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1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 1 Objectives:
People Around Us O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.7 Use spoken and written literary texts in English such as poems, short stories, comic strips, short magazine articles and oral
interviews on familiar subjects in order to inspire oral and written production.
O.EFL 4.8 Integrate written and spoken texts in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond, in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and to manifest an understanding of the relationship between cultural perspectives and practices and
international regions and cultures, and identify similarities, differences, and universal cultural by sharing cross cultural experiences.
themes. CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions appropriate language and interaction styles in a variety of social interactions.
across cultures and groups, including the students own.
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, straightforward spoken or audio texts set in familiar contexts, when delivered slowly and with
immediate environment and matters of immediate need in simple terms using grammatical visuals to provide contextual support. Use spoken contributions in class as models for ones own
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, speech.
prepositions, etc.). CE.EFL.4.10 Interaction Interpersonal: Participate effectively in familiar and predictable
EFL 4.2.6 Use other students contributions in class as models for their own. conversational exchanges by asking and answering follow-up questions, provided there are
opportunities to use repair strategies and sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.16 Make use of simple learning resources, including those created by ones self, in order
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast to compare and contrast information, and choose appropriate resources according to the value,
information in order to demonstrate understanding and command of a topic. purpose and audience of each.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other literary concepts.
peoples strengths.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book English Communication and Cultural Awareness Activities
Reading two stories from different regions in Ecuador and A1.1 (including I.EFL.4.1.1 Learners can compare and contrast Identify pictures of famous people and their
completing a chart to show the differences. interactive version) oral traditions, myths, folktales and literature nationalities.
Reflecting on differences between people from other countries and Audio CD from Ecuador and other cultures in order to Exchange information using personal
regions. Teachers Guide demonstrate an understanding of the information: Hello! I am Juan. What is your
Participating in short dialogues and role plays to practice target Photocopiable relationship between cultural practices and name?
language. worksheets (TG) perspectives. Learners can share cross-cultural Ask for partners nationalities: Where are you
Practicing the language needed to deal with a need through a mini Quiz Time (SB) experiences while naming universal cultural from?
role play. themes. (I.2, S.1, S.2, J.1) Write profiles about famous people: Lionel
Singing songs that practice helpful language. I.EFL.4.4.1 Learners can demonstrate an ability Messi is a soccer player. He is Argentinian and
to give and ask for information and assistance is 25 years old.
Oral Communication: (Listening and Speaking) video and then talking to a partner about
Listening to a dialogue between two or more people and deciding if Watchin whether
each statement is true or false. g a short

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or not they agree with the speaker or a statement. using level-appropriate language and interaction Create profiles of family members.
Giving learners language prompts to use during pair/group work. styles in online or face-to-face social and Get materials to create a profile (Project):
Asking classmates to repeat an answer or statement if needed to classroom interactions. (J.2, J.3, J.4, I.3) cardboard, magazines, glue, markers,
clarify something. Oral Communication scissors.
Asking for help in class when necessary. I.EFL.4.7.1 Learners can identify the main idea Get cutouts from magazines of a famous
Reading and some details in short straightforward spoken person and write a profile.
Reading a text and answering information questions. audio texts set in familiar contexts when the Oral presentation of the project: Talk about
Choosing from a list of words to complete gaps from a reading. message is delivered slowly and there is other (famous person).
Reading a short story from the Internet and highlighting interesting contextual support. Learners can use other Identify True/False statements when reading
facts, then comparing them with those of a partner. classmates contributions in class as models for a profile of a famous person.
Reading a biography and putting events on a timeline. their own. (I.2, I.3, S.4) Identify mistakes in a dialog.
Writing I.EFL. 4.10.1 Learners can effectively participate
Making posters in small groups of new phrases and expressions in in familiar and predictable everyday Techniques
order to display in the classroom. conversational exchanges in order to complete a Reading
Finding a variety of online references to practice a grammar task, satisfy a need or handle a simple Scan a text to find its topic sentence.
structure, then recommending the best one to the class. transaction, using a range of repair strategies. Listening
Making flashcards for new words and using them to quiz a partner. (I.3, J.3, J.4) Listen for specific information in an interview.
Writing about a topic and choosing words for a glossary and writing Reading Speaking
the definitions. I.EFL.4.11.1 Learners can understand main Use expressions to encourage someone to
Language through the Arts ideas and some details in short simple online or participate in a conversation.
Sharing learners stories in pairs or small groups and choosing to print texts on familiar subjects, using contextual Writing
represent some through a role play. clues to help identify the most relevant Use words in a glossary to enrich a text
Reading a myth from Ecuador and writing a song about it. information. (I.2, I.4) about a specific topic.
Writing
I.EFL.4.16.1 Learners can use and make simple Instruments for oral and written evaluation
learning resources, both online and in print, in Projects and presentations
order to compare and contrast information. Oral interviews in pairs
Learners can choose appropriate resources and Gap activities in pairs
critically evaluate the information in these Game: Units
resources, according to the value, purpose and Writing Quiz
audience of each. (I.1, I.3, I.4, J.2, J.4) Glossary activities
Language through the Arts
I.EFL.4.20.1 Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Describe a famous persons profile. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

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1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 2 Objectives:
People I Love O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
communication and written expression of thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and to manifest an understanding of the relationship between cultural perspectives and practices and
international regions and cultures and identify similarities and differences and universal cultural by sharing cross cultural experiences.
themes. CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by appropriate language and interaction styles in a variety of social interactions.
establishing and maintaining healthy and rewarding online and face-to-face relationships based
on communication and cooperation.
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, straightforward spoken or audio texts set in familiar contexts, when delivered slowly and with
immediate environment and matters of immediate need in simple terms using grammatical visuals to provide contextual support. Use spoken contributions in class as models for ones own
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, speech.
prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news familiar subjects, making use of contextual clues to identify relevant information in a text.
about sports or famous people, descriptions, etc.) CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. support ideas, answer inquiries, find relationships and relate ideas between different subject areas.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast transactional or expository texts on familiar subjects in order to influence an audience, while
information in order to demonstrate understanding and command of a topic. recognizing that different texts have different features and showing the ability to use these features
appropriately in ones own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other literary concepts.
peoples strengths.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book English Communication and Cultural Awareness Activities
Reflecting on differences between different members of a family. A1.1 (including I.EFL.4.1.1 Learners can compare and contrast Draw a family tree for each student to locate
Sharing a cross-cultural experience (such as traveling, trying a new interactive version) oral traditions, myths, folktales and literature their corresponding relative.
food, meeting someone from another country) in pairs or as a class. Audio CD from Ecuador and other cultures in order to Identify different family members.
Comparing answers in pairs or small groups. Teachers Guide demonstrate an understanding of the Have students describe their relatives using
Working in small groups to create a chart about differences in Photocopiable relationship between cultural practices and What does he / she look like?
heights and weights from members of a family. worksheets (TG) perspectives. Learners can share cross-cultural Pair work activity: Students ask each other
Oral Communication: (Listening and Speaking) Quiz Time (SB) experiences while naming universal cultural Are you tall?, Is she young?, etc.
Listening to instructions for a short task and carrying them out. themes. (I.2, S.1, S.2, J.1) Play the audio to identify peoples physical
Listening to spoken or recorded descriptions of familiar scenes, I.EFL.4.4.1 Learners can demonstrate an ability descriptions.

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and marking the words you hear. to give and ask for information and assistance Students read and identify the adjectives in
Listening to a dialogue between two or more people and deciding if using level-appropriate language and interaction the paragraph.
each statement is true or false. styles in online or face-to-face social and Students write a description using their
Watching a short video about a family situation and writing three classroom interactions. (J.2, J.3, J.4, I.3) personal information.
new things they learned. Oral Communication Get materials to create a scrapbook.
Reading I.EFL.4.7.1 Learners can identify the main idea Oral presentation of the project: This is my
Reading a text and answering information questions. and some details in short straightforward spoken (relative)
Choosing from a list of words to complete gaps from a reading. audio texts set in familiar contexts when the
Reading a short story from the Internet and highlighting interesting message is delivered slowly and there is other Techniques
facts, then comparing them with those of a partner. contextual support. Learners can use other
Writing classmates contributions in class as models for
Listening to a celebrity interview and writing three more interview Reading
their own. (I.2, I.3, S.4) Look for context clues to understand new
questions. Reading
Writing your own answers to interview questions. vocabulary.
I.EFL.4.11.1 Learners can understand main Listening
Writing an email to a friend describing your ideal friend. ideas and some details in short simple online or
Language through the Arts Take notes while listening to descriptions of
print texts on familiar subjects, using contextual familiar scenes.
Sharing learners stories in pairs or small groups and choosing to clues to help identify the most relevant
represent some through a role play. Speaking
information. (I.2, I.4) Use expressions learned from a video to
Reading a myth from Ecuador and writing a song about it. I.EFL.4.12.1 Learners can employ a range of
describe a family situation.
reference materials and sources, both online and Writing
in print, in order to support ideas, answer Write information questions based on a
inquiries, find relationships and relate ideas model to interview a partner.
between different subject areas. (I.1, I.2, J.2)
Writing Instruments for oral and written evaluation
I.EFL.4.15.1 Learners can convey information Projects and presentations
and ideas and describe feelings and opinions in Oral interviews in pairs
simple transactional or expository texts on Gap activities in pairs
familiar subjects in order to influence an Game
audience, while recognizing that different texts Writing Quiz
have different features and showing the ability to Glossary activities
use these features appropriately in ones own Portfolio
writing. (I.3, I.4, S.3, J.2)
Scrapbook
Language through the Arts
I.EFL.4.20.1 Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Describe a member of the family, a friend, or a partner. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

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1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 3 Objectives:
Leisure Activities O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
international regions and cultures and identify similarities and differences and universal cultural to manifest an understanding of the relationship between cultural perspectives and practices and
themes. by sharing cross cultural experiences.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
across cultures and groups including the students own. well as the consequences of ones actions while exhibiting socially responsible behaviors.
Oral Communication: (Listening and Speaking) CE.EFL.4.6 Listening for Meaning: Understand and follow the main idea in spoken texts set in
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings of
immediate environment and matters of immediate need in simple terms using grammatical unfamiliar words and phrases using context clues and/or prior knowledge.
structures learnt in class.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts on transactional or expository texts on familiar subjects in order to influence an audience, while
familiar subjects using ICT tools and conventions and features of English appropriate to recognizing that different texts have different features and showing the ability to use these features
audience and purpose. appropriately in ones own writing.
Language through the arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
written) to understand short simple everyday stories, especially if there is visual support. literary concepts.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book English Communication and Cultural Awareness Activities
Finding events from other cultures and regions and then sharing A1.1 (including I.EFL.4.1.1 Learners can compare and contrast Ask for schedules of TV programs.
them in class. interactive version) oral traditions, myths, folktales and literature Mention times and dates of specific events.
Reading two stories from different regions in Ecuador and Audio CD from Ecuador and other cultures in order to Talk about favorite movies and TV programs.
completing a chart to show the differences. Teachers Guide demonstrate an understanding of the Identify the type of program in a dialog.
Reading a story from another region/culture and sharing a similar Cover pages of relationship between cultural practices and Mention dates of some festivals in the
experience. movies. perspectives. Learners can share cross-cultural country.
Reflecting on differences between people from other countries and Pictures about cultural experiences while naming universal cultural Identify True / False statements in a
regions. events. themes. (I.2, S.1, S.2, J.1) paragraph.
Oral Communication: (Listening and Speaking) Cd with songs of TV I.EFL.4.2.1 Learners can name similarities and Use key words to recall information.
Listening to a set of instructions and matching them to the programs differences between different aspects of cultural Presentation of a project about a cultural
corresponding picture. Photocopiable groups. Learners can demonstrate socially event.
Listening to and following class commands. worksheets (TG) responsible behaviors at school, online, at home
Listening to a simple, straightforward story and correcting false Quiz Time (SB) and in the community, and evaluate their actions
statements. by ethical, safety and social standards. (J.3, S.1,

Educamos para tener


Patria
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/0 3961322, 3961508
8/ Quito-Ecuador
16 www.educacion.gob.ec
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p. T the meaning from the context Oral Communication
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Reading a text and answering information questions. I.EFL.4.6.1 Learners can grasp the general Highlight the topic sentence and supporting
Choosing from a list of words to complete gaps from a reading. meaning of spoken texts set in familiar everyday ideas in a text.
Reading a short story from the Internet and highlighting interesting contexts and infer changes in the topic of Listening
facts, then comparing them with those of a partner. discussion, as well as deduce the meanings of Listen to a recording to identify new words
Reading a biography and putting events on a timeline. unfamiliar words and exchanges through the use and expressions and match them with
Writing of context clues, provided speech is given slowly pictures.
Making posters in small groups of the day and time of favorite TV and clearly and there is sufficient visual support. Speaking
programs. (I.3, S.1, J.4) Use expressions to ask for clarification when
Finding a variety of online references to practice prepositions of Reading talking to a partner.
time for dates. I.EFL.4.11.1 Learners can understand main Writing
Creating charts for new expressions. ideas and some details in short simple online or Write short advertisement pieces to promote
Language through the Arts print texts on familiar subjects, using contextual leisure activities.
Sharing learners stories of a tradition in a city in Ecuador in pairs clues to help identify the most relevant
or small groups and choosing to represent some through a role play. information. (I.2, I.4) Instruments for oral and written evaluation
Reading a myth from Ecuador and writing a song about it. Writing
Doing free writing on a topic suggested by another learner. I.EFL.4.15.1 Learners can convey information Projects and presentations
and ideas and describe feelings and opinions in Oral interviews in pairs
simple transactional or expository texts on Gap activities in pairs
familiar subjects in order to influence an Game
audience, while recognizing that different texts Writing Quiz
have different features and showing the ability to Glossary activities
use these features appropriately in ones own Portfolio
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.20.1 Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make posters to promote leisure activities. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria


10 Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2)
/0
8/
3961322, 3961508
16 www.educacion.gob.ec
8:
32
p.
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1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 4 Objectives:
Street Life O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision
making.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions to manifest an understanding of the relationship between cultural perspectives and practices and
across cultures and groups (differentiated by gender, ability, generations, etc.) including the by sharing cross cultural experiences.
students own. CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions.
Oral Communication: (Listening and Speaking) CE.EFL.4.6 Listening for Meaning: Understand and follow the main idea in spoken texts set in
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings of
the personal and educational domains, provided speech is clearly and slowly articulated. EFL unfamiliar words and phrases using context clues and/or prior knowledge.
4.2.2 Use a series of phrases and sentences to describe aspects of personal background, CE.EFL.4.8 Production Accuracy and Intelligibility: Communicate needs and information clearly
immediate environment and matters of immediate need in simple terms using grammatical and in simple terms, using grammatical structures learned in class (although there may be frequent
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
prepositions, etc.). words and expressions in social interactions.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while
(Example: persuade, negotiate, argue, etc.) recognizing that different texts have different features and showing the ability to use these features
appropriately in ones own writing.
Language through the arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.5.1Make use of main points in literary texts (authentic and semi-authentic, oral and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
written) to understand short simple everyday stories, especially if there is visual support. literary concepts.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book English Communication and Cultural Awareness Activities
Finding clothes from other cultures and regions and then sharing A1.1 (including I.EFL.4.1.1 Learners can compare and contrast Classify singular and plural clothing items.
them in class. interactive version) oral traditions, myths, folktales and literature Describe clothes using demonstrative
Completing a Venn diagram about clothes in the coast and in the Audio CD from Ecuador and other cultures to demonstrate pronouns.
highlands. Teachers Guide an understanding of the relationship between Mention activities people are doing and
Participating in short role plays using a range of verbal and Photocopiable cultural practices and perspectives. (I.2, S.1, clothes they are wearing.
nonverbal communication. worksheets (TG) S.2, J.1) Talk about the weather.
Listening to a dialogue and identifying errors in speech or problems Quiz Time (SB) I.EFL.4.3.1 Learners can employ a range of self- Interview a classmate asking kinds of clothes
for communication. monitoring and self-correcting strategies and and weather.
Oral Communication: (Listening and Speaking) interpret and use appropriate verbal and Create a collage of different places, the kinds
Listening to a set of instructions and matching them to the nonverbal communication features to of weather and clothes they wear.
corresponding picture. communicate in familiar contexts. (I.3, S.4, J.4) Group work: create a fashion poster and talk
Listening to and following class commands. Oral Communication about it.

Educamos para tener


Patria
10 Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2)
/0 3961322, 3961508
8/ Quito-Ecuador
16 www.educacion.gob.ec
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Listening to a short conversation between two speakers and contexts and infer changes in the topic of Scan a text for specific information.
deciding who is speaking, what they are doing how they feel. discussion, as well as deduce the meanings of Listening
Reading unfamiliar words and exchanges through the use Listen to background sounds to identify the
Reading a short story from the Internet and highlighting interesting of context clues, provided speech is given slowly context of a conversation.
facts related to cities and their weather, then comparing them with and clearly and there is sufficient visual support. Speaking
those of a partner. (I.3, S.1, J.4) Participate in class discussions.
Predicting main ideas by reading the title and using other I.EFL.4.8.1 Learners can communicate personal Writing
contextual clues. information and basic immediate needs and deal Use words in a glossary to enrich a text.
Reading a short news article and completing an outline. with other practical everyday demands in familiar
Reading a blog post and writing a comment. contexts, effectively and without undue effort and Instruments for oral and written evaluation
Writing using grammatical structures and vocabulary Projects and presentations
Making posters in small groups of the day and time of favorite TV seen in class (although there may be frequent, Oral interviews in pairs
programs. basic errors). (I.1, I.2, I.3, S.1) Gap activities in pairs
Finding a variety of online references to practice prepositions of Reading Game
time for dates. I.EFL.4.11.1 Learners can understand main Writing Quiz
Creating charts for new expressions. ideas and some details in short simple online or Glossary activities
Language through the Arts print texts on familiar subjects, using contextual Portfolio
Sharing learners stories of a tradition in a city in Ecuador in pairs clues to help identify the most relevant
or small groups and choosing to represent some through a role play. information (I.2, I.4)
Reading a myth from Ecuador and writing a song about it. Writing
Doing free writing on a topic suggested by another learner. I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.20.1 Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Promote a local art festival. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

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1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 5 Objectives:
Amazing Places O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-appropriate
expressions in order to reach an effective command of spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions to manifest an understanding of the relationship between cultural perspectives and practices and
across cultures and groups (differentiated by gender, ability, generations, etc.) including the by sharing cross cultural experiences.
students own. CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions.
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent
immediate environment and matters of immediate need in simple terms using grammatical errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, words and expressions in social interactions.
prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.5 Recognize that various types of writing require different language, formatting and transactional or expository texts on familiar subjects in order to influence an audience, while
special vocabulary. (Example: a recipe, a letter, etc.) recognizing that different texts have different features and showing the ability to use these features
appropriately in ones own writing.
Language through the arts CE.EFL.4.19 Find and identify literary elements and techniques and relate those elements to the
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of learners own experiences and to other works, including ones peers, in order to present personal
published literary works and the works of peers, referring to details and features of the text. responses and interpretations.
(Example: text structure, plot, ideas, events, vocabulary, etc.)

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES / TECHNIQUES /


INSTRUMENTS
Communication and Cultural Awareness Students Book English Communication and Cultural Awareness Activities
Hearing a story from another country and finding similarities with a A1.1 (including I.EFL.4.1.1 Learners can compare and contrast Talk about places in a city.
story from Ecuador. interactive version) oral traditions, myths, folktales and literature Observe a map and identify places in a city
Reading a paragraph about The future city and reflecting on Audio CD from Ecuador and other cultures in order to Ask for and give directions to go to a place
differences between people from other countries. Teachers Guide demonstrate an understanding of the Identify True / False statements about
Watching a video about places in a city, and taking notes on the Pictures of signs: Turn relationship between cultural practices and directions.
cultural practices mentioned. left, turn right, and go perspectives. Learners can share cross-cultural Role play: Give directions to a tourist.
Talking in pairs about a video learners have watched using only straight. experiences while naming universal cultural Identify specific information in a reading.
English. Photocopiable themes. (I.2, S.1, S.2, J.1) Write a description about a city.
Oral Communication: (Listening and Speaking) worksheets of a city(TG) I.EFL.4.3.1 Learners can employ a range of self- Create a brochure promoting a city in your
Listening to spoken or recorded descriptions of familiar scenes, Quiz Time (SB) monitoring and self-correcting strategies and country.
and marking the words you hear. interpret and use appropriate verbal and Reading
Listening to a dialogue between two or more people and deciding if nonverbal communication features to

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Techniques
each statement is true or false. communicate in familiar contexts. (I.3, S.4, J.4) Identify the topic sentence in a text.
Listening to a short dialogue and then writing and acting out a Oral Communication Listening
similar dialogue, using some of the same phrases and expressions. I.EFL.4.8.1 Learners can communicate personal Take notes while listening to a recording.
Reading information and basic immediate needs and deal Speaking
Reading a text and answering information questions. with other practical everyday demands in familiar Practice a dialogue with a partner prior to
Choosing from a list of words to complete gaps from a reading. contexts, effectively and without undue effort and class.
Reading a paragraph about The future city and highlighting using grammatical structures and vocabulary Writing
interesting facts. seen in class (although there may be frequent, Use fixed expressions to write a dialogue.
Reading a short news article and completing an outline. basic errors). (I.1, I.2, I.3, S.1)
Writing Reading Instruments for oral and written evaluation
Watching a video about a controversial topic and writing a short I.EFL.4.11.1 Learners can understand main Projects and presentations
response giving your own opinion. ideas and some details in short simple online or Oral interviews in pairs
Writing an email to a friend about a place you visited. print texts on familiar subjects, using contextual Role Play
Looking at a picture and writing a description of what you see or clues to help identify the most relevant Game
how it makes you feel, then comparing descriptions in pairs. information. (I.2, I.4) Writing Quiz
Language through the Arts Writing Glossary activities
Brainstorming features and conventions of a genre and then I.EFL.4.15.1 Learners can convey information Portfolio
reading an example in order to locate each one. and ideas and describe feelings and opinions in
Underlining literary elements in a peers text and then comparing simple transactional or expository texts on
them to those in ones own writing. familiar subjects in order to influence an
Writing comments to peers blog posts. audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.19.1 Learners can locate and identify
literary elements and techniques in other works,
including ones own. Learners can give personal
responses to and interpret a variety of literary
texts, including those of a peer, referring to
details and features of the text. (I.3, S.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Describe a touristic city in your country. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria


10 Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2)
/0 3961322, 3961508
8/ www.educacion.gob.ec
16
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1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 6 Objectives:
Daily Routines O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions to manifest an understanding of the relationship between cultural perspectives and practices and
across cultures and groups (differentiated by gender, ability, generations, etc.) including the by sharing cross cultural experiences.
students own.
CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
appropriate language and interaction styles in a variety of social interactions.
to-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking) CE.EFL.4.6 Listening for Meaning: Understand and follow the main idea in spoken texts set in
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings of
within the personal and educational domains, provided speech is clearly and slowly articulated. unfamiliar words and phrases using context clues and/or prior
(Example: daily life, free time, school activities, etc.) CE.EFL.4.9 Production Fluency: Use simple language to describe, compare and make
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out statements about familiar everyday topics such as objects, possessions and routines in structured
a collaborative/paired learning activity in which there are specific instructions for a task. situations and short conversations. Interaction is with reasonable ease, provided speech is given
clearly, slowly and directly.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse transactional or expository texts on familiar subjects in order to influence an audience, while
patterns and structures in writing. recognizing that different texts have different features and showing the ability to use these features
appropriately in ones own writing.
Language through the arts CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of details and by employing various stages of the writing process, while using a range of digital tools
published literary works and the works of peers, referring to details and features of the text. to promote and support collaboration, learning and productivity.
(Example: text structure, plot, ideas, events, vocabulary, etc.)

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES / TECHNIQUES /


INSTRUMENTS
Communication and Cultural Awareness Students Book English Communication and Cultural Awareness Activities
Reflecting on differences between peoples lifestyles from other A1.1 (including I.EFL.4.1.1 Learners can compare and contrast Talk about peoples routines.
countries and regions. interactive version) oral traditions, myths, folktales and literature Describe lifestyles.
Playing games that practice classroom language, turn-taking, being Audio CD from Ecuador and other cultures in order to Refer to a famous person daily activities.
polite, etc. Teachers Guide demonstrate an understanding of the Answer questions related to routines
Comparing free time activities from two different famous people. Photocopiable relationship between cultural practices and Identify main ideas in a paragraph.
Working in small groups to complete a cultural project. worksheets of a perspectives. (I.2, S.1, S.2, J.1) Create a graphic organizer to sequence
Oral Communication: (Listening and Speaking) schedule. I.EFL.4.4.1 Learners can demonstrate an ability events of actions.
Listening to a set of instructions and matching them to the Quiz Time (SB) to give and ask for information and assistance Write a paragraph about routines.
corresponding picture. using level-appropriate language and interaction Write questions for an interview asking about
Listening to and following class commands. isten guess the meaning from
L conver the context.

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styles in online or face-to-face social and classroom interactions. (J.2, J.3, J.4, I.3) Oral Communication routines. Reading Techniques

Listening to a dialogue and writing the main idea and setting. I.EFL.4.6.1 Learners can grasp the general Scan a text for specific information about
Reading meaning of spoken texts set in familiar everyday daily routines.
Reading a text and answering information questions. contexts and infer changes in the topic of Listening
Choosing from a list of words to complete gaps from a reading. discussion, as well as deduce the meanings of Listen to an interview and take notes about
Reading a short story about The dog Whisperer and highlighting unfamiliar words and exchanges through the use specific details.
interesting facts, then comparing them with those of a partner. of context clues, provided speech is given slowly Speaking
Writing and clearly and there is sufficient visual support. Use expressions to ask for clarification when
Listening to a celebrity interview and writing three more interview (I.3, S.1, J.4) needed.
questions. I.EFL.4.9.1 Learners can use simple language to Writing
Writing answers to interview questions. describe, compare and state facts about familiar Use connectors to link ideas in a text.
Writing a letter describing a typical day. everyday topics such as possessions, classroom
Identifying the text type according to writing features and objects and routines in short, structured Instruments for oral and written evaluation
vocabulary. situations, interacting with relative ease. (I.3, I.4, Projects and presentations
Language through the Arts S.4) Oral interviews in pairs
Completing the gaps in a sentence. Reading Role Play
Reading a biography and identifying common linguistic features, I.EFL.4.11.1 Learners can understand main Game
such as use of the present simple and routines. Learners use the ideas and some details in short simple online or Writing Quiz
same features to write their own review of a movie theyve seen. print texts on familiar subjects. (I.2, I.4) Glossary activities
Sequencing sentences by adding words. (Example: I wake up. I Writing Portfolio
eat breakfast. First I wake up. Then I eat breakfast, etc.) I.EFL.4.15.1 Learners can convey information
Adding pictures to a group presentation. and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.17.1 Learners can convey and organize
information through the use of facts and details
and by employing various stages of the writing
process, while using a range of digital tools to
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
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3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Interview a friend or relative about their lifestyles and customs. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

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