Pud. Englis Planning Octavo 1

AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”
UNIT PLANNING
Teacher: Area: English as a Foreign Language Grade / Course: 8th Class:
EGB
Book: English Unit: 1 Objectives:

A1.1 People Around O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Us 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 CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond, in order to
Cultural Awareness manifest an understanding of the relationship between cultural perspectives and practices and by
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and sharing cross cultural experiences.
literature from Ecuador and international regions and cultures, and CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
identify similarities, differences, and universal cultural themes. appropriate language and interaction styles in a variety 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
EFL 4.2.2 Use a series of phrases and sentences to describe aspects straightforward spoken or audio texts set in familiar contexts, when delivered slowly and with
of personal background, immediate environment and matters of visuals to provide contextual support. Use spoken contributions in class as models for one’s own
immediate need in simple terms using grammatical structures learnt speech.
in class (although there may be frequent errors with tenses, personal CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable
pronouns, prepositions, etc.). conversational exchanges by asking and answering follow-up questions, provided there are
EFL 4.2.6 Use other students’ contributions in class as models for opportunities to use repair strategies and sustain conversational exchanges in pairs to complete a task,
their own.
satisfy a need or handle a simple transaction.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, familiar subjects, making use of contextual clues to identify relevant information in a text.
organization, text outline and layout, etc. 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
EFL 4.4.2 Make and use a simple print or digital learning compare and contrast information, and choose appropriate resources according to the value, purpose
resource to compare and contrast information in order to and audience of each.
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
EFL 4.5.11 Participate in creative thinking through brainstorming, Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other
working in groups, games and problem-solving tasks by showing literary concepts.
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 Communication and Cultural Activities
• Reading two stories from different English A1.1 Awareness I.EFL.4.1.1 Learners can • Identify pictures of famous people and their
regions in Ecuador and completing a (including compare and contrast oral traditions, nationalities.
chart to show the differences. interactive version) myths, folktales and literature from • Exchange information using personal
• Reflecting on differences between people • Audio CD Ecuador and other cultures in order to information: Hello! I am Juan. What is your name?
from other countries and • Teacher’s Guide • Ask for partners’ nationalities: Where are you
regions. demonstrate an understanding of the from?
• relationship between cultural practices
• Participating in short dialogues and role • Write profiles about famous people: Lionel Messi is a
Photocopiable and perspectives. Learners can share
plays to practice target language. soccer player. He is Argentinian and is 25 years old.
worksheets cross-cultural experiences while naming
• Practicing the language needed to deal with
(TG)
a need through a mini role play. universal cultural themes. (I.2, S.1, S.2,
• Singing songs that practice helpful language. • Quiz Time (SB) J.1)
I.EFL.4.4.1 Learners can demonstrate an
ability
to give and ask for information and
assistance
Oral Communication: (Listening and using level-appropriate language and • Create profiles of family
Speaking) interaction styles in online or face-to- members.
• Listening to a dialogue between two or face social and classroom interactions. • Get materials to create a
more people and deciding if each statement (J.2, J.3, J.4, I.3) profile (Project): cardboard,
is true or false. Oral Communication magazines, glue, markers,
• Watching a short video and then talking I.EFL.4.7.1 Learners can identify the scissors.
to a partner about whether main idea and some details in short • Get cutouts from magazines of
or not they agree with the speaker or a straightforward spoken audio texts set a famous person and write a
statement. in familiar contexts when the message profile.
• Giving learners language prompts to use is delivered slowly and there is other • Oral presentation of the
during pair/group work. contextual support. Learners can use project: Talk about…
• Asking classmates to repeat an answer or other classmate’s contributions in (famous person).
statement if needed to clarify something. class as models for their own. (I.2, I.3, • Identify True/False statements
• Asking for help in class when necessary. when reading a profile of a
S.4)
Reading famous person.
I.EFL. 4.10.1 Learners can effectively
• Reading a text and answering information • Identify mistakes in a dialog.
participate in familiar and predictable
questions.
• Choosing from a list of words to complete everyday conversational exchanges in Techniques
gaps from a reading. order to complete a task, satisfy a need Reading
• Reading a short story from the Internet or handle a simple transaction, using • Scan a text to find its topic
and highlighting interesting facts, then a range of repair strategies. (I.3, J.3, sentence.
comparing them with those of a partner. J.4) Listening
• Reading a biography and putting events Reading • Listen for specific information
on a timeline. I.EFL.4.11.1 Learners can in an interview.
Writing understand main ideas and some Speaking
• Making posters in small groups of new details in short simple online or print • Use expressions to encourage
phrases and expressions in order to display texts on familiar subjects, using someone to participate in a
in the classroom. contextual clues to help identify the conversation.
• Finding a variety of online references to most relevant information. (I.2, I.4) Writing
practice a grammar Writing • Use words in a glossary to
structure, then recommending the best one I.EFL.4.16.1 Learners can use and enrich a text about a specific
to the class. make simple learning resources, both topic.
• Making flashcards for new words and online and in print, in order to
using them to quiz a partner. compare and contrast information. Instruments for oral and
• Writing about a topic and choosing words Learners can choose appropriate written evaluation
for a glossary and writing the definitions. • Projects and presentations
resources and critically evaluate the
Language through the Arts • Oral interviews in pairs
information in these resources,
• Sharing learners’ stories in pairs or small • Gap activities in pairs
according to the value, purpose and
groups and choosing to represent some • Game: Units
through a role play. audience of each. (I.1, I.3, I.4, J.2, J.4) • Writing Quiz
• Reading a myth from Ecuador and Language through the Arts • Glossary activities
writing a song about it. 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)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers
how to identify disabilities in order to design personalized should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
plans based on assessment results and empirical data. Thus, objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting
they should modify the objectives and indicators in 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 COMISION TECNICO Approved by
PEDAGOGICA
Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:
Signature:
Signature: Signature:
Date: Date: Date:
1. INFORMATIVE DATA
Teacher: JACK CUEVA Area: English as a Foreign Language Grade / Course: 8th EGB Class:
Book: English A1.1 Unit: 2 Objectives:

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
Periods: 30, 6 class periods per lesso Weeks: 6
2. UNIT PLAN
Communication and Cultural CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order to
Awareness manifest an understanding of the relationship between cultural perspectives and practices and by sharing
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and cross cultural experiences.
literature from Ecuador and international regions and cultures and CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using
identify similarities and differences and universal cultural themes. appropriate language and interaction styles in a 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
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of straightforward spoken or audio texts set in familiar contexts, when delivered slowly and with visuals
personal background, immediate environment and matters of to provide contextual support. Use spoken contributions in class as models for one’s own speech.
immediate need in simple terms using grammatical 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
EFL 4.3.1 Understand main points in short simple texts on familiar subjects, making use of contextual clues to identify relevant information in a text. CE.EFL.4.12 Use a range
subjects. (Example: news about sports or famous people, of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find
descriptions, etc.) 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. to identify and understand relevant
information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple transactional or
EFL 4.4.2 Make and use a simple print or digital learning resource expository texts on familiar subjects in order to influence an audience, while recognizing that different texts
to compare and contrast information in order to demonstrate have different features and showing the ability to use these features appropriately in one’s own writing.
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
EFL 4.5.11 Participate in creative thinking through brainstorming, cultures, using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
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.
• Reflecting on differences between different English A1.1 Awareness I.EFL.4.1.1 Learners • Draw a family tree for each student to locate their corresponding
members of a family. (including can compare and contrast oral relative.
• Sharing a cross-cultural experience (such as interactive traditions, myths, folktales and • Identify different family members.
traveling, trying a new food, meeting someone version) literature from Ecuador and other • Have students describe their relatives using
from another country) in pairs or as a class. • Audio CD cultures in order to demonstrate an What does he / she look like?
• Comparing answers in pairs or small groups. • Teacher’s Guide understanding of the relationship • Pair work activity: Students ask each other
• Working in small groups to create a chart • between cultural practices and Are you tall?, Is she young?, etc.
about differences in heights and weights from Photocopia perspectives. Learners can share • Play the audio to identify people’s physical descriptions.
members of a family. ble cross-cultural experiences while
Oral Communication: (Listening and worksheets naming universal cultural themes.
Speaking)
• Listening to instructions for a short task and (TG) (I.2, S.1, S.2, J.1)
carrying them out. • Quiz Time (SB) I.EFL.4.4.1 Learners can
• Listening to spoken or recorded descriptions of demonstrate an ability
familiar scenes,
and marking the words you hear. to give and ask for information and • Students read and identify the adjectives in the paragraph.
• Listening to a dialogue between two or more assistance using level-appropriate • Students write a description using their personal information.
people and deciding if each statement is true or language and interaction styles in • Get materials to create a scrapbook.
false. onlineface-to-face social and • Oral presentation of the project: This is my… (relative)
• Watching a short video about a family situation classroom interactions. (J.2, J.3,
and writing three
J.4, I.3) Techniques
new things they learned.
Oral Communication
Reading Reading
I.EFL.4.7.1 Learners can identify
• Reading a text and answering information • Look for context clues to understand new vocabulary.
the main idea and some details in
questions. Listening
short straightforward spoken audio
• Choosing from a list of words to complete gaps • Take notes while listening to descriptions of familiar scenes.
texts set in familiar contexts when Speaking
from a reading.
the message is delivered slowly and • Use expressions learned from a video to describe a family
• Reading a short story from the Internet and
highlighting interesting facts, then comparing there is other contextual support. situation.
Learners can use other classmate’s Writing
them with those of a partner. • Write information questions based on a model to interview a
Writing contributions in class as models for
their own. (I.2, I.3, S.4) partner.
• Listening to a celebrity interview and writing Reading
three more interview questions. I.EFL.4.11.1 Learners can Instruments for oral and written evaluation
• Writing your own answers to interview understand main ideas and some • Projects and presentations
questions. details in short simple online or • Oral interviews in pairs
• Writing an email to a friend describing your ideal print texts on familiar subjects, • Gap activities in pairs
friend. using contextual clues to help • Game
Language through the Arts identify the most relevant • Writing Quiz
• Sharing learners’ stories in pairs or small information. (I.2, I.4) • Glossary activities
groups and choosing to represent some through I.EFL.4.12.1 Learners can employ a • Portfolio
a role play. range of • Scrapbook
• Reading a myth from Ecuador and writing a song reference materials and sources,
about it. both online and in print, in order to
support ideas, answer inquiries,
find relationships and relate ideas
between different subject areas.
(I.1, I.2, J.2) Writing
I.EFL.4.15.1 Learners can convey
information and ideas and describe
feelings and opinions in simple
transactional or expository texts on
familiar subjects in order to influence
an audience, while recognizing that
different texts have different features
and showing 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 It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only
identify disabilities in order to design personalized plans based on focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per
assessment results and empirical data. Thus, they should modify lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats;
the objectives and indicators in accordance with those results, and using review games to make learning fun.
adapt the corresponding activities.

Science / Technology / Arts: Describe a member of the family, a Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
friend, or a partner.

PEDAGOGICA
Signature:
Date: Date: Date:
AÑO LECTIVO: 2017-

UNIDAD EDUCATIVA “SAN VICENTE DE PAUL” 2018
1. INFORMATIVE DATA

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

and trying to guess the meaning from the Oral Communication Reading
context I.EFL.4.6.1 Learners can grasp the • Highlight the topic sentence and supporting ideas in a
Reading general meaning of spoken texts set text.
• Reading a text and answering information in familiar everyday contexts and Listening
questions. infer changes in the topic of • Listen to a recording to identify new words and
• Choosing from a list of words to complete gaps expressions and match them with pictures.
discussion, as well as deduce the
from a reading. Speaking
meanings of unfamiliar words and
• Reading a short story from the Internet and exchanges through the use of • Use expressions to ask for clarification when talking to a
highlighting interesting facts, then comparing context clues, provided speech is partner.
them with those of a partner. given slowly and clearly and there Writing
• Reading a biography and putting events on a is sufficient visual support. (I.3, • Write short advertisement pieces to promote leisure
timeline. S.1, J.4) activities.
Writing Reading
Instruments for oral and written evaluation
• Making posters in small groups of the day and I.EFL.4.11.1 Learners can
time of favorite TV understand main ideas and some • Projects and presentations
programs. details in short simple online or • Oral interviews in pairs
• Finding a variety of online references to print texts on familiar subjects, • Gap activities in pairs
practice prepositions of time for dates. using contextual clues to help • Game
• Creating charts for new expressions. identify the most relevant • Writing Quiz
Language through the Arts information. (I.2, I.4) • Glossary activities
Writing
• Sharing learners’ stories of a tradition in a city in • Portfolio
Ecuador in pairs
or small groups and choosing to represent some
through a role play.
• Reading a myth from Ecuador and writing a song
about it. familiar subjects in order to
• Doing free writing on a topic suggested by influence an audience, while
another learner. 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)
I.EFL.4.20.1 Learners can create
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 It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
how to identify disabilities in order to design personalized teachers should only focus on those skills students have developed. Classroom strategies to be
plans based on assessment results and empirical data. Thus, implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or learning
they should modify the objectives and indicators in styles / multiple intelligences; presenting information in multiple formats; using review games to make
accordance with those results, and adapt the corresponding learning fun.
activities.
Science / Technology / Arts: Make posters to promote leisure Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
activities.
PEDAGOGICA
Signature:
Date: Date: Date:
1. INFORMATIVE DATA
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 CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in
Awareness order to manifest an understanding of the relationship between cultural perspectives and
EFL 4.1.2 Recognize and demonstrate an appreciation of some practices and by sharing cross cultural experiences.
commonalities and distinctions across cultures and groups CE.EFL.4.3
well as
Interact with others using self-monitoring and self-correcting strategies as
(differentiated by gender, ability, generations, etc.) including the appropriate nonverbal and oral communication features.
students’ own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies
in social and classroom interactions.
Oral Communication: (Listening and Speaking) CE.EFL.4.6 Listening for Meaning: Understand and follow the main idea in spoken texts
EFL 4.2.1 Understand phrases and expressions related to areas of set in familiar everyday contexts, provided speech is clear and articulate, and deduce the
most immediate priority within the personal and educational domains, meanings of unfamiliar words and phrases using context clues and/or prior knowledge.
provided speech is clearly and slowly articulated. EFL 4.2.2 Use a CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information
clearly
series of phrases and sentences to describe aspects of personal and in simple terms, using grammatical structures learned in class (although there may be
background, immediate environment and matters of immediate need frequent errors), effectively and without undue effort. Demonstrate an ability to make
in simple terms using grammatical structures learnt in class (although appropriate use of new words and expressions in social interactions.
there may be frequent errors with tenses, personal pronouns,
prepositions, etc.).
EFL 4.4.4 Write to describe feelings/opinions in order to transactional or expository texts on familiar subjects in order to influence an audience, while
effectively influence an audience. (Example: persuade, negotiate, recognizing that different texts have different features and showing the ability to use these
argue, etc.) 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
EFL 4.5.1Make use of main points in literary texts (authentic and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and
semi-authentic, oral and written) to understand short simple other literary concepts.
everyday stories, especially if there is visual support.
• Finding clothes from other cultures and English A1.1 Awareness I.EFL.4.1.1 Learners • Classify singular and plural clothing items.
regions and then sharing them in class. (including can compare and contrast oral • Describe clothes using demonstrative pronouns.
• Completing a Venn diagram about clothes in the interactive traditions, myths, folktales and • Mention activities people are doing and
coast and in the clothes they are wearing.
highlands. version) literature from Ecuador and other
• Talk about the weather.
• Participating in short role plays using a • Audio CD cultures to demonstrate an
• Interview a classmate asking kinds of clothes and
range of verbal and nonverbal • Teacher’s Guide understanding of the relationship
weather.
communication. • between cultural practices and • Create a collage of different places, the kinds
• Listening to a dialogue and identifying errors in Photocopia perspectives. (I.2, S.1, S.2, J.1) of weather and clothes they wear.
speech or problems I.EFL.4.3.1 Learners can employ a
for communication. ble range of self- • Group work: create a fashion poster and talk about it.
Oral Communication: (Listening and worksheets monitoring and self-correcting
Speaking) (TG) strategies and interpret and use
• Quiz Time (SB)
• Listening to a set of instructions and appropriate verbal and nonverbal
matching them to the corresponding communication features to
picture. communicate in familiar contexts.
• Listening to and following class commands. (I.3, S.4, J.4) Oral
Communication
• Listening to a simple, straightforward story I.EFL.4.6.1 Learners can grasp the Techniques
and correcting false statements. general meaning of spoken texts set Reading
• Listening to a short conversation between in familiar everyday contexts and • Scan a text for specific information.
two speakers and deciding who is speaking, infer changes in the topic of Listening
what they are doing how they feel. Reading discussion, as well as deduce the • Listen to background sounds to identify the context of
• Reading a short story from the Internet and meanings of unfamiliar words and a conversation.
highlighting interesting facts related to cities and exchanges through the use of Speaking
• Participate in class discussions.
their weather, then comparing them with those of context clues, provided speech is
a partner. given slowly and clearly and there Writing
• Predicting main ideas by reading the title is sufficient visual support. (I.3, • Use words in a glossary to enrich a text.
and using other contextual clues. S.1, J.4)
• Reading a short news article and completing an I.EFL.4.8.1 Learners can Instruments for oral and written evaluation
outline. communicate personal information • Projects and presentations
• Reading a blog post and writing a comment. and basic immediate needs and deal • Oral interviews in pairs
Writing with other practical everyday • Gap activities in pairs
• Making posters in small groups of the day and • Game
demands in familiar contexts,
time of favorite TV • Writing Quiz
effectively and without undue effort
programs. • Glossary activities
and using grammatical structures
• Finding a variety of online references to • Portfolio
and vocabulary seen in class
practice prepositions of time for dates. (although there may be frequent,
• Creating charts for new expressions. basic errors). (I.1, I.2, I.3, S.1)
Language through the Arts Reading
• Sharing learners’ stories of a tradition in a city in I.EFL.4.11.1 Learners can
Ecuador in pairs understand main ideas and some
or small groups and choosing to represent some details in short simple online or
through a role play. print texts on familiar subjects,
• Reading a myth from Ecuador and writing a song using contextual clues to help
about it. identify the most relevant
• Doing free writing on a topic suggested by information (I.2, I.4)
another learner. Writing
familiar subjects in order to
influence an audience, while
recognizing that different texts
(I.3, I.4, S.3, J.2)
I.EFL.4.20.1 Learners can create
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)
plans based on assessment results and empirical data. Thus, implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or
they should modify the objectives and indicators in learning styles / multiple intelligences; presenting information in multiple formats; using review games
accordance with those results, and adapt the corresponding to make learning fun.
activities.
Science / Technology / Arts: Promote a local art festival. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
PEDAGOGICA
Signature:
Date: Date: Date:

1. INFORMATIVE DATA
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
commonalities and distinctions across cultures and groups CE.EFL.4.3
well as
Interact with others using self-monitoring and self-correcting strategies as
(differentiated by gender, ability, generations, etc.) including the appropriate nonverbal and oral communication features.
students’ own.
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
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of clearly and in simple terms, using grammatical structures learned in class (although there may
personal background, immediate environment and matters of be frequent errors), effectively and without undue effort. Demonstrate an ability to make
immediate need in simple terms using grammatical structures learnt in appropriate use of new words and expressions in social interactions.
class (although there may be frequent errors with tenses, personal
pronouns, prepositions, etc.).
EFL 4.4.5 Recognize that various types of writing require different transactional or expository texts on familiar subjects in order to influence an audience, while
language, formatting and special vocabulary. (Example: a recipe, recognizing that different texts have different features and showing the ability to use these
a letter, etc.) 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
EFL 4.5.2 Compare and present personal and formal responses to the learner’s own experiences and to other works, including one’s peers, in order to present
and interpretation of published literary works and the works of personal responses and interpretations.
peers, referring to details and features of the text. (Example: text
structure, plot, ideas, events, vocabulary, etc.)
METHODOLOGICAL RESOURCES PERFORMANCE ACTIVITIES / TECHNIQUES /
STRATEGIES INDICATORS INSTRUMENTS
• Hearing a story from another country and English A1.1 Awareness I.EFL.4.1.1 Learners • Talk about places in a city.
finding similarities with a story from Ecuador. (including can compare and contrast oral • Observe a map and identify places in a city
• Reading a paragraph about The future city interactive traditions, myths, folktales and • Ask for and give directions to go to a place
and reflecting on differences between people version) literature from Ecuador and other • Identify True / False statements about directions.
from other countries. • Audio CD cultures in order to demonstrate an • Role play: Give directions to a tourist.
• Watching a video about places in a city, and • Teacher’s Guide understanding of the relationship • Identify specific information in a reading.
taking notes on the cultural practices • Pictures of between cultural practices and • Write a description about a city.
mentioned. signs: Turn left, perspectives. Learners can share • Create a brochure promoting a city in your country.
• Talking in pairs about a video learners have turn right, and go cross-cultural experiences while
watched using only
English. straight. naming universal cultural themes.
Oral Communication: (Listening and • Photocopiable (I.2, S.1, S.2, J.1)
Speaking) worksheets of a I.EFL.4.3.1 Learners can employ a
• Listening to spoken or recorded descriptions of city(TG) range of self- monitoring and self-
familiar scenes, • Quiz Time (SB) correcting strategies and
and marking the words you hear. interpret and use appropriate Techniques
• Listening to a dialogue between two or more verbal and nonverbal Reading
people and deciding if each statement is true or communication features to • Identify the topic sentence in a text.
false. communicate in familiar contexts. Listening
• Listening to a short dialogue and then writing and (I.3, S.4, J.4) Oral • Take notes while listening to a recording.
acting out a
similar dialogue, using some of the same phrases Communication Speaking
and expressions. I.EFL.4.8.1 Learners can • Practice a dialogue with a partner prior to class.
communicate personal information Writing
Reading • Use fixed expressions to write a dialogue.
• Reading a text and answering information and basic immediate needs and deal
questions. with other practical everyday Instruments for oral and written evaluation
• Choosing from a list of words to complete gaps demands in familiar contexts, • Projects and presentations
from a reading. effectively and without undue effort • Oral interviews in pairs
• Reading a paragraph about The future city and using grammatical structures • Role Play
and highlighting interesting facts. and vocabulary seen in class • Game
• Reading a short news article and completing an (although there may be frequent, • Writing Quiz
outline. basic errors). (I.1, I.2, I.3, S.1) • Glossary activities
Writing Reading • Portfolio
• Watching a video about a controversial topic I.EFL.4.11.1 Learners can
and writing a short response giving your own understand main ideas and some
opinion. details in short simple online or
• Writing an email to a friend about a place you print texts on familiar subjects,
visited. using contextual clues to help
• Looking at a picture and writing a description identify the most relevant
of what you see or how it makes you feel, then information. (I.2, I.4)
comparing descriptions in pairs. Language Writing
through the Arts I.EFL.4.15.1 Learners can convey
• Brainstorming features and conventions of information and ideas and describe
a genre and then reading an example in order feelings and opinions in simple
to locate each one. transactional or expository texts on
• Underlining literary elements in a peer’s text familiar subjects in order to
and then comparing them to those in one’s own influence an audience, while
writing. recognizing that different texts
• Writing comments to peer’s blog posts. have different features and showing
(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)
plans based on assessment results and empirical data. Thus, implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or
activities.
Science / Technology / Arts: Describe a touristic city in your Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
country.
PEDAGOGICA
Signature:
Date: Date: Date:
1. INFORMATIVE DATA
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
commonalities and distinctions across cultures and groups CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance
(differentiated by gender, ability, generations, etc.) including the 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.
Oral Communication: (Listening and Speaking) CE.EFL.4.6 Listening for Meaning: Understand and follow the main idea in spoken texts set
EFL 4.2.1 Understand phrases and expressions related to areas of in familiar everyday contexts, provided speech is clear and articulate, and deduce the
most immediate priority within the personal and educational meanings of unfamiliar words and phrases using context clues and/or prior
domains, provided speech is clearly and slowly articulated. CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and
(Example: daily life, free time, school activities, etc.) make statements about familiar everyday topics such as objects, possessions and routines in
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday structured situations and short conversations. Interaction is with reasonable ease, provided
subject when carrying out
a collaborative/paired learning activity in which there are specific speech is given clearly, slowly and directly.
instructions for a task.
EFL 4.4.8 Convey and organize information using facts and details transactional or expository texts on familiar subjects in order to influence an audience, while
in order to illustrate diverse patterns and structures in writing. recognizing that different texts have different features and showing the ability to use 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
EFL 4.5.2 Compare and present personal and formal responses to details and by employing various stages of the writing process, while using a range of digital
and interpretation of published literary works and the works of tools to promote and support collaboration, learning and productivity.
peers, referring to details and features of the text. (Example: text
structure, plot, ideas, events, vocabulary, etc.)
METHODOLOGICAL RESOURCES PERFORMANCE ACTIVITIES / TECHNIQUES /
STRATEGIES INDICATORS INSTRUMENTS
• Reflecting on differences between people’s English A1.1 Awareness I.EFL.4.1.1 Learners • Talk about people’s routines.
lifestyles from other countries and regions. (including can compare and contrast oral • Describe lifestyles.
• Playing games that practice classroom language, interactive traditions, myths, folktales and • Refer to a famous person daily activities.
turn-taking, being
polite, etc. version) literature from Ecuador and other • Answer questions related to routines
• Audio CD cultures in order to demonstrate • Identify main ideas in a paragraph.
• Comparing free time activities from two different
• Teacher’s Guide an understanding of the • Create a graphic organizer to sequence events of
famous people.
• relationship between cultural actions.
• Working in small groups to complete a cultural
Photocopia practices and perspectives. (I.2, • Write a paragraph about routines.
project.
ble S.1, S.2, J.1) • Write questions for an interview asking about
Oral Communication: (Listening and
Speaking) worksheets I.EFL.4.4.1 Learners can
• Listening to a set of instructions and of a demonstrate an ability to give and
matching them to the corresponding schedule. ask for information and assistance
picture. • Quiz Time (SB) using level-appropriate language
and interaction
Listening to and following class commands. styles in online or face-to-face routines.
• Listening for specific words in a conversation social and classroom Techniques
and trying to guess the meaning from the interactions. (J.2, J.3, J.4, I.3) Reading
context. Oral Communication • Scan a text for specific information about daily
• Listening to a dialogue and writing the main idea I.EFL.4.6.1 Learners can grasp the routines.
and setting. Listening
Reading general meaning of spoken texts set
• Listen to an interview and take notes about specific
• Reading a text and answering information in familiar everyday contexts and
details.
questions. infer changes in the topic of Speaking
• Choosing from a list of words to complete gaps discussion, as well as deduce the • Use expressions to ask for clarification when needed.
from a reading. meanings of unfamiliar words and Writing
• Reading a short story about The dog exchanges through the use of • Use connectors to link ideas in a text.
Whisperer and highlighting interesting facts, context clues, provided speech is
then comparing them with those of a partner. given slowly and clearly and there Instruments for oral and written evaluation
Writing is sufficient visual support. (I.3, • Projects and presentations
• Listening to a celebrity interview and writing S.1, J.4) • Oral interviews in pairs
three more interview questions. I.EFL.4.9.1 Learners can use • Role Play
• Writing answers to interview questions. simple language to describe, • Game
• Writing a letter describing a typical day. compare and state facts about • Writing Quiz
• Identifying the text type according to familiar everyday topics such as • Glossary activities
writing features and vocabulary. • Portfolio
possessions, classroom objects and
Language through the Arts routines in short, structured
• Completing the gaps in a sentence. situations, interacting with relative
• Reading a biography and identifying common
ease. (I.3, I.4, S.4)
linguistic features, such as use of the present Reading
simple and routines. Learners use the same I.EFL.4.11.1 Learners can
features to write their own review of a movie understand main ideas and some
they’ve seen. details in short simple online or
• Sequencing sentences by adding words. print texts on familiar subjects.
(Example: I wake up. I
eat breakfast. → First I wake up. Then I eat (I.2, I.4)
Writing
breakfast, etc.)
• Adding pictures to a group presentation.
familiar subjects in order to
influence an audience, while
recognizing that different texts
(I.3, I.4, S.3, J.2)
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)
Teachers who work with students with special needs learn It is advisable to use mainly visual materials and music, as well as short tasks. In the case of
how to identify disabilities in order to design personalized assessment, teachers should only focus on those skills students have developed. Classroom strategies to
plans based on assessment results and empirical data. Thus, be implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or
activities.
Science / Technology / Arts: Interview a friend or relative about their Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
lifestyles and customs.
Prepared by Revised by COMISON TECNICO Approved by
PEDAGOGICA
Signature:
Date: Date: Date:

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AÑO LECTIVO: 2017-2018

UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”

Book: English Unit: 1 Objectives:

CLIL Components Transversal Axes

Book: English A1.1 Unit: 2 Objectives:

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

Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Prepared by Revised by COMISION TECNICO Approved by

Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:

AÑO LECTIVO: 2017-

Book: English A1.1 Unit: 3 Objectives:

• Listening for specific words in a conversation I.1) Techniques

AÑO LECTIVO: 2017-2018

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