Micricurricular Planning 8vo

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 8 EGB Class:
Book: English A1.1 Unit: 1 Objectives:
People Around Us O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.7 Use spoken and written literary texts in English such as poems, short stories, comic strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral
and written production.
O.EFL 4.8 Integrate written and spoken texts in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond, in order to manifest an understanding of the relationship
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and between cultural perspectives and practices and by sharing cross cultural experiences.
international regions and cultures, and identify similarities, differences, and universal cultural CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety
themes. of social interactions.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions
across cultures and groups, including the students’ own.
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in familiar
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
immediate environment and matters of immediate need in simple terms using grammatical CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and answering follow-up
structures learnt in class (although there may be frequent errors with tenses, personal pronouns, questions, provided there are opportunities to use repair strategies and sustain conversational exchanges in pairs to complete a task, satisfy a need or
prepositions, etc.). handle a simple transaction.
EFL 4.2.6 Use other students’ contributions in class as models for their own.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.16 Make use of simple learning resources, including those created by one’s self, in order to compare and contrast information, and choose
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast appropriate resources according to the value, purpose and audience of each.
information in order to demonstrate understanding and command of a topic.
Language through the Arts 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
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and styles, appropriate vocabulary and other literary concepts.
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness I.EFL.4.1.1 Activities
• Reading two stories from different regions in Ecuador and A1.1 (including Learners can compare and contrast oral traditions, myths, • Identify pictures of famous people and their nationalities.
completing a chart to show the differences. interactive version) folktales and literature from Ecuador and other cultures in • Exchange information using personal
• Reflecting on differences between people from other countries and • Audio CD order to demonstrate an understanding of the relationship information: Hello! I am Juan. What is your name?
regions. • Teacher’s Guide between cultural practices and perspectives. Learners can • Ask for partners’ nationalities: Where are you
• Participating in short dialogues and role plays to practice target • Photocopiable share cross-cultural experiences while naming universal from?
language. worksheets (TG) cultural themes. (I.2, S.1, S.2, J.1) • Write profiles about famous people: Lionel Messi is a soccer player. He is Argentinian
• Practicing the language needed to deal with a need through a mini • Quiz Time (SB) I.EFL.4.4.1 Learners can demonstrate an ability and is 25 years old.
role play. to give and ask for information and assistance
• Singing songs that practice helpful language.
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec

Oral Communication: (Listening and Speaking) using level-appropriate language and interaction styles in • Create profiles of family members.
• Listening to a dialogue between two or more people and deciding online or face-to-face social and classroom interactions. • Get materials to create a profile (Project):
if each statement is true or false. (J.2, J.3, J.4, I.3) cardboard, magazines, glue, markers, scissors.
• Watching a short video and then talking to a partner about Oral Communication • Get cutouts from magazines of a famous person
whether I.EFL.4.7.1 Learners can identify the main idea and some and write a profile.
or not they agree with the speaker or a statement. details in short straightforward spoken audio texts set in • Oral presentation of the project: Talk about…
• Giving learners language prompts to use during pair/group work. familiar contexts when the message is delivered slowly (famous person).
• Asking classmates to repeat an answer or statement if needed to and there is other contextual support. Learners can use • Identify True/False statements when reading a
clarify something. other classmate’s contributions in class as models for profile of a famous person.
• Asking for help in class when necessary. their own. (I.2, I.3, S.4) • Identify mistakes in a dialog.
Reading
I.EFL. 4.10.1 Learners can effectively participate in familiar
• Reading a text and answering information questions. Techniques
and predictable everyday conversational exchanges in
• Choosing from a list of words to complete gaps from a reading. Reading
• Reading a short story from the Internet and highlighting order to complete a task, satisfy a need or handle a simple • Scan a text to find its topic sentence.
interesting facts, then comparing them with those of a partner. transaction, using a range of repair strategies. (I.3, J.3, Listening
• Reading a biography and putting events on a timeline. J.4) • Listen for specific information in an interview.
Writing Reading Speaking
• Making posters in small groups of new phrases and expressions I.EFL.4.11.1 Learners can understand main ideas and • Use expressions to encourage someone to
in order to display in the classroom. some details in short simple online or print texts on participate in a conversation.
• Finding a variety of online references to practice a grammar familiar subjects, using contextual clues to help identify Writing
structure, then recommending the best one to the class. the most relevant information. (I.2, I.4) • Use words in a glossary to enrich a text about a
• Making flashcards for new words and using them to quiz a Writing specific topic.
partner. I.EFL.4.16.1 Learners can use and make simple learning
• Writing about a topic and choosing words for a glossary and resources, both online and in print, in order to compare Instruments for oral and written evaluation
writing the definitions. and contrast information. Learners can choose • Projects and presentations
Language through the Arts appropriate resources and critically evaluate the • Oral interviews in pairs
• Sharing learners’ stories in pairs or small groups and choosing information in these resources, according to the value, • Gap activities in pairs
to represent some through a role play. purpose and audience of each. (I.1, I.3, I.4, J.2, J.4) • Game: Units
• Reading a myth from Ecuador and writing a song about it. Language through the Arts • Writing Quiz
I.EFL.4.20.1 Learners can create short, original literary • Glossary activities
texts in different genres, including those that reflect
Ecuadorian cultures, using a range of digital tools, writing
styles, appropriate vocabulary and other literary concepts.
(I.1, I.3)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills students have
disabilities in order to design personalized plans based on assessment results and developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
empirical data. Thus, they should modify the objectives and indicators in intelligences; presenting information in multiple formats; using review games to make learning fun.
accordance with those results, and adapt the corresponding activities.
CLIL Components Transversal Axes

Science / Technology / Arts: Describe a famous person’s profile. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:

Signature: Signature: Signature:
Date: Date: Date:


1. INFORMATIVE DATA
th
People I Love O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written expression of
thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of the relationship
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and between cultural perspectives and practices and by sharing cross cultural experiences.
international regions and cultures and identify similarities and differences and universal cultural CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a
themes. variety of social interactions.
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences 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.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s
immediate environment and matters of immediate need in simple terms using grammatical own speech.
structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news to identify relevant information in a text. CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to support
about sports or famous people, descriptions, etc.) ideas, answer inquiries, find relationships and relate ideas between different subject areas.
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast order to influence an audience, while recognizing that different texts have different features and showing the ability to use these features
information in order to demonstrate understanding and command of a topic. appropriately in one’s own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital tools,
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and writing styles, appropriate vocabulary and other literary concepts.
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other
people’s strengths.
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Reflecting on differences between different members of a family. A1.1 (including I.EFL.4.1.1 Learners can compare and contrast • Draw a family tree for each student to locate their corresponding relative.
• Sharing a cross-cultural experience (such as traveling, trying a new interactive version) oral traditions, myths, folktales and literature • Identify different family members.
food, meeting someone from another country) in pairs or as a class. • Audio CD from Ecuador and other cultures in order to • Have students describe their relatives using
• Comparing answers in pairs or small groups. • Teacher’s Guide demonstrate an understanding of the What does he / she look like?
• Working in small groups to create a chart about differences in • Photocopiable relationship between cultural practices and • Pair work activity: Students ask each other
heights and weights from members of a family. worksheets (TG) perspectives. Learners can share cross-cultural Are you tall?, Is she young?, etc.
Oral Communication: (Listening and Speaking) • Quiz Time (SB) experiences while naming universal cultural • Play the audio to identify people’s physical descriptions.
• Listening to instructions for a short task and carrying them out. themes. (I.2, S.1, S.2, J.1)
• Listening to spoken or recorded descriptions of familiar scenes, I.EFL.4.4.1 Learners can demonstrate an ability


and marking the words you hear. to give and ask for information and assistance • Students read and identify the adjectives in the paragraph.
• Listening to a dialogue between two or more people and deciding if using level-appropriate language and interaction • Students write a description using their personal information.
each statement is true or false. styles in onlineface-to-face social and classroom • Get materials to create a scrapbook.
• Watching a short video about a family situation and writing three interactions. (J.2, J.3, J.4, I.3) • Oral presentation of the project: This is my… (relative)
new things they learned. Oral Communication
Reading I.EFL.4.7.1 Learners can identify the main idea Techniques
• Reading a text and answering information questions. and some details in short straightforward spoken
• Choosing from a list of words to complete gaps from a reading. audio texts set in familiar contexts when the
Reading
• Reading a short story from the Internet and highlighting interesting message is delivered slowly and there is other
• Look for context clues to understand new vocabulary.
facts, then comparing them with those of a partner. contextual support. Learners can use other Listening
Writing classmate’s contributions in class as models for • Take notes while listening to descriptions of familiar scenes.
• Listening to a celebrity interview and writing three more interview their own. (I.2, I.3, S.4) Speaking
questions. Reading
• Use expressions learned from a video to describe a family situation.
• Writing your own answers to interview questions. I.EFL.4.11.1 Learners can understand main Writing
• Writing an email to a friend describing your ideal friend. ideas and some details in short simple online or • Write information questions based on a model to interview a partner.
Language through the Arts print texts on familiar subjects, using contextual
• Sharing learners’ stories in pairs or small groups and choosing to clues to help identify the most relevant Instruments for oral and written evaluation
represent some through a role play. information. (I.2, I.4) • Projects and presentations
• Reading a myth from Ecuador and writing a song about it. I.EFL.4.12.1 Learners can employ a range of • Oral interviews in pairs
reference materials and sources, both online and • Gap activities in pairs
in print, in order to support ideas, answer • Game
inquiries, find relationships and relate ideas • Writing Quiz
between different subject areas. (I.1, I.2, J.2) • Glossary activities
Writing • Portfolio
I.EFL.4.15.1 Learners can convey information • Scrapbook
and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.20.1 Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills students
disabilities in order to design personalized plans based on assessment results and have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles /
empirical data. Thus, they should modify the objectives and indicators in multiple intelligences; presenting information in multiple formats; using review games to make learning fun.
Science / Technology / Arts: Describe a member of the family, a friend, or a partner. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.


Date: Date: Date:
1. INFORMATIVE DATA
th
Leisure Activities O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner.

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


• Listening for specific words in a conversation and trying to guess I.1) Techniques
the meaning from the context Oral Communication Reading
Reading I.EFL.4.6.1 Learners can grasp the general • Highlight the topic sentence and supporting ideas in a text.
• Reading a text and answering information questions. meaning of spoken texts set in familiar everyday Listening
• Choosing from a list of words to complete gaps from a reading. contexts and infer changes in the topic of • Listen to a recording to identify new words and expressions and match them
• Reading a short story from the Internet and highlighting interesting discussion, as well as deduce the meanings of with pictures.
facts, then comparing them with those of a partner. unfamiliar words and exchanges through the use Speaking
• Reading a biography and putting events on a timeline. of context clues, provided speech is given slowly • Use expressions to ask for clarification when talking to a partner.
Writing and clearly and there is sufficient visual support. Writing
• Making posters in small groups of the day and time of favorite TV (I.3, S.1, J.4) • Write short advertisement pieces to promote leisure activities.
programs. Reading
• Finding a variety of online references to practice prepositions of I.EFL.4.11.1 Learners can understand main Instruments for oral and written evaluation
time for dates. ideas and some details in short simple online or
• Creating charts for new expressions. print texts on familiar subjects, using contextual • Projects and presentations
Language through the Arts clues to help identify the most relevant • Oral interviews in pairs
• Sharing learners’ stories of a tradition in a city in Ecuador in pairs information. (I.2, I.4) • Gap activities in pairs
or small groups and choosing to represent some through a role play. Writing • Game
• Reading a myth from Ecuador and writing a song about it. I.EFL.4.15.1 Learners can convey information • Writing Quiz
• Doing free writing on a topic suggested by another learner. and ideas and describe feelings and opinions in • Glossary activities
simple transactional or expository texts on • Portfolio
writing. (I.3, I.4, S.3, J.2)
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those
disabilities in order to design personalized plans based on assessment results and skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating instruction
empirical data. Thus, they should modify the objectives and indicators in by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make learning fun.
Science / Technology / Arts: Make posters to promote leisure activities. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Date: Date: Date:


1. INFORMATIVE DATA
th
Street Life O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global

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


• Listening to a simple, straightforward story and correcting false I.EFL.4.6.1 Learners can grasp the general Techniques
statements. meaning of spoken texts set in familiar everyday Reading
• Listening to a short conversation between two speakers and contexts and infer changes in the topic of • Scan a text for specific information.
deciding who is speaking, what they are doing how they feel. discussion, as well as deduce the meanings of Listening
Reading unfamiliar words and exchanges through the use • Listen to background sounds to identify the context of a conversation.
• Reading a short story from the Internet and highlighting interesting of context clues, provided speech is given slowly Speaking
facts related to cities and their weather, then comparing them with and clearly and there is sufficient visual support. • Participate in class discussions.
those of a partner. (I.3, S.1, J.4) Writing
• Predicting main ideas by reading the title and using other I.EFL.4.8.1 Learners can communicate personal • Use words in a glossary to enrich a text.
contextual clues. information and basic immediate needs and deal
• Reading a short news article and completing an outline. with other practical everyday demands in familiar Instruments for oral and written evaluation
• Reading a blog post and writing a comment. contexts, effectively and without undue effort and • Projects and presentations
Writing using grammatical structures and vocabulary • Oral interviews in pairs
• Making posters in small groups of the day and time of favorite TV seen in class (although there may be frequent, • Gap activities in pairs
programs. basic errors). (I.1, I.2, I.3, S.1) • Game
• Finding a variety of online references to practice prepositions of Reading • Writing Quiz
time for dates. I.EFL.4.11.1 Learners can understand main • Glossary activities
• Creating charts for new expressions. ideas and some details in short simple online or • Portfolio
Language through the Arts print texts on familiar subjects, using contextual
• Sharing learners’ stories of a tradition in a city in Ecuador in pairs clues to help identify the most relevant
or small groups and choosing to represent some through a role play. information (I.2, I.4)
• Reading a myth from Ecuador and writing a song about it. Writing
• Doing free writing on a topic suggested by another learner. I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions in
writing. (I.3, I.4, S.3, J.2)


disabilities in order to design personalized plans based on assessment results and skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating instruction
empirical data. Thus, they should modify the objectives and indicators in by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make learning fun.
Science / Technology / Arts: Promote a local art festival. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Date: Date: Date:
1. INFORMATIVE DATA
th


Amazing Places O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-appropriate
expressions in order to reach an effective command of spoken language.

2. UNIT PLAN
across cultures and groups (differentiated by gender, ability, generations, etc.) including the CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
students’ own. appropriate nonverbal and oral communication features.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions.
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an
immediate environment and matters of immediate need in simple terms using grammatical ability to make appropriate use of new words and expressions in social interactions.
structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple transactional or expository texts on
EFL 4.4.5 Recognize that various types of writing require different language, formatting and familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the
special vocabulary. (Example: a recipe, a letter, etc.) ability to use these features appropriately in one’s own writing.
Language through the arts CE.EFL.4.19 Find and identify literary elements and techniques and relate those elements to the learner’s own experiences and to
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of other works, including one’s peers, in order to present personal responses and interpretations.
published literary works and the works of peers, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES / TECHNIQUES / INSTRUMENTS
• Hearing a story from another country and finding similarities with a A1.1 (including I.EFL.4.1.1 Learners can compare and contrast • Talk about places in a city.
story from Ecuador. interactive version) oral traditions, myths, folktales and literature • Observe a map and identify places in a city
• Reading a paragraph about The future city and reflecting on • Audio CD from Ecuador and other cultures in order to • Ask for and give directions to go to a place
differences between people from other countries. • Teacher’s Guide demonstrate an understanding of the • Identify True / False statements about directions.
• Watching a video about places in a city, and taking notes on the • Pictures of signs: Turn relationship between cultural practices and • Role play: Give directions to a tourist.
cultural practices mentioned. left, turn right, and go perspectives. Learners can share cross-cultural • Identify specific information in a reading.
• Talking in pairs about a video learners have watched using only straight. experiences while naming universal cultural • Write a description about a city.
English. • Photocopiable themes. (I.2, S.1, S.2, J.1) • Create a brochure promoting a city in your country.
Oral Communication: (Listening and Speaking) worksheets of a city(TG) I.EFL.4.3.1 Learners can employ a range of self-
• Listening to spoken or recorded descriptions of familiar scenes, • Quiz Time (SB) monitoring and self-correcting strategies and


and marking the words you hear. interpret and use appropriate verbal and Techniques
• Listening to a dialogue between two or more people and deciding if nonverbal communication features to Reading
each statement is true or false. communicate in familiar contexts. (I.3, S.4, J.4) • Identify the topic sentence in a text.
• Listening to a short dialogue and then writing and acting out a Oral Communication Listening
similar dialogue, using some of the same phrases and expressions. I.EFL.4.8.1 Learners can communicate personal • Take notes while listening to a recording.
Reading information and basic immediate needs and deal Speaking
• Reading a text and answering information questions. with other practical everyday demands in familiar • Practice a dialogue with a partner prior to class.
• Choosing from a list of words to complete gaps from a reading. contexts, effectively and without undue effort and Writing
• Reading a paragraph about The future city and highlighting using grammatical structures and vocabulary • Use fixed expressions to write a dialogue.
interesting facts. seen in class (although there may be frequent,
• Reading a short news article and completing an outline. basic errors). (I.1, I.2, I.3, S.1) Instruments for oral and written evaluation
Writing Reading • Projects and presentations
• Watching a video about a controversial topic and writing a short I.EFL.4.11.1 Learners can understand main • Oral interviews in pairs
response giving your own opinion. ideas and some details in short simple online or • Role Play
• Writing an email to a friend about a place you visited. print texts on familiar subjects, using contextual • Game
• Looking at a picture and writing a description of what you see or clues to help identify the most relevant • Writing Quiz
how it makes you feel, then comparing descriptions in pairs. information. (I.2, I.4) • Glossary activities
Language through the Arts Writing • Portfolio
• Brainstorming features and conventions of a genre and then I.EFL.4.15.1 Learners can convey information
reading an example in order to locate each one. and ideas and describe feelings and opinions in
• Underlining literary elements in a peer’s text and then comparing simple transactional or expository texts on
them to those in one’s own writing. familiar subjects in order to influence an
• Writing comments to peer’s blog posts. audience, while recognizing that different texts
writing. (I.3, I.4, S.3, J.2)
I.EFL.4.19.1 Learners can locate and identify
literary elements and techniques in other works,
including one’s own. Learners can give personal
responses to and interpret a variety of literary
texts, including those of a peer, referring to
details and features of the text. (I.3, S.3, J.4)
disabilities in order to design personalized plans based on assessment results and skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating
empirical data. Thus, they should modify the objectives and indicators in instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make learning
accordance with those results, and adapt the corresponding activities. fun.
Science / Technology / Arts: Describe a touristic city in your country. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Date: Date: Date:


1. INFORMATIVE DATA
th
Daily Routines O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.

2. UNIT PLAN
across cultures and groups (differentiated by gender, ability, generations, etc.) including the CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
students’ own. appropriate language and interaction styles in a variety of social interactions.
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
to-face interactions, for personal, social and academic purposes.
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority provided speech is clear and articulate, and deduce the meanings of unfamiliar words and phrases using context clues and/or prior
within the personal and educational domains, provided speech is clearly and slowly articulated. CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make statements about familiar
(Example: daily life, free time, school activities, etc.) everyday topics such as objects, possessions and routines in structured situations and short conversations. Interaction is with
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out reasonable ease, provided speech is given clearly, slowly and directly.
a collaborative/paired learning activity in which there are specific instructions for a task.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse subjects in order to influence an audience, while recognizing that different texts have different features and showing the ability to use
patterns and structures in writing. these features appropriately in one’s own writing.
Language through the arts CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and details and by employing various
EFL 4.5.2 Compare and present personal and formal responses to and interpretation of stages of the writing process, while using a range of digital tools to promote and support collaboration, learning and productivity.
published literary works and the works of peers, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES / TECHNIQUES / INSTRUMENTS
• Reflecting on differences between people’s lifestyles from other A1.1 (including I.EFL.4.1.1 Learners can compare and contrast • Talk about people’s routines.
countries and regions. interactive version) oral traditions, myths, folktales and literature • Describe lifestyles.
• Playing games that practice classroom language, turn-taking, being • Audio CD from Ecuador and other cultures in order to • Refer to a famous person daily activities.
polite, etc. • Teacher’s Guide demonstrate an understanding of the • Answer questions related to routines
• Comparing free time activities from two different famous people. • Photocopiable relationship between cultural practices and • Identify main ideas in a paragraph.
• Working in small groups to complete a cultural project. worksheets of a perspectives. (I.2, S.1, S.2, J.1) • Create a graphic organizer to sequence events of actions.
Oral Communication: (Listening and Speaking) schedule. I.EFL.4.4.1 Learners can demonstrate an ability • Write a paragraph about routines.
• Listening to a set of instructions and matching them to the • Quiz Time (SB) to give and ask for information and assistance • Write questions for an interview asking about
corresponding picture. using level-appropriate language and interaction


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




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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Periods: 30, 6 class periods per lesson Weeks: 6

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

CLIL Components Transversal Axes

Teacher: Teacher: Teacher:

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Periods: 30, 6 class periods per lesson Weeks: 6

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Periods: 30, 6 class periods per lesson Weeks: 6

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Periods: 30, 6 class periods per lesson Weeks: 6

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES / TECHNIQUES / INSTRUMENTS

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Periods: 30, 6 class periods per lesson Weeks: 6

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES / TECHNIQUES / INSTRUMENTS

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”

Educamos para tener Patria

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