Annual curriculum plan for English

ANNUAL CURRICULUM PLAN
INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: Teachers: Grade/Course: Subject: Education:
2. TIME
Weekly course No. of working Learning evaluation and unexpected issues Total class weeks Total
load hours periods
3. GENERAL OBJECTIVES
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 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and
intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous
learning and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class
while practicing appropriate competences in the four skills.
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 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
Objectives of the Area articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
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.
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 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous
learning and decision making.
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
Objectives of the level / course articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
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.
Unit 1 Values: The Olympic spirit (Health) Self-esteem: My flag (A sense of identity)
Unit 2 Values: Welcoming a new classmate (Friendship, caring for others)
Unit 3 Values: Families (Relationships) Self-esteem: Being part of a family (A sense of belonging)
Unit 4 Values: My town / my city (Community Spirit)
Unit 5 Values: Better together or better alone? (Working together and alone) Self-esteem: What makes me happy? (A
sense of identity)
Unit 6 Values: Helping a friend (Friendship and loyalty)
Unit 7 Values: The importance of sports (Health) Self-esteem: My time: pie chart (A sense of identity: time planning)
Unit 8 Values: Music (Culture and music)
Unit 9 Values: How you eat is important (Health) Self-esteem: You are what you eat. (A sense of identity: personal care
4. TRANSVERSAL AXES : and hygiene)
Unit 10 Values: Hard work and achievement (Success)
Unit 11 Values: Animals and us (The environment) Self-esteem: Animals and nature (A sense of identity: our
relationship with nature)
Unit 12 Values: Transportation and the environment (The environment)
5. DEVELOPMENT OF PLANNING UNITS*

Unit No.: Introduction Name of Unit: Welcome
* Saying Hello and Goodbye
* Understanding classroom instructions
Unit Specific Objectives * Recognizing number 20- 100
* Writing simple notes and messages
Evaluation Contents / Skills
1. Communication and Cultural Awareness

EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or
academic situations in order to communicate specific intentions in online and face-to-face interactions.
CE.EFL.4.4. Demonstrate the ability to ask for (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
and give information and assistance using greeting an authority figure, etc.) (EGB8)
appropriate language and interaction styles
in a variety of social interactions.
* Learners can demonstrate an ability to give
and ask for information and assistance using
level-appropriate language and interaction
styles in online or face-to-face social and
classroom interactions. (J.2, J.3, J.4, I.3)
(ref.I.EFL.4.4.1.)
CE.EFL.4.8. Production – Accuracy and

Intelligibility: Communicate needs and Functions and Speaking: The time of day. S aying "Hello" and "Goodbye"
information clearly and in simple terms,
using grammatical structures learned in class 2. Oral Communication
(although there may be frequent errors), EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
effectively and without undue effort. environment and matters of immediate need in simple terms using grammatical structures learnt in class
Demonstrate an ability to make appropriate (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
use of new words and expressions in social EFL 4.2.9. Attempt to use new words and expressions which occur in conversations in the personal and
interactions. educational domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB8)
* Learners can communicate personal
information and basic immediate needs and EFL 4.2.15. Attempt to deal with practical, everyday communication demands within familiar contexts,
attempt to deal with other practical everyday effectively and without undue effort. (EGB8)
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and
CE.EFL.4.14. vocabulary
Display seen class Functions and Speaking: The time of day. S aying "Hello" and "Goodbye"
toininteract
(although there mayan be ability
frequent, basic and Vocabulary: The alphabet. Colors. Numbers. Classroom objects.
engag
errors).e with a wide
(I.1, I.2, range
I.3, S.1) of ICT and
(ref.I.EFL.4.8.1.) Listening: Taking a phone message.
classroom resources and texts by selecting
and evaluating them in order to strengthen 3. Reading
literacy skills and promote acquisition. EFL 4.3.9. Attempt to demonstrate an ability to interact and engage with a wide range of ICT and classroom
* Learners can interact and engag e with a resources in order to strengthen literacy skills and strategies. (EGB8)
wide range of ICT and classroom resources
and texts by selecting and attempt to
evaluate them in order to strengthen literacy Reading: Put the dialohue in order
skills and promote acquisition. (I.2, I.4, S.3,
J.2, J.3) (ref.I.EFL.4.14.1.) 4. Writing
EFL 4.4.2. Make and use a simple print or digital learning resource to
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s compare and contrast information in order to demonstrate
self, in order to compare and contrast information, and choose appropriate resources understanding and command of a topic.(EGB8)
according to the value, purpose and audience of each.
* Learners can use and make simple learning resources, both online and in print, in
order to attempt to compare and contrast information. Learners can choose
appropriate resources and attempt to critically evaluate the information in these
resources, according to the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
(ref.I.EFL.4.16.1.)
CE.EFL.4.22. Show the ability to work
collaboratively and to participate effectively
in a variety of student groupings by Writing: Spelling out words
employing a wide range of creative thinking Grammar: Articles "a" and "an". Plural nouns
skills through the completion of activities 5. Language through the Arts
such as playing games, brainstorming and
problem solving. EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-
* Learners can collaborate and participate solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths.
effectively in a variety of student g roupings (EGB8)
by employing a wide range of creative Review: Play the first letter game
thinking skills through the completion of
activities such as playing games, *Match the names of the countries with the places on the map.
brainstorming and problem solving. (S.2, S.4, *Work in pairs. Talk about famous people from different countries.
J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.) *Read and listen to the website "Crazy about the Olympics" and choose the correct
words.
*Answer the questions from the previous website exercise and tell a partner.
*Look at the pictures and write the country under the flag. Listen and check.
*Complete the table with the nationalities of the countries
*Describe a flag to your partner and determine which country it is from.
*Look a the website "Crazy about the Olympics" and complete the questions with the
Methodological Strategies words in the list. Then circle the correct words to complete the "Wh" rule. Time in
*Choose the correct "Wh" words. Weeks
*Work in pairs. Ask and answer the questions in the previous exercises.
*Work in pairs. Look at the photos of famous people and check the correct flag for each
photo.
*Listen to a radio quiz called "The One-Minute Challenge" and check your answers.
*Match sentences a-h with items 1-4. Write the letters in the boxes.
*Look at the sentences from the radio quiz "The One- Minute challenge" and choose the
correct words. Then complete the "be" rule.
*Complete the sentences using "be" using contracted forms where possible.
*My flag: choose things that are important to you.
Unit No.: 1 *Use your ideas from Name
the previous
of Unit:exercise to draw your own flag and tell OneyourWorld
partner
about it.
**Read
Ge ing
andto know
listen to
someone
the dialogue. Who knows more about soccer, Jamie or Marta?
**Mark
Talking
theabout yourself
sentences and others
T (true) or F (false). Write the correct sentence in your notebook.
Unit Specific Objectives *Completing a questionnaire:
*Write the questions using thePersonal
previousinformation
text as a guide.
*Put the dialogue in order for "Getting to know someone". Then listen and check.
*Work in pairs. Act out the "Getting to know someone" dialogue then make your own
dialogue.
Evaluation *Adjectives: Write the words in the list under the pictures.
Contents / Listen
Skills and Check.
*Match the opposite words from the left column to the right coloum, 0-4 to a-e.
*Put the words in order totion
1. Communica create
anda Cultur
simplealphrase using adjectives.
Awareness
*Look at the questionnaire "The New York Engllish Summer Camp". Answer the
EFL 4.1.2. Recognize
questions about you and demonstrate
in full sentences. an appreciation of some commonalities and distinctions across cultures
and groups (differentiated
*Photostory Episode 1: Look byatgender , ability,and
the photos generations, etc.)
the dialogue including
with theand
Riby, Ellie students’
Dan, own. (EGB8)
and answer the questions.
*Now read and listen to the photostory. Check your answers.
CE.EFL.4.2. Recog nize and demonstrate an *Developing speaking: Watch and find out how the previous photostory continues.
appreciation of commonalities between *Watch again. Use the correct word in each sentence.
cultures as well as the consequences of one’s *Find the expressions 1-4 in the story. Who says them?
actions while exhibiting socially responsible *How do you say the expressions in the previous question in your own language?
behaviors. *Change the underlined expression using an expression from Exercise 1.
* Learners can name similarities and *Complete the mini-dialogues with the expressions from Exercise 1.
differences between different aspects of *Talking about yourself and others: Match the questions and answers 0-3 to a-d.
cultural groups. Learners can demonstrate *Put the words in the correct order to make dialogues.
socially responsible behaviors at school, *Work in pairs. Act out the dialogues. Then make similiar dialogues with your partner.
online, at home and in the community, and
evaluate their actions by ethical, safety and
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.)
Values: The Olympic Spirit

Self-esteem: The “Me” flag
2. Oral Communication
EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
environment and matters of immediate need in simple terms using grammatical structures learnt in class
(although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
CE.EFL.4.8. Production – Accuracy and

Intelligibility: Communicate needs and
information clearly and in simple terms,
using grammatical structures learned in class EFL 4.2.9. Attempt to use new words and expressions which occur in conversations in the personal and
(although there may be frequent errors), educational domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB8)
effectively and without undue effort.
Demonstrate an ability to make appropriate
use of new words and expressions in social
interactions.
information and basic immediate needs and
attempt to deal with other practical everyday
structures and vocabulary seen in class EFL 4.2.15. Attempt to deal with practical, everyday communication demands within familiar contexts,
(although there may be frequent, basic effectively and without undue effort. (EGB8)
errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
Functions and Speaking: Getting to know someone. Talking about yourself and others.
Pronunciation: /h/ or /w/ in question words.
Listening: Radio quiz: "The One-Minute Challenge".
Vocabulary: Countries and nationalities. Adjectives.
3. Reading
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
famous people, descriptions, etc.) (EGB8)
CE.EFL.4.11. Demonstrate comprehension of

main ideas and some details in short simple
texts on familiar subjects, making use of
contextual clues to identify relevant
information in a text.
*Learners can understand main ideas and
some details in short simple online or print EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
texts on familiar subjects, attempting to use appropriate topics. (EGB8)
contextual clues to help identify the most
relevant information. (Example: title,
illustrations, organization, etc.) (I.2, I.4)
(ref.I.EFL.4.11.1.)
Reading: Website "Crazy about the Olympics ",

Dialogue "Favorite Soccer teams",
Photostory "Just a little joke".
4. Writing
EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
to demonstrate understanding and command of a topic.(EGB8)
CE.EFL.4.16. Make use of simple learning

resources, including those created by one’s
self, in order to compare and contrast
information, and choose appropriate
resources according to the value, purpose
and audience of each.
*Learners can use and make simple learning
resources, both online and in print, in order
to attempt to compare and contrast
information. Learners can choose
appropriate resources and attempt to
critically evaluate the information in these
resources, according to the value, purpose
and audience of each. (I.1, I.3, I.4, J.2, J.4)
(ref.I.EFL.4.16.1.)
Writing: Completing a questionnaire: Personal information.

Grammar: Question words. The word "be".
5, Language through the Arts

EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
CE.EFL.4.18. Use main ideas in order to understand short simple everyday stories, especially if there is visual support. (EGB8)
understand, predict, infer and deduce literal
and implied meanings in short, simple,
everyday literary texts (online, oral or in
print).
* Learners can understand, and attempt to
predict, infer and deduce literal and implied
meanings in short, simple, everyday literary
texts (online, oral or in print), especially
when visual support is provided. (I.2, I.3, I.4)
(ref.I.EFL.4.18.1.)
*Match the names of the countries with the places on the map.
*Work in pairs. Talk about famous people from different countries.
*Read and listen to the website "Crazy about the Olympics" and choose the correct
words.
*Look at the pictures and write the country under the flag. Listen and check.
*Complete the table with the nationalities of the countries
*Describe a flag to your partner and determine which country it is from.
*Look a the website "Crazy about the Olympics" and complete the questions with the
words in the list. Then circle the correct words to complete the "Wh" rule.
*Choose the correct "Wh" words.
*Work in pairs. Ask and answer the questions in the previous exercises.
*Work in pairs. Look at the photos of famous people and check the correct flag for each
photo.
*Listen to a radio quiz called "The One-Minute Challenge" and check your answers. Time in
Methodological Strategies *Match sentences a-h with items 1-4. Write the letters in the boxes. Weeks
*Look at the sentences from the radio quiz "The One- Minute challenge" and choose the
correct words. Then complete the "be" rule.
*Complete the sentences using "be" using contracted forms where possible.
*Use your ideas from the previous exercise to draw your own flag and tell your partner
about it.
*Read and listen to the dialogue. Who knows more about soccer, Jamie or Marta?
*Mark the sentences T (true) or F (false). Write the correct sentence in your notebook.
*Write the questions using the previous text as a guide.
*Put the dialogue in order for "Getting to know someone". Then listen and check.
*Work in pairs. Act out the "Getting to know someone" dialogue then make your own
dialogue.
*Adjectives: Write the words in the list under the pictures. Listen and Check.
*Match the opposite words from the left column to the right coloum, 0-4 to a-e.
*Put the words in order to create a simple phrase using adjectives.
Unit No.: 2 *Look at the questionnaire Name "The New York Engllish Summer Camp". Answer
of Unit: I Feel the
Happy
questions about you in full sentences.
*Photostory Episode 1: Look at the photos and the dialogue with Riby, Ellie and Dan,
and answer the questions.
**Now Talking
readabout feelings
and listen to the photostory. Check your answers.
**Developing
Asking questions
speaking: Watch and find out how the previous photostory continues.
Unit Specific Objectives **Watch
Expressing likes
again. Useand
thedislikes
correct word in each sentence.
**Find
Describing feelings and
the expressions 1-4things
in the story. Who says them?
**How
Traindo
to you
think:
sayCategorizing
the expressions in the previous question in your own language?
*Change the underlined expression using an expression from Exercise 1.
*Complete the mini-dialogues with the expressions from Exercise 1.
Evaluation *Talking about yourself and others: Match the questions
Contents and answers 0-3 to a-d.
/ Skills
*Put the words in the correct order to make dialogues.
*Work in pairs. Act out the dialogues. Then make similiar dialogues with your partner.
CE.EFL.4.2. Recog nize and demonstrate an

appreciation of commonalities between
cultures as well as the consequences of one’s
actions while exhibiting socially responsible
behaviors.
*Learners can name similarities and EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures
differences between different aspects of and groups (differentiated by gender, ability, generations, etc.) including the students’ own. (EGB8)
cultural groups. Learners can demonstrate
socially responsible behaviors at school,
online, at home and in the community, and
evaluate their actions by ethical, safety and
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.)
Values: Welcoming a new classmate

Culture: Masks from around the world
Train to Think: Categorizing
EFL 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal
and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time,
school activities, etc.) (EGB8)
CE.EFL.4.6. Listening for Meaning:

Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using context
clues and/or prior knowledge.
*Learners can grasp the general meaning of
spoken texts set in familiar everyday contexts EFL 4.2.4. Attempt to deduce the meanings of unfamiliar phrases and words from a context containing familiar
and infer changes in the topic of discussion, elements. (Example: colloquial greetings, exclamations, interjections, etc.) (EGB8)
as well as attempt to deduce the meanings of
unfamiliar words and exchanges through the
use of context clues, provided speech is given
slowly and clearly and there is sufficient
visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
CE.EFL.4.7. Listening for Information: Follow
and identify some main ideas and details in
short and straightforward spoken or audio
texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual
support. Use spoken contributions in class as
models for one’s own speech.
*Learners can identify the main idea and
some details in short straightforward spoken
audio texts set in familiar contexts when the EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
message is delivered slowly and there is
other contextual support. (Example: rules for
a game, classroom instructions, a dialogue in
a scene from a cartoon or movie, etc.)
Learners can use other classmate’s
contributions in class as models for their
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
Functions & Speaking: Talking about feelings. Asking questions. Expressing likes and dislikes.
Pronunciation: Vowel sounds: adjectives.
Listening: Dialogues: "Talking about feelings".
Vocabulary: Adjectives to describe feelings. Positive and Negative adjectives.
3. Reading
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or

some details in short simple online or print EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
texts on familiar subjects, attempting to use appropriate topics. (EGB8)
(ref.I.EFL.4.11.1.)
Reading: Text Messages. "Hi there!"

Dialogue: "Deciding what to do".
Culture: "Masks from around the world"
4. Writing
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
CE.EFL.4.17. Show an ability to convey and process”) to attempt to produce well-constructed informational texts. (EGB8)
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.
* Learners can convey and organize
information throug h the use of facts and EFL 4.4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse
details and by attempting to employ various patterns and structures in writing. (EGB8)
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) (ref.I.EFL.4.17.1.)
Writing: Text Messages: "Describing feelings and things".

Grammar: "Be" (negative, singular and plural). "Be" (questions and short answers). Object pronouns.
Vocabulary: Adjectives to describe feelings. Positive and Negative adjectives.

EFL 4.5.3. Attempt to make predictions, inferences and deductions to demonstrate different levels of meaning
of literary works presented orally or in digital form, including literal and implied meanings. (EGB8)
CE.EFL.4.18. Use main ideas in order to
print).
* Learners can understand, and attempt to
texts (online, oral or in print), especially
(ref.I.EFL.4.18.1.)

*Match the location with the photo that fits it best. Write 1-6 in the boxes.
* Work in pairs. Student A, close your book. Student b, test your partner's memory.
*Use the pictures on the previous excercise to match the location of the senders of the
the text messages. Read and listen to the text messages. Where are the people? Write
the names under the photo that matches the text message best.
*Based on the previous excercise match the following sentences True (T) or False (F ).
*Look at the picture and answer the informative questions, about Emily.
*Take a look at a list of actions, imagine you are Emily's classmate determine which of
those actions are OK to NOT OK.
*Talk to a partner and compare your ideas.
*Work in pairs. Think at other things you can do to help Emily on her first day.
*Match the feelings in the list with the pictures. Write 1-10 in the boxes. Listen and
check your answers. Time in
Methodological Strategies Match the sentences with the pictures. Write 1-6 in the boxes. Weeks
*Work in pairs.Tell your partner how you feel in the situations of the previous excercise.
*Look back the the texts messages and complete the following sentences,then complete
the be (negative: singular and plural) rule.
*Complete the sentences with the correct negative form of the verb be.
*Complete the sentences with the correct form of the verb be.
*Read the words in the list. Put them into four ategories. there are four words for each
category.
*Work in pairs. read your categories out loud and compare them.
*Listen to four dialogues.Match two with pictures A and B. Write a number in the boxes.
*Listen again.Complete the dialogues with cold,tired,excited, and angry.
*Look at picture A in the previous excercise. Choose the correct answer. Then complete
the be (questions and short answers) rule and the table.
*Put the words in order to make questions. Write the answers.
Unit No.: 3 *Look back at the beName (questions and short answers) rule. Complete Me
of Unit: the and
dialogues.
my family
*Work in pairs. Ask questions using the be rule and answer.
** Describing
Think of three
good more questions to ask your partner. Then ask and answer.
qualities
**Read
Talkingtheabout
dialogue between Ethan and Nick and choose the correct option from the
family
*list.
Paying compliments
Unit Specific Objectives **Read the dialogue
Describing again and
your favorite room listen carefully. NUmber the photos in the order that
Ethan talks about them. Write 1-5 in the boxes.
*Complete the dialogue with the object pronouns: them,it and him. Read the dialogue
between Ethan and Nick again and check, then use the words to complete the table.
*Complete the following dialogues with the correct object pronoun.
*Look at the adjectives in the list. Write (N) for negative and (P) for positive in the
Evaluation boxes.. Contents / Skills
*Work in pairs. Say one example for each of the following adjectives.
*Looking a1.theCommunica tion and Cultur
following sentences let youral teacher
Awareness
know which express like, it's good? ,
and which one expresses dislike, It's bad?.
*Put the words in the correct order to make questions.
*Now match these answers with the questions you have just made.
*Work in pairs. Talk about the movies,actors,bands,and singers you really like and don't
CE.EFL.4.2. Recog nize and demonstrate an like.
appreciation of commonalities between *Culture: Masks from around the world.
cultures as well as the consequences of one’s *Look at the photos in the reading "Masks from around the world" find the listed words
actions while exhibiting socially responsible on one of the 5 reading passages. Write 1-5 in the boxes.
behaviors. * Look at the masks in detail and use adjectives to describe the feeling you see in the
*Learners can name similarities and masks.
EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures
differences between different aspects of *Now,
and read (differentiated
groups and listen to the byarticle.
genderWhich
, ability,countries are the
generations, masks
etc.) from?the students’ own. (EGB8)
including
cultural groups. Learners can demonstrate * Read the article again. Looking at the following list mark the sentences T (true) F
socially responsible behaviors at school, (false).
online, at home and in the community, and *Work in groups and discuss. Which of the masks do you like? Which do you not like?
evaluate their actions by ethical, safety and Why?
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) * Read Tom and Henry text messages Look at the pictures and write the names under
the one that matches.
*Read the text messages again and answer the questions.
* Answer these questions: How do Tom and Henry start their text? How do Tom and
Henry finish their text?
*Now, imagine you want to write a text message to a friend. Think of answer as
descriptive as the ones Tom and Henry sent their friends.
*A progress evaluation will Values: Families in order to assess your progress after
be admnisterd,
completing units Self-esteem:
1 and 2. Being part of a family
CE.EFL.4.7. Listening for Information: Follow

and identify some main ideas and details in
short and straightforward spoken or audio
some details in short straightforward spoken EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
audio texts set in familiar contexts when the
contributions in class as models for their
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
CE.EFL.4.9. Production – Fluency: Use simple

language to describe, compare and make
statements about familiar everyday topics
such as objects, possessions and routines in
structured situations and short
conversations. Interaction is with reasonable
ease, provided speech is g iven clearly, slowly
and directly.
*Learners can use simple language to
describe, compare and state facts about
familiar everyday topics such as possessions,
classroom objects and routines in short, EFL 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use
structured situations, interacting with relative simple descriptive language to compare and make brief statements about objects and possessions. (Example:
ease. (I.3, I.4, S.4) (ref.I.EFL.4.9.1.) family, school, living conditions, personal belongings, etc.) (EGB8)
Functions & Speaking: Describing good qualities. Talking about family. Paying compliments.
Pronunciation: "This"/"that"/"these"/"those".
Listening: Dialogues: "Describing family".
Vocabulary: Family members. House and Furniture.
3. Reading
contextual clues to identify relevant EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
information in a text. famous people, descriptions, etc.) (EGB8)
some details in short simple online or print
texts on familiar subjects, attempting to use
(ref.I.EFL.4.11.1.)
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
identify and understand relevant information in written level-appropriate text types. (EGB8)
Reading: Article: "Kate Middleton".

Dialogue: "Alicia's family".
Photostory: "A song for Ruby".
4. Writing
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
process”) to attempt to produce well-constructed informational texts. (EGB8)
CE.EFL.4.17. Show an ability to convey and

and details and by employing various stages
I.3, S.4, J.2, J.4) (ref.I.EFL.4.17.1.)
Writing: Description: "Your favorite room".

Grammar: Possessive's. Possesive adjectives. "This"/"that"/"these"/"those".
EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to create and respond to
literature and other literary texts. (EGB8)
CE.EFL.4.22. Show the ability to work

collaboratively and to participate effectively
in a variety of student groupings by
employing a wide range of creative thinking
skills through the completion of activities
such as playing games, brainstorming and
problem solving.
* Learners can collaborate and participate EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-
effectively in a variety of student g roupings solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths.
by employing a wide range of creative (EGB8)
thinking skills through the completion of
activities such as playing games,
brainstorming and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.)
Self- esteem: Being part of a family

*Match the names of the family members with the photos.
*Work in pairs. Talk about famous people family relationships.
*Read and listen to the article "Kate Middleton" and mark the sentences true or false.
*Complete the sentences using the adjectives listed below.
*Work in groups: Compare the sentences with others in the class.
*Look a the sentencies from The reading "Kate Middelton" and complete the rule about
prossession with noun + 's.
*Writte the correct word with with 's.
*Complete Nicola's family tree with the family vocabulary listed.Then listen and check.
*Look back at the " Kate Middleton" article, and complete the sentences about her
family relationships using the listed vocabulary.
*Work in pairs. Writte three or four sentences about your family. Tell your partner.
*Look back at the "Kate Middleton" article and using details about her family relations Time in
Methodological Strategies complete the sentences. Use the list of family members and match them with the Weeks
previous sentences. Complete the possessive adjectives table.
*Complete the dialogue with words from the possessive adjectives table.
*Listen to three people talking about their family. Write 1-3 in the boxes.
* Listen again and complete the sentences. Write one word in each space.
*Complete the ME table with the names of four people in your family and their
relationship to you.
*Work in pairs: Ask your partner about the people he wrote about and complete the
PARTNER table using that information.
*Share with your class the details about your and your partners family.
*Read the dialogue between Alicia and Debbie and answer the questons.
*Read and listen to the dialogue. Answer the questions, what did you learn about
Alicia's and Debbie's family?
*Complete the dialogue with the words: this/that/these/those.
*Look at the pictures and match them with the sentences. Then circle the correct words
Unit No.: 4 to complete the this/that/these/those
Name of Unit: rule. In the City
*Look at the pictures in Excercisse 1 again. Use this,that,these, or those o complete the
*sentences.
Talking about places in a town/city
**Match
Giving the rooms in the picture with the the house and furniture vocabulary. Then
directions
*listen andincheck.
Buying a store
Unit Specific Objectives **Match
Creatingthea hose and furniture
brochure vocabulary with the photos. Then listen and check.
for your town
**Complete the table
Train to think: with the
Exploring house and furniture vocabulary. Sort the vocabulary by
numbers
rooms of the house.
*Work in pairs: Draw an unusual house, put the furniture in different rooms. Tell your
partner about your house.
*Answer some detail questions about your favorite Controom
ents /inSkills
your house.
CE.EFL.4.5. DisplayEvalua tion
an appreciation of and * In your notebook write a descriptive paragraph about your favorite room.
demonstrate respect for individual and group *Photostory Episode 2: Look at the photos and the dialogue with Tom, Ruby and Dan,
differences by establishing and maintaining and answer 1.theCommunica
questions.tion and Cultural Awareness
healthy and rewarding relationships based on EFL *Now read Recognize
4.1.10. and listen toandthe photostory.
appreciate What song
individual and does
groupTom's dad want
similarities andtodifferences
play? by establishing and
communication and cooperation. *Developinghealthy
maintaining speaking: andWatch
rewarding
and find
online
outand
howface-to-face
the previousrelationships
photostory continues.
based on communication and
* Learners can appreciate and show respect cooperation. *Watch again.(EGB8)Match the parts of the sentences.
for individual and group differences by *Find the expressions
EFL 4.1.4. Demonstrate 1-4mindfulness,
in the story. Who says tolerance
empathy, them? and an overall respect for the integrity of cultures in
establishing and maintaining healthy and *How do you say the expressions in thedaily previous
classroom
question
activities.
in your(EGB8)
own language?
rewarding online and face-to-face *Put the sentence in the correct order to make a dialogue.
interactions. Learners can communicate and *Complete the mini-dialogues with the expressions from Exercise 1.
cooperate in a respectful, empathetic *Read the phrases. Check fourMy
Values: or more compliments.
town/city
manner. (J.3,
CE.EFL.4.7. Listening
S.1, S.4)for(ref.I.EFL.4.5.1.)
Information: Follow *Check the situations when
Culture: youaround
Parks pay a compliment.
the world
and identify some main ideas and details in *Put the sentences Traininto
theThink:
correct order tonumbers
Exploring make dialogues.
short and straightforward spoken or audio *Work in pairs. Act out the dialogues. Then make similiar dialogues with your partner.
slowly and with visuals to provide contextual 2. Oral Communication
models for one’s own speech. EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
some details in short straightforward spoken contextual movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
CE.EFL.4.8. support. (Example: an announcement of a bus delay, an intercom announcement at school, a
audio texts Production
set in familiar– Accuracy
contexts and when the dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
Intelligibility: Communicate needs
message is delivered slowly and there is and
information
other contextual clearly and in simple
support. (Example: terms,
rules for
using
a game,grammatical
classroom structures
instructions, learned in class
a dialogue in
(although
a scene from there may be or
a cartoon frequent
movie, errors),
etc.)
effectivelycan and without undue effort. EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background,
Learners use other classmate’s immediate environment and matters of immediate need in simple terms using grammatical structures learnt in
Demonstrate an
contributions abilityastomodels
in class make appropriate
for their
use of new words and expressions in social class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
interactions.
CE.EFL.4.9.can
*Learners Production
communicate– Fluency:
personal Use simple
language
information to describe,
and basiccompare
immediate and makeand EFL 4.2.9. Attempt to use new words and expressions which occur in conversations in the personal and
needs
statements
attempt about
to deal familiar
with othereveryday topics
practical everyday educational domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB8)
such as objects,
demands possessions
in familiar contexts,and routinesand
effectively in
structured
without unduesituations
effort and
and short
using grammatical
conversations.
structures and Interaction
vocabulary is withinreasonable
seen class EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
ease, provided
(although therespeech
may beisfrequent,
g iven clearly,
basicslowly contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
and directly.
errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
*Learners can use simple language to activity, etc.) (EGB8)
describe, compare and state facts about
classroom objects and routines Functions
in short,& Speaking: Talking about places in a town/city. Giving directions. Buying things in a store.
structured situations, interacting with relative Pronunciation: Word stress in numbers.
ease. (I.3, I.4, S.4) (ref.I.EFL.4.9.1.) Listening: Dialogues: "Asking for directions".
Vocabulary: Places in a town/city. Prepositions of place. Numbers 100+. Prices.
texts on familiar subjects, making use of 3. Reading
information in a text. EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
*Learners can understand main ideas and famous people, descriptions, etc.) (EGB8)
some details in short simple online or print EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
texts on familiar subjects, attempting to use identify and understand relevant information in written level-appropriate text types. (EGB8)
relevant information. (Example: title, Reading: Article: "Window of the World".
illustrations, organization, etc.) (I.2, I.4) Dialogue: "In the stores".
(ref.I.EFL.4.11.1.) Culture: "Parks around the world".
resources, including those created by one’s
self, in order to compare and contrast 4. Writing
information, and choose appropriate EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
resources according to the value, purpose to demonstrate understanding and command of a topic.(EGB8)
* Learners can use and make simple learning EFL 4.4.3. Attempt to critically evaluate information from references, including those found on the web, and
resources, both online and in print, in order recommend print and digital sources to other learners. (EGB8)
to attempt to compare and contrast
information. Learners can choose EFL 4.4.6. Attempt to identify a variety of types and formats of potential resources and the value, purpose and
appropriate resources and attempt to audience of each for use in the educational domain. (EGB8)
critically evaluate the information in these
CE.EFL.4.19.
resources, accordingFind andtoidentify
the value,literary
purpose
and audience
elements and of techniques
each. (I.1,and I.3,relate
I.4, J.2,those
J.4) Writing: Description: "A brochure for your town".
elements to the learner’s own experiences
(ref.I.EFL.4.16.1.) Grammar: "There is"/ "there are". "some"/"any". Imperatives.
and to other works, including one’s peers, Vocabulary:
in Places in a town/city. Prepositions of place. Numbers 100+. Prices.
order to present personal responses and
interpretations. 5, Language through the Arts
* Learners can locate and attempt to identify EFL 4.5.7. Locate and attempt to identify selected literary elements and techniques in texts and relate those
literary elements and techniques in other elements to those in other works and to learners’ own experiences. (EGB8)
works, including one’s own. Learners can give
personal responses to and attempt to
interpret a variety of literary texts, including Train to Think: Exploring numbers
those of a peer, referring to details and
features of the text. (Example: text structure, *Match the phrases in the list with the famous places of the world pictures.
plot, ideas, events, vocabulary, etc.) (I.3, S.3, * Work in pairs. Can you name the places in the photos? Where are they?
J.4) (ref.I.EFL.4.19.1.) *Read and Listen to the brochure " Window of the World " . Use the vocabulary listed
before to find two phrases that fit the brochure the best.
*Read the brochure " Window of the World" again. Mark the sentences T (true) F (false).
*Work in pairs. Ask and answers the questions out of the " Window of the world"
brochure.
*Think of your town/city tourist attractions. On your note book answer the listed
questions.
*Work in pairs: Make one list of interesting places for you and one for a visitor. Share the
information with your partner.
*Think of a place/thing in your town, city, or county to put in "Window of the World".
Write down specific information about the place and the reason why you want it on that
brochure. Time in
Methodological Strategies *Look at the 3 pictures and label them by using the list of places. Listen and check. Weeks
*Complete each sentence with a place f rom the previous excercise.
*Complete the sentences from the brochure " Window to the World" , by using "are" or
"aren't". Then complete the "There is"/ "There are" table.
*Complete the sentences in the positive (+) negative (-), or question (?) form, using
"there is", "there are", "is there?", "there aren't", and "are there?"
*Complete the sentences about "Window of the World" with "some" or "any". Then
complete the grammar rule.
*Circle the correct words. Chose from "some" and "any ".
*Work in pairs: Think of a city, but don't say the name. Ask and answer questions to find
out the cities.
*Look at the map and complete the sentences with the prepositions of place listed.
*Listen to three people asking for directions. F ind the places your hear on the dialogues
in the map. Use the words:"museum", "drugstore",and "mall".
*Listen again. Complete the sentences with the vocabulary you have just used.
*Complete the examples with "don't", "turn",and "go". Then complete the rule for
Unit No.: 5 imperatives. Name of Unit: In my free time
* Match the parts of the sentences to form imperatives.
**WorkTalkingin about
pairs: Look
habitsatand
the activities
map again. Chose a place you would like to be at, give
*directions to your
Talking about partner inhabits
technology order to find you. Use the restaurant as a point of
Unit Specific Objectives *reference.
Encouraging Takesomeone
turns.
**Read andabout
Writing listendays
to the
in 3 dialogues.
your life Guess where the people are. Choose from this list
of places: "Bookstore", "drugstore", "shoe store", "supermarket", "train station".
CE.EFL.4.6. Listening for Meaning: *Listen again. Complete the dialogue with the words and phrases listed below.
*Work in pairs. Act out the dialogues.
Understand and follow the main idea in *Listen to the recording and match the words with
spoken texts set inEvalua tioneveryday
familiar Contthe
entsnumbers
/ Skills(100+). Listen,check,
contexts, provided speech is clear and and repeat.
*Listen and 1.write the numbers
Communica tion andun words
Culturand symbols.
al Awar eness
articulate, and deduce the meanings of *Say the prices listed below. Li*Listen to the recording and look at the proces. Number
unfamiliar words and phrases using context EFL them 4.2.1.
in theUnderstand
order you phrases
hear them. andLook
expressions related to
up the symbols forareas of most
: dollars immediate
($), pounds priority within the personal
(£), euro
clues and/or prior knowledge. and
(€). educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time,
*Learners can grasp the general meaning of school activities, etc.)and
(EGB8)
CE.EFL.4.7.
spoken texts Listening for Information:
set in familiar Follow *Read the
everyday contexts questions answers on the dialogue at a store.
and
and identify
infer changessome in main
theideas
topic and details in *Use the questions and answers a from the store dialogue to complete the
of discussion,
short
as welland straightforward
as attempt to deduce spoken or audio of conversation.
the meanings
texts set inwords
familiar contexts, when delivered *Listen and check Values:
yourBeanswers.
er together
Then oract
beout
er alone?
the dialogue with a partner.
unfamiliar and exchanges through the *Read the following Self-esteem: What makes
math problem, thinkyou
andhappy?
answer the questions that the children's
slowly
use and withclues,
of context visuals to provide
provided speechcontextual
is given
support.
slowly and Use spoken
clearly andcontributions in class as mother is asking. 2. Oral Communication
there is sufficient
models for one’s own *Culture: Parks around the world.
CE.EFL.4.8.
visual support. Production
(I.3, S.1,speech.
–J.4)
Accuracy and
(ref.I.EFL.4.6.1.) EFL
*Look4.2.3. Follow
at the andinunderstand
photos the readingshort,
"Parksstraightforward audio and
around the "World" messages
identifyand/or the of
in which main idea/dialogue of a
*Learners can Communicate
Intelligibility: identify the main needs ideaandand movie or cartoon (orsee
other
some detailsclearly
information in shortand straightforward
in simple terms, spoken contextualthese parks can you theage-appropriate
following things.audio-visual presentations) if delivered slowly and visuals provide
audio grammatical
using texts set in familiar
structures contexts
learned when *Now readsupport.
the dialogue
in class and listen(Example: an announcement
to the article. of a bus
Match the photos withdelay, an intercom announcement at school, a
the descriptions.
message isthere
(although deliveredmay slowly
be frequentand there is
errors), *Read thesupported by facial
article again. Which expressions/gestures and appropriate
parks are these sentences about? intonation, etc.) (EGB8)
other contextual
effectively support.
and without (Example:
undue *Read
EFL
effort. rules for environment 4.2.2.
theUsefollowing
a series
brochure
of phrases about
andWoodstock,New
sentences to describe
York. What
aspectsfourofthings
personal
doesbackground,
the immediate
a game, classroom
Demonstrate instructions,
an ability dialogue in town have forand
to make aappropriate matters of immediate need in simple terms using grammatical structures learnt in class
visitors?
a scene
use from
of new wordsa cartoon or movie, etc.)
and expressions in social *Find
(although
the adjectives
there may that
be frequent
Phil useserrors
to describe
with tenses,
the good
personal
thingspronouns,
in Woodstock. prepositions, etc.). (EGB8)
interactions. *Using this brochure as an example,write a brochure for your town/city. Remember to
contributions
*Learners can in class as models
communicate for their
personal include specific information about your town/city. Your final work must have between
EFL
35 to4.2.15. Attempt to deal with practical, everyday communication demands within familiar contexts,
50 words.
own. (I.2, I.3,
information
CE.EFL.4.9. andS.4)basic
Production(ref.I.EFL.4.7.1.)
immediate
– Fluency: needs Use simple
and effectively and without undue effort. (EGB8)
attempt to
language todeal
describe,
with other
compare practical
and makeeveryday *A progress evaluation will be administered in order to assess your progress after
demands in about
statements familiar familiar
contexts,everyday topicsand completing units 3 and 4.
effectively
without
such as objects,
undue effort possessions
and using andgrammatical
routines in EFL 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use
structures and
structured situations
vocabularyand short
seen in class simple descriptive language to compare and make brief statements about objects and possessions. (Example:
(although thereInteraction
conversations. may be frequent, basic
is with reasonable family, school, living conditions, personal belongings, etc.) (EGB8)
errors).
ease, provided
(I.1, I.2,speech
I.3, S.1)is(ref.I.EFL.4.8.1.)
g iven clearly, slowly
and directly. EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
*Learners can use simple language to contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
describe, compare and state facts about activity, etc.) (EGB8)
classroom objects and routines in
Functions short,
& Speaking: Talking about habits and activities. Talking about technology habits. Encouranging someone.
structured situations, interacting with relative Pronunciation: Simple present verbs: third person.
ease. (I.3, I.4, S.4) (ref.I.EFL.4.9.1.) Listening: Monologues: "Describing electronic gadgets".
Vocabulary: Free time activities. Gadgets.
texts on familiar subjects, making use of 3. Reading
contextual clues to identify relevant EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
information in a text. famous people, descriptions, etc.) (EGB8)
* Learners can understand main ideas and
some details in short simple online or print EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
texts on familiar subjects, attempting to use identify and understand relevant information in written level-appropriate text types. (EGB8)
illustrations, organization, etc.) (I.2, I.4) Reading: Newsletter: "I love Glee Club! "
(ref.I.EFL.4.11.1.) Quiz: "Does TV control your life?"
CE.EFL.4.17. Show an ability to convey and Photostory: "The school play".
and details and by employing various stages 4. Writing
digital tools to promote and support EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
collaboration, learning and productivity. process”) to attempt to produce well-constructed informational texts. (EGB8)
* Learners can convey and organize EFL 4.4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse
information throug h the use of facts and
collaboration, learning and productivity. (I.1, Writing: Paragraph: "Days in your life".
I.3, S.4, J.2, J.4) (ref.I.EFL.4.17.1.) Grammar: Simple present. Adverbs of frequency. S imple present (negative and questions).
CE.EFL.4.20. Create short, original literary
texts in different genres, including those that
reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate 5, Language through the Arts
vocabulary and other literary concepts. EFL 4.5.4. Create personal stories by adding imaginative details to real-life stories and situations, using
* Learners can create short, original literary appropriate vocabulary and elements of the literature learners have read or heard. (EGB8)
texts in different genres, including those that
reflect Ecuadorian cultures, attempting to
use a range of digital tools, writing styles, Self-esteem: What makes you happy?
appropriate vocabulary and other literary
concepts. (I.1, I.3) (ref.I.EFL.4.20.1.) *Match the activities in the list with the photos.
*Read the "I love Glee Club" Newsletter quickly. Which of the activities in Excercise 1
does it talk about?*Read and listen to the "I love Glee Club" Newsletter and mark the
sentences true or false.
*Complete the table about the things you like to do on your own and the ones you like
to do with friends . Compare with a partner.
*Look at the "I love Glee Club" Newsletter. Complete the sentences with the correct
form of the verbs listed. Then complete the add -s to the base form when the subject is
a third person, rule.
*Complete the list by writing the simple present form of the verbs for third person,
(he,she,it).
*Work in groups: Compare the sentences with others in the class.
*Look a the "I love Glee Club" Newsletter and complete the sentences. Then complete
Methodological Strategies the rule about adverbs of frequency. Time in
*Match the free-time activities of the list with the photos.. Weeks
*Unscramble the words, in order to make complete sentences.
*Complete the sentences with an adverb of frequency so they are true for you.
*Listen to Julia,Chris and Kayla talk about their electronic devices. Write their names
under the picture of the device they are talking about.
* Listen again and correct the adverb of frequency in each sentence.
* Work in pairs: Tell your partner how you often you use technology. Remember to use
adverbs of f requency.
*Match the parts of the sentences. Then complete the simple present negative rule.
*Make the listed sentences negative.
*Complete the table of activities. Mark with a check mark the things that make you
happy.
*Work in pairs: Talk to your partner and tell each other about two things that make you
happy and two things that do not. Share this information with your class.
*Read the quiz " Does TV control your life?" And choose your answers.
Unit No.: 6 *Complete the dialogue Name withofthe
Unit:
words: this/that/these/those. Friends
*Work in pairs: Compare your answers with your partner. Ask and answer the questions.
**FindHelping a friend
out your score. Do you agree wit it?
**Look
Describing
back atpeople
the " Does TV control your life?" Quiz. Put the words in order to make
Unit Specific Objectives *questions.
Describing a friend
Then complete the do/does rule.
**Choose
rain to the
ink:correct
paying attention
words. to detail
*Unscrable this questions in your notebook.
*Work in pair:Ask and answer the quesitions.
CE.EFL.4.2. Recog nize and demonstrate an *Match the gadgets vocabulary with the pictures.
appreciation of commonalities
Evaluation between Contents / Skills
cultures as well as the consequences of one’s gatget * Look at the list of vocabulary and their uses. Make complete sentences by matching a
with a use.
actions while exhibiting socially responsible *Work in pairs: 1. Communica tion and
Tell your partner Cultur
which of al Awar
these eness you use every day.
gadgets
behaviors. * Complete the days andof the week with an theappreciation
missing vowels. Listencommonalities
and check. and distinctions across cultures
*Learners can name similarities and EFL 4.1.2. Recognize demonstrate of some
differences between different aspects of * Choose
and groups3 days from the list
(differentiated by and write
gender downgenerations,
, ability, the activitiesetc.)
thatincluding
you do orthe
don't do on own. (EGB8)
students’
cultural groups. Learners can demonstrate those days.
* Write a descriptive paragraph about the activities you do on 3 days of the week.
socially responsible behaviors at school, *Photostory Episode 3: Values:
Look atHelping
the photos
a friendand the dialogue with Tom, Ruby, Ellie and
online, at home and in the community, and Dan, and answer
evaluate their actions by ethical, safety and Culture:the questions.people around the world
Welcoming
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) *Now read and listen Train to
to the photostory.
Think: A entionWhat does Ruby agree to do?
to detail
CE.EFL.4.6. Listening for Meaning: *Developing speaking: Watch and find out how the previous photostory continues. Does
Understand and follow the main idea in Ruby do the play?
spoken texts set in familiar everyday *Watch again. Correct 2. the
Oralfalse information
Communica tionin the sentences.
contexts, provided speech is clear and *Find the expressions 1-4 in the story. Who says them?
articulate, and deduce the meanings of EFL
*How4.2.1. Understand
do you phrases andinexpressions
say the expressions the previous related to areas
question of own
in your mostlanguage?
immediate priority within the personal
unfamiliar words and phrases using context and *Puteducational
the sentence domains, provided
in the correct speech
order is clearly
to make and slowly articulated. (Example: daily life, free time,
a dialogue.
clues and/or prior knowledge. school activities,
*Complete etc.) (EGB8) with the expressions from Exercise 1.
the mini-dialogues
*Learners can grasp the general meaning of *Put the words in order to mak sentences.
CE.EFL.4.8.
spoken texts Production – Accuracy
set in familiar everyday andcontexts EFL *Choose
4.2.4.aAttempt
picture to anddeduce
write athedialogue.
meanings of unfamiliar phrases and words from a context containing familiar
Intelligibility:
and infer changes Communicate
in the topicneeds and
of discussion, *Work in pairs.
elements. (Example:
Act outcolloquial
the dialogues.
greetings, exclamations, interjections, etc.) (EGB8)
information clearlyto
as well as attempt and in simple
deduce terms, of
the meanings
using grammatical
unfamiliar words and structures
exchanges learned in class
through the
(although
use of contextthereclues,
may provided
be frequent is given EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
errors),
speech
effectively
slowly and and without
clearly undue
and there is effort.
sufficient environment and matters of immediate need in simple terms using grammatical structures learnt in class
Demonstrate
visual support.an(I.3,ability
S.1, to make
J.4) appropriate (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
(ref.I.EFL.4.6.1.)
use of new words and expressions in social
interactions.
*Learners can communicate personal EFL 4.2.9. Attempt to use new words and expressions which occur in conversations in the personal and
information and basic immediate needs and educational domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB8)
attempt to deal with other practical everyday
structures and vocabulary seen in class Functions & Speaking : Helping a friend. Describing people.
(although there may be frequent, basic Pronunciation: The /eɪ/vowel sound.
errors). (I.1, I.2,
CE.EFL.4.11. I.3, S.1) (ref.I.EFL.4.8.1.)
Demonstrate comprehension of Listening: Interview: "Friendship bands".
main ideas and some details in short simple Vocabulary: Parts of the body. Describing people.
contextual clues to identify relevant 3. Reading
*Learners can understand main ideas and EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
some details in short simple online or print famous people, descriptions, etc.) (EGB8)
texts on familiar subjects, attempting to use
contextual clues to help identify the most Reading: Article: "A real f riend".
illustrations, organization, etc.) (I.2, I.4) Dialogue: "A surprise for Olivia".
CE.EFL.4.17. Show an ability to convey and Culture: "Welcoming people around the world".
(ref.I.EFL.4.11.1.)
and details and by employing various stages 4. Writing
digital tools to promote and support EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
collaboration, learning and productivity. process”) to attempt to produce well-constructed informational texts. (EGB8)
collaboration, learning and productivity. (I.1, Writing: Paragraph: "Describing a friend".
I.3, S.4, J.2, J.4) (ref.I.EFL.4.17.1.) Grammar: "Have" (affirmative, negative, and questions). Count and noncount nouns.
Vocabulary: Parts of the body. Describing people.
CE.EFL.4.18. Use main ideas in order to Train to Think: Memorizing
everyday literary texts (online, oral or in 5, Language through the Arts
print). EFL 4.5.3. Attempt to make predictions, inferences and deductions to demonstrate different levels of meaning
* Learners can understand, and attempt to of literary works presented orally or in digital form, including literal and implied meanings. (EGB8)
texts (online, oral or in print), especially Train to Think: Attention to detail
(ref.I.EFL.4.18.1.)
*Match the following descriptions with the photos below.
*Work in pairs: Complete the sentences using adjectives, and making them true for you.
* Read and listen to the article "A Real Friend" and decide what is wrong with Delany.
*Read the article again. Match the parts of the sentences to create complete ideas.
*Work in pairs: Based on the previously read article, discuss with your partner what
would you do in this situations? Use the list of suggestions in the list and your own
ideas.
* Look back the article. Choose the correct form of have in the next sentences. Then
complete the have (affirmative and negative) rule and table.
*Comple the sentences with the correct form of have.
*Lable the picture of the body with the vocabulary listed. Listen and check.
*Friendship Bands: Discuss with your classmates what they are.
* Read the Friendship bands text and answer: Why do people like friendship bands?
*Listen to Ella Winston interview. What are her hobbies? Time in
Methodological Strategies *Listen to the interview again and complete the sentences below. Weeks
*Match the questions and answers. With the correct use of have. Complete the have
(questions) table.
* Answer the question using the information from the previously filled table.
*Walk around the classroom. Ask and answer the questions in the previous excercise.
Find someone with the same answers as you.
*Complete the table with the nouns on the list ad a/an or some in front of the as
needed. Then complete the count and noncount nouns rule.
*Read and listen to the dialogue between Olivia and Chloe. What's the surprise for
Olivia?
*Based on the previousl dialogue which picture matches the best Olivia's description of
Josh? Select one.
*Describing people.Look at the words in the list. Write them under the correct headings.
Some words can go under more than one heading.
*Work in pairs: Use the words in the previous excercise to describe the celebrities in the
Unit No.: 7 photos. Name of Unit: We love sports
* Match the adjectives in the lists with the pictures, that best match them.
*Unscramble the worlds to make sentences. Then match the sentences with the
pictures on the previous excercise.
**Complete
Talking about the dialogue
abilities with the missing words. Listen and check.
**Work Tellingintime
pairs: Actu out the dialogue.
Unit Specific Objectives **MatchTalkingthe about routines
questions andthe
with dates
answers listed, in order to Comple the dialogue.
**WorkMaking in pairs.
suggestions
Thing of a famous person. Ask and answer questions to guess who
*he/she
Describing
is. My favorite sportsperson
*Work in pairs. Look at your picture either A or B. Describe the people on the picture
and compare it with your partners one. Find six differences.
*Tell others in the class what differences you find.
CE.EFL.4.1. Compare Evalua
andtioncontrast oral *Culture:Welcoming people around the world. Contents / Skills
traditions and literature from Ecuador and *Look at the photos in the reading "Welcoming people around the world" to find the
beyond in order to manifest an actions or1. objects
Communicain the following
tion andlist.
Cultural Awareness
understanding of the relationship between *Answer the following questions about the pictures shown in the reading.
cultural *Mark the sentences T (true) F (false) based on the reading.
* Learners can compare and contrast oral EFL 4.1.1.with
*Discuss Compare and contrast
a partner: Which isoralyourtraditions, myths,
favorite way folktales and
to welcoming literature
people? Howfrom Ecuador and international
do you
traditions, myths, folktales and literature regions
welcomeand cultures
other people andin identify similarities and differences and universal cultural themes. (EGB9)
your country?
from Ecuador and other cultures in order to *Describing a f riend: Read the following text about James. Check the picture that best
demonstrate an understanding of the EFL 4.1.3.the
matches Display an understanding of the relationship between the practices and perspectives of different
description.
relationship between cultural practices and cultures *Read the bytext
recognizing and sharing
again.Complete cross-cultural
the notes experiences and ideas. (EGB9)
about James.
perspectives. Learners can share cross- * Think about your best friend. Make notes about their appearance and personality.
cultural experiences while naming universal *Answer the following Values: questions
e importance
about ofyour
sports
best friend.
cultural themes. (I.2, S.1, S.2, J.1) *Use your notes from the previous
Self-esteem: 2 excercise
My time: pie chartto write a short description (35-50 words)
CE.EFL.4.7. Listening for Information: Follow about your best friend.
(ref.I.EFL.4.1.1.)
and identify some main ideas and details in *A progress evaluation 2. will
Oral beCommunica
admnisterd, tion
in order to assess your progress after
short and straightforward spoken or audio EFL completing
4.2.3. Follow
units and5 and understand
6. short, straightforward audio messages and/or the main idea/dialogue of a
texts set in familiar contexts, when movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
* Learners can identify the main idea and contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
some details in short straightforward spoken dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB9)
a scene from a cartoon or movie, etc.) EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB9)
Learners can
CE.EFL.4.8. use other –classmate’s
Production Accuracy and
contributions in
Intelligibility: Communicate
class as models needs
forand
their EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
own. (I.2, I.3,clearly
information S.4) (ref.I.EFL.4.7.1.)
and in simple terms, environment and matters of immediate need in simple terms using grammatical structures learnt in class
using grammatical structures learned in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB9)
(although there may be frequent errors),
effectively and without undue effort.
Demonstrate an ability to make appropriate EFL 4.2.9. Use new words and expressions which occur in conversations in the personal and educational
use of new words and expressions in social domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB9)
interactions.
information and basic immediate needs and
deal with other practical everyday demands EFL 4.2.15. Deal with practical, everyday communication demands within familiar contexts, effectively and
in familiar contexts, effectively and without giving without undue effort. (Example: meeting people, extending and accepting invitations, exchanging information,
reasons, asking and answering questions about routines and preferences, etc.) (EGB9)
undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1)
CE.EFL.4.13. Apply learning Functions and Speaking:
strategies such as Talk about abilities. Telling time. Talking about routines and dates. Making suggestions.
using prior knowledge and graphic organizers Pronunciation: The /ɔ/ vowel sound.
to interpret new information in a text, and Listening: Phone call: "Making arrangements".
assess this information according to the Vocabulary: Sports. Telling time. Months ans seasons. Ordinal numbers.
organization, subject area and purpose of the
text, using different criteria, including ICT 3. Reading
tools. EFL 4.3.6. Apply learning strategies to examine and interpret a variety of written materials using prior
* Learners can apply learning strategies such knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
as using prior knowledge and g raphic
organizers to interpret new information in a
text. Learners can assess this information Reading: Short articles: "They´re good!".
CE.EFL.4.15.
according to the Express information
organization, and ideas
subject area Article: "The other final".
and describe
purpose feeling s andthrough
of the text, opinions in use
the simple
of Photostory: "The big game".
transactional
different or expository
criteria, including ICT texts on familiar
tools. (I.2, I.4,
subjects in order to influence an audience,
J.4) (ref.I.EFL.4.13.1.)
while recognizing that different texts have 4. Writing
different features and showing the ability to EFL 4.4.1. Convey information and ideas through simple transactional or expository texts on familiar subjects
use these features appropriately in one’s own using ICT tools and conventions and features of English appropriate to audience and purpose. (EGB9)
writing.
* Learners can convey information and ideas EFL 4.4.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example: persuade,
and describe feeling s and opinions in simple negotiate, argue, etc.) (EGB9)
transactional or expository texts on familiar
subjects in order to influence an audience,
while recognizing that different texts have Writing: Paragraph: "My favorite sportsperson".
different features and showing the ability to Grammar: "Can"/"can’t" for ability. Prepositions of time.
use these features appropriately in one’s own Vocabulary: Sports. Telling time. Months ans seasons. Ordinal numbers.
CE.EFL.4.18. UseS.3,
writing. (I.3, I.4, main ideas
J.2) in order to
(ref.I.EFL.4.15.1.)
and implied meanings in short, simple, 5, Language through the Arts
print). EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
* Learners can understand, predict, infer and understand short simple everyday stories, especially if there is visual support. (EGB9)
deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or Self-esteem: My time: pie chart
in print), especially when visual support is
provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) *Match the sports in the list with the photos.
*Look at the previous excercise.In which sports do you do these actions?
*Readn and listen to to the "They're good" article. Write the names under the photos on
Excercise 1.
*Read the article again. Check the correct box for each sentence. (right,wrong,doesn't
say)
*The importance of sports: Why do people play sports? Read the reasons below and
add two more of your own.Put these reasons in order of importance. Write 1-8 in the
boxes.
*Compare your ideas with others in the class.
*Look at the article " We love sports" and complete the sentences. Then complete the
rule about can/can't for ability and complete the table.
*In your notebook,write sentences about John with can or can't.
*Look at the activities in the list. Mark with a check mark the things you can do.
*Work in pairs.Ask and answer questions about the things you can do. Time in
Methodological Strategies *Match the words in the list with the photos. Then listen and check your answers. Weeks
*Work in pairs. Which of these sports con/can't you do? Tell your partner.
*Match the times in the lists the clocks. Then listen and check.
*Look at the clocks.Write the times under the clocks. Then ask and answer in pairs.
*Listen to a phone call between Sam and Lucy. When do they decide to go surfing?
* Listen again and check the boxes of the sports you hear.
* Listen again. Match the clocks and the sentences. Write 1/8 in the boxes.
*Think of four things you do every day. Draw the time that you do them on clocks in
your notebook.
*Work in pairs.Look at your partner's clock, Guess what he/she doesn't at each time.
Use the things below or your own ideas.
*My time: pie chart . Look at the example of a pie chart about time then draw one for
you.
*Work in pairs. Talk about your pie chart.
*Draw your ideal pie chart. Compare with your partner.
*Work in pairs. Discuss these questions about soccer.
Unit No.: 8 *Read and listen to the Name article "The other final". Which two team play andtowho
thewins?
* Read the article again. PutoftheUnit:
events in the correct order. Dance music
*Work in pairs. Choose two teams for your perfect öther final
*Put the months in the correct order. Write 1/12 in the boxes. Listen and check.
* TWhat
alkingmonths are in and
about music thesefeelings
season in New York City? Look at the pictures.
Read the example
* Describing a scenesentences and complete the rule (prepositions of time) with in,at,
Unit Specific Objectives *and on. about likes and dislikes
Talking
**Do you
Train toknow when these sporting events are? Guess, then listen and check.
ink: Memorizing
*Look at the article "The other final". Complete the sentence with the missing date. Use
ordinal numbers.
*Match the numbers with the words. Listen,check and repeat.
CE.EFL.4.1. Compare and
Evalua tioncontrast oral *Write three important dates for you. Tell your partner Contentsdetails
/ Skills
about them.
traditions and literature from Ecuador and *Think of your favorite sportsperson and answer the following informative questions.
beyond in order to manifest an *Work in pairs. Tell your partner about your
understanding of the relationship between *Write a short 1. Communica tion and Cultur al favorite
Awareness sportsperson.
text (50-70 words) about your favorite sportsperson. Use your ideas from
cultural perspectives and practices and by the 2 previous Excercisse to help you write your paragraph.
sharing cross cultural experiences. EFL 4.1.1. Compare
*Photostory: Episode and4: contrast oral traditions, myths, folktales and literature from Ecuador and international
The big game.
* Learners can compare and contrast oral regionsatand
*Look thecultures
photos and and answer
identifythe
similarities andabout
questions, differences and universal cultural themes. (EGB9)
the dialogues.
traditions, myths, folktales and literature *Now read and listen to the Photostory. Who does Tom wan to win?
from Ecuador and other cultures in order to EFL 4.1.3. Display
*Developing an understanding of the relationship between the practices and perspectives of different
Speaking:
demonstrate an understanding of the cultures
* Watch to by find
recognizing
out howand thesharing cross-cultural
story between experiences
Ruby, Ellie and Danand ideas. (EGB9)
continues.
relationship between cultural practices and *Watch again. Choose the correct answers of the following questions.
perspectives. Learners can share cross- *Find the following expression in the story. Who says them?
cultural experiences
CE.EFL.4.7. Listening while naming universal
for Information: Follow *How do you say the expressions Values: in
Music
the previous excercise in your own language?
cultural
and themes.
identify some(I.2,
mainS.1,ideas
S.2, J.1)
and details in *Put the sentences Culture: Musical instruments
in the correct orderaround
to makethe world
a dialogue.
(ref.I.EFL.4.1.1.)
short and straightforward spoken or audio *Complete the mini/dialogues Train to Think: withSequencing
the expressions from excercise 1.
texts set in familiar contexts, when delivered *Complete the sentences from the story. Use the words and phrases in the list.
slowly and with visuals to provide contextual *Complete the suggestions. 2. Oral Communication
support. Use spoken contributions in class as EFL 4.2.3. Follow and understand
*Work in pairs. Act out the mini/ dialogues short, straightforward
in Excercise 2.audio messages and/or the main idea/dialogue of a
models for one’s own speech. movie
*Makeortwo cartoon (or other age-appropriate
new dialogues. Use these wordsaudio-visual
for speaker A. presentations) if delivered slowly and visuals provide
* Learners can identify the main idea and contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
some details in short straightforward spoken dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB9)
Learners can use other classmate’sFunctions and Speaking: Talking about music and feelings. Describe a scene. Talking about likes and dislikes.
contributions in class as models for their Pronunciation: Intonation: listing items.
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) Listening: Radio phone-in: "Dances around the world".
Vocabulary: Clothes.
CE.EFL.4.11. Demonstrate comprehension of 3. Reading

main ideas and some details in short simple EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
texts on familiar subjects, making use of famous people, descriptions, etc.) (EGB9)
information in a text. EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to identify
* Learners can understand main ideas and and understand relevant information in written level-appropriate text types. (EGB9)
texts on familiar subjects, using contextual EFL 4.3.3. Find specific predictable information in short, simple texts in a range of age- and level-appropriate
clues to help identify the most relevant topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and
information. (Example: title, illustrations, emails, etc.) (EGB9)
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
Reading: Tweets: #musicinsupermarket.
Dialogue: "A conversation at a party".
CE.EFL.4.15. Express information and ideas Culture: "Musical instruments around the world"
and describe feelings and opinions in simple
transactional or expository texts on familiar
subjects in order to influence an audience, 4. Writing
while recognizing that different texts have EFL 4.4.1. Convey information and ideas through simple transactional or expository texts on familiar subjects
different features and showing the ability to using ICT tools and conventions and features of English appropriate to audience and purpose. (EGB9)
use these features appropriately in one’s own
writing. EFL 4.4.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example: persuade,
* Learners can convey information and ideas negotiate, argue, etc.) (EGB9)
and describe feelings and opinions in simple
EFL 4.4.5. Recognize that various types of writing require different language, formatting and special vocabulary.
transactional or expository texts on familiar (Example:
subjects in order to influence an audience, a recipe, a letter, etc.) (EGB9)
while recognizing that different texts have
different features and showing the ability to Writing: Tweets: Describing a scene.
use these features appropriately in one’s own Grammar: Present continuous. "Like"/ "don't like" + -ing.
writing. (I.3, I.4, S.3, J.2) (ref.I.EFL.4.15.1.) Vocabulary: Clothes.
CE.EFL.4.18. Use main ideas in order to
understand, predict, infer and deduce literal 5, Language through the Arts
and implied meanings in short, simple, EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
everyday literary texts (online, oral or in understand short simple everyday stories, especially if there is visual support. (EGB9)
print).
* Learners can understand, predict, infer and FL 4.5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary
deduce literal and implied meanings in short, works presented orally or in digital form, including literal and implied meanings. (Example: summarizing,
simple, everyday literary texts (online, oral or explaining and identifying, word choice, symbols, points of view, etc.) (EGB9)
in print), especially when visual support is Train to Think: Memorizing
provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) Writing: Describing a Scene
*Match the music and musc instruments vocabulary with the pictures.
*Look at the photos on the next page. They show a concert. Where is it happening?
Select a place from the list.
*Do you use Twitter? What do you know about Tweets?
*Read and listen to the Tweets. Answer the questions.
*Look at the list of places. Check the places where you listen to music. Tell your
partner.How many are the same?
*What's important for you about music? Use numbers, where 1 us not important and 3
is very important.
*Work in groups. Compare your ideas.
*Look at the examples of the present continues. Go back to the reading
"#musicinsupermarket" and underline the examples. Then circle the correct words to
complete the present continues rule and the table.
*Look at the pictures. Then Writte a name to complete the sentences.
Methodological Strategies *Writte the correct - Inc form f these verbs. Time in
*Complete the sentences with the verbs from the previous exercise in the correct form. Weeks
*Look at the different dances in the photos. Where do you think they come from?
Choose from the counties in the list.
*In which photos can you see the following things? Use the previous pictures as
reference.
*Listen to the program.Which three photos in exercise 1 do the people talk about?
*Listen again and choose the correct options in each sentence.
*Imagine you can go and watch one of the dances. Which dance do you want to watch?
* Match the phrases tour scribe the uses of: present continuous, prepositions, and
adjectives.
*Read the text and answer the questions.
*Look at the picture. Work in pairs. Deprive the scene.
Unit No.: 9 Name of Unit: Would you like dessert?

* Talking about food and eating habits
* Talking about obligation
* Asking for permission
Unit Specific Objectives * Offering and asking for help
* Creating a meal plan for your friend
Evaluation Criteria Skills & Performance Descriptors

CE.EFL.4.4. Demonstrate the ability to ask for
and give information and assistance using 1. Communication and Cultural Awareness
appropriate language and interaction styles
in a variety of social interactions. EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or
* Learners can demonstrate an ability to give academic situations in order to communicate specific intentions in online and face-to-face interactions.
and ask for information and assistance using (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
level-appropriate language and interaction greeting an authority figure, etc.) (EGB9)
styles in online or face-to-face social and
classroom interactions. (J.2, J.3, J.4, I.3) Values: How you eat is important
(ref.I.EFL.4.4.1.) Self-esteem: You are what you eat
CE.EFL.4.7. Listening for Information: Follow EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
and identify some main ideas and details in movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
short and straightforward spoken or audio contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
texts set in familiar contexts, when delivered dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB9)
* Learners can identify the main idea and EFL 4.2.7. Identify the main idea and some details of recorded news reports, documentaries and interviews
some details in short straightforward spoken reporting on seasonal festivities, environmental issues, food and international customs, climate, weather, etc.,
audio texts set in familiar contexts when the where the visuals support the commentary.(EGB9)
message is delivered
CE.EFL.4.8. Production slowly
– Accuracy
and there
and is
other contextual
Intelligibility: Communicate
support. (Example:
needs and rules for EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
a game, classroom
information clearly instructions,
and in simplea terms,
dialogue in environment and matters of immediate need in simple terms using grammatical structures learnt in class
a scene
using grammatical
from a cartoonstructures
or movie,
learned
etc.)in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB9)
(although
Learners can there
usemay
otherbeclassmate’s
frequent errors),
contributions
effectively andinwithout
class asundue
models effort.
for their
own. (I.2, I.3, S.4)
Demonstrate an ability to make appropriate EFL 4.2.9. Use new words and expressions which occur in conversations in the personal and educational
(ref.I.EFL.4.7.1.)
use of new words and expressions in social domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB9)
interactions.
information and basic immediate needs and EFL 4.2.15. Deal with practical, everyday communication demands within familiar contexts, effectively and
deal with other practical everyday demands without undue effort. (Example: meeting people, extending and accepting invitations, exchanging information,
in familiar contexts, effectively and without giving reasons, asking and answering questions about routines and preferences, etc.) (EGB9)
undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1)
Functions and Speaking: Talking about food and eating habits. Talking about obligation. Asking for permission. Offering an asking for help.
Pronunciation: Intonation: giving two choices.
Listening: Description: Describing a picture
Vocabulary: Food and drink. Meals.
CE.EFL.4.11. Demonstrate comprehension of 3. Reading

main ideas and some details in short simple EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
texts on familiar subjects, making use of famous people, descriptions, etc.) (EGB9)
information in a text. EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to identify
* Learners can understand main ideas and and understand relevant information in written level-appropriate text types. (EGB9)
texts on familiar subjects, using contextual EFL 4.3.3. Find specific predictable information in short, simple texts in a range of age- and level-appropriate
clues to help identify the most relevant topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and
information. (Example: title, illustrations, emails, etc.) (EGB9)
CE.EFL.4.16. Make use of simple learning Reading: Article: "Young kitchen stars".
resources, including those created by one’s Menu and dialogue: In a café.
self, in order to compare and contrast Photostory: "The pizza".
information, and choose appropriate
resources according to the value, purpose 4. Writing
* Learners can use and make simple learning EFL 4.4.6. Identify a variety of types and formats of potential resources and the value, purpose and audience of
resources, both online and in print, in order each for use in the educational domain. (Example: audio/video, multimedia, website, database, book,
to compare and contrast information. thesaurus, scholarly/popular, current/historical, etc.) (EGB9)
Learners can choose appropriate resources Writing: Menu: "A meal plan for your friend".
CE.EFL.CE.EFL.4.19.
and critically evaluateFind theand identify
information
Grammar:literary
in "Must"/"must not". "Can" (asking for permission). "I'd like..."/ "Would you like..?"
elements
these and techniques
resources, accordingand to relate those
the value, Vocabulary: Food and drink. Meals.
elements
purpose and to the learner’s
audience own experiences
of each. (I.1, I.3, I.4,
and to other
J.2, J.4) works, including one’s peers, in
(ref.I.EFL.4.16.1.) 5, Language through the Arts
order to present personal responses and
interpretations. EFL 4.5.7. Locate and identify selected literary elements and techniques in texts and relate those elements to
* Learners can locate and identif y literary those in other works and to learners’ own experiences. (Example: setting, character, plot, theme, point of view,
elements and techniques in other works, imagery, foreshadowing, climax, etc.) (EGB9)
including one’s own. Learners can give EFL 4.5.2. Compare and present personal and formal responses to and interpretation of published literary
personal responses to and interpret a variety works and the works of peers, referring to details and features of the text. (Example: text structure, plot, ideas,
of literary texts, including those of a peer, events, vocabulary, etc.) (EGB9)
referring to details and features of the text. Writing: Menu: "A meal plan for your friend".
(Example: text structure, plot, ideas, events,
vocabulary, etc.) (I.3, S.3, J.4) *Look at the photos. where can you se the words in the lists? Write 1-8 in the boxes.
(ref.I.EFL.4.19.1.) *What other foods words do you know?
*Tell your partner what food you like and don't like.
*Look at the photos on the article "Ÿoung kitchen stars" What is unusual about the
chefs? Readn and check.
*Read and listen to the article again. Mark the sentences T (true) F (false), or D (doesn't
say).
*How often do you do these things? Write always,sometimes,often, or never. Then tell
the class.
*Look again at the things in exercise 1. Are they good things to do? Write 1-3 in the
boxes. 1= a good thing to do, 2= an OK thing to do 3= a bad thing to do.
*Complete the sentences from the article " Young kitchen stars" with must or must not.
Then complete the rule (must/must not).
*Complete the mini/dialogue. Use must or must not + a verb from the list.
*Work in pairs. Think of some things that are important for you to do (or things you Time in
Methodological Strategies really can't for get to do) in the next few days. Weeks
*Write the names of the food and drinks under the photos. Listen and check.
*Find the word that doesn't belong to the group.
*Look at the food and drink vocabulary. Work in pairs. Ask and answer questions to find
three thins you both like.
*Look at the picture in this page. What is happening?
*Listen to the dialogue. Answer the following specific questions.
*Listen again. Put the sentences in the order you hear them. Write 1-6 in the boxes.
*Match these answers to the questions on the last exercise. The read the can (asking for
permission rule)
*Complete the questions with can and a verb from the following list. Listen and check
your answers.
*Match the answers with the questions in the previous exercise.
*Think about what is true for you. circle 1-5. 1= Certainly true, 5=certainly not true.
*Compare your answers with a partner.
*Read the menu. What would you chose to eat?
Unit No.: 10 *Read and listen to the Name dialogueof Unit: between: the server,Anna,and Jack. What Highdoesn't
Fliers Jack
like?
**Read Talkingtheabout
dialogue achievement
again. What does Anna order? What doesn Jack order?
**IdentifyAsking for who information
says these about thingsthe in apast
restaurant. Write S (server), or G (guest) in the
Unit Specific Objectives *boxes. Talking about the weather
**Complete
Train to ink: Sequencing
these sentences from the dialogue between : the server, Anna, and Jack.
CE.EFL.4.2. Recog nize and demonstrate an Them complete the I'd like.../Would you like...? rule.
appreciation of commonalities
Evaluation between *How do you say I'd like ... And would you like...? ContIn ents
your /language?
Skills
cultures as well as the consequences of one’s * In your notebook, put the words in the correct order to make sentences or questions.
actions while exhibiting socially responsible *Complete what the people are saying on the following restaurant conversations.
behaviors. *Work in groups. Roll play a conversation between a server and a costumer. Use the
*Learners can name similarities and vocabulary
EFL and grammar
4.1.2. Recognize learn on the previous
and demonstrate an appreciation exercises. of some commonalities and distinctions across cultures
differences between different aspects of *Match
and groups the (differentiated
food and drinkby vocabulary
gender, ability,in thegenerations,
list to the items etc.)inincluding
the picture.the Write 1-9 in
students’ own. (EGB9)
cultural groups. Learners can demonstrate the boxes. Listen and check.
socially responsible behaviors at school, *Make a meal table in your notebook. Write down things you eat and drink at each
online, at home and in the community, and meal. Then compare your chart with a partner.
Values: Hard work
evaluate their actions by ethical, safety and *Using the information from your and achievement
partner in the previous excercise, write a menus f ro
Culture: Statues
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) him/her. Imagine heTrain will be staying at your house over the weekend.
*Show your ideas to yourtopartner. Think:Is Sequencing
he/she happy with the meals?
*Photostory: Episode 5: The Pizza
*Look at the photos 2. andOransweral Communica the questions,tion about the dialogues.
CE.EFL.4.6. Listening for Meaning: *Now
EFL readUnderstand
4.2.1. and listen to the Photostory.
phrases and expressions Who does relatedRubytohate?
areas of most immediate priority within the personal
Understand and follow the main idea in *Developing
and educational Speaking:
domains, provided speech is clearly and slowly articulated. (Example: daily life, free time,
spoken texts set in familiar everyday * Watchactivities,
school to find out etc.)how(EGB9)the story between Dad,Dan and Tom continues.
contexts, provided speech is clear and *Watch again. Choose the correct answers of the following questions.
articulate, and deduce the meanings of *Find the following expression in the story. Who says them?
EFL
*How 4.2.4.
do youDeduce say the theexpressions
meanings ofinunfamiliar the previous phrases and words
excercise in yourfrom ownalanguage?
context containing familiar elements.
unfamiliar words and phrases using context (Example: colloquialingreetings, exclamations, interjections,
clues and/or prior knowledge. *Put the sentences the correct order to make a dialogue.etc.) (EGB9)
*Learners can
CE.EFL.4.7. grasp the
Listening general meaning
for Information: Followof *Complete the mini/dialogues with the expressions from excercise 1.
spoken textssomeset inmain
familiar everyday contexts *Look
EFL 4.2.8.
at the
Follow Photostory
main ideas
again. in topics
Who says
covered
the expressions?
in other curricular subjects with the help of visual support, using
and
and identify
infer in theideas and details in concepts
*Match the and vocabulary
possible answers thatto have thebeen studied
sentences in advance.
in exercise 1. (EGB9)
short andchanges
straightforward topic of discussion,
spoken or audio *Work in pairs. Write a short dialogue for each picture. Use expressions from exercises 1
as well
texts setasinattempt
familiarto deduce the
contexts, when meanings
deliveredof and 2.
unfamiliar
slowly and words and exchanges
with visuals to providethrough
contextualthe
use of context clues, contributions
provided speech is given *Make
EFL twoFollow
4.2.3. new dialogues.
and understand Use these short, words for speakeraudio
straightforward A. messages and/or the main idea/dialogue of a
support. Use spoken in class as *Look
slowly and
models for clearly
one’s and speech.
own there is sufficient movie at or the
cartoon photos. (or where can you se the words
other age-appropriate in the lists?
audio-visual Write 1-8 in
presentations) the boxes.slowly and visuals provide
if delivered
*What other foods words do you know?
*visual support.
Learners (I.3, S.1, the
can identify J.4)main
(ref.I.EFL.4.6.1.)
idea and contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
*Tell yoursupported partner what food expressions/gestures
you like and don't like.and appropriate intonation, etc.) (EGB9)
some details in short straightforward spoken *Look dialogue by facial
at the photos on the article "Ÿoung kitchen stars" What is unusual about the
audio texts set in familiar contexts when the chefs? Readn and check.
message is delivered slowly and there is *Read and listen to the article again. Mark the sentences T (true) F (false), or D (doesn't
other contextual support. (Example: rules for say).
a game, classroom instructions, a dialogue in *How often do you do these things? Write always,sometimes,often, or never. Then tell
a scene from a cartoon or movie, etc.) the class.
Functions and Speaking: Talking *Look again aboutatachivement
the things in Asking
exercise for information
1. Are they good aboutthings
the past.
to do? Talking
Writeabout
1-3 inthe
theweather.
contributions in class as models for their boxes. 1= a good Pronunciation:
thing to do, Simple
2= anpast: OK thingregular to do verbs.
3= a bad thing to do.
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) *Complete . Listening:
the sentences Dialogue: from "Ethan´s
the article Saturday
" Young evening".
kitchen stars" with must or must not.
Then complete Vocabulary: the rule Time expressions:
(must/must not).Past. The weather.
*Complete the mini/dialogue. Use must or must not + a verb from the list.
*Work in pairs. Think of some Reading things that are important for you to do (or things you
CE.EFL.4.11. Demonstrate comprehension of really can't for get to do) in3. the next few days.
main ideas and some details in short simple EFL *Write 4.3.1.
theUnderstand
names of the main food points in shortunder
and drinks simple thetexts on familiar
photos. Listen and subjects.
check.(Example: news about sports or
texts on familiar subjects, making use of famous
*Find the people,
word that descriptions,
doesn't belong etc.) (EGB9)to the group.
contextual clues to identify relevant *Look at the food and drink vocabulary. Work in pairs. Ask and answer questions to find
information in a text. EFL
three4.3.2. thins Make
you both use like.
of clues such as titles, illustrations, organization, text outline and layout, etc. to identify
*Learners can understand main ideas and and
*Look understand
at the picture relevant
in this information
page. Whatin is written
happening?level-appropriate text types. (EGB9)
some details in short simple online or print *Listen to the dialogue. Answer the following specific questions.
texts on familiar subjects, attempting to use EFL *Listen 4.3.3. FindPut
again. specific predictable
the sentences in information
the order you in hear
short, simple
them. texts1-6
Write in in
a range of age- and level-appropriate
the boxes.
contextual clues to help identify the most topics. (Example:
*Match these answers biographies, news articles,
to the questions on the narratives,
last exercise. memoirs
The read and personal accounts,
the can (asking for formal letters and
relevant information. (Example: title, emails,
permission etc.)rule)(EGB9)
illustrations, organization, etc.) (I.2, I.4) *Complete the questions with can and a verb from the following list. Listen and check
(ref.I.EFL.4.11.1.) your answers.
*Match Reading:
the answersArticle:with "It was theher dream in
questions tothebe an astronaut".
previous exercise.
Article:for"Fictional heroes".
CE.EFL.4.17. Show an ability to convey and *Think about what is trueCulture: you. circle
Statues
1-5. 1= Certainly true, 5=certainly not true.
organize information through the use of facts *Compare your answers with a partner.
and details and by employing various stages *Read the menu. What would you chose to eat?
4. Writing
of the writing process, while using a range of *Read and listen to the dialogue between: the server,Anna,and Jack. What doesn't Jack
digital tools to promote and support like?4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
EFL
collaboration, learning and productivity. process”)
*Read theto produceagain.
dialogue well-constructed
What does Anna informational
order? What texts. (EGB9)
doesn Jack order?
* Learners can convey and organize *Identify who says these things in a restaurant. Write S (server), or G (guest) in the
information throug h the use of facts and boxes. EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse patterns and
details and by employing various stages of structures these
*Complete in writing.sentences(Example: fromcause and effect,
the dialogue betweenproblem : theand solution,
server, Anna, general-to-specific
and Jack. presentation, etc.)
the writing process, while usingliterary
a range of Them complete the I'd like.../Would you like...? rule. (EGB9)
CE.EFL.4.19.
digital tools toFind and
promote identify
and *How do you say I'd like ... And would you like...? In your language?
elements and techniques andsupport
relate those * In your notebook, Writing:put Proposal:
the words "A statue
in the in my town".
correct order to make sentences or questions.
Grammar: (I.1,Simple past: be (affirmative,
elements toJ.4)
I.3, S.4, J.2, the learner’s own
(ref.I.EFL.4.17.1.) experiences *Complete what the peoplenegative are saying andon questions).
the following S imple past: regular
restaurant verbs.
conversations.
and to other works, including one’s peers, in *Work inVocabulary: groups. RollTime play expressions:
a conversation Past. The weather.
between a server and a costumer. Use the
order to present personal responses and vocabulary and grammar learn on the previous exercises.
interpretations. *Match the food and 5, Language
drink vocabulary through inthe theArtslist to the items in the picture. Write 1-9 in
* Learners can locate and identif y literary EFL
the boxes.4.5.7. Locate
Listen and identify check. selected literary elements and techniques in texts and relate those elements to
elements and techniques in other works, *Makeinaother
those meal works table in and your to notebook.
learners’ own Write experiences.
down things (Example:
you eat and setting,
drinkcharacter
at each , plot, theme, point of view,
including one’s own. Learners can give imagery,
meal. Then foreshadowing,
compare yourclimax, chart with etc.)a(EGB9)
partner.
personal responses to and interpret a variety *Using the information from your partner in the previous excercise, write a menus f ro
of literary texts, including those of a peer, him/her. Imagine he will be staying at your house over the weekend.
referring to details and features of the text. *Show your ideas to your partner. Is he/she happy with the meals?
(Example: text structure, plot, ideas, events, *Photostory: Episode Train to Think: Sequencing
5: The Pizza
vocabulary, etc.) (I.3, S.3, J.4) *Look at the photos and answer the questions, about the dialogues.
(ref.I.EFL.4.19.1.) *Now read
*Match the and
words listen to the
in the list Photostory.
with the photos Whoof does
these Rubytwo hate?
famous people.
*Developing
*Look Speaking:of Mother Teresa and Steve jobs and answer the questions.
at the picrtues
* Name Watch someto findfamousout how people
the story in your between
country. Dad,Dan
Why are andtheyTom famous?
continues.
*Watchand
*Read again.
listen Choose
to thethe articlecorrectÏt was answers
her dream of thetofollowing questions.
be an astronaut" and answer the
*Find the following expression in the story. Who says them?
question.
*How do
*Read theyouarticlesay again
the expressions
and put the inevents
the previousin order excercise in your own language?
**Put thereading
After sentences in the correct
the article order to make
about Valentina a dialogue.
Tereshkova, look at the list of sentences and
*Complete
mark them the as important
mini/dialogues (I) or nor withimportant
the expressions (N) from excercise 1.
*Look at the
*Compare your Photostory
answers again. with aWho partner. saysDo theyou expressions?
agree?
*Match the the
*Complete possible
sentences answers from tothethepreviuosly
sentencesread in exercise
article.1.Then complete the simple
*Workbein(affirmative
past: pairs. Writeand a shortnegative)dialogue rule.for each picture. Use expressions from exercises 1
and 2.
*Complete the sentences with was, wasn't, were, weren't.
*Makeattwo
*Look thenew picture
dialogues.
of Ethan Use andtheseTamara.
words Answer
for speaker
the questions
A.
*Now.Listen to their dialogue and check your answers.
*In your notebook,put the words in the correcr order to make questions.
*Match the answers below with the questions in the previuos exercise. Then complete
the simple past: be (questions)
*Complete the dialogue with was,were wasn't, or weren't. Then listen and check. Time in
Methodological Strategies *Write was or were to complete the questions. Then ask and answer the questions with Weeks
a partner. Check your answers looking at the "It was her dream to be an astronaut"
*Look at the photos of two movie heros. What do you know about them? What special
powers fo they have?
*Read and listen to the Fictional heroes text and check your answers.
*Read the article again. Mark the sentences T (true) or F (false).
*Look at this Kidhero's story, unscramblre the senteces to put the story in order.
*Work in pairs. Tell the story. Can you include these lines?
*Write the base forms of the verbs.
*Complete the senteces from the stories about fictional heroes. Then complete the
simple past regular verbs rules.
*Write the simple past forms of these verbs. Check your answers looking at the fictional
heroes texts.
*Comple the text about Bruce Wayne. Use the simple past form of the verbs in the
parentheses.
*Match the sentences in the list with the pictures about weather.
*Complete the dialogues with some of he phrases from the previous exercise.
*Worik in pairs: Write similar dialogues and act them out.
*Culture:
*Look at the statues pictures. Where are these things in the photos?
Unit No.: 11 *Read and listen to the Name article?of Unit:Where are the statues? A world of Animals
**ReadTalkingtheabout
articlepast again. Mark the sentences T (true) F (false).
vacations
* TRead
alkingwhatabout Maggie,
abilityfrom in theManchester,
past wrote. Who does she want a statue of and why?
**Read
Describing
the text a photo
again.SFind equencingthe text(inagain. a story)Find and underline examples of was/were and
Unit Specific Objectives *other verbs
Writing in the
about simple
a day in the past.life of an animal
*Which parts of the text talk about these details about the band?
* An evaluation must be completed to asses your progress in units 9 and 10.
Evaluation *Match the words in the list with the photos ofCont these two/famous
ents Skills people.
*Look at the picrtues of Mother Teresa and Steve jobs and answer the questions.
* Name some 1. Communica
famous people tion inand your Cultur al Awar
country. Why eness
are they famous?
*Read and listen to the article Ït was her dream to be an astronaut" and answer the
question.
*Read the article again and put the events in order
CE.EFL.4.2. Recog nize and demonstrate an * After reading the article about Valentina Tereshkova, look at the list of sentences and
appreciation of commonalities between mark them as important (I) or nor important (N)
cultures as well as the consequences of one’s *Compare your answers with a partner. Do you agree?
actions while exhibiting socially responsible *Complete the sentences from the previuosly read article. Then complete the simple
behaviors. past: be (affirmative and negative) rule.
* Learners can name similarities and *Complete the sentences with was, wasn't, were, weren't.
differences between different aspects of *Look at the picture of Ethan and Tamara. Answer the questions
cultural groups. Learners can demonstrate *Now.Listen to their dialogue and check your answers.
socially responsible behaviors at school, *In your notebook,put the words in the correcr order to make questions.
online, at home and in the community, and *Match the answers below with the questions in the previuos exercise. Then complete
evaluate their actions by ethical, safety and the simple past: be (questions)
social standa *Complete the dialogue with was,were wasn't, or weren't. Then listen and check.
*Write was or were to complete the questions. Then ask and answer the questions with
a partner. Check your answers looking at the "It was her dream to be an astronaut"
*Look at the photos of two movie heros. What do you know about them? What special
powers fo they have?
*Read the article again. 2. Or Mark the sentences
al Communica tionT (true) or F (false).
*Look at this Kidhero's story, unscramblre the senteces to put the story in order.
*Complete the senteces from the stories about fictional heroes. Then complete the
simple past regular verbs rules.
*Write the simple past forms of these verbs. Check your answers looking at the fictional
heroes texts.
*Comple the text about Bruce Wayne. Use the simple past form of the verbs in the
parentheses.
*Complete the dialogues with some of he phrases from the previous exercise.
*Worik in pairs: Write similar dialogues and act them out.
*Culture:
*Look at the statues pictures. Where are these things in the photos?
*Read and listen to the article? Where are the statues?
*Read the article again. Mark the sentences T (true) F (false).
* Read what Maggie, from Manchester, wrote. Who does she want a statue of and why?
*Read the text again. Find the text again. Find and underline examples of was/were and
other verbs in the simple past.
CE.EFL.4.9. Production – Fluency: Use simple
language to describe, compare and make
statements about familiar everyday topics
such as objects, possessions and routines in
structured situations and short
conversations. Interaction is with reasonable
ease, provided
CE.EFL.4.10. iven clearly, slowly EFL 4.2.12. Describe habits, routines, past activities and experiences within the personal and educational
speech is–gInterpersonal:
Interaction
and directly.effectively domains. (EGB9)
Participate in familiar and
* Learners can
predictable use simple language
conversational toby
describe, compare and stateexchanges
facts about EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
asking and
familiar answering follow-up
everyday such as questions, contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
provided there aretopics
opportunities possessions,
to use activity, etc.) (EGB9)
classroom
repair objects
strategies andasking
(e.g. routines
for in short,
clarification)
structured
and sustainsituations,
conversationalinteracting
exchangeswith in
relative
pairs
ease.
to (I.3, I.4,a S.4)
complete task,(ref.I.EFL.4.9.1.)
satisfy a need or handle a EFL 4.2.10. Sustain a conversational exchange on a familiar, everyday subject when carrying out a
simple transaction. collaborative/paired learning activity in which there are specific instructions for a task. (EGB9)
* Learners can effectively participate in
familiar and predictable and everyday
conversationalFunctions
exchanges in Speaking:
order to Talking about past vacations. Talking about ability in the past. Describing a photo. Sequencing (in a story).
complete a task, satisfy a need or handle a as Pronunciation: Simple past: irregular verbs.
CE.EFL.4.13. Apply learning strategies such Listening: Dialogue: "Bella´s vacation".
simpleprior
using transaction,
knowledge usinganda range
graphicoforganizers
repair Vocabulary: Verb collocations. Adjectives.
strategies.
to interpret(Example: asking for
new information in aclarification,
text, and
etc.) (I.3,
assess thisJ.3, J.4) (ref.I.EFL.
information 4.10.1.)to the
according 3. Reading
organization, subject area and purpose of the EFL 4.3.6. Apply learning strategies to examine and interpret a variety of written materials using prior
text, using different criteria, including ICT
tools. knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
* Learners can apply learning strategies such
as using prior knowledge and g raphic EFL 4.3.8. Assess, compare and evaluate the quality of written texts and visual presentations using different
organizers to interpret new information in a criteria and ICT tools related to the organization, subject area and purpose of a text. (Examples of text types:
text. Learners can assess this information editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.) (EGB9)
according to the organization, subject area Reading: Article: "Erin and Tonk to the rescue".
and purpose of the text, through the use of
different criteria, including ICT tools. (I.2, I.4, Article: "Extinct animals".
J.4) (ref.I.EFL.4.13.1.) Photostory: "The spider".
CE.EFL.4.17. Show an ability to convey and
organize information through the use of facts 4. Writing
and details and by employing various stages EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
of the writing process, while using a range of process”) to produce well-constructed informational texts. (EGB9)
collaboration, learning and productivity. EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse patterns and
* Learners can convey and organize structures in writing. (Example: cause and effect, problem and solution, general-to-specific presentation, etc.)
information throug h the use of facts and (EGB9)
details and by employing various stages of EFL 4.4.9. Select and make effective use of a range of digital tools to write, edit, revise and publish written work
the writing process, while using a range of in a way that supports collaboration, learning and productivity. (Example: image editing, GoogleDrive,
digital tools to promote and support infographic makers, audio and video editing, presentation apps, etc.) (EGB9)
I.3, S.4, J.2, J.4) (ref.I.EFL.4.17.1.) Writing: Blog entry: "A day in the life of an animal".
Grammar: Simple past : Irregular verbs. S imple past (negative and questions). "Could"/"couldn't".
CE.EFL.4.18. Use main ideas in order to Vocabulary: Verb collocations. Adjectives.
and implied meanings in short, simple, 5, Language through the Arts
everyday literary texts (online, oral or in EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
print).
* Learners can understand, predict, infer and understand short simple everyday stories, especially if there is visual support. (EGB9)
simple, everyday literary texts (online, oral or Self-esteem: Animals and nature
provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) *Match the words with the pictures of animals.
*Complete the sentences with (plural) animals. Then compare your ideas with other
students. use the annals from Exercise 1 or others that you know.
*Look at the animals pictures. What do you think the article is about? Then read,listen
and check the information about the article "Erin and Tonk to the rescue"
*Read the article "Erin and Tonk to the rescue" again. Choose the correct words on the
following sentences.
*Answer the following questions about the previously read article.
*Look at the following sentences and check the ideas you agree with.
*Work in pairs. Compare the ideas you checked with a partner.
*Look at this list of verbs, find their past tense in the article "Erin and Tonk to the
rescue". Comple the table.
*Complete the sentences with the simple past form of the words in the list.
*The following sentences area taken from the article "Erin and Tonk to the rescue", they
are not true. *Look back at the article and correct them. Then complete the rule simple
past negative with regular and irregular verbs.
* This sentences are positive, make the verbs negative.
*Choose the correct words in the sentences from the previously read article. Time in
Methodological Strategies *Write phrases using the verbs: have,take, make,do, get, and go. Use the listed nouns.
*Use the extra nouns to make more phrases with the verbs in the previous exercise. Can Weeks
you think of more words?
* Complete the sentences so they are true for you.
*Listen to the dialogue between Jack and Bella. They are sharing specific details about
their vacations. *Listen and choose the correct options.
*Complete the questions f rom the listening. Write the same words in each space. Then
complete the simple past questions rule.
*Unscramble the words to make sentences.
*Complete the mini dialogues, using the simple past rule for making questions.
*Work in pairs: Write questions to ask your partner about their last vacation. Take turns,
ask and answer.
*Look at these prehistoric animals pictures. They are all extinct now. Match them with
the names on the article "Extinct animals"
*Read and listen to the article. Where did these animals live?
*Read the article again. Write the names of the animals under each description.
*Complete the examples from the article about the extinct animals. Then read the
could/couldn't rule.
Unit No.: 12 *Use could/couldn't Name and a verb from the list to compete the sentences.
of Unit: Getting Around
**Work
ideasTalking in about
in the
pairs: think
list. travel
about
Add yourand own what you could or coundn't do when you were five. Use the
transportation
ideas. Share these details with your partner.
* Comparing
*Write things atfrom
and adjective the the
trainlist
station
under each picture.Listen and check.
Unit Specific Objectives **NowDescribing
match an theunusual forms
adjectives oftheir
with transportation
opposites.
**Work
Train to think:in Comparing
in pairs small groups. Use adjectives from Exercise 1 to talk about the following
list of things.
Evaluation *Photostory: Episode 6: The Spider Contents / Skills
*Look at the photos and answer the questions, about the dialogues.
*Now read 1.and
Communica
listen to thetion and Cultur
Photostory. al Awar
Check eness
your answers.
*Developing Speaking:
* Watch to find out how the story between Rubby, Ellen,Dan and Tom continues.
*Watch again. Choose the correct answers of the following questions.
CE.EFL.4.2. Recog nize and demonstrate an *Find the following expression in the story. Who says them?
appreciation of commonalities between *How do you say the expressions in the previous excercise in your own language?
cultures as well as the consequences of one’s *Put the sentences in the correct order to make a dialogue.
actions while exhibiting socially responsible *Complete the mini/dialogues with the expressions from excercise 1.
behaviors. *Look at the Photostory again. Who says the expressions?
*Learners can name similarities and EFL
*Put4.1.2. Recognizeinand
the sentences thedemonstrate
correct orderan toappreciation
make a dialogue.of some commonalities and distinctions across cultures
differences between different aspects of and groups the
*Complete (differentiated
mini-dialogues by gender
with the, ability, generations,
expressions etc.) including
from Exercise 1. the students’ own. (EGB9)
cultural groups. Learners can demonstrate * Read the blog entry. The writer is an animal. Choose which anime the writer is.
socially responsible behaviors at school, *Choose the words and phrases that say when things happened and the order in which
online, at home and in the community, and they happened.
evaluate their actions by ethical, safety and *Choose an animal. Choose from the animals on the extinct animals article, think of a
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) different one. Write down specific information about it.
*Wrtire a blog entry for the animal. Don't write what animal it is.Use simple past and
sequencing words and phrases.
*Give your blog entry to a partner. Can he/she guess which animal it is?
*Match the words with the pictures ofthe
animals.
*CompleteValues: Transportation
the sentences and
with (plural) environment
animals. Then compare your ideas with other
students. useCulture:the annalsTransportation
Trainfrom Exercise
to Think:
around the world
1 or others
Comparing that you know.
*Look at the animals pictures. What do you think the article is about? Then read,listen
and check the information 2. Oralabout the article
Communica tion"Erin and Tonk to the rescue"
*Read the article "Erin and Tonk to the rescue" again. Choose the correct words on the
CE.EFL.4.7. Listening for Information: Follow EFL 4.2.3. sentences.
following Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
and identify some main ideas and details in movie *Answer or cartoon
the following(or other age-appropriate
questions audio-visual
about the previously presentations)
read article. if delivered slowly and visuals provide
short and straightforward spoken or audio contextual *Look at the support.
following (Example:
sentences an and
announcement
check the ideasof a you
bus agree
delay, with.
an intercom announcement at school, a
texts set in familiar contexts, when delivered dialogue *Work in supported
pairs. Compare by facial
the expressions/gestures
ideas you checked with anda partner.
appropriate intonation, etc.) (EGB9)
slowly and with visuals to provide contextual *Look at this list of verbs, find their past tense in the article "Erin and Tonk to the
support. Use spoken contributions in class as rescue". Comple the table.
models for one’s own speech. *Complete the sentences with the simple past form of the words in the list.
* Learners can identify the main idea and *The following sentences area taken from the article "Erin and Tonk to the rescue", they
some details in short straightforward spoken are not true. *Look back at the article and correct them. Then complete the rule simple
audio texts set in familiar contexts when the past negative with regular and irregular verbs.
message is delivered slowly and there is * This sentences are positive, make the verbs negative.
other contextual support. (Example: rules for *Choose the correct words in the sentences from the previously read article.
a game, classroom instructions, a dialogue in *Write EFL 4.2.6. phrases
Use using
otherthe verbs: have,take,
students’ contributions make,do, get,as
in class and go. Usefor
models thetheir
listedown.
nouns.
(EGB9)
a scene from a cartoon or movie, etc.) *Use the extra nouns to make more phrases with the verbs in the previous exercise. Can
Learners can use other classmate’s you think of more words?
contributions in class as models for their * Complete the sentences so they are true for you.
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) *Compare your answers with a partner.
*Listen to the dialogue between Jack and Bella. They are sharing specific details about
their vacations. *Listen and choose the correct options.
*Complete the questions f rom the listening. Write the same words in each space. Then
complete the simple past questions rule.
*Unscramble the words to make sentences.
*Complete the mini dialogues, using the simple past rule for making questions.
*Work in pairs: Write questions to ask your partner about their last vacation. Take turns,
ask and answer.
EFL
*Look4.2.14. Ask and
at these answeranimals
prehistoric straightforward
pictures. follow-up questions
They are all within
extinct now. familiar
Match contexts,
them with such as school and
family
the names life, provided
on the articlethere"Extinct
are opportunities
animals" to ask for clarification, reformulation or repetition of key points.
CE.EFL.4.10. Interaction – Interpersonal: (EGB9)
Participate effectively in familiar and *Read and listen to the article. Where did these animals live?
predictable conversational exchanges by *Read the article again. Write the names of the animals under each description.
asking and answering follow-up questions, *Complete the examples from the article about the extinct animals. Then read the
provided there are opportunities to use could/couldn't rule.
repair strategies (e.g. asking for clarification) *Use could/couldn't and a verb from the list to compete the sentences.
and sustain conversational exchanges in pairs *Work in pairs: think about what you could or coundn't do when you were five. Use the
to complete a task, satisfy a need or handle a ideas in the list. Add your own ideas. Share these details with your partner.
simple transaction. *Write
EFL and Initiate,
4.2.16. adjectivemaintain
from theand listend
under each picture.Listen
a conversation and
to satisfy check.
basic needs and/or handle a simple transaction.
* Learners can effectively participate in *Now
(EGB9) match the adjectives with their opposites.
familiar and predictable everyday *Work in pairs in small groups. Use adjectives from Exercise 1 to talk about the following
conversational exchanges in order to list of things.
complete a task, satisfy a need or handle a *Photostory: Episode 6: The Spider
simple transaction, using a range of repair *Look at the photos and answer the questions, about the dialogues.
strategies. (Example: asking for clarification, *Now read and listen to the Photostory. Check your answers.
etc.) (I.3, J.3, J.4) (ref.I.EFL. 4.10.1.) *Developing Speaking:
* Watch to find out how the story between Rubby, Ellen,Dan and Tom continues.
Functions and Speaking: *How do Talking
you sayabout thetravel
expressions
and transportation.
in the previous Comparing
excercisethings.
in yourAtownthelanguage?
train station.
*Put the sentences
Pronunciation:
in the correct
Word stress:
order to comparatives.
make a dialogue.
*Complete the mini/dialogues
Listening: Dialogue: with
"At the
theexpressions
train station".from excercise 1.
*Look atVocabulary:
the Photostory Transportation.
again. Who says Geographical
the expressions?
places.
*Put the sentences in the correct order to make a dialogue.
*Complete the mini-dialogues with the expressions from Exercise 1.
3. Reading
* Read the blog entry. The writer is an animal. Choose which anime the writer is.
EFL 4.3.6.the
*Choose Applywordslearning strategies
and phrases thattosay
examine
when and interpret
things happeneda variety
and theof written
order inmaterials
which using prior
knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
CE.EFL.4.13. Apply learning strategies such as they happened.
using prior knowledge and graphic organizers *Choose an animal. Choose from the animals on the extinct animals article, think of a
to interpret new information in a text, and different one. Write down specific information about it.
assess this information according to the *Wrtire a blog entry for the animal. Don't write what animal it is.Use simple past and
organization, subject area and purpose of the sequencing words and phrases.
text, using different criteria, including ICT *Give your blog entry to a partner. Can he/she guess which animal it is?
tools.
* Learners can apply learning strategies such
as using prior knowledge and g raphic EFL 4.3.8. Assess, compare and evaluate the quality of written texts and visual presentations using different
organizers to interpret new information in a criteria and ICT tools related to the organization, subject area and purpose of a text. (Examples of text types:
text. Learners can assess this information editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.) (EGB9)
according to the organization, subject area
and purpose of the text, through the use of
different criteria, including ICT tools. (I.2, I.4,
J.4) (ref.I.EFL.4.13.1.)
Reading: Article: "The great race".

Article: "My favorite trip".
Culture: "Transportation around the world".
resources, including those created by one’s 4. Writing
self, in order to compare and contrast
information, and choose appropriate EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
resources according to the value, purpose to demonstrate understanding and command of a topic. (EGB9))
* Learners can use and make simple learning EFL 4.4.3. Critically evaluate information from references, including those found on the web, and recommend
resources, both online and in print, in order print and digital sources to other learners. (EGB9)
to compare and contrast information.
Learners can choose appropriate resources EFL 4.4.6. Identify a variety of types and formats of potential resources and the value, purpose and audience of
and critically evaluate the information in each for use in the educational domain. (Example: audio/video, multimedia, website, database, book,
these resources, according to the value, thesaurus, scholarly/popular, current/historical, etc.) (EGB9)
purpose and audience of each. (I.1, I.3, I.4,
J.2, J.4) (ref.I.EFL.4.16.1.) Writing: Description: "Unusual forms of transportation".
Grammar: Comparative adjectives. "One"/"ones".
Vocabulary: Transportation. Geographical places.

EFL 4.5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary
CE.EFL.4.18. Use main ideas in order to works presented orally or in digital form, including literal and implied meanings. (Example: summarizing,
understand, predict, infer and deduce literal explaining and identifying, word choice, symbols, points of view, etc.) (EGB9)
print).
* Learners can understand, predict, infer and
simple, everyday literary texts (online, oral or
provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.)
Train to Think: Comparing

Match the words in the list with the different transportation systems.
*Work in pairs. Whn do yo use the types of transportation in the previous exercise?
*Put the types of transportation from the first exercise in order of speed. Use 1 for slow
and 5 for fast.
*Read the article again and match the questions with the answers.
*Read the untitled article. Then choose the title that best sums up the article.
*How friendly to the enviroment are these types of transportation?
*Work in pairs. Compare your ansers with a partener.
*Match the transportation vocabulary listed with the pictures.
*Look at the photos in the previous exercise and answer the questions.
*Can you add any other types of transportation to the lists?
*Look at the transportation and eviroment article again. Check the sentence that isn't
true.
*Complete the table. Use the examples in the previous exercise tp help you. Then
complte the compartive adjectives rule.
*In your notebook, write the comparative form of these adjectives.
*Look at the types of transportation on this page. Write four sentences to capre them.
*Work in pairs. Read your sentences to your partner, but don't say one of types of
Methodological Strategies transportation. Your partner guesses what it is. Time in
Weeks
*Amy wants to travel to New York City from Cold Sping. She's at the train station. Listen
to the dialogue and complete the details of the trip.
*Listen again and answer the questions.
*Look at these sentences. Who says them? Write S (sales person) or C (costumer) in the
boxes.
Work in pairs. Use this information and prepare a similar dialogue Act out your dialogue.
*Write the words in the list in the correct place in the diagram.
*Think of more words to add to the diagram
*Work in pais. Compare the two forms of transportation. Use comparative adjectives.
*Read and listen to the magazine article. Write the names under the photos.
*Read the article again. Correct the information in these sentences based on Carlos,
Julia, Miriam, and Nathan experiences.
*Look at the examples from the article on the prevous reading. What do the words one
and ones refer to? Then complete the rule with plural and singular.
*Look at the pictures and complet ethe words with thte first and last letters missing.
Use the previous article as referene to help you.
*Work in pairs and make a list of famous places such as beaches, rivers, oceans and
seas.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA *Think about your
VI edition favorite trip. Make notes.
norms.) 7. OBSERVATIONS:
* Tell your partner about your trip.
RESOURCES: *Culture:Transportation around the world.
* Look practice
*Student book with online workbook and online at the photos of different transportation systems around the world. Which of the
starter.
*Teacher's edition starter. words listed below can you see in the pictures?
*Class audio CDs starter. *Reas and listen to the article and write the name of the transportation under the
*Video DVD starter. pictures.
*Read the article again and check the boxes as the information matches.
*Presentation Plus DVD-ROM starter. *Complethe the following avaluation to asses your progress on units 11 and 12.
BIBLIOGRAPHY:
*Puchta, H., Stranks, J., & Lewis-Jones, P. (2016). American Think Starter
Student Book ,Workbook With Online Resources. Cambridge: Cambridge Univ
Press
*Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones, P. (2016). American
Think Teacher's Edition Starter. Cambridge: Cambridge Univ Press.
MATERIALS:
Computer, writing materials including colored pencils, CD player, DVD player.
DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): NAME: NAME:
Signature: Signature: Signature:
Date: Signature: Signature:
DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End
2. Unit Plan Unit No. Introduction

Unit Title Unit Specific Objectives
Welcome
No transversal Axes for this unit

Transversal Axes
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
EFL 4.1.8. Use suitable vocabulary, expressions, language and

CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance interaction styles for formal and informal social or academic
using appropriate language and interaction styles in a variety of social interactions. situations in order to communicate specific intentions in online
* Learners can demonstrate an ability to give and ask for information and assistance
using level-appropriate language and interaction styles in online or face-to-face and face-to-face interactions. (Example: thanking, making
social and classroom interactions. (J.2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.) promises, apologizing, asking permission, chatting with friends,
answering in class, greeting an authority figure, etc.) (EGB8)
Functions and Speaking: The time of day. Saying "Hello" and "Goodbye"
EFL 4.2.2. Use a series of phrases and sentences to describe
aspects of personal background, immediate environment and
matters of immediate need in simple terms using grammatical
structures learnt in class (although there may be frequent errors
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and with tenses, personal pronouns, prepositions, etc.). (EGB8)
information clearly and in simple terms, using grammatical structures learned in
class (although there may be frequent errors), effectively and without undue effort.
Demonstrate an ability to make appropriate use of new words and expressions in EFL 4.2.9. Attempt to use new words and expressions which
social interactions. occur in conversations in the personal and educational domains,
* Learners can communicate personal information and basic immediate needs and and make use of such terms and expressions wherever
attempt to deal with other practical everyday demands in familiar contexts, appropriate and necessary. (EGB8)
effectively and without undue effort and using grammatical structures and
vocabulary seen in class (although there may be frequent, basic errors). (I.1, I.2, I.3,
S.1) (ref.I.EFL.4.8.1.)
EFL 4.2.15. Attempt to deal with practical, everyday
communication demands within familiar contexts, effectively
and without undue effort. (EGB8)
Functions and Speaking: The time of day. Saying "Hello" and "Goodbye"
Vocabulary: The alphabet. Colors. Numbers. Classroom objects.
Listening: Taking a phone message.
3. Reading
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and
classroom resources and texts by selecting and evaluating them in order to EFL 4.4.2. Make and use a simple print or digital learning
strengthen literacy skills and promote acquisition.
resource to compare and contrast information in order to
* Learners can interact and engage with a wide range of ICT and classroom resources
and texts by selecting and attempt to evaluate them in order to strengthen literacy demonstrate understanding and command of a topic.(EGB8)
skills and promote acquisition. (I.2, I.4, S.3, J.2, J.3) (ref.I.EFL.4.14.1.)
Reading: Put the dialohue in order

4. Writing
EFL 4.4.2. Make and use a simple print or digital learning resource to
compare and contrast information in order to demonstrate
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in understanding and command of a topic.(EGB8)
order to compare and contrast information, and choose appropriate resources according to
the value, purpose and audience of each.
* Learners can use and make simple learning resources, both online and in print, in order to
attempt to compare and contrast information. Learners can choose appropriate resources
and attempt to critically evaluate the information in these resources, according to the value,
purpose and audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
Writing: Spelling out words

Grammar: Articles "a" and "an". Plural nouns
5. Language through the Arts

CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in
a variety of student groupings by employing a wide range of creative thinking skills
through the completion of activities such as playing games, brainstorming and EFL 4.5.11. Participate in creative thinking through
problem solving. brainstorming, working in groups, games and problem-solving
* Learners can collaborate and participate effectively in a variety of student tasks by showing the ability to accept a variety of ideas and
groupings by employing a wide range of creative thinking skills through the capitalize on other people’s strengths. (EGB8)
completion of activities such as playing games, brainstorming and problem solving.
(S.2, S.4, J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.)
Review: Play the first letter game
Methodological Strategies Resources Evaluation Activities / Techniques / Instruments
*Match the names of the countries with the RESOURCES: Informal assessment:
places on the map. *Combo A with online workbook and online practice *Informal assessment of the new material will be
*Work in pairs. Talk about famous people from starter. done by of checking homework, worksheets and
different countries. *Teacher's edition starter. controlled practice completion. Assessment will also
*Read and listen to the website "Crazy about the *Class audio CDs starter. be done in class by eliciting student explanations or
Olympics" and choose the correct words. *Video DVD starter. definitions and by listening to / reading students’
*Answer the questions from the previous *Presentation Plus DVD-ROM starter. contributions during speaking and writing practice
website exercise and tell a partner. BIBLIOGRAPHY: activities, etc.
*Look at the pictures and write the country *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016). American Formal assessment:
under the flag. Listen and check. Think Starter Combo A Workbook With Online Resources. *In addition to the four skills; Reading, Listening,
*Complete the table with the nationalities of the Cambridge: Cambridge Univ Press Writing and Speaking (including pronunciation) the
countries *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones, P. formal evalution of the new material will include
*Describe a flag to your partner and determine (2016). American Think Teacher's Edition Starter. tests and exams which evaluate students’
which country it is from. Cambridge: Cambridge Univ Press. understanding and knowledge of grammar and
*Look a the website "Crazy about the Olympics" MATERIALS: vocabulary in different task types.
and complete the questions with the words in Computer, writing materials including colored pencils, CD *Presentations, homework, assignments, as well as
the list. Then circle the correct words to player, DVD player. in-class participation will also be evaluated.
complete the "Wh" rule.
*Choose the correct "Wh" words.
*Work in pairs. Ask and answer the questions in
the previous exercises.
*Work in pairs. Look at the photos of famous
people and check the correct flag for each photo.
*Listen to a radio quiz called "The One-Minute
Challenge" and check your answers.
*Match sentences a-h with items 1-4. Write the
letters in the boxes.
*Look at the sentences from the radio quiz "The
One- Minute challenge" and choose the correct
words. Then complete the "be" rule.
*Complete the sentences using "be" using
contracted forms where possible.
Specification of Education
*My flag: choose Needs
things that are important to Specification of the adapted material to be applied
you.
*Use your ideas from the previous exercise to
draw your own flag and tell your partner about it.
Prepared
*Read and by: listen to the dialogue. Who knows Revised by: Approved by:
Teacher: more about soccer, Jamie or Marta? Area Director: Vice-Principal:
*Mark the sentences T (true) or F (false). Write
signature: Signature: Signature:
the correct sentence in your notebook.
Date:
*Write the questions using the previous text as a Date: Date:
SCHOOL LOGO: guide. NAME OF THE SCHOOL: SCHOOL YEAR:
*Put the dialogue in order for "Getting to know
DINCU-Coordinaciòn de Lengua Extranjera
someone". Then listen and check. (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
*Work in pairs. Act out the "Getting to know
someone" dialogue then make your own
dialogue.
*Adjectives: Write the words in the list under the
pictures. Listen and Check.
*Match the opposite words from the left column
to the right coloum, 0-4 to a-e.
*Put the words in order to create a simple phrase
using adjectives.
*Look at the questionnaire "The New York
Engllish Summer Camp". Answer the questions
about you in full sentences.
*Photostory Episode 1: Look at the photos and
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND
SCHOOL LOGO NAME OF SCHOOL
Timeframe
Weeks Periods
2. Unit Plan
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pro
of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic s
One World interviews on familiar subjects in order to inspire oral and written production at an A2.1 level
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and simila
and global contexts familiar to the learner.
Transversal Axes Unit and Topic area: One world. Value: The Olympic Spirit. Self- esteem: My flag.
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRI

EFL 4.1.2. Recognize and demonstrate an appre
distinctions across cultures and groups (differen
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities etc.) including the students’ own. (EGB8)
between cultures as well as the consequences of one’s actions while
exhibiting socially responsible behaviors.
* Learners can name similarities and differences between different
aspects of cultural groups. Learners can demonstrate socially responsible
behaviors at school, online, at home and in the community, and evaluate
their actions by ethical, safety and social standards. (J.3, S.1, I.1)
(ref.I.EFL.4.2.1.)
Values: The Olympic Spirit

EFL 4.2.2. Use a series of phrases and sentences
background, immediate environment and matte
using grammatical structures learnt in class (alth
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs tenses, personal pronouns, prepositions, etc.). (
and information clearly and in simple terms, using grammatical structures
learned in class (although there may be frequent errors), effectively and EFL 4.2.9. Attempt to use new words and expr
without undue effort. Demonstrate an ability to make appropriate use of the personal and educational domains, and m
new words and expressions in social interactions. wherever appropriate and
* Learners can communicate personal information and basic immediate
needs and attempt to deal with other practical everyday demands in
familiar contexts, effectively and without undue effort and using
grammatical structures and vocabulary seen in class (although there may EFL 4.2.15. Attempt to deal with practical, every
be frequent, basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.) familiar contexts, effectively and without undue
Functions and Speaking: Getting to know someone. Talking about yourself and other
Pronunciation: /h/ or /w/ in question words.
Listening: Radio quiz: "The One-Minute Challenge".
3. Reading
EFL 4.3.1. Understand main points in short simp
news about sports or famous people, descriptio
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details
in short simple texts on familiar subjects, making use of contextual clues
to identify relevant information in a text.
*Learners can understand main ideas and some details in short simple
online or print texts on familiar subjects, attempting to use contextual EFL 4.3.3. Attempt to find specific predictable in
clues to help identify the most relevant information. (Example: title, range of age- and level-appropriate topics. (EGB
illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
Reading: Website "Crazy about the Olympics ",

Dialogue "Favorite Soccer teams",
Photostory "Just a little joke".
4. Writing
EFL 4.4.2. Make and use a simple print or digital
contrast information in order to demonstrate un
(EGB8)
CE.EFL.4.16. Make use of simple learning resources, including those
created by one’s self, in order to compare and contrast information, and
choose appropriate resources according to the value, purpose and
audience of each.
*Learners can use and make simple learning resources, both online and in
print, in order to attempt to compare and contrast information. Learners
can choose appropriate resources and attempt to critically evaluate the
information in these resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
Writing: Completing a questionnaire: Personal information.

Grammar: Question words. The word "be".

EFL 4.4.2. Make and use a simple print or digital
contrast information in order to demonstrate un
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and (EGB8)
deduce literal and implied meanings in short, simple, everyday literary
texts (online, oral or in print).
* Learners can understand, and attempt to predict, infer and deduce
literal and implied meanings in short, simple, everyday literary texts
(online, oral or in print), especially when visual support is provided. (I.2,
I.3, I.4) (ref.I.EFL.4.18.1.)
Methodological Strategies Resources

*Match the names of the countries with the places on the RESOURCES:
map. *Combo A with online workbook and online practice
*Work in pairs. Talk about famous people from different starter.
countries. *Teacher's edition starter.
*Read and listen to the website "Crazy about the Olympics" *Class audio CDs starter.
and choose the correct words. *Video DVD starter.
*Answer the questions from the previous website exercise *Presentation Plus DVD-ROM starter.
and tell a partner. BIBLIOGRAPHY:
*Look at the pictures and write the country under the flag. *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
Listen and check. American Think Starter Combo A Workbook With
*Complete the table with the nationalities of the countries Online Resources. Cambridge: Cambridge Univ Press
*Describe a flag to your partner and determine which *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones,
country it is from. P. (2016). American Think Teacher's Edition Starter.
*Look a the website "Crazy about the Olympics" and Cambridge: Cambridge Univ Press.
complete the questions with the words in the list. Then MATERIALS:
circle the correct words to complete the "Wh" rule. Computer, writing materials including colored
*Choose the correct "Wh" words. pencils, CD player, DVD player.
*Work in pairs. Ask and answer the questions in the previous
exercises.
*Work in pairs. Look at the photos of famous people and
check the correct flag for each photo.
*Listen to a radio quiz called "The One-Minute Challenge"
and check your answers.
*Match sentences a-h with items 1-4. Write the letters in the
boxes.
*Look at the sentences from the radio quiz "The One-
Minute challenge" and choose the correct words. Then
complete the "be" rule.
*Complete the sentences using "be" using contracted forms
where possible.
*Use your ideas from the previous exercise to draw your
own flag and tell your partner about it.
*Read and listen to the dialogue. Who knows more about
soccer, Jamie or Marta?
*Mark the sentences T (true) or F (false). Write the correct
sentence in your notebook.
*Write the questions
Specification of Education using the previous text as a guide.
Needs Specification of the adapted material to be app
*Put the dialogue in order for "Getting to know someone".
Then listen and check.
*Work in pairs. Act out the "Getting to know someone"
Prepared by: dialogue then make your own dialogue. Revised by:
*Adjectives:
Teacher: Write the words in the list under the pictures. Area Director:
Listen and Check.
signature:
*Match the opposite words from the left column to the right Signature:
Date: coloum, 0-4 to a-e. Date:
*Put the words in order to create a simple phrase using
SCHOOL LOGO: adjectives. NAME OF THE SCHOOL:
*Look at the questionnaire
DINCU-Coordinaciòn "TheExtranjera
de Lengua New York Engllish
(ACUERDO Summer
MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
Camp". Answer the questions about you in full sentences.
*Photostory Episode 1: Look at the photos and the dialogue
with Riby, Ellie and Dan, and answer the questions.
*Now read and listen to the photostory. Check your answers.
*Developing speaking: Watch and find out how the previous
photostory continues.
*Watch again. Use the correct word in each sentence.
*Find the expressions 1-4 in the story. Who says them?
*How do you say the expressions in the previous question in
your own language?
*Change the underlined expression using an expression
from Exercise 1.
*Complete the mini-dialogues with the expressions from
Exercise 1.
*Talking about yourself and others: Match the questions and
answers 0-3 to a-d.
*Put the words in the correct order to make dialogues.
*Work in pairs. Act out the dialogues. Then make similiar
dialogues with your partner.
RMANCE CRITERIA FOR EGB AND BGU
SCHOOL YEAR
MANCE CRITERIA
Duration
Start End
Unit No. 1
Specific Objectives
es of written texts, in order to produce level-appropriate critical analysis
nguage and a medium to interact globally.

h as poems, short stories, comic strips, short magazine articles and oral
ritten production at an A2.1 level.
fy cultural differences and similarities within a range of local, national
elf- esteem: My flag.
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
ral Awareness
gnize and demonstrate an appreciation of some commonalities and
oss cultures and groups (differentiated by gender, ability, generations,
the students’ own. (EGB8)
Spirit
” flag
tion
a series of phrases and sentences to describe aspects of personal
mmediate environment and matters of immediate need in simple terms
tical structures learnt in class (although there may be frequent errors with
al pronouns, prepositions, etc.). (EGB8)
empt to use new words and expressions which occur in conversations in

and educational domains, and make use of such terms and expressions
wherever appropriate and necessary. (EGB8)
empt to deal with practical, everyday communication demands within

ts, effectively and without undue effort. (EGB8)
Talking about yourself and others.
estion words.
Minute Challenge".
alities. Adjectives.
erstand main points in short simple texts on familiar subjects. (Example:

orts or famous people, descriptions, etc.) (EGB8)
mpt to find specific predictable information in short, simple texts in a

nd level-appropriate topics. (EGB8)
the Olympics ",

r teams",
joke".
e and use a simple print or digital learning resource to compare and

ation in order to demonstrate understanding and command of a topic.
Personal information.
e word "be".
alities. Adjectives.
he Arts
e and use a simple print or digital learning resource to compare and
ation in order to demonstrate understanding and command of a topic.
” flag
ces Evaluation Activities / Techniques / Instruments

CES: Informal assessment:
book and online practice *Informal assessment of the new material will
r. be done by of checking homework, worksheets
tion starter. and controlled practice completion. Assessment
Ds starter. will also be done in class by eliciting student
starter. explanations or definitions and by listening to /
DVD-ROM starter. reading students’ contributions during speaking
APHY: and writing practice activities, etc.
Lewis-Jones, P. (2016). Formal assessment:
mbo A Workbook With *In addition to the four skills; Reading,
e: Cambridge Univ Press Listening, Writing and Speaking (including
tranks, J., & Lewis-Jones, pronunciation) the formal evalution of the new
eacher's Edition Starter. material will include tests and exams which
dge Univ Press. evaluate students’ understanding and
ALS: knowledge of grammar and vocabulary in
ials including colored different task types.
r, DVD player. *Presentations, homework, assignments, as
well as in-class participation will also be
evaluated.
f the adapted material to be applied
Approved by:
Vice-Principal:
Signature:
Date:
SCHOOL: SCHOOL YEAR:
015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB
Timeframe
Weeks Periods
2. Unit Plan
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inter
I Feel Happy O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in orde
making.
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
interviews on familiar subjects in order to inspire oral and written production at an A2.1 le
Unit and Topic Area: I feel happy. Values: Friendship : Welcoming a new classmate (Friend
Transversal Axes Categorizing (Identifying and sorting)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRIT
EFL 4.1.2. Recognize and demonstrate an appreciation of s
cultures and groups (differentiated by gender, ability, gene
CE.EFL.4.2. Recognize and demonstrate an appreciation of
commonalities between cultures as well as the consequences
of one’s actions while exhibiting socially responsible behaviors.
*Learners can name similarities and differences between
different aspects of cultural groups. Learners can demonstrate
socially responsible behaviors at school, online, at home and in
the community, and evaluate their actions by ethical, safety
and social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.)
Values: Welcoming a new classmate

Culture: Masks from around the world
EFL 4.2.1. Understand phrases and expressions related to a
personal and educational domains, provided speech is cle
CE.EFL.4.6. Listening for Meaning: Understand and follow the free time, school activities, etc.) (EGB8)
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues
and/or prior knowledge.
*Learners can grasp the general meaning of spoken texts set in
familiar everyday contexts and infer changes in the topic of
discussion, as well as attempt to deduce the meanings of
unfamiliar words and exchanges through the use of context
clues, provided speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
CE.EFL.4.6. Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues
and/or prior knowledge.
*Learners can grasp the general meaning of spoken texts set in
familiar everyday contexts and infer changes in the topic of EFL 4.2.4. Attempt to deduce the meanings of unfamiliar p
discussion, as well as attempt to deduce the meanings of familiar elements. (Example: colloquial greetings, exclama
unfamiliar words and exchanges through the use of context
clues, provided speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
EFL 4.2.3. Follow and understand short, straightforward au

movie or cartoon (or other age-appropriate audio-visual p
CE.EFL.4.7. Listening for Information: Follow and identify some provide contextual support. (Example: an announcement o
main ideas and details in short and straightforward spoken or school, a dialogue supported by facial expressions/gesture
audio texts set in familiar contexts, when delivered slowly and
with visuals to provide contextual support. Use spoken
contributions in class as models for one’s own speech.
*Learners can identify the main idea and some details in short
straightforward spoken audio texts set in familiar contexts EFL 4.2.6. Use other students’ contributions in class as mo
when the message is delivered slowly and there is other
contextual support. (Example: rules for a game, classroom
instructions, a dialogue in a scene from a cartoon or movie,
etc.) Learners can use other classmate’s contributions in class
as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
Functions & Speaking: Talking about feelings. Asking questions. Expressing likes an
Pronunciation: Vowel sounds: adjectives.
Listening: Dialogues: "Talking about feelings".
Vocabulary: Adjectives to describe feelings. Positive and Negative adjectiv
3. Reading
EFL 4.3.1. Understand main points in short simple texts on
CE.EFL.4.11. Demonstrate comprehension of main ideas and
some details in short simple texts on familiar subjects, making
use of contextual clues to identify relevant information in a
text.
*Learners can understand main ideas and some details in short
simple online or print texts on familiar subjects, attempting to EFL 4.3.3. Attempt to find specific predictable information
use contextual clues to help identify the most relevant appropriate topics. (EGB8)
information. (Example: title, illustrations, organization, etc.)
(I.2, I.4) (ref.I.EFL.4.11.1.)
Reading: Text Messages. "Hi there!"

Dialogue: "Deciding what to do".
Culture: "Masks from around the world"
4. Writing
EFL 4.4.7. Use the process of prewriting, draft
CE.EFL.4.17. Show an ability to convey and organize information through the “the writing process”) to attempt to produce
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
* Learners can convey and organize information through the use of facts
and details and by attempting to employ various stages of the writing
collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
CE.EFL.4.17. Show an ability to convey and organize information through the
use of facts and details and by employing various stages of the writing
and details and by attempting to employ various stages of the writing EFL 4.4.8. Convey and organize information u
process, while using a range of digital tools to promote and support illustrate diverse patterns and structures in w
(ref.I.EFL.4.17.1.)
Writing: Text Messages: "Describing feelings and things".

Grammar: "Be" (negative, singular and plural). "Be" (questions and short answers). Ob
Vocabulary: Adjectives to describe feelings. Positive and Negative adjectiv

EFL 4.5.3. Attempt to make predictions, infer
levels of meaning of literary works presented
implied meanings. (EGB8)
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and
deduce literal and implied meanings in short, simple, everyday literary texts
(online, oral or in print).
* Learners can understand, and attempt to predict, infer and deduce literal
and implied meanings in short, simple, everyday literary texts (online, oral
or in print), especially when visual support is provided. (I.2, I.3, I.4)
(ref.I.EFL.4.18.1.)

*Match the location with the photo that fits it best. Write 1-6 RESOURCES:
in the boxes. *Combo A with online workbook and online practice
* Work in pairs. Student A, close your book. Student b, test starter.
your partner's memory. *Teacher's edition starter.
*Use the pictures on the previous excercise to match the *Class audio CDs starter.
location of the senders of the the text messages. Read and *Video DVD starter.
listen to the text messages. Where are the people? Write the *Presentation Plus DVD-ROM starter.
names under the photo that matches the text message best. BIBLIOGRAPHY:
*Based on the previous excercise match the following *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
sentences True (T) or False (F). American Think Starter Combo A Workbook With
*Look at the picture and answer the informative questions, Online Resources. Cambridge: Cambridge Univ Press
about Emily. *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones, P.
*Take a look at a list of actions, imagine you are Emily's (2016). American Think Teacher's Edition Starter.
classmate determine which of those actions are OK to NOT OK. Cambridge: Cambridge Univ Press.
*Talk to a partner and compare your ideas. MATERIALS:
*Work in pairs. Think at other things you can do to help Emily Computer, writing materials including colored pencils,
on her first day. CD player, DVD player.
*Match the feelings in the list with the pictures. Write 1-10 in
the boxes. Listen and check your answers.
Match the sentences with the pictures. Write 1-6 in the boxes.
*Work in pairs.Tell your partner how you feel in the situations
of the previous excercise.
*Look back the the texts messages and complete the following
sentences,then complete the be (negative: singular and plural)
rule.
*Complete the sentences with the correct negative form of the
verb be.
*Complete the sentences with the correct form of the verb be.
*Read the words in the list. Put them into four ategories. there
are four words for each category.
*Work in pairs. read your categories out loud and compare
them.
*Listen to four dialogues.Match two with pictures A and B.
Write a number in the boxes.
*Listen again.Complete the dialogues with cold,tired,excited,
and angry.
*Look at picture A in theNeeds
previous excercise. Choose the Specification of the adapted material to be a
correct answer. Then complete the be (questions and short
answers) rule and the table.
*Put the words in order to make questions. Write the answers.
Prepared by: at the be (questions and short answers) rule.
*Look back Revised by:
Teacher: Complete the dialogues. Area Director:
*Work
signature:in pairs. Ask questions using the be rule and answer. Signature:
* Think of three more questions to ask your partner. Then ask
Date: and answer. Date:
*Read the
SCHOOL dialogue between Ethan and Nick and choose the
LOGO: NAME OF THE SCHOOL:
correct option from the list.
DINCU-Coordinaciòn
*Read the dialoguede Lengua
again and Extranjera (ACUERDO
listen carefully. NUmberMINISTERIAL
the Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
photos in the order that Ethan talks about them. Write 1-5 in
the boxes.
*Complete the dialogue with the object pronouns: them,it and
him. Read the dialogue between Ethan and Nick again and
check, then use the words to complete the table.
*Complete the following dialogues with the correct object
pronoun.
*Look at the adjectives in the list. Write (N) for negative and
(P) for positive in the boxes..
*Work in pairs. Say one example for each of the following
adjectives.
*Looking a the following sentences let your teacher know
which express like, it's good? , and which one expresses dislike,
It's bad?.
*Put the words in the correct order to make questions.
*Now match these answers with the questions you have just
made.
*Work in pairs. Talk about the movies,actors,bands,and singers
you really like and don't like.
*Culture: Masks from around the world.
*Look at the photos in the reading "Masks from around the
world" find the listed words on one of the 5 reading passages.
FORMANCE CRITERIA FOR EGB AND BGU
SCHOOL YEAR
FORMANCE CRITERIA
Duration
Start End
Unit No. 2
Unit Specific Objectives
ces of written texts, in order to produce level-appropriate critical analysis of
anguage and a medium to interact globally.

encountering challenges in order to promote autonomous learning and decision
h as poems, short stories, comic strips, short magazine articles and oral
written production at an A2.1 level.
oming a new classmate (Friendship, caring for others) Critical Thinking:
KILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED

ultural Awareness
emonstrate an appreciation of some commonalities and distinctions across
entiated by gender, ability, generations, etc.) including the students’ own. (EGB8)
ew classmate
ound the world
egorizing
nication
ses and expressions related to areas of most immediate priority within the
omains, provided speech is clearly and slowly articulated. (Example: daily life,
etc.) (EGB8)
ce the meanings of unfamiliar phrases and words from a context containing
e: colloquial greetings, exclamations, interjections, etc.) (EGB8)
rstand short, straightforward audio messages and/or the main idea/dialogue of a

age-appropriate audio-visual presentations) if delivered slowly and visuals
. (Example: an announcement of a bus delay, an intercom announcement at
ed by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
ts’ contributions in class as models for their own. (EGB8)
ng questions. Expressing likes and dislikes.

unds: adjectives.
ng about feelings".
Positive and Negative adjectives.
g
points in short simple texts on familiar subjects. (Example: news about sports or
s, etc.) (EGB8)
pecific predictable information in short, simple texts in a range of age- and level-
s. "Hi there!"
what to do".
ound the world"
g
the process of prewriting, drafting, revising, peer editing and proofreading (i.e.,
rocess”) to attempt to produce well-constructed informational texts. (EGB8)
vey and organize information using facts and details in order to attempt to
rse patterns and structures in writing. (EGB8)
ng feelings and things".

estions and short answers). Object pronouns.
Positive and Negative adjectives.
gh the Arts
empt to make predictions, inferences and deductions to demonstrate different
ning of literary works presented orally or in digital form, including literal and
ings. (EGB8)
egorizing
urces Evaluation Activities / Techniques / Instruments

URCES: Informal assessment:
rkbook and online practice *Informal assessment of the new material will be
rter. done by of checking homework, worksheets and
dition starter. controlled practice completion. Assessment will also
o CDs starter. be done in class by eliciting student explanations or
VD starter. definitions and by listening to / reading students’
s DVD-ROM starter. contributions during speaking and writing practice
GRAPHY: activities, etc.
& Lewis-Jones, P. (2016). Formal assessment:
Combo A Workbook With *In addition to the four skills; Reading, Listening,
dge: Cambridge Univ Press Writing and Speaking (including pronunciation) the
Stranks, J., & Lewis-Jones, P. formal evalution of the new material will include
Teacher's Edition Starter. tests and exams which evaluate students’
bridge Univ Press. understanding and knowledge of grammar and
RIALS: vocabulary in different task types.
ls including colored pencils, *Presentations, homework, assignments, as well as
DVD player. in-class participation will also be evaluated.
of the adapted material to be applied
Approved by:
: Vice-Principal:
Signature:
Date:
E SCHOOL: SCHOOL YEAR:
015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EG
Timeframe
Weeks Periods
2. Unit Plan
subjects and contexts.
Me and my family on familiar subjects in order to inspire oral and written production at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and sim
contexts familiar to the learner.
Transversal Axes Unit and Topic Area: Me and my family Values: Families (Relationships) Self-esteem: Being
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMAN
EFL 4.1.2. Recognize and demonstrate an appre
cultures and groups (differentiated by gender, a
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities (EGB8)
between cultures as well as the consequences of one’s actions while
exhibiting socially responsible behaviors.
*Learners can name similarities and differences between different
aspects of cultural groups. Learners can demonstrate socially responsible
behaviors at school, online, at home and in the community, and evaluate
their actions by ethical, safety and social standards. (J.3, S.1, I.1)
(ref.I.EFL.4.2.1.)
Values: Families
Self-esteem: Being part of a family
EFL 4.2.6. Use other students’ contributions in c
CE.EFL.4.7. Listening for Information: Follow and identify some main
ideas and details in short and straightforward spoken or audio texts set in
familiar contexts, when delivered slowly and with visuals to provide
contextual support. Use spoken contributions in class as models for one’s
own speech.
straightforward spoken audio texts set in familiar contexts when the
message is delivered slowly and there is other contextual support.
(Example: rules for a game, classroom instructions, a dialogue in a scene
from a cartoon or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2, I.3, S.4)
(ref.I.EFL.4.7.1.)
EFL 4.2.11. Give short, basic descriptions of eve
and use simple descriptive language to compare
CE.EFL.4.9. Production – Fluency: Use simple language to describe, possessions. (Example: family, school, living con
compare and make statements about familiar everyday topics such as
objects, possessions and routines in structured situations and short
conversations. Interaction is with reasonable ease, provided speech is
given clearly, slowly and directly.
*Learners can use simple language to describe, compare and state facts
about familiar everyday topics such as possessions, classroom objects
and routines in short, structured situations, interacting with relative ease.
(I.3, I.4, S.4) (ref.I.EFL.4.9.1.)
Functions & Speaking: Describing good qualities. Talking about family. Paying co
Pronunciation: "This"/"that"/"these"/"those".
Listening: Dialogues: "Describing family".
3. Reading
EFL 4.3.1. Understand main points in short simp
sports or famous people, descriptions, etc.) (EG
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details
in short simple texts on familiar subjects, making use of contextual clues
to identify relevant information in a text.
online or print texts on familiar subjects, attempting to use contextual EFL 4.3.2. Make use of clues such as titles, illus
clues to help identify the most relevant information. (Example: title, attempt to identify and understand relevant info
illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) (EGB8)
Reading: Article: "Kate Middleton".

Dialogue: "Alicia's family".
Photostory: "A song for Ruby".
4. Writing
EFL 4.4.7. Use the process of prewriting, draftin
writing process”) to attempt to produce well-co
CE.EFL.4.17. Show an ability to 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.
and details and by attempting to employ various stages of the writing EFL 4.4.8. Convey and organize information usin
process, while using a range of digital tools to promote and support diverse patterns and structures in writing. (EGB
(ref.I.EFL.4.17.1.)
Writing: Description: "Your favorite room".

Grammar: Possessive's. Possesive adjectives. "This"/"that"/"these"/"tho

EFL 4.5.9. Engage in collaborative activities thro
respond to literature and other literary texts. (E
CE.EFL.4.22. Show the ability to work collaboratively and to participate

effectively in a variety of student groupings by employing a wide range of
creative thinking skills through the completion of activities such as
playing games, brainstorming and problem solving.
* Learners can collaborate and participate effectively in a variety of EFL 4.5.11. Participate in creative thinking throu
student groupings by employing a wide range of creative thinking skills problem-solving tasks by showing the ability to
through the completion of activities such as playing games, brainstorming people’s strengths. (EGB8)
and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.)

*Match the names of the family members with the photos. RESOURCES:
*Work in pairs. Talk about famous people family *Combo A with online workbook and online practice starter.
relationships. *Teacher's edition starter.
*Read and listen to the article "Kate Middleton" and mark *Class audio CDs starter.
the sentences true or false. *Video DVD starter.
*Answer the questions from the previous website exercise *Presentation Plus DVD-ROM starter.
and tell a partner. BIBLIOGRAPHY:
*Complete the sentences using the adjectives listed below. *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016). American
*Work in groups: Compare the sentences with others in the Think Starter Combo A Workbook With Online Resources.
class. Cambridge: Cambridge Univ Press
*Look a the sentencies from The reading "Kate Middelton" *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones, P.
and complete the rule about prossession with noun + 's. (2016). American Think Teacher's Edition Starter. Cambridge
*Writte the correct word with with 's. Cambridge Univ Press.
*Complete Nicola's family tree with the family vocabulary MATERIALS:
listed.Then listen and check. Computer, writing materials including colored pencils, CD
*Look back at the " Kate Middleton" article, and complete player, DVD player.
the sentences about her family relationships using the listed
vocabulary.
*Work in pairs. Writte three or four sentences about your
family. Tell your partner.
*Look back at the "Kate Middleton" article and using details
about her family relations complete the sentences. Use the
list of family members and match them with the previous
sentences. Complete the possessive adjectives table.
*Complete the dialogue with words from the possessive
adjectives table.
*Listen to three people talking about their family. Write 1-3
in the boxes.
* Listen again and complete the sentences. Write one word
in each space.
*Complete the ME table with the names of four people in
your family and their relationship to you.
*Work in pairs: Ask your partner about the people he wrote
about and complete the PARTNER table using that
Specification of Education Needs
information. Specification of the adapted material to be app
*Share with your class the details about your and your
partners family.
*Read the
Prepared by: dialogue between Alicia and Debbie and answer Revised by:
the questons.
Teacher:
*Read and listen to the dialogue. Answer the questions, Area Director:
what
signature: did you learn about Alicia's and Debbie's family? Signature:
*Complete the dialogue with the words:
this/that/these/those.
*Look at the pictures and match them with the sentences.
Then circle the correct words to complete the
this/that/these/those rule.
*Look at the pictures in Excercisse 1 again. Use
this,that,these, or those o complete the sentences.
Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
RFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL YEAR
FORMANCE CRITERIA
Duration
Start End
Unit No. 3
es of written texts, in order to produce level-appropriate critical analysis of familiar

h as poems, short stories, comic strips, short magazine articles and oral interviews
uction at an A2.1 level.
fy cultural differences and similarities within a range of local, national and global
ationships) Self-esteem: Being part of a family (A sense of belonging)

ultural Awareness
ze and demonstrate an appreciation of some commonalities and distinctions across
ps (differentiated by gender, ability, generations, etc.) including the students’ own.
ilies
art of a family
nication
er students’ contributions in class as models for their own. (EGB8)
hort, basic descriptions of everyday activities and events within familiar contexts
scriptive language to compare and make brief statements about objects and
mple: family, school, living conditions, personal belongings, etc.) (EGB8)
Talking about family. Paying compliments.

"/"these"/"those".
scribing family".
House and Furniture.
ng
tand main points in short simple texts on familiar subjects. (Example: news about
people, descriptions, etc.) (EGB8)
use of clues such as titles, illustrations, organization, text outline and layout, etc. to
y and understand relevant information in written level-appropriate text types.
e Middleton".
s family".
for Ruby".
g
process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
to attempt to produce well-constructed informational texts. (EGB8)
and organize information using facts and details in order to attempt to illustrate
nd structures in writing. (EGB8)
ur favorite room".
es. "This"/"that"/"these"/"those".
House and Furniture.
gh the Arts
in collaborative activities through a variety of student groupings to create and
ure and other literary texts. (EGB8)
pate in creative thinking through brainstorming, working in groups, games and

asks by showing the ability to accept a variety of ideas and capitalize on other
s. (EGB8)
tegorizing

RCES: Informal assessment:
ok and online practice starter. *Informal assessment of the new material will be
ition starter. done by of checking homework, worksheets and
CDs starter. controlled practice completion. Assessment will also
D starter. be done in class by eliciting student explanations or
DVD-ROM starter. definitions and by listening to / reading students’
RAPHY: contributions during speaking and writing practice
wis-Jones, P. (2016). American activities, etc.
book With Online Resources. Formal assessment:
bridge Univ Press *In addition to the four skills; Reading, Listening,
Stranks, J., & Lewis-Jones, P. Writing and Speaking (including pronunciation) the
er's Edition Starter. Cambridge: formal evalution of the new material will include
Univ Press. tests and exams which evaluate students’
RIALS: understanding and knowledge of grammar and
ncluding colored pencils, CD vocabulary in different task types.
VD player. *Presentations, homework, assignments, as well as
in-class participation will also be evaluated.
he adapted material to be applied
Approved by:
Vice-Principal:
Signature:
Date:
HOOL: SCHOOL YEAR:
15-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB A
Timeframe
Weeks Periods
2. Unit Plan
familiar subjects and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in orde
In the City decision making.
interviews on familiar subjects in order to inspire oral and written production at an A2.1 le
Unit and Topic Area: In the city Values: My town / my city (Community Spirit) Critical Thin
Transversal Axes problems)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE
EFL 4.1.10. Recognize and appreciate individu
establishing and maintaining healthy and rew
CE.EFL.4.5. Display an appreciation of and demonstrate respect for based on communication and cooperation. (E
individual and group differences by establishing and maintaining healthy
and rewarding relationships based on communication and cooperation.
* Learners can appreciate and show respect for individual and group
differences by establishing and maintaining healthy and rewarding online EFL 4.1.4. Demonstrate mindfulness, empath
and face-to-face interactions. Learners can communicate and cooperate in integrity of cultures in daily classroom activiti
a respectful, empathetic manner. (J.3, S.1, S.4) (ref.I.EFL.4.5.1.)
Values: My town/city
Culture: Parks around the world
Train to Think: Exploring numbers
EFL 4.2.3. Follow and understand short, straig
idea/dialogue of a movie or cartoon (or other
delivered slowly and visuals provide contextu
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas bus delay, an intercom announcement at scho
and details in short and straightforward spoken or audio texts set in familiar expressions/gestures and appropriate intonati
contexts, when delivered slowly and with visuals to provide contextual
support. Use spoken contributions in class as models for one’s own speech.
straightforward spoken audio texts set in familiar contexts when the
message is delivered slowly and there is other contextual support.
(Example: rules for a game, classroom instructions, a dialogue in a scene
from a cartoon or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
EFL 4.2.2. Use a series of phrases and sentenc
background,
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs immediate environment and matters of imm
and information clearly and in simple terms, using grammatical structures structures learnt in class (although there may
learned in class (although there may be frequent errors), effectively and pronouns, prepositions, etc.). (EGB8)
without undue effort. Demonstrate an ability to make appropriate use of
new words and expressions in social interactions.
*Learners can communicate personal information and basic immediate EFL 4.2.9. Attempt to use new words and exp
needs and attempt to deal with other practical everyday demands in personal and educational domains, and make
familiar contexts, effectively and without undue effort and using appropriate and necessary. (EGB8)
grammatical structures and vocabulary seen in class (although there may
be frequent, basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
EFL 4.2.13. Interact with reasonable ease in s

CE.EFL.4.9. Production – Fluency: Use simple language to describe, within familiar contexts, provided that speech
compare and make statements about familiar everyday topics such as an interview, an information gap activity, etc.)
objects, possessions and routines in structured situations and short
conversations. Interaction is with reasonable ease, provided speech is given
clearly, slowly and directly.
*Learners can use simple language to describe, compare and state facts
about familiar everyday topics such as possessions, classroom objects and
routines in short, structured situations, interacting with relative ease. (I.3,
I.4, S.4) (ref.I.EFL.4.9.1.)
Functions & Speaking: Talking about places in a town/city. Giving directions. Buying thin
Pronunciation: Word stress in numbers.
Listening: Dialogues: "Asking for directions".
Vocabulary: Places in a town/city. Prepositions of place. Numbers 100+. Price
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details 3. Reading

in short simple texts on familiar subjects, making use of contextual clues to EFL 4.3.1. Understand main points in short sim
identify relevant information in a text. about sports or famous people, descriptions,
online or print texts on familiar subjects, attempting to use contextual clues EFL 4.3.2. Make use of clues such as titles, ill
to help identify the most relevant information. (Example: title, illustrations, layout, etc. to attempt to identify and underst
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) appropriate
Reading: Article: "Window text
of types. (EGB8)
the World".
Dialogue: "In the stores".
Culture: "Parks around the world".
4. Writing
EFL 4.4.2. Make and use a simple print or digi
information in order to demonstrate understa
CE.EFL.4.16. Make use of simple learning resources, including those created EFL 4.4.3. Attempt to critically evaluate inform
by one’s self, in order to compare and contrast information, and choose on the web, and recommend print and digita
appropriate resources according to the value, purpose and audience of
each.
* Learners can use and make simple learning resources, both online and in
appropriate resources according to the value, purpose and audience of
each.
* Learners can use and make simple learning resources, both online and in
EFL 4.4.6. Attempt to identify a variety of type
value, purpose and audience of each for use i
Writing: Description: "A brochure for your town".

CE.EFL.4.19. Find and identify literary elements and techniques
Grammar: and relate
"There is"/ "there are". "some"/"any". Imperatives.
those elements to the learner’s own experiences and to other
Vocabulary: works,
Places in a town/city. Prepositions of place. Numbers 100+. Price
including one’s peers, in order to present personal responses and 5. Language through the Arts
interpretations.
* Learners can locate and attempt to identify literary elements and EFL 4.5.7. Locate and attempt to identify sele
techniques in other works, including one’s own. Learners can give personal and relate those elements to those in other w
responses to and attempt to interpret a variety of literary texts, including
those of a peer, referring to details and features of the text. (Example: text
Train to Think: Exploring numbers
structure, plot, ideas, events, vocabulary, etc.) (I.3, S.3, J.4)
(ref.I.EFL.4.19.1.)
*Match the phrases in the list with the famous places of the RESOURCES:
world pictures. *Combo A with online workbook and online
* Work in pairs. Can you name the places in the photos? Where practice starter.
are they? *Teacher's edition starter.
*Read and Listen to the brochure " Window of the World " . Use *Class audio CDs starter.
the vocabulary listed before to find two phrases that fit the *Video DVD starter.
brochure the best. *Presentation Plus DVD-ROM starter.
*Read the brochure " Window of the World" again. Mark the BIBLIOGRAPHY:
sentences T (true) F (false). *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
*Work in pairs. Ask and answers the questions out of the " American Think Starter Combo A Workbook With
Window of the world" brochure. Online Resources. Cambridge: Cambridge Univ
*Think of your town/city tourist attractions. On your note book Press
answer the listed questions. *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-
*Work in pairs: Make one list of interesting places for you and Jones, P. (2016). American Think Teacher's
one for a visitor. Share the information with your partner. Edition Starter. Cambridge: Cambridge Univ
*Think of a place/thing in your town, city, or county to put in Press.
"Window of the World". Write down specific information about MATERIALS:
the place and the reason why you want it on that brochure. Computer, writing materials including colored
*Look at the 3 pictures and label them by using the list of places. pencils, CD player, DVD player.
Listen and check.
*Complete each sentence with a place from the previous
excercise.
*Complete the sentences from the brochure " Window to the
World" , by using "are" or "aren't". Then complete the "There is"/
"There are" table.
*Complete the sentences in the positive (+) negative (-), or
question (?) form, using "there is", "there are", "is there?", "there
aren't", and "are there?"
*Complete the sentences about "Window of the World" with
"some" or "any". Then complete the grammar rule.
*Circle the correct words. Chose from "some" and "any".
*Work in pairs: Think of a city, but don't say the name. Ask and
answer questions to find out the cities.
*Look at the map and complete the sentences with the
prepositions of place listed.
*Listen to three people asking for directions. Find the places your
Specification
hear on theofdialogues
Education inNeeds
the map. Use the words:"museum", Specification of the adapted material to be a
"drugstore",and "mall".
*Listen again. Complete the sentences with the vocabulary you
have just used.
Prepared
*Completeby: the examples with "don't", "turn",and "go". Then Revised by:
Teacher: complete the rule for imperatives. Area Director:
* Match the parts of the sentences to form imperatives.
*Work in pairs: Look at the map again. Chose a place you would
like to be at, give directions to your partner in order to find you.
Use the restaurant as a point of reference. Take turns.
*Read and listen to the 3 dialogues. Guess where the people are.
Choose from this list of places: "Bookstore", "drugstore", "shoe
store", "supermarket", "train station".
signature: Signature:
Date: Date:
ORMANCE CRITERIA FOR EGB AND BGU
SCHOOL YEAR
ORMANCE CRITERIA
Duration
Start End
Unit No. 4
nit Specific Objectives
ces of written texts, in order to produce level-appropriate critical analysis of
anguage and a medium to interact globally.

encountering challenges in order to promote autonomous learning and
ch as poems, short stories, comic strips, short magazine articles and oral
written production at an A2.1 level.
(Community Spirit) Critical Thinking: Exploring numbers (Solving numerical

tural Awareness
cognize and appreciate individual and group similarities and differences by
nd maintaining healthy and rewarding online and face-to-face relationships
munication and cooperation. (EGB8)
monstrate mindfulness, empathy, tolerance and an overall respect for the

ltures in daily classroom activities. (EGB8)
/city
the world
ng numbers
cation
ow and understand short, straightforward audio messages and/or the main
of a movie or cartoon (or other age-appropriate audio-visual presentations) if
wly and visuals provide contextual support. (Example: an announcement of a
ntercom announcement at school, a dialogue supported by facial
estures and appropriate intonation, etc.) (EGB8)
a series of phrases and sentences to describe aspects of personal
nvironment and matters of immediate need in simple terms using grammatical

rnt in class (although there may be frequent errors with tenses, personal
positions, etc.). (EGB8)
empt to use new words and expressions which occur in conversations in the
educational domains, and make use of such terms and expressions wherever
nd necessary. (EGB8)
eract with reasonable ease in structured situations and short conversations

r contexts, provided that speech is given clearly, slowly and directly. (Example:
an information gap activity, etc.) (EGB8)
y. Giving directions. Buying things in a store.

ss in numbers.
g for directions".
s of place. Numbers 100+. Prices.
derstand main points in short simple texts on familiar subjects. (Example: news
or famous people, descriptions, etc.) (EGB8)
ke use of clues such as titles, illustrations, organization, text outline and
attempt to identify and understand relevant information in written level-
ext types.
of the (EGB8)
World".
tores".
the world".
ke and use a simple print or digital learning resource to compare and contrast
order to demonstrate understanding and command of a topic.(EGB8)
empt to critically evaluate information from references, including those found

nd recommend print and digital sources to other learners. (EGB8)
empt to identify a variety of types and formats of potential resources and the
e and audience of each for use in the educational domain. (EGB8)
ure for your town".

ome"/"any". Imperatives.
s of place. Numbers 100+. Prices.
h the Arts
ate and attempt to identify selected literary elements and techniques in texts
se elements to those in other works and to learners’ own experiences. (EGB8)
ng numbers

URCES: Informal assessment:
e workbook and online *Informal assessment of the new material will be
e starter. done by of checking homework, worksheets and
dition starter. controlled practice completion. Assessment will also
o CDs starter. be done in class by eliciting student explanations or
VD starter. definitions and by listening to / reading students’
s DVD-ROM starter. contributions during speaking and writing practice
GRAPHY: activities, etc.
& Lewis-Jones, P. (2016). Formal assessment:
Combo A Workbook With *In addition to the four skills; Reading, Listening,
mbridge: Cambridge Univ Writing and Speaking (including pronunciation) the
ess formal evalution of the new material will include
, H., Stranks, J., & Lewis- tests and exams which evaluate students’
erican Think Teacher's understanding and knowledge of grammar and
ridge: Cambridge Univ vocabulary in different task types.
ess. *Presentations, homework, assignments, as well as
RIALS: in-class participation will also be evaluated.
terials including colored
ayer, DVD player.
of the adapted material to be applied
Approved by:
: Vice-Principal:
Signature:
Date:
E SCHOOL: SCHOOL YEAR:
015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITER
PLANNING BY SKILLS AND PERFORMANCE CRITER
Timeframe
Weeks
2. Unit Plan
Unit Title Unit Specific Objecti
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inte
In my free time in order to inspire oral and written production at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and sim
the learner.
Unit and Topic Area: In my free time Values: Better together or better alone? (Working to
Transversal Axes identity)
2. UNIT PLAN
CE.EFL.4.6. Listening for Meaning: Understand
EVALUATION and follow the main idea in
CRITERIA SKILLS AND P
spoken texts set in familiar everyday contexts, provided speech is clear and
articulate, and deduce the meanings of unfamiliar words and phrases using 1. Communication and Cultural Awareness
context clues and/or prior knowledge. EFL 4.2.1. Understand phrases and expres
*Learners can grasp the general meaning of spoken texts set in familiar and educational domains, provided speec
everyday contexts and infer changes in the topic of discussion, as well as activities, etc.) (EGB8)
attempt to deduce the meanings of unfamiliar words and exchanges through Values: Be er together or be er alone?
the use of context
CE.EFL.4.6. Listening clues, provided speech
for Meaning: Understand is given
andslowly
followandtheclearly andin
main idea there Self-esteem: What makes you happy?
is sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
spoken texts set in familiar everyday contexts, provided speech is clear and
articulate,
CE.EFL.4.7.and deduce
Listening forthe meanings of
Information: unfamiliar
Follow words some
and identify and phrases usingand
main ideas 2. Oral Communication
context clues and/or prior knowledge.
details in short and straightforward spoken or audio texts set in familiar EFL 4.2.1. Understand phrases and expres
*Learners can grasp
contexts, when the general
delivered slowly meaning
and with of spoken
visuals texts setcontextual
to provide in familiarsupport. and educational domains, provided speec
everyday
Use spokencontexts and infer
contributions in changes in the topic
class as models of discussion,
for one’s own speech. as well as activities, etc.) (EGB8)
attempt
*Learners tocan
deduce the the
identify meanings
main ideaof unfamiliar
and somewords detailsand exchanges
in short through
straightforward EFL 4.2.3. Follow and understand short, s
the use of
spoken audio
CE.EFL.4.8. context clues,
texts set in
Production provided speech
familiar contexts
– Accuracy is given slowly
when the message
and Intelligibility: and clearly
Communicate needs and or cartoon (or other age-appropriate aud
and
is delivered there
is sufficient
information visual
slowly and thereclearly support.
is other (I.3,
and incontextual S.1, J.4)
simple terms, (ref.I.EFL.4.6.1.)
support.
using(Example:
grammatical rules learned support.
for a game,
structures (Example: an announcement of
EFL
by 4.2.2.expressions/gestures
facial Use a series of phrases
andand sen
approp
classroom instructions, a dialogue in a scene from a cartoon or movie, etc.)
in class (although there may be frequent errors), effectively and without undue environment and matters of immediate n
Learners can use other
effort. Demonstrate an classmate’s
ability to make contributions
appropriate inuse
classofas models
new wordsforand
their (although there may be frequent errors w
own. (I.2, I.3,inS.4)
expressions (ref.I.EFL.4.7.1.)
social interactions. EFL 4.2.15. Attempt to deal with practical
*Learners can communicate personal information and basic immediate needs and without undue effort. (EGB8)
and attempt to deal with other practical everyday demands in familiar contexts,
effectively and without undue effort and using grammatical structures and
CE.EFL.4.9. Production
vocabulary seen in class– (although
Fluency: Usethere simple
may be language
frequent, to describe, compare
basic errors). (I.1, I.2,
and make
I.3, S.1) statements about familiar everyday topics such as objects,
(ref.I.EFL.4.8.1.) EFL 4.2.11. Give short, basic descriptions
possessions and routines in structured situations and short conversations. descriptive language to compare and mak
Interaction is with reasonable ease, provided speech is given clearly, slowly and school, living conditions, personal belong
directly.
*Learners can use simple language to describe, compare and state facts about EFL 4.2.13. Interact with reasonable ease
familiar everyday topics such as possessions, classroom
Functions objectsTalking
& Speaking: and routines in provided
about habits that speech
and activities. is given
Talking aboutclearly, slow
technolog
short, structured situations, interacting with relative ease. (I.3, I.4, S.4) Pronunciation: (EGB8) Simple present verbs: third person
(ref.I.EFL.4.9.1.) Listening: Monologues: "Describing electronic gadge
3. Reading
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in EFL 4.3.1. Understand main points in shor
short simple texts on familiar subjects, making use of contextual clues to famous people, descriptions, etc.) (EGB8)
identify relevant information in a text.
* Learners can understand main ideas and some details in short simple online
or print texts on familiar subjects, attempting to use contextual clues to help
identify the most relevant information. (Example: title, illustrations,
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in
short simple texts on familiar subjects, making use of contextual clues to
identify relevant information in a text.
* Learners can understand main ideas and some details in short simple online
or print texts on familiar subjects, attempting to use contextual clues to help EFL 4.3.2. Make use of clues such as title
identify the most relevant information. (Example: title, illustrations, identify and understand relevant informa
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) Reading: Newsletter: "I love Glee Club!"
Quiz: "Does TV control your life?"
Photostory: "The school play".
CE.EFL.4.17. Show an ability to convey and organize information through the 4. Writing
use of facts and details and by employing various stages of the writing process, EFL 4.4.7. Use the process of prewriting, d
while using a range of digital tools to promote and support collaboration, process”) to attempt to produce well-con
learning and productivity.
* Learners can convey and organize information through the use of facts and EFL 4.4.8. Convey and organize informatio
details and by attempting to employ various stages of the writing process, while and structures in writing. (EGB8)
using a range of digital tools to promote and support collaboration, learning Writing: Paragraph: "Days in your life".
Grammar: Simple present. Adverbs of frequency. Simple present (neg
and productivity. (I.1, I.3, S.4, J.2, J.4) (ref.I.EFL.4.17.1.)
CE.EFL.4.20. Create short, original literary texts in different genres, including
those that reflect Ecuadorian cultures, using a range of digital tools, writing 5. Language through the Arts
styles, appropriate vocabulary and other literary concepts. EFL 4.5.4. Create personal stories by addin
* Learners can create short, original literary texts in different genres, including vocabulary and elements of the literature
those that reflect Ecuadorian cultures, attempting to use a range of digital
tools, writing styles, appropriate vocabulary and other literary concepts. (I.1,
I.3) (ref.I.EFL.4.20.1.) Self-esteem: What makes you happy?

*Match the activities in the list with the photos. RESOURCES:
*Read the "I love Glee Club" Newsletter quickly. Which of the *Combo A with online workbook and online practic
activities in Excercise 1 does it talk about?*Read and listen to the *Teacher's edition starter.
"I love Glee Club" Newsletter and mark the sentences true or *Class audio CDs starter.
false. *Video DVD starter.
*Complete the table about the things you like to do on your own *Presentation Plus DVD-ROM starter.
and the ones you like to do with friends . Compare with a partner. BIBLIOGRAPHY:
*Look at the "I love Glee Club" Newsletter. Complete the *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016). Ame
sentences with the correct form of the verbs listed. Then Starter Combo A Workbook With Online Resources. C
complete the add -s to the base form when the subject is a third Cambridge Univ Press
person, rule. *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones,
*Complete the list by writing the simple present form of the verbs American Think Teacher's Edition Starter. Cambridge:
for third person, (he,she,it). Univ Press.
*Work in groups: Compare the sentences with others in the class. MATERIALS:
*Look a the "I love Glee Club" Newsletter and complete the Computer, writing materials including colored pencils
sentences. Then complete the rule about adverbs of frequency. DVD player.
*Match the free-time activities of the list with the photos..
*Unscramble the words, in order to make complete sentences.
*Complete the sentences with an adverb of frequency so they are
true for you.
*Listen to Julia,Chris and Kayla talk about their electronic devices.
Write their names under the picture of the device they are talking
about.
* Listen again and correct the adverb of frequency in each
sentence.
* Work in pairs: Tell your partner how you often you use
technology. Remember to use adverbs of frequency.
*Match the parts of the sentences. Then complete the simple
present negative rule.
*Make the listed sentences negative.
*Complete the table of activities. Mark with a check mark the
things that make you happy.
*Work in pairs: Talk to your partner and tell each other about two
things that make you happy and two things that do not. Share this
information with your class.
*Read the quiz " Does TV control your life?" And choose your
Specification of Education Needs answers. Specification of the adapted material to b
*Complete the dialogue with the words: this/that/these/those.
*Work in pairs: Compare your answers with your partner. Ask and
answer the questions.
*Find out your score. Do you agree wit it?
*Look back at the " Does TV control your life?" Quiz. Put the
words in order to make questions. Then complete the do/does
rule.
*Choose the correct words.
Prepared by: Revised by:
Teacher: Area Director:
Date: Date:
SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
OF SCHOOL SCHOOL YEAR
SKILLS AND PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 5
erences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
onal language and a medium to interact globally.

sh such as poems, short stories, comic strips, short magazine articles and oral interviews on familiar subjects
2.1 level.
o identify cultural differences and similarities within a range of local, national and global contexts familiar to
gether or better alone? (Working together and alone) Self-esteem: What makes me happy? (A sense of

nication and Cultural Awareness
2.1. Understand phrases and expressions related to areas of most immediate priority within the personal
ducational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school
ties, etc.) (EGB8)
Be er together or be er alone?
eem: What makes you happy?
. Oral Communication
2.1. Understand phrases and expressions related to areas of most immediate priority within the personal
ducational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school
ties, etc.) (EGB8)
2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a movie
toon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide contextual
ort. (Example: an announcement of a bus delay, an intercom announcement at school, a dialogue supported
2.2. Use a series of phrases
ial expressions/gestures andand sentencesintonation,
appropriate to describeetc.)
aspects of personal background, immediate
(EGB8)
onment and matters of immediate need in simple terms using grammatical structures learnt in class
ugh there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
2.15. Attempt to deal with practical, everyday communication demands within familiar contexts, effectively
without undue effort. (EGB8)
2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use simple
ptive language to compare and make brief statements about objects and possessions. (Example: family,
l, living conditions, personal belongings, etc.) (EGB8)
2.13. Interact with reasonable ease in structured situations and short conversations within familiar contexts,
ded that speech
d activities. is given
Talking aboutclearly, slowlyhabits.
technology and directly. (Example:
Encouranging an interview, an information gap activity, etc.)
someone.
8): Simple present verbs: third person.
ogues: "Describing electronic gadgets".
ry: Free time activities. Gadgets.
3. Reading
3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
us people, descriptions, etc.) (EGB8)
.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
fy and understand relevant information in written level-appropriate text types. (EGB8)
Newsletter: "I love Glee Club!"
"Does TV control your life?"
tostory: "The school play".
4. Writing
4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
ss”) to attempt to produce well-constructed informational texts. (EGB8)
4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse patterns
tructures in writing. (EGB8)
: Paragraph: "Days in your life".
bs of frequency. Simple present (negative and questions).
ry: Free time activities. Gadgets.
anguage through the Arts

5.4. Create personal stories by adding imaginative details to real-life stories and situations, using appropriate
ulary and elements of the literature learners have read or heard. (EGB8)
eem: What makes you happy?
Resources Evaluation Activities / Techniques / Instruments

RESOURCES: Informal assessment:
online workbook and online practice starter. *Informal assessment of the new material will be done by
*Teacher's edition starter. of checking homework, worksheets and controlled practice
*Class audio CDs starter. completion. Assessment will also be done in class by
*Video DVD starter. eliciting student explanations or definitions and by listening
esentation Plus DVD-ROM starter. to / reading students’ contributions during speaking and
BIBLIOGRAPHY: writing practice activities, etc.
ks, J., & Lewis-Jones, P. (2016). American Think Formal assessment:
Workbook With Online Resources. Cambridge: *In addition to the four skills; Reading, Listening, Writing
Cambridge Univ Press and Speaking (including pronunciation) the formal evalution
uchta, H., Stranks, J., & Lewis-Jones, P. (2016). of the new material will include tests and exams which
eacher's Edition Starter. Cambridge: Cambridge evaluate students’ understanding and knowledge of
Univ Press. grammar and vocabulary in different task types.
MATERIALS: *Presentations, homework, assignments, as well as in-class
g materials including colored pencils, CD player, participation will also be evaluated.
DVD player.
fication of the adapted material to be applied

ed by: Approved by:
Director: Vice-Principal:
ture: Signature:
Date:
E OF THE SCHOOL: SCHOOL YEAR:
ME-2015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FO
Timeframe
Weeks
2. Unit Plan
and contexts.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in ord
Friends O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
familiar subjects in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: Friends Values: Helping a friend (Friendship and loyalty) Critical Thi
2. UNIT PLAN
EVALUATIONan
CE.EFL.4.2. Recognize and demonstrate CRITERIA
appreciation of commonalities SKILLS AND PERFO
between cultures as well as the consequences of one’s actions while 1. Communication and Cultural Awareness
exhibiting socially responsible behaviors. EFL 4.1.2. Recognize and demonstrate an ap
*Learners can name similarities and differences between different aspects of cultures and groups (differentiated by gend
cultural groups. Learners can demonstrate socially responsible behaviors at (EGB8) Values: Helping a friend
school, online, at home and in the community, and evaluate their actions by Welcoming people around the world
Culture:
ethical, safety and social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Train to Think: A ention to detail
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in
spoken texts set in familiar everyday contexts, provided speech is clear and 2. Oral Communication
articulate, and deduce the meanings of unfamiliar words and phrases using EFL 4.2.1. Understand phrases and expressi
context clues and/or prior knowledge. personal and educational domains, provide
*Learners can grasp the general meaning of spoken texts set in familiar free time, school activities, etc.) (EGB8)
everyday contexts
CE.EFL.4.8. and infer
Production changes
– Accuracy andinIntelligibility:
the topic of discussion,
Communicateas well as and EFL 4.2.4. Attempt to deduce the meanings
needs
attempt to deduce familiar elements. (Example: colloquial gree
information clearly the
andmeanings
in simple of unfamiliar
terms, words and exchanges
using grammatical structuresthrough
learned
the use (although
in class of contextthere
clues,may
provided speecherrors),
be frequent is giveneffectively
slowly andand
clearly and
without EFL 4.2.2. Use a series of phrases and sente
there iseffort.
undue sufficient visual support.
Demonstrate (I.3, to
an ability S.1, J.4) (ref.I.EFL.4.6.1.)
make appropriate use of new words environment and matters of immediate nee
and expressions in social interactions. (although there may be frequent errors wit
*Learners can communicate personal information and basic immediate needs EFL 4.2.9. Attempt to use new words and ex
and attempt to deal with other practical everyday demands in familiar educational domains, and make use of such
contexts, effectively and without undue effort and using grammatical (EGB8) Helping a friend. Describing people.
Functions & Speaking:
structures and vocabulary seen in class (although there may be frequent, Pronunciation: The /eɪ/vowel sound.
basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.) Listening: Interview: "Friendship bands".
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in
short simple texts on familiar subjects, making use of contextual clues to 3. Reading
identify relevant information in a text. EFL 4.3.1. Understand main points in short
*Learners can understand main ideas and some details in short simple online or famous people, descriptions, etc.) (EGB8
or print texts on familiar subjects, attempting to use contextual clues to help
identify the most relevant information. (Example: title, illustrations, Reading: Article: "A real friend".
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) Dialogue: "A surprise for Olivia".
Culture: "Welcoming people around the world".
CE.EFL.4.17. Show an ability to convey and organize information through the 4. Writing
use of facts and details and by employing various stages of the writing EFL 4.4.7. Use the process of prewriting, dra
process, while using a range of digital tools to promote and support writing process”) to attempt to produce we
* Learners can convey and organize information through the use of facts and EFL 4.4.8. Convey and organize information
details and by attempting to employ various stages of the writing process, patterns and structures in writing. (EGB8)
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) (ref.I.EFL.4.17.1.)
Writing: Paragraph: "Describing a friend".
Grammar: "Have" (affirmative, negative, and questions). Count and non
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce Train to Think: Memorizing
literal and implied meanings in short, simple, everyday literary texts (online, 5. Language through the Arts
oral or in print). EFL 4.5.3. Attempt to make predictions, infe
* Learners can understand, and attempt to predict, infer and deduce literal meaning of literary works presented orally o
and implied meanings in short, simple, everyday literary texts (online, oral or (EGB8)
in print), especially when visual support is provided. (I.2, I.3, I.4)
(ref.I.EFL.4.18.1.) Train to Think: Attention to detail

*Match the following descriptions with the photos below. RESOURCES:
*Work in pairs: Complete the sentences using adjectives, and *Combo A with online workbook and online practice s
making them true for you. *Teacher's edition starter.
* Read and listen to the article "A Real Friend" and decide what *Class audio CDs starter.
is wrong with Delany. *Video DVD starter.
*Read the article again. Match the parts of the sentences to *Presentation Plus DVD-ROM starter.
create complete ideas. BIBLIOGRAPHY:
*Work in pairs: Based on the previously read article, discuss *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016). Americ
with your partner what would you do in this situations? Use the Starter Combo A Workbook With Online Resources. Cam
list of suggestions in the list and your own ideas. Cambridge Univ Press
* Look back the article. Choose the correct form of have in the *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-Jones, P.
next sentences. Then complete the have (affirmative and American Think Teacher's Edition Starter. Cambridge: Ca
negative) rule and table. Univ Press.
*Comple the sentences with the correct form of have. MATERIALS:
*Lable the picture of the body with the vocabulary listed. Listen Computer, writing materials including colored pencils, C
and check. DVD player.
*Friendship Bands: Discuss with your classmates what they are.
* Read the Friendship bands text and answer: Why do people
like friendship bands?
*Listen to Ella Winston interview. What are her hobbies?
*Listen to the interview again and complete the sentences
below.
*Match the questions and answers. With the correct use of
have. Complete the have (questions) table.
* Answer the question using the information from the
previously filled table.
*Walk around the classroom. Ask and answer the questions in
the previous excercise. Find someone with the same answers as
you.
*Complete the table with the nouns on the list ad a/an or some
in front of the as needed. Then complete the count and
noncount nouns rule.
*Read and listen to
Specification of Education the dialogue
Needs between Olivia and Chloe. Specification of the adapted material to be
What's the surprise for Olivia?
*Based on the previousl dialogue which picture matches the
best Olivia's description of Josh? Select one.
*Describing
Prepared by: people.Look at the words in the list. Write them Revised by:
under the correct headings. Some words can go under more
than one heading.
signature:
*Work in pairs: Use the words in the previous excercise to Signature:
Date: describe the celebrities in the photos. Date:
* Match the adjectives in the lists with the pictures, that best
SCHOOL LOGO: match them. NAME OF THE SCHOOL:
*Unscramble the worlds
DINCU-Coordinaciòn to make
de Lengua sentences.
Extranjera Then match
(ACUERDO the
MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
sentences with the pictures on the previous excercise.
*Complete the dialogue with the missing words. Listen and
check.
*Work in pairs: Actu out the dialogue.
*Match the questions with the answers listed, in order to
Comple the dialogue.
*Work in pairs. Thing of a famous person. Ask and answer
questions to guess who he/she is.
*Work in pairs. Look at your picture either A or B. Describe the
people on the picture and compare it with your partners one.
Find six differences.
*Tell others in the class what differences you find.
*Culture:Welcoming people around the world.
*Look at the photos in the reading "Welcoming people around
LLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
LS AND PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 6
inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects
ational language and a medium to interact globally.

s when encountering challenges in order to promote autonomous learning and decision making.
glish such as poems, short stories, comic strips, short magazine articles and oral interviews on
production at an A2.1 level.
d (Friendship and loyalty) Critical Thinking: Attention to detail

tion and Cultural Awareness
1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across
es and groups (differentiated by gender, ability, generations, etc.) including the students’ own.
)es: Helping a friend
ming people around the world
Think: A ention to detail
ral Communication
2.1. Understand phrases and expressions related to areas of most immediate priority within the
nal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life,
me, school activities, etc.) (EGB8)
2.4. Attempt to deduce the meanings of unfamiliar phrases and words from a context containing
ar elements. (Example: colloquial greetings, exclamations, interjections, etc.) (EGB8)
2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
nment and matters of immediate need in simple terms using grammatical structures learnt in class
2.9. Attempt to use new words and expressions which occur in conversations in the personal and
tional domains, and make use of such terms and expressions wherever appropriate and necessary.
): Helping a friend. Describing people.
tion: The /eɪ/vowel sound.
terview: "Friendship bands".
s of the body. Describing people.
3. Reading
3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports
mous people, descriptions, etc.) (EGB8)
Article: "A real friend".
: "A surprise for Olivia".
ming people around the world".
4. Writing
4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
g process”) to attempt to produce well-constructed informational texts. (EGB8)
4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse
ns and structures in writing. (EGB8)
graph: "Describing a friend".
ative, and questions). Count and noncount nouns.
s of the body. Describing people.
to Think: Memorizing
uage through the Arts
5.3. Attempt to make predictions, inferences and deductions to demonstrate different levels of
ng of literary works presented orally or in digital form, including literal and implied meanings.
)
Think: Attention to detail

online workbook and online practice starter. *Informal assessment of the new material will be
*Teacher's edition starter. done by of checking homework, worksheets and
*Class audio CDs starter. controlled practice completion. Assessment will also
*Video DVD starter. be done in class by eliciting student explanations or
sentation Plus DVD-ROM starter. definitions and by listening to / reading students’
BIBLIOGRAPHY: contributions during speaking and writing practice
ks, J., & Lewis-Jones, P. (2016). American Think activities, etc.
Workbook With Online Resources. Cambridge: Formal assessment:
Cambridge Univ Press *In addition to the four skills; Reading, Listening,
uchta, H., Stranks, J., & Lewis-Jones, P. (2016). Writing and Speaking (including pronunciation) the
acher's Edition Starter. Cambridge: Cambridge formal evalution of the new material will include
MATERIALS: understanding and knowledge of grammar and
materials including colored pencils, CD player, vocabulary in different task types.
DVD player. *Presentations, homework, assignments, as well as
ed by: Approved by:

ure: Signature:
Date:
OF THE SCHOOL: SCHOOL YEAR:
ME-2015-00168-A de 01-12-2015)
PLANNING BY SKILLS AND PERFORMANCE CRITERI
Timeframe
Weeks
2. Unit Plan
Unit Title Unit Specific Objecti
contexts.
We love sports O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in ord
subjects in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: We love sports! Values: The importance of sports (Health) Self-este
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AN
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador 1. Communication
and and Cultural Awareness
beyond in order to manifest an understanding of the relationship between cultural EFL 4.1.1. Compare and contrast ora
* Learners can compare and contrast oral traditions, myths, folktales and literature international regions and cultures a
from Ecuador and other cultures in order to demonstrate an understanding of the (EGB9)
relationship between cultural practices and perspectives. Learners can share cross- EFL 4.1.3. Display an understanding
cultural experiences while naming universal cultural themes. (I.2, S.1, S.2, J.1) cultures by recognizing and sharing
(ref.I.EFL.4.1.1.)
Values: e importance of sports
Self-esteem: My time: pie chart
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and 2. Oral Communication
details in short and straightforward spoken or audio texts set in familiar contexts,
when EFL 4.2.3. Follow and understand sh
* Learners can identify the main idea and some details in short straightforward movie or cartoon (or other age-app
spoken audio texts set in familiar contexts when the message is delivered slowly and provide contextual support. (Examp
there is other contextual support. (Example: rules for a game, classroom instructions, school, EFL 4.2.6. Use other
a dialogue students’by
supported contr
faci
a dialogue in a scene from a cartoon or movie, etc.) Learners can use other
classmate’s Production
CE.EFL.4.8. contributions in class asand
– Accuracy models for their Communicate
Intelligibility: own. (I.2, I.3, S.4)
needs and
(ref.I.EFL.4.7.1.) EFL 4.2.2. Use a series of phrases an
information clearly and in simple terms, using grammatical structures learned in class environment and matters of immed
(although there may be frequent errors), effectively and without undue effort. (although there may be frequent er
Demonstrate an ability to make appropriate use of new words and expressions in EFL 4.2.9. Use new words and expre
social interactions. domains, and make use of such term
* Learners can communicate personal information and basic immediate needs and
deal with other practical everyday demands in familiar contexts, effectively and EFL 4.2.15. Deal with practical, ever
without undue effort and using grammatical structures and vocabulary seen in class without undue effort. (Example: me
(although there may be frequent, basic errors). (I.1, and
Functions I.2, I.3, Talk about abilities. information,
S.1) (ref.I.EFL.4.8.1)
Speaking: giving reasons,
Telling time. Talking asking a
about routines
Pronunciation: The /ɔ/ vowel sound.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic Listening: Phone call: "Making arrangements".
Vocabulary:
organizers to interpret new information in a text, and assess this information Sports. Telling time. Months ans seasons. Ordina
3. Reading
according to the organization, subject area and purpose of the text, using different
criteria, including ICT tools. EFL 4.3.6. Apply learning strategies t
* Learners can apply learning strategies such as using prior knowledge and graphic knowledge, graphic organizers, cont
organizers to interpret new information in a text. Learners can assess this information Reading: Short articles: "They´re good!".
according to the organization, subject area and purpose of the text, through the use Article: "The other final".
of different criteria, including ICT tools. (I.2, I.4, J.4) (ref.I.EFL.4.13.1.) Photostory: "The big game".
4. Writing
CE.EFL.4.15. Express 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 EFL 4.4.1. Convey information and id
the ability to use these features appropriately in one’s own writing. subjects using ICT tools and conventi
* Learners can convey information and ideas and describe feelings and opinions in (EGB9)
simple transactional or expository texts on familiar subjects in order to influence an EFL 4.4.4. Write to describe feelings
audience, while recognizing that different texts have different features and showing persuade, negotiate, argue, etc.) (EG
Writing:
the ability to use these features appropriately in one’s own writing. (I.3, I.4, Paragraph: "My favorite sportsperson".
S.3, J.2)
(ref.I.EFL.4.15.1.) Grammar: "Can"/"can’t" for ability. Prepositions of ti
Vocabulary: Sports. Telling time. Months ans seasons. Ordina
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal 5. Language through the Arts
and implied meanings in short, simple, everyday literary texts (online, oral or in
print). EFL 4.5.1. Make use of main points i
* Learners can understand, predict, infer and deduce literal and implied meanings in understand short simple everyday s
short, simple, everyday literary texts (online, oral or in print), especially when visual
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) Self-esteem: My time: pie chart

*Match the sports in the list with the photos. RESOURCES:
*Look at the previous excercise.In which sports do you do these *Combo B with online workbook and online p
actions? *Teacher's edition starter.
*Readn and listen to to the "They're good" article. Write the names *Class audio CDs starter.
under the photos on Excercise 1. *Video DVD starter.
*Read the article again. Check the correct box for each sentence. *Presentation Plus DVD-ROM star
(right,wrong,doesn't say) BIBLIOGRAPHY:
*The importance of sports: Why do people play sports? Read the *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016
reasons below and add two more of your own.Put these reasons in Starter Combo A Workbook With Online Resou
order of importance. Write 1-8 in the boxes. Cambridge Univ Press
*Compare your ideas with others in the class. *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-
*Look at the article " We love sports" and complete the sentences. American Think Teacher's Edition Starter. Camb
Then complete the rule about can/can't for ability and complete the Univ Press.
table. MATERIALS:
*In your notebook,write sentences about John with can or can't. Computer, writing materials including colored p
*Look at the activities in the list. Mark with a check mark the things you DVD player.
can do.
*Work in pairs.Ask and answer questions about the things you can do.
*Match the words in the list with the photos. Then listen and check
your answers.
*Work in pairs. Which of these sports con/can't you do? Tell your
partner.
*Match the times in the lists the clocks. Then listen and check.
*Look at the clocks.Write the times under the clocks. Then ask and
answer in pairs.
*Listen to a phone call between Sam and Lucy. When do they decide to
go surfing?
* Listen again and check the boxes of the sports you hear.
* Listen again. Match the clocks and the sentences. Write 1/8 in the
boxes.
*Think of four things you do every day. Draw the time that you do them
on clocks in your notebook.
*Work in pairs.Look at your partner's clock, Guess what he/she doesn't
at each time. Use the things below or your own ideas.
*My time: pie
Specification chart . Look
of Education at the example of a pie chart about time
Needs Specification of the adapted materi
then draw one for you.
*Work in pairs. Talk about your pie chart.
*Draw your ideal pie chart. Compare with your partner.
Prepared *Work
by: in pairs. Discuss these questions about soccer. Revised by:
*Read and listen to the article "The other final". Which two team play
and who wins?
signature:
* Read the article again. Put the events in the correct order. Signature:
Date:*Work in pairs. Choose two teams for your perfect öther final Date:
*Put the
SCHOOL months in the correct order. Write 1/12 in the boxes. Listen
LOGO: NAME OF THE SCHOOL:
and check.
* What months are in these season in New York City? Look at the
pictures.
* Read the example sentences and complete the rule (prepositions of
time) with in,at, and on.
*Do you know when these sporting events are? Guess, then listen and
check.
*Look at the article "The other final". Complete the sentence with the
AND PERFORMANCE CRITERIA FOR EGB AND BGU
ND PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 7
es of written texts, in order to produce level-appropriate critical analysis of familiar subjects and

ncountering challenges in order to promote autonomous learning and decision making.
h as poems, short stories, comic strips, short magazine articles and oral interviews on familiar
A2.1 level.
e of sports (Health) Self-esteem: My time: pie chart (A sense of identity: time planning)

n and Cultural Awareness
.1. Compare and contrast oral traditions, myths, folktales and literature from Ecuador and
tional regions and cultures and identify similarities and differences and universal cultural themes.
.3. Display an understanding of the relationship between the practices and perspectives of different
s by recognizing and sharing cross-cultural experiences and ideas. (EGB9)
mportance of sports
: My time: pie chart
Communication
.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals
contextual support. (Example: an announcement of a bus delay, an intercom announcement at
.6. Use other
a dialogue students’by
supported contributions in class as models
facial expressions/gestures andfor their own. intonation,
appropriate (EGB9) etc.) (EGB9)
.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
ment and matters of immediate need in simple terms using grammatical structures learnt in class
gh there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB9)
.9. Use new words and expressions which occur in conversations in the personal and educational
s, and make use of such terms and expressions wherever appropriate and necessary. (EGB9)
.15. Deal with practical, everyday communication demands within familiar contexts, effectively and
t undue effort. (Example: meeting people, extending and accepting invitations, exchanging
ation, giving reasons,
time. Talking asking and
about routines and answering questions
dates. Making about routines and preferences, etc.) (EGB9)
suggestions.
The /ɔ/ vowel sound.
ll: "Making arrangements".
Months ans seasons. Ordinal numbers.
Reading
.6. Apply learning strategies to examine and interpret a variety of written materials using prior
dge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
rticles: "They´re good!".
The other final".
y: "The big game".
. Writing
.1. Convey information and ideas through simple transactional or expository texts on familiar
s using ICT tools and conventions and features of English appropriate to audience and purpose.
.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example:

de, negotiate, argue, etc.) (EGB9)
"My favorite sportsperson".
for ability. Prepositions of time.
Months ans seasons. Ordinal numbers.
e through the Arts
.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
tand short simple everyday stories, especially if there is visual support. (EGB9)
: My time: pie chart

s, J., & Lewis-Jones, P. (2016). American Think activities, etc.
chta, H., Stranks, J., & Lewis-Jones, P. (2016). Writing and Speaking (including pronunciation) the
cation of the adapted material to be applied
d by: Approved by:

rector: Vice-Principal:
re: Signature:
Date:
5-00168-A de 01-12-2015)
PLANNING BY SKILLS AND PERFORMANCE CRITERI
Timeframe
Weeks
2. Unit Plan
Unit Title Unit Specific Objec
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to in
Dance to the music O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in o
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, co
subjects in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: Dance to the music Values: Music (Culture and music) Critical Thin
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AN
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador 1. Communication
and and Cultural Awareness
beyond in order to manifest an understanding of the relationship between cultural EFL 4.1.1. Compare and contrast or
perspectives and practices and by sharing cross cultural experiences. international regions and cultures a
* Learners can compare and contrast oral traditions, myths, folktales and literature (EGB9)
from Ecuador and other cultures in order to demonstrate an understanding of the EFL 4.1.3. Display an understanding
relationship between cultural practices and perspectives. Learners can share cross- cultures by recognizing and sharing
cultural experiences while naming universal cultural themes. (I.2, S.1, S.2, J.1)
(ref.I.EFL.4.1.1.) Values: Music
CE.EFL.4.7. Listening for Information: Follow and identify some main ideasCulture:
and details
Musical instruments around the world
in short and straightforward spoken or audio texts set in familiar contexts, when Train to Think: Sequencing
delivered slowly and with visuals to provide contextual support. Use spoken 2. Oral Communication
contributions in class as models for one’s own speech.
* Learners can identify the main idea and some details in short straightforward EFL 4.2.3. Follow and understand sh
spoken audio texts set in familiar contexts when the message is delivered slowly and movie or cartoon (or other age-app
there is other contextual support. (Example:Functions
rules for aand Speaking:
game, Talking
classroom about music
instructions, and feelings.
provide Describe
contextual a scene.
support. Ta
(Examp
a dialogue in a scene from a cartoon or movie, etc.) Learners can use other Pronunciation:
school,Intonation:
a dialoguelisting items.
supported by fac
classmate’s contributions in class as models for their own. (I.2, I.3, S.4)Listening: Radio phone-in: "Dances around the worl
(ref.I.EFL.4.7.1.) Vocabulary: Clothes.
3. Reading
EFL 4.3.1. Understand main points i
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short famous people, descriptions, etc.) (
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text. EFL 4.3.2. Make use of clues such a
* Learners can understand main ideas and some details in short simple online or print and understand relevant informatio
texts on familiar subjects, using contextual clues to help identify the most relevant EFL 4.3.3. Find specific predictable
information. (Example: title, illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
appropriate topics. (Example: biogr
letters and emails, etc.) (EGB9)
Reading: Tweets: #musicinsupermarket.
Dialogue: "A conversation at a party".
Culture: "Musical instruments around the world"
4. Writing
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in EFL 4.4.1. Convey information and i
simple transactional or expository texts on familiar subjects in order to influence an subjects using ICT tools and conven
audience, while recognizing that different texts have different features and showing (EGB9)
the ability to use these features appropriately in one’s own writing. EFL 4.4.4. Write to describe feelings
* Learners can convey information and ideas and describe feelings and opinions in persuade, negotiate, argue, etc.) (E
audience, while recognizing that different texts have different features and showing
the ability to use these features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
(ref.I.EFL.4.15.1.)
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in
audience, while recognizing that different texts have different features and showing
the ability to use these features appropriately in one’s own writing.
* Learners can convey information and ideas and describe feelings and opinions in
audience, while recognizing that different texts have different features and showing EFL 4.4.5. Recognize that various ty
the ability to use these features appropriately in one’s own writing. (I.3, I.4, S.3, J.2) vocabulary. (Example: a recipe, a le
(ref.I.EFL.4.15.1.)
Writing: Tweets: Describing a scene.
Grammar: Present continuous. "Like"/ "don't like" + -
Vocabulary: Clothes.
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal EFL 4.5.1. Make use of main points
and implied meanings in short, simple, everyday literary texts (online, oral or in print). understand short simple everyday s
* Learners can understand, predict, infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online, oral or in print), especially when visual FL 4.5.3. Make predictions, inferenc
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) works presented orally or in digital
explaining and identifying, word ch
Train to Think: Memorizing
Writing: Describing a Scene
*Match the music and musc instruments vocabulary with the pictures. RESOURCES:
*Look at the photos on the next page. They show a concert. Where is it *Combo B with online workbook and online
happening? Select a place from the list. *Teacher's edition starter.
*Do you use Twitter? What do you know about Tweets? *Class audio CDs starter.
*Read and listen to the Tweets. Answer the questions. *Video DVD starter.
*Look at the list of places. Check the places where you listen to music. *Presentation Plus DVD-ROM sta
Tell your partner.How many are the same? BIBLIOGRAPHY:
*What's important for you about music? Use numbers, where 1 us not *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016
important and 3 is very important. Starter Combo A Workbook With Online Resou
*Work in groups. Compare your ideas. Cambridge Univ Press
*Look at the examples of the present continues. Go back to the reading *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis
"#musicinsupermarket" and underline the examples. Then circle the American Think Teacher's Edition Starter. Camb
correct words to complete the present continues rule and the table. Univ Press.
*Look at the pictures. Then Writte a name to complete the sentences. MATERIALS:
*Writte the correct -Inc form f these verbs. Computer, writing materials including colored p
*Complete the sentences with the verbs from the previous exercise in DVD player.
the correct form.
*Look at the different dances in the photos. Where do you think they
come from? Choose from the counties in the list.
*In which photos can you see the following things? Use the previous
pictures as reference.
*Listen to the program.Which three photos in exercise 1 do the people
talk about?
*Listen again and choose the correct options in each sentence.
*Imagine you can go and watch one of the dances. Which dance do you
want to watch?
* Match the phrases tour scribe the uses of: present continuous,
prepositions, and adjectives.
*Read the text and answer the questions.
*Look at the picture. Work in pairs. Deprive the scene.
Specification of Education Needs Specification of the adapted mater
Prepared by: Revised by:

Date: Date:
AND PERFORMANCE CRITERIA FOR EGB AND BGU
AND PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 8
nces of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
language and a medium to interact globally.

encountering challenges in order to promote autonomous learning and decision making.
uch as poems, short stories, comic strips, short magazine articles and oral interviews on familiar
an A2.1 level.
ulture and music) Critical Thinking: Memorizing

n and Cultural Awareness
1.1. Compare and contrast oral traditions, myths, folktales and literature from Ecuador and
ational regions and cultures and identify similarities and differences and universal cultural themes.
)
1.3. Display an understanding of the relationship between the practices and perspectives of different
es by recognizing and sharing cross-cultural experiences and ideas. (EGB9)
lues: Music
struments around the world
Think: Sequencing
Communication
2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals
efeelings. Describe
contextual a scene.
support. Talking
(Example: anabout likes and dislikes.
announcement of a bus delay, an intercom announcement at
Intonation:
, a dialoguelisting items.by facial expressions/gestures and appropriate intonation, etc.) (EGB9)
supported
-in: "Dances around the world".
bulary: Clothes.
. Reading
3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
s people, descriptions, etc.) (EGB9)
3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to identify
nderstand relevant information in written level-appropriate text types. (EGB9)
3.3. Find specific predictable information in short, simple texts in a range of age- and level-
priate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal
and emails, etc.) (EGB9)
s: #musicinsupermarket.
onversation at a party".
struments around the world"
4. Writing
4.1. Convey information and ideas through simple transactional or expository texts on familiar
ts using ICT tools and conventions and features of English appropriate to audience and purpose.
)
4.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example:
ade, negotiate, argue, etc.) (EGB9)
4.5. Recognize that various types of writing require different language, formatting and special
ulary. (Example: a recipe, a letter, etc.) (EGB9)
ets: Describing a scene.
nuous. "Like"/ "don't like" + -ing.
bulary: Clothes.
ge through the Arts
5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
stand short simple everyday stories, especially if there is visual support. (EGB9)
3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary
presented orally or in digital form, including literal and implied meanings. (Example: summarizing,
ning and identifying, word choice, symbols, points of view, etc.) (EGB9)
Think: Memorizing
Describing a Scene
esentation Plus DVD-ROM starter. definitions and by listening to / reading students’
eacher's Edition Starter. Cambridge: Cambridge formal evalution of the new material will include
g materials including colored pencils, CD player, vocabulary in different task types.
ed by: Approved by:

ure: Signature:
Date:
5-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA F
Timeframe
Weeks
2. Unit Plan
Unit Title Unit Specific Objective
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pr
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interac
Would you like dessert? O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
in order to inspire oral and written production at an A2.1 level.
Unit and Topic Area: Would you like dessert? Values: How you eat is important (Health) Self
Transversal Axes hygiene)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using EFL 4.1.8. Use suitable vocabulary, e
appropriate language and interaction styles in a variety of social interactions. social or academic situations in ord
* Learners can demonstrate an ability to give and ask for information and assistance interactions. (Example: thanking, m
using level-appropriate language and interaction styles in online or face-to-face social answering in class, greeting an auth
and classroom interactions. (J.2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.)
Values: How you eat is important
Self-esteem: You are what you eat
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details2.inOral Communication
short and straightforward spoken or audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support. Use spoken contributions in class EFL 4.2.3. Follow and understand sh
as models for one’s own speech. of a movie or cartoon (or other age
* Learners can identify the main idea and some details in short straightforward spoken visuals provide contextual support.
audio texts set in familiar contexts when the message is delivered slowly and there is announcement
EFL at school,
4.2.7. Identify the maina dialogu
idea an
other contextual support. (Example: rules for a game, classroom instructions, a dialogue intonation,
interviews etc.) (EGB9)
reporting on seasonal fe
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s climate, weather, etc., where the vi
contributions in class as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) EFL 4.2.2. Use a series of phrases an
environment and matters of immed
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and (although there may be frequent er
information clearly and in simple terms, using grammatical structures learned in class
(although there may be frequent errors), effectively and without undue effort.
Demonstrate an ability to make appropriate use of new words and expressions in social EFL 4.2.9. Use new words and expre
interactions. domains, and make use of such term
* Learners can communicate personal information and basic immediate needs and deal
with other practical everyday demands in familiar contexts, effectively and without
undue effort and using grammatical structures and vocabulary seen in class (although
there may be frequent, basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1) EFL 4.2.15. Deal with practical, ever
and without undue effort. (Example
information, giving reasons, asking
Functions and Speaking: Talking about food and eating habits. Talking about obligation. Asking fo
Pronunciation: Intonation: giving two choices.
Listening: Description: Describing a picture
3. Reading
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple or famous people, descriptions, etc
texts on familiar subjects, making use of contextual clues to identify relevant information
in a text. EFL 4.3.2. Make use of clues such a
* Learners can understand main ideas and some details in short simple online or print identify and understand relevant in
texts on familiar subjects, using contextual clues to help identify the most relevant
information. (Example: title, illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) EFL 4.3.3. Find specific predictable i
appropriate topics. (Example: biogr
formal letters and emails, etc.) (EGB
Reading: Article: "Young kitchen stars".

Menu and dialogue: In a café.
Photostory: "The pizza".
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self,
in order to compare and contrast information, and choose appropriate resources 4. Writing
according to the value, purpose and audience of each. EFL 4.4.6. Identify a variety of types
* Learners can use and make simple learning resources, both online and in print, in order audience of each for use in the edu
to compare and contrast information. Learners can choose appropriate resources and database, book, thesaurus, scholarl
critically evaluate the information in these resources, according to the value,Writing:
purpose Menu: "A meal plan for your friend".
Grammar: "Must"/"must not". "Can" (asking for permission). "I'd like..."/ "
and audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
CE.EFL.CE.EFL.4.19. Find and identify literary elements and techniques and relate 5. Language through the Arts
those
elements to the learner’s own experiences and to other works, including one’s peers, in EFL 4.5.7. Locate and identify select
order to present personal responses and interpretations. elements to those in other works an
* Learners can locate and identify literary elements and techniques in other works, theme, point of view, imagery, fores
including one’s own. Learners can give personal responses to and interpret a variety of EFL 4.5.2. Compare and present per
literary texts, including those of a peer, referring to details and features of the text. works and the works of peers, refer
(Example: text structure, plot, ideas, events, vocabulary, etc.) (I.3, S.3, J.4) ideas, events, vocabulary, etc.) (EGB
(ref.I.EFL.4.19.1.)
Writing: Menu: "A meal plan for your friend".

*Look at the photos. where can you se the words in the lists? Write 1-8 in RESOURCES:
the boxes. *Combo B with online workbook and online p
*What other foods words do you know? *Teacher's edition starter.
*Tell your partner what food you like and don't like. *Class audio CDs starter.
*Look at the photos on the article "Ÿoung kitchen stars" What is unusual *Video DVD starter.
about the chefs? Readn and check. *Presentation Plus DVD-ROM start
*Read and listen to the article again. Mark the sentences T (true) F (false), BIBLIOGRAPHY:
or D (doesn't say). *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
*How often do you do these things? Write always,sometimes,often, or Starter Combo A Workbook With Online Resour
never. Then tell the class. Cambridge Univ Press
*Look again at the things in exercise 1. Are they good things to do? Write 1- *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-J
3 in the boxes. 1= a good thing to do, 2= an OK thing to do 3= a bad thing to American Think Teacher's Edition Starter. Cambr
do. Univ Press.
*Complete the sentences from the article " Young kitchen stars" with must MATERIALS:
or must not. Then complete the rule (must/must not). Computer, writing materials including colored pe
*Complete the mini/dialogue. Use must or must not + a verb from the list. DVD player.
*Work in pairs. Think of some things that are important for you to do (or
things you really can't for get to do) in the next few days.
*Write the names of the food and drinks under the photos. Listen and
check.
*Look at the food and drink vocabulary. Work in pairs. Ask and answer
questions to find three thins you both like.
*Listen again. Put the sentences in the order you hear them. Write 1-6 in
the boxes.
*Match these answers to the questions on the last exercise. The read the
can (asking for permission rule)
*Complete the questions with can and a verb from the following list. Listen
*Think about what is true for you. circle 1-5. 1= Certainly true, 5=certainly
not true.
*Read and listen Needs between: the server,Anna,and Jack. What
to the dialogue Specification of the adapted mater
doesn't Jack like?
*Read the dialogue again. What does Anna order? What doesn Jack order?
*Identify who says these things in a restaurant. Write S (server), or G (guest)
Prepared by: in the boxes. Revised by:
*Complete these sentences from the dialogue between : the server, Anna,
and
signature: Jack. Them complete the I'd like.../Would you like...? rule. Signature:
*How do you say I'd like ... And would you like...? In your language?
Date:
* In your notebook, put the words in the correct order to make sentences or Date:
SCHOOL LOGO: questions. NAME OF THE SCHOOL:
*Complete what the people are saying on the following restaurant
DINCU-Coordinaciòn de Lenguaconversations.
Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
*Work in groups. Roll play a conversation between a server and a costumer.
Use the vocabulary and grammar learn on the previous exercises.
*Match the food and drink vocabulary in the list to the items in the picture.
Write 1-9 in the boxes. Listen and check.
*Make a meal table in your notebook. Write down things you eat and drink
at each meal. Then compare your chart with a partner.
*Using the information from your partner in the previous excercise, write a
menus fro him/her. Imagine he will be staying at your house over the
weekend.
*Show your ideas to your partner. Is he/she happy with the meals?
*Now read and listen to the Photostory. Who does Ruby hate?
* Watch to find out how the story between Dad,Dan and Tom continues.
ND PERFORMANCE CRITERIA FOR EGB AND BGU
D PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 9
of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
uage and a medium to interact globally.

ountering challenges in order to promote autonomous learning and decision making.
s poems, short stories, comic strips, short magazine articles and oral interviews on familiar subjects
eat is important (Health) Self-esteem: You are what you eat. (A sense of identity: personal care and

and Cultural Awareness
1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal
or academic situations in order to communicate specific intentions in online and face-to-face
ctions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends,
ering in class, greeting an authority figure, etc.) (EGB9)
ou eat is important
u are what you eat
mmunication
2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue
movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and
s provide contextual support. (Example: an announcement of a bus delay, an intercom
uncement at school,
2.7. Identify the maina dialogue
idea and supported
some detailsbyof
facial expressions/gestures
recorded and appropriate
news reports, documentaries and
ation, etc.) (EGB9)
iews reporting on seasonal festivities, environmental issues, food and international customs,
e, weather, etc., where the visuals support the commentary.(EGB9)
2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
onment and matters of immediate need in simple terms using grammatical structures learnt in class
2.9. Use new words and expressions which occur in conversations in the personal and educational
ins, and make use of such terms and expressions wherever appropriate and necessary. (EGB9)
2.15. Deal with practical, everyday communication demands within familiar contexts, effectively
ithout undue effort. (Example: meeting people, extending and accepting invitations, exchanging
mation, giving reasons, asking and answering questions about routines and preferences, etc.) (EGB9)
ng about obligation. Asking for permission. Offering an asking for help.
ation: giving two choices.
on: Describing a picture
d and drink. Meals.
eading
.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
priate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts,
l letters and emails, etc.) (EGB9)
"Young kitchen stars".

alogue: In a café.
y: "The pizza".
Writing
4.6. Identify a variety of types and formats of potential resources and the value, purpose and
nce of each for use in the educational domain. (Example: audio/video, multimedia, website,
ase, book, thesaurus, scholarly/popular, current/historical, etc.) (EGB9)
eal plan for your friend".
g for permission). "I'd like..."/ "Would you like..?"
d and drink. Meals.
through the Arts
5.7. Locate and identify selected literary elements and techniques in texts and relate those
ents to those in other works and to learners’ own experiences. (Example: setting, character, plot,
e, point of view, imagery, foreshadowing, climax, etc.) (EGB9)
5.2. Compare and present personal and formal responses to and interpretation of published literary
and the works of peers, referring to details and features of the text. (Example: text structure, plot,
events, vocabulary, etc.) (EGB9)
eal plan for your friend".

ed by: Approved by:

ture: Signature:
Date:
0168-A de 01-12-2015)
Timeframe
Weeks
2. Unit Plan
contexts.
High Fliers O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
Transversal Axes Unit and Topic Area: High fliers Values: Hard work and achievement (Success) Critical Thinki
2. UNIT PLAN
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between
cultures as well as the consequences of one’s actions while exhibiting socially responsible EFL 4.1.2. Recognize and demonstra
behaviors. cultures and groups (differentiated
*Learners can name similarities and differences between different aspects of cultural (EGB9)
groups. Learners can demonstrate socially responsible behaviors at school, online, at
home and in the community, and evaluate their actions by ethical, safety and social
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Values: Hard work and achievement
Culture: Statues
Train to Think: Sequencing
EFL 4.2.1. Understand phrases and
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts personal and educational domains,
set in familiar everyday contexts, provided speech is clear and articulate, and deduce the free time, school activities, etc.) (EG
meanings of unfamiliar words and phrases using context clues and/or prior knowledge. EFL 4.2.4. Deduce the meanings of
*Learners can grasp the general meaning of spoken texts set in familiar everyday contexts elements. (Example: colloquial gree
and infer changes in the topic of discussion, as well as attempt to deduce the meanings
of unfamiliar words and exchanges through the use of context clues, provided speech is EFL 4.2.8. Follow main ideas in topi
CE.EFL.4.7.
given slowlyListening for and
and clearly Information: Follow and
there is sufficient identify
visual some(I.3,
support. main
S.1,ideas
J.4) and details in using concepts and vocabulary that
short and straightforward
(ref.I.EFL.4.6.1.) spoken or audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support. Use spoken contributions in class
as models for one’s own speech. EFL 4.2.3. Follow and understand sh
* Learners can identify the main idea and some details in short straightforward spoken of a movie or cartoon (or other age
audio texts set in familiar contexts when the message is delivered slowly and there is visuals provide contextual support.
other contextual support. (Example: rules Functions and classroom
for a game, Speaking: Talking aboutaachivement
instructions, Asking for information
dialogue announcement about
at school, the p
a dialogu
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s Pronunciation: Simple past:
intonation, regular
etc.) (EGB9)verbs.
contributions in class as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.). Listening: Dialogue: "Ethan´s Saturday evening".
Vocabulary: Time expressions: Past. The weather.
3. Reading
or famous people, descriptions, etc
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple
in a text.
*Learners can understand main ideas and some details in short simple online or print
texts on familiar subjects, attempting to use contextual clues to help identify the most
relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4)
(ref.I.EFL.4.11.1.)
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple
in a text. EFL 4.3.2. Make use of clues such a
*Learners can understand main ideas and some details in short simple online or print identify and understand relevant in
texts on familiar subjects, attempting to use contextual clues to help identify the most
relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4) EFL 4.3.3. Find specific predictable i
(ref.I.EFL.4.11.1.) appropriate topics. (Example: biogr
formal letters and emails, etc.) (EGB
Reading: Article: "It was her dream to be an astronaut".
Article: "Fictional heroes".
Culture: Statues
4. Writing
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts EFL 4.4.7. Use the process of prewr
and details and by employing various stages of the writing process, while using a range of writing process”) to produce well-co
digital tools to promote and support collaboration, learning and productivity.
* 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 EFL 4.4.8. Convey and organize info
promote and support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4) and structures in writing. (Example:
(ref.I.EFL.4.17.1.) presentation, etc.) (EGB9)
Writing: Proposal: "A statue in my town".
Grammar: Simple past: be (affirmative, negative and questions). Simple p
CE.EFL.4.19. Find and identify literary elements and techniques and relateVocabulary:
those Time expressions: Past. The weather.
elements to the learner’s own experiences and to other works, including one’s peers, in
order to present personal responses and interpretations.
* Learners can locate and identify literary elements and techniques in other works, EFL 4.5.7. Locate and identify select
including one’s own. Learners can give personal responses to and interpret a variety of elements to those in other works an
literary texts, including those of a peer, referring to details and features of the text. theme, point of view, imagery, fores
(Example: text structure, plot, ideas, events, vocabulary, etc.) (I.3, S.3, J.4)
(ref.I.EFL.4.19.1.) Train to Think: Sequencing
*Match the words in the list with the photos of these two famous people. RESOURCES:
*Look at the picrtues of Mother Teresa and Steve jobs and answer the *Combo B with online workbook and online p
questions. *Teacher's edition starter.
* Name some famous people in your country. Why are they famous? *Class audio CDs starter.
*Read and listen to the article Ït was her dream to be an astronaut" and *Video DVD starter.
answer the question. *Presentation Plus DVD-ROM start
*Read the article again and put the events in order BIBLIOGRAPHY:
* After reading the article about Valentina Tereshkova, look at the list of *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
sentences and mark them as important (I) or nor important (N) Starter Combo A Workbook With Online Resour
*Compare your answers with a partner. Do you agree? Cambridge Univ Press
*Complete the sentences from the previuosly read article. Then complete *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-J
the simple past: be (affirmative and negative) rule. American Think Teacher's Edition Starter. Cambr
*Complete the sentences with was, wasn't, were, weren't. Univ Press.
*Look at the picture of Ethan and Tamara. Answer the questions MATERIALS:
*Now.Listen to their dialogue and check your answers. Computer, writing materials including colored pe
*In your notebook,put the words in the correcr order to make questions. DVD player.
*Match the answers below with the questions in the previuos exercise.
Then complete the simple past: be (questions)
*Complete the dialogue with was,were wasn't, or weren't. Then listen and
check.
*Write was or were to complete the questions. Then ask and answer the
questions with a partner. Check your answers looking at the "It was her
dream to be an astronaut"
*Look at the photos of two movie heros. What do you know about them?
What special powers fo they have?
*Look at this Kidhero's story, unscramblre the senteces to put the story in
order.
*Complete the senteces from the stories about fictional heroes. Then
complete the simple past regular verbs rules.
*Write the simple past forms of these verbs. Check your answers looking at
the fictional heroes texts.
*Comple the text about Bruce Wayne. Use the simple past form of the
Specification of EducationverbsNeedsin the parentheses. EFL 4.1.2. Recognize and demonstra
*Match the sentences in the list with the pictures about weather. cultures and groups (differentiated
*Complete the dialogues with some of he phrases from the previous
exercise.
Prepared*Worik
by: in pairs: Write similar dialogues and act them out. Revised by:
Teacher: *Culture: Area Director:
*Look
signature: at the statues pictures. Where are these things in the photos? Signature:
Date: *Read the article again. Mark the sentences T (true) F (false). Date:
* Read what
SCHOOL LOGO: Maggie, from Manchester, wrote. Who does she want a statue NAME OF THE SCHOOL:
of and why?
DINCU-Coordinaciòn
*Read the text again.deFindLengua Extranjera
the text (ACUERDO
again. Find MINISTERIAL
and underline Nro.ofMINEDUC-ME-2015-00168-A de 01-12-2015)
examples
was/were and other verbs in the simple past.
*Match the words in the list with the photos of these two famous people.
*Look at the picrtues of Mother Teresa and Steve jobs and answer the
questions.
* Name some famous people in your country. Why are they famous?
*Read and listen to the article Ït was her dream to be an astronaut" and
answer the question.
* After reading the article about Valentina Tereshkova, look at the list of
sentences and mark them as important (I) or nor important (N)
*Compare your answers with a partner. Do you agree?
*Complete the sentences from the previuosly read article. Then complete
the simple past: be (affirmative and negative) rule.
*Look at the picture of Ethan and Tamara. Answer the questions
Timeframe Duration
Periods Start End
Unit No. 10

ment (Success) Critical Thinking: Sequencing (Ordering events)

)
rk and achievement
e: Statues
nk: Sequencing
mmunication
2.4. Deduce the meanings of unfamiliar phrases and words from a context containing familiar
ents. (Example: colloquial greetings, exclamations, interjections, etc.) (EGB9)
2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support,
concepts and vocabulary that have been studied in advance. (EGB9)
g for information
uncement about
at school, the past.
a dialogue Talking about
supported theexpressions/gestures
by facial weather. and appropriate
ple past:
ation, etc.)regular
(EGB9)verbs.
Ethan´s Saturday evening".
essions: Past. The weather.
eading
.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
priate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts,
l letters and emails, etc.) (EGB9)
er dream to be an astronaut".
tional heroes".
re: Statues
Writing
g process”) to produce well-constructed informational texts. (EGB9)
4.8. Convey and organize information using facts and details in order to illustrate diverse patterns
ructures in writing. (Example: cause and effect, problem and solution, general-to-specific
ntation, etc.) (EGB9)
"A statue in my town".
ative and questions). Simple past: regular verbs.
essions: Past. The weather.
through the Arts
5.7. Locate and identify selected literary elements and techniques in texts and relate those
ents to those in other works and to learners’ own experiences. (Example: setting, character, plot,
e, point of view, imagery, foreshadowing, climax, etc.) (EGB9)
nk: Sequencing
ed by: Approved by:

ture: Signature:
Date:
0168-A de 01-12-2015)
Timeframe
Weeks
2. Unit Plan
contexts.
A world of Animals O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
Unit and Topic Area: A world of animals Values: Animals and us (The environment) Self-este
Transversal Axes nature)
2. UNIT PLAN
cultures and groups (differentiated
behaviors. (EGB9)
* Learners can name similarities and differences between different aspects of cultural
groups. Learners can demonstrate socially responsible behaviors at school, online, at EFL 4.1.9. Recognize the consequen
home and in the community, and evaluate their actions by ethical, safety and social school, online, at home and in the c
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) social norms and mutual respect. (E
Values: Animals and us
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts Self-esteem: Animals and nature
set in familiar everyday contexts, provided speech is clear and articulate, and deduce 2. theOral Communication
meanings of unfamiliar words and phrases using context clues and/or prior knowledge. EFL 4.2.1. Understand phrases and
CE.EFL.4.7.
* Learners can Listening
grasp for
theInformation: Follow
general meaning of and
spokenidentify
textssome
set inmain ideas
familiar and details in
everyday
of personal
short and straightforward spoken or audio texts set in familiar contexts, when delivered and educational domains,
contexts and infer changes in the topic of discussion, as well as deduce the meanings
slowly and words
with visuals to providethrough
contextual support. Use spoken contributions in class free time, school activities, etc.) (EG
unfamiliar and exchanges the use of context clues, provided speech is
as models for one’s own speech.
given slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4) EFL 4.2.3. Follow and understand sh
*(ref.I.EFL.4.6.1.)
Learners can identify the main idea and some details in short straightforward spoken of a movie or cartoon (or other age
audio texts set in familiar contexts when the message is delivered slowly and there is visuals provide contextual support.
other contextual support. (Example: rules for a game, classroom instructions, a dialogue EFL announcement
4.2.11. Giveat school,
short, a dialogu
basic descrip
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s intonation, etc.) (EGB9)language to c
use simple descriptive
CE.EFL.4.9.
contributions Production
in class as–models
Fluency:forUse simple
their own.language to describe,
(I.2, I.3, S.4) compare and make (Example: family, school, living cond
(ref.I.EFL.4.7.1.)
statements about familiar everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is with reasonable ease, EFL 4.2.12. Describe habits, routine
provided speech is given clearly, slowly and directly. domains. (EGB9)
* Learners can use simple language to describe, compare and state facts about familiar
everyday topics such as possessions, classroom objects and routines in short, structured EFL 4.2.13. Interact with reasonable
situations, interacting
CE.EFL.4.10. Interactionwith relative ease. (I.3,
– Interpersonal: I.4, S.4)effectively
Participate (ref.I.EFL.4.9.1.)
in familiar and predictable contexts, provided that speech is gi
conversational exchanges by asking and answering follow-up questions, provided there gap activity, etc.) (EGB9)
are opportunities to use repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple EFL 4.2.10. Sustain a conversational
transaction. collaborative/paired learning activit
* Learners can effectively participate in familiar and predictable everyday conversational
exchanges in order to complete a task, satisfy a need or handle a simple transaction,
using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
(ref.I.EFL. 4.10.1.)
Functions and Speaking: Talking about past vacations. Talking about ability in the past. Descri
Pronunciation: Simple past: irregular verbs.
Listening: Dialogue: "Bella´s vacation".
Vocabulary: Verb collocations. Adjectives.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic 3. Reading
organizers to interpret new information in a text, and assess this information according to EFL 4.3.6. Apply learning strategies
the organization, subject area and purpose of the text, using different criteria, including knowledge, graphic organizers, cont
ICT tools.
* Learners can apply learning strategies such as using prior knowledge and graphic EFL 4.3.8. Assess, compare and eva
organizers to interpret new information in a text. Learners can assess this information different criteria and ICT tools relate
according to the organization, subject area and purpose of the text, through the use of of text types: editorials, letters to th
different criteria, including ICT tools. (I.2, I.4, J.4) (ref.I.EFL.4.13.1.) Reading: Article:(EGB9)
"Erin and Tonk to the rescue".
Article: "Extinct animals".
Photostory: "The spider".
4. Writing
EFL 4.4.7. Use the process of prewr
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts writing process”) to produce well-co
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. EFL 4.4.8. Convey and organize info
* Learners can convey and organize information through the use of facts and details and and structures in writing. (Example:
by employing various stages of the writing process, while using a range of digital tools to presentation, etc.) (EGB9)
promote and support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4) EFL 4.4.9. Select and make effective
(ref.I.EFL.4.17.1.) written work in a way that supports
GoogleDrive, infographic makers, au
Writing: Blog entry: "A day in the life of an animal".
Grammar: Simple past : Irregular verbs. Simple past (negative and questions)
Vocabulary: Verb collocations. Adjectives.
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal 5. and
Language through the Arts
implied meanings in short, simple, everyday literary texts (online, oral or in print). EFL 4.5.1. Make use of main points
* Learners can understand, predict, infer and deduce literal and implied meanings in understand short simple everyday s
short, simple, everyday literary texts (online, oral or in print), especially when visual
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.)
Self-esteem: Animals and nature

*Match the words in the list with the photos of these two famous people. RESOURCES:
*Look at the picrtues of Mother Teresa and Steve jobs and answer the *Combo B with online workbook and online p
questions. *Teacher's edition starter.
* Name some famous people in your country. Why are they famous? *Class audio CDs starter.
*Read and listen to the article Ït was her dream to be an astronaut" and *Video DVD starter.
answer the question. *Presentation Plus DVD-ROM start
*Read the article again and put the events in order BIBLIOGRAPHY:
* After reading the article about Valentina Tereshkova, look at the list of *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
sentences and mark them as important (I) or nor important (N) Starter Combo A Workbook With Online Resour
*Compare your answers with a partner. Do you agree? Cambridge Univ Press
*Complete the sentences from the previuosly read article. Then complete *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-J
the simple past: be (affirmative and negative) rule. American Think Teacher's Edition Starter. Cambr
*Complete the sentences with was, wasn't, were, weren't. Univ Press.
*Look at the picture of Ethan and Tamara. Answer the questions MATERIALS:
*Now.Listen to their dialogue and check your answers. Computer, writing materials including colored pe
*In your notebook,put the words in the correcr order to make questions. DVD player.
*Match the answers below with the questions in the previuos exercise.
Then complete the simple past: be (questions)
*Complete the dialogue with was,were wasn't, or weren't. Then listen and
check.
*Write was or were to complete the questions. Then ask and answer the
questions with a partner. Check your answers looking at the "It was her
dream to be an astronaut"
*Look at the photos of two movie heros. What do you know about them?
What special powers fo they have?
*Look at this Kidhero's story, unscramblre the senteces to put the story in
order.
*Complete the senteces from the stories about fictional heroes. Then
complete the simple past regular verbs rules.
*Write the simple past forms of these verbs. Check your answers looking at
the fictional heroes texts.
*Comple the text about Bruce Wayne. Use the simple past form of the
Specification of EducationverbsNeedsin the parentheses. Specification of the adapted mater
*Complete the dialogues with some of he phrases from the previous
exercise.
Prepared*Worik
by: in pairs: Write similar dialogues and act them out. Revised by:
Teacher: *Culture: Area Director:
*Look
signature: at the statues pictures. Where are these things in the photos? Signature:
Date: *Read the article again. Mark the sentences T (true) F (false). Date:
* Read what
SCHOOL LOGO: Maggie, from Manchester, wrote. Who does she want a statue NAME OF THE SCHOOL:
of and why?
DINCU-Coordinaciòn
*Read the text again.deFindLengua Extranjera
the text (ACUERDO
again. Find MINISTERIAL
and underline Nro.ofMINEDUC-ME-2015-00168-A de 01-12-2015)
examples
was/were and other verbs in the simple past.
*Match the words in the list with the photos of these two famous people.
*Look at the picrtues of Mother Teresa and Steve jobs and answer the
questions.
* Name some famous people in your country. Why are they famous?
*Read and listen to the article Ït was her dream to be an astronaut" and
answer the question.
* After reading the article about Valentina Tereshkova, look at the list of
sentences and mark them as important (I) or nor important (N)
*Compare your answers with a partner. Do you agree?
*Complete the sentences from the previuosly read article. Then complete
the simple past: be (affirmative and negative) rule.
*Look at the picture of Ethan and Tamara. Answer the questions
Timeframe Duration
Periods Start End
Unit No. 11

s (The environment) Self-esteem: Animals and nature (A sense of identity: our relationship with

)
1.9. Recognize the consequences of one’s actions by demonstrating responsible decision-making at
l, online, at home and in the community, while considering ethical standards, safety concerns,
norms and mutual respect. (EGB9)
nimals and us
nimals and nature
mmunication
uncement
2.11. Giveat school,
short, a dialogue
basic supported
descriptions by facial
of everyday expressions/gestures
activities andfamiliar
and events within appropriate
contexts and
ation, etc.) (EGB9)language to compare and make brief statements about objects and possessions.
mple descriptive
ple: family, school, living conditions, personal belongings, etc.) (EGB9)
2.12. Describe habits, routines, past activities and experiences within the personal and educational
ins. (EGB9)
2.13. Interact with reasonable ease in structured situations and short conversations within familiar
xts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information
ctivity, etc.) (EGB9)
2.10. Sustain a conversational exchange on a familiar, everyday subject when carrying out a
orative/paired learning activity in which there are specific instructions for a task. (EGB9)
bout ability in the past. Describing a photo. Sequencing (in a story).
ple past: irregular verbs.
ue: "Bella´s vacation".
ollocations. Adjectives.
eading
3.6. Apply learning strategies to examine and interpret a variety of written materials using prior
edge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
3.8. Assess, compare and evaluate the quality of written texts and visual presentations using
ent criteria and ICT tools related to the organization, subject area and purpose of a text. (Examples
t types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)
n) and Tonk to the rescue".
tinct animals".
: "The spider".
Writing
g process”) to produce well-constructed informational texts. (EGB9)
4.8. Convey and organize information using facts and details in order to illustrate diverse patterns
ructures in writing. (Example: cause and effect, problem and solution, general-to-specific
ntation, etc.) (EGB9)
4.9. Select and make effective use of a range of digital tools to write, edit, revise and publish
n work in a way that supports collaboration, learning and productivity. (Example: image editing,
eDrive, infographic makers, audio and video editing, presentation apps, etc.) (EGB9)
day in the life of an animal".
past (negative and questions). "Could"/"couldn't".
ollocations. Adjectives.
through the Arts
5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
stand short simple everyday stories, especially if there is visual support. (EGB9)
nimals and nature

ed by: Approved by:

ture: Signature:
Date:
0168-A de 01-12-2015)
Timeframe
Weeks
2. Unit Plan
contexts.
Getting Around O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
Unit and Topic Area: Getting around Values: Transportation and the environment (The envir
Transversal Axes
2. UNIT PLAN
behaviors. cultures and groups (differentiated
*Learners can name similarities and differences between different aspects of cultural (EGB9)
groups. Learners can demonstrate socially responsible behaviors at school, online, at
home and in the community, and evaluate their actions by ethical, safety and social
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Values: Transportation and the environment
Culture: Transportation around the world
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details2.inOral Communication
short and straightforward spoken or audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support. Use spoken contributions in class EFL 4.2.3. Follow and understand sh
as models for one’s own speech. of a movie or cartoon (or other age
* Learners can identify the main idea and some details in short straightforward spoken visuals provide contextual support.
audio texts set in familiar contexts when the message is delivered slowly and there is announcement at school,
EFL 4.2.6. Use other a dialogu
students’ contr
other contextual support. (Example: rules for a game, classroom instructions, a dialogue intonation, etc.) (EGB9)
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s
contributionsInteraction
in class as –models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) EFL 4.2.14. Ask and answer straightf
CE.EFL.4.10. Interpersonal: Participate effectively in familiar and predictable and family life, provided there are o
conversational exchanges by asking and answering follow-up questions, provided there points. (EGB9)
are opportunities to use repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple
transaction.
* Learners can effectively participate in familiar and predictable everyday conversational EFL 4.2.16. Initiate, maintain and en
exchanges in order to complete a task, satisfy a need or handle a simple transaction, transaction. (EGB9)
using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
(ref.I.EFL. 4.10.1.)
Functions and Speaking: Talking about travel and transportation. Comparing thi
Pronunciation: Word stress: comparatives.
Listening: Dialogue: "At the train station".
3. Reading
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic
organizers to interpret new information in a text, and assess this information according to EFL 4.3.6. Apply learning strategies
the organization, subject area and purpose of the text, using different criteria, including knowledge, graphic organizers, cont
ICT tools.
* Learners can apply learning strategies such as using prior knowledge and graphic EFL 4.3.8. Assess, compare and eva
organizers to interpret new information in a text. Learners can assess this information different criteria and ICT tools relate
according to the organization, subject area and purpose of the text, through the use of of text types: editorials, letters to th
different criteria, including ICT tools. (I.2, I.4, J.4) (ref.I.EFL.4.13.1.) Reading: Article:
(EGB9) "The great race".
Article: "My favorite trip".
Culture: "Transportation around the world".
4. Writing
EFL 4.4.2. Make and use a simple pr
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to demonstrate understand
in order to compare and contrast information, and choose appropriate resources
according to the value, purpose and audience of each. EFL 4.4.3. Critically evaluate inform
* Learners can use and make simple learning resources, both online and in print, in order recommend print and digital source
to compare and contrast information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to the value, purpose EFL 4.4.6. Identify a variety of types
and audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.) audience of each for use in the edu
database, book, thesaurus, scholarl
Writing: Description: "Unusual forms of transportation"
Grammar: Comparative adjectives. "One"/"ones".
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal 5. and
Language through the Arts
implied meanings in short, simple, everyday literary texts (online, oral or in print). EFL 4.5.3. Make predictions, inferen
* Learners can understand, predict, infer and deduce literal and implied meanings in literary works presented orally or in
short, simple, everyday literary texts (online, oral or in print), especially when visual summarizing, explaining and identif
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.)

*Look at the photos. where can you se the words in the lists? Write 1-8 in RESOURCES:
the boxes. *Combo B with online workbook and online p
*What other foods words do you know? *Teacher's edition starter.
*Tell your partner what food you like and don't like. *Class audio CDs starter.
*Look at the photos on the article "Ÿoung kitchen stars" What is unusual *Video DVD starter.
about the chefs? Readn and check. *Presentation Plus DVD-ROM start
*Read and listen to the article again. Mark the sentences T (true) F (false), BIBLIOGRAPHY:
or D (doesn't say). *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
*How often do you do these things? Write always,sometimes,often, or Starter Combo A Workbook With Online Resour
never. Then tell the class. Cambridge Univ Press
*Look again at the things in exercise 1. Are they good things to do? Write 1- *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-J
3 in the boxes. 1= a good thing to do, 2= an OK thing to do 3= a bad thing to American Think Teacher's Edition Starter. Cambr
do. Univ Press.
*Complete the sentences from the article " Young kitchen stars" with must MATERIALS:
or must not. Then complete the rule (must/must not). Computer, writing materials including colored pe
*Complete the mini/dialogue. Use must or must not + a verb from the list. DVD player.
*Work in pairs. Think of some things that are important for you to do (or
things you really can't for get to do) in the next few days.
*Write the names of the food and drinks under the photos. Listen and
check.
*Look at the food and drink vocabulary. Work in pairs. Ask and answer
questions to find three thins you both like.
*Listen again. Put the sentences in the order you hear them. Write 1-6 in
the boxes.
*Match these answers to the questions on the last exercise. The read the
can (asking for permission rule)
*Complete the questions with can and a verb from the following list. Listen
*Think about what is true for you. circle 1-5. 1= Certainly true, 5=certainly
not true.
*Read and listen Needs between: the server,Anna,and Jack. What
to the dialogue Specification of the adapted mater
doesn't Jack like?
*Read the dialogue again. What does Anna order? What doesn Jack order?
*Identify who says these things in a restaurant. Write S (server), or G (guest)
Prepared by: in the boxes. Revised by:
*Complete these sentences from the dialogue between : the server, Anna,
and
signature: Jack. Them complete the I'd like.../Would you like...? rule. Signature:
*How do you say I'd like ... And would you like...? In your language?
Date:
* In your notebook, put the words in the correct order to make sentences or Date:
SCHOOL LOGO: questions. NAME OF THE SCHOOL:
*Complete what the people are saying on the following restaurant
DINCU-Coordinaciòn de Lenguaconversations.
Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
*Work in groups. Roll play a conversation between a server and a costumer.
Use the vocabulary and grammar learn on the previous exercises.
*Match the food and drink vocabulary in the list to the items in the picture.
Write 1-9 in the boxes. Listen and check.
*Make a meal table in your notebook. Write down things you eat and drink
at each meal. Then compare your chart with a partner.
*Using the information from your partner in the previous excercise, write a
menus fro him/her. Imagine he will be staying at your house over the
weekend.
*Show your ideas to your partner. Is he/she happy with the meals?
*Now read and listen to the Photostory. Who does Ruby hate?
* Watch to find out how the story between Dad,Dan and Tom continues.
Timeframe Duration
Periods Start End
Unit No. 12

d the environment (The environment) Critical Thinking: Comparing (Comparing and contrasting)

)
on and the environment

ation around the world
ink: Comparing
mmunication
uncement at school,
2.6. Use other a dialogue
students’ supported
contributions by facial
in class expressions/gestures
as models and appropriate
for their own. (EGB9)
ation, etc.) (EGB9)
2.14. Ask and answer straightforward follow-up questions within familiar contexts, such as school
amily life, provided there are opportunities to ask for clarification, reformulation or repetition of key
s. (EGB9)
2.16. Initiate, maintain and end a conversation to satisfy basic needs and/or handle a simple
action. (EGB9)
transportation. Comparing things. At the train station.

d stress: comparatives.
e: "At the train station".
ation. Geographical places.
eading
3.6. Apply learning strategies to examine and interpret a variety of written materials using prior
edge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
3.8. Assess, compare and evaluate the quality of written texts and visual presentations using
ent criteria and ICT tools related to the organization, subject area and purpose of a text. (Examples
t types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)
e:) "The great race".
y favorite trip".
ation around the world".
Writing
4.2. Make and use a simple print or digital learning resource to compare and contrast information
er to demonstrate understanding and command of a topic. (EGB9))
4.3. Critically evaluate information from references, including those found on the web, and
mmend print and digital sources to other learners. (EGB9)
4.6. Identify a variety of types and formats of potential resources and the value, purpose and
nce of each for use in the educational domain. (Example: audio/video, multimedia, website,
ase, book, thesaurus, scholarly/popular, current/historical, etc.) (EGB9)
usual forms of transportation".
e adjectives. "One"/"ones".
ation. Geographical places.
through the Arts
5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of
y works presented orally or in digital form, including literal and implied meanings. (Example:
marizing, explaining and identifying, word choice, symbols, points of view, etc.) (EGB9)
ink: Comparing

ed by: Approved by:

ture: Signature:
Date:
0168-A de 01-12-2015)

Annual curriculum plan for English

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Annual curriculum plan for English

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ANNUAL CURRICULUM PLAN

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

5. DEVELOPMENT OF PLANNING UNITS*

Evaluation Contents / Skills

1. Communication and Cultural Awareness

CE.EFL.4.8. Production – Accuracy and

Values: The Olympic Spirit

CE.EFL.4.8. Production – Accuracy and

CE.EFL.4.11. Demonstrate comprehension of

Reading: Website "Crazy about the Olympics ",

CE.EFL.4.16. Make use of simple learning

Writing: Completing a questionnaire: Personal information.

5, Language through the Arts

Self-esteem: The “Me” flag

CE.EFL.4.2. Recog nize and demonstrate an

Values: Welcoming a new classmate

CE.EFL.4.6. Listening for Meaning:

CE.EFL.4.11. Demonstrate comprehension of

Reading: Text Messages. "Hi there!"

Writing: Text Messages: "Describing feelings and things".

5, Language through the Arts

Train to Think: Categorizing

CE.EFL.4.7. Listening for Information: Follow

CE.EFL.4.9. Production – Fluency: Use simple

Reading: Article: "Kate Middleton".

CE.EFL.4.17. Show an ability to convey and

Writing: Description: "Your favorite room".

CE.EFL.4.22. Show the ability to work

Self- esteem: Being part of a family

CE.EFL.4.11. Demonstrate comprehension of 3. Reading

Unit No.: 9 Name of Unit: Would you like dessert?

Evaluation Criteria Skills & Performance Descriptors

CE.EFL.4.11. Demonstrate comprehension of 3. Reading

Reading: Article: "The great race".

5, Language through the Arts

Train to Think: Comparing

DONE BY: REVISED BY: APPROVED BY:

2. Unit Plan Unit No. Introduction

No transversal Axes for this unit

EFL 4.1.8. Use suitable vocabulary, expressions, language and

Reading: Put the dialohue in order

Writing: Spelling out words

5. Language through the Arts

1. Communication and Cultural Awareness

Values: The Olympic Spirit

Reading: Website "Crazy about the Olympics ",

Writing: Completing a questionnaire: Personal information.

5. Language through the Arts

Self-esteem: The “Me” flag

Methodological Strategies Resources

nguage and a medium to interact globally.

elf- esteem: My flag.

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED

empt to use new words and expressions which occur in conversations in

empt to deal with practical, everyday communication demands within

erstand main points in short simple texts on familiar subjects. (Example:

mpt to find specific predictable information in short, simple texts in a

the Olympics ",

e and use a simple print or digital learning resource to compare and

ces Evaluation Activities / Techniques / Instruments

f the adapted material to be applied