Periodo de Adaptacion

PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
ESCUELA DE EDUCACION GENERAL BASICA

“ESMERALDAS”
NOMBRE DEL DOCENTE: MSc. SHIRLEY ORTIZ ORTIZ FECHA: ______/______/______
ÁREA: EDUCACIÓN FÍSICA GRADO/CURSO: 10° AÑO DE EGB AÑO LECTIVO: 2019 – 2020
ASIGNATURA: EDUCACIÓN FÍSICA TIEMPO:
UNIDAD DIDÁCTICA 1: PRÁCTICAS LÚDICAS: LOS JUEGOS Y EL JUGAR
OBJETIVO DE LA UNIDAD: Distinguir las diferencias individuales y culturales presentes en el colectivo, para construir espacios de consenso que le permitan
participar en diferentes prácticas corporales.
CRITERIOS DE EVALUACIÓN: Participa en diferentes categorías de juegos (tradicionales, populares, modificados, masivos, expresivos, con elementos, en el medio
natural, entre otros), mejorando sus posibilidades y las de sus pares de alcanzar los objetivos, a partir del reconocimiento de lógicas,
características básicas, orígenes, demandas (motoras, intelectuales, emocionales, sociales), influencia de etiquetas sociales,
conocimientos corporales necesarios y posibles riesgos, construyendo individual y colectivamente estrategias, materiales y espacios
seguros de juego.
¿Qué van a aprender? ¿Cómo van a aprender? ¿Qué y cómo evaluar?
DESTREZAS CON CRITERIOS ACTIVIDADES DE APRENDIZAJE RECURSOS EVALUACIÓN
DE DESEMPEÑO (Estrategias de aprendizaje)
Actividades Recursos Indicadores de Técnicas e instrumentos
evaluación de la de evaluación
unidad
EF.4.1.Participar en diferentes Incrementar el diálogo y la Patio Patio I.EF.4.1.1.Participa Anecdotario
categorías de juegos discusión en grupo, mediante la Canchas deportivas Canchas deportivas individualmente y con Lista de cotejo
(tradicionales, populares, modificación realizada por los Manual de juegos Manual de juegos pares en diferentes Escala mixta
modificados, masivos, estudiantes a las normas de Distintos elementos Distintos elementos categorías de juegos, Escala descriptiva
expresivos, con elementos, en juego preestablecidas. e implementos e implementos reconociendo lógicas, Escala de valoración
el medio natural, entre otros) características,
reconociendo el aporte cultural Ejecutar de manera correcta los orígenes, demandas y
proveniente de sus orígenes, fundamentos de los deportes conocimientos
objetivos y lógicas a la identidad sugeridos tratados durante el corporales que le
nacional. desarrollo de la unidad en el permitan mejorar
campo de juego. cooperativamente y de
EF.4.1.3.Participar en juegos de manera segura las
diferentes lógicas, identificando Fortalecer la identidad y el posibilidades de
las demandas (motoras, sentido de pertenencia a través resolución de tácticas
intelectuales, emocionales, de la práctica de actividades y y estrategias
sociales, entre otras) que cada juegos propios. colectivas.
uno le presenta, para ajustar las
decisiones y acciones (técnicas I.EF.4.1.2.Participa en
de movimiento) que le permitan diferentes juegos
conseguir el objetivo de manera identificando
segura, teniendo en cuenta el situaciones de riesgo y
entorno. llevando a cabo las
acciones individuales y
EF.4.1.4.Reconocer y mejorar colectivas necesarias,
las propias posibilidades de durante la
participación (motora, construcción del
intelectual, emocional, social, material y
entre otras) en los juegos, y acondicionamiento del
hacerlas conscientes para espacio antes y
optimizar el disfrute y elegir durante su
jugarlos fuera de las participación en
instituciones educativas. diferentes juegos.
EF.4.1.9.Acondicionar los I.EF.4.2.1.Crea

espacios y construir materiales diferentes juegos
para poder realizar los juegos estableciendo
de manera segura, priorizando individual y
el uso de materiales reciclables. colectivamente
características,
EF.4.1.9.Identificar situaciones objetivos, reglas y
riesgosas antes y durante la pautas de trabajo
participación en los juegos y seguras, reconociendo
acordar pautas de trabajo aquellos aspectos que
seguras y respetarlas para el motivan su práctica.
cuidado de sí y de las demás
personas. I.EF.4.2.2.Recrea
diferentes juegos,
EF.4.5.2.Reconocer y analizar la modificando
influencia que generan las individualmente y con
etiquetas sociales (bueno-malo, sus pares objetivos,
niño-niña, hábil-inhábil, lindo- reglas, roles de juego
feo, entre otras) en las y pautas de seguridad
posibilidades de construcción de en función del entorno
la identidad corporal, para y las necesidades
respetar y valorar las diferencias identificadas por los
personales y sociales. participantes.
EF.4.6.1.Reconocer los I.EF.4.2.3.Construye

conocimientos corporales y tácticas y estrategias
ejercitaciones necesarios para individuales y
lograr el objetivo personal colectivas que le
propuesto en la participación de permitan, a partir del
la práctica corporal. reconocimiento del
entorno y de las
EF.4.6.6.Identificar las diferencias entre
habilidades motrices que se participantes, alcanzar
deben mejorar y ejercitarlas de eficazmente y de
forma segura y saludable, para manera segura el
lograr el objetivo de las objetivo del juego.
prácticas corporales que realiza.
I.EF.4.2.4.Asume
EF.4.1.2.Crear y recrear diferentes roles antes
individualmente y con pares y durante su
nuevos juegos, acordando participación de
objetivos y reglas, respetando manera segura, en
los acuerdos y modificando las función del entorno y
reglas para continuar las demandas que
participando y/o jugando, según cada juego le
sus intereses y necesidades. presenta.
EF.4.1.5.Reconocer las Reconoce las

diferencias entre pares como estrategias de juego
requisito necesario para adversarias y las
cooperar, trabajar en equipo y contrarresta
construir estrategias colectivas asumiendo los roles
que le permitan alcanzar los de juego, en función
objetivos de los juegos. de la identificación de
las propias
EF.4.1.6.Identificar el rol que posibilidades de
ocupa en los juegos colectivos acción y las de sus
para construir y poner en pares.
práctica respuestas tácticas
individuales y colectivas que le
permitan resolver situaciones
del juego.
EF.4.1.7.Reconocer y analizar
las estrategias que utiliza el
adversario para contrarrestarlas
con estrategias individuales y
colectivas y alcanzar los
objetivos del juego.
EF.4.5.4.Reconocer los
aspectos que promueve la
selección de prácticas
corporales para practicarlas de
manera sistemática, segura y
placentera.
conocimientos corporales y
ejercitaciones necesarios para
lograr el objetivo personal
propuesto en la participación de
la práctica corporal.
ADAPTACIONES CURRICULARES
Especificación de la necesidad educativa Especificación de la adaptación a ser aplicada
6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES
Ministerio de Educación y Cultura: Guía Didáctica 2, Imprenta Snalme, Quito, 1994.
Ministerio de Educación: Nuevo Currículo de Educación Física 2016, libro digital.
Muñoz, Aguirre Aníbal 2014. Educación Física en Movimiento. San Gabriel. Photo Creativa.
ELABORADO REVISADO APROBADO
DOCENTE(S): MSc. SHIRLEY ORTIZ ORTIZ NOMBRE: NOMBRE: ING. IVAN VERDUGA
Firma: Firma: Firma:
Fecha: Fecha: Fecha:


“ESMERALDAS”
NOMBRE DEL DOCENTE: MSc. SHIRLEY ORTIZ ORTIZ FECHA: ______/______ /________
UNIDAD DIDÁCTICA: PRÁCTICAS GIMNÁSTICAS
OBJETIVO DE LA UNIDAD 2: Participar autónomamente en prácticas corporales (lúdicas, expresivo-comunicativas, gimnásticas y deportivas) que contribuyan a
mejorar las habilidades y destrezas motrices, teniendo consciencia de sus capacidades motoras para una práctica segura y saludable
de acuerdo a sus necesidades y a las colectivas, en función de las prácticas corporales que elijan.
CRITERIOS DE EVALUACIÓN: Construye grupalmente de manera segura, eficaz y placentera composiciones y coreografías gimnásticas (con y sin elementos),
identificando su competencia motriz y su condición física de partida, practicando con diferentes niveles de dificultad la utilización de
elementos y desplazamientos gimnásticos; diferenciando ejercicios construidos de habilidades motrices básicas y transfiriendo
ejercicios, destrezas y acrobacias gimnásticas a otras prácticas corporales.
unidad
EF.4.2.1.Diferenciar habilidades Fortalecer la identidad, valorando Patio Patio I.EF.4.3.1.Establece Anecdotario
motrices básicas (caminar, y disfrutando de los contenidos Canchas deportivas Canchas diferencias entre Lista de cotejo
correr, lanzar y saltar) de propios del área de Educación Gimnasio deportivas habilidades motrices Escala mixta
ejercicios construidos Física. Distintos elementos e Gimnasio básicas de ejercicios Escala descriptiva
(acrobacias, posiciones implementos Distintos construidos, que le Escala de valoración
invertidas, destrezas, entre Discutir y concretar con sus Espacios verdes elementos e permiten transferir a
otros) y practicar con diferentes compañeros actividades implementos otras prácticas
grados de dificultad, realizando gimnásticas para el mejoramiento Espacios verdes corporales de manera
los ajustes corporales de la ejecución de los eficaz y segura,
necesarios para poder fundamentos básicos y ejercicios, destrezas y
ejecutarlos de manera segura y procedimientos técnicos del acrobacias
placentera. atletismo. gimnásticas.
EF.4.2.2.Reconocer la
condición física (capacidad que Utilizar las TIC, como recurso I.EF.4.3.2.Construye
tiene los sujetos para realizar didáctico y elemento de apoyo en con pares, de manera
actividad física) como un estado el área de Educación Física. segura, eficaz y
inherente a cada sujeto, que placentera
puede mejorarse o deteriorarse composiciones y
en función de las propias coreografías
acciones, para tomar gimnásticas,
decisiones tendientes a asociando habilidades
optimizarla. motrices básicas,
EF.4.2.3.Construir grupalmente desplazamientos y
(con y sin elementos: pañuelos, enlaces gimnásticos,
cuerdas, ulas, cintas, pelotas, acuerdos y cuidados
bastones y clavas) colectivos en función
composiciones gimnásticas y del entorno.
coreografías, identificando las
características, utilizando los I.EF.4.3.3.Identifica
desplazamientos gimnásticos posibles cambios
como enlaces y acordando corporales producidos
pautas de trabajo colectivo para por la realización de
encontrar maneras seguras, prácticas gimnásticas,
eficaces y placenteras de reconociendo y
realizarlas. teniendo en cuenta su
EF.4.2.4.Reconocer la condición física de
implicancia de las capacidades partida.
coordinativas en la
manipulación de elementos
para mejorar su dominio,
durante la participación en
prácticas gimnasticas.
EF.4.2.5.Asociar y transferir los
ejercicios, destrezas y
acrobacias aprendidas a otras
prácticas corporales colectivas,
considerando las condiciones
espaciales, temporales,
recursos requeridos, y la
necesidad de acuerdos
grupales para su realización de
modo saludable, seguro y
placentero.
EF.4.5.1.Tomar decisiones
sobre su cuerpo a partir del
reconocimiento de su
competencia motriz (sus
capacidades motoras y
habilidades motrices), la
construcción de su imagen y
esquema corporal y de los
vínculos emocionales con las
prácticas corporales, en
interacción con sus pares
durante su participación en
prácticas corporales.
EF.4.6.4.Explorar e identificar
los posibles cambios corporales
que se producen durante y
después de la realización de la
práctica corporal, para ser
cuidadosos y disfrutar de los
beneficios que la misma
produce.
EF.4.6.6.Identificar las
habilidades motrices que debe
mejorar y ejercitarlas de formas
seguras y saludables para
lograr el objetivo de las
prácticas corporales que
realiza.



“ESMERALDAS”
seguros de juego.
unidad

características,
diferentes juegos,

entorno y de las
I.EF.4.2.4.Asume

las propias
del juego.
placentera.


“ESMERALDAS”
unidad
coordinativas en la
placentero.
produce.
realiza.



“ESMERALDAS”
seguros de juego.
unidad

características,
diferentes juegos,

entorno y de las
I.EF.4.2.4.Asume

las propias
del juego.
placentera.


“ESMERALDAS”
unidad
coordinativas en la
placentero.
produce.
realiza.


“ESMERALDAS” SCHOOL YEAR
2019-2020
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA
Teacher: MSc. SHIRLEY ORTIZ Area: English as a Foreign Language Grade / Course: 8th EGB Class: A1.1
Objectives
O.EFL 4.1
UNIT 1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of
BOOK: familiar subjects and contexts.
PEOPLE
ENGLISH A AROUND O.EFL 4.2
1.1 US Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.5
Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class while practicing ap-
propriate competences in the four skills.
Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2.

Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.9 well as the consequences of one’s actions while exhibiting socially responsible
Recognize the consequences of one’s actions by demonstrating behaviors.
responsible decision-making at school, online, at home and in the
community, while considering ethical standards, safety concerns, social
norms and mutual respect. CE.EFL.4.5.
Display an appreciation of and demonstrate respect for individual and group
EFL 4.1.10 differences by establishing and maintaining healthy and rewarding relationships
Recognize and appreciate individual and group similarities and differences based on communication and cooperation.
by establishing and maintaining healthy and rewarding online and face-to-
face relationships based on communication and cooperation.
Oral Communication:(Listening and Speaking) CE.EFL.4.6.

Listening for Meaning: Understand and follow the main idea in spoken texts set in
EFL 4.2.1 familiar everyday contexts, provided speech is clear and articulate, and deduce the
Understand phrases and expressions related to areas of most immediate meanings of unfamiliar words and phrases using context clues and/or prior
priority within the personal and educational domains, provided speech is knowledge.
clearly and slowly articulated. (Example: daily life, free time, school
activities, etc.) CE.EFL.4.7.
Listening for Information: Follow and identify some main ideas and details in short
EFL 4.2.6
and straightforward spoken or audio texts set in familiar contexts, when delivered
Use other students’ contributions in class as models for their own.
slowly and with visuals to provide contextual support. Use spoken contributions in
class as models for one’s own speech.
Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 familiar subjects, making use of contextual clues to identify relevant information in a
Understand main points in short simple texts on familiar subjects. text.
(Example: news about sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15.
Express information and ideas and describe feelings and opinions in simple
EFL 4.4.5 transactional or expository texts on familiar subjects in order to influence an
Recognize that various types of writing require different language, audience, while recognizing that different texts have different features and showing
formatting and special vocabulary. (Example: a recipe, a letter, etc.)
the ability to use these features appropriately in one’s own writing.
Language through the Arts CE.EFL.4.18.

Use main ideas in order to understand, predict, infer and deduce literal and implied
EFL 4.5.1 meanings in short, simple, everyday literary texts (online, oral or in print).
Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there
CE.EFL.4.22.
is visual support.
Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 student groupings by employing a wide range of creative thinking skills through the
Engage in collaborative activities through a variety of student groupings to completion of activities such as playing games, brainstorming and problem solving.
create and respond to literature and other literary texts. (Example: small
groups, cooperative learning groups, literature circles, process writing
groups, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural New Curriculum EFL for Superior Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness EGB Awareness
Make positive remarks to other learners in
Creating a poster of class rules. English - Teacher´s Book A 1.1 I.EFL.4.2.1. class.
Learners can name similarities and
Collaborating on a group project. English - Teacher´s Book A 1.1 differences between different Listen to a dialogue and completing a chart
(Audios) aspects of cultural groups. Learners with key information. (Example: Name,
Completing group work in a fair and can demonstrate socially country, nationality, language, etc.)
honest manner and accepting the Flash Cards responsible behaviors at school,
group’s decisions. online, at home and in the Read a text and answering information
Photocopiable Sheets community, and evaluate their questions.
Helping learners in the class who actions by ethical, safety and social
have a different skill set. Crosswords standards. (J.3, S.1, I.1) Write your own answers to interview
questions.
Sharing ideas freely and without Strategies Templates I.EFL.4.5.1.
jealousy. Learners can appreciate and show Listen to a song and inferring if it is happy,
respect for individual and group sad, etc.
Making positive remarks to other differences by establishing and
learners in class. maintaining healthy and rewarding INSTRUMENTS
online and face-to-face interactions.
Encouraging classmates to stay Learners can communicate and Rubrics
motivated when needed. cooperate in a respectful,
empathetic manner. (J.3, S.1, S.4) Portfolio
Giving assistance to those who are
struggling, even when not directly Oral Communication Oral interview
asked to.
I.EFL.4.6.1. Quiz Time Test
Oral Communication: Learners can grasp the general
Listening and Speaking) meaning of spoken texts set in
familiar everyday contexts and infer
Listening to another learner’s changes in the topic of discussion,
answers in class and responding as well as deduce the meanings of
appropriately. (Example: giving unfamiliar words and exchanges
praise, correcting an error, asking a through the use of context clues,
follow-up question, etc.) provided speech is given slowly and
clearly and there is sufficient visual
Listening to a dialogue and support. (I.3, S.1, J.4)
completing a chart with key
information. (Example: Name, I.EFL.4.7.1.
country, nationality, language, etc.) Learners can identify the main idea
and some details in short
Reading straightforward spoken audio texts
set in familiar contexts when the
Reading a text and answering
information questions. message is delivered slowly and
there is other contextual support.
Choosing from a list of words to (Example: rules for a game,
complete gaps from a reading. classroom instructions, a dialogue
in a scene from a cartoon or movie,
Predicting main ideas by reading the etc.) Learners can use other class-
title and using other contextual clues
mate’s contributions in class as
(e.g., illustrations, subheadings,
etc.) models for their own. (I.2, I.3, S.4)
Writing Reading
Writing your own answers to I.EFL.4.11.1.

interview questions. Learners can understand main
ideas and some details in short
Language through the Arts simple online or print texts on
familiar subjects, using contextual
Looking at the title of a text and
clues to help identify the most
accompanying illustrations and
writing three questions about the relevant information. (Example: title,
topic. Then reading to find the illustrations, organization, etc.) (I.2,
answers to the questions. I.4)
Listening to a song and inferring if it Writing

is happy, sad, etc.
I.EFL.4.15.1.
Participating in classroom games in Learners can convey information
which problem-solving as a team is and ideas and describe feelings
important. and opinions in simple transactional
or expository texts on familiar
Comparing answers in pairs in order subjects in order to influence an
to help each other understand errors audience, while recognizing that
or concepts. 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)
Language through the Arts
I.EFL.4.18.1.
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 support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1.
Learners can collaborate and
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.
(S.2, S.4, J.1, J.2, J.3, J.4)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity,

responsibility, honesty, respect, love, peace, justice, innovation, etc.
Prepared by Revised by Approved by

TEACHER(S): MSc. SHIRLEY ORTIZ NAME: NAME: ING. IVAN VERDUGA
Signature: Signature: Signature:
Date: Date: Date:

2019-2020
1. INFORMATIVE DATA
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.
BOOK: UNIT 2
O.EFL 4.2
ENGLISH A 1.1 PEOPLE I LOVE Appreciate and value English as an international language and a medium to interact globally.
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.
2. UNIT PLAN

Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.9 well as the consequences of one’s actions while exhibiting socially responsible
Recognize the consequences of one’s actions by demonstrating responsible behaviors.
decision-making at school, online, at home and in the community, while
considering ethical standards, safety concerns, social norms and mutual
respect. CE.EFL.4.5.
Display an appreciation of and demonstrate respect for individual and group
EFL 4.1.10 differences by establishing and maintaining healthy and rewarding relationships
Recognize and appreciate individual and group similarities and differences by based on communication and cooperation.
establishing and maintaining healthy and rewarding online and face-to-face
relationships based on communication and cooperation.

Listening for Information: Follow and identify some main ideas and details in short
EFL 4.2.6 and straightforward spoken or audio texts set in familiar contexts, when delivered
Use other students’ contributions in class as models for their own. slowly and with visuals to provide contextual support. Use spoken contributions in
class as models for one’s own speech.
Demonstrate comprehension of main ideas and some details in short simple texts
EFL 4.3.1 on familiar subjects, making use of contextual clues to identify relevant information
Understand main points in short simple texts on familiar subjects. (Example: in a text.
news about sports or famous people, descriptions, etc.)
Recognize that various types of writing require different language, formatting audience, while recognizing that different texts have different features and showing
and special vocabulary. (Example: a recipe, a letter, etc.)
the ability to use these features appropriately in one’s own writing.

Use main ideas in order to understand, predict, infer and deduce literal and implied
EFL 4.5.1 meanings in short, simple, everyday literary texts (online, oral or in print).
Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is
CE.EFL.4.22.
visual support.
Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 student groupings by employing a wide range of creative thinking skills through the
Engage in collaborative activities through a variety of student groupings to completion of activities such as playing games, brainstorming and problem solving.
create and respond to literature and other literary texts. (Example: small
groups, cooperative learning groups, literature circles, process writing groups,
etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural New Curriculum EFL for Superior Communication and Cultural Awareness ACTIVITIES and TECHNIQUES
Awareness EGB
I.EFL.4.2.1. Make positive remarks to other
Creating a poster of rules English - Teacher´s Book A 1.1 Learners can name similarities and learners in class.
differences between different aspects of
Collaborating on a group project. English - Teacher´s Book A 1.1 cultural groups. Learners can demonstrate Listen to another learner’s
(Audios) socially responsible behaviors at school, answers in class and responding
Completing group work in a fair and online, at home and in the community, and appropriately. (Example: giving
honest manner and accepting the Flash Cards evaluate their actions by ethical, safety and praise, correcting an error, asking
group’s decisions. social standards. (J.3, S.1, I.1) a follow-up question, etc.)
Photocopiable Sheets
Helping learners in the class who I.EFL.4.5.1. Read a text and answering
have a different skill set. Crosswords Learners can appreciate and show respect for information questions.
individual and group differences by
Sharing ideas freely and without Strategies Templates establishing and maintaining healthy and Write your own answers to
jealousy. rewarding online and face-to-face interview questions.
interactions. Learners can communicate and
Making positive remarks to other cooperate in a respectful, empathetic manner. Listen to a song and inferring if it
learners in class. (J.3, S.1, S.4) is happy, sad, etc.
Encouraging classmates to stay Oral Communication INSTRUMENTS

motivated when needed.
I.EFL.4.7.1. Rubrics
Giving assistance to those who are Learners can identify the main idea and some
struggling, even when not directly details in short straightforward spoken audio Portfolio
asked to. texts set in familiar contexts when the
Oral interview
message is delivered slowly and there is
Oral Communication:
Listening and Speaking) other contextual support. (Example: rules for Quiz Time Test
a game, classroom instructions, a dialogue in
Listening to another learner’s a scene from a cartoon or movie, etc.)
answers in class and responding Learners can use other classmate’s
appropriately. (Example: giving contributions in class as models for their own.
praise, correcting an error, asking a (I.2, I.3, S.4)
follow-up question, etc.)
Reading
Reading
I.EFL.4.11.1.
Learners can understand main ideas and
information questions.
some details in short simple online or print
Choosing from a list of words to texts on familiar subjects, using contextual
complete gaps from a reading. clues to help identify the most relevant
information. (Example: title, illustrations,
Predicting main ideas by reading the organization, etc.) (I.2, I.4)
title and using other contextual clues
(e.g., illustrations, subheadings, etc.) Writing
Writing I.EFL.4.15.1.
Learners can convey information and ideas
Looking at a picture and writing a and describe feelings and opinions in simple
description of what you see or how it transactional or expository texts on familiar
makes you feel, then comparing subjects in order to influence an audience,
descriptions in pairs. while recognizing that different texts have
different features and showing the ability to
Language through the Arts use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Looking at the title of a text and
accompanying illustrations and Language through the Arts
writing three questions about the
topic. Then reading to find the I.EFL.4.18.1.
answers to the questions. Learners can understand, predict, infer and
deduce literal and implied meanings in short,
Listening to a song and inferring if it is simple, everyday literary texts (online, oral or
happy, sad, etc. in print), especially when visual support is
Participating in classroom games in
which problem-solving as a team is I.EFL.4.22.1.
important. Learners can collaborate and participate
effectively in a variety of student groupings by
Comparing answers in pairs in order employing a wide range of creative thinking
to help each other understand errors skills through the completion of activities such
or concepts. as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
CLIL Components - Science/Technology/Arts:

Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism,

responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.

TEACHER(S): MSc. SHIRLEY ORTIZ NAME: NAME: ING. IVAN VERDUGA
Date: Date: Date:


2019-2020
1. INFORMATIVE DATA
Book: Unit 1 Objectives
English A 1.2 My Family O.EFL 4.3

and Me 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 4.6
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.

2. UNIT PLAN
EFL 4.1.9 Recognize and demonstrate an appreciation of commonalities between cultures as
Recognize the consequences of one’s actions by demonstrating responsible well as the consequences of one’s actions while exhibiting socially responsible
decision-making at school, online, at home and in the community, while behaviors.
considering ethical standards, safety concerns, social norms and mutual CE.EFL.4.5.
respect. Display an appreciation of and demonstrate respect for individual and group
EFL 4.1.10 differences by establishing and maintaining healthy and rewarding relationships based
Recognize and appreciate individual and group similarities and differences by on communication and cooperation.
establishing and maintaining healthy and rewarding online and face-to-face
relationships based on communication and cooperation.
CE.EFL.4.6.
Oral Communication:(Listening and Speaking) 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
EFL 4.2.1 meanings of unfamiliar words and phrases using context clues and/or prior
Understand phrases and expressions related to areas of most immediate
knowledge.
priority within the personal and educational domains, provided speech is
clearly and slowly articulated. (Example: daily life, free time, school activities, CE.EFL.4.7.
etc.) 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
EFL 4.2.6 and with visuals to provide contextual support. Use spoken contributions in class as
Use other students’ contributions in class as models for their own. models for one’s own speech.
EFL 4.3.1 Demonstrate comprehension of main ideas and some details in short simple texts on
Understand main points in short simple texts on familiar subjects. (Example: familiar subjects, making use of contextual clues to identify relevant information in a
news about sports or famous people, descriptions, etc.) text.
EFL 4.4.5 Express information and ideas and describe feelings and opinions in simple
Recognize that various types of writing require different language, formatting transactional or expository texts on familiar subjects in order to influence an audience,
and special vocabulary. (Example: a recipe, a letter, etc.) while recognizing that different texts have different features and showing the ability to
use these features appropriately in one’s own writing.
EFL 4.5.1 Use main ideas in order to understand, predict, infer and deduce literal and implied
Make use of main points in literary texts (authentic and semi-authentic, oral meanings in short, simple, everyday literary texts (online, oral or in print).
and written) to understand short simple everyday stories, especially if there is CE.EFL.4.22.
visual support. Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9
student groupings by employing a wide range of creative thinking skills through the
Engage in collaborative activities through a variety of student groupings to
create and respond to literature and other literary texts. (Example: small completion of activities such as playing games, brainstorming and problem solving.
groups, cooperative learning groups, literature circles, process writing groups,
etc.)
Instruments
I.EFL.4.2.1. Make positive remarks to other learners in
Creating a poster of class rules. English - Teacher´s Book A 1.1 Learners can name similarities and class.
differences between different aspects
Collaborating on a group project. English - Teacher´s Book A 1.1 of cultural groups. Learners can Listen to a dialogue and completing a chart
(Audios) demonstrate socially responsible with key information. (Example: Name,
Completing group work in a fair and behaviors at school, online, at home country, nationality, language, etc.)
honest manner and accepting the Flash Cards and in the community, and evaluate
group’s decisions. their actions by ethical, safety and Read a text and answering information
Photocopiable Sheets social standards. (J.3, S.1, I.1) questions.
Helping learners in the class who I.EFL.4.5.1.
have a different skill set. Crosswords Learners can appreciate and show Write your own answers to interview
respect for individual and group questions.
Sharing ideas freely and without Strategies Templates differences by establishing and main-
jealousy. taining healthy and rewarding online Listen to a song and inferring if it is happy,
and face-to-face interactions. sad, etc.
Making positive remarks to other Learners can communicate and
learners in class. cooperate in a respectful, empathetic INSTRUMENTS
manner. (J.3, S.1, S.4)
Encouraging classmates to stay Oral Communication Rubrics
motivated when needed. I.EFL.4.6.1.
Learners can grasp the general Portfolio
Giving assistance to those who are meaning of spoken texts set in famil-
struggling, even when not directly iar everyday contexts and infer Oral interview
asked to. changes in the topic of discussion, as
well as deduce the meanings of Quiz Time Test
Oral Communication: unfamiliar words and exchanges
Listening and Speaking) through the use of context clues,
provided speech is given slowly and
Listening to another learner’s clearly and there is sufficient visual
answers in class and responding support. (I.3, S.1, J.4)
appropriately. (Example: giving I.EFL.4.7.1.
praise, correcting an error, asking a Learners can identify the main idea
follow-up question, etc.) and some details in short straightfor-
ward spoken audio texts set in
Listening to a dialogue and
familiar contexts when the message
completing a chart with key
information. (Example: Name, is delivered slowly and there is other
country, nationality, language, etc.) contextual support. (Example: rules
for a game, classroom instructions, a
Reading dialogue in a scene from a cartoon or
movie, etc.) Learners can use other
Reading a text and answering classmate’s contributions in class as
information questions.
models for their own. (I.2, I.3, S.4)
Choosing from a list of words to Reading
complete gaps from a reading. I.EFL.4.11.1.
Learners can understand main ideas
Predicting main ideas by reading the and some details in short simple on-
title and using other contextual clues line or print texts on familiar subjects,
(e.g., illustrations, subheadings, etc.) using contextual clues to help identify
Writing the most relevant information.
Writing your own answers to (Example: title, illustrations,
interview questions.
organization, etc.) (I.2, I.4)
Language through the Arts Writing
I.EFL.4.15.1.
Looking at the title of a text and Learners can convey information and
accompanying illustrations and ideas and describe feelings and
writing three questions about the opinions in simple transactional or
topic. Then reading to find the expository texts on familiar subjects
answers to the questions. in order to influence an audience,
while recognizing that different texts
Listening to a song and inferring if it have different features and showing
is happy, sad, etc. the ability to use these features
appropriately in one’s own writing.
Participating in classroom games in (I.3, I.4, S.3, J.2)
which problem-solving as a team is Language through the Arts
important. I.EFL.4.18.1.
Learners can understand, predict,
Comparing answers in pairs in order infer and deduce literal and implied
to help each other understand errors meanings in short, simple, everyday
or concepts. literary texts (online, oral or in print),
especially when visual support is
I.EFL.4.22.1.
Learners can collaborate and
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.
(S.2, S.4, J.1, J.2, J.3, J.4)

Teacher: MSc. SHIRLEY ORTIZ Teacher: Teacher: ING. IVAN VERDUGA
Signature:
Signature: Signature:
Date: Date: Date:

2019-2020
1. INFORMATIVE DATA
Book: Unit 2 Objectives
English A 1.2 Cultures O.EFL 4.3

around the Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction.
World
O.EFL 4.4
Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and
decision making.
O.EFL 4.6
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.

2. UNIT PLAN

Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 to manifest an understanding of the relationship between cultural perspectives and
Compare and contrast oral traditions, myths, folktales and literature from practices and by sharing cross cultural experiences.
Ecuador and international regions and cultures and identify similarities and
differences and universal cultural themes.

Listening for Information: Follow and identify some main ideas and details in short and
EFL 4.2.3 straightforward spoken or audio texts set in familiar contexts, when delivered slowly
Follow and understand short, straightforward audio messages and/or the
and with visuals to provide contextual support. Use spoken contributions in class as
main idea/dialogue of a movie or cartoon (or other age-appropriate audio-
visual presentations) if delivered slowly and visuals provide contextual models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.9.
and appropriate intonation, etc.) Production – Fluency: Use simple language to describe, compare and make
statements about familiar everyday topics such as objects, possessions and routines
EFL 4.2.11
Give short, basic descriptions of everyday activities and events within familiar in structured situations and short conversations. Interaction is with reasonable ease,
contexts and use simple descriptive language to compare and make brief provided speech is given clearly, slowly and directly.
statements about objects and possessions. (Example: family, school, living
conditions, personal belongings, etc.)
Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 familiar subjects, making use of contextual clues to identify relevant information in a
Make use of clues such as titles, illustrations, organization, text outline and
text.
layout, etc. to identify and understand relevant information in written level-
appropriate text types.
CE.EFL.4.13.
EFL 4.3.6 Apply learning strategies such as using prior knowledge and graphic organizers to
Apply learning strategies to examine and interpret a variety of written interpret new information in a text, and assess this information according to the
materials using prior knowledge, graphic organizers, context clues, note organization, subject area and purpose of the text, using different criteria, including
taking and finding words in a dictionary. ICT tools.
Make use of simple learning resources, including those created by one’s self, in order
EFL 4.4.2 to compare and contrast information, and choose appropriate resources according to
Make and use a simple print or digital learning resource to compare and
the value, purpose and audience of each.
contrast information in order to demonstrate understanding and command of
a topic.
CE.EFL.4.17.
EFL 4.4.7 Show an ability to convey and organize information through the use of facts and
Use the process of prewriting, drafting, revising, peer editing and proofreading details and by employing various stages of the writing process, while using a range of
(i.e., “the writing process”) to produce well-constructed informational texts. digital tools to promote and support collaboration, learning and productivity.

Create short, original literary texts in different genres, including those that reflect
EFL 4.5.6 Ecuadorian cultures, using a range of digital tools, writing styles, appropriate
Create an effective voice using a variety of ICT tools, writing styles and typical
vocabulary and other literary concepts.
features of a genre to create stories, poems, sketches, songs and plays,
including those that reflect traditional and popular Ecuadorian cultures.
CE.EFL.4.21.
EFL 4.5.10 Use pre-established criteria, including that which is written by learners collaboratively,
Collaboratively produce criteria for evaluating literary texts and the in order to evaluate and recommend literary texts (written, online, oral, in video, etc.)
effectiveness of group work. and the effectiveness of group work.

Instruments
Complete a illustrating statement about a
Reflecting on differences between English - Teacher´s Book A 1.2 I.EFL.4.1.1. socially responsible behavior.
people from other countries and Learners can compare and contrast
regions. English - Teacher´s Book A 1.2 oral traditions, myths, folktales and Circle the words they hear while listening to a
(Audios) literature from Ecuador and other conversation.
Reading a story about another culture cultures in order to demonstrate an
and responding to the main ideas Flash Cards understanding of the relationship Complete True or False statements while
with a short opinion. between cultural practices and listening to a dialogue.
Photocopiable Sheets perspectives. Learners can share
Oral Communication:(Listening and cross-cultural experiences while Ask learners questions about their family
Speaking) Crosswords naming universal cultural themes. members.
(I.2, S.1, S.2, J.1)
Listening to spoken or recorded Strategies Templates Read a text and answer information
descriptions of familiar scenes, and Oral Communication questions.
marking the words you hear.
(Example: Learners hear a dialogue I.EFL.4.7.1. Correct incorrect sentences in an article.
between two teenagers talking about Learners can identify the main idea
an assignment. They circle the verbs and some details in short straightfor- Write about a subject with a list of given
they hear, etc.) words.
ward spoken audio texts set in
Listening to a dialogue between two familiar contexts when the message Share a story through a role play.
or more people and deciding if each is delivered slowly and there is other
statement is true or false. (Example: contextual support. (Example: rules INSTRUMENTS
Julia wants to call her mother – True. for a game, classroom instructions, a
Ms. Trenton gives her permission to dialogue in a scene from a cartoon or Rubrics
use the cell phone in class – False, movie, etc.) Learners can use other
etc.) Portfolio
classmate’s contributions in class as
Watching a short video and writing models for their own. (I.2, I.3, S.4) Oral interview
three new things they learned.
(Example: Sharks aren’t mammals. I.EFL.4.9.1. Quiz Time Test
They are fish. Sometimes they attack Learners can use simple language to
humans, but not all sharks are describe, compare and state facts
dangerous. Their teeth can grow about familiar everyday topics such
back, etc.) as possessions, classroom objects
and routines in short, structured
Asking learners simple questions situations, interacting with relative
about themselves, their family or their ease. (I.3, I.4, S.4)
possessions and noting that their
response time is relatively quick (i.e., Reading
not so slow that the interaction
becomes uncomfortable for the I.EFL.4.11.1.
student or the teacher, and the Learners can understand main ideas
response is appropriate although and some details in short simple on-
there may be some basic errors)
line or print texts on familiar subjects,
Conducting a class survey where using contextual clues to help identify
learners ask each other about a the most relevant information.
familiar topic and record each other’s (Example: title, illustrations,
answers. (Example: What’s your organization, etc.) (I.2, I.4)
favorite sport? Do you have a favorite
team? What sports do you play? Are
you good at it?, etc.) Sharing a few I.EFL.4.13.1.
things about their classmates’ Learners can apply learning
answers. (Example: Sam is an strategies such as using prior
Emelec fan. He loves soccer but he knowledge and graphic organizers to
isn’t good at it. He is the only Emelec interpret new information in a text.
fan in our class. Everyone in our Learners can assess this information
class plays soccer, etc.) according to the organization, subject
area and purpose of the text, through
Reading the use of different criteria, including
ICT tools. (I.2, I.4, J.4)
information questions. Writing
Choosing from a list of words to I.EFL.4.16.1.

complete gaps from a reading. Learners can use and make simple
learning resources, both online and in
Predicting main ideas by reading the print, in order to compare and
title and using other contextual clues contrast information. Learners can
(e.g., illustrations, subheadings, etc.)
choose appropriate resources and
Reading a short news article and critically evaluate the information in
completing an outline. these resources, according to the
value, purpose and audience of each.
Reading a paragraph about a familiar (I.1, I.3,
content area subject and then I.4, J.2, J.4)
correcting incorrect sentences.
(Example: The United States is the I.EFL.4.17.1.
country that grows the most rice corn,
Learners can convey and organize
etc.)
information through the use of facts
and details and by employing various
Studying an infographic on a familiar
stages of the writing process, while
subject and answering questions
using a range of digital tools to
about the information. (Example:
promote and support collaboration,
learners study an infographic about
learning and productivity. (I.1, I.3,
teenagers and sleep and then answer
S.4, J.2, J.4)
questions such as, How many hours
a night do most teenagers get?, What
percentage of teens fall asleep in
class?, etc.)
I.EFL.4.20.1.
Highlighting relevant key information Learners can create short, original
in a text and crossing out irrelevant literary texts in different genres,
information. including those that reflect
Ecuadorian cultures, using a range of
Keeping a vocabulary notebook of digital tools, writing styles,
synonyms and antonyms of words appropriate vocabulary and other
from a text.
literary concepts. (I.1, I.3)
Brainstorming everything known
about a topic and then reading a text I.EFL.4.21.1.
to check true and false information. Learners can evaluate and
recommend literary texts (both written
Reading a text and matching content- and oral, online, in video or in print)
based words to their definition or according to pre-established criteria.
picture. Learners can work in collaborative
groups to write their own criteria for
Completing a KWL TRI-FOLD chart evaluating literary texts and the effec-
about a text. tiveness of group work. (I.4, S.3, S.4,
J.3)
Using a dictionary to look up key
words in a text.
Writing
Making posters in small groups of

new phrases and expressions in
order to display in the classroom.
Making flashcards for new words and

using them to quiz a partner.
Recording synonyms and antonyms

of words in the margins of reading
texts.
Writing new words and phrases in a

vocabulary notebook.
Researching and writing a short

paragraph about a new topic and
using appropriate references to
support your ideas.
Writing about a topic and choosing

words for a glossary and writing the
definitions.
Using a glossary from a text to

understand new words and recording
the definitions and example
sentences in a vocabulary notebook.
Completing the gaps in a sentence.
(Example: Nancy has a car. ---- car is
green. ---- needs a new car, etc.)
Using question prompts to interview

and then write sentences about a
classmate. (Example: Where does he
live? What food does he like?, etc.)
Reading a text and using a checklist

to talk about how it is organized.
(Example: Is there a title? Does it
have an opening sentence?, etc.)
Adding pictures to a group

presentation.
Writing about a subject using key

words given in class. (Example: Key
words: reptile, cold-blooded, scales,
tail, vertebrates. → Reptiles are cold-
blooded. When it’s cold outside,
they’re cold, too. They have scales.
They also have a tail. They are ver-
tebrates, etc.)
Using ICT to research about a topic

of learners’ choice and writing a short
story with the findings.
Evaluating and assessing the

effectiveness of group work by
answering a set of questions.
(Example: Who always participates?
Who gets the things the group
needs? Who asks good questions?,
etc.)
Selecting desirable behaviors for

group work from a list and reaching a
consensus as a group for the three
most important.
Discussing rules and norms for a

group project before the project
begins. (Example: Don’t interrupt
others, Do your work on time, Don’t
make negative remarks, etc.)

Signature:
Signature: Signature:
Date: Date: Date:
2019-2020
1. INFORMATIVE DATA
Objectives
Book: Unit 1 O.EFL 4.7
Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles and
English A 2.1 Breakthroughs oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
in science and O.EFL 4.8
technology 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.
2. UNIT PLAN
Communication and Cultural Awareness
EFL 4.1.5 CE.EFL.4.3.
Interact with others using self-monitoring and self-correcting strategies as well as
Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions. (Example: asking questions, starting over, rephrasing, exploring CE.EFL.4.4.
alternative pronunciations or wording, etc.) Demonstrate the ability to ask for and give information and assistance using
EFL 4.1.8 appropriate language and interaction styles in a variety of social interactions.
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. (Example: thanking,
making promises, apologizing, asking permission, chatting with friends,
answering in class, greeting an authority figure, etc.)
Understand most changes in the topic of discussion if people speak slowly. meanings of unfamiliar words and phrases using context clues and/or prior
knowledge.
EFL 4.3.7 Use a range of reference materials and sources, both online and in print, in order to
Read, gather, view and listen to information from various sources in order to support ideas, answer inquiries, find relationships and relate ideas between different
organize and discuss relationships between academic content areas. subject areas.
(Example: nonfiction books for young adults, the Internet, audio and media
presentations, oral interviews, maps, diagrams, reference books, magazines,
etc.)
Write to describe feelings/opinions in order to effectively influence an audience, while recognizing that different texts have different features and showing
audience. (Example: persuade, negotiate, argue, etc.) the ability to use these features appropriately in one’s own writing.
Create short, original literary texts in different genres, including those that reflect
EFL 4.5.4 Ecuadorian cultures, using a range of digital tools, writing styles, appropriate
Create personal stories by adding imaginative details to real-life stories and vocabulary and other literary concepts.
situations, using appropriate vocabulary and elements of the literature
learners have read or heard.
Instruments
Communication and Cultural Awareness New Curriculum EFL Communication and Cultural ACTIVITIES and TECHNIQUES
for Superior EGB Awareness
Participating in short role plays using a range of I.EFL.4.3.1. Participate in short role plays using a range
verbal and nonverbal communication. English - Teacher´s Learners can employ a range of self- of verbal and nonverbal communication.
Book A 2.1 monitoring and self-correcting strate-
Listening to a dialogue and identifying errors in gies and interpret and use Listen for specific words in a conversation
speech or problems for communication. English - Teacher´s appropriate verbal and nonverbal and trying to guess the meaning from the
Book A 2.1 (Audios) communication features to context. (Example: understanding that
Rating one’s self after a speaking activity, according communicate in familiar contexts. (I.3, How’s it going? is a greeting that means
to a set rubric. Flash Cards S.4, J.4) How are you?, etc.)
I.EFL.4.4.1.
Consulting a self-correction list before a speaking or Photocopiable Sheets Learners can demonstrate an ability Think of questions about a topic and then
writing assignment. to give and ask for information and using the Internet and other sources to find
Crosswords assistance using level-appropriate the answers.
Making positive statements to peers. language and interaction styles in
Strategies Templates online or face-to-face social and Write a letter to a future learner. (Example:
Responding to classroom activities and pair work classroom interactions. (J.2, J.3, J.4, to give advice about how to survive the
through short expressions or emoticons. I.3) school year, to share your best study skills,
Oral Communication: Listening etc.)
Playing games that practice classroom language, and Speaking) Writing a short, fictional story about a teen’s
turn-taking, being polite, etc. I.EFL.4.6.1. unusual routine.
Learners can grasp the general
Working in small groups to complete a cultural meaning of spoken texts set in famil- INSTRUMENTS
project. (Example: different musical genres in iar everyday contexts and infer
Ecuador, traditional food in Latin America, etc.) changes in the topic of discussion, as Rubrics
well as deduce the meanings of
Participating in short dialogues and role plays to unfamiliar words and exchanges Portfolio
practice target language. (Example: thanking others, through the use of context clues,
apologizing, asking for help, greeting authorities, provided speech is given slowly and Oral interview
etc.) clearly and there is sufficient visual
support. (I.3, S.1, J.4) Quiz Time Test
Practicing the language needed to deal with a need Reading
through a mini role play. I.EFL.4.12.1.
Learners can employ a range of
Singing songs that practice helpful language. reference materials and sources, both
online and in print, in order to support
Oral Communication: ideas, answer inquiries, find
Listening and Speaking) relationships and relate ideas
between different subject areas. (I.1,
Listening to a short conversation between two I.2, J.2)
speakers and deciding who is speaking, where they Writing
are and how they feel. (Example: two friends, on the I.EFL.4.15.1.
phone, talking about a sick friend, etc.) Learners can convey information and
ideas and describe feelings and
Listening for specific words in a conversation and opinions in simple transactional or
trying to guess the meaning from the context. expository texts on familiar subjects
(Example: understanding that How’s it going? is a in order to influence an audience,
greeting that means How are you?, etc.) while recognizing that different texts
have different features and showing
Listening to a dialogue and writing the main idea and the ability to use these features
setting. (Example: Main idea: our school lunch, appropriately in one’s own writing.
Setting: school cafeteria, etc.) (I.3, I.4, S.3, J.2)
Listening to a dialogue and completing a chart with I.EFL.4.20.1.
key information. (Example: Name, country, Learners can create short, original
nationality, language, etc.) literary texts in different genres,
including those that reflect
Reading Ecuadorian cultures, using a range of
digital tools, writing styles,
Thinking of questions about a topic and then using appropriate vocabulary and other
the Internet and other sources to find the answers. literary concepts. (I.1, I.3)
Reading a short text about a topic, watching an

accompanying video clip and then listening to
someone talk about the topic, in order to write a
summary of what is understood.
Reading a range of texts from subject areas and

finding and defining common themes across content
areas. (Example: for a text about technology and one
about art, learners notice that artists are using
technology in ways to help them promote their work
and reach larger audiences, etc.)
Writing
Watching a video about a natural disaster and writing

a blog entry asking for people to help with donations.
Making a poster for a school campaign to increase

awareness about animal cruelty.
Writing a letter to a future learner. (Example: to give
advice about how to survive the school year, to
share your best study skills, etc.)
Producing short, creative texts using digital

storytelling.
Doing free writing on a topic suggested by another

learner.
Writing a short, fictional story about a teen’s unusual

routine.
Taking pictures to tell a story using a digital

storyboard.
CLIL Components - Science/Technology/Arts: Transversal Axes

Date: June 2018 Date: Date:
+
2019-2020
1. INFORMATIVE DATA
Objectives
Book: Unit 2
O.EFL 4.7
English A 2.1 Travel and Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles and oral
Adventure 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.
2. UNIT PLAN
Communication and Cultural Awareness
EFL 4.1.5 CE.EFL.4.3.
Interact with others using self-monitoring and self-correcting strategies as well as
Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions. (Example: asking questions, starting over, rephrasing, exploring CE.EFL.4.4.
alternative pronunciations or wording, etc.) Demonstrate the ability to ask for and give information and assistance using
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 academic situations in order to communicate
specific intentions in online and face-to-face interactions. (Example: thanking,
making promises, apologizing, asking permission, chatting with friends,
answering in class, greeting an authority figure, etc.)
Understand most changes in the topic of discussion if people speak slowly. meanings of unfamiliar words and phrases using context clues and/or prior
knowledge.
Use a range of reference materials and sources, both online and in print, in order to
EFL 4.3.7 support ideas, answer inquiries, find relationships and relate ideas between different
Read, gather, view and listen to information from various sources in order to subject areas.
organize and discuss relationships between academic content areas.
(Example: nonfiction books for young adults, the Internet, audio and media
presentations, oral interviews, maps, diagrams, reference books, magazines,
etc.)
EFL 4.4.8 Show an ability to convey and organize information through the use of facts and
Convey and organize information using facts and details in order to illustrate details and by employing various stages of the writing process, while using a range of
diverse patterns and structures in writing. (Example: cause and effect, digital tools to promote and support collaboration, learning and productivity.
problem and solution, general-to-specific presentation, etc.)
EFL 4.5.4 Create short, original literary texts in different genres, including those that reflect
Create personal stories by adding imaginative details to real-life stories and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate
situations, using appropriate vocabulary and elements of the literature vocabulary and other literary concepts.
learners have read or heard.
Instruments
Communication and Cultural Awareness Communication and Cultural ACTIVITIES and TECHNIQUES
New Curriculum EFL for Awareness
Participating in short role plays using a range of Superior EGB Participate in short role plays using a range
verbal and nonverbal communication. I.EFL.4.3.1. of verbal and nonverbal communication.
English - Teacher´s Book Learners can employ a range of self-
Listening to a dialogue and identifying errors in A 2.1 monitoring and self-correcting strate- Listen for specific words in a conversation
speech or problems for communication. gies and interpret and use and trying to guess the meaning from the
English - Teacher´s Book appropriate verbal and nonverbal context. (Example: understanding that How’s
Rating one’s self after a speaking activity, A 2.1 (Audios) communication features to it going? is a greeting that means How are
according to a set rubric. communicate in familiar contexts. (I.3, you?, etc.)
Flash Cards S.4, J.4)
Consulting a self-correction list before a speaking Think of questions about a topic and then
or writing assignment. Photocopiable Sheets I.EFL.4.4.1. using the Internet and other sources to find
Learners can demonstrate an ability the answers.
Making positive statements to peers. Crosswords to give and ask for information and
assistance using level-appropriate Write a letter to a future learner. (Example: to
Responding to classroom activities and pair work Strategies Templates language and interaction styles in give advice about how to survive the school
through short expressions or emoticons. online or face-to-face social and year, to share your best study skills, etc.)
classroom interactions. (J.2, J.3, J.4, Writing a short, fictional story about a teen’s
Playing games that practice classroom language, I.3) unusual routine.
turn-taking, being polite, etc.
Oral Communication: Listening INSTRUMENTS
Working in small groups to complete a cultural and Speaking)
project. (Example: different musical genres in Rubrics
Ecuador, traditional food in Latin America, etc.) I.EFL.4.6.1.
Learners can grasp the general Portfolio
Participating in short dialogues and role plays to meaning of spoken texts set in famil-
practice target language. (Example: thanking iar everyday contexts and infer Oral interview
others, apologizing, asking for help, greeting changes in the topic of discussion, as
authorities, etc.) well as deduce the meanings of Quiz Time Test
unfamiliar words and exchanges
Practicing the language needed to deal with a through the use of context clues,
need through a mini role play. provided speech is given slowly and
clearly and there is sufficient visual
Singing songs that practice helpful language. support. (I.3, S.1, J.4)
Oral Communication: Reading

Listening and Speaking)
I.EFL.4.12.1.
Listening to a short conversation between two Learners can employ a range of
speakers and deciding who is speaking, where reference materials and sources, both
they are and how they feel. (Example: two friends, online and in print, in order to support
on the phone, talking about a sick friend, etc.) ideas, answer inquiries, find
relationships and relate ideas
Listening for specific words in a conversation and between different subject areas. (I.1,
trying to guess the meaning from the context. I.2, J.2)
(Example: understanding that How’s it going? is a
greeting that means How are you?, etc.) Writing
Listening to a dialogue and writing the main idea

and setting. (Example: Main idea: our school I.EFL.4.17.1.
lunch, Setting: school cafeteria, etc.) Learners can convey and organize
information through the use of facts
Listening to a dialogue and completing a chart and details and by employing various
with key information. (Example: Name, country, stages of the writing process, while
nationality, language, etc.) using a range of digital tools to
promote and support collaboration,
Reading learning and productivity. (I.1, I.3,
S.4, J.2, J.4)
Thinking of questions about a topic and then
using the Internet and other sources to find the Language through the Arts
answers.
I.EFL.4.20.1.
Reading a short text about a topic, watching an Learners can create short, original
accompanying video clip and then listening to literary texts in different genres,
someone talk about the topic, in order to write a including those that reflect
summary of what is understood. Ecuadorian cultures, using a range of
digital tools, writing styles,
Reading a range of texts from subject areas and appropriate vocabulary and other
finding and defining common themes across literary concepts. (I.1, I.3)
content areas. (Example: for a text about
technology and one about art, learners notice that
artists are using technology in ways to help them
promote their work and reach larger audiences,
etc.)
Writing
Reading a text and using a checklist to talk about

how it is organized. (Example: Is there a title?
Does it have an opening sentence?, etc.)
Exchanging writing in pairs in order to make

suggestions about things that could be improved.
Completing an online graphic organizer in order to

help plan a piece of writing.
Reading a dialogue which serves as a model text,

then writing a similar dialogue on a different topic.
(Example: Topics could include: my favorite
holiday meal, music we like, where I live, sports I
play, etc.)

Producing short, creative texts using digital
storytelling.
Doing free writing on a topic suggested by
another learner.
Writing a short, fictional story about a teen’s
unusual routine.
Taking pictures to tell a story using a digital
storyboard.
CLIL Components - Science/Technology/Arts: Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love, peace,
justice, innovation, etc.
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PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

ESCUELA DE EDUCACION GENERAL BASICA

EF.4.1.9.Acondicionar los I.EF.4.2.1.Crea

EF.4.6.1.Reconocer los I.EF.4.2.3.Construye

EF.4.1.5.Reconocer las Reconoce las

Fecha: Fecha: Fecha:

ESCUELA DE EDUCACION GENERAL BASICA

6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES

Fecha: Fecha: Fecha:

ESCUELA DE EDUCACION GENERAL BASICA

EF.4.1.9.Acondicionar los I.EF.4.2.1.Crea

EF.4.6.1.Reconocer los I.EF.4.2.3.Construye

EF.4.1.5.Reconocer las Reconoce las

Fecha: Fecha: Fecha:

ESCUELA DE EDUCACION GENERAL BASICA

6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES

Fecha: Fecha: Fecha:

ESCUELA DE EDUCACION GENERAL BASICA

EF.4.1.9.Acondicionar los I.EF.4.2.1.Crea

EF.4.6.1.Reconocer los I.EF.4.2.3.Construye

EF.4.1.5.Reconocer las Reconoce las

Fecha: Fecha: Fecha:

ESCUELA DE EDUCACION GENERAL BASICA

6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES

Fecha: Fecha: Fecha:

Periods: 30, 7-8 class periods per lesson Weeks: 6

Communication and Cultural Awareness CE.EFL.4.2.

Oral Communication:(Listening and Speaking) CE.EFL.4.6.

Language through the Arts CE.EFL.4.18.

Writing your own answers to I.EFL.4.11.1.

Listening to a song and inferring if it Writing

Language through the Arts

Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity,

Prepared by Revised by Approved by

Date: Date: Date:

Communication and Cultural Awareness CE.EFL.4.2.

Oral Communication:(Listening and Speaking) CE.EFL.4.7.

Language through the Arts CE.EFL.4.18.

Encouraging classmates to stay Oral Communication INSTRUMENTS

CLIL Components - Science/Technology/Arts:

Intercultural awareness, tolerance, respect, multiculturalism,

Prepared by Revised by Approved by

Date: Date: Date:

ESCUELA DE EDUCACION GENERAL BASICA

Book: Unit 1 Objectives

English A 1.2 My Family O.EFL 4.3

Periods: 30, 7-8 class periods per lesson Weeks: 6

Prepared by Revised by Approved by

ESCUELA DE EDUCACION GENERAL BASICA

Book: Unit 2 Objectives

English A 1.2 Cultures O.EFL 4.3

Periods: 30, 7-8 class periods per lesson Weeks: 6

Communication and Cultural Awareness CE.EFL.4.1.

Oral Communication:(Listening and Speaking) CE.EFL.4.7.

Language through the Arts CE.EFL.4.20.

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /

Choosing from a list of words to I.EFL.4.16.1.

Making posters in small groups of

Making flashcards for new words and

Recording synonyms and antonyms

Writing new words and phrases in a

Researching and writing a short

Writing about a topic and choosing