Pud Ingles 5 2019

Email: ljmmg66@hotmail.
com
ESCUELA DE EDUCACIÓN BÁSICA PARTICULAR Teléfono: 072950384
“JOSÉ MARÍA MORA GONZÁLEZ” AMIE: 07H00584
Año Lectivo: 2019 – 2020
MICROCURRICULAR PLANNING OF DIDACTIC UNIT
1. INFORMATIVE DATA:
TEACHER Lic. Paola Echeverría SUBJECT ENGLISH GRADE: FIFTH Parallel: “A” – “B”
O.EFL 3.2. Assess and appreciate English as an international language, as
well as the skills and sub skills that contribute to communicative and
pragmatic competence.
Specific
AT THE O.EFL 3.7. Appreciate the use of English language through spoken and
No. of the Title of the objectives of
5 FASHION written literary texts such as poems, rhymes, chants, songs, games and
Didactic unit Planning Unit: the planning
SHOW graphic short stories in order to foster imagination, curiosity and memory,
unit:
while developing a taste for oral and written literary texts.
O.EFL 3.10. Demonstrate an ability to use English as a means to interact
socially and work cooperatively in pairs and groups.
2. PLANNING:
SKILLS WITH PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.3.3. Interact with others using a variety of both verbal and
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, nonverbal communication features and express likes and dislikes while
book, song or other interest to various audiences. (Example: peers, other classes, giving recommen1dations in basic yet effective terms.
teachers, other adults, etc.) CE.EFL.3.7. Listening for Information: Follow and identify key information in
Oral Communication: (Listening and Speaking) short straightforward audio texts related to areas of immediate need or
EFL 3.2.3. Record key items of specific information from a heard message or interest, provided vocabulary is familiar and visual support is present, and
description, either in written form or by drawing a picture. (Example: letters of the use these spoken contributions as models for their own.
alphabet, numbers, quantities, prices and times, days, dates and months, etc.) CE.EFL.3.11. Demonstrate comprehension of most of the details of a short
Reading: simple online or print text and follow short instructions in simple
EFL 3.3.1. Understand most of the details of the content of a short simple text experiments and projects if illustrated through step-by-step visuals.
(online or print) CE.EFL.3.16. Create a simple learning resource in order to record and
Writing: practice new words and demonstrate knowledge of their meanings.
EFL 3.4.1. Make a simple learning resource in order to record and practice new CE.EFL.3.22. Design and produce picture books, graphic expressions and/or
words. (Example: a picture dictionary, a word list, set of flashcards, etc.). personal stories by varying elements of literary texts and adding
Language through the Arts: imaginative details to real-life stories and situations in order to create new,
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by original texts.
varying scenes, characters or other elements of literary texts. CE.EFL.3.24. Organize ideas and relevant information from literary texts
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to using group or class brainstorms and/or mind maps in order to enhance
describe and organize ideas or organize useful information from literary texts. collaborative responses to literature.
Education to safeguard STARTING WEEK: 04/11/2019
TRASVERSAL SHAFTS: physical and emotional PERIODS: 18
integrity WEEK OF
13/12/2019
COMPLETION:
EVALUATION ACTIVITIES /
METHODOLOGICAL STRATEGIES RESOURCES ACHIEVEMENT INDICATORS
TECHNIQUES / INSTRUMENTS
(FALTA CODIGO) Communication and Cultural  New Curriculum EFL for Communication and Cultural ACTIVITIES AND TECHNIQUES
Awareness Subnivel EGB Teacher’s Guide Awareness RAIN IDEAS
 Listening to a poem or short story and  Teacher’s Guide I.EFL.3.3.1. Learners can employ a
writing a short recommendation for a  Quiz Time (SB) range of verbal and nonverbal INSTRUMENTS
learner in another class.  CLLIL worksheet communication features to express Rubrics, Portfolio, Oral interview,
 Talking in pairs about a video that learners  Class audio CD 2paper likes and dislikes and can give Quiz Time Test
have watched. (optional) recommendations in basic yet
 Talk about the importance of the sense effective terms. (I.3, S.4)
organs to relate to the natural environment
and how we relate to our TINI.
(FALTA CODIGO) Oral Communication:  New Curriculum EFL for Oral Communication: (Listening and ACTIVITIES AND TECHNIQUES
(Listening and Speaking) Speaking)
Subnivel EGB Teacher’s Guide MIND MAPS.
 Listening to instructions for a short task and  Teacher’s Guide I.EFL.3.7.1. Learners can record and ROLE PLAY
carrying them out. (Example: First put the  Quiz Time (SB) identify key information from a INSTRUMENTS
dirt in the cup. Now put the seed in the dirt.  CLLIL worksheet spoken message of immediate need or Rubrics, Portfolio, Oral interview,
Press down lightly. Give the seed water,  Class audio CD 2paper interest when the message contains Quiz Time Test
etc.) (optional) frequently used expressions and visual
 Listening to a short text and demonstrating support. (Example: rules for a game,
understanding of it using an accompanying classroom instructions, a dialogue in a
graphic organizer. (Example: completing a scene from a cartoon or movie, etc.)
Venn diagram of differences between Learners can use other classmate’s
whales and sharks, etc.) contributions in class as models for
their own. (I.2, I.3)
(FALTA CODIGO) Reading  New Curriculum EFL for Reading ACTIVITIES AND TECHNIQUES
 Completing gaps from a reading using Subnivel EGB Teacher’s I.EFL.3.11.1. Learners can understand INTYERVEW
words from a box. Guide most details in a short simple online or LISTEN AND SAY
 Reading a paragraph about a familiar  Teacher’s Guide print text and can follow short
content area subject and then correcting  Quiz Time (SB) instructions in simple experiments and INSTRUMENTS
incorrect sentences. (Example: Venus is a  CLLIL worksheet projects if step-by-step visuals are Rubrics, Portfolio, Oral interview,
star planet, etc.)  Class audio CD 2paper provided. (I.3, I.4) Quiz Time Test
(optional)
(FALTA CODIGO) Writing  New Curriculum EFL for Writing ACTIVITIES AND TECHNIQUES
 Creating a class picture dictionary and Subnivel EGB Teacher’s I.EFL.3.16.1. Learners can make a EXPOSURES
adding entries by writing definitions of new Guide simple learning resource in order to WRITE A COMPOSITION.
words or drawing a picture to illustrate the  Teacher’s Guide record and practice new words.
meaning.  Quiz Time (SB) (Example: a picture dictionary, a word INSTRUMENTS
 Writing new words and phrases in a  CLLIL worksheet list, a set of flashcards, etc.) (I.1, J.4) Rubrics, Portfolio, Oral interview,
vocabulary notebook.  Class audio CD 2paper Quiz Time Test
(optional)
(FALTA CODIGO) Language through the Arts  New Curriculum EFL for Language through the Arts ACTIVITIES AND TECHNIQUES
Illustrating a piece of writing. Subnivel EGB Teacher’s I.EFL.3.22.1. Create picture books, DICTIONARY USES.
 Brainstorming a list of questions and Guide graphic expressions and personal SING A SONG
responses learners can use during literature  Teacher’s Guide stories by adapting elements of
circles or small group discussions. (Example:  Quiz Time (SB) literary texts and adding imaginative INSTRUMENTS
Who is your favorite character? Why? Which  CLLIL worksheet details to real-life stories and Rubrics, Portfolio, Oral interview,
story do you like better, A or B?, etc.)  Class audio CD 2paper situations, using appropriate Quiz Time Test
 It allows us to affirm and value the effort (optional) vocabulary and features of the
and commitment of the staff, but also literature learners have read or heard.
recognize that we face circumstances that (I.3, S.3)
frequently. (TRANSVERSE AXIS) I.EFL.3.24.1. Learners can work in
groups to create brainstorms and/ or
draw mind maps to describe and
organize ideas or useful information
from literary texts and create
collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
3. CURRICULAR ADAPTATIONS:
Specification of the educational need Specification of the adaptation to be applied
ELABORATED REVIEWED APPROVED

TEACHER: LIC. PAOLA ECHEVERRIA COORDINATOR: ING. JESSICA VERA SUBDIRECTOR: LIC. MARIANA BECERRA ROSILLO
FIRM: FIRM: FIRM:
DATE: DATE: DATE:
Email: ljmmg66@hotmail.com
1“JOSÉ MARÍA MORA GONZÁLEZ” AMIE: 07H00584
TEACHER Lic. Paola Echeverría SUBJECT ENGLISH GRADE: SIXTH Parallel: “A” – “B”
O.EFL 3.1. Identify the main ideas and some details of written and oral
texts, in order to interact with and to develop an approach of critical
Specific inquiry to a variety of texts.
No. of the Title of the objectives of O.EFL 3.3. Independently read level-appropriate texts in English for pure
5 A BUSY DAY
Didactic unit Planning Unit: the planning enjoyment/entertainment and to access information.
unit: O.EFL 3.6. Read and write short descriptive and informative texts related
to personal information or familiar topics and use them as a means of
communication and written expression of thought.
2. PLANNING:
Communication and Cultural Awareness CE.EFL.3.4. Develop the skills to work collaboratively using a range of
EFL 3.1.8. Interpret and demonstrate knowledge in classroom activities of nonverbal verbal and nonverbal communication features and apply self-correcting
and oral communication features, and understand the contexts in which they are used and self-monitoring strategies in social and classroom interactions.
appropriately. (Example: gestures, body language, volume, etc.) CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of
Oral Communication: (Listening and Speaking) the main idea, speaker and situation in spoken texts set in familiar
EFL 3.2.1. Infer who is speaking and what the situation is when listening to short everyday contexts without having to decode every word.
simple texts, especially when accompanied by pictures or other visual aids, or sound CE.EFL.3.14. Select and use reading strategies to understand and give
effects. meaning to written text while employing a range of everyday reference
(Example: shopkeeper speaking to a customer who is buying some fruit.) materials in order to determine information appropriate to the purpose
EFL 3.2.2. Be comfortable taking meaning from spoken texts containing words or of inquiry and to relate ideas between written sources.
sections which are not understood. Be aware that understanding spoken texts does CE.EFL.3.19. Create a questionnaire or survey using WH- question words
not require decoding every single word. in order to identify things in common and preferences while displaying
Reading: an ability to convey and organize information using facts and details.
EFL 3.3.9. Identify and use reading strategies to make text more comprehensible and CE.EFL.3.21. Elaborate personal responses to both oral and written
meaningful. (Example: skimming, scanning, previewing, predicting, reading for main literary texts through pictures, audio/video or ICT in order to evaluate
ideas and details, etc.) literary texts using pre-established criteria, individually or in groups.
Writing:
EFL 3.4.5. Write a questionnaire or survey for friends, family or classmates using WH-
questions in order to identify things in common and preferences.
Language through the Arts:
EFL 3.5.1. Use audio, video and pictures to respond to a variety of literary texts
through online or in-class ICT activities.
EFL 3.5.5. Evaluate literary texts (both written and oral, online, in video or in print)
according to pre-established criteria. (Example: completing a checklist, a chart, a
personal response, etc.)
TRASVERSAL SHAFTS: physical and emotional PERIODS: 18 WEEK OF
integrity 13/12/2019
COMPLETION:
METHODOLOGICAL STRATEGIES RESOURCES ACHIEVEMENT INDICATORS TECHNIQUES /
INSTRUMENTS
Communication and Cultural Awareness  New Curriculum EFL for Communication and Cultural Awareness ACTIVITIES AND
 Playing games that practice classroom Subnivel EGB Teacher’s Guide I.EFL.3.4.1. Learners can demonstrate an ability TECHNIQUES
language and turn-taking.  Teacher’s Guide to work in pairs and small groups using level- RAIN IDEAS
 Raising hands when clarification is  Quiz Time (SB) appropriate verbal and nonverbal
needed.  CLLIL worksheet communication features and apply self- INSTRUMENTS
 Class audio CD 2paper correcting and self-monitoring strategies in Rubrics, Portfolio, Oral
(optional) social and classroom interactions. (J.2, J.3, J.4, interview, Quiz Time Test
I.3)
Oral Communication: (Listening and  New Curriculum EFL for Oral Communication: (Listening and Speaking) ACTIVITIES AND
Speaking) Subnivel EGB Teacher’s Guide I.EFL.3.6.1. TECHNIQUES
 Listening to a simple, straightforward  Teacher’s Guide Learners can grasp the main idea of spoken MIND MAPS.
story and ordering the pictures  Quiz Time (SB) texts set in familiar everyday contexts and infer ROLE PLAY
showing what happens. (Example: Tom  CLLIL worksheet changes in the topic of discussion as well as
and Mike are playing soccer, the ball  Class audio CD 2paper who is speaking and what the situation is, INSTRUMENTS
goes into the water, Tom’s dog gets the (optional) without having to decode every word. (I.3, I.4) Rubrics, Portfolio, Oral
ball, etc.) interview, Quiz Time Test
Reading  New Curriculum EFL for Reading ACTIVITIES AND
 Using a dictionary to look up key words Subnivel EGB Teacher’s Guide I.EFL.3.14.1. TECHNIQUES
in a text.  Teacher’s Guide Learners can identify and use reading INTYERVEW
 Organize security brigades in each  Quiz Time (SB) strategies to make written text more LISTEN AND SAY
classroom, made up of students and  CLLIL worksheet comprehensible and meaningful. Learners can
coordinated by a teacher.  Class audio CD 2paper use everyday reference materials to select INSTRUMENTS
(TRANSVERSE AXIS) (optional) information appropriate to the purpose of an Rubrics, Portfolio, Oral
inquiry and to relate ideas from one written interview, Quiz Time Test
source to another. (I.2, S.1)
Writing  New Curriculum EFL for Writing ACTIVITIES AND
 Interviewing classmates, asking yes/no Subnivel EGB Teacher’s Guide I.EFL.3.19.1. TECHNIQUES
questions and recording the answers in a  Teacher’s Guide Learners can write questionnaires and surveys EXPOSURES
chart. Using the answers to write a  Quiz Time (SB) for peers and family using WH- questions in WRITE A COMPOSITION.
paragraph about similarities and  CLLIL worksheet order to identify things in common and
differences.  Class audio CD 2paper preferences, while demonstrating an ability to INSTRUMENTS
 Analyze that by the presence of the (optional) convey and organize information using facts Rubrics, Portfolio, Oral
mountain range Ecuador has three and details in order to illustrate diverse interview, Quiz Time Test
continental natural regions, each with patterns and structures in writing. (Example:
different types of climates and cause and effect, problem and solution,
biodiversity. TINI general-to-specific presentation, etc.) (I.2, S.2)
Language through the Arts  New Curriculum EFL for Language through the Arts ACTIVITIES AND
 Explaining through pictures, physical Subnivel EGB Teacher’s Guide I.EFL.3.21.1. Learners can employ audio, video, TECHNIQUES
expression or charts (ICT) how a text  Teacher’s Guide pictures and ICT to respond to oral and written DICTIONARY USES.
makes the learner feel.  Quiz Time (SB) texts and use pre-established criteria to SING A SONG
 Determining the reactions all the  CLLIL worksheet evaluate literary texts individually or in groups.
members of a group have in common  Class audio CD 2paper (I.2, I.3, I.4) INSTRUMENTS
after listening to a song. (Example: they (optional) Rubrics, Portfolio, Oral
all loved the song, they all liked the interview, Quiz Time Test
rhythm, they all learned new words, etc.)

FIRM: FIRM: FIRM:
DATE: DATE: DATE:

TEACHER Lic. Paola Echeverría SUBJECT ENGLISH GRADE: SEVENTH Parallel: “A” – “B”
O.EFL 3.4. Develop creative and critical thinking skills to foster problem
solving and independent learning using both spoken and written English.
O.EFL 3.5. Use print and digital tools and resources to investigate real-world
issues, answer questions or solve problems.
Specific
O.EFL 3.8. Demonstrate an ability to interact with written and spoken texts,
No. of the Title of the ART ON THE objectives of
5 in order to explore creative writing as an outlet to personal expression and
Didactic unit Planning Unit: BEACH the planning
intercultural competence.
unit:
O.EFL 3.9. Be able to interact in English using basic, frequently used
expressions and short phrases in familiar and personalized contexts,
demonstrating a limited but effective command of the spoken language in
simple and routine tasks which require a direct ex-change of information.
2. PLANNING:
Communication and Cultural Awareness CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and
written communication in order to interact with others in social
EFL 3.1.4. Use a variety of oral, print and electronic forms for social communication
situations.
and for writing to oneself. (Example: friendly notes, invitations, diary entries, notes
to self, electronic messages, etc.) CE.EFL.3.9. Production - Fluency: Respond to simple questions and
familiar everyday social situations, such as an invitation or request,
Oral Communication: (Listening and Speaking)
relatively quickly. Spontaneously initiate interactions in order to express
EFL 3.2.13. Respond to simple questions in quite a short time and initiate basic opinions or give accounts of personal experiences.
interaction spontaneously when there are opportunities to speak. Speech is
CE.EFL.3.13. Show an ability to identify the meaning of specific content-
produced a little less slowly and hesitantly.
based words and phrases, with the aid of visual support, and use
EFL 3.2.14. Make and respond to invitations, suggestions, apologies and requests. charts/mind maps to distinguish between fact/opinion and
EFL 3.2.15. Provide a simple description and/or opinion of a common object or a relevant/irrelevant information in in-formational texts.
simple account of something experienced. (Example: an Ecuadorian celebration, a
CE.EFL.3.18. Write a variety of short simple familiar text-types – online or
class trip, a party, a game played, etc.)
in print – using appropriate language, layout and linking words.
Reading:
CE.EFL.3.25. Observe and expand on the conventions of genre in order to
EFL 3.3.3. Identify the meaning of specific content-based words and phrases, with create a variety of texts that reflect traditional and popular Ecuadorian
the aid of visual support. culture and identify select literary elements in order to relate them to
other works, including the learners’ own writing.
EFL 3.3.4. Distinguish between fact and opinion and relevant and irrelevant
information in an informational text through the use of mind maps/charts.
Writing:
EFL 3.4.3. Write a variety of short simple text-types, commonly used in print and
online, with appropriate language and layout. (Example: write a greeting on a
birthday card, name and address on an envelope, a URL for a website, an email
address, etc.)
EFL 3.4.6. Write a simple narrative with linking words on familiar subjects in order to
express everyday activities. (Example: free time, descriptions, what happened last
weekend, etc.)
Language through the Arts:
EFL 3.5.8. Create stories, poems, songs, dances and plays including those that reflect
traditional and popular Ecuadorian culture, observing the conventions of the genre.
(Example: purpose, settings, audience, voice, rhythm, etc.)
STARTING WEEK: 04/11/2019

Education to safeguard physical and
TRASVERSAL SHAFTS: PERIODS: 18 WEEK OF
emotional integrity 13/12/2019
COMPLETION:
EVALUATION ACTIVITIES / TECHNIQUES
/ INSTRUMENTS
Communication and Cultural Awareness  New Curriculum EFL for Communication and Cultural ACTIVITIES AND TECHNIQUES
Subnivel EGB Teacher’s Awareness Listen to a short story and write a short
 Singing songs that practice helpful
Guide recommendation.
language. I.EFL.3.5.1. Learners can employ
 Teacher’s Guide various print and digital sources in
Answer to a class survey about food.
 Quiz Time (SB) order to communicate with others
Complete the gaps in a sentence.
 CLLIL worksheet in oral and written form in social
INSTRUMENTS
 Class audio CD 2paper Rubrics, Portfolio, Oral interview,
(optional) situations. (J.3, S.1, S.4) Picture-based test
 Pens
Oral Communication: (Listening and  New Curriculum EFL for Oral Communication: (Listening ACTIVITIES AND TECHNIQUES
Speaking) Subnivel EGB Teacher’s and Speaking) Listen to a short story and write a short
 Conducting a class survey where learners I.EFL.3.9.1. Learners can answer
ask each other about a familiar topic and  Teacher’s Guide simple questions quickly and
record each other’s answers. (Example:  Quiz Time (SB) initiate basic interaction
What’s your favorite food? What do you  CLLIL worksheet spontaneously when given
 Class audio CD 2paper INSTRUMENTS
usually eat for lunch? What’s your least opportunities. (Example: make an
(optional) Rubrics, Portfolio, Oral interview,
favorite food?, etc.) Sharing a few things invitation, give a suggestion, etc.)
 Pens Picture-based test
about their classmates’ answers. (Example: Learners can describe simple,
Suzy likes pizza but she doesn’t like lasagna. familiar situations and talk about
No one likes green beans. Mateo loves corn past experiences. (I.3, J.3)
and so does Juan, etc.)
Reading  New Curriculum EFL for Reading ACTIVITIES AND TECHNIQUES
Subnivel EGB Teacher’s Listen to a short story and write a short
 Reading a text and matching content-based I.EFL.3.13.1. Learners can
words to their definition or picture. determine the meaning of specific
 Teacher’s Guide content-based words and phrases
 Quiz Time (SB) when accompanied by visual
 CLLIL worksheet support and distinguish between
 Class audio CD 2paper INSTRUMENTS
fact and opinion and relevant and
(optional) Rubrics, Portfolio, Oral interview,
irrelevant information in
 Pens Picture-based test
informational texts through the use
of mind maps and charts. (I.2, I.3)
Writing  New Curriculum EFL for Writing ACTIVITIES AND TECHNIQUES
Subnivel EGB Teacher’s Listen to a short story and write a short
 Completing the gaps in a sentence. I.EFL.3.18.1. Learners can write
(Example: My best friend is Carol. ----- is ten short simple text-types and
years old. --- birthday is in May, etc.)  Teacher’s Guide narratives, online and in print, using
 Quiz Time (SB) appropriate language, layout and
 Identifying the format of a familiar text-type  CLLIL worksheet linking words. (I.3, J.2)
and using it as a model for your own  Class audio CD 2paper INSTRUMENTS
writing. (Example: Text-type: Recipe. (optional) Rubrics, Portfolio, Oral interview,
Format: Ingredients, Preparation, etc.)  Pens Picture-based test
Language through the Arts  New Curriculum EFL for Language through the Arts ACTIVITIES AND TECHNIQUES
 Creating a crossword puzzle in groups about Subnivel EGB Teacher’s I.EFL.3.25.1. Learners can create Listen to a short story and write a short
an Ecuadorian story, region, celebrity, etc. Guide stories, poems, songs and plays to recommendation.
 Teacher’s Guide reflect traditional and popular Answer to a class survey about food.
 Creating a dance for a popular song or
 Quiz Time (SB) Ecuadorian culture, observing the Complete the gaps in a sentence.
rhyme.
 CLLIL worksheet conventions of the genre. Learners
 Participating in TPR activities such as acting  Class audio CD 2paper can find and identify selected INSTRUMENTS
out situations in a story as it is read aloud. (optional) literary elements in texts to relate Rubrics, Portfolio, Oral interview,
 Pens them to other works and personal Picture-based test
experiences. (S.2, J.1)

FIRM: FIRM: FIRM:
DATE: Lunes, 23 de septiembre del 2019 DATE: DATE:

TEACHER Lic. Paola Echeverría SUBJECT ENGLISH GRADE: EIGHT Parallel: “A”
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
Specific subjects and contexts.
MY
No. of the Title of the objectives of O.EFL 4.2 Appreciate and value English as an international language and a
4 FAVORITE
Didactic unit Planning Unit: the planning medium to interact globally.
THINGS
unit: O.EFL 4.5. Introduce the need for independent research as a daily activity
by using electronic resources (ICT) in class while practicing appropriate
competences in the four skills.
2. PLANNING:
Communication and Cultural Awareness CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
EFL 4.1.6. Seek and provide information and assistance, orally or in writing and between cultures as well as the consequences of one’s actions while exhibiting
in online or face-to-face interactions, for personal, social and academic socially responsible behaviors.
purposes. CE.EFL.4.4. Demonstrate the ability to ask for and give information and
EFL 4.1.9. Recognize the consequences of one’s actions by demonstrating assistance using appropriate language and interaction styles in a variety of
responsible decision-making at school, online, at home and in the community, social interactions.
while considering ethical standards, safety concerns, social norms and mutual CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual
respect. and group differences by establishing and maintaining healthy and rewarding
EFL 4.1.10. Recognize and appreciate individual and group similarities and relationships based on communication and cooperation.
differences by establishing and maintaining healthy and rewarding online and CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in
face-to-face relationships based on communication and cooperation. spoken texts set in familiar everyday contexts, provided speech is clear and
Oral Communication:(Listening and Speaking) articulate, and deduce the meanings of unfamiliar words and phrases using
EFL 4.2.1. Understand phrases and expressions related to areas of most context clues and/or prior knowledge.
immediate priority within the personal and educational domains, provided CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and
speech is clearly and slowly articulated. (Example: daily life, free time, school predictable conversational exchanges by asking and answering follow-up
activities, etc.) questions, provided there are opportunities to use repair strategies (e.g.
EFL 4.2.10. Sustain a conversational exchange on a familiar, everyday subject asking for clarification) and sustain conversational exchanges in pairs to
when carrying out a collaborative/paired learning activity in which there are complete a task, satisfy a need or handle a simple transaction.
specific instructions for a task. 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
Reading identify relevant information in a text.
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT
(Example: news about sports or famous people, descriptions, etc.) and classroom resources and texts by selecting and evaluating them in order
EFL 4.3.9. Demonstrate an ability to interact and engage with a wide range of to strengthen literacy skills and promote acquisition.
ICT and classroom resources in order to strengthen literacy skills and CE.EFL.4.15. Express information and ideas and describe feelings and opinions
strategies. in simple transactional or expository texts on familiar subjects in order to
Writing influence an audience, while recognizing that different texts have different
EFL 4.4.1. Convey information and ideas through simple transactional or features and showing the ability to use these features appropriately in one’s
expository texts on familiar subjects using ICT tools and conventions and own writing.
features of English appropriate to audience and purpose. CE.EFL.4.22. Show the ability to work collaboratively and to participate
Language through the Arts effectively in a variety of student groupings by employing a wide range of
EFL 4.5.9. Engage in collaborative activities through a variety of student creative thinking skills through the completion of activities such as playing
groupings to create and respond to literature and other literary texts. games, brainstorming and problem solving.
(Example: small groups, cooperative learning groups, literature circles, process
writing groups, etc.)
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 capitalize on other people’s strengths.
WEEK OF
COMPLETION:
 Playing games that practice classroom language, Subnivel EGB Teacher’s Awareness RAIN IDEAS
turn-taking, being polite, etc. Guide I.EFL.4.2.1. Learners can name
 Participating in short dialogues and role plays to  Teacher’s Guide similarities and differences
INSTRUMENTS
practice target language. (Example: thanking others,  Quiz Time (SB) between different aspects of
Rubrics, Portfolio, Oral interview,
apologizing, asking for help, greeting authorities, etc.)  CLLIL worksheet cultural groups. Learners can
Quiz Time Test
 Choosing pictures that demonstrate responsibility  Class audio CD 2paper demonstrate socially responsible
(helping an elder cross the sidewalk, stopping two (optional) behaviors at school, online, at
children from throwing rocks at a dog, being  Pens home and in the community, and
respectful of people who dress differently, being evaluate their actions by ethical,
open to accepting new ideas/foods, etc.) and
identifying why each is desirable and what safety and social standards. (J.3,
consequences the irresponsible actions would have. S.1, I.1)
 Collaborating on a group project. I.EFL.4.4.1. Learners can
 Completing group work in a fair and honest manner demonstrate an ability to give
and accepting the group’s decisions. and ask for information and
 Helping learners in the class who have a different skill assistance using level-appropriate
set. language and interaction styles in
 Sharing ideas freely and without jealousy. online or face-to-face social and
 Making positive remarks to other learners in class. classroom interactions. (J.2, J.3,
 Encouraging classmates to stay motivated when J.4, I.3)
needed.
 Giving assistance to those who are struggling, even I.EFL.4.5.1. Learners can
when not directly asked to. appreciate and show respect for
individual and group differences
by establishing and maintaining
healthy and rewarding online and
face-to-face interactions.
Learners can communicate and
cooperate in a respectful,
empathetic manner. (J.3, S.1, S.4)
Oral Communication: Listening and Speaking)  New Curriculum EFL for Oral Communication ACTIVITIES AND TECHNIQUES
 Listening to and following class commands. Subnivel EGB Teacher’s I.EFL.4.6.1. Learners can grasp
MIND MAPS.
 Listening to a simple, straightforward story and Guide the general meaning of spoken
ROLE PLAY
correcting false statements. (Example: Veronica  Teacher’s Guide texts set in familiar everyday
climbed a mountain on her vacation – True,  Quiz Time (SB) contexts and infer changes in the
INSTRUMENTS
Veronica saw gray dolphins – False, she saw pink  CLLIL worksheet topic of discussion, as well as
dolphins, etc.)  Class audio CD 2paper Quiz Time Test
deduce the meanings of
 Working in pairs to complete an information gap (optional) unfamiliar words and exchanges
activity.  Pens through the use of context clues,
 Asking for help in class when necessary. (Example: provided speech is given slowly
What’s the answer? How do you say ___? Do you and clearly and there is sufficient
have an eraser? Can you help me with ____?, etc.) visual support. (I.3, S.1, J.4)
 Establishing a clear expectation of English use for
classroom functions. (Example: greeting, requesting, I.EFL.4.10.1. Learners can
thanking, asking for repetition / clarification, giving effectively participate in familiar
instructions, offering help, comparing answers, and predictable every-day
conversational exchanges in
taking leave, etc.) Informal assessment could order to complete a task, satisfy a
involve personal notes from the teacher to learners need or handle a simple
who use L2 regularly. transaction, using a range of
repair strategies. (Example:
asking for clarification, etc.) (I.3,
J.3, J.4)
 Reading a text and answering information Subnivel EGB Teacher’s I.EFL.4.11.1.
INTYERVEW
questions. Guide LISTEN AND SAY
 Choosing from a list of words to complete gaps from  Teacher’s Guide Learners can understand main
a reading.  Quiz Time (SB) ideas and some details in short INSTRUMENTS
 Predicting main ideas by reading the title and using  CLLIL worksheet simple online or print texts on Rubrics, Portfolio, Oral interview,
other contextual clues (e.g., illustrations,  Class audio CD 2paper familiar subjects, using contextual Quiz Time Test
subheadings, etc.) (optional) clues to help identify the most
 Reading a text about how to find reliable and  Pens relevant information. (Example:
relevant online resources and under-lining key title, illustrations, organization,
information. etc.) (I.2, I.4)
 Recommending an informational web site to I.EFL.4.14.1. Learners can interact
another learner. and engage with a wide range of
 Creating a class list of reliable sources of ICT and classroom resources and
information and publishing it online or displaying it texts by selecting and evaluating
on a poster in class. them in order to strengthen
literacy skills and promote
acquisition. (I.2, I.4, S.3, J.2, J.3)
 Identifying the text type according to writing Subnivel EGB Teacher’s I.EFL.4.15.1. Learners can convey
EXPOSURES
features and vocabulary. (Example: recognizing that Guide WRITE A COMPOSITION.
information and ideas and
a recipe has a section called “ingredients” and one  Teacher’s Guide describe feelings and opinions in
called “directions”, identifying the introduction,  Quiz Time (SB) simple transactional or expository
INSTRUMENTS
body and conclusion in a news article, etc.)  CLLIL worksheet texts on familiar subjects in order
 Class audio CD 2paper Quiz Time Test
to influence an audience, while
(optional) recognizing that different texts
 Pens 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)
 Participating in classroom games in which problem- Subnivel EGB Teacher’s I.EFL.4.22.1. Learners can
DICTIONARY USES.
solving as a team is important. Guide SING A SONG
collaborate and participate
 Comparing answers in pairs in order to help each  Teacher’s Guide effectively in a variety of student
other understand errors or concepts.  Quiz Time (SB) groupings by employing a wide
INSTRUMENTS
 Brainstorming ideas for a writing project in small  CLLIL worksheet range of creative thinking skills
groups, using a graphic organizer.  Class audio CD 2paper Quiz Time Test
through the completion of
 Creating a crossword puzzle in groups about an (optional) activities such as playing games,
Ecuadorian story, region, celebrity, etc.  Pens brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)

TEACHER: LIC. PAOLA ECHEVERRIA COORDINATOR: ABG. GISELLA AJILA SUBDIRECTOR: LIC. MARIANA BECERRA ROSILLO
FIRM: FIRM: FIRM:

TEACHER Lic. Paola Echeverría SUBJECT ENGLISH GRADE: NINETH Parallel: “A”
O.EFL 4.3. Independently read A2.1 level text in English as a source of
entertainment and interpersonal and intrapersonal interaction.
Specific
MY O.EFL 4.4. Develop creative and critical thinking skills when encountering
No. of the Title of the objectives of
5 FAVORITE challenges in order to promote autonomous learning and decision making.
Didactic unit Planning Unit: the planning
DAY O.EFL 4.6. Write short descriptive and informative texts related to personal
unit:
information or familiar topics and use them as a means of communication
and written expression of thought.
2. PLANNING:
Communication and Cultural Awareness CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities between cultures as well as the consequences of one’s actions while
and distinctions across cultures and groups (differentiated by gender, ability, exhibiting socially responsible behaviors.
generations, etc.) including the students’ own. CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
Oral Communication:(Listening and Speaking) and details in short and straightforward spoken or audio texts set in familiar
EFL 4.2.3. Follow and understand short, straightforward audio messages contexts, when delivered slowly and with visuals to provide contextual
and/or the main idea/dialogue of a movie or cartoon (or other age-appropriate support. Use spoken contributions in class as models for one’s own speech.
audio-visual presentations) if delivered slowly and visuals provide contextual CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare
support. (Example: an announcement of a bus delay, an intercom and make statements about familiar everyday topics such as objects,
announcement at school, a dialogue supported by facial expressions/gestures possessions and routines in structured situations and short conversations.
and appropriate intonation, etc.) Interaction is with reasonable ease, provided speech is given clearly, slowly
EFL 4.2.12. Describe habits, routines, past activities and experiences within the and directly.
personal and educational domains. CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in
Reading 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 identify relevant information in a text.
outline and layout, etc. to identify and understand relevant information in CE.EFL.4.13. Apply learning strategies such as using prior knowledge and
written level-appropriate text types. graphic organizers to interpret new information in a text, and assess this
EFL 4.3.6. Apply learning strategies to examine and interpret a variety of information according to the organization, subject area and purpose of the
written materials using prior knowledge, graphic organizers, context clues, text, using different criteria, including ICT tools.
note taking and finding words in a dictionary. CE.EFL.4.16. Make use of simple learning resources, including those created
Writing 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 appropriate resources according to the value, purpose and audience of each.
and contrast information in order to demonstrate under-standing and CE.EFL.4.17. Show an ability to convey and organize information through the
command of a topic. use of facts and details and by employing various stages of the writing
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and process, while using a range of digital tools to promote and support
proofreading (i.e., “the writing process”) to produce well-constructed collaboration, learning and productivity.
informational texts. CE.EFL.4.20. Create short, original literary texts in different genres, including
Language through the Arts those that reflect Ecuadorian cultures, using a range of digital tools, writing
EFL 4.5.5. Gain an understanding of literary concepts such as genre, plot, styles, appropriate vocabulary and other literary concepts.
setting, character, point of view, theme and other literary elements in order to CE.EFL.4.21. Use pre-established criteria, including that which is written by
apply them to one’s own creative texts. learners collaboratively, in order to evaluate and recommend literary texts
EFL 4.5.10. Collaboratively produce criteria for evaluating literary texts and the (written, online, oral, in video, etc.) and the effectiveness of group work.
effectiveness of group work.
WEEK OF
COMPLETION:
 Researching through the Internet about other cultures Subnivel EGB Teacher’s Awareness INTYERVEW
and ways of life and presenting them to the class using Guide I.EFL.4.2.1.Learners can name LISTEN AND SAY
digital tools.  Teacher’s Guide similarities and differences
 Reading a list of actions people take and evaluating and  Quiz Time (SB) between different aspects of INSTRUMENTS
discussing the consequences on others (including on the  CLLIL worksheet cultural groups. Learners can Rubrics, Portfolio, Oral interview,
environment).  Class audio CD 2paper demonstrate socially Quiz Time Test
(optional) responsible behaviors at school,
 Pens online, at home and in the
community, and evaluate their
actions by ethical, safety and
social standards. (J.3, S.1, I.1)
Oral Communication:(Listening and Speaking)  New Curriculum EFL for Oral Communication ACTIVITIES AND TECHNIQUES
 Listening to spoken or recorded descriptions of familiar Subnivel EGB Teacher’s I.EFL.4.7.1. Learners can identify EXPOSURES
scenes, and marking the words you hear. (Example: Guide the main idea and some details WRITE A COMPOSITION.
Learners hear a dialogue between two teenagers talking  Teacher’s Guide in short straightforward spoken
about an assignment. They circle the verbs they hear,  Quiz Time (SB) audio texts set in familiar INSTRUMENTS
etc.)  CLLIL worksheet contexts when the message is Rubrics, Portfolio, Oral interview,
 Listening to a dialogue between two or more people and  Class audio CD 2paper delivered slowly and there is Quiz Time Test
deciding if each statement is true or false. (Example: (optional) other contextual support.
Julia wants to call her mother – True. Ms. Trenton gives  Pens (Example: rules for a game,
her permission to use the cell phone in class – False, etc.) classroom instructions, a
 Watching a short video and writing three new things dialogue in a scene from a
they learned. (Example: Sharks aren’t mammals. They cartoon or movie, etc.) Learners
are fish. Sometimes they attack humans, but not all can use other class-mate’s
sharks are dangerous. Their teeth can grow back, etc.) contributions in class as models
for their own. (I.2, I.3, S.4)
I.EFL.4.9.1. Learners can use
simple language to describe,
compare and state facts about
familiar everyday topics such as
possessions, classroom objects
and routines in short,
structured situations,
interacting with relative ease.
(I.3, I.4, S.4)
Reading  New Curriculum EFL Reading ACTIVITIES AND TECHNIQUES
 Reading a text and answering information questions. for Subnivel EGB I.EFL.4.11.1. Learners can INTYERVEW
 Choosing from a list of words to complete gaps from a Teacher’s Guide understand main ideas and LISTEN AND SAY
reading.  Teacher’s Guide some details in short simple
 Predicting main ideas by reading the title and using  Quiz Time (SB) online or print texts on familiar INSTRUMENTS
other contextual clues (e.g., illustrations, subheadings,  CLLIL worksheet subjects, using contextual clues Rubrics, Portfolio, Oral interview,
etc.)  Class audio CD 2paper to help identify the most Quiz Time Test
 Reading a short news article and completing an outline. (optional) relevant information. (Example:
 Reading a biography and putting events on a timeline.  Pens title, illustrations, organization,
 Reading a paragraph about a familiar content area etc.) (I.2, I.4)
subject and then correcting incorrect sentences. I.EFL.4.13.1. Learners can apply
(Example: The United States is the country that grows learning strategies such as using
the most rice corn, etc.) prior knowledge and graphic
 Studying an infographic on a familiar subject and organizers to interpret new
answering questions about the information. (Example: information in a text. Learners
learners study an infographic about teenagers and can assess this information
sleep and then answer questions such as, How many according to the organization,
hours a night do most teenagers get?, What subject area and purpose of the
percentage of teens fall asleep in class?, etc.) text, through the use of
 Highlighting relevant key information in a text and different criteria, including ICT
crossing out irrelevant information. tools. (I.2, I.4, J.4)
 Keeping a vocabulary notebook of synonyms and
antonyms of words from a text.
 Brainstorming everything known about a topic and
then reading a text to check true and false information.
 Reading a text and matching content-based words to
their definition or picture.
 Completing a KWL TRI-FOLD chart about a text.
 Using a dictionary to look up key words in a text.
 Making posters in small groups of new phrases and Subnivel EGB Teacher’s I.EFL.4.16.1. Learners can use EXPOSURES
expressions in order to display in the classroom. Guide and make simple learning WRITE A COMPOSITION.
 Making flashcards for new words and using them to  Teacher’s Guide resources, both online and in
quiz a partner.  Quiz Time (SB) print, in order to compare and INSTRUMENTS
 Recording synonyms and antonyms of words in the  CLLIL worksheet contrast information. Learners Rubrics, Portfolio, Oral interview,
margins of reading texts.  Class audio CD 2paper can choose appropriate Quiz Time Test
 Writing new words and phrases in a vocabulary (optional) resources and critically evaluate
notebook.  Pens the information in these
 Researching and writing a short paragraph about a new resources, according to the
topic and using appropriate references to support your value, purpose and audience of
ideas. each. (I.1, I.3,I.4, J.2, J.4)
 Writing about a topic and choosing words for a glossary I.EFL.4.17.1. Learners can
and writing the definitions. convey and organize
 Using a glossary from a text to understand new words information through the use of
and recording the definitions and example sentences in facts and details and by
a vocabulary notebook. employing various stages of the
 Completing the gaps in a sentence. (Example: Nancy writing process, while using a
has a car. ---- car is green. ---- needs a new car, etc.) range of digital tools to
 Using question prompts to interview and then write promote and support
sentences about a classmate. (Example: Where does he collaboration, learning and
live? What food does he like?, etc.) productivity. (I.1, I.3, S.4, J.2,
J.4)
 Reading a text and using a checklist to talk about how it
is organized. (Example: Is there a title? Does it have an
opening sentence?, etc.)
 Adding pictures to a group presentation.
 Writing about a subject using key words given in class.
(Example: Key words: reptile, cold-blooded, scales, tail,
vertebrates. → Reptiles are cold-blooded. When it’s
cold outside, they’re cold, too. They have scales. They
also have a tail. They are vertebrates, etc.)
 Doing free writing on a topic suggested by another Subnivel EGB Teacher’s I.EFL.4.20.1. Learners can create DICTIONARY USES.
learner. Guide short, original literary texts in SING A SONG
 Evaluating and assessing the effectiveness of group  Teacher’s Guide different genres, including those
work by answering a set of questions. (Example: Who  Quiz Time (SB) that reflect Ecuadorian cultures,
always participates? Who gets the things the group  CLLIL worksheet using a range of digital tools,
needs? Who asks good questions?, etc.)  Class audio CD 2paper writing styles, appropriate INSTRUMENTS
 Selecting desirable behaviors for group work from a list (optional) vocabulary and other literary Rubrics, Portfolio, Oral interview,
and reaching a consensus as a group for the three most  Pens concepts. (I.1, I.3) Quiz Time Test
important. I.EFL.4.21.1. Learners can
 Searching the Internet for illustrations and examples of evaluate and recommend
effective group collaborations and then sharing why literary texts (both written and
they are effective. (Example: In this picture, they are oral, online, in video or in print)
sitting in a circle. One person is talking and everyone according to pre-established
else is listening, etc.) criteria. Learners can work in
 Discussing rules and norms for a group project before collaborative groups to write
the project begins. (Example: Don’t interrupt others, their own criteria for evaluating
Do your work on time, Don’t make negative remarks, literary texts and the
etc.) effectiveness of group work.
 Assigning roles for a group project. (Example: deciding (I.4, S.3, S.4, J.3)
who is secretary, who is the organizer, who makes the
artwork, etc.)

FIRM: FIRM: FIRM:
TEACHER Lic. Paola Echeverría SUBJECT ENGLISH GRADE: TENTH Parallel: “A”
O.EFL 4.7. Use spoken and written literary text 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 at an A2.1
Specific level.
No. of the Title of the IS THERE objectives of O.EFL 4.8. Integrate written and spoken text in order to identify cultural
5
Didactic unit Planning Unit: ANY MILK? the planning differences and similarities within a range of local, national and global
unit: 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. PLANNING:
Communication and Cultural Awareness CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
EFL 4.1.5. Apply self-correcting and self-monitoring strategies in social and strategies as well as appropriate nonverbal and oral communication
classroom interactions. (Example: asking questions, starting over, rephrasing, features.
exploring alternative pronunciations or wording, etc.) CE.EFL.4.4. Demonstrate the ability to ask for and give information and
EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction styles assistance using appropriate language and interaction styles in a variety of
for formal and informal social or academic situations in order to communicate social interactions.
specific intentions in online and face-to-face interactions. (Example: thanking, CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar
making promises, apologizing, asking permission, chatting with friends, and predictable conversational exchanges by asking and answering follow-
answering in class, greeting an authority figure, etc.) up questions, provided there are opportunities to use repair strategies (e.g.
Oral Communication:(Listening and Speaking) asking for clarification) and sustain conversational exchanges in pairs to
EFL 4.2.16. Initiate, maintain and end a conversation to satisfy basic needs complete a task, satisfy a need or handle a simple transaction.
and/or handle a simple transaction. CE.EFL.4.12. Use a range of reference materials and sources, both online
Reading and in print, in order to support ideas, answer inquiries, find relationships
and relate ideas between different subject areas.
EFL 4.3.5. Use everyday reference material in order to select information
CE.EFL.4.15. Express information and ideas and describe feelings and
appropriate to the purpose of an inquiry and relate ideas from one written
source to another. opinions in simple transactional or expository texts on familiar subjects in
Writing order to influence an audience, while recognizing that different texts have
EFL 4.4.4. Write to describe feelings/opinions in order to effectively influence an different features and showing the ability to use these features
audience. (Example: persuade, negotiate, argue, etc.) appropriately in one’s own writing.
Language through the Arts CE.EFL.4.19. Find and identify literary elements and techniques and relate
EFL 4.5.7. Locate and identify selected literary elements and techniques in texts those elements to the learner’s own experiences and to other works,
and relate those elements to those in other works and to learners’ own including one’s peers, in order to present personal responses and
experiences. (Example: setting, character, plot, theme, point of view, imagery, interpretations.
foreshadowing, climax, etc.)
TRASVERSAL SHAFTS: physical and emotional PERIODS: 24 WEEK OF
COMPLETION:
 Participating in short role plays using a range of Subnivel EGB Teacher’s Awareness MIND MAPS.
verbal and nonverbal communication. Guide I.EFL.4.3.1. Learners can employ a ROLE PLAY
 Listening to a dialogue and identifying errors in  Teacher’s Guide range of self-monitoring and self-
speech or problems for communication.  Quiz Time (SB) correcting strategies and INSTRUMENTS
 Rating one’s self after a speaking activity,  CLLIL worksheet interpret and use appropriate Rubrics, Portfolio, Oral interview,
according to a set rubric.  Class audio CD 2paper verbal and nonverbal Quiz Time Test
 Consulting a self-correction list before a speaking (optional) communication features to
or writing assignment.  Pens communicate in familiar contexts.
 Making positive statements to peers. (I.3, S.4, J.4)
 Responding to classroom activities and pair work I.EFL.4.4.1. Learners can
through short expressions or emoticons. demonstrate an ability to give
 Playing games that practice classroom language, and ask for information and
turn-taking, being polite, etc. assistance using level-appropriate
 Working in small groups to complete a cultural language and interaction styles in
project. (Example: different musical genres in online or face-to-face social and
Ecuador, traditional food in Latin America, etc.) classroom interactions. (J.2, J.3,
 Participating in short dialogues and role plays to J.4, I.3)
practice target language. (Example: thanking
others, apologizing, asking for help, greeting
authorities, etc.)
 Practicing the language needed to deal with a
need through a mini role play.
 Singing songs that practice helpful language.
Oral Communication:  New Curriculum EFL for Oral Communication: Listening ACTIVITIES AND TECHNIQUES
 Listening and Speaking) Subnivel EGB Teacher’s and Speaking) INTYERVEW
 Giving learners language prompts to use during Guide I.EFL.4.10.1. Learners can LISTEN AND SAY
pair/group work. (Example: What do you think? I  Teacher’s Guide effectively participate in familiar
agree/disagree. I think we need to…, It’s your turn  Quiz Time (SB) and predictable everyday INSTRUMENTS
to say the answer, etc.)  CLLIL worksheet conversational exchanges in Rubrics, Portfolio, Oral interview,
 Asking for help in class when necessary. (Example:  Class audio CD 2paper order to complete a task, satisfy a Quiz Time Test
What’s the answer? How do you say ___? Do you (optional) need or handle a simple
have an eraser? Can you help me with ____?, etc.)  Pens transaction, using a range of
repair strategies. (Example:
asking for clarification, etc.) (I.3,
J.3, J.4)
 Reading a short text and showing comprehension Subnivel EGB Teacher’s I.EFL.4.12.1. Learners can employ EXPOSURES
by completing the accompanying graphic Guide a range of reference materials WRITE A COMPOSITION.
organizer. (Example: learners read about reptiles  Teacher’s Guide and sources, both online and in
and complete a Venn diagram, etc.)  Quiz Time (SB) print, in order to support ideas, INSTRUMENTS
 Reading a text on a familiar content area subject  CLLIL worksheet answer inquiries, find Rubrics, Portfolio, Oral interview,
and then matching phrases or labeling pictures.  Class audio CD 2paper relationships and relate ideas Quiz Time Test
(Example: learners read about animals in the four (optional) between different subject areas.
regions of Ecuador and then label the animal with  Pens (I.1, I.2, J.2)
the correct region, etc.)
 Watching a video about a natural disaster and Subnivel EGB Teacher’s I.EFL.4.15.1. Learners can convey DICTIONARY USES.
writing a blog entry asking for people to help with Guide information and ideas and SING A SONG
donations.  Teacher’s Guide describe feelings and opinions in
 Making a poster for a school campaign to increase  Quiz Time (SB) simple transactional or expository INSTRUMENTS
awareness about animal cruelty.  CLLIL worksheet texts on familiar subjects in order Rubrics, Portfolio, Oral interview,
 Writing a letter to a future learner. (Example: to  Class audio CD 2paper to influence an audience, while Quiz Time Test
give advice about how to survive the school year, (optional) recognizing that different texts
to share your best study skills, etc.)  Pens 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)
 Drawing pictures for a story or song seen in class Subnivel EGB Teacher’s I.EFL.4.19.1. Learners can locate MIND MAPS.
and exchanging them with a partner, who captions Guide and identify literary elements and ROLE PLAY
each picture.  Teacher’s Guide techniques in other works,
 Illustrating a piece of writing.  Quiz Time (SB) including one’s own. Learners can INSTRUMENTS
 Reimagining a story in a different setting.  CLLIL worksheet give personal responses to and Rubrics, Portfolio, Oral interview,
(Example: Snow White in Ambato, Little Red  Class audio CD 2paper interpret a variety of literary Quiz Time Test
Riding Hood in the city, etc.) (optional) texts, including those of a peer,
 Completing a chart with literary elements from a  Pens referring to details and features
text. (Example: main character, setting, theme, of the text. (Example: text
etc.) structure, plot, ideas, events,
 Writing questions the learners would like to ask a vocabulary, etc.) (I.3, S.3, J.4)
character in the story and using the imagined
answers to write the next scene.
 Searching for pictures on the Internet or in
magazines in order to respond to a piece of
collaborative writing.

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ELABORATED REVIEWED APPROVED

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STARTING WEEK: 04/11/2019

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ELABORATED REVIEWED APPROVED

DATE: Lunes, 23 de septiembre del 2019 DATE: DATE:

ELABORATED REVIEWED APPROVED

ELABORATED REVIEWED APPROVED

DATE: Lunes, 23 de septiembre del 2019 DATE: DATE:

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