Decimo Plan Destrezas

UNIDAD EDUCATIVA ACADEMIC YEAR:
2019-2020
VIRGEN DEL CISNE
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Ing. Gabriela Mateo Area: English as a Foreign Grade/Course: 10th year of Basic Education
Language
Unit Number: 1 TEXTBOOK: Uncover Unit Specific Identity and talk about modern
Unit Title: Traditions Objectives: and traditional things
Talk about modern and

traditional things in my life
Ask and answer questions about

possessions
Keep a conversations going
Talk about sport, weddings, and

other traditions
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online CE.EFL.4.4. Demonstrate the ability to ask for and give
or face-to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION
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 CE.EFL.4.8. Production – Accuracy and Intelligibility:
using grammatical structures learnt in class (although there may be frequent errors with Communicate needs and information clearly and in
tenses, personal pronouns, prepositions, etc.) simple terms, using grammatical structures learned in
EFL 4.2.14 Ask and answer straightforward follow-up questions within familiar contexts, class (although there may be frequent errors),
such as school and family life, provided there are opportunities to ask for clarification, effectively and without undue effort. Demonstrate an
reformulation or repetition of key points. ability to make appropriate use of new words and
expressions in social interactions.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to exchanges by asking and answering follow-up
organize and discuss relationships between academic content areas. (Example: questions, provided there are opportunities to use
nonfiction books for young adults, the Internet, audio and media presentations, oral repair strategies (e.g. asking for clarification) and
interviews, maps, diagrams, reference books, magazines, etc.) sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.
WRITING
READING
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading
(i.e., “the writing process”) to produce well-constructed informational texts. CE.EFL.4.12. Use a range of reference materials and
sources, both online and in print, in order to support
LANGUAGE THROUGH THE ARTS ideas, answer inquiries, find relationships and relate
ideas between different subject areas.
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-solving tasks by showing the ability to accept a variety of ideas and WRITING
capitalize on other people’s strengths.
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.
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 problem solving.
METHODOLOGICAL ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
COMMUNICATION AND Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
CULTURAL AWARENESS Students’ book AWARENESS
Flashcards Work with a classmate and
Playing games that practice Audio CD I.EFL.4.4.1. Learners can demonstrate an ability number the inventions in
classroom language, turn-taking, to give and ask for information and assistance chronological order. Then listen
being polite, etc. using level-appropriate language and and check.
Comparing answers in pairs or interaction styles in online or face-to-face social Listen to a lecture and complete a
small groups. and classroom interactions. (J.2, J.3, J.4, I.3) chart.
Participating in short dialogues Ask and answer wh-questions
and role plays to practice target ORAL COMMUNICATION about inventors and their
language. (Example: thanking inventions.
others, apologizing, asking for I.EFL.4.8.1. Learners can communicate personal Listen to the dialog and fill in the
help, greeting authorities, etc.) information and basic immediate needs and blanks.
deal with other practical everyday demands in Work in pairs. One student selects
ORAL COMMUNICATION familiar contexts, effectively and without undue an inventor and the other guesses
effort and using grammatical structures and his/her name by asking yes/no
Identifying specific details vocabulary seen in class (although there may be questions.
regarding people, places, times frequent, basic errors). (I.1, I.2, I.3, S.1) Complete the encyclopedia entry
and reasons. I.EFL.4.10.1. Learners can effectively participate with the verbs in the simple past
Using background knowledge to in familiar and predictable everyday tense form.
aid comprehension. conversational exchanges in order to complete a Read the statements about
Exploring visual aids before task, satisfy a need or handle a simple inventors and inventions and
listening with the purpose of transaction, using a range of repair strategies. correct them in affirmative or
activating previous knowledge. (Example: asking for clarification, etc.) (I.3, J.3, negative form.
Giving a presentation about an J.4) Read the text quickly and match
inventor or invention. the inventions with the
Planning what to say and paragraphs they belong to.
rehearsing after collecting Label the encyclopedia entry.
relevant information about the READING Write an encyclopedia entry about
topic of a presentation. one of the inventions or inventors
Asking and answering questions I.EFL.4.12.1. Learners can employ a range of presented in the unit.
about people and their reference materials and sources, both online Read the expressions and their
achievements. and in print, in order to support ideas, answer meanings. Listen to a radio
Using idioms to talk about inquiries, find relationships and relate ideas program and match them.
everyday topics. between different subject areas. (I.1, I.2, J.2) Complete the conversation by
Using wh-questions to obtain using the idioms studied in this
extra details in dialogs. WRITING lesson.
Think of school-related
READING I.EFL.4.17.1. Learners can convey and organize experiences where you can use the
information through the use of facts and details idioms studied in this lesson.
Locating main ideas and relevant and by employing various stages of the writing
details in a text. process, while using a range of digital tools to TECHNIQUES
Predicting the content of a promote and support collaboration, learning
reading by taking a look at and productivity. (I.1, I.3, S.4, J.2, J.4) Observation
vocabulary first. Interview
Answering information LANGUAGE THROUGH THE ARTS Self and pair-evaluation
questions.
Recognizing the structure of an I.EFL.4.22.1. Learners can collaborate and INSTRUMENTS
encyclopedia entry. participate effectively in a variety of student
groupings by employing a wide range of creative Anecdotal Records
WRITING thinking skills through the completion of Checklists
activities such as playing games, brainstorming Rubrics
Writing an encyclopedia entry. and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4) Questionnaire
Narrating and connecting ideas
chronologically when describing
important events.
LANGUAGE THROUGH THE

ARTS
Brainstorming a list of questions

and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Teaching a story, grammar point,
vocabulary word or topic to a
group of peers.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
CLIL COMPONENTS TRANSVERSAL AXES:

PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
2019-2020
VIRGEN DEL CISNE
Teacher: Area: English as a Foreign Grade/Course: 10th year Class: A
Language of Basic
Education
Unit Number: 2 TEXTBOOK: Uncover Unit Specific Objectives: Identify different types of movies
Unit Title: What’s playing?
Talk about my movie-watching
habits
Talk about different types of TV

shows, preferences and TV habits
Ask por and give opinions
Compare Hollywood movies with

other movies.
2. UNIT PLAN
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring and
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative self-correcting strategies as well as appropriate nonverbal
pronunciations or wording, etc.) and oral communication features.
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying CE.EFL.4.10. Interaction – Interpersonal: Participate
out a collaborative/paired learning activity in which there are specific instructions for a task.
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations exchanges by asking and answering follow-up questions,
within familiar contexts, provided that speech is given clearly, slowly and directly. (Example:
provided there are opportunities to use repair strategies
an interview, an information gap activity, etc.) (e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
CE.EFL.4.9. Production – Fluency: Use simple language to
READING describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials in structured situations and short conversations.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a Interaction is with reasonable ease, provided speech is
dictionary. given clearly, slowly and directly.
WRITING READING
EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse CE.EFL.4.13. Apply learning strategies such as using prior
patterns and structures in writing. (Example: cause and effect, problem and solution, general- knowledge and graphic organizers to interpret new
to-specific presentation, etc.) information in a text, and assess this information according
to the organization, subject area and purpose of the text,
LANGUAGE THROUGH THE ARTS using different criteria, including ICT tools.
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and WRITING
written) to understand short simple everyday stories, especially if there is visual support.
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and CE.EFL.4.17. Show an ability to convey and organize
situations, using appropriate vocabulary and elements of the literature learners have read or information through the use of facts and details and by
heard. employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

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).
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
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL Teacher’s guide COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
AWARENESS Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Complete the brochures with the
Participating in short role plays Audio CD monitoring and self-correcting strategies and corresponding words. Use the
using a range of verbal and interpret and use appropriate verbal and pictures as clues.
nonverbal communication. nonverbal communication features to Listen and select the picture that
Rating one’s self after a speaking communicate in familiar contexts. (I.3, S.4, J.4) best matches the conversation.
activity, according to a set rubric. Complete the phone call between.
Practicing a specific self-correcting ORAL COMMUNICATION Peter and grandma about his family
strategy during a pair work activity. vacation.
Demonstrating desirable behaviors I.EFL.4.10.1. Learners can effectively participate in Label the pictures. Use the word
during class, group and pair familiar and predictable everyday conversational bank. Then listen to Antonio’s
discussions. exchanges in order to complete a task, satisfy a narration and number the events
need or handle a simple transaction, using a range chronologically.
ORAL COMMUNICATION of repair strategies. (Example: asking for Summarize Antonio’s narration. Use
clarification, etc.) (I.3, J.3, J.4) sequence connectors.
Catching the gist of a recorded text I.EFL.4.9.1. Learners can use simple language to Talk to a partner about a mishap.
by associating it to a corresponding describe, compare and state facts about familiar Use sequence connectors, the past
graph. everyday topics such as possessions, classroom tense and time conjunctions.
Following a text transcript to objects and routines in short, structured Locale the places in the pictures.
identify specific words in a situations, interacting with relative ease. (I.3, I.4, Read the text and identify the
recording. S.4) meaning of the words in red.
Understanding the meaning of a Answer the questions about the
number of expressions present in a sequence of events in the story.
recorded text based on the context Use synonyms to complete a
in which they appear. summary of a reading in a few ideas.
Identifying the chronological order READING Look at the following pictures of a
of a number of events accounted travel mishap. Fill in the blanks to
for in a recorded text, by paying I.EFL.4.13.1. Learners can apply learning strategies complete it. Then follow to model to
attention to connectors of such as using prior knowledge and graphic write, in your own words, a personal
sequence and time conjunctions. organizers to interpret new information in a text. narration.
Identifying details in a narrative by Learners can assess this information according to
answering wh-questions. the organization, subject area and purpose of the TECHNIQUES
Giving an account of a vacation text, through the use of different criteria, including
experience in form of a personal ICT tools. (I.2, I.4, J.4) Observation
narrative. Interview
Asking and answering questions WRITING Self and pair-evaluation
about people’s vacation activities.
Using idiomatic expressions to talk I.EFL.4.17.1. Learners can convey and organize INSTRUMENTS
about travelling experiences. information through the use of facts and details
and by employing various stages of the writing Anecdotal Records
READING process, while using a range of digital tools to Checklists
promote and support collaboration, learning and Rubrics
Using vocabulary knowledge to aid productivity. (I.1, I.3, S.4, J.2, J.4) Questionnaire
reading comprehension.
Using words with similar meanings LANGUAGE THROUGH THE ARTS
to summarize information from a
reading. I.EFL.4.18.1. Learners can understand, predict,
Answering wh-questions to help infer and deduce literal and implied meanings in
with comprehension of details in a short, simple, everyday literary texts (online, oral
text. or in print), especially when visual support is
Identifying the main elements of a provided. (I.2, I.3, I.4)
narrative: beginning, middle and I.EFL.4.20.1. Learners can create short, original
end. literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
WRITING I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of student
Mapping the events of a narrative groupings by employing a wide range of creative
into a story map. thinking skills through the completion of activities
Writing a personal narrative in such as playing games, brainstorming and problem
his/her own words by following a solving. (S.2, S.4, J.1, J.2, J.3, J.4)
model.

Teacher: ING. GABRIELA MATEO Coordinator: Viceprincipal:
Date: Date: Date:

2019-2020
VIRGEN DEL CISNE
Teacher: ING. GABRIELA MATEO Area: English as a Foreign Grade/Course: 10th year of Basic Education
Language
Unit Number: 3 TEXTBOOK: Uncover Unit Specific Objectives: Identify places to shop
Unit Title: Spending Habits
Talk about the things I do every
day and things I’m doing now

spending and saving money.
Make request when shopping.
Talk about using money to help

people or animals.
2. UNIT PLAN
EFL 4.1.9 CE.EFL.4.2. Recognize and demonstrate an appreciation of

Recognize the consequences of one’s actions by demonstrating responsible decision-making commonalities between cultures as well as the
at school, online, at home and in the community, while considering ethical standards, safety consequences of one’s actions while exhibiting socially
concerns, social norms and mutual respect. responsible behaviors.
ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a CE.EFL.4.10. Interaction – Interpersonal: Participate
simple transaction. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
READING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.3.1 exchanges in pairs to complete a task, satisfy a need or
Understand main points in short simple texts on familiar subjects. (Example: news about handle a simple transaction.
sports or famous people, descriptions, etc.)
EFL 4.3.2 READING
Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
identify and understand relevant information in written level-appropriate text types. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
WRITING making use of contextual clues to identify relevant
information in a text.
EFL 4.4.4
Write to describe feelings/opinions in order to effectively influence an audience. (Example: WRITING
persuade, negotiate, argue, etc.)
CE.EFL.4.15. Express information and ideas and describe
LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an
EFL 4.5.1 audience, while recognizing that different texts have
Make use of main points in literary texts (authentic and semi-authentic, oral and written) to different features and showing the ability to use these
understand short simple everyday stories, especially if there is visual support. features appropriately in one’s own writing.
EFL 4.5.4
Create personal stories by adding imaginative details to real-life stories and situations, using LANGUAGE THROUGH THE ARTS
appropriate vocabulary and elements of the literature learners have read or heard.
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).
INSTRUMENTS
Flashcards I.EFL.4.2.1. Learners can name similarities and Label the pictures about hobbies
Simulating desirable social Audio CD differences between different aspects of cultural then complete the conversations.
behaviors through role play groups. Learners can demonstrate socially Listen to a radio talk show about the
activities. responsible behaviors at school, online, at home do’s and don’ts of some hobbies
Choosing pictures that and in the community, and evaluate their actions and complete the information
demonstrate responsibility and by ethical, safety and social standards. (J.3, S.1, I.1)
Complete the list of Do and Don’ts
identifying why each is desirable to attend concerts.
and what consequences the ORAL COMMUNICATION Have a conversation with a partner
irresponsible actions would have. about the do’s and don’ts of a
I.EFL.4.10.1. Learners can effectively participate in hobby.
ORAL COMMUNICATION familiar and predictable everyday conversational Mike’s father is telling him about his
exchanges in order to complete a task, satisfy a new leisure activity. Read and listen
Listening for specific information need or handle a simple transaction, using a range to the dialog. Then complete the
Following a text transcript to of repair strategies. (Example: asking for grammar chart.
identify specific words in a clarification, etc.) (I.3, J.3, J.4) Match the situations on the left with
recording. their corresponding comments on
Transferring information from a READING the right.
passage into a chart Fill in the gaps with the verb forms
Following speakers turn-taking in I.EFL.4.11.1. Learners can understand main ideas have to, must or should.
conversations and some details in short simple online or print Talk to your partner about some of
Asking and answering questions texts on familiar subjects, using contextual clues to these hobbies: photography,
about people’s hobbies and leisure help identify the most relevant information. cooking, hiking, videogames and
activities (Example: title, illustrations, organization, etc.) (I.2, reading.
Using idiomatic expressions to talk I.4) Answer some questions before you
about free time activities read.
Giving a presentation about a WRITING Read the definitions and find in the
hobby or favorite pastime text the bold words that you
I.EFL.4.15.1. Learners can convey information and consider matches each one. Then go
READING ideas and describe feelings and opinions in simple to the dictionary to confirm your
transactional or expository texts on familiar answers.
Using vocabulary knowledge to aid subjects in order to influence an audience, while Read and listen
reading comprehension recognizing that different texts have different Look back at the reading and find
Determining main ideas and features and showing the ability to use these some supporting ideas or examples
supporting information such as features appropriately in one’s own writing. (I.3, associated with the given main
examples I.4, S.3, J.2) ideas.
Using the dictionary to find The reading contains some words
meanings of new words LANGUAGE THROUGH THE ARTS and phrases the writer uses to
Identifying discourse markers that support his ideas. Take an example
establish the relationship among I.EFL.4.18.1. Learners can understand, predict, from the reading that matches the
ideas in paragraphs. infer and deduce literal and implied meanings in connecting ideas given.
short, simple, everyday literary texts (online, oral Read the people’s profiles. Select
WRITING or in print), especially when visual support is one of them and write a piece of
provided. (I.2, I.3, I.4) advice for a hobby.
Writing a suggestion for a hobby, I.EFL.4.20.1. Learners can create short, original Match the ads with the hobbies
based on a student’s profile literary texts in different genres, including those Match the idioms on the left with
that reflect Ecuadorian cultures, using a range of their definitions on the right
LANGUAGE THROUGH THE ARTS digital tools, writing styles, appropriate vocabulary Look at the pictures and make a
and other literary concepts. (I.1, I.3) dialogue for each place using the
Listening to or reading stories and idioms in this lesson
drawing an important scene.
Producing short, creative texts
using digital storytelling.
Doing free writing on a topic TECHNIQUES
suggested by another learner.
Observation
Interview
Self and pair-evaluation
INSTRUMENTS
Anecdotal Records
Checklists
Rubrics
Questionnaire

Date: Date: Date:

2019-2020
VIRGEN DEL CISNE
Teacher: ING. GABRIELA MATEO Area: English as a Foreign Grade/Course 10th year of Basic Education
Language
Unit Number: 4 TEXTBOOK: UNCOVER Unit Specific Objectives: Identity some cool jobs
Unit Title: Our Heroes
Share facts about someone’ s life

being brave.
Ask for and give clarification
Talk about famous athletes from

my country.
2. UNIT PLAN
COMMUNICATION AND CULTURAL AWARENES COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible CE.EFL.4.2. Recognize and demonstrate an appreciation of
decision-making at school, online, at home and in the community, while considering ethical commonalities between cultures as well as the
standards, safety concerns, social norms and mutual respect. consequences of one’s actions while exhibiting socially
responsible behaviors.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.11 Give short, basic descriptions of everyday activities and events within familiar
contexts and use simple descriptive language to compare and make brief statements about CE.EFL.4.9. Production – Fluency: Use simple language to
objects and possessions. (Example: family, school, living conditions, personal belongings, etc.) describe, compare and make statements about familiar
READING in structured situations and short conversations.
Interaction is with reasonable ease, provided speech is
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials given clearly, slowly and directly.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a
dictionary. READING
WRITING CE.EFL.4.13. Apply learning strategies such as using prior

knowledge and graphic organizers to interpret new
EFL 4.4.5 Recognize that various types of writing require different language, formatting and information in a text, and assess this information according
special vocabulary. (Example: a recipe, a letter, etc.) to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
WRITING
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and
situations, using appropriate vocabulary and elements of the literature learners have read or CE.EFL.4.15. Express information and ideas and describe
heard. feelings and opinions in simple transactional or expository
audience, while recognizing that different texts have
different features and showing the ability to use these
features appropriately in one’s own writing.

INSTRUMENTS
Flashcards I.EFL.4.2.1. Learners can name similarities and Put the words (countries) in their
Completing and illustrating Audio CD differences between different aspects of cultural corresponding category.
statements about socially groups. Learners can demonstrate socially Complete the facts
responsible behaviors. (Example: responsible behaviors at school, online, at home Make sentences comparing
One thing I do to help the and in the community, and evaluate their actions landmarks.
environment is…, I can help people by ethical, safety and social standards. (J.3, S.1, I.1)
Make your own informal dialog
in my neighborhood when I…) Think of two places. Talk to your
Reading a list of actions people ORAL COMMUNICATION partner about them.
take and evaluating and discussing Locate some countries on the map
the consequences on others I.EFL.4.9.1. Learners can use simple language to Listen to some record
(including on the environment). describe, compare and state facts about familiar announcements. Write the country
Simulating desirable social everyday topics such as possessions, classroom for each one of the records you
behaviors through role play objects and routines in short, structured hear.
activities. situations, interacting with relative ease. (I.3, I.4, Listen and complete the sentences
S.4) about the different countries.
ORAL COMMUNICATION Unscramble the sentences about
READING different countries.
Identifying specific details that Read the text about the Guinness
describe places, landmarks and I.EFL.4.13.1. Learners can apply learning strategies book of world records and
countries around the world. such as using prior knowledge and graphic summarize each paragraph.
Understanding the development of organizers to interpret new information in a text. Answer the following questions
a conversation based on turn- Learners can assess this information according to based on the information in the
taking exchanges. the organization, subject area and purpose of the text.
Transferring information to text, through the use of different criteria, including Complete this paragraph about the
complete charts or specific texts. ICT tools. (I.2, I.4, J.4) “Guinness book of records. Use the
Asking and answering questions true cognates in Spanish as a guide
about places, landmarks and WRITING to fill in the blanks with the
people. corresponding word in English.
Creating dialogs based on language I.EFL.4.15.1. Learners can convey information and Use the letter on the left to write a
prompts. ideas and describe feelings and opinions in simple similar petition for a record with
Using idiomatic expressions to talk transactional or expository texts on familiar your own idea.
about everyday topics. subjects in order to influence an audience, while
Asking and answering questions recognizing that different texts have different TECHNIQUES
about general knowledge topics. features and showing the ability to use these
Recombining language elements to features appropriately in one’s own writing. (I.3, Observation
create new ideas and dialogs. I.4, S.3, J.2) Interview
Self and pair-evaluation
READING LANGUAGE THROUGH THE ARTS
INSTRUMENTS
Categorizing words based on I.EFL.4.20.1. Learners can create short, original
specific criteria. literary texts in different genres, including those Anecdotal Records
Identifying cognates as a that reflect Ecuadorian cultures, using a range of Checklists
vocabulary aid in reading digital tools, writing styles, appropriate vocabulary Rubrics
comprehension. and other literary concepts. (I.1, I.3) Questionnaire
Using graphic organizers to
summarize key information from a
reading passage.
Answering information questions
to establish the content of a
reading.
Summarizing the contents of a
paragraph.
WRITING
Writing a profile of a celebrity from

the sports world.
Sharing learners’ stories in pairs or

small groups and choosing to
represent some through a role
play. Doing free writing on a topic
suggested by another learner.

Date: Date: Date:

2019-2020
VIRGEN DEL CISNE
Teacher: ING. GABRIELA MATEO Area: English as a Foreign Grade/Course: 10th year of Basic Education
Language
Unit Number: 5 TEXTBOOK: Uncover Unit Specific Objectives: Tell a story with actions verbs
Unit Title: It’s a Mystery.
Talk about what I was doing in the
past
Talk about past events and

describe how I do things
Tell an interesting or unusual

story
Understand information and talk

about fictional characters
2. UNIT PLAN
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online information and assistance using appropriate language and
and face-to-face interactions. (Example: thanking, making promises, apologizing, asking interaction styles in a variety of social interactions.
permission, chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.7. Listening for Information: Follow and identify
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main some main ideas and details in short and straightforward
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if spoken or audio texts set in familiar contexts, when
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus delivered slowly and with visuals to provide contextual
delay, an intercom announcement at school, a dialogue supported by facial support. Use spoken contributions in class as models for
expressions/gestures and appropriate intonation, etc.) one’s own speech.
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.5 Understand most changes in the topic of discussion if people speak slowly. the main idea in spoken texts set in familiar everyday
EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a contexts, provided speech is clear and articulate, and
simple transaction. deduce the meanings of unfamiliar words and phrases
using context clues and/or prior knowledge.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges by asking and answering follow-up questions,
about sports or famous people, descriptions, etc.) provided there are opportunities to use repair strategies
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and (e.g. asking for clarification) and sustain conversational
classroom resources in order to strengthen literacy skills and strategies. exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.) CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
LANGUAGE THROUGH THE ARTS making use of contextual clues to identify relevant
information in a text.
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in CE.EFL.4.14. Display an ability to interact and engage with
print) according to pre-established criteria. a wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen
literacy skills and promote acquisition.
WRITING

feelings and opinions in simple transactional or expository
CE.EFL.4.21. Use pre-established criteria, including that

which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Number the following jobs. Give 1
Playing games that practice Audio CD give and ask for information and assistance using to the strangest and 4 to the most
classroom language, turn-taking, level-appropriate language and interaction styles common.
being polite, etc. in online or face-to-face social and classroom Listen to the conversations and tick
Comparing answers in pairs or interactions. (J.2, J.3, J.4, I.3) what each person does.
small groups Match each advertisement with the
Participating in short dialogues and ORAL COMMUNICATION corresponding occupation.
role plays to practice target Find 8 occupations in the word
language. I.EFL.4.7.1. Learners can identify the main idea and search.
some details in short straightforward spoken audio Read the following job descriptions
ORAL COMMUNICATION texts set in familiar contexts when the message is and write the title of the
delivered slowly and there is other contextual professional required. Create dialogs
Listening for specific information support. (Example: rules for a game, classroom based on your preferences.
such as words, numbers or instructions, a dialogue in a scene from a cartoon Ask three classmates about the
particular details. or movie, etc.) Learners can use other classmate’s career they find interesting to
Following conversations and contributions in class as models for their own. (I.2, follow.
provides providing specific I.3, S.4) Look at the pictures and write the
information that complete dialogs. I.EFL.4.6.1. Learners can grasp the general plans these people have. Look at the
Giving information about people’s meaning of spoken texts set in familiar everyday information in the chart. Make
jobs or occupations. contexts and infer changes in the topic of affirmative, negative and
Describing jobs and occupations. discussion, as well as deduce the meanings of interrogative sentences for each
Using idiomatic expressions to talk unfamiliar words and exchanges through the use person.
about everyday topics. of context clues, provided speech is given slowly Decide if the sentences express
Asking and answering questions and clearly and there is sufficient visual support. predictions or future plans.
about career choices and (I.3, S.1, J.4) Match the careers on the left with
occupations. I.EFL.4.10.1. Learners can effectively participate in the job family on the right.
Using formulaic expressions to familiar and predictable everyday conversational Listen to the reading. Use the
keep the flow of a conversation. exchanges in order to complete a task, satisfy a information in the paragraphs to
need or handle a simple transaction, using a range complete some graphs.
READING of repair strategies. (Example: asking for Select the answer that best matches
clarification, etc.) (I.3, J.3, J.4) the reading passage.
Predicting the content of a reading Read the career orientation test and
by working on word association READING write a career prospect for Jonathan
activities beforehand. based on his test results.
Paying attention to words and/or I.EFL.4.11.1. Learners can understand main ideas
expressions that facilitate the and some details in short simple online or print TECHNIQUES
reading of facts, numbers and texts on familiar subjects, using contextual clues to
statistic in texts. help identify the most relevant information. Observation
Being able to use synonyms to (Example: title, illustrations, organization, etc.) (I.2, Interview
facilitate reading comprehension. I.4) Self and pair-evaluation
Reading graphs and tables to aid I.EFL.4.14.1. Learners can interact and engage with
his or her reading comprehension a wide range of ICT and classroom resources and INSTRUMENTS
processes. texts by selecting and evaluating them in order to
strengthen literacy skills and promote acquisition. Anecdotal Records
(I.2, I.4, S.3, J.2, J.3) Checklists
Rubrics
WRITING WRITING Questionnaire
Writing a career prospect I.EFL.4.15.1. Learners can convey information and

ideas and describe feelings and opinions in simple
LANGUAGE THROUGH THE ARTS transactional or expository texts on familiar
subjects in order to influence an audience, while
Using a rubric to evaluate a class recognizing that different texts have different
project. features and showing the ability to use these
Evaluating and assessing the features appropriately in one’s own writing. (I.3,
effectiveness of group work by I.4, S.3, J.2)
answering a set of questions.
(Example: Who always LANGUAGE THROUGH THE ARTS
participates? Who gets the things
the group needs? Who asks good I.EFL.4.21.1. Learners can evaluate and
questions?, etc.) recommend literary texts (both written and oral,
Discussing rules and norms for a online, in video or in print) according to pre-
group project before the project established criteria. Learners can work in
begins. (Example: Don’t interrupt collaborative groups to write their own criteria for
others, Do your work on time, evaluating literary texts and the effectiveness of
Don’t make negative remarks, etc.) group work. (I.4, S.3, S.4, J.3)

Date: Date: Date:
2019-2020
VIRGEN DEL CISNE
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about achievements
Unit Title: Lifetime Achievements  Describe people’s personal
characteristics and abilities.
 Use reference words to aid
reading comprehension and
achieve cohesion in writing.
2. UNIT PLAN
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or CE.EFL.4.4. Demonstrate the ability to ask for and give
face-to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language and
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by interaction styles in a variety of social interactions.
establishing and maintaining healthy and rewarding online and face-to-face relationships CE.EFL.4.5. Display an appreciation of and demonstrate
based on communication and cooperation. respect for individual and group differences by establishing
and maintaining healthy and rewarding relationships based
ORAL COMMUNICATION on communication and cooperation.
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main ORAL COMMUNICATION
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 CE.EFL.4.7. Listening for Information: Follow and identify
delay, an intercom announcement at school, a dialogue supported by facial some main ideas and details in short and straightforward
expressions/gestures and appropriate intonation, etc.) spoken or audio texts set in familiar contexts, when
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations delivered slowly and with visuals to provide contextual
within familiar contexts, provided that speech is given clearly, slowly and directly. (Example: support. Use spoken contributions in class as models for
an interview, an information gap activity, etc.) one’s own speech.
CE.EFL.4.9. Production – Fluency: Use simple language to
READING describe, compare and make statements about familiar
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials in structured situations and short conversations.
using prior knowledge, graphic organizers, context clues, note taking and finding words in a Interaction is with reasonable ease, provided speech is
dictionary. given clearly, slowly and directly.
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and materials in
order to promote acquisition and develop an appreciation of the language. READING
WRITING CE.EFL.4.13. Apply learning strategies such as using prior

knowledge and graphic organizers to interpret new
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. information in a text, and assess this information according
(Example: persuade, negotiate, argue, etc.) to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS CE.EFL.4.14. Display an ability to interact and engage with
a wide range of ICT and classroom resources and texts by
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in selecting and evaluating them in order to strengthen
print) according to pre-established criteria. literacy skills and promote acquisition.
WRITING

feelings and opinions in simple transactional or expository
CE.EFL.4.21. Use pre-established criteria, including that

which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
INSTRUMENTS
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Listen to the descriptions of
Comparing answers in pairs or Audio CD give and ask for information and assistance using people’s lives and achievements and
small groups. level-appropriate language and interaction styles write their names.
Participating in short dialogues and in online or face-to-face social and classroom Listen to the description again and
role plays to practice target interactions. (J.2, J.3, J.4, I.3) complete the chart.
language. (Example: thanking I.EFL.4.5.1. Learners can appreciate and show Follow the model to create dialogs
others, apologizing, asking for respect for individual and group differences by about your personality,
help, greeting authorities, etc.) establishing and maintaining healthy and abilities/talents and achievements.
Collaborating on a group project. rewarding online and face-to-face interactions. Look at the events in Selena’s life
Completing group work in a fair Learners can communicate and cooperate in a and decide if they occurred at a
and honest manner and accepting respectful, empathetic manner. (J.3, S.1, S.4) specific time in the past or if they
the group’s decisions. establish a relationship between the
Sharing ideas freely and without ORAL COMMUNICATION past and the present
jealousy. Read the text Lifelong Learners and
Making positive remarks to other I.EFL.4.7.1. Learners can identify the main idea and write the name of the
learners in class. some details in short straightforward spoken audio corresponding person in each
texts set in familiar contexts when the message is paragraph.
delivered slowly and there is other contextual Read the statements about the
support. (Example: rules for a game, classroom personalities in the readings. Write
instructions, a dialogue in a scene from a cartoon their names in front of each one of
ORAL COMMUNICATION or movie, etc.) Learners can use other classmate’s the statements.
contributions in class as models for their own. (I.2, Use reference words to link
Listening for specific information I.3, S.4) information in a reading.
such as names, verb forms or I.EFL.4.9.1. Learners can use simple language to Complete the paragraph about
particular details. describe, compare and state facts about familiar another personality who is alive.
Following conversations and everyday topics such as possessions, classroom Use the appropriate reference word
providing specific information to objects and routines in short, structured to complete the ideas in the text.
complete charts. situations, interacting with relative ease. (I.3, I.4, Listen and read a conversation
Describing talents and abilities for S.4) about successful teens.
particular jobs or occupations. Match the idiom on the left with the
Using idioms to talk about life READING definition on the right
achievements.
Asking and answering questions I.EFL.4.13.1. Learners can apply learning strategies TECHNIQUES
about career choices and such as using prior knowledge and graphic
occupations. organizers to interpret new information in a text. Observation
Using formulaic expressions to Learners can assess this information according to Interview
keep the flow of a conversation. the organization, subject area and purpose of the Self and pair-evaluation
text, through the use of different criteria, including
READING ICT tools. (I.2, I.4, J.4) INSTRUMENTS
I.EFL.4.14.1. Learners can interact and engage with
Predicting the content of a reading a wide range of ICT and classroom resources and Anecdotal Records
by working on knowledge texts by selecting and evaluating them in order to Checklists
activation activities. strengthen literacy skills and promote acquisition. Rubrics
Understanding the subject being (I.2, I.4, S.3, J.2, J.3) Questionnaire
talked about in a reading by
combining previous knowledge WRITING
with the information in the reading
passage. I.EFL.4.15.1. Learners can convey information and
Using reference words to keep ideas and describe feelings and opinions in simple
track of ideas in a reading. transactional or expository texts on familiar
Inferring information from facts subjects in order to influence an audience, while
presented in a reading passage. recognizing that different texts have different
features and showing the ability to use these
WRITING features appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)
Writing a short composition about
the achievements of a famous LANGUAGE THROUGH THE ARTS
person.
I.EFL.4.21.1. Learners can evaluate and
LANGUAGE THROUGH THE ARTS recommend literary texts (both written and oral,
online, in video or in print) according to pre-
Using a rubric as a model to write established criteria. Learners can work in
one’s own rubric. collaborative groups to write their own criteria for
Evaluating and assessing the evaluating literary texts and the effectiveness of
effectiveness of group work by group work. (I.4, S.3, S.4, J.3)
answering a set of questions.
Assigning roles for a group project.
Inspiring young people

A life of achievements
Inspirational lifelong learners
Success stories
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UNIDAD EDUCATIVA ACADEMIC YEAR:

Talk about modern and

Ask and answer questions about

Keep a conversations going

Talk about sport, weddings, and

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively

LANGUAGE THROUGH THE

Brainstorming a list of questions

CLIL COMPONENTS TRANSVERSAL AXES:

Talk about different types of TV

Ask por and give opinions

Compare Hollywood movies with

ORAL COMMUNICATION ORAL COMMUNICATION

LANGUAGE THROUGH THE ARTS

CLIL COMPONENTS TRANSVERSAL AXES:

Date: Date: Date:

Ask and answer questions about

Make request when shopping.

Talk about using money to help

EFL 4.1.9 CE.EFL.4.2. Recognize and demonstrate an appreciation of

ORAL COMMUNICATION ORAL COMMUNICATION

CLIL COMPONENTS TRANSVERSAL AXES:

Date: Date: Date:

Ask and answer questions about

Ask for and give clarification

Talk about famous athletes from

WRITING CE.EFL.4.13. Apply learning strategies such as using prior

LANGUAGE THROUGH THE ARTS

CE.EFL.4.20. Create short, original literary texts in different

Writing a profile of a celebrity from

Sharing learners’ stories in pairs or

CLIL COMPONENTS TRANSVERSAL AXES:

Date: Date: Date:

Talk about past events and

Tell an interesting or unusual

Understand information and talk

CE.EFL.4.15. Express information and ideas and describe

LANGUAGE THROUGH THE ARTS

CE.EFL.4.21. Use pre-established criteria, including that

Writing a career prospect I.EFL.4.15.1. Learners can convey information and

CLIL COMPONENTS TRANSVERSAL AXES:

WRITING CE.EFL.4.13. Apply learning strategies such as using prior

CE.EFL.4.15. Express information and ideas and describe

CE.EFL.4.21. Use pre-established criteria, including that

Inspiring young people

Date: Date: Date:

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