to self-evaluate your progress, use these
evaluations to measure your progress and realize if you are prepared
enough to continue with the next unit. Do not go directly to the answer key,
first do your best effort trying to answer it, and only after that, compare
your answers with the ones given in the answer key. Although these self-
evaluation activities are not scored; are of great importance to measure the
level of acquisition of the contents in each unit.
Besides all the resources described above, you will have access to the virtual
platform which is a virtual platform that includes important information
related to contents of the subject. Through the virtual platform, you will also
have access to forums, links, questionnaires, weekly announcements, and
other resources that should be frequently reviewed.
It is recommended that you organize your time and daily activities in a way
you can leave one or two study hours for reviewing the contents and do all
activities planned for this course. Additionally, you should choose a quiet
10 MAD-UTPL
and comfortable place that allows you to better concentrate and understand
the contents of this important course.
Use self-study techniques according to your preferences and learning styles.

You can design your own summaries, study charts, diagrams or graphic
organizers for facilitating understanding of the topics presented in each unit.
Read and review additional information about the subject; there are many
available and adequate resources in English, you can also find interesting
information in WEB pages that might help you to improve knowledge of the
subject.
I suggest you to frequently check due dates so you can deliver all tasks on
time, remember that you will be constantly assesses and that all activities
are graded and mandatory and will help you to reinforce language learning.
Rubrics have been provided to make you aware about the criteria considered
to score your tasks, try to obtain a high grade following them carefully. You
should also take one on- site evaluation per half-term which will be scored
out of 10 points.
Relax before your exam one of the worst things you can do to prepare for
a test is cram in all the information the night before it. If you have studied,
review what you have learned and then take a break.
Let me remind you that in order not to have any difficulty for understanding
the contents of this subjects you should master some previous knowledge
of all English language skills.
Call or e-mail me whenever you have any doubt or find a difficult topic or
exercise in your basic text or virtual guide. You can also use EVA virtual
platform to contact me. I encourage you to do your best, thus you can
attain your academic goals. Remember that you are not alone; I will be your
constant support.
Finally, I wish you lots of success, and I advise you to trust yourself always
and to give your best in everything you do. At the end you will realize that
nothing is impossible if you really want it and are constant in the wish of
achieving your goal. Turn in your activities on time and fulfill them with
responsibility.
11 MAD-UTPL
First
3. Didactic guidelines for learning outcomes Bimester
First Bimester
Contrasts the different methods and approaches

used to teach English.
Learning Analyzes the elements to be considered when

outcome 1 and 2 choosing, using, and adapting methods,
techniques and strategies in the professional
performance in the English as a foreign language
field.
Through the study of this unit, students will have the opportunity to learn
about the main characteristics and differences of some methods and
approaches that are commonly used to teach English, consequently, the
learning outcomes will be successfully achieved.
Contents, resources and recomended learning activities
Week 1
Unit 1. Teaching English methods and approaches
As you might know there are various methods and approaches which have
been used until now for teaching English. Some of them have worked well
and have helped teachers to attain their goals, others have not been properly
used and therefore have not been successful at all. What is true about
methods is that they work when effectively applied, experience and good
teaching practice are crucial to provide teachers with the necessary tools to
12 MAD-UTPL
make them work and contribute to students’ language acquisition. Some of
these approaches have constituted the stem to give pass to new methods
and approaches which will be discussed in the next unit. Now, we will cover
the ones below.
First
Bimester
It is necessary to have a clear idea about the difference between methods

and approaches. The first linguist who defined the main differences was
Edward Anthony in the year 1963, in his words:
An approach is a sense of correlative assumptions dealing with the nature of

language teaching and learning. It is axiomatic and describes the nature of
the subject matter to be taught.
Method refers to the whole plan teachers do to present the language

material, it involves a process and it is axiomatic. It involves the level at
which theory is put into practice. For one approach, there can be various
methods.
1.1. The direct method
This method has its origins in late 19th century. When using this method,
meaning was conveyed without using translation. The procedure that this
method follows according to Richards (2015) is:
13 MAD-UTPL
Figure 1
Procedures of the direct method
Concrete vocabulary was taught through

demostration, objects and pictures; abstract First
Bimester
vocabulary was taught by associating ideas.
Speech and listening comprehension
were taught.
Special emphasis was put in correct
pronunciation and grammar.
Direct Grammar was taught inductively.

method
Oral-communication skills were built up
based on questions-and-answer exchanges
between teacher and students.
Only everyday vocabulary and sentences
were taught.
Classroom instruction was conducted in the
target language only.
Note. Camacho, G., 2024.
The figure above summarizes the procedure that the direct method follows
considering English language skills.
The following example includes more information about the direct method.
I invite you to read and analyze it (The direct method). This example will help
you to better understand how direct method functions.
For further reading about this topic, please check the information in your
basic text.
1.2. Audiolingualism
Audiolingualism was born to meet the needs of army education in the 1940s.
It was later used in language laboratories in the 1960s.
This method emphasizes on grammatical patterns and learning is the

result of habit formation. It focuses on teacher-led choral repetition. Rote
memorization played an important role to get the necessary input to produce
the language. Something that can be rescued when applying this method, is
14 MAD-UTPL
that students had to use the target language all the time since there was not
chanced to use mother tongue.
Additionally, people who want to immerse in the knowledge of a new

language can start learning it by using this method, which will allow them to First
Bimester
rehearse patterns of the language through extensive use of drilling to help

them to realize how language works.
The following figure summarizes main points considered in audiolingualism.
Figure 2
Audiolingualism method
Drills Presentation
Audiolingualism
Repetition Practice
To reinforce the topic, read additional information in your basic text.
1.3. The Notional Functional Syllabus
This method became popular in the 1970s. As its name suggests, the aim
of this method is to focus on the functions of the language in different
contexts. It means capturing the most commonly used phrases in a
specific situation to learn them. This method appeared as a reaction to
audiolingualism, the idea was to present language considering students’
needs, they first analyze the contexts or
15 MAD-UTPL
situations in which people communicate, and functions, referring to how
they communicate. The problem when using this method arises when
students are in front of a situation they cannot react because they have
not learned the appropriate phrases to use them in real world interaction.
First
Another drawback situation might occur when students used the same Bimester
repertoire of phrases over and over again which shows that they are not able
to understand new phrases but only the ones they have learned.
The process in this method makes students first notice the situation and
then choose corresponding functions to prepare students with phrases they
can use in that situation. For example, a lesson might be about how to buy
something at a shop, in which case its notion is shopping and one of its
functions might be asking prices.
Let’s analyze the following table.
Table 1
The Notional Functional Syllabus Process
Notion Function Expression

Customer to shopkeeper Asking for the price. How much are those pants?
Customer to shopkeeper Negotiating It seems a little expensive.
Party Introductions Nice to meet you!
Dear student, now, I invite you to do the following activity:
Please based on the given examples, add two more to the table. This activity
will allow you to better understand how this method works.
Note: Please complete the activity in a notebook or Word document.
To reinforce the information about this method, please read your basic text.
1.4. Immersion learning
It refers to any education approach which places students directly in an

environment, so students immerse themselves in the language as if they
were leaving in an English-speaking country. Its roots started in Canada in
16 MAD-UTPL
the year 1970 when parents aimed their children to learn French through
language immersion.
This method sees language as the main tool which is used to immerse
students completely within the subject. There are various immersion First
Bimester
programs that allow students to be part of them, so they face situations in

which nobody speaks their native language, but the need to communicate
forces them to use the target language to express their ideas.
How does it work?
Note. Taken from Foto gratuita aprender el concepto de educación en línea del idioma
inglés [Photography], by rawpixel.com, w.d., Freepik, CC BY 2.0
This method emulated the way a student learns a language. Students do

not receive grammar explanations, nor are given the vocabulary they need,
they just hear and speak the language all day long, having in mind that
they cannot rely on their native language. This method has proved to work
because the student first of all is exposed to the language and receives a lot
of input. Secondly, students force their brains to process information they
receive understanding language by context and leaving translation apart.
Thirdly, there is no space for comfort zone, students talk to their classmates
using the target language, finding ways to convey meaning.
Once students finish the immerse program, the challenge is to continue

practicing the language because it can be easily forgotten.
For further reading about this topic, please read information in your basic
text.
17 MAD-UTPL
Recommended learning activities
First
I invite you to let’s develop the suggested following activities: Bimester
1. Dear student, now, please reflect on the next questions and answer
them.
y ¿Why do you think the direct method is used to teach children?

y ¿Have you ever used this method? Did it work with your
students?
2. Dear student, research about the kind of skills teachers need to master
when using audiolingual method and write the summary.
3. Reflection time! Please answer the following questions.
y Will you take any immersion program to learn another language?

Say, French or German. Give reasons.
y Why is it a bad idea to take a friend with you to the immersion
program?
4. Complete this advantages and disadvantages table (A&D chart) of the

methods you have studied:
Immersion learning A&D chart
Method Advantages Disadvantages

Direct
Audiolingualism
The Notional Functional syllabus
Immersion
This table provides a comparison of the Direct Method, Audiolingualism,

NFS, and Immersion learning methods and approaches.
By completing this this, you will reinforce the main characteristics of each of
the methods mentioned above.
Note: Please complete the activities in a notebook or Word document.
18 MAD-UTPL
Week 2
Continuing with contents in unit one, we will analyze three more approaches. First
Bimester
1.5. The Silent Way
The forerunner of this approach was Caleb Gattegno (1911-1988) who is

well-known because of the introduction of colored wooden sticks called
cuisenaire rods created by Georges, a European educator who used them for
teaching math, and for his series Words in color in which sounds are coded
by specific colors. This approach starts with pronunciation practice, then
moves to practice of simple sentences patterns, structure and vocabulary.
As its name suggests, it requires the teacher to be silent to maximize
students’ opportunities to talk.
Language is organized into sentences or strings of meaningful grammatical

units. Structural patterns of the language are presented inductively, that is to
say, learners discover and create rather than remember and repeat what is to
be learned (Gattegno, 1972 as cited in Richards and Rodgers, 2014).
Let us analyze the following S.W.O.T figure:
19 MAD-UTPL
Figure 3
Silent way method
First
Bimester
Strengths Weaknesses Opportunities Threats
Students increase No too much teacher Students can correct Students might have
their vocabulary. participation, but their mistakes by problems with some
guideness. themselves and help words.
Students interact one each other.
another. Some students do Students might
not feel well working Good rapport among confuse the rods and
It reinforces students in groups. students can be built. the words in the
reading and writing charts.
skills. It should be used with Student can obtain
small groups. independance.
Because of the use of
charts, it can be hard
for all students to
visualize them.
Dear student, now, I invite you to do the following activity:
Time to reflect about your daily teaching practice!
The Silent Way makes extensive use of Cuisinaire rods to teach

aspects of the language. ¿Do you see a value in this approach?,
¿What kinds of realia do you use in your classes, and for what
purpose?
The first part of a Silent Way lesson is usually dedicated to

pronunciation. Why do you think there is such a strong focus on
pronunciation?
For further reading, please check information in your basic text.
20 MAD-UTPL
1.6. Communicative Language Teaching
First
Bimester
Note. Taken from Vector educational webinar digital audience online class the
concept of modern education [Illustration], by user3679043, w.d., Freepik, CC BY 2.0
CLT appeared in the year 1970. This approach emphasizes in language

functions, that is to say, the way language is used. Several researchers
noticed the need to focus in communicative competence, a construct
proposed by Hymes (1973) to describe a person’s knowledge of how to use
language as a communicative resource.
CLT has two guiding principles:
Figure 4
CLT guiding principles
Language functions: Exposure:

inviting, agreeing and Communicating real
disagreeing, suggesting, messages
complaining, apologyzing,
describing, narrating
The following gives you some background information about CLT, please
read and analyze it.
21 MAD-UTPL
Summarizing main aspects concerning CLT, it can be referred to an approach
more than a method, since it includes a set of principles that reflect a
communicative view of language and language learning which can be used
to support a variety of classroom procedures (Richards and Rodgers, 2014).
First
Bimester
Among these principles are:
Learners learn a language by using it communicatively.

The goal of classroom activities should consider meaningful
communication.
Fluency plays an important role in communication.
All language skills use take part in communication.
Trial and error are part of the learning process.
In the year 1980 Canale and Swain presented a paper in which they identified
four communicative competences:
Figure 5
The communicative competences
Grammatical competence, a term which Chomsky

calls linguistic competence and what Hymes intends
by what is "formally possible." It refers to the domain
of grammatical and lexical capacity.
Sociolinguistic competence refers to an understanding
of the social context in which communication occurs;
this includes, role relationships, shared information of
speakers, and the communicative purpose.
Discourse competence refers to how the elements of

the message are interpreted and how meaning is
represented in relation to the whole discourse or text.
Strategic competence refers to the coping strategies

that communicators use to maintain communication
from beginning to the end.
Note. Adapted from Communicative competences stated [Illustration], by Canale and

Swain, 1980, Journal Article.
As you could see, the development of each competence makes language

meaningful and facilitates the acquisition of it.
22 MAD-UTPL
First
Bimester
Note. Taken from TIME TO PRACTICE! inscription written on chalkboard and red alarm
clock on old wooden desk. Time concept. [Photography], by Azami Adiputera, w.d.,
Shutterstock, CC BY 2.0
1.7. The Semantic Translation Method
This method was devised by Hanratty, the author of your basic text, this
method joins Conceptual Semantics and Grammar Translation Method, this
is ideally used for beginner level. Students use sketch books for drawing
main concepts and write meaningful phrases related to those concepts
using their first language. The teacher then translates those phrases into
grammatically correct ones; those phrases are copied next to the drawing
and students repeat them ten times.
Once students have accumulated several phrases, they start to use them in
real-life situations, they use language while inductively learn basic grammar.
You can read additional information about this method in pages 63- 68 in
your basic text.
Dear student, it is time to apply your knowledge through the following

activities:
1. Considering your experience, analyze and answer the following

questions.
a. How would you define CLT to a colleague?

b. A colleague comes to you and is worried he or she spends too
much time on grammar using Canale and Swain’s (1980) four
23 MAD-UTPL
dimensions of communicative competence, how could you
advise your colleague on balancing these four areas?
- Grammatical competence.
- Sociolinguistic competence. First
Bimester
- Discourse competence.
- Strategic competence.
Advice:
For further information, please read your basic text.
2. Complete this advantages and disadvantages table (A&D table) of the

methods you have studied.
The Semantic Translation Method A&D Table

Method Advantages Disadvantages
The Silent Way
Communicative Language Teaching
The Semantic Translation Method
By completing this table, you will reinforce the main characteristics of each
of the methods mentioned above.
3. Dear students, I invite you to identify the methods the teachers have
used in their classes. Please read the article “On teaching methods:
the personal experience of teachers of English”, available in the, it will
help you to better understand the function of the methods mentioned
there.
4. It is time to put into practice what you have learned in this unit. Please
answer the following questionnaire. After you have answered it, go to
the answer key and compare your answers with the ones there.
Good luck!
24 MAD-UTPL
Self- evaluation 1
First
Bimester
Complete the following statement with the option that best matches the
answer.
1. This method emphasizes on grammatical patterns and learning and it

is the result of habit formation…
a. The direct method.

b. Auiolingualism.
c. The notional functional syllabus.
2. Special emphasis is put in correct pronunciation and grammar when

using this method.
a. Inmersion learning.
b. Audiolingualism.
c. Direct method.
3. The problem, this method presents is that students do not know how
to react in front of situations that have not been socialized with them,
because they do not own the input necessary to communicate their
ideas.
a. Audiolingualism.
b. The Notional Functional Syllabus.
c. Inmersion learning.
4. Which of the following expressions should be the best one to say

considering that the notion is “customer to shopkeeper” and the
function is “bargain the price”
a. It is too expensive.
b. There should be a discount.
c. I cannot afford it.
25 MAD-UTPL
5. By using this method, students are forced to produce the language
leaving translation apart and trying to convey meaning in the target
language.
a. Inmersion learning. First

Bimester
b. The direct method.

c. The Notional Functional Syllabus.
6. This method/approach requires teacher to be silence to maximize

students’ opportunities to talk.
a. Communicative approach.
b. The Silent way.
c. The semantic translation method.
7. CLT has four competences. From the following, which one refers to
sociolinguistic is…
a. The elements of the message are interpreted and how meaning

is represented in relation to the whole discourse or text.
b. An understanding of the social context in which communication

occurs; this includes, role relationships, shared information of
speakers, and the communicative purpose.
c. How the elements of the message are interpreted and how

meaning is represented in relation to the whole discourse or text.
8. Which method or approach is described in the following statement?

Language is not just patterns of grammar with vocabulary items
slotted in, but also involves language functions.
a. Communicative Language Teaching.

b. The Silent way.
c. The semantic translation method.
9. This method includes a set of principles that reflect a communicative

view of language and language learning which can be used to support
a variety of classroom procedures.
a. Audiolingualism.
b. CLT.
c. The Direct Method.
26 MAD-UTPL
10. When using this method, students use sketch books for drawing main
concepts and write meaningful phrases related to those concepts
using their first language.
a. The silent way. First

Bimester
b. The Direct method.

c. The Semantic Translation Method.
27 MAD-UTPL
Week 3
The achievement of this objective will be attained through a deeply reading First
of main characteristics of methods, techniques and strategies that will make Bimester
English classes more interesting considering students’ learning styles and

needs.
Unit 2. Modern Teaching Methods
There are several modern teaching methods that can be used to effectively
acquire a second language. The ones teachers choose to use might meet
students’ needs and interests and might work well depending on the effort
both teachers and students make to become active participants.
2.1. CBI and CLIL
Content-Based Instruction and Content and Language Integrated Learning

are considered approaches because they refer to a set of principles for the
design of language courses but do not prescribe the methods that can be
used with them.
According to Richards and Rodgers (2014) these two approaches are part
of a growing trend in many parts of the world to use English as a medium of
instruction (Graddol, 2006). They share some features but are not similar.
28 MAD-UTPL
Content-Based Instruction (CBI) involves a language teacher teaching
through English, working with a content teacher to co-teach a course, or
a content teacher designing and teaching a course for English second
language learners. It emerged as the need to meet the goals of a content
First
class. Bimester
Content and Language Integrated Learning (CLIL) on the other hand; involves
a content teacher teaching content through a second or foreign language or
might also involve content from subjects being used in language classes.
It was officially proposed in a European commission policy paper in which
member states were encouraged to develop teaching in schools through the
medium of more than one language.
With both CBI and CLIL, language is taught through its integration with
content. Content refers to the information or subject matter that learner
acquires or communicate through language.
The following table will help you to better understand the differences
between these two approaches.
Table 2
Differences between CBI & CLIL
CBI CLIL
People learn successfully a language Emphasizes on demonstrating balanced
when they use the language as a means of gains in language learning and content
acquiring information. learning.
This approach better reflects learners’ needs According to Coyle, et al. (2010)) CLIL
for learning a second language. classroom practice involves the learners
being active participants in developing their
potential for acquiring knowledge and skills
through a process of inquiry (research) and
by using complex processes and means for
problem-solving (innovation).
Promotes both academic skills development Helps learners to achieve individual,
and language proficiency. educational, social and intercultural goals for
language learning.
Stoller’s (2002) view of language and Coyle’s et al. (2010) view of language and
content in CBI “language as a medium for content in CLIL: “an additional language is
learning content and content as a resource used for the learning and teaching of both
for learning and improving language”. content and language”
29 MAD-UTPL
In the table you can analyze the main differences between CBI and CLIL
Both CBI and CLIL are built around a number of core principles:
Brinton (2007) provides a detailed rationale for CBI: First

Bimester
y The content-based curriculum removes the arbitrary distinction

between language nd content.
y It reflects the interest and needs of the learner by taking into

consideration the eventual uses the learner will make of the
second or foreign language.
y It offers optimal conditions for second language acquisition

by exposing learners to meaningful and cognitively demanding
language in the form of authentic materials and tasks.
y It provides pedagogical accommodation to learner proficiency

level s and skills.
y It views language as learned within a larger framework of

communication.
y It holds sustained content as necessary for providing authentic,

meaningful substance for students to acquire language.
y It views comprehensible input as necessary but not sufficient for

the development of high-level academic language proficiency.
y It places a high value on feedback on accuracy to help students

develop target-like output.
y It supplements exposure to input through language-enhanced

instruction (e.g., skills-based instruction and consciousness
raisng about uses of grammar, lexis, style, and register).
y Finally, it aims for a balanced focus on fluency and accuracy.
In the case of CLIL the principles described by Coyle et al. (2010) can
be summarized as follows:
y Content matter is not only about acquiring knowledge and skills,

it is about the learner creating their own knowledge.
30 MAD-UTPL
y Content is related to learning and thinking processes (cognition).
y The language learned needs to be related to the learning context,

to learning through that language. It needs to be transparent and
accessible. First
Bimester
y Interaction in the language context is fundamental to learning.
y The relationship between languages and cultures is complex.

Intercultural awareness is fundamental to CLIL.
y CLIL is embedded in the wider educatioal context in which it

is developed and therefore must take account of contextual
variables (such as the overall goals of the curriculum) in order to
be effectively realized.
Dear student, I invite you to review the following didactic module that will
help you deepen your knowledge of CBI and CLIL.
As everybody knows, the selection of appropriate material plays a very

important role when teaching. In the case of CBI and CLIL, the material to be
used plays a central role and it should be specially designed to teach content
subjects. Regarding material for both CBI and CLIL, Crandall (2012) suggests
the inclusion of authentic and adapted oral and written subject matter
materials which are motivating and appropriate to the language proficiency
level of the students that can be accessible through engaging activities such
as demonstrations, charts, realia, organizers and outlines, breaking down
information into smaller chunks, pre-teaching vocabulary, and establishing
background information.

activities:
1. Watch the video Alternative Approaches to Language Teaching: CBI &

CLIL.
2. Complete the A&D table about similarities of CBI and CLIL.
31 MAD-UTPL
CBI and CLIL A&D table
Approaches Advantages Disadvantages
CBI
CLIL First
Bimester
By completing this table, you will summarize the advantages and

disadvantages of CBI and CLIL which will help you to better understand
these two modern methods of teaching.
Note: Complete this activity in a notebook or Word document
Week 4
The second modern method which would be covered in this week refers to
gamification. Let’s read about it.
2.2. Gamification
Note. Taken from Gamification stages on white workplace - goal, learning, reward and
achievement, top view. [Illustration], by Prostock-studio, w.d., Shutterstock, CC BY 2.0
Gamification refers to the tendency of including games in the class to

reinforce knowledge, sustain motivation and increase students’ participation.
Traditionally, games have been used to break the ice or as warm-up activity
to awake students’ interest in learning a determined topic. Games can be
used as powerful tool to shape behavior (Teng and Baker, 2014).
32 MAD-UTPL
Games involve a process to follow, planning of careful strategies to win the
game. Games lure students to participate in them, the reward is not the aim
but pleasure of playing and enjoying an engaging experience (Kapp, 2012).
The use of games in classrooms has transformed learning environments
First
offering students with the opportunity to acquire knowledge while having Bimester
fun.
What are some characteristics of games?
Figure 6
Characterisitics of games
Objective: What is expected from the participants.
Rules: They set up the limitations the players have.

They encourage participants to develop their creativity
and strategies to win the game.
Feedback: it lets participants know about how far or
close they are to attain the objective.
Free participation: players accept to play considering
the objective, the rules and the feedback.
Freedom to make mistakes: free to explore, trial and
error, enjoy and learn from mistakes.
Time restriction: players' effort to solve a task within a
specific period of time.
Cooperation and competition: Encourages participants
to become allies to achieve a common goal.
When implementing gamification, teachers should assume several roles that

do not only consist of incorporating games in their classes, but combining
elements with an effective instructional design to engage learners in the
teaching-learning process.
Teachers should first set up the objective of the gamified environment they
want to implement e.g., to improve the participation in a low-performing
group.
Teachers should guide students throughout the process to develop students’

competencies.
33 MAD-UTPL
Frequent feedback during the game is very necessary because it guides
students in their progress.
In a gamified activity, assessment should not be intrusive to keep students

engaged. This can be achieved through stealth assessment which can infer First
Bimester
what students know and do not know at any point in the activity (Shute and
Ke, 2012).
Let’s continue with your participation in the following recommended

activities:
1. Based on page 15 of the Edu Trends Gamification complete the figure

below:
Increases motivation
Provides a safe learning experience
Generates cooperation
Self-knowledge of capacities
Drives knowledge retention
Informs students about their progress
Note. Camacho, G., 2024. own work

34 MAD-UTPL
Completing this figure, will help you to better understand the benefits
of incorporating games in daily teaching.

First
Bimester
2. To fix the knowledge and understand a little more about gamification
please watch the following video What is Gamification? A Few Ideas.
Week 5
The third modern teaching method that will be covered during this week is
flipped classroom. Below is a complete description of what it involves.
2.3. Flipped Classroom
Figure 7
Flipped learning
During
Flipped
learning
Before After
Note. Taken from Visual Generation //Shutterstock
This is a very active student-centered approach in which teachers invert the

class. Basically, the concept of “flipped class” refers to what is traditionally
done in class is now done at home and what is traditionally done as
homework is now completed in class. While reading information concerning
this topic, I found this: FLIP means “To focus on your Learners by Involving
them in the Process”, this was the connotation proposed by Honeycutt
(2012), but later in 2014 the Flipped Learning Network established a formal
definition “Flipped learning is a pedagogical approach in which direct
35 MAD-UTPL
instruction moves from the group learning space to the individual learning
space, and the resulting group space is transformed into dynamic, interactive
learning environment where the educator guides students as they apply
concepts and engage creatively in the subject matter”. They also mentioned
First
four pillars for flipped learning: Bimester
Flexible learning environment.

Learning culture.
Intentional content.
Professional educator.
Some of the reasons why flipped or inverted classroom is gaining terrain

nowadays in classes are:
Students can take control of their own learning process, since students
have access to information about additional resources such as videos,
mind maps, audios, lectures which can be checked and deeply revised
at home; they can learn at their own pace and show responsibility
of their own learning; thus, they become active agents of their own
learning.
Students can receive immediate and valuable feedback from the

teacher right away when they do the activities and exercises in class
after they have checked information previously sent.
Students can develop collaborative and team work skills that allow
them to help each other to attain the goal of the task.
Students are responsible to review the material at home (videos,

lectures, posts, audios) they take notes, write down questions and
summarize their learning. The kind of questions students ask the
next day in class, are the instrument that allow instructors to detect
how effectively the material was, and if it gives instructions pauses
to realize something was not so clearly explained, they can make
corrections to improve that material.
Some of the benefits flipped classroom offers are:
36 MAD-UTPL
Figure 8
Benefits of FLipped Classroom
Helps busy students Allows for real differentiation

First
Bimester
Changes classroom
Helps struggling students
management
Helps students of all Changes the way we talk
abilities to excel to parents
Flipped
Allows students to pause
and rewing their teacher class Educates parents
Increases Makes your class

student-teacher-interaction transparent
Increases
Allows teachers to know student-student Great technique for absent
their students better interaction teachers
To read a detailed explanation of each of the services mentioned above,

please visit the following page about of 8 Benefits of a Flipped Classroom.
Dear student, let’s continue learning by participating in the activities

described below:
1. I invite you to read the following context which reflects a flipped

classroom. This context has been taken from the textbook: Flip
you Classroom by Jonathan Bergmann and Aaron Sams. Please
read information in chapter 2 from pages 15 to17. (Context flipped
classroom)
2. Make a list of the activities the teacher does and the activities students
do and write the benefits of this flipped class.
Benefits of Flipped class
Teacher’s activities Student’s activities Benefits
37 MAD-UTPL
Doing this exercise will help you to better understand the benefits that
a flipped classroom gives.

First
Bimester
3. Dear student, please read the article “Analysis of Innovative
Methods ‘Effectiveness in Teaching Foreign Languages for Special
Purposes Used for the Formation of Future Specialists’ Professional
Competencies’”, this will help you to have a clear idea about how new
methods work.
Good luck!
38 MAD-UTPL
Self- evaluation 2
First
Bimester
answer.
1. This method/ approach involves a language teacher teaching through

English, working with a content teacher to co-teach a course, or a
content teacher designing and teaching a course for English second
language learners.
a. Content and language integrated learning.

b. Content-based instruction.
c. Flipped classroom.
2. This method/ approach involves a content teacher teaching content

through a second or foreign language or might also involve content
from subjects being used in language classes.
a. Gamification.
b. Flipped classroom.
c. Content and language integrated learning.
3. From the following which is not a principle of CBI?
a. It provides pedagogical accommodation to learner proficiency

level s and skills.
b. It views language as learned within a larger framework of
communication.
c. Content is related to learning and thinking processes (cognition).
39 MAD-UTPL
4. From the following which is not a principle of CLIL?
a. The language learned needs to be related to the learning context,

to learning through that language. It needs to be transparent and
accessible. First
Bimester
b. It holds sustained content as necessary for providing authentic,

meaningful substance for students to acquire language.
c. Content matter is not only about acquiring knowledge and skills,

it is about the learner creating their own knowledge.
5. From the following, which is not a learner role in CBI?
a. Learners become familiar with the language features associated

with different genres.
b. Students support each other in collaborative modes of learning.
c. Learners are active interpreters of input and are tolerant of
drawbacks in learning.
6. From the following, which is not a learner role in CBI?
a. Learners need to have an active participation with a goal toward

learner autonomy.
b. Learners themselves may be sources of content and joint
participants in the selection of topics and activities.
c. Learners produce, listen to and read a wide range of language.
7. The characteristic of games that lets participants know about how far
or close they are to attain the objective is…
a. Feedback.
b. Good at numbers.
c. Good at solving problems.
8. The characteristic of games that encourages participants to ally to

achieve a common goal is…
a. Time restriction.
b. Cooperation and competition.
c. Freedom to make mistakes.
40 MAD-UTPL
9. The following definition refers to…
It is a pedagogical approach in which direct instruction moves from

the group learning space to the individual learning space, and the
resulting group space is transformed into dynamic, interactive learning First
Bimester
environment where the educator guides students as they apply

concepts and engage creatively in the subject matter.
a. Flipped classroom.
b. Gamification.
c. CLIL.
10. Which of the following statements best aligns with the support for the
flipped classroom model?
a. Flipped classroom relies on teachers delivering all the class

material during in-person sessions.
b. Flipped classroom emphasizes learners’ dependence on
teachers for reviewing class material.
c. Flipped classroom is supported by learners’ autonomy and
responsibility to review the class material before coming to
classes.
41 MAD-UTPL
Week 6
Unit 3. The role of the teacher in the English classroom First

Bimester
Teachers play a very important and vital role in students’ lives, they are the
ones in charge of their educational formation, teachers are also facilitators
of students’ learning and creators of productive classroom atmosphere in
which students develop the necessary skills to succeed in the acquisition
of the language, while mentoring and nurturing students, teachers usually
assume different roles.
According to Harmer (2007), teachers play different roles according to what

they require at teaching specific parts of the lesson.
3.1. Teacher as Controller
Note. Taken from Vector lesson isometric [Illustration], by juicy_fish, w.d., Freepik, CC
BY 2.0
Teachers are in complete charge of the class, what students do and say,
and they are often “leading from the front”. Controllers take the register, tell
students things, organize drills, read aloud and in various ways exemplify
the qualities of a teacher-fronted classroom. The teacher is the center of the
focus is the one who owns the knowledge and imparts it. Everything what
happens in the class is under the responsibility of the teachers. The way
of leading has a lot to do with the character of the teacher and his style of
teaching.
42 MAD-UTPL
Authoritative people will not have problems with discipline, but a shy
personality will not mean a chaotic class necessarily, it all depends on the
way you control class and students.
Table 3 First
Bimester
A&D table Teacher as Controlle
Advantages Disadvantages
Constitutes good language model for Students will not have the opportunities to
the students. express their ideas freely, so their creativity
Class activities are well-organized. and independent use of language cannot
Activities are planned considering what be shared.
each one of them might require. Teacher talking time is increased while
Discipline is kept within the classroom student talking time is diminished.
setting. Lack of variety in activities.
Useful when giving explanations, Denies students’ access to their own
lecturing, making announcements or experimental learning.
bringing a class to order. Cuts down on students’ opportunities to
speak, because the class is acting as a
whole group.
The A&D table present of advantages and disadvantages of teacher as a

controller.
3.2. Teacher as Assessor
Note. Taken from Profesor con estudiantes escribiendo notas en la sala de

conferencias [Illustration], by wabebreakmedia, w.d., Freepik, CC BY 2.0
43 MAD-UTPL
This role helps teachers to see how well students are performing, based on
their progress, teachers give appropriate correction and provide students
with the appropriate feedback to correct mistakes. When correcting,
teachers should be sensitive to students’ possible reactions, feedback
First
should be given with sensitivity and support. Bimester
When assuming this role, teachers should think critically, creatively and
logically. Assessing students gives teachers an idea about how their
students are doing in the teaching-learning process, whether they are
improving or if something needs to be fixed to attain the desired goal.
Based on this, teachers can make the necessary corrections to help them to
acquire the competencies to succeed in the acquisition of the language.
3.3. Teacher as Manager
Note. Taken from Lista gigante [Illustration], by freepik, w.d., Freepik, CC BY 2.0
Teachers should be good classroom managers, and it is reflected in the way

they organize their syllabus, lessons, tasks and activities.
I invite you to review the teaching module titled “Teacher as Manager” on the
responsibilities and skills of the teacher.
According to Fayol, a manager is a co-coordinator of various resources

through the functions of planning, organizing, commanding and controlling.
Ideal teaching should include a combination of factors such as preparing

students with the necessary knowledge of contents they need, to be
democratic, productive and responsible citizens. Building creativity and
44 MAD-UTPL
problem-solving skills to insert them in a given society training them to be
part of a social change.
Most of the time, classes include heterogeneous groups of students who

think different, have different attitudes, motivation, socioeconomic status First
Bimester
and whose home and religious background are not the same. Considering
this fact, teachers’ task is to diagnose students’ learning problems and plan
activities to meet all their students’ interests and needs.
It is also necessary to plan instructional objectives that help teachers to

make right decisions about learning resources and instructional strategies
to be used. These objectives clarify teachers’ expectations of students’
behavior. They help in assessing the effectiveness of instruction.
A way to know about the effectiveness of the teaching-learning process

is through evaluation, this gives teachers hints about how their students
are doing, what needs to be reinforced and done to acquire knowledge
successfully.
Recommended learning activity
Dear student, let’s continue learning by participating in the activity described

below:
Think about the type of lesson you normally teach:
In which roles are you often involved?

Are there any roles in which you have less experience?
Are there any roles you might try in the future?
45 MAD-UTPL
Week 7
First
3.4. Teacher as Resource Bimester
Note. Taken from Reunión de trabajo en equipo con gente de negocios [Photography],
by freepik, w.d., Freepik, CC BY 2.0
The teacher is a kind of walking resource center always ready to help if

needed, or provide learners with the necessary information they require to
do the assigned activities or tasks. Being helpful and available but with limit,
so students do not become over-reliant on teachers, instead they can offer
guidance on where to go (web pages, dictionaries, textbooks, etc) to look for
information.
Let’s imagine a situation in which students are required to do a writing

activity, they can count on the teacher as a valuable resource to ask how to
write or say something, they might need to clarify doubts while doing the
activity, or to know where to find the information they need. It deserves to be
mentioned that teachers do not know everything though, in this case, they
should offer students the necessary guidance to look for the information in
reliable sources. Another alternative is to be brave enough to recognize that
there are things they do not know, be frank to admit the answer is unknown
for them but offering to research about it and share the findings at the next
day. Of course, the answer should be given, otherwise students will lose
confidence in teachers.
46 MAD-UTPL
3.5. Teacher as Participant
First
Bimester
Note. Taken from Grupo creativo que trabaja en el inicio, usando computadoras
portátiles [Photography], by pch.vector, w.d., Freepik, CC BY 2.0
Teachers sometimes have to act with the students on the same level
as participants. Thus, when doing activities, teachers give students the
opportunity to interact with them and count with a more knowledgeable
resource who have a higher comprehension of the target language
compared with them. Sometimes teachers should not just being specters
but participants and join in with students. Enliven things from the inside
instead of organizing from the outside.
The danger when teachers act as participants is that they can easily
dominate the proceedings. Teachers usually own more knowledge than
students do, and as they have the authority figure, their opinions are going to
be more considered and listened with greater attention than the one of the
students.
3.6. Teacher as Investigator
Note. Taken from El hombre joven que llevaba un traje azul. la celebración de una
carpeta de negro. mirando [Photography], by borjandreu, w.d., Freepik, CC BY 2.0
47 MAD-UTPL
This role is not directly related to the behavior of the teacher, what the
teachers do when assuming this role, is analyzing the way of teaching,
observing what is going on in the classroom, and investigate the way
students learn, with the purpose of improving teaching styles and use of
First
appropriate methodology to meet students’ needs. Trying new techniques, Bimester
strategies, and materials in the classroom is always rewarding. Teachers

should enroll themselves in seminars, lectures, and workshops that help
them to improve the teaching-learning process, they should investigate
what works well in class, and what does not, they should also dare to try
new techniques to see the effect they produce in students and whether it is
appropriate or not to use them. Teachers who constantly try to enrich their
understanding of what learning is all about and what works well, will find the
teaching of English always rewarding. On the contrary, teachers who do not
investigate the efficiency of new methods and who do not find ways to grow
professionally and their job might become monotonous.
3.7. Teacher as Role Model
Note. Taken from Retrato de profesor de escuela primaria masculina de pie en el aula
[Photography], by stockmaker, w.d., Freepik, CC BY 2.0
Teachers’ behavior has a huge impact in students’ lives because it might

impact in their personal development; that is why, teachers should be
a model to follow, including a good example of values which should be
projected and fixed in students’ own way of behaving.
Teachers should always inspire and encourage students to strive to their

fullest potential to give their best. A role model is someone students admire
and someone that inspire them to be like. Students learn through them,
through their commitment to excellence, through their ability to contribute
for their personal and professional growth.
48 MAD-UTPL
First
Dear student, let’s continue learning by participating in the activities Bimester
described below:
1. Reflect on the next question, and write some lines about the teacher
that comes to your mind.
When you think of the type of teacher you’d like to be, who comes to
mind? The math teacher that helped you conquer fractions?
The English teacher who wrote great comments on your stories? The
teacher that helped you discover a new sport, hobby, talent--or maybe
even nudged you down your current career path?
2. Watch the following video about the 9 roles a teacher assumes in the
classroom and identify the ones you usually assume in your English
classes.
3. Think about a teacher that has been an inspiration for you, who has
marked your learning process and write a paragraph describing this
person.
My teacher, my hero
Good luck!
49 MAD-UTPL
Self- evaluation 3
First
Bimester
answer.
1. What is the teacher’s role according to the following situation? The

teacher is in complete charge of the class, what students do, what
they say and how they say it. The teacher assumes this role when new
language is being introduced and accurate reproduction and drilling
techniques are needed.
a. Tutor.
b. Prompter.
c. Controller.
2. To which of the following teachers’ roles does the following advantage

belong to?
Useful when giving explanations, lecturing, making announcements or

bringing a class to order.
a. Assessor.
b. Controller.
c. Resource.
3. What is the teacher’s role according to the following situation?
The teacher is a kind of walking resource center (monitor) ready to

offer help if needed or providing students with whatever language they
lack when performing communicative activities. The teacher must
make her/himself available so that students can consult her/him when
(and only when) they wish.
a. Resource.
b. Tutor.
c. Assessor.
50 MAD-UTPL
4. What is the teacher’s role according to the following situation?
The teacher assumes this role to see how well students are performing
or how well they performed. Feedback and correction is organized and
carried out. First
Bimester
a. Organizer.
b. Assessor.
c. Resource.
5. Teachers have to perform four types of responsibilities to manage a

classroom. Which one refers controlling part of teaching?
a. Teachers encourage students to do their best, supervise their

functions and guide students to achieve the objective of the
lesson.
b. The teaching-learning conditions are developed in order to attain

the objectives, considering student’s needs and learning styles.
c. Teachers prepare a test and evaluates students according to

objectives.
6. What danger appears when teachers act as participants?
a. Teachers are going to create a good rapport with students.

b. There is going to be a close grade of confidence between teacher
and students.
c. They can easily dominate the proceedings.
7. What are some activities teachers can do assume the role of

investigators?
a. Create a good learning environment with lots of pair and group

work activities.
b. Analyze what works well on students and ways to improve
teaching styles.
c. Dress properly and behave according to the situation.
51 MAD-UTPL
8. This characteristic describes a teacher assuming the role of a model
a. Being a good example of values that students can follow.

b. Enriching their understanding of what learning is all about.
c. Assuring good strategies to promote cooperative learning. First
Bimester
9. As managers teachers need to have several skills, which one refers to

technical ones?
a. The ability to work effectively with others.

b. The ability to understand the relationships between different
parts of an institution.
c. The ability to understand methods, processes, strategies in
teaching.
10. A way to know about the effectiveness of the teaching-learning

process and to have an idea about what needs to be reinforced is
through…
a. Observation.
b. Evaluation.
c. Monitoring.
52 MAD-UTPL
Week 8
Dear student, review the self-evaluations which have been included at the First
end of each unit, the charts included to better understand the contents Bimester
in each of the units, so you have a clear idea about the main information
included there. The online questionnaires and the graded activities constitute
also a vital resource to be well-prepared for the test. Take advantage of
these material and do always your best!
53 MAD-UTPL
Second Bimester
Designs lesson plans considering the

pedagogical and language learning principles
according to the students´ needs and to the
Learning
requirements of the Ecuadorian curriculum. Second
outcome 3 and 4 Bimester
Proposes solutions to different situations and

problems in managing the classroom.
Students will achieve these learning outcomes by learning about several

strategies that will help them as future teachers to consider some aspects
when managing the class such as, how to give feedback, teacher and
student talking time, giving instructions, rapport, grouping and seating
arrangements, learner autonomy and the use of realia.
Contents, resources and recomended learning activities
Week 9
Unit 4. Classroom management
Note. Taken from Gerentes masculinos y femeninos con laptop [Photography], by

pch.vector, w.d., Freepik, CC BY 2.0
54 MAD-UTPL
The way a teacher manages the class is crucial for creating a good
classroom environment for learning. According to Richards (2015)
classroom management refers to ways in which both the physical and the
affective dimensions of the class are joined together in order to promote a
successful teaching and learning environment. In an ideal class, students
behave properly, paying attention and collaborating all the time, respecting
turns and teacher’s and students’ opinions. They all contribute to make the
Second
lesson a positive learning experience. When classes function in this way, the Bimester
teacher can attain the objectives and goals with success, then to maintain
a productive classroom learning environment is easier and both teachers
and students are benefited. Classroom management involves not only
the creation of a good classroom climate, but also using time and space
according to the planned activities, setting up classroom norms to maintain
discipline respecting teacher and students’ roles.
4.1. Giving feedback to students
Note. Taken from Business man writing feedback concept [Photography], by Dusit,
w.d., Shutterstock, CC BY 2.0
First of all, it is important to mention that mistakes are part of the learning
process, they are indicators of students’ progress. Mistakes are not the
same, according to Julian Edge (1989) they can be divided into three
categories:
55 MAD-UTPL
Figure 9
Categories of mistakes
Slips: Attempts: Errors:

Mistakes which students can Are mistakes that students make Mistakes which students’ can’t Second
correct themselves, once the when they try to say something correct by themselves and which Bimester
mistake has been pointed out to but do not yet know how to say it. need explanation. For instance:
them. Slips appear mainly at when someone says, He play
speaking activities, and soccer everyday, the message for
remember, most of the speaking us is very clear, however, that
practice in the classroom should student needs needs to master
be focused on fluency rather than adding the ‘s’ for the third person
accuracy. when using the simple present.
Giving feedback is really important for students to reinforce knowledge and

fix it. It plays a crucial role to clarify their ideas, it helps them to improve their
performance while acquiring a second language. According to Mandernach
(2019) teachers should include activities that allow immediate feedback,
so students can benefit from it. Feedback does not only enhance students’
cognitive understanding of the subject matter, but it also motivates and
engage them in the teaching-learning process to do always their best.
When teachers correct mistakes, they have to ensure that the correction has
been internalized by the student and that it has been done for the student
to improve their personal language system or interlanguage; understanding
that interlanguage refers to each learner’s personal knowledge of a second
language including the potential for influence from their first language and
overgeneralization of certain rules giving this pass to make some mistakes.
When correcting errors, teachers are providing students with the necessary
knowledge to fill the gap, that is why, errors should be corrected but
considering students’ feelings and appropriate moment. Correction has to
be structured and formulated in a way it allows students to recognize how to
build the correct language.
56 MAD-UTPL
Figure 10
Giving feedback
Second
Bimester
Note. Taken from How languages are learned [Illustration], by Patsy M., Spada, N.,
1993, Oxford University Press, 152 pages, CC BY 2.0.
Feedback benefits both teachers and students, because teachers will know
what needs to be reinforced and students will be aware of their weaknesses
and the things that are not going in the right direction and what needs to be
done to correct them.
Harmer (2007) asserts that correction should not be:
Instant and intrusive, because it can interfere with the flow of the
activity and inhibit students just at the moment when they should be
trying harder to activate their language knowledge.
Insensitive, because teachers can upset students and dent their

confidence.
Humiliating, because students’ feelings can be hurt and create an

unhealthy atmosphere in the class.
The following infographic titled “Feedback”, summarizes the ways to correct

students according to each language skill:
Lister and Renta (1997) propose six types of feedback:
1. Clarification request: It indicates that an utterance has not been heard

or understood. It does not provide student with the correct form,
instead it provides opportunities for self-correction. Example:
Student: I want park today.
57 MAD-UTPL
Teacher: Excuse me! (clarification request)
2. Explicit correction: Provision of the correct form, indicating that

something was incorrect. Example:
Student: I hurted my foot:
Teacher: No, not hurted–hurt. Second

Bimester
3. Recast: Implicit correction of an utterance by means of reformulation.

Example:
Teacher: What did you eat last night?
Student: I eat potatoes.
Teacher: You ate potatoes? (Recast)
Student: Yes
4. Elicitation: Direct elicitation of the correct form using techniques such

as asking for completion. Example:
Student: I went cinema yesterday.
Teacher: I went...? (elicitation)
5. Repetition: Repetition of the error with rising intonation. Example:
Student: He is in the bathroom.
Teacher: Bathroom? Bedroom. He is in the bedroom. (repetititon)
6. Metalinguistic feedback: Reference to the well-formedness of

correctness of the student’s utterance without providing the correct
form. Example:
Student: They see him yesterday.
Teacher: You need a past tense. (metalinguistic cue)
58 MAD-UTPL
4.2. Teacher and student talking time
It is well-known that teacher should maximize students speaking. Reducing

teachers talking will generate a more favorable class for students since they
will have opportunities to practice the language. In order to reduce teacher
talking time (TTT) and increase student talking time (STT), it is advisable to
design a good plan, knowing exactly what is the aim of the lesson and going Second
Bimester
directly to the point to be explained saves time and makes the content more
understandable.
Teachers should keep in mind that their classes are the only place students
can practice the target language, so they should give them chances to do
it. Rough-tuning is a way to simplify language and convey message easily,
when used, students hear language in comprehensible words they can
assimilate.
Why is it important to reduce TTT?
According to Steve Darn (n.d), in an article published in Brittish Council BBC

he asserts:
Too much TTT limits the amount of STT. If the teacher talks for half the
time in a 60-minute lesson with 15 students, each student gets only 2
minutes to speak.
A large amount of TTT results in students’ loss of concentration,

boredom and reduced learning.
TTT can be avoided with any extra explanation (grammar rules,

vocabulary) students can infer by themselves. Not all activities should
be teacher-led, pair and group work can be used instead. Teacher
explanations alone are often tedious, full of terminology and difficult to
follow.
If the teacher takes the dominant role in classroom initiating the topic,
assigning turns and evaluating comments, the students’ role is only
that of respondents. Opportunities for developing the speaking skill are
therefore very limited.
59 MAD-UTPL
If the teacher is constantly dominant and controlling, the learners
take no responsibility for their own learning but learn what the teacher
decides and when. Students’ autonomy is severely limited.
What are some strategies to reduce TTT?
Using elicitation rather than explanation.

Second
Using body language, mime, gestures and facial expressions rather Bimester
than words.
Getting students to give feedback on tasks to each other rather than to

the teacher.
Eliminating unnecessary TTT. Instructions should be simple, simple

concept questions should be asked to check understanding. If
explanations are clear and concept checking is effective, there should
be no need for re-explanation or interrupting an activity to reteach or
re-instruct.
Tolerating silence. Inexperienced teachers in particular tend to fill

silences by unnecessary talking. Silence is important not only when
students are working individually, but also provides ‘processing time’
between instructions, during explanations, while waiting for a student
to respond, and during monitoring of activities.
What are some benefits STT gives students?
Students have a lot of opportunities to speak and become familiar with

the new material.
Students have more chance to experiment with the language.
Students can rely on their abilities to use all language skills.
Students’ interest and engagement is held during the lesson.
Dear student, now, research on techniques that will increase STT. Write at
least five.
60 MAD-UTPL
4.3. Giving instructions
Second
Bimester
Note. Taken from Preste atención a esto. grupo de personas en conferencia de

negocios en el aula moderna durante el día [Photography], by standret, w.d., Freepik,
CC BY 2.0
Harmer (2007) claims that if students do not understand how to do an

activity, it can be a waste of time to plan the best ones. When giving
instructions, teachers should keep in mind that they should be as simple as
possible, but logical. Then, it is important to reflect on these questions:
What is the important information I am trying to convey?

What must the students know if they are to complete this activity
successfully?
What information do they need first? Which should come next?
A way to realize, if instructions were clearly understood is to ask a student to

explain the activity, to show the rest of the students how the exercise works,
or give some examples.
Thornbury (2005) mentions some features teachers consider when giving

instructions. Let’s see:
Teachers usually say something to indicate that one activity has

finished and a new one will begin, e.g., OK, now let’s continue with...
Teachers also will briefly explain what an activity consists of and what
its purpose is, e.g., now, we will listen to a story in order to practice…
Teachers will explain what grouping arrangement is going to be used,

e.g., for this activity you are going to work in pairs.
61 MAD-UTPL
Teachers will clarify what students will do during the activity e.g., in
this activity, you will listen to a story, then you will…
Teachers might clarify what language skills the activity will cover e.g.;
this will be a listening activity but will also include…
Teachers might explain what the learners will be required to do at the

end of the activity e.g.… and after you have completed your worksheet I Second
Bimester
will ask you to…
Teachers might also suggest how best to complete the activity e.g.,
the strategy I want you to use when you first listen to the story is just to
focus on…
Teachers will suggest the amount of time the class will spend on the
activity e.g.; we will spend at around 20 minutes in this activity.
Teachers will signal that the students should begin the activity e.g.,
Let’s start now, please.
Teachers should be aware of how to give clear and comprehensible

instructions and project their voices very well, so the whole class can hear
what has been said. Some useful practices teachers can do, is to record
their instructions and evaluate them to detect possible improvements and
changes.
To read more about this topic, please check your basic text.
4.4. Using first language
Students who are learning a second language usually rely on their mother
tongue to translate information they acquire in the second language, this
is usually inevitable at beginner levels and there is no way the teacher can
control this situation. Considering this, teachers should create a good
classroom atmosphere to enhance students to speak. They should make
students aware that their foreign language classes are the only place they
can practice the target language, so they have to take advantage of those
spaces to improve their skills.
English classes should give students the opportunity to hear the language
as much as possible. If something is not easily understood, then, teachers
62 MAD-UTPL
can use mimics, pictures, gestures, and if after that students have not
caught the meaning, then and only after that, translation can be used as the
last resource. Teacher may translate particular words, especially those for
concepts and abstractions, when other ways of explaining their meaning are
ineffective.
According to Harmer (2007) using first language (L1) from time to time may
help students to see connections and differences between L1 and L2, and Second
Bimester
using L1 occasionally may help learners to grasp the meaning of things they
find difficult to understand.
What to do if students keep using their own language?
When students have to do role-play activities, they usually feel tempted to

use L1, teachers should be very careful to control this situation by constantly
monitor them.
Below there is a list of things teachers can do to solve this issue.
Figure 11
Strategies to do when students keep on using their own language
Talk to them about the issues

Teachers should try to get their students’
agreement that overuse of L1 will give
them less chances to learn English.
Encourage them to use English
appropriately
Speaking exercises will lose their purpose
if not done in English.
Only respond to English use
Teachers can ignore what students say in
their own language.
Create an English environment
Exposure to the target languages is
important to encourgae students to use it.
Keep reminding them
Cajoling and pleading with the students to
use English will encourage students to
use the target language constantly.
63 MAD-UTPL
This figure will help you with ideas to do when your students keep on using
their first language.
Dear student, let’s continue learning by participating in the activities Second

Bimester
described below:
1. Answer the following questions:
y Write errors on small pieces of paper.

y Give those papers to groups of students.
y Each group works together to write corrections on the same
paper.
How did you find this activity?
y Write some benefits of the activity. In case you need any extra
information about feedback, please open your basic text.
2. Read the situations below and think about what was something you
used to do to lose the fair to speak.
a. A person wants to enter to a restaurant, he spent some time

outside reading the menu and then rehearsed what he was going
to say, when he ordered, he was fluently and without panic.
b. Two students imagine they are in a taxi and give the driver
directions to take them to a determined place, they also share
about their plans for the day.
Your situation:
64 MAD-UTPL
Week 10
Continuing with the second part of this unit, interesting topics such as
rapport, different seating arrangements, reversing the roles, and using realia
will be covered.
Second
Let’s read information about these topics that will help you to better manage Bimester
your classroom.
4.5. Rapport
It is very valued by students the way their teachers treat them, the
relationship teachers have with their students and vice versa is called
rapport. Best lessons always reflect a positive, enjoyable and respectful
relationship. Rapport appears when students become aware of teachers’
professionalism as well as the way teachers treat their students in the
classrooms (Harmer, 2007).
Creating a good environment in our classroom, is the key to establish a good

relationship with our students, that is why, it is very important to build a
positive and useful teacher-student rapport.
It is noticeable when there is a good teacher-student relationship, this is

visible in the way class is organized and prepared, this usually reflects
the teachers have devoted time to carefully plan their lessons, including
interesting activities and materials that catch their students’ interest. This
gives students the sensation that they are in good hands.
Successful interaction depends on four key characteristics:
1. Recognizing students:
Students feel identified when teachers know their names. It cannot be

denied that it is very difficult to memorize all students’ names during the first
classes, but there are some tips teachers can use to make this process less
complicated.
Using card names in front of students’ desks, or stick them on to their

sweaters or jackets.
65 MAD-UTPL
Keep students in their same seats until memorizing their names.
Using Mnemonics which refers to a tool that helps us remember

certain facts or large amounts of information. They can come in
the form of a song, rhyme, acronym, image, phrase, or sentence.
Mnemonics help us remember facts and are particularly useful when
the order of things is important.
Second
Bimester
For instance, Mary is the girl who wears big glasses and is the tallest in
the class.
Teachers have their own way to learn students’ names, it is not that easy at
the beginning, but making the effort will be really rewarding since students
will be pleased their teacher remembers things about them, this will also
strengthen the rapport between teacher and students.
2. Listening to students:
Both teachers and students should be good listeners, teachers should listen
to students’ opinions and ideas respecting them all the time. Teachers
should be available for their students, and devote them time to express
their worries and problems, it does not matter where inside or outside
the classroom. Showing interest to students’ concerns with every sign
of attention does really show teachers care about what happens to their
students.
When teachers listen carefully to what students express, they can also be
aware of what is clear and what needs to be reinforced regarding contents
of the subject, activities or techniques applied. Eye-contact is fundamental to
show interest in what students say, it will help to maintain the rapport which
is the key for successful classes.
3. Respecting students:
The use of appropriate and delicate words is basic for correcting students.
Teachers should try not to be severe or rude when correcting students’
mistakes. Being too critical cause a demotivating effect in students, and
constant praising has also a negative effect on them, because they will
require approval all the time. A key for correcting our students, is to know
their preferences,
66 MAD-UTPL
I mean, the way they prefer to be corrected. What is true then, is that
correction should always be made with respect not using mockery or
sarcasm, showing professionalism to solve the problem and keep a good
environment which favors good rapport in the class.
4. Being-even handed:
Teachers should show impartiality all the time, they should treat all the Second
Bimester
students in the same way. Showing preferences is not well- seen by students
because teachers should reach all the students in the group, giving the
necessary attention to all of them. Treating all students equally helps to
maintain a good rapport and gives students confidence to interact and give
their best.
4.6. Grouping and seating arrangements
Creating a good classroom community involves the appropriate use of

the space. Desks, tables, chairs and boards should be placed according to
planned activities, keeping in mind that students should interact in pairs,
small groups, or as a whole group.
There are four possible ways for students to work, and each offers different
learning potentials: Whole-class teaching, individual work, group work and
pair work.
The following ideas have been summarized from the textbooks written by
Harmer (2007) and Richards (2015) which are listed in the reference. These
ideas are detailed in the following infographic titled “ Possible ways for
students to work”.
Regarding seating arrangements, the following can be mentioned:
Orderly rows
Horseshoe
Circles
Separate tables
The way teachers organize the seats in the classroom can have a very
positive impact on students, especially on the ones that are shy and
introvert. Although some students prefer to sit near the window or the door,
others near aisles, some at the back, and few in front.
67 MAD-UTPL
Have you thought about: Why students prefer one or other way?
In my personal opinion, I think students who sit at the front are the ones
who are more participative and want to learn more, because they are the
ones who keep on paying attention and answering questions most of the
time. Seating arrangement symbolizes students’ personality. Students who
usually occupy the front benches, are the ones who do not want to miss any
information, and the ones who usually seat at back rows, are those who do Second
Bimester
not want to be noticed by the teacher.
Some students prefer sitting near doors and windows because it provides
them with sufficient distractions to escape the monotony of lessons taught.
Pranks, whispering, passing of notes, doodling, etc. is frequent among
students who generally sit in the back.
For a better understanding of the topic, I invite you to review the following
didactic module about seating arrangements.
Dear student, it is time now, to watch a video: Setting up your classroom for
the new school year. Please watch it and comment about it.
Now, please write your opinion about the video in a notebook or Word
document.
4.7. Learner autonomy
Students should be aware that the time they are in English classes are not
enough to learn all the contents they need to in a classroom; therefore, they
should find ways to rehearse language through constant exposure to it.
Students should be encouraged to develop their own learning strategies so
that as far as possible, they become autonomous learners. It is important to
give students agency; that is to say, enable them to be the doers rather than
the recipients of learning action, is one way to sustain their motivation.
It is true, that there are different kinds of learners, ones who are very
enthusiastic about taking responsibility for their learning, and others who
need to be pushed to improve.
68 MAD-UTPL
According to Victory and Lockhart (1995) autonomous learning is said to
make learning more personal and focused, is said to attain better learning
outcomes, since it is based on learners’ needs and preferences.
Benson (2003) mentions 5 principles for achieving autonomous learning:
1. Active involvement in student learning.

2. Providing options and resources. Second
Bimester
3. Offering choices and decision-making opportunities.
4. Supporting learners.
5. Encouraging reflection.
In classes that encourage autonomous learning:
The teacher becomes less of an instructor and more of a facilitator.

Students are discouraged from relying on the teacher as the main
source of knowledge.
Students’ capacity to learn for themselves is discouraged.
Students’ awareness of their own learning styles is encouraged.
Students are encouraged to develop their own learning strategies.
Personally, I think each student should reflect on his own learning, what
they are doing well, what they need to improve, and look for the necessary
resources that will help to overcome those weaknesses and strengthen their
skills.
4.8. Using realia to improve Learning
Note. Taken from Educación o concepto de regreso a la escuela en pizarra

[Photography], by spukkato, w.d., Freepik, CC BY 2.0
69 MAD-UTPL
Teachers always rely on different kind of material to teach their lessons, one
useful and attractive way to introduce vocabulary is through the use of realia.
Realia, refers to the use of real objects, which constantly used create an
interesting learning environment, they allow to introduce new words, prompt
conversations and awake students’ interest. In other words, they are the
starting-point for a variety of language work and communication activities.
Using realia helps to make English lessons memorable by creating link Second
Bimester
between the object and the word or phrase they represent and the meaning.
Realia helps students to retain the meaning of words better than seen
graphics of them.
Realia is also used to connect students with the topic of the lesson, it gives
them the opportunity to use all their sense to learn about the given topic.
Including realia in daily planning serves as a useful tool to encourage

students to speak, generating interest and creating an atmosphere
conductive to learning. Realia strengthens students’ associations between
words for everyday objects.
Here some examples the use of Realia in the classroom:
1. To illustrate and teach young learners vocabulary for animals, clothing,

and fruit for example, using actual objects or facsimiles there of
(pieces of clothing, toy animals, and plastic fruit). For transition period,
it’s a very useful tool in making the abstract concrete.
2. Bring in a number of objects from everyday life, such as fruit, utensils

or articles of clothing. Sitting in a circle, pass one of the objects to
the student on your left, saying the name of the object (for example:
«tomato» or «sock») and then have the student pass on the object to
the next one, speaking the word as well. Have students keep passing
on the object, repeating its name, until it comes full circle back to
teacher. Teacher may use photos of the objects instead of the actual
objects themselves.
3. Use an object, such as a ball, to teach prepositions of place like “on,

under, above.” Place the ball on the table, and ask where it is. Elicit the
reply “It’s on the table,” and so on.
70 MAD-UTPL
4. Write or print out recipes for work on the imperative. Read out the step
by step recipe instructions and have the students mime them as you
read them out.
5. This is suggested by television program hosts, who control

conversations by the use of the microphone. Put students in groups,
and give one student the microphone (imaginary, or a real microphone,
disconnected, or something to represent a microphone). Say a Second
Bimester
group of six students are talking about ‘holidays’, the person with
the microphone can move around the group giving different people
the chance to speak, ensuring everyone gets an equal chance to
contribute.
Now, it is time to practice!

activities:
1. Please answer the following question:
What are some tips you as a teacher use to establish a good rapport in
your classroom?
2. Please watch the video: Use of Realia & Authentic Materials -

International TEFL Academy, and write the benefits of using realia in
your classroom.
3. For further reading open your basic text and check information there.
4. Dear student, please analyze the article “The Implementation of

Feedback in the English Classes of Bengali Medium Schools”, and
take notes of the most relevant aspects concerning the importance of
giving feedback to students.
71 MAD-UTPL
Good luck!
Second
Bimester
72 MAD-UTPL
Self - evaluation 4
answer.
Second
1. When a correction interferes with the flow of the activity and inhibit Bimester
students, we can consider this kind of correction is…
a. Instant and intrusive.

b. Insensitive.
c. Humiliating.
2. What type of corrective feedback does the following example reflect?
Student: I want park today.

Teacher: Excuse me!
a. Recast.
b. Clarification request.
c. Explicit correction.
3. Good teacher talking quality is shown when…
a. Teachers talk and talk giving students scarce opportunity to

participate.
b. Teachers engage students with their stories and interaction.
c. Students enter into discussion and take the teacher’s role.
4. One strategy to reduce TTT is…
a. Using body language, mime, gestures and facial expressions

rather than words.
b. Including lecture as a strategy to condense important
information of main topics.
c. Interrupting activities to reteach or re-instruct.
73 MAD-UTPL
5. What is important for teachers to consider when giving instructions?
a. Check if students have understood what they were being asked

to do.
b. Use physical movement and gestures to show emotions.
c. Consider the students’ priorities and time availability.
6. What do the phrases below express? Second

Bimester
Teacher expresses his passion for topics covered and the reason for
this keen interest regularly throughout the semester. Tie to student
interests. Teacher arrives early and stays late to chat and/or answer
questions. Teacher uses students’ names when calling on them.
a. Adaptability.
b. Rapport.
c. Personality.
7. Using card names or other strategies to memorize students’ names

represents a successful interaction characteristic that help teachers
to…
a. Recognize students.
b. Respecting students.
c. Listening to students.
8. Mark the advantages of using individual work I the class.
a. Teachers can give individual support or assistance to learners.

b. Less creativity and more stress.
c. It allows personal reflection to set up objectives for their own
learning.
d. Sole responsibility.
9. This seating arrangement favors students’ interaction, students

engage in the roles of speaker and listener. It provides reassurance for
expressing ideas.
a. Orderly rows.
b. Circle.
c. Horseshoe.
74 MAD-UTPL
10. This kind of seating arrangement creates military controlled
environment, interaction is not present at all, everyone’s attention
is directed to the front, it is quite restrictive and students have little
opportunity to participate.
a. Horseshoe.
b. Orderly rows.
c. Separate tables. Second
Bimester
75 MAD-UTPL
Week 11
This objective will be attained through the application of the knowledge

students will acquire to design a lesson plan based on the Ecuadorian
curriculum.
Second
Unit 5. Lesson Planning according to the Ecuadorian Language Bimester
Curriculum
Dear students, before referring to this topic, it is very important to have

a general idea about planning, so information about it is going to be
mentioned before going into planning according to the Ecuadorian Language
Curriculum.
5.1. General planning
Planning is very important even for experienced teachers are the words of
Harmer (2007), I agree with this, since teachers have to rely always on them,
planning gives students the idea that their teachers have devoted time to
prepare coordinated activities for them. Lesson plans are useful to remind
teachers what they intended to do; it is a guide to follow.
Pre-planning and planning
Pre-planning takes place before teachers actually make a plan about what
is going to happen in their lesson. During this stage, what teachers do is
to gather ideas, material and possible starting-off points. Of course, all
the activities and material have to be prepared taking into consideration
students’ needs and interests.
What teachers need to consider first are the goals, these are the ones who
help to determine what kinds of activities are needed and why.
Am I the kind of the teacher who pre-plan lessons?

Is it better to have something written or to keep it on my head?
76 MAD-UTPL
Lesson stages
Good lessons should contain a blend of coherence and variety. When

talking about coherence we refer to the logical pattern a lesson should have;
activities should be varied and connected one another.
Students should be aware of when one activity has finished and when
another is about to start. Second
Bimester
According to Harmer (2007) the following are questions teachers should

always ask themselves before planning.
Figure 12
Key questions for teachers when planning
Planing
questions
Who exactly are the students Age, level, cultural

for these activities? background, learning
What do we want to do and

Activities, skills
why?
Time assigned for

How long will it take?
each activity
How does it work? How and when?
Sources, tools,
What will be needed?
e-devices
Problems that
What might go wrong?
might arise
How will it ﬁt in with what Connections between

comes before and after it? activities
77 MAD-UTPL
To sum up: the purpose of the lesson plan is to be as useful as possible to
the people who are going to use it.
Note: there are different plans formats, in most of the cases the educational
institutions are the ones who provide teachers with them, if not you can use the one
you prefer.
I invite you to review the below documents will be helpful for creating a Second
lesson plan: Bimester
Lesson plan explanation

Communicative language teaching lesson plan
I hope you have found this information useful. I’m sure you will consider all
these tips to prepare good lesson plans.
5.2. EFL: Educación General Básica elemental
Now, that you have an idea about how planning works, it is time to continue
with Ecuadorian Language curriculum. The Ministry of Ecuadorian education
has designed an English curriculum based on the needs of our students
and considering various aspects that will benefit the acquisition of a foreign
language, in our case English.
It is really important and necessary that you familiarize yourself with the
information, now I invite you to visit the following page about the foreign
language, because you will need it for future classes and planning.
In the document “Annex 10. Instructivo para planificaciones curriculares”

you will find formats for planning, it is necessary to mention that these
documents should be used as reference because most of the institutions
have their own format.
According to the Ministry of Education (2016) English as a foreign language

for Subnivel Elemental of Educación General Básica purpose is to set
the foundation for forming competent, autonomous, and critical readers,
speakers, and writers, people who are able to use a range of tools in order to
communicate ideas, learn to learn, and deepen and enrich their knowledge
base.
78 MAD-UTPL
To reinforce your learning, I invite you to review the following figure about
each sublevel, which includes four threads.
Figure 13
Sublevels
Curricular thread 1:
Communication and
cultural awareness Second
Bimester
Methodological orientation
Curricular thread 1: for evaluation criteria
Communication and
cultural awareness General EFL area objectives
Mandatory and being assessed
desirable objective
Curricular thread 3: Skills and performance
Sub-
Reading descriptors to be evaluated
levels
Evaluation criteria How the objectives
Curricular thread 4: contribute to the exit proﬁle
Writing
Indicators for the
performance criteria
Curricular thread 5:
Language through
the arts
Please check complete information with the English as a Foreign Language

for Subnivel Básica Elemental.
Dear student, let’s continue learning by participating in the activity described

below:
Analyze the example presented in Annex 12. English planning example,

which adjustments can you do to improve this lesson plan?
Note: Please write your suggestions in a notebook or Word document.
79 MAD-UTPL
Week 12
5.3. EFL for Subnivel medio
Students at this level are expected to communicate basic needs and Second
information in English. Learners should be able to effectively respond to Bimester
social situations as well as literacy texts. Learners will have count with
meaningful activities that will help students to experience the English
language in a variety of ways.
To obtain a complete information about how all this level includes, please
read the information in the English as a Foreing Language for Subnivel
Medio. As it was previously mentioned, this level has five threads that
involve objectives and their corresponding criteria (see figure above).
5.4. EFL for subnivel superior
Learners at this level are becoming more mature and more expressive, their
need to communicate and interact with other people involves them in a
range of social interaction that help them to be critical and creative thinkers.
As it was previously mentioned, this level has five threads that involve
objectives and their corresponding criteria (see figure above).
For a better understanding of the topic, I invite you to review English as a

Foreing Language for Subnivel Superior.
5.5. EFL for subnivel bachillerato
At this level, students are really concentrated in their future as professionals,

so they take the importance of English seriously. They are aware of to
reinforce their skills and how useful it will be for their careers. Teachers
should find ways to keep them motivated by including activities that awake
their interest and help them to attain their goals.
As it was previously mentioned, this level has five threads that involve
objectives and their corresponding criteria (see figure above).
80 MAD-UTPL
For a better understanding of the topic, I invite you to review English as a
Foreing Language for Subnivel Bachillerato.
Let’s continue with your participation in the following recommended activity:

Second
Bimester
It is time to put into practice what you have learned in this unit. Please
answer the following questionnaire. After you have answered it, go to the
answer key and compare your answers with the ones there.
Good luck!
81 MAD-UTPL
Self-evaluation 5
answer.
Second
1. Planning allows teachers to organize all events that are going to Bimester
happen in the class. Effective lesson sequence facilitates scaffolding

that refers to:
a. The order in which material is presented, the teacher plans what

is intended to happen during each lesson.
b. Teachers’ good organization skills, the teacher should know what
will be covered in a particular lesson.
c. Teachers’ anticipations to any difficulty students might have.
Additional support and resources might help student to attain
the objective of the lesson.
2. When planning a lesson, there are some elements that should be

considered. Which of the following definitions refer to procedures?
a. Considering general and specific objectives that should be

attained during the execution of the lesson.
b. How the lesson will be executed? This section includes patterns

of interaction TTT and STT and timing to have an idea about how
long an activity should be.
c. Considering a list of potential difficulties and suggestions about

what to do if they arise. This might include any eventual problem
that might occur during the class.
3. Lesson plans have to be __
a. Instructions to be slavishly followed.

b. The reinvented wheel.
c. Proposals for action.
82 MAD-UTPL
4. What are learning outcomes?
a. What the students have learnt by the end.

b. Actions teachers have to take inside the class.
c. Hidden messages during the lesson.
5. When is lesson planning not so important?

Second
a. When you’ve been teaching for a while and have developed a Bimester
fluent set of classroom management skills and activity routines.

b. If you’re participating in some kind of training program, and
especially if you’re going to be observed.
c. If you’re a new teacher, faced with all the unpredictability,
spontaneity and simultaneity of the classroom.
6. The English curriculum designed for Ecuadorian students includes

four levels: Elemental of Educación general básica, English as a
foreign language for subnivel medio, English as a foreing language for
subnivel.
Superior, and English for subnivel bachillerato, which is the level

according to Common European Framework (CEFR) expected for
students at subnivel bachillerato?
a. A1.2 to A2.2.
b. A2.2 to B1.2.
c. A1.1 to A2.1.
7. Which of the following is not part of the threads in the sublevels?
a. Oral communication.
b. Communication and cultural awareness.
c. Natural and social science.
83 MAD-UTPL
8. Read the following code and choose what is its right meaning:
CE.EFL.4.1.
a. Curricular Evaluation. English as a Foreign Language, nivel 4,

objective 1.
b. Communication in English. English as a Foreign Language, nivel
4, objective 1.
c. Criterio de evaluación. English as a Foreign Language, nivel 4, Second
Bimester
objective 1.
9. How many mandatory and how many desirable objectives are there in
subnivel bachillerato general unificado?
a. 3 mandatory and 10 desirable.

b. 5 mandatory and 4 desirable.
c. 8 mandatory and 3 desirable.
10. Which of the following is not part of evaluation criteria?
a. Mandatory and desirable objectives.

b. How the objectives contribute to the exit profile.
c. Skills and performance descriptors to be evaluated.
Very well!! we have finished the unit 5, I want to congratulate everyone for the
hard work they have put into this activity. The commitment and dedication
you have put into your efforts has been evident. We will now begin Unit 6.
84 MAD-UTPL
Unit 6. Materials and resources for teaching English
Second
Bimester
Note. Taken from As a website designer, the website designer has created a website
for the development of mobile applications. The Concept of Mobile Office-User
[Photography], by YP_Studio, w.d., Shutterstock, CC BY 2.0
There are a lot of resources teachers can use to deliver instruction. The
selection of the material has to be done according to the topic of the lesson
that will be covered, its main function is to support student learning.
Teachers use different kind of resources such as worksheets, manipulatives

to help students gain and practice with the new language. Learning material
usually activates each individual student’s learning style.
Material can be designed by the teachers who can also search on the
Internet which offers a great variety of different resources that can be
downloaded or adapted according to their needs.
These are some characteristics of good resource.
Currency- How current is the resource?
Appropriateness- Does the resource meet the objectives of the

lesson? Does it add to the lesson or distract from what is important? Is
the resource at an appropriate language level for the students?
Relevance- Does the resource relate to the topic being studied? Does
the resource relate to the interests of the students?
Quality- Does the resource have value in the lesson? Is the sound/
video/text/etc. of good quality so as not distract from the information?
85 MAD-UTPL
Resources should be authentic. The main advantages of using authentic
materials are (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997,
cited in Richards, 2001):
They have a positive effect on learner motivation.

They provide authentic cultural information.
They provide exposure to real language.
They relate more closely to learners needs. Second
Bimester
They support a more creative approach to teaching.
The following are resources that effectively used constitute useful support in
the classroom.
Week 13
6.1. Effective whiteboard technique
It is an essential classroom resource that should be valued for all teachers.

When appropriately used, it can offer good results in students.
When using the board, teachers should be very careful to use legible letter
and make sure it is visible for everyone; they have to check that markers
are working well, so they avoid misunderstandings. Another aspect to
consider is the organization of the board, for example: a column for the new
vocabulary, another for grammar rules, pronunciation, homework, and so on.
Boards can be used for a variety of different purposes, including:
Note-pad: Words or phrases to be reinforced.

Explanation aid: Cues to explain grammar points or phonetic symbols.
Picture frame: Pictures to understand concepts and words.
Public workbook: Procedure to write fill-in sentences, exercises to
complete or phrases to correct.
Game board: Spelling, noughts and crosses and many others.
Noticeboard: That can be displayed on boards such as pictures,
posters, announcements, charts, etc.
86 MAD-UTPL
Dear student, now, I invite you to reflect on your own way to use
the board.
Please tell me how do you usually organize it?
More information about the topic can be found in the basic text. Please read Second
Bimester
it!
6.2. Mind mapping
Mind map is a visual thinking tool used to capture information and ideas,
they have been proven to boost productivity, creativity, and memory. They
include a central idea and the other ones go around it. Mind maps help
teachers to make their lessons more interactive and engaging.
A mind map is a learning tool that allows users to create visual

representations of topics, research or important notes. This can help
learners to retain knowledge, since information is attractively shown and
organized in a way students can understand it better.
When students use mind maps as a study or learning tool, they are able to
grasp concepts and information more easily, their brains make associations
of ideas that are related one another and this produce better results in
academic life.
There are various tools to create mind maps, the ones I prefer are
MindMeister and GoConqr.
I invite you to incorporate the use of mind maps in your classes. I am sure
your students will enjoy the use of this tool a lot. Once you feel sure about
using this tool, you can also encourage your students to do tasks using it.
You will be amazed about the results you might obtain in their academic
performance.
Further reading about this topic can be done in your basic text.
87 MAD-UTPL
6.3. The purpose of dialogues
Teachers usually face a big challenge when trying to create a favorable

environment to encourage students to actively participate in conversations.
Not all students are always willing to collaborate, there are some that often
are reluctant to get involved in dialogues because of the fear to make
mistakes. Second
Bimester
What teachers should do is to provide students with the confidence they

need to express their ideas avoiding criticism and welcome any idea,
avoiding any unnecessary laugh and leaving correction for the end, as it was
previously mentioned in the unit related to feedback.
Speaking activities always require students to take some time to think about
what they will say, so teachers should devote them with the necessary space
to build up the answer. It is also indispensable to consider that each student
is a unique individual with their own problems and situations, so we should
understand them and if possible to make an approach to try to help them.
Rader and Summerville(2012) mention three types of students:
Those who love to participate- they are seen as leaders and their
enthusiasm should be nurtured so that they understand their greater
civic and social responsibility in the classroom.
Those who are reluctant to participate- shyness make students to stay

quiet and feel afraid to express their ideas, they should be encouraged
to speak through different strategies such pair or group work.
Those who are somewhere in the middle- they can be eager to speak
but do not really dare to do it.
Teachers should provide students with opportunities to rehearse the

language, including a variety of activities that allow students to practice all
four language skills.
Some strategies to create a cooperative environment is to start

brainstorming ideas about a determined topic. Teachers can also rely on
some technological tools such as Kahoot to prepare a set of questions that
students will answer using their cellular phones. Another activity can include
88 MAD-UTPL
the creation of PowerPoint presentations with a given period of time to
present it (2 or 3 minutes) and questions to interact with the whole class.
To obtain more information about this topic, please read your basic text.
Week 14
Second
Bimester
6.4. A truly interactive class
Interactive teaching is all about instructing the students in a way they are
actively involved with their learning process. There are ways to create this
involvement in the class through:
Teacher-student interaction.
Student-student interaction.
The use of audio, visuals, videos.
Hands-on demonstrations and exercises.
Students should be active members in the class, participating and

contributing with ideas, retaining information in their long-term memory.
Some interactive activities that will help students to awake their interest, fix
knowledge, increase their team spirit and freedom of expression are:
Think, pair and share.

Brainstorming.
Buzz session.
Exit slip.
Misconception check.
Circle the questions.
Ask the winner.
Pair-share repeat.
Teacher & student.
Wisdom of another.
Made by BookWidgets.
Forced debate.
Optimist/pessimist.
Peer review.
Board rotation.
89 MAD-UTPL
Pick the winner.
Movie application.
Crossword.
Scramble.
Who/what am I?
Bingo.
Second
Bimester
Surely you have heard of some of them, to find out what each one refers to, I
invite you to read the information on the page about 20 interactive teaching
activities for the interactive classroom.
Dear student, now that you have read the information about
those interactive teaching strategies, tell me if you have used
them in your classes, if so, which ones? Were they useful?
Your answer.
Additional information regarding this topic can be found in the basic text.
6.5. How do you make Role plays work?
Role-playing is a technique that allows students to explore real situations

by interacting with other people. Depending on the intention of the activity,
participants assume the role of a character they should play.
First, students are assigned particular roles to play a conversation, they

might receive specific instructions about how to act in front of a given
situation, once the scenario is created they act out it.
The use of technology plays a very important role when using this strategy,
since students can record their conversations, analyze and improve them.
Recordings can be also presented in the class, so everybody can contribute
with suggestions to improve them.
There are some steps to follow when use role play: Identify the situation.
90 MAD-UTPL
1. Identify the situation: Introduce the problem and generate a
discussion.
2. Add details: Set up a scenario in enough detail for it to feel “real”.
3. Assign roles: Students represent characters according to the scenario.
4. Act out the scenario: Students assume their role, and act out the Second
situation, trying different approaches where necessary. Bimester
5. Discuss what you have learned: Other students learn from other’s
experience.
To reduce nervous and anxiety in students, teachers can allow them to

rehearse their role before a final acting; in this way, students will feel
confident enough to role play a situation.
To read more information about his topic, please open your basic text.
6.6. Using appropriate learning and teaching strategies
Teachers’ most challenging task is to grasp students’ attention and

convey the message in an effective way. Their main concern is to be sure
everything what was intended to shared was assimilated by the students.
Good teachers always look for ways to make the teaching- learning process
interesting, engaging and worthwhile experience.
Teachers can nurture the creative side of their students by including relevant
activities, useful resources, technological tools that awake their interest and
encourage creative contributions.
The following are some ideas that will help teachers to enhance
effectiveness in teaching.
1. Teachers can use different strategies to meet the purpose of the

lesson. They master learning and teaching strategies differently, they
can vary them according to their students’ learning styles and needs.
2. Teachers can organize their classrooms considering grouping

students according to the planned activities or arranging them in any
required seating.
91 MAD-UTPL
3. Varied material can help teachers to address the students with
different learning styles.
4. Teachers need to provide their students with opportunities to develop

their thinking skills through effective questioning, they can also
encourage students to express their ideas openly and share their
words with the whole class.
Second
Bimester
5. Teachers can provide students with lots of exposure to the language,
so they can practice in real contexts.
6. Teachers can organize co-curricular activities such as at home, in the

community to complement classroom learning.
Students perform better when they know which strategies help

them to understand and retain information.
According to Lightbown and Spada (2006) these are some characteristics of

good learners:
Is a willing and accurate guesser.

Tries to get a message across even if specific language knowledge is
lacking.
Is willing to make mistakes
Constantly look for patterns in the language.
Practices as often as possible.
Analyzes his or her own speech and the speech of others.
Attends to whether his or her performance meets the standards he or
she has learned.
Enjoys grammar exercises.
Begins learning in childhood.
Has an above-average IQ.
Has good academic skills.
Has a good self-image and lots of confidence.
92 MAD-UTPL
Dear student, let’s reinforce the learning by solving the following activity.
Time to reflect!
Second
Now, please I would like you to think about the list of good learners’ Bimester
characteristics and analyze which ones identify you. Comment about them.
Note: Please, complete this activity in a notebook or Word document
Week 15
6.7. English corners: Techniques and tips
Note. Taken from Vista General De Empresarios Que Trabajan En Despachos En La

Oficina [Photography], by Monkey Business Images, w.d., Shutterstock, CC BY 2.0
A great way to give students meaningful opportunities to apply their learning

and lower their affective filter is to make learning fun! When teachers include
engaging and attractive material in classes, students are encouraged to
participate and take risks. Fun classes help students retain information
better because the process is enjoyable and memorable. English corners are
spaces that have been created with the purpose to give students chances
to read material, do activities and put into practice the knowledge they have
acquired.
93 MAD-UTPL
English corners, should offer participants planned activities and exercises
that help them to practice. A teacher should be assigned to constantly help
and monitor participants giving constant support and feedback.
If no space assigned in your institution for an English corner, you can

improvise a space in your own classroom and collect interesting material for
the students to read and use it in their free time or during a determined time
in your English classes. You will see that students will feel very motivated Second
Bimester
and that their self-esteem will increase their willing to actively participate.
Have you ever created an English corner? Can you share your
experience?
Please comment about it.
6.8. The benefits of developing cultural contexts when learning

English
Reading is a good way to immerse students in cultural contexts. Cultural

exposure benefits learners in acquiring knowledge of many aspects from
different customs and cultures.
Learning a language involves learning about its culture, knowing about it is

essential to communicate with native people. Learning about how native
people live and talk introduces a human side to the language, which keeps
you hooked on the learning process.
Teachers can use a wide range of alternative resources to obtain relevant

information about other cultures.
Movies: help learner to improve their listening and speaking skills.
Newspaper and magazines: Include lines about how people really

speak to each other in everyday life.
Blogs: Connect learner with the local vocabulary and allow them to
improve terminology.
94 MAD-UTPL
Original literature: Offer learners the opportunity to read original
versions of novels and realize how the author builds phrases and what
new meaning is given to the words.
Travelling: Students can listen to the way native people speak and
communicate with them.
Paying attention to cultural differences might help learners to use the right Second
Bimester
words depending on the context.
Culture is essential when studying languages; understanding cultural

background–art, literature, lifestyle– helps learners reach language
proficiency and really live the language while they learn.
The Internet offers many resources for students to read and listen to
pronunciation at the same time. I invite you to visit the Agenda Web page
and review the stories there. I am sure they will help your students to
improve these skills.
For further reading, check information in the basic text.
6.9. Professionalism: Doing a good job and taking it seriously
Teachers should first of all love their professions, they should be sure about
their vocation to teach. A teaching of quality should include well-prepared
and well-trained teachers.
Being a teacher involves lots of responsibilities that should be assume to

provide students with the best education possible.
According to Zaiger (2018) demonstration of professionalism includes:
Neat appearance: Physical appearance has a clear effect on the

management of the class. Teacher should dress appropriately avoiding
exaggerations, piercings, tattoos and brightly colored hair at work is
not acceptable in most of the schools. Teachers should refrain for
drinking alcohol or smoking in front of the students, and avoid the use
of foul language, they should behave properly and keep in mind that
they are models to follow.
95 MAD-UTPL
Positive interaction with students: Teachers should consider that
there is a fine line between being a caring adult and being a friend.
Professional teachers show respect to every student and they do not
show favoritism or discrimination to anyone. Good educators plan and
select material to make students succeed at learning.
Productive interaction with colleagues: Professional teachers keep

good relationship with their colleagues, they support each other Second
Bimester
sharing ideas to improve lessons. Those who share subjects or teach
the same students meet regularly to analyze students’ performance
and make planning corrections if necessary, together they also find
strategies to solve specific behavior problems.
Ongoing professional training: Teachers committed to

professionalism, participate in constant training courses to update
their knowledge of advances in technology and emerging trends in
education. Some teachers conduct research to continually improve
their teaching methods and support the performance of their students.
It is time to apply your knowledge through the activities below:
1. Dear student, please watch the following video about what makes a
good teacher great?, which will help you to reinforce the topic of being
a good professional. After watching it, please take notes of the main
idea.
2. I recommend you to visit the following page of Georgetown University

- Library, that will allow you to listen to real situations in English. This
page will help you improve all your language skills.
Good luck!
96 MAD-UTPL
Self-evaluation 6
answer.
Second
1. Boards can be used with different purposes, which one refers to Bimester
picture frame?
a. Cues to explain grammar points or phonetic symbols.

b. Pictures to understand concepts and words.
c. Things that can be displayed on the board.
2. This is a useful tool that can be used to create visual representations

of topics.
a. Mind mapping.
b. Dialogues.
c. Boards.
3. Teachers should encourage students to participate in dialogues. What

is the best way to make them speak?
a. Including lots of audio material.

b. Give students a time to organize their ideas.
c. Asking them to look for their own strategies to improve.
4. Activities such as brainstorming, crosswords, debates, peer review can
motivate students to…
a. Develop their brains, create rapport and reduce time to learn.

b. Activate their short-term memory, learn information and easily
forget it.
c. Awake their interest, fix knowledge and increase their freedom
spirit.
5. Activities in which students act out a character and that helps them to
better produce the language are known as…
a. Dialogues.
b. Role-plays.
c. Pair work.
97 MAD-UTPL
6. In order for a class to be effective, a teacher should…
a. Rely on the way other colleagues teach their classes.

b. Read lots of books to analyze how teaching works.
c. Vary learning and teaching strategies.
7. What is not a characteristic of a good learner?

Second
a. Is willing to make mistakes. Bimester
b. Is introvert and prefers individual activities.

c. Is a willing and accurate guesser.
8. A good way to reduce students’ affective filter is…
a. Lead them to a psychologist.

b. Treat them with special care.
c. Make learning fun.
9. What is the purpose to create English corners in educational

institutions?
a. To give students the chance to read material.

b. To offer students with the opportunity to meet foreign people.
c. To oblige students to rehearse content material.
10. Resources that can help learners to obtain relevant information about
other cultures are…
a. Scrap books.
b. Newspapers and magazines.
c. Stickers.
98 MAD-UTPL
Week 16
Dear student, review the self-evaluations which have been included at the
end of each unit, the charts included to better understand the contents
in each of the units, so you have a clear idea about the main information
included there. The online questionnaires and the graded activities constitute Second
also a vital resource to be well-prepared for the test. Take advantage of Bimester
these material and do always your best!
99 MAD-UTPL
4. Answer key
Self-evaluation 1
Item Answer Feedback
1 b This method deals with lots of repetition and drills that help
students memorize patterns of language. Answer
2 c Students have to produce the language and rehearse good

pronunciation.
3 b There is a risk students face when not being prepared to react in
from of a determined situation
4 b This expression has to do with buying, therefore this is the best
option.
5 a When students are immersed, they have not opportunity to use
their mother tongue
6 b As its name suggests silence by part of the teacher is the key to
give students the opportunity to produce the language
7 b Sociolinguistic competence involves the study of the effect of any
or all aspects of society.
8 a Communicative language teaching involves the study of the
functions of the language.
9 b Communicative language teaching involves the use of real-world
situations to allow students to practice using language for context
and content rather than learning about grammatical rules and
structure.
10 c The Semantic Translation Method as its name suggests involves
the use of mother tongue to learn a target language.
100 MAD-UTPL
Self-evaluation 2
1 b The main objective of this approach is to teach the content of any
subject using the target language.
2 c The teaching of content here is given a priority.
3 c Content based instruction emphasizes in the teaching of content.
4 b CLIl emphasizes in the teaching of language more than in the
teaching of content.
5 a When using CBI learner pays more attention to the content taught.
6 c Learners concentrate on learning the content taught. Answer
7 b Feedback is the key to know how well students are doing and
what else they need to do to attain the goal.
8 a By joining efforts students can work together to achieve the goal.
9 a This approach allows students to review the material sent by the
teacher previously and then ask questions in the class to clarify
doubts.
10 c This accurately reflects this emphasis on learners’ autonomy
and their responsibility to review class material before attending
classes, aligning with the characteristics of the flipped classroom
model.
101 MAD-UTPL
Self-evaluation 3
1 c Controller is the role that allows teachers to dominate the class
and control everything that happens there.
2 b Controller role makes it easier to give lectures or conferences.
3 a The teacher has to be a resource students can count on if they
have doubts.
4 b Assessor is a role that allows to evaluate students’ progress
constantly.
5 c A good way to manage the class is to constantly assess students’ Answer
progress to know what needs to be reinforced.
6 c Teachers should be careful not to dominate the activity when
assuming the participant role.
7 b Teachers should look for new ways to innovate their teaching and
make their classes more attractive.
8 a Being a good model means to be an example to follow.
9 c Technical skills help teachers to be aware of new trends in the
teaching field.
10 b Evaluation is the indicator of how well both teachers and students
are doing in the teaching-learning process.
102 MAD-UTPL
Self-evaluation 4
1 a Correction should be appropriate and not intrusive in order not to
cut the ideas of students.
2 b Clarification requests give students the opportunity to correct
possible mistakes by their own.
3 b Teacher talking quality has to prevail in the class; thus, everybody
can interact..
4 a TTT has to be reduced to allow student to rehearse with the
language.
Answer
5 a Instructions have to be clear enough for students to know what to
do
6 b Teacher should do all they can to keep a good relationship with
his students and foster them to get along with everybody.
7 a Memorizing students’ names allows teachers to identify each of
his students.
8 c In pariwork activities students can interact better.
9 c This seating arrangement allows students to see each other and
better interact.
10 b Orderly rows allows teacher to have a better sight of all students
and control them better.
103 MAD-UTPL
Self-evaluation 5
1 b Scaffolding refers to a method where teachers offer a particular
kind of support to students as they learn and develop a new
concept or skill.
2 c Procedures refer to the step by step process teachers have to
follow for planning.
3 b lesson plans allow teachers to attain a purpose.
4 a Outcomes are the objectives teachers want to achieve
5 a Experienced teachers should at least rely on a checklist to give Answer
their classes.
6 b Read Ecuadorian curriculum of the Ministry of Education.
7 c Natural and social sciences are not part of these strands. These
threads imply objectives and criteria for each sublevel, which
provides a comprehensive framework for English language skills
development.
Please, review Ecuadorian curriculum of the Ministry of Education.

8 c Code CE.EFL.4.1. refers to a specific assessment criterion for
the first objective of level 4 in the English as a Foreign Language
program. This code provides a standardized way of identifying
and referring to assessment criteria within the program, which
facilitates communication and understanding of the assessment
standards in the context of the EFL program.

9 c The code implies that in subnivel bachillerato general unificado,
there are 8 mandatory objectives and 3 desirable objectives.

10 a Evaluation criteria refer to the standards or measures used to
assess whether the mandatory and desirable objectives have
been achieved, and typically include how the objectives contribute
to the output profile and the competencies and performance
descriptors to be assessed.
104 MAD-UTPL
Self-evaluation 6
1 a Ways to highlight important information covered in class.
2 a Mind maps are good options to summarize information and
present it in an attractive way.
3 b Time to organize ideas is fundamental when assigning students
speaking activities.
4 c There are different ways to catch students’ interest, some of them
are through crosswords, debates and brainstorming.
5 b Role-plays help even shy students to express their ideas. Answer
6 c Varying teaching strategies, techniques and methods is

fundamental to keep students’ hooked to the lesson.
7 b A good learner is always willing to participate.
8 c Creating a good learning environment makes learning more
interesting.
9 a English corners are useful spaces to encourage students to read
the material there.
10 b Newspapers and magazines include many cultural issues.
105 MAD-UTPL
5. Bibliographic References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in
every class every day. International society for technology in education.
Chauhan, M. (2019). Teacher as a manager in teaching learning process.
Institute of Professional Excellence and Management Ghaziabad (U.P) India

(2019)
References
Harmer, J. (2007). The practice of English language teaching. London/New

York, 201.
Harmer, J. (2008). How to teach English. ELT journal, 62(3), 313-316.
Helgesen, M. (1998). Learning to Listen. ESL Magazine, 1(4), 24-26.https://

www.etprofessional.com/talk_to_ yourself_1817.aspx
Honeycutt, B. (Ed.). (2016). Flipping the college classroom: Practical advice

from faculty. Magna Publications.
Mandernach, B. J. (2018). Strategies to Maximize the Impact of Feedback

and Streamline Your Time. Journal of Educators Online, 15(3), n3.
Mennim, P. (2003). Rehearsal oral output and reactive focus on form.

ELT journal, 57(2). Retrieved from http://eltj.oxfordjournals.org/
content/57/2/130.full.pdf+html
Rader, S., & Summerville, T. (2012). Creating dialogue in the classroom.

Retrieved from (2012).
Richards, J. C. (2015). Key issues in language teaching. Cambridge University

Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language

teaching. Cambridge university press.
106 MAD-UTPL
Wilson, D. (2005). Be prepared! English Teaching Professional,39. Retrieved
from https://www.etprofessional.com/be_ prepared_1729.aspx
Zeiger, Stacy. (2018, July 01). Signs of Professionalism in a Teacher.

Work - Chron.com. Retrieved from http://work.chron.com/ signs-
professionalism-teacher-9324.html
References
107 MAD-UTPL
6. Annexes
Annex 10. Instructivo para planificaciones curriculares
INSTRUCTIVO: PLANIFICACIONES CURRICULARES PARA EL

SISTEMA NACIONAL DE EDUCACIÓN
SUBSECRETARÍA DE
FUNDAMENTOS EDUCATIVOS
Annexes
INSTRUCTIVO PARA PLANIFICACIONES

CURRICULARES PARA EL SISTEMA
NACIONAL DE EDUCACIÓN
Página 1
108 MAD-UTPL
Contenido
1. INTRODUCCIÓN ......................................................................................................................3
2. ANTECEDENTES ....................................................................................................................3
3. NIVELES DE CONCRECIÓN CURRICULAR ......................................................................5
4. LOS ELEMENTOS CURRICULARES...................................................................................6
5. PLANIFICACIÓN CURRICULAR INSTITUCIONAL (PCI) .................................................8
6. ELEMENTOS DE LA PLANIFICACIÓN CURRICULAR INSTITUCIONAL (PCI) ........... 9
7. PLANIFICACIÓN CURRICULAR ANUAL (PCA)...............................................................15
8. PLANIFICACIÓN MICROCURRICULAR ............................................................................. 21
9. ANEXOS .....................................................................................................................................23
Annexes
Página 2
109 MAD-UTPL
1. INTRODUCCIÓN
En la práctica cotidiana del docente, la planificación es una de las actividades que

aseguran que los procesos de enseñanza y aprendizaje sean exitosos.
“La planificación permite organizar y conducir los procesos de enseñanza y

aprendizaje necesarios para la consecución de los objetivos educativos. Además,
lleva a reflexionar y tomar decisiones oportunas, pertinentes, tener claro qué
necesidades de aprendizaje poseen los estudiantes, qué se debe llevar al aula y
cómo se puede organizar las estrategias metodológicas, proyectos y procesos
para que el aprendizaje sea adquirido por todos, y de esta manera dar atención a
la diversidad de estudiantes” (AFCEGB 2010).
Si bien en la labor diaria del docente se suelen presentar imprevistos y

problemáticas de distinta índole que generalmente llevan a realizar ajustes a las
planificaciones, es importante partir de la base de algo ya construido y previsto
con anterioridad.
En el caso de la educación de personas jóvenes y adultas en situación de

aprendizaje, además, se deben considerar las características propias de esta
población, debido al cúmulo experiencial con el que cuentan, razón por la cual las Annexes
actividades que se propongan deben ser significativas y útiles.
Este instructivo orientará a los docentes en la elaboración de las planificaciones

meso y microcurricular, facilitando los lineamientos y los formatos diseñados para
el efecto y sugeridos según las características de la planificación curricular.
2. ANTECEDENTES
Constitución de la República del Ecuador
 El artículo 343 establece que: “El sistema nacional de educación tendrá como
finalidad el desarrollo de capacidades y potencialidades individuales y
colectivas de la población, que posibiliten el aprendizaje, y la generación y
utilización de conocimientos, técnicas, saberes, artes y cultura. El sistema
tendrá como centro al sujeto que aprende, y funcionará de manera flexible y
dinámica, incluyente, eficaz y eficiente.
El sistema nacional de educación integrará una visión intercultural acorde con

la diversidad geográfica, cultural y lingüística del país, y el respeto a los
derechos de las comunidades, pueblos y nacionalidades”.
Página 3
110 MAD-UTPL
 El artículo 344 menciona que: “El sistema nacional de educación comprenderá

las instituciones, programas, políticas, recursos y actores del proceso
educativo, así como acciones en los niveles de educación inicial, básica y
bachillerato, y estará articulado con el sistema de educación superior.
El Estado ejercerá la rectoría del sistema a través de la autoridad educativa

nacional, que formulará la política nacional de educación; asimismo, regulará y
controlará las actividades relacionadas con la educación, así como el
funcionamiento de las entidades del sistema”.
Ley Orgánica de Educación Intercultural
 El artículo 11 establece como obligaciones de los docentes, entre otras, las

siguientes:
“a) Cumplir con las disposiciones de la Constitución de la República, la Ley y
sus reglamentos inherentes a la educación;
d) Elaborar su planificación académica y presentarla oportunamente a las
autoridades de la institución educativa y a sus estudiantes”.
 El artículo 22, referente a las competencias de la Autoridad Educativa

Nacional, en el literal c) indica: “Formular e implementar las políticas
educativas, el currículo nacional obligatorio en todos los niveles y modalidades
y los estándares de calidad de la provisión educativa, de conformidad con los Annexes
principios y fines de la presente”.
Acuerdos Ministeriales
 Acuerdo Nro. MINEDUC-ME-2016-00122-A del 11 de diciembre de 2016, que

expide “LA NORMATIVA PARA LOS PROCESOS DE REGULACIÓN Y
GESTIÓN ACADÉMICA EN LAS INSTITUCIONES EDUCATIVAS”.
 Acuerdo Nro. MINEDUC-ME-2016-00020-A del 17 de febrero de 2016, que

expide los “CURRÍCULOS DE EDUCACIÓN GENERAL BÁSICA PARA LOS
SUBNIVELES DE PREPARATORIA, ELEMENTAL, MEDIA Y SUPERIOR; Y,
EL CURRÍCULO DE NIVEL DE BACHILLERATO GENERAL UNIFICADO,
CON SUS RESPECTIVAS CARGAS HORARIAS”.
 Acuerdo Nro. MINEDUC-ME-2016-00081-A del 31 de agosto de 2016, que

expide la “ACTUALIZACIÓN DEL CATÁLOGO DE LAS FIGURAS
PROFESIONALES DE LA OFERTA FORMATIVA DE BACHILLERATO
TÉCNICO”.
 Acuerdo Nro. MINEDUC-ME-2016-00082-A del 31 de agosto de 2016, que

expide el “CATÁLOGO DE LAS FIGURAS PROFESIONALES DE LA OFERTA
FORMATIVA DE BACHILLERATO TÉCNICO PRODUCTIVO”.
Página 4
111 MAD-UTPL
 Acuerdo Nro. MINEDUC-ME-2016-00060-A del 6 de julio de 2016, que expide

la “NORMATIVA PARA LA CONFORMACIÓN Y FUNCIONAMIENTO DE LA
JUNTA ACADÉMICA Y LAS COMISIONES DE TRABAJO EN LAS
INSTITUCIONES EDUCATIVAS FISCALES, FISCOMISIONALES,
MUNICIPALES Y PARTICULARES DEL SISTEMA NACIONAL DE
EDUCACIÓN”.
 Acuerdo Nro. MINEDUC-ME-2016-00094-A del 3 de octubre de 2016, que

expide la “NORMATIVA QUE REGULA LA ELABORACIÓN DE LA POLÍTICA
INTERNA DE TAREAS ESCOLARES EN LAS INSTITUCIONES EDUCATIVAS
DEL SISTEMA NACIONAL DE EDUCACIÓN DE LOS NIVELES DE
EDUCACIÓN GENERAL BÁSICA Y BACHILLERATO GENERAL UNIFICADO”.
3. NIVELES DE CONCRECIÓN CURRICULAR
El artículo 8 del Acuerdo Ministerial Nro. MINEDUC-ME-2016-00122-A del 11 de

diciembre de 2016 señala una distribución de responsabilidades en el desarrollo
del diseño curricular en función de tres niveles de concreción, los mismos que se
describen a continuación:
Annexes
3.1. Primer nivel: corresponde a la planificación macrocurricular, que es
elaborada por un conjunto de expertos de las áreas del conocimiento, docentes
de los diferentes niveles de educación, pedagogos, curriculistas, entre otros; en
este nivel se determina el perfil, los objetivos, los contenidos, los criterios e
indicadores de evaluación obligatorios a nivel nacional. Constituyen las
políticas generadas por la Autoridad Educativa Nacional, mismas que están
plasmadas en el Currículo Nacional Obligatorio1.
El currículo es flexible y abierto, permite a las instituciones educativas y a los

equipos de docentes definir, a partir de lo establecido, los contenidos que
correspondan a las necesidades e intereses de los estudiantes, y que estén
acordes con la realidad institucional y de la comunidad.
3.2. Segundo nivel: se basa en el currículo obligatorio, corresponde a la

planificación mesocurricular y comprende dos diseños específicos, la
Planificación Curricular Institucional (PCI) y la Planificación Curricular Anual
(PCA), que son elaborados de manera conjunta por las autoridades y
1
Educación Inicial, Educación General Básica, Bachillerato General Unificado (Bachillerato en Ciencias,
Bachillerato Técnico), Bachilleratos Complementarios (Técnico Productivo y Artístico).
Página 5
112 MAD-UTPL
docentes, coordinados por la Junta Académica, de las instituciones educativas

y que deben responder a las especificidades y al contexto institucional, así
como a la pertinencia cultural propia de los pueblos y nacionalidades
indígenas.
3.3. Tercer nivel: se basa en los documentos curriculares del segundo nivel de
concreción, corresponde a la planificación microcurricular y es elaborada por
los docentes para el desarrollo de los aprendizajes a nivel de aula que
responde a las necesidades e intereses de los estudiantes de cada grado o
curso.
Tabla 1: Niveles de Concreción Curricular

do er
primer nivel 2 nivel 3 nivel
Macro Meso Micro
Autoridad educativa Autoridades y docentes de Docentes
nacional las Instituciones Educativas
Currículo Nacional Currículo institucional Currículo de aula
Obligatorio Planificación Planificación Planificaciones de aula
curricular curricular Adaptaciones curriculares
institucional anual (individuales y grupales)
Prescriptivo Flexible Flexible
Elaborado por: Equipo de la DINCU Annexes
4. LOS ELEMENTOS CURRICULARES

Todo currículo responde a las preguntas: ¿para qué enseñar? ¿Qué enseñar?
¿Cuándo enseñar? ¿Cómo enseñar? ¿Qué, cómo y cuándo evaluar? Estas
preguntas se corresponden con los fines, objetivos, contenidos, metodología,
recursos y evaluación; elementos esenciales a la hora de realizar cualquier tipo de
planificación curricular.
FINES
EVALUACIÓN
RECURSOS OBJETIVOS
CURRÍCULO
METODOLOGÍA CONTENIDOS
Página 6
113 MAD-UTPL
En el sistema educativo ecuatoriano, estos elementos esenciales, de acuerdo a la

especificidad de cada nivel y subnivel de educación, en el currículo referente,
responden de diferente manera pero están acordes a las interrogantes arriba
citadas.
Tabla 2: Elementos curriculares esenciales en Educación Inicial, Educación General

Básica (EGB) y Bachillerato General Unificado (BGU) y Bachilleratos Complementarios.
ELEMENTOS EDUCACIÓN EDUCACIÓN GENERAL BÁSICA (EGB) Y BACHILLERATOS COMPLEMENTARIOS
ESENCIALES INICIAL BACHILLERATO GENERAL UNIFICADO (BGU)
Niños de 3 a 5 Educación Básica y Bachillerato en Bachillerato Bachillerato Bachillerato Artístico

años Ciencias Técnico (BT) Técnico  Música
Educación Educación Productivo  Danza
Intercultural Intercultural (BTP)  Artes plásticas
Bilingüe
a. Fines Perfil de salida Perfil del bachillerato ecuatoriano Perfil del Perfil de las Perfil de la figura
del nivel inicial bachillerato figuras profesional
ecuatoriano profesionales
Perfil de las Annexes

figuras
profesionales
b. Objetivos Objetivos de Objetivos de Objetivos por Objetivos de Objetivos de Objetivos de
subnivel y de subnivel, unidad y por módulos módulos módulos formativos y
aprendizaje generales de área guía formativos y formativos y de unidades de
y de área por de unidades de unidades trabajo
subnivel de trabajo de trabajo
c. Contenidos Destrezas Destrezas con Saberes y  Contenidos  Contenidos
criterios de conocimientos Procedimentales Procedimentales
desempeño  Contenidos Conceptuales  Contenidos
 Contenidos Actitudinales Conceptuales
 Contenidos
Actitudinales
d. Metodología Experiencias Experiencias de Unidades Unidades de trabajo Unidades de trabajo
de aprendizaje aprendizaje (1.º integradas y
grado de EGB) guías
Unidades
didácticas (de 2.º
grado de EGB a
3.º curso de BGU)
Página 7
114 MAD-UTPL
e. Recursos Recursos Recursos Recursos Recursos Recursos Recursos

f. Evaluación Indicadores de Criterios e Dominios Criterios de evaluación Criterios de
evaluación indicadores de evaluación
evaluación
Elaborado por: Equipo DINCU
Con el objeto de utilizar un mismo lenguaje, en este instructivo, al momento de

determinar los lineamientos para la planificación en los niveles de concreción
meso y microcurricular, se hará uso de forma general de los elementos esenciales
que se proponen en la primera columna del cuadro anterior.
5. PLANIFICACIÓN CURRICULAR INSTITUCIONAL (PCI)
La PCI es un componente del PEI. En este documento se plasman las intenciones

del proyecto educativo institucional que orienta la gestión del aprendizaje; tiene
una duración mínima de cuatro años antes de ser ajustado o modificado.
Con el aporte de los docentes de los diferentes grupos, grados y cursos y en el

marco de lo establecido en el Proyecto Educativo Institucional (PEI), tal como
menciona el artículo 6, numeral 1 del Acuerdo Ministerial Nro. MINEDUC-ME- Annexes
2016-00060-A, la Junta Académica de cada institución educativa desarrollará la
Planificación Curricular Institucional (PCI).
Su construcción se realiza sobre la base de la información pedagógica generada

en el diagnóstico institucional y su lógica de construcción es:
Análisis del Delimitación de

Análisis del
diagnóstico lineamientos
currículo nacional
institucional
5.1. Análisis del currículo nacional: en este paso se examina el perfil, los
objetivos, los contenidos y su secuenciación, la metodología y la evaluación
propuestos en el currículo nacional, con el fin de determinar los aprendizajes
básicos contextualizados a la institución educativa.
Página 8
115 MAD-UTPL
5.2. Análisis del diagnóstico institucional: al ser la PCI parte del PEI, se
analizará el diagnóstico institucional desde tres miradas:
 Problemas pedagógicos detectados en la evaluación del componente de
aprendizaje.
 Factores internos y externos que influyen en la situación problemática y las
posibles estrategias de solución.
 Priorización de necesidades de aprendizaje que deberán ser consideradas
al momento de contextualizar el currículo nacional a cada una de las
instituciones educativas.
Cabe señalar que, con la implementación del nuevo currículo para EGB y BGU,
para aquellas instituciones que ya tienen definido su PEI, en algunos casos
implicará un ajuste a las acciones determinadas para la gestión del aprendizaje;
por ello, previo al planteamiento del currículo institucional es importante que
autoridades y docentes de cada institución educativa realicen las siguientes
actividades:
1. Analizar el nuevo currículo nacional obligatorio.

2. Analizar los objetivos de aprendizaje del área alcanzados por la institución
educativa en primer, cuarto, séptimo y décimo grados de EGB y el tercer curso
del nivel de BGU; es decir, al finalizar cada uno de los subniveles de EGB y el
Annexes
nivel de BGU.
3. Establecer la relación entre los objetivos alcanzados en el último grado/curso
de cada subnivel con los criterios de evaluación planteados en el currículo
nacional.
4. Identificar aprendizajes básicos imprescindibles que no hayan sido alcanzados
al finalizar cada uno de los subniveles de EGB y el nivel de BGU.
5.3. Delimitación de lineamientos: una vez realizado el análisis del currículo

nacional y del diagnóstico institucional, se fijarán lineamientos pedagógicos,
metodológicos, de evaluación, del pensum y carga horaria, de planificación,
de acción tutorial y de acompañamiento pedagógico, entre otros.
Estos lineamientos serán la base para el planteamiento de los elementos

curriculares esenciales en la formulación de la PCI.
6. ELEMENTOS DE LA PLANIFICACIÓN CURRICULAR INSTITUCIONAL (PCI)
6.1. Enfoque pedagógico: es el eje fundamental de la PCI, por tanto, debe ser
evidente y concordante con la misión y visión de la institución educativa.
Página 9
116 MAD-UTPL
El enfoque pedagógico describe el tipo de estudiante con el que la institución

aportará a la sociedad; evidencia la posición de la institución educativa frente a
los contenidos, saberes, didáctica, estrategias metodológicas, evaluación,
roles, recursos, entre otros; y explicita las corrientes que sustentan los
principios epistemológicos y pedagógicos de los contenidos que la institución
educativa establece en articulación con los lineamientos nacionales.
6.2. Contenidos de aprendizaje: son los aprendizajes básicos, objetivos y

contenidos (ver tabla 2, literal c), de las áreas del conocimiento, establecidos
en el pensum de estudios institucional.
Para la construcción de esta planificación, la Junta Académica deberá

determinar los contenidos de aprendizajes para los diferentes grados de EGB y
cursos de BGU (y para BTP, en los casos que la institución educativa cuente
con esta oferta) en función de su contexto y las metas institucionales; esta
información servirá de base para la elaboración de la PCA.
En la planificación curricular institucional (PCI) se ha de seleccionar, incluir,

organizar y secuenciar los contenidos de aprendizajes básicos considerando la
Annexes
carga horaria (de cada grado del subnivel, las horas a discreción y el horario de
lectura) establecida en el currículo nacional y el contexto institucional. Es
importante recalcar que, en el proceso de selección, organización y
secuenciación de contenidos de aprendizaje, no es necesaria la desagregación
de contenidos, por tanto, debe quedar claro que este documento es una
propuesta general por nivel y por subniveles ya que los contenidos de
aprendizaje por grados y cursos se concretan en la PCA.
Son considerados básicos los aprendizajes cuya adquisición por parte de los
estudiantes en un determinado nivel o subnivel educativo se considera
necesaria por estar asociados:
a. al ejercicio de la ciudadanía en la sociedad ecuatoriana y ser

fundamentales para promover la equidad y compensar las
desigualdades sociales y culturales, evitando que se conviertan en
desigualdades educativas;
b. a la consecución de una "madurez" personal en las diferentes áreas del
desarrollo -cognitiva, afectiva, emocional, de relaciones interpersonales
y social-, al logro de la "felicidad personal" y a los planteamientos del
"buen vivir";
Página 10
117 MAD-UTPL
c. a la capacidad de las personas para construir y desarrollar - su proyecto

de vida personal y profesional, y ser una garantía para promover una
ciudadanía activa, constructiva, enriquecedora y satisfactoria tanto para
las personas individualmente como - para la sociedad en general; y
d. a la posibilidad de acceder a los procesos formativos y educativos
posteriores con garantías de éxito, en definitiva, a la capacidad para
seguir aprendiendo a lo largo de la vida.
6.3. Metodología: son los procedimientos que deben conducir el desempeño de

los docentes con los estudiantes en el desarrollo de los aprendizajes; la
organización y comunicación en el aula; el desarrollo de los diversos enfoques
(disciplinar y epistemológico) en cada área; la forma de establecer las normas
y la disposición de los recursos didácticos en función de atender la diversidad y
lograr aprendizajes significativos; la organización del tiempo y los espacios que
aseguren ambientes de aprendizaje agradables y funcionales con el objeto de
crear hábitos y propiciar el desarrollo de actitudes positivas.
En este elemento además se especificará la política sobre tareas escolares

que la institución educativa determine, en concordancia con la normativa
proporcionada por la Autoridad Nacional.
Annexes
La metodología se articula al marco educativo nacional en concordancia con el

enfoque pedagógico determinado por la institución.
6.4. Evaluación: son lineamientos para evaluación y promoción acordes al

enfoque pedagógico de la institución en articulación con la normativa nacional
vigente (LOEI, Decretos Ejecutivos, Reglamento LOEI, Acuerdos Ministeriales
e Interministeriales, el Currículo Nacional, el Instructivo de Evaluación y los
Estándares de Aprendizaje), elementos que describen las políticas
institucionales y estrategias de evaluación que aplicará la institución. Es
importante que los lineamientos que determine la institución incluya procesos
para autoevaluación y coevaluación de los estudiantes. En la elaboración de
este producto, se deberá considerar los resultados de las pruebas
estandarizadas que son emitidos por el INEVAL, en las cuales ha participado la
institución educativa, con el fin de plantear estrategias para mejorar y elevar la
calidad de la educación.
6.5. Acompañamiento pedagógico: son estrategias para la mejora continua de

la práctica pedagógica; permiten generar espacios de diálogo y reflexión con el
Página 11
118 MAD-UTPL
propósito de fortalecer el desempeño profesional directivo y docente y, en

consecuencia, mejorar la calidad de la educación en la institución educativa.
Para la elaboración de las estrategias, se debe tomar en cuenta, entre otros

elementos, las evaluaciones de desempeño docente, con el fin de generar
lineamientos para fortalecer el nivel disciplinar y didáctico de los y las docentes
de la institución, poniendo en práctica estrategias de acompañamiento
pedagógico, inter aprendizaje, círculos de estudio, clases demostrativas y
procesos de auto, hetero y co-evaluación, y los planes de formación continua
del profesorado.
6.6. Acción tutorial: son estrategias de orientación educativa, inherente al

currículo institucional, direccionadas al acompañamiento académico,
pedagógico y socio-afectivo de la diversidad de estudiantes dentro de un
marco formativo y preventivo, que incluya acciones de acogida del alumnado,
atención a la diversidad y no discriminación.
Por otra parte, este elemento permite determinar el procedimiento para

designar los tutores, así como su perfil y sus competencias. La institución
educativa debe construir una propuesta que oriente a los docentes en el
Annexes
quehacer tutorial, apegados al Código de Convivencia y a la normativa
nacional.
6.7. Planificación curricular: son lineamientos para adaptar y delimitar la

estructura, temporalidad, seguimiento y evaluación de los documentos de
planificación que la institución utilizará en la práctica pedagógica. Para la
elaboración de estos lineamientos, se debe considerar los elementos
esenciales de toda planificación (fines, objetivos, contenidos, metodología,
recursos y evaluación) que deben tener los siguientes aspectos:
a. La obligatoriedad de la elaboración de la planificación curricular

anual y su ingreso en el portal Educar Ecuador.
b. La flexibilidad para realizar la planificación curricular de aula.
6.8. Proyectos Escolares: son espacios académicos de aprendizaje interactivo,

donde se trabaja en equipo sobre una temática de interés común utilizando la
metodología del aprendizaje basada en proyectos, con un enfoque
interdisciplinario que busca, estimular el trabajo cooperativo y la investigación.
Página 12
119 MAD-UTPL
Estos proyectos se realizan al interior de la institución educativa, dentro de la

jornada escolar, y comprenden campos de acción alrededor de los cuales los
estudiantes deberán construir un proyecto aplicando sus conocimientos y
destrezas descritos en el currículo; asociados a una problemática, interés o
necesidad propia de su realidad, de manera creativa, innovadora y
emprendedora.
Las áreas que sirven como ejes para la formulación de proyectos son Ciencias
Naturales y Ciencias Sociales.
Luego del análisis de la normativa e instructivo que regula y orienta la

implementación de los proyectos escolares la institución educativa debe definir:
- Estrategias de motivación: en las que los estudiantes tendrán la
oportunidad de demostrar los resultados y las habilidades desarrolladas,
por ejemplo, las ferias institucionales de ciencias que les permitirán
participar en ferias distritales, zonales o circuitales.
- Estrategias de acompañamiento y asesoramiento: en las que la
institución establecerá acciones de retroalimentación, asesoría interna y
externa, inter aprendizaje, entre otras; como un proceso permanente y
sostenible.
Annexes
- Estrategias de evaluación: en el instructivo de proyectos escolares se
define claramente los momentos y tipos de evaluación, sin embargo la
institución debe definir las acciones de evaluación tanto de resultados
como de impacto, para posteriores decisiones en cuanto a motivación y
acompañamiento.
6.9. Adaptaciones curriculares: son lineamientos que desde la institución

educativa se deben planificar para asegurar la contextualización del currículo y
surgen de los resultados de la autoevaluación institucional.
Esta contextualización puede tener un origen diverso, por ejemplo: geográfico,

cultural, social, de aprendizaje, entre otros.
Cuando las adaptaciones curriculares tengan relación con el aprendizaje, en

este acápite, se deberá explicar el proceso que la institución va a seguir para
contextualizar el currículo según las necesidades educativas especiales
asociadas o no a la discapacidad, dependiendo del grado de adaptación que
se necesita:
Página 13
120 MAD-UTPL
Adaptación Curricular Grado 1 o de acceso al currículo

Son modificaciones que se realizan en los siguientes aspectos: espacio,
recursos o materiales, infraestructura, temporalización y comunicación.
Adaptación Curricular Grado 2 o no significativa

Se modifican a los elementos del Grado 1, más la metodología y la evaluación,
los objetivos educativos y criterios de desempeño deben ser iguales a los de
su clase.
Adaptación Curricular Grado 3 o significativa

Se modifican los elementos que constan en el Grado 2 más los objetivos
educativos y las destrezas con criterios de desempeño.
6.10. Planes de mejora: nacen de la autoevaluación institucional del

componente de gestión pedagógica del PEI, es decir son específicamente de
carácter curricular. A partir de esta delimitación, en la PCI, se determinan los
lineamientos para desarrollarlos de acuerdo al contexto, necesidades y
requerimientos institucionales. Como aspectos importantes para considerar en
los planes de mejora son el problema priorizado, las metas a cumplir, los
recursos necesarios, las acciones concretas, los responsables, entre otros.
Annexes
Grafico N. º 1
Enfoque pedagógico Contenidos de aprendizaje
Planes de mejora Metodología
Adaptaciones curriculares ELEMENTOS DE LA PLANIFICACIÓN

Evaluación
CURRICULAR INSTITUCIONAL (PCI)
Proyectos Escolares
Acompañamiento
pedagógico
Planificación curricular Acción tutorial
Elaborado por: Equipo DINCU
Página 14
121 MAD-UTPL
La planificación curricular institucional tendrá una duración de cuatro años, de tal

manera que se garantice su aplicabilidad y desarrollo concluyendo con un año de
evaluación.
7. PLANIFICACIÓN CURRICULAR ANUAL (PCA)

Es un documento que corresponde al segundo nivel de concreción curricular y
aporta una visión general de lo que se trabajará durante todo el año escolar.
Con base en los lineamientos propuestos en la PCI, en especial los relacionados

al punto 6.2, previo a la construcción de la PCA, se hace necesario que los
docentes reunidos por grados, cursos y/o áreas establezcan, para cada uno de
sus grupos de estudiantes los contenidos de aprendizaje que se trabajará, por
tanto, es indispensable realizar una desagregación de los contenidos de
aprendizaje. El instrumento para realizar la desagregación de contenidos de
aprendizaje será establecido por cada institución educativa y este será la guía
para definir las unidades de planificación2 de la PCA.
La planificación curricular anual es el resultado del trabajo en equipo de las

Annexes
autoridades y los docentes de las áreas (Matemática, Lengua y Literatura,
Ciencias Naturales, Ciencias Sociales, Educación Física, Educación Cultural y
Artística, Lengua Extranjera), áreas técnicas, expertos profesionales, y docentes
de Educación Inicial.
Tomando en cuenta las particularidades de los currículos de los niveles de

educación (Tabla 2), la autoridad educativa nacional ha establecido el formato de
PCA que será utilizado por todas las instituciones educativas del país, el mismo
que se encuentra en el portal “Educar Ecuador”.
El formato de PCA contiene secciones que deben ser cubiertas según la

especificidad institucional y de acuerdo con los siguientes lineamientos:
7.1. Datos informativos

En esta sección deben constar los datos de identificación de la institución, el nivel
educativo y el nombre del equipo de docentes que elabora la planificación.
Además, debe constar:
2
Una unidad de planificación es el conjunto de objetivos, contenidos y actividades para el desarrollo y
evaluación de contenidos; organizados en períodos amplios.
Página 15
122 MAD-UTPL
Área: corresponde a las áreas propuestas en el currículo de EGB y BGU (Lengua

y Literatura, Matemática, Ciencias Naturales, Ciencias Sociales, Lengua
Extranjera, Educación Física y Educación Cultural y Artística); en el caso de BT y
BTP, corresponde a las áreas técnicas (Agropecuaria, Industrial, de Servicios,
Artística y Deportiva) y a la Figura Profesional que se planifica.
Para el caso de las instituciones del Sistema Intercultural Bilingüe, deberán

constar las áreas que se integran en el desarrollo de esta planificación.
En primer grado de EGB todas las áreas están integradas, por esta razón en este
aspecto se indicará únicamente “Currículo integral”.
En el subnivel de Preparatoria (primer grado de EGB) se establece un currículo

integral organizado por ámbitos de desarrollo y aprendizaje. En las 25 horas
pedagógicas deberán realizarse las actividades de la jornada diaria (actividades
iniciales, finales, de lectura, dirigidas, rutinas, entre otras), organizadas en
experiencias de aprendizaje que estimulen de manera integral las destrezas con
criterios de desempeño de los siete (7) ámbitos de desarrollo y aprendizaje. Este
currículo integral se encuentra articulado con el enfoque y metodología del
Annexes
Currículo del nivel de Educación Inicial.
Es importante considerar que en Educación Inicial el currículo tiene un enfoque

integrador, por lo tanto, no es tratado por asignaturas sino por ejes y ámbitos de
desarrollo al igual que el currículo integral de Preparatoria.
Asignatura: corresponde a una de las asignaturas o módulos formativos de las

figuras profesionales que se planifican.
No aplica para educación Inicial y primer grado de EGB (exceptuando Educación

Física y Educación Cultural y Artística).
Grado/curso: en este aspecto se debe indicar el grado o curso según

corresponda la planificación. Es importante considerar que para el caso de
Educación Inicial se debe indicar el grupo al que corresponde la planificación; los
grupos son: de 0 a 1, de 0 a 2, de 2 a 3, de 3 a 4 y de 4 a 5 años.
En el caso del BTP no aplica porque su duración es solo de un año escolar.
Nivel educativo: corresponde a los niveles de Educación Inicial, EGB y BGU.
Página 16
123 MAD-UTPL
7.2. Tiempo
Es la información relacionada con la distribución de la carga horaria según lo
prescrito en el currículo correspondiente y lo establecido en la institución
educativa. Entre los aspectos a señalar están:
Carga horaria semanal: escribir la carga horaria para la asignatura

correspondiente según lo prescrito en el currículo y lo establecido por la institución
educativa.
Considerar que, para primer grado, en relación al currículo integral, la carga

horaria es de 25 horas, que corresponden al desarrollo de experiencias de
aprendizaje y no de asignaturas.
En el subnivel de Preparatoria (primer grado de EGB) se establece un currículo

integral organizado por ámbitos de desarrollo y aprendizaje. En las 25 horas
pedagógicas deberán realizarse las actividades de la jornada diaria (actividades
iniciales, finales, de lectura, dirigidas, rutinas, entre otras), organizadas en
experiencias de aprendizaje que estimulen de manera integral las destrezas con
criterios de desempeño de los siete (7) ámbitos de desarrollo y aprendizaje. Este
Annexes
currículo integral se encuentra articulado con el enfoque y metodología del
Currículo del nivel de Educación Inicial.
En Educación Inicial se deben tomar en cuenta las orientaciones metodológicas

determinadas por el currículo de educación inicial.
En el caso del BT corresponde a la carga horaria semanal prescrita para cada

módulo formativo. En el caso del BTP no aplica porque depende de la
organización que se asuma con la entidad receptora.
Número de semanas de trabajo: son las 40 semanas prescritas por la autoridad

educativa nacional. En el BTP no aplica porque la organización del año de estudio
dependerá del horario de trabajo que se establezca para la formación de los
estudiantes en la entidad receptora.
Tiempo considerado para evaluaciones e imprevistos: es el tiempo en

semanas destinado para evaluaciones e imprevistos dependiendo de la
organización institucional. En el caso del BTP no aplica por cuanto debe cumplirse
con las 1200 horas de formación estipuladas para esta oferta formativa.
Página 17
124 MAD-UTPL
Total de semanas clases: es la diferencia entre el número de semanas de trabajo

y número de semanas destinado a evaluaciones e imprevistos. No aplica para el
BTP.
Total de períodos: es el producto entre la carga horaria semanal por el total de

semanas de clases. En lo que corresponde al BTP debe anotarse el número de
horas de formación a desarrollarse, tanto en la institución educativa como en la
entidad receptora.
7.3. Objetivos
Para Educación Inicial y primer grado de EGB no hace falta incluirlos en esta
planificación puesto que estos se encuentran establecidos en los currículos
correspondientes.
A partir del subnivel elemental en la EGB hasta el BGU (tronco común)

corresponde a los propuestos por la institución educativa articulados con lo
prescrito a nivel nacional, considerando las edades de los estudiantes de cada uno
de los grados y cursos. Son desglosados de los objetivos del área por subnivel
propuestos en el currículo nacional.
Annexes
En BT y los bachilleratos complementarios deberán desagregarse de los objetivos
de área.
En BT y BTP deberán anotarse los objetivos de los módulos formativos

correspondientes.
7.4. Ejes transversales/valores

Son los determinados por la institución educativa en concordancia con los
principios del Buen Vivir y aquellos que se relacionen con la identidad, misión y
contexto institucionales.
7.5. Desarrollo de unidades de planificación3

En esta sección se expondrá una visión general de las unidades que se trabajarán
durante todo el año escolar; el número de unidades será determinado por el
equipo docente de acuerdo a los contenidos que se hayan establecido para los
diferentes grupos de estudiantes.
3
Una unidad de planificación es el conjunto de objetivos, contenidos y actividades para el desarrollo y
evaluación de contenidos; organizados en períodos amplios.
Página 18
125 MAD-UTPL
Las unidades están en correspondencia con la metodología determinada en la

PCI, por tanto, su organización está en función de lo señalado en la tabla 2. Los
elementos de este apartado son:
Título de la unidad: es el título que describe la unidad.
Objetivos específicos de la unidad de planificación: son determinados por el

equipo de docentes en la básica, bachillerato, bachillerato técnico y bachillerato
técnico productivo; en estos dos últimos casos se denominan objetivos de las
unidades de trabajo.
En Educación Inicial y primer grado son determinados por el docente y

corresponden a los objetivos de las experiencias de aprendizaje.
En Educación Intercultural Bilingüe son determinados en los currículos adaptados

para de este sistema.
Contenidos: de acuerdo a lo propuesto en el PCI los docentes deberán

seleccionar los contenidos (Tabla 2, literal c), para organizar las unidades de
planificación.
Annexes
En Educación Inicial, cada docente seleccionará de las destrezas del currículo las
destrezas que se articulen con las experiencias de aprendizaje propuestas.
En los subniveles de EGB y el nivel de Bachillerato en Ciencias, BT (tronco

común), corresponden a las destrezas con criterios de desempeño que los
equipos de docentes desagregan en función de lo propuesto en el PCI.
En el BT y BTP, son los docentes quienes organizan las unidades de trabajo y sus
contenidos (procedimentales, conceptuales y actitudinales) en función de lo
propuesto en el currículo nacional. En el caso que la FIP cuente con las Unidades
de Trabajo definidas desde el Ministerio de Educación (desarrollo curricular) los
docentes deberán iniciar la planificación con la revisión y ajuste de las mismas; en
caso contrario, los docentes deberán determinar las unidades de trabajo a partir
del enunciado general del currículo, para lo cual deberán apoyarse en la Guía para
la Elaboración del Desarrollo Curricular de los Módulos Formativos de las Figuras
Profesionales de Bachillerato Técnico y Bachillerato Técnico Productivo, que se
encuentra en la página web del Ministerio.
Página 19
126 MAD-UTPL
Para el caso de Educación Intercultural Bilingüe, corresponde a los saberes y

conocimientos que se proponen en el currículo adaptado para este sistema.
Orientaciones metodológicas: en educación inicial, básica y bachillerato

(ciencias, técnico y bachilleratos complementarios) son planteadas por los
docentes y describen las actividades generales que se realizarán con los
estudiantes para trabajar el conjunto de contenidos propuestos en la unidad de
planificación. Estas orientaciones son la guía para el planteamiento de las
actividades al momento de desarrollar las unidades de planificación. Para el caso
del Sistema Intercultural Bilingüe estas orientaciones se plantean en unidades
integradas que se proponen desde el nivel central.
En esta sección también se harán constar las estrategias que se utilizarán para el
desarrollo de los planes de mejora.
Además, se debe considerar, para la EGB Preparatoria, Elemental y Media, las

actividades que incentiven el cumplimiento de los 30 minutos diarios de lectura
libre de textos relacionados con todas y cada una de las áreas del conocimiento
propuestas en el currículo nacional o a la lectura recreativa en el contexto de la
actividad escolar cotidiana, según la disposición general tercera del Acuerdo
Annexes
Ministerial No. MINEDUC-ME-16-00020-A.
Evaluación: son los criterios para medir el avance de los estudiantes en el trabajo
que se desarrolla en cada unidad de planificación.
En Educación Inicial son determinados por el docente en relación a las destrezas.
En EGB, bachillerato en ciencias y BT (tronco común), corresponden a los criterios

de evaluación y los indicadores propuestos en el currículo nacional; estos últimos
deben proponerse desagregados en relación con las destrezas con criterios de
desempeño que se trabajen en cada unidad de planificación. Además, en este
apartado se debe señalar los componentes del perfil a los que dichos indicadores
apuntan.
Para el BT y BTP son determinados por los docentes de acuerdo a los objetivos
de cada unidad de trabajo, en articulación con lo propuesto en el currículo
nacional.
Duración: semanas u horas según el número de unidades de planificación, es

decir lo que va a durar cada unidad en ser desarrollada.
Página 20
127 MAD-UTPL
7.6. Recursos: materiales bibliográficos digitales, que son utilizados para plantear
las unidades de planificación.
7.7. Observaciones: son las novedades que se presentan en el desarrollo de

cada unidad, en este apartado se puede sugerir ajustes para el mejor
cumplimiento de la planificación.
La planificación curricular anual que funge como la directriz para generar las
planificaciones de aula de acuerdo al contexto, necesidades e intereses de los
estudiantes, será registrada a través del portal “Educar Ecuador”, conforme la
normativa que lo especifica.
8. PLANIFICACIÓN MICROCURRICULAR
Es un documento cuyo propósito es desarrollar las unidades de planificación

desplegando el currículo en el tercer nivel de concreción; está determinado de
acuerdo a los lineamientos previstos por cada institución educativa en el PCI; es
de uso interno, por tanto, los formatos propuestos por la autoridad nacional de
educación en relación a esta planificación, son referenciales, ya que las
Annexes
instituciones educativas pueden crear sus formatos, tomando en cuenta los
elementos esenciales: fines, objetivos, contenidos, metodología, recursos y
evaluación.
Son responsables de la elaboración y desarrollo de la planificación microcurricular

los docentes encargados de los diferentes grupos de estudiantes en educación
inicial, los docentes de grado en los subniveles de básica preparatoria, elemental y
media y los docentes de las asignaturas y figuras profesionales de las diferentes
áreas en la básica superior y bachillerato; y, los docentes de los módulos
formativos de las figuras profesionales de bachillerato técnico y bachillerato
técnico productivo.
En este documento se deben evidenciar las adaptaciones curriculares que se

realizarán para atender a estudiantes con necesidades de aprendizaje asociadas
o no a una discapacidad, para ello es importante contar con el Documento de
Adaptaciones Curriculares Individuales (considerar la Guía de Adaptaciones
Curriculares emitida por la Subsecretaría de Educación Especializada e Inclusiva).
Para llevar el currículo al aula, se sugieren planificaciones como:
Página 21
128 MAD-UTPL
EDUCACIÓN EGB BGU BACHILLERATOS

INICIAL COMPLEMENTARIOS
Niños de 3 a 5 Educación Educación Bachillerato Bachillerato Bachillerato Bachillerato

años Intercultural Intercultural en Ciencias Técnico técnico artístico
Bilingüe productivo
Planificación Planificación por Guía de Planificación Planificación Planificación de Queda a
por experiencias de aprendizaje de unidades de unidades las unidades de potestad de la
experiencias de aprendizaje (1º didácticas didáctica trabajo institución
aprendizaje grado) (tronco
común)
Planificación de Planificación
unidad didáctica de las
(de 2.º a 10.º unidades de
grado de EGB) trabajo
Las instituciones educativas podrán llevar sus unidades de planificación a un nivel

de mayor desagregación y detalle, de acuerdo a lo que se haya establecido en los
lineamientos de su PCI.
Annexes
EDUCACIÓN
Página 22
129 MAD-UTPL
INSTRUCTIVO: PLANIFICACIONES CURRICULARES PARA EL SISTEMA NACIONAL DE
EDUCACIÓN
9. ANEXOS
A continuación se anexan a este instructivo un formato establecido para la planificación anual y algunos formatos sugeridos de
planificación de aula, estos últimos son referenciales ya que las instituciones educativas pueden crear sus formatos, tomando en
cuenta los elementos esenciales: objetivos, contenidos, metodología, recursos y evaluación.
ANEXO N. º 1
PLANIFICACIÓN CURRICULAR ANUAL
LOGO INSTITUCIONAL NOMBRE DE LA INSTITUCIÓN AÑO LECTIVO
PLANIFICACIÓN CURRICULAR ANUAL
1. DATOS INFORMATIVOS
Área: No aplica para EI y EIB hasta básica media (proceso DDTE) Asignatura: No aplica para EI e EIB hasta básica
media (proceso DDTE)
Corresponde a las áreas del conocimiento propuestas en las
mallas curriculares de la EGB, Bachillerato en Ciencias y En EGB, Bachillerato en Ciencias y
Bachillerato Técnico (tronco común) Bachillerato Técnico (tronco
común) es la correspondiente al
Para BT y BTP es el área técnica y la figura profesional área de conocimiento según la
correspondiente. malla curricular
En BT y BTP corresponde al módulo

formativo
Docente(s): Nombres del equipo de docentes que realizan la planificación
Grupo/Grado/curso: Especificar el grupo de EI, grado de EGB o Nivel Educativo: Especificar si se trata de EI, EGB o BGU
Annexes
Página 23
130 MAD-UTPL
EDUCACIÓN
curso de BGU. No aplica para BTP
En EIB especificar los números de las

unidades.
No aplica para BTP
2. TIEMPO
Carga horaria No. Semanas Evaluación del aprendizaje e Total de semanas clases Total de periodos
semanal de trabajo imprevistos
Según la malla No aplica Tiempo considerado para evaluación Número de semanas de trabajo menos las semanas Carga horaria por el
curricular para BTP e imprevistos. de evaluación e imprevistos. número de semanas
de clase.
No aplica para BTP No aplica para BTP
En BTP especificar
No aplica para BTP el número de horas
para desarrollar los
contenidos en la
Institución
Educativa y las
horas para la
práctica en la
entidad receptora
3. OBJETIVOS
No aplica para EI, el subnivel de Preparatoria ni para la EIB hasta básica media (proceso DDTE) puesto que ya se encuentran en los currículos
correspondientes.
A partir del subnivel elemental en EGB en el bachillerato en Ciencias, el Bachillerato Técnico (tronco común) son los propuestos por la institución educativa Annexes
para cada uno de los grados/ cursos en articulación con lo propuesto en los objetivos del subnivel/nivel.
Página 24
131 MAD-UTPL
EDUCACIÓN
Para BT y BTP (figuras profesionales) se deben transcribir los objetivos de los módulos formativos
4. EJES TRANSVERSALES: Los determinados por la institución educativa en concordancia con los principios del Buen Vivir.
En EIB corresponden a los armonizadores de saberes
5. DESARROLLO DE UNIDADES DE PLANIFICACIÓN
N.º y Título de la unidad de Objetivos de Contenidos Orientaciones metodológicas Evaluación Duración

planificación la unidad de
planificación
Para EI y el Subnivel de Los Los que se tratarán en el Descripción general del tipo de Criterios de evaluación Semanas u
Preparatoria: Número y determinados desarrollo de cada unidad de actividades que se realizarán propuestos en el currículo horas según
título de la experiencia de por el equipo planificación, son con el alumnado para trabajar el número
aprendizaje de docentes seleccionados por el equipo el conjunto de contenidos Indicadores de evaluación de unidades
de docentes en relación a los para cada unidad de (desagregados del de
Desde el Subnivel Elemental propuestos en los currículos planificación. currículo). planificación
hasta Bachillerato en de las áreas.
Ciencias y Bachillerato Son planteadas por el equipo En EI son creados por el
Técnico (tronco común): EI: destrezas de docentes. docente
número y título de la Unidad
didáctica EGB, BGU: destrezas con EIB hasta superior
criterios de desempeño. (proceso PAI)
Para BT y BTP: Número y corresponden a los
título de las unidades de dominios
EIB hasta básica superior
trabajo.
(proceso PAI): Indicar el
Para EIB hasta superior círculo de conocimiento
(proceso PAI): Número y
título de las unidades de BT y BTP: contenidos
aprendizaje procedimentales,
conceptuales y actitudinales Annexes
Página 25
132 MAD-UTPL
EDUCACIÓN
6. BIBLIOGRAFÍA/ WEBGRAFÍA 7. OBSERVACIONES
Bibliografía empleada tanto en el fundamento del diseño de cada unidad de planificación como textos Se consignarán las novedades en el
seleccionados para el trabajo con el alumnado. cumplimiento de la planificación.
Además, puede sugerir ajustes para el
mejor cumplimiento de lo planificado.
ELABORADO REVISADO APROBADO
DOCENTE(S): NOMBRE: NOMBRE:
Firma: Firma: Firma:
Fecha: Fecha: Fecha:
Esta planificación aporta una visión general de lo que se trabajará durante todo el año escolar, deberá ser elaborada por el conjunto de
docentes del área o los docentes de grado y será la directriz para generar las planificaciones de unidad didáctica de acuerdo al contexto,
necesidades e intereses de los estudiantes.
EI: Subnivel 2 de Educación Inicial niños de 3 a 5 años

EGB: Educación General Básica
BGU: Bachillerato General Unificado
EIB: Educación Intercultural Bilingüe
BT: Bachillerato Técnico
BC: Bachilleratos complementarios
BTP: Bachillerato Técnico Productivo
BCA: Bachillerato Complementario Artístico Annexes
Página 26
133 MAD-UTPL
EDUCACIÓN
ANEXO N. º 2
EJEMPLO DE FORMATO DE PLANIFICACIÓN MICROCURRICULAR POR EXPERIENCIA DE APRENDIZAJE PARA EDUCACIÓN INICIAL Y
PREPARATORIA
Experiencia de aprendizaje: Nombre o título de la experiencia de aprendizaje.
Grupo de edad: Grupo de edad con el que se va a desarrollar la experiencia. No. de niños: Número de estudiantes que
tiene el grupo
Tiempo estimado: Días o semanas que durará el desarrollo de la experiencia. Fecha de inicio:
Criterio de Evaluación No aplica para Educación Inicial (EI)
En 1.º grado de EGB, son tomados del currículo y se corresponden con las DCD.
Descripción general de la Descripción general de lo que consistirá la experiencia y lo que se va a lograr con los estudiantes.
experiencia:
Elemento integrador: Elemento integrador de la experiencia. Puede ser una canción, un juego, una vivencia en el hogar, un objeto que interese mucho a los
niños, entre otros.
Ámbito de Desarrollo y Contenidos Actividades Recursos Indicadores para evaluar
Aprendizaje
En EI anotar los ámbitos En EI, anotar las destrezas Describir todas las actividades que se Anotar la lista de equipos, En EI, los docentes deben crear
establecidos en el Currículo de seleccionadas del currículo. van a desarrollar hasta concluir la materiales y demás recursos los indicadores.
Educación Inicial a los que En 1.º grado de EGB anotar experiencia. necesarios para desarrollar En 1.º grado de EGB, los
pertenecen las destrezas las destrezas con criterios las actividades. docentes deben escribir los
seleccionadas. de desempeño indicadores (desagregados)
En 1.º grado anotar los seleccionadas del currículo. con los cuales se va a evaluar el
ámbitos establecidos en el desarrollo de cada una de las
Currículo de Preparatoria a los destrezas con criterios de
que pertenecen las destrezas desempeño seleccionadas.)
con criterios de desempeño
seleccionadas.
Annexes
Adaptaciones curriculares: En este aparatado se deben desarrollar las adaptaciones curriculares para los estudiantes con N.E.E asociadas o no a la discapacidad.
Página 27
134 MAD-UTPL
EDUCACIÓN
Especificación de la necesidad educativa: Enunciar la Necesidad Educativa que presenta el estudiante, puede ser asociada o no a la discapacidad. Indicar las iniciales del o
los estudiantes.
Ámbito de Desarrollo y Contenidos Actividades Recursos Indicadores para evaluar
Aprendizaje En las adaptaciones Describir todas las actividades Anotar la lista de equipos Deben crearse en función de
Enunciar el ámbito a trabajar, curriculares Grado 2, anotar específicas que se van a desarrollar materiales y demás recursos la destreza o DCD modificada
debe guardar correspondencia la misma destreza para hasta concluir la experiencia. específicos para desarrollar para las adaptaciones Grado 3.
con el ámbito establecido para todo el grupo. En caso de las actividades.
todo el grupo. adaptaciones Grado 3, se
especificará la destreza o
DCD modificada según el
ámbito establecido y la
Experiencia de aprendizaje.
ANEXO N. º 3
EJEMPLO DE FORMATO DE PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
PLANIFICACIÓN MICROCURRICULAR
Nombre de la institución
Nombre del Docente Fecha
Área Matemática Grado Quinto Año lectivo 2016-2017
Asignatura Tiempo
Unidad didáctica
Objetivo de la unidad
Son tomados del currículo y se corresponden con las DCD.
Criterios de Evaluación
Es importante que los criterios de evaluación se escriban con sus respectivos códigos.
¿Cómo van a aprender?

¿Qué y cómo evaluar?
¿Qué van a aprender? ACTIVIDADES DE APRENDIZAJE RECURSOS
EVALUACIÓN
DESTREZAS CON CRITERIO DE (Estrategias Metodológicas)
DESEMPEÑO
Annexes
Página 28
135 MAD-UTPL
EDUCACIÓN
Indicadores de Técnicas e
Evaluación de la instrumentos de
unidad Evaluación
Recursos necesarios para el Son los indicadores de Descripción de las
trabajo de las DCD con el evaluación del currículo técnicas e
alumnado. que hayan sido instrumentos
Son las DCD que se seleccionaron
Metodología y actividades concretas para el desagregados para concretos que se
para el grado y se desagregaron
trabajo de las destrezas con criterios de cada una de las emplearán para
para la unidad, estas deben
desempeño seleccionadas, tomando en cuenta unidades. evaluar el logro a
contener la referencia del código el alcance de cada una de estas, la articulación través de los
de la DCD correspondiente. en las actividades y los diferentes momentos Es necesario que se indicadores
para su desarrollo. indique el código de
propuestos.
referencia del indicador
de evaluación
correspondiente
Adaptaciones curriculares: En este aparatado se deben desarrollar las adaptaciones curriculares para todos los estudiantes con N.E.E asociadas o no a la discapacidad.
Especificación de la Especificación de la adaptación a ser aplicada
necesidad educativa
EVALUACIÓN
Indicadores de Técnicas e
DESTREZAS CON CRITERIO DE ACTIVIDADES DE Evaluación de instrumentos
DESEMPEÑO APRENDIZAJE RECURSOS la unidad de Evaluación
Enunciar la Necesidad Educativa que En las adaptaciones curriculares Grado Describir todas las actividades Anotar la lista de Indicar en función Describir las
presenta el estudiante, puede ser 2, anotar la misma destreza para que específicas que se van a equipos materiales y de la DCD técnicas o
asociada o no. Indicar las iniciales para todo el grupo .En caso de desarrollar hasta concluir la demás recursos modificada para instrumentos
del o los estudiantes. las adaptaciones específicos
adaptaciones grado 3, especificar la experiencia de aprendizaje. específicos para
Grado 3.Indicar el
DCD modificada en correspondencia desarrollar las código de
con el objetivo de la Unidad. actividades. Grado referencia.
1,2,3
Annexes
Página 29
136 MAD-UTPL
EDUCACIÓN
ANEXO N. º 4
EJEMPLO DE FORMATO DE PLAN DE TRABAJO SIMULTÁNEO
Esta planificación la pueden utilizar en las instituciones educativas unidocentes y pluridocentes.
Datos informativos:
Institución Educativa: Tiempo:
Asignatura: Nombre del docente:
Grado: Número de estudiantes: Año lectivo:
Matriz de un plan simultaneo

Grados de básica Segundo grado Tercer grado Cuarto grado
Destrezas con criterios de desempeño Son tomadas, para cada grado, de las matrices presentadas en este documento y que fueron construidas
en base al Currículo nacional vigente.
Indicador de logro de la clase Es creado por el docente y especifica hasta dónde se logrará alcanzar la destreza con criterios de
desempeño en la clase por cada grado.
Recursos Se enlistan los materiales que se utilizará para cada uno de los grados o para el ciclo.
Tiempo Tipo de aprendizaje/ Tipo de aprendizaje/ Tipo de aprendizaje/

Estrategias metodológicas Estrategias metodológicas Estrategias metodológicas
Se indica el tiempo total de dos o más Se detallan las estrategias metodológicas de acuerdo al tipo de aprendizaje. Se debe tomar en cuenta
períodos de 40 minutos que adaptaciones curriculares para estudiantes con NEE asociadas o no a una discapacidad.
corresponden a una clase. Aprendizaje mediado AM
Aprendizaje autónomo AA
Observaciones:
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Annexes
……………..…………………………………….………..
Página 30
137 MAD-UTPL
EDUCACIÓN
ANEXO N. º 5
EJEMPLO DE PLANIFICACIÓN MICROCURRICULAR PARA EDUCACIÓN INTERCULTURAL BILINGÜE, SEGÚN EL MOSEIB
PERÍODO
LOGO INSTITUCIONAL NOMBRE DEL CECIB
LECTIVO
PLANIFICACION DE CONOCIMIENTOS Y DOMINIOS -PCD

1. DATOS INFORMATIVOS:
No. de Unidades de
Docente: Área/Asignatura Proceso Paralelo
aprendizaje/Curso
Desde EIFC hasta PAI: registrar los
No aplica en EIFC, IPS, FCAP y DDTE. Escribir el proceso
números de las unidades que
correspondiente: IPS,
corresponden al año lectivo. Escribir en letras
Ingresar el nombre del docente Para el PAI y Bachillerato: registrar FCAP, DDTE, PAI,
el paralelo
el nombre del área o asignatura, Bachillerato.
En Bachillerato, registrar el curso o
correspondiente.
año.
No. de Períodos Fecha Inicial Fecha final
Escribir el número total de Fecha en la que inicia el desarrollo del círculo de Fecha en la que finaliza el desarrollo del círculo de
periodos, de trabajo conocimientos conocimientos
Número y
título de la
CÍRCULO DE CONOCIMIENTOS Objetivo
unidad de
Dominio de aprendizajes
Saberes y conocimientos específico
aprendizaje Número y nombre
Organizar a partir del Currículo de Redactar en base a Transcribir los dominios que corresponden a los saberes
EIB de las nacionalidades. los saberes y y conocimientos del círculo.
Transcribir Transcribir a partir conocimientos a
de la PCA del PCA Para el Bachillerato, organizar los
desarrollarse.
contenidos a partir del currículo
nacional y del currículo de EIB.
2. PLANIFICACIÓN DE ESTRATEGIAS METODOLÓGICA
Annexes
FASES DEL SISTEMA DE ACCIONES CURRICULARES RECURSOS
Redactar actividades en cada fase y sub fase, que ayuden a desarrollar los saberes y Redactar los recursos y materiales
CONOCIMIENTO
conocimientos que corresponden al presente círculo de conocimientos. didácticos a emplearse
Página 31
138 MAD-UTPL
EDUCACIÓN
Senso-percepción
1. DOMINIO
Problematización
Desarrollo de
Contenidos.
Verificación
Conclusión
2. APLICACIÓN
3. CREACIÓN
4. SOCIALIZACIÓN
3. ADAPTACIONES CURRICULARES NEE En este aparatado se deben desarrollar las adaptaciones curriculares para todos los
estudiantes con N.E.E asociadas o no.
ESPECIFICIÓN DE LA NECESIDAD EDUCATIVA A ATENDER ESPECIFICACIÓN DE LA ADAPTACIÓN A APLICAR

FASES DEL SISTEMA ACCIONES RECURSOS
DE CONOCIMIENTO CURRICULARES
Se enuncian todas Redactar actividades Redactar los recursos y
específicas en cada fase y materiales didácticos
Enunciar la Necesidad Educativa que presenta el estudiante,
las fases.
sub fase, que ayuden a específicos a emplearse.
puede ser asociada o no a la discapacidad. Indicar las iniciales del desarrollar los saberes y
conocimientos que
o los estudiantes.
corresponden al presente
círculo de conocimientos
alineadas a los objetivos
específicos y a los
dominios de aprendizaje.
ELABORADO REVISADO APROBADO
DOCENTE: Nombre: Nombre:
Firma: Firma: Firma:
Annexes
Nota: por cada unidad de aprendizaje, el docente elaborará 4 PCD (Planificaciones de Conocimientos y Dominios)
Página 32
139 MAD-UTPL
EDUCACIÓN
ANEXO N. º 6
EJEMPLO DE PLANIFICACIÓN MICROCURRICULAR PARA BACHILLERATO TÉCNICO Y BACHILLERATO TÉCNICO PRODUCTIVO.

UNIDAD EDUCATIVA
LOGO
INSTITUCIONAL
PLAN DE UNIDAD DE TRABAJO
1.- DATOS DE REFERENCIA
FIGURA PROFESIONAL (*)
NOMBRE DEL DOCENTE Nombre del docente responsable del desarrollo del módulo formativo
CURSO No aplica para BTP PARALELO AÑO LECTIVO (*)
NOMBRE DEL MÓDULO

(*)
FORMATIVO
OBJETIVO DEL MÓDULO
(*)
FORMATIVO
N° Y NOMBRE DE LA N° DE HORAS
UNIDAD DE TRABAJO (*) (*)
PEDAGÓGICAS
OBJETIVO DE LA
(*)
UNIDAD DE TRABAJO
2.- DESARROLLO DE LA UNIDAD DE TRABAJO

ACTIVIDAD DE ENSEÑANZA-APRENDIZAJE EVALUACIÓN
TÉCNICA-
SECUENCIA DE LA ACTIVIDAD RECURSOS
N° NOMBRE OBJETIVO TIEMPO CRITERIOS INSTRUMENT
O
Annexes
Régimen Costa Página 33
140 MAD-UTPL
EDUCACIÓN
1 Son las Objetivo de Tiempo Describir la secuencia de Recursos Criterios Determina el

actividades de aprendizaje de de cada desarrollo de cada específicos a establecidos docente en
enseñanza- cada actividad. actividad actividad de enseñanza- utilizar en el por el docente función de
aprendizaje (La suma aprendizaje. desarrollo de con enfoque los criterios
de
definidas por de los cada actividad. competencial
evaluación.
el docente tiempos (considerar:
para el de todas procedimiento
desarrollo de las s, conceptos y
los contenidos actividad actitudes), en
curriculares de es función del
la UT. equivale objetivo de
(Cada al aprendizaje de
actividad debe tiempo la actividad.
tener su de
planificación). duración
de la
UT).
2
3.- ADAPTACIONES CURRICULARES En este aparatado se deben desarrollar las adaptaciones curriculares para todos los estudiantes con N.E.E asociadas o no a la
discapacidad
ESPECIFICACIÓN DE LA NECESIDAD EDUCATIVA ATENDIDA
Enunciar la Necesidad Educativa que presenta el estudiante, puede ser asociada o no a la discapacidad. Indicar las iniciales del o los estudiantes.
ESPECIFICACIÓN DE LA ADAPTACIÓN APLICADA

ACTIVIDAD DE ENSEÑANZA-APRENDIZAJE SECUENCIA DE LA EVALUACIÓN Annexes
RECURSOS
N° NOMBRE OBJETIVO TIEMPO ACTIVIDAD CRITERIOS TÉCNICA-
Página 34
141 MAD-UTPL
EDUCACIÓN
INSTRUMENTO
Describir la
actividad Establecer el
Indicar el especificada. En indicador en
Enunciar los
Indicar el objetivo tiempo caso de función de la Indicar las
recursos
modificado en caso estimado adaptaciones Grado actividad técnicas e
específicos para
de Adaptaciones para logra 3 serán modificadas modificada instrumentos
las adaptaciones
Curriculares grado 3 el objetivo pero mantendrán para específicos
Grado 1,2 y3
modificado correspondencia adaptaciones
con el objetivo grado 3
planteado.
4.- BIBLIOGRAFÍA/WEBGRAFÍA
ELABORADO POR: REVISADO POR: APROBADO POR:

DOCENTE: NOMBRE: NOMBRE:
Firma: Firma:
Firma:
(*) Información tomada de la Planificación Curricular Anual.
Annexes
Página 35
142 MAD-UTPL
Annex 12. English planning example
UNIDAD EDUCATIVA SANTA MARIANA DE JESÚS
Unidad Educativa Santa Mariana de SCHOOL YEAR

Jesús 2019 – 2020
Microcurricular Planning
1. Information Data
AREA ENGLISH BACHILLE-
Jackeline Eli-
Teacher´s EDUCATIO- RATO GENE-
zabeth Michi- COURSE 3 PARALLEL “A”
Name: SUBJECT ENGLISH NAL LEVEL RAL UNIFI-
lena Atiencia CADO.
OBJECTIVES
UNIT 3
Appreciate the use of English language through listening songs, in order to foster imagination, curi-
osity and memory, while developing a taste for language.
UNIT TITLE I CAN PLAY
DATE: 10 – 01 – 2020 TIME:
40 minutes
2. PLANIFICATION
Annexes
EVALUATION CRITERIA
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people can usu-
ally understand them easily.
EVALUATION
Evaluation´s
Methodological Strategies and ac- techniques
Skills and performance descriptor tivities Resources Indicators
and instru-
ments
143 MAD-UTPL
EFL.2.2.10 Clap, move, chant, or sing Warm up (10 minutes) I.EFL.2.8.1

. Learners Technique:
along with short authentic English lan- First listening. The students to
can pro- Listen, look
guage rhymes or songs, approximating close their eyes and listen to the nounce and practice.
song. Play CD Track. most famil-
English rhythm and intonation once fa- Follow up Questions.
iar vocabu- Instrument:
miliar with the text. (Example: jump or What instruments do you listen? lary Practical
items accu- worksheet.
clap in time to jump-rope rhymes, do Worksheets. (20 minutes)
The students to identify the pic- rately, and
the actions to action songs or short tures. can there-
fore usually
rhythmic poems, enunciating some of “Let’s listen and choose the pic-
tures that match what they hear.” I be
words in time with the rhythm, etc.) Play One on CD Track. easily un-
“What number did you hear?” (one) derstood.
“What instrument name did you They can
hear?” (triangle) also pro-
“What picture do you choose?” duce some
“What do you draw between 1 and phrases
and short
a?” (a line)
sentences
Identify the image with sound and clearly, and
card. Moving to the rhythm of a may ap-
song. (10 minutes) proximate
English Annexes
rhythm and
intonation
in longer
utterances.
(I.3)
144 MAD-UTPL
3. Description of the curriculum adaption to be applied
EVALUATION
Details of spe- Skills and perfor-
Evaluation´s
cial needs mance descriptor Methodological Strategies and acti-
techniques
vities Resources Indicators
and instru-
ments
Prepared: Jackeline Michilena Approbed by:

Signature: Siganture:
Date: 10- 01 -2020 Date:
Annexes
Anexes
145 MAD-UTPL
Student name:
Annexes
146 MAD-UTPL
Student name: ___________________________
Annexes
147 MAD-UTPL
INSTRUMENTS
VIOLIN
DRUMS
TAMBOURINE
GUITAR
XYLOPHONE
HARMONICA
HAND BELL
KAZOO
RECORDER
TRIANGLE
CYMBALS
PIANO
Annexes
148 MAD-UTPL

Guia Didactica GD

Uploaded by

Copyright:

Available Formats

Guia Didactica GD

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guia Didactica GD

Uploaded by

Copyright:

Available Formats

Vicerrectorado de Modalidad Abierta y a Distancia

TEFL Methodology and Didactics

Modalidad de estudio: a distancia

TEFL Methodology and Didactics

Carrera PAO Nivel

 Pedagogía de los Idiomas Nacionales y IV

Gina Karina Camacho Minuche

EDUC_2089 Asesoría virtual

TEFL Methodology and Didactics

Diagramación y diseño digital:

Ediloja Cía. Ltda.

ISBN digital - 978-9942-25-790-1

Learning outcome 1 and 2............................................................................. 12

Contents, resources and recomended learning activities.................................... 12

Unit 1. Teaching English methods and approaches................................. 12

1.5. The Silent Way...................................................................................... 19

Unit 2. Modern Teaching Methods.......................................................... 28

2.3. Flipped Classroom............................................................................... 35

Unit 3. The role of the teacher in the English classroom.......................... 42

3.4. Teacher as Resource........................................................................... 46

Learning outcome 3 and 4............................................................................. 54

Contents, resources and recomended learning activities.................................... 54

Unit 4. Classroom management.............................................................. 54

Unit 5. Lesson Planning according to the Ecuadorian Language

5.3. EFL for Subnivel medio........................................................................ 78

6.1. Effective whiteboard technique........................................................... 85

6.4. A truly interactive class........................................................................ 88

6.7. English corners: Techniques and tips................................................. 92

1.1. Presentation of the subject

1.2. General competences of the UTPL

1.3. Program specific competencias

To manage learning through the creation of environments, planning, the

Limited coherence in the articulation of the elements of the curriculum.

The methodology of the course is based on the UTPL distance student-

The design of activities, as well as the selection of the study techniques

The educational process is based on the development and evaluation of

The teaching-learning process is carried out under the supervision and

Being a distance student demands a lot of effort, responsibility and

Use self-study techniques according to your preferences and learning styles.

 Contrasts the different methods and approaches

Learning  Analyzes the elements to be considered when

Contents, resources and recomended learning activities

Unit 1. Teaching English methods and approaches

It is necessary to have a clear idea about the difference between methods

An approach is a sense of correlative assumptions dealing with the nature of

Method refers to the whole plan teachers do to present the language

1.1. The direct method

Concrete vocabulary was taught through

Direct Grammar was taught inductively.

This method emphasizes on grammatical patterns and learning is the

Additionally, people who want to immerse in the knowledge of a new

rehearse patterns of the language through extensive use of drilling to help

The following figure summarizes main points considered in audiolingualism.

Note. Camacho, G., 2024.

To reinforce the topic, read additional information in your basic text.

1.3. The Notional Functional Syllabus

Let’s analyze the following table.

Notion Function Expression

Note. Camacho, G., 2024.

Dear student, now, I invite you to do the following activity:

Pedagogía de los Idiomas Nacionales y IV

Contrasts the different methods and approaches

Learning Analyzes the elements to be considered when

The Silent Way makes extensive use of Cuisinaire rods to teach

The first part of a Silent Way lesson is usually dedicated to

Learners learn a language by using it communicatively.

Brinton (2007) provides a detailed rationale for CBI: First