Recomendaciones

Metodológicas para el uso de

los Módulos
Ma. Paulina Fabara M.A
Autora Módulos 2 BGU
 Objetivos
• Explorar el Currículo de Inglés como Lengua Extranjera para el Subnivel
Bachillerato (English as a Foreign Language for Subnivel Bachillerato-
Bachillerato General Unificado)
• Presentar los Lineamientos Metodológicos- para la enseñanza y la
evaluación.
• Contrastar el Currículo con el desarrollo de los Módulos – Ver ejemplos.
Explorar Módulos.
 Explorar conocimientos previos
Por favor ingresar a esta dirección
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Por favor ingresar este código
87 22 83
 Currículo de Inglés

Subnivel Bachillerato
https://educacion.gob.ec/curriculo-bgu/

https://educacion.gob.ec/wp-content/uploa
ds/downloads/2019/09/BGU-tomo-2.pdf
 Autores
Subnivel Medio, Superior y
Subnivel Elemental
Bachillerato
• Lengua Extranjera – Inglés • Lengua Extranjera- Inglés
Cambridge University Press Houghton Mifflin Harcourt -
Ecuador - (Subnivel Elemental) (Subnivel Medio, Superior y
Nivel De Bachillerato)
Vamos a explorar el
currículo
 • El currículo de EFL para el subnivel BGU está alineado
con los estándares de Marco Común Europeo de
Referencia CEFR.

¿Qué Contiene el Currículo? • Progresar desde el nivel A2.2 y llegar hasta el B1.2

• Perfil del estudiante de bachillerato le impulsa al docente a

guiarlo en su aprendizaje (scaffold their learning)
aprovechar los conocimientos previos y apoyándoles en la
construcción de la confianza en sí mismo.

• Reducir el nivel de ansiedad y del filtro afectivo (affective

filter) tanto como se pueda.
Actividades sean relevantes y significativas. Cuando partimos
de sus intereses logramos que se involucren y motiven.
 • Apuntar a que en el aula el trabajo gire alrededor del
estudiante (learner-centered)- esto empodera la estudiante
¿Qué Contiene el Currículo? y lo invita a ser más autónomo.

• El trabajo en parejas o en grupos ayuda a construir

rapport.

• El humor en el aula contribuye a reducir la axiedad, a

fortalezar la memoria y les ayuda a concetrarse.

• Manos a la obra, mini proyectos, trabajo colaborativo y

cooperativo esto le conduce a construir su propio
aprendizaje.
Los beneficios del humor en
el aula
 Curricular Thread 1: Communication and cultural
awareness

¿Cuáles son los Bloques Curricular Thread 2: Oral communication

Curriculares?
Curricular Thread 3: Reading

Curricular Thread 4: Writing

Curricular Thread 5: Language through the arts

 Communication and cultural awareness
• Intercultural awareness and identity
• Global awareness
• Freewriting
• Social competence
• Autonomous learners

The teacher should not be the only decision maker in the class.
Allowing learners to have choices in what and how they learn is an
important first step to making them more autonomous. Learners
can write their own class rules, for example, and then be asked to
justify each one. They can be given an assignment and then told
that they can present it however they like: as a song, as a poem, as
a presentation or a role play, etc. In the learner-centered
classroom, more often than not, learners will challenge themselves
and, because it was their own idea, go above and beyond the
teacher’s expectations of an assignment.
Módulo 1 Página 18
 Communication and cultural awareness
Visita Virtual al Museo de Frida Kahlo • Intercultural awareness and identity
https://www.museofridakahlo.org.mx/en/t • Global awareness
he-blue-house/virtual-tour/
• Freewriting
Movie: https://youtu.be/5mpFuAB9pIg • Social competence
• Autonomous learners

This subthread can be approached from a variety of topics and interests. Learners
can work on a personal history project, in which they interview family members in
L1 and then translate their interviews to L2. These personal histories can be
presented digitally, and learners can be encouraged to add pictures, recipes, maps,
etc. to give as much background on their family life as possible. Learners can
participate in small research projects which can help them understand the
world we live in today, such as an analysis of the way the world has changed since
the advent of the world wide web. They can be given the option to research
topics that they have a personal interest in, topics which may range from the plight
Módulo 2 Página 24 of orphans in Ecuador to decent working conditions around the world.
 Destrezas con criterio de
desempeño por cada uno de los
bloques curriculares
 Lineamientos Metodológicos
para los Criterios de Evaluación
Destrezas a evaluar
 Oral Communication
Listening skills : listening for gist or detail- Generar muchas
oportunidades de que puedan escuchar : conversaciones,
recibir instrucciones, etc…
Intensive listening task: Listening that provides video and
audio (transcripts and subtitles). a. Listen for fun / b. Find
specific information / c. Metacognición (identificar fortalezas
y debilidad sobre su habilidad de listening).
Analizar el transcript del listening Se puede escoger una
sección con mayor nivel de dificultad y hacer intensive
listening . Escuchan por más de 10 veces y luego se les
pregunta cuantas palabras identificaron en esta sección.
Hacer ejercicio de predicción.
Producción oral
Interacción oral
Teacher Talk- 20%
In addition, learners at this age love to get involved
with their own learning, so having learners prepare
a song to share with the class, or bring in a recorded
interview with a native speaker, are other ways to
motivate them to work on and practice their listening
skills. Authentic listening materials are perfect for
helping learners get listening practice. News reports
on real, current events can be found on websites such
as BBC Learning English
(http://www.bbc.co.uk/learningenglish/) and VOA
Learning English
(http://learningenglish.voanews.com/). Graded, semi-
authentic dialogues for learners of all levels
Módulo 3 página 3 Módulo 3 página 7
 App

Lyrics Training

https://youtu.be/_BkUXuSRino
 Pronunciation

https://youtu.be/m655Wvyv5O4
 Reading and Writing
• Reading comprehension.
• Reading strategies in class such as
skimming and scanning.
• The affective response.
• Literacy-rich environment.
• Cross-curricular content.
• Graphic organizers
Módulo 3 página 3 Módulo 3 página 7
• Literacy building.
• Free writing and journal writing
• Learning logs
• collaborative writing- brainstorming-outlining
stages of process writing.- drafting.
• Digital and media literacy
• flipped classroom
• Text production-Storyboarding
• Cohesion and coherence.
Módulo 2 página 20
Módulo 1 Página 13
 Language through the arts
According to Upitis (2011), learning through the arts has three major benefits:
• The arts teach us how to make judgments in the absence of rules; they also teach us
that goals are best held with flexibility and that some activities are self-justifying.
• The arts offer intrinsic benefits related to student experience and expression and
bonus benefits related to intellectual achievement, including the development of
general thinking skills and problem-solving abilities.
• Canadian research affirms that spending time in the arts does not come at the expense
of achievement in other subjects, but improves estimation and computation skills
Módulo 3 Página 3
Perfil de Salida del estudiante de
bachillerato
Glosario y Referencias
Bibliográficas
Referencias Bibliograficas • Ministerio de Educación del Ecuador
(2019). Curriculo English as a Foreign
Language for Subnivel Bachillerato.
(p.236-319). Recuperado de:
https://educacion.gob.ec/wp-content/upl
oads/downloads/2019/09/BGU-tomo-2.p
df