AÑO LECTIVO: 2017-

UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”

2018

UNIDAD PLANNING
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:

Book: English A1.2 Unit: 1 Objectives:

My Family and Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Periods: 30, 6 class periods per lesson Weeks: 6
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
2. UNIT PLAN
familiar
Skills and Performance to the learner.
Criteria Evaluation Criteria

Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as

Awareness well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with

EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
distinctions across cultures and groups (differentiated by gender, ability, features.
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate statements about familiar everyday topics such as objects, possessions and routines in structured situations and short
generations, etc.) including the students’ own.
priority within the personal and educational domains, provided speech is clearly conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
and slowly articulated. (Example: daily life, free time, school activities, etc.)
Reading CE.EFL.4.8
CE.EFL.4.11Production – Accuracy
Demonstrate and Intelligibility:
comprehension of main ideas Communicate needsinand
and some details information
short clearly
simple texts on and in simple terms,
and classroom
EFL 4.2.2
4.3.1 Use a series main
of phrases
pointsand sentences to texts
describe aspects subjects.
of personal using grammatical
familiar subjects, structures
making uselearned in class (although
of contextual thererelevant
may be frequent errors), effectively and without undue effort.
Writing Understand in short simple on familiar
interactions. (Example: asking questions, starting over, rephrasing, CE.EFL.4.15 Express information and ideasclues to identify
and describe feelings andinformation
opinions ininsimple
a text.

background,
(Example: immediate
news about environment
sports andpeople,
or famous mattersdescriptions,
of immediate need in simple
etc.) Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
EFL 4.4.4alternative
exploring Write to describe feelings/opinions
pronunciations in order
or wording, etc.) to effectively transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different
Language
terms usingthrough the arts
grammatical structures learnt in class (although there may be frequent CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
influence an audience. (Example: persuade, negotiate, argue, etc.). texts have different features and showing the ability to use these features appropriately in one’s own writing.
EFL
errors4.5.4
withCreate personal
personalstories
tenses,Methodological by
pronouns, adding imaginative
prepositions, etc.).details to real-life stories meanings in short, simple, everyday literary texts (online, oral or in print).
Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
and situations, using appropriate vocabulary and elements of the literature learners
• Reading a list of actions people take and English Awareness • Describe yourself and your family members.
have read or heard.
discussing their consequences on others. A1.2 (including I.EFL.4.2.1 Learners can name • Talk about free time activities.

• Simulating desirable social behavior through role-playing. interactive similarities and differences between • Interview your classmates about their free time activities.

• Choosing pictures that show responsible actions version) different aspects of cultural groups. • Identify specific information in a paragraph.

performed by each member of the family and identifying • Audio CD Learners can demonstrate socially • Recognize what kind of person someone is by listening to his/her voice in a

irresponsible actions and their consequences on others. • Teacher’s Guide responsible behaviors at school, online, at dialog: She is
 • Asking for help in class when necessary. communicate in familiar contexts. (I.3, your favorite free time activities.

Reading S.4, J.4)

• Reading a text and answering information questions. Oral Communication Techniques

• Choosing words in a list to complete gaps from a I.EFL.4.9.1 Learners can use simple Reading

reading. language to describe, compare and state • Read the title and illustrations of a text to

• Reading the paragraph about the Jonas Family and facts about familiar everyday topics such predict the topic.

highlighting interesting facts. as possessions, classroom objects and • Use context clues to understand the meaning

• Predicting main ideas by reading the title of a text and routines in short, structured situations, of new words in a text.

using interacting with relative ease. (I.3, I.4, Listening

contextual clues. S.4) • Listen for specific details.

Writing I.EFL.4.8.1 Learners can communicate • Pay attention to background sounds to

• Watching a video about a controversial topic and personal information and basic understand the context of a conversation.

writing a short response giving an opinion. immediate needs and deal with other Speaking
3. ADAPTED CURRICULUM
• Listening to a celebrity interview and writing more practical everyday demands in familiar • Describe the members of your family to a
Students with Special Needs Specifications of the Material to Be Applied
interview questions. contexts, effectively and without undue partner using the given expressions.
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,
• Writing answers to interview questions. effort and using grammatical structures • Encourage a partner to take part in a
identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
CLIL Components
Language through the Arts Transversal Axes seen in class (although
and vocabulary conversation by using appropriate expressions
disabilities in order to design personalized plans based on assessment objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information
Science / Technology
• Listening / Arts:
to or reading Make
stories anda collage
drawingabout
an family members and share it Intercultural
there may be awareness,
frequent,tolerance, respect,
basic errors). multiculturalism, responsibility,such
(I.1, solidarity,
as Howetc.
about you?
results and empirical data. Thus, they should modify the objectives and in multiple formats; using review games to make learning fun.
Prepared
with the by
important scene. Revised by COMISION TECNICOI.2, I.3, S.1) Approved by Writing
indicators in accordance with those results, and adapt the PEDAGOGICA
class.
• LookingJACK
Teacher: at the title
CUEVAand illustrations of a text to write
Teacher: JACK CUEVA Reading Teacher: • Use connectors to write descriptions of your
corresponding activities.
questions about the topic. Then reading to find the I.EFL.4.11.1 Learners Signature:
can understand family members.

answers to the questions. main ideas and some details in short • Follow a model to write a description of a
Signature: Signature:
• Writing a sentence to describe an author’s intention.
Date: Date: simple online or print texts
Date:on familiar celebrity family.

• Finding a literary text online and summarizing it to subjects, using contextual clues to help

share it with the class. identify the most relevant information. Instruments for oral and written evaluation

• Underlining main ideas in a text. (I.2, I.4) • Oral and Writing Evaluation

Writing • Projects presentations

 AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
2.
Book: English A1.2 Unit: 2 Objectives:

Cultures Around the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN World 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
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
familiar to the learner.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions across well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-monitoring and

cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. self-correcting strategies as well as appropriate nonverbal and oral communication features.

Oral Communication:
EFL 4.1.5 (Listening
Apply self-correcting andand Speaking) strategies in social and classroom
self-monitoring CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make

EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the
interactions. statements about familiar everyday topics such as objects, possessions and routines in structured situations and short conversations. Interaction is with

personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, reasonable ease, provided speech is given clearly, slowly and directly.

free time, school activities, etc.) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly

Reading
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, CE.EFL.4.11
and in simple Demonstrate comprehension
terms, using grammatical of mainlearned
structures ideas and some(although
in class details inthere
shortmay
simple texts on errors), effectively and without undue effort. Demonstrate an
be frequent

EFL 4.3.2 Make

immediate use of clues
environment such asof
and matters titles, illustrations,
immediate need inorganization,
simple termstext outline
using and layout,
grammatical etc. to learnt
structures familiar
ability tosubjects, making use
make appropriate useofofcontextual
new words clues
andto identify relevant
expressions information
in social in a text.
interactions.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
identify and understand
in class (although relevant
there may information
be frequent errorsinwith
written level-appropriate
tenses, text types.
personal pronouns, prepositions, etc.).
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse patterns details and by employing various stages of the writing process, while using a range of digital tools to promote and support collaboration, learning and

Language through
and structures the Arts
in writing. (Example: cause and effect, problem and solution, general-to- specific CE.EFL.4.22
productivity. Show the ability to work collaboratively and to participate effectively in a variety of

EFL 4.5.11 Participate

presentation, etc in creative thinking through brainstorming, working in groups, games and problem- student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games, brainstorming and

Methodological
solving tasks by showing Strategies
the ability to accept Resources
a variety of ideas and capitalize on other people’s strengths. Performance Indicators
problem solving. Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities

• Simulating desirable social behavior through role-playing. A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Talk about customs around the world.

• Looking for information about different customs and celebrations interactive version) differences between different aspects of cultural • Talk about celebrations in your country.

around the world and. • Audio CD groups. Learners can demonstrate socially responsible • Interview a classmate about his/her favorite celebration.

• Participating in short role plays using a range of verbal and • Teacher’s Guide behaviors at school, online, at home and in the • Write about a celebration in your country.

nonverbal communication. • Quiz Time (SB) community, and evaluate their actions by ethical, • Write an e-mail to a friend inviting him/her to celebrate a festivity in your country.

• Responding to classroom activities and pair work through short safety and social standards. (J.3, S.1, I.1) • Prepare a slide show presentation about a culture in Ecuador.

expressions or emoticons. I.EFL.4.3.1 Learners can employ a range of self-

them to give full statements about what they can see. communicate in familiar contexts. (I.3, S.4, J.4) Techniques
Reading
Oral Communication: (Listening and Speaking) Oral Communication
monitoring and self-correcting strategies and interpret Reading
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language to describe, compare and state • Use context clues to understand the meaning
• Choosing words from a list to complete gaps from a reading. facts about familiar everyday topics such as possessions, classroom objects of new words in a text.
•• Reading
Asking thethe learners
about to readand
a dialogue
highlighting in pairs.facts. and use appropriate verbal andinteracting
nonverbal
and routines in short, structured situations, with relative ease. (I.3,
paragraph customs interesting Listening
I.4, S.4)
Writing • Listen for specific details.
I.EFL.4.8.1 Learners can communicate personal information and basic
•• Completing the gaps in a sentence.
Asking learners simple questions about customs in Ecuador. communication
immediate needs and deal features topractical everyday demands in familiar
with other • Pay attention to background sounds to
• Reading an online movie review and identifying common linguistic features. contexts, effectively and without undue effort and using grammatical understand the context of a conversation.
• Using question prompts to interview and then write sentences about a classmate. structures and vocabulary seen in class (although there may be frequent, Speaking
• Asking learners to describe a picture of a familiar scene and asking basic errors). (I.1, I.2, I.3, S.1)
• Use new vocabulary and expressions in a dialogue to enrich it.
• Adding pictures to a group presentation.
Reading
Language through the Arts Writing
I.EFL.4.11.1 Learners can understand main ideas and some details in short
• Brainstorming a list of questions and answers learners can use during small group discussions about simple online or print texts on familiar subjects, using contextual clues to • Use connectors to write a short description of your own culture.
literary texts. help identify the most relevant information. (Example: title, illustrations, • Follow a model to write about customs and celebrations around the world.
• Participating in classroom games in which problem-solving as a team is important. organization, etc.) (I.2, I.4)
Writing Instruments for oral and written evaluation
I.EFL.4.17.1 Learners can convey and organize information through the use • Oral and Writing Evaluation
of facts and details and by employing various stages of the writing process,
• Projects presentations
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) • Oral interviews in pairs
Language through the Arts • Role Play
I.EFL.4.22.1 Learners can collaborate and participate effectively in a variety • Game
of student groupings by employing a wide range of creative thinking skills • Writing Quiz
through the completion of activities such as playing games, brainstorming
• Glossary activities.
and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
• Portfolio

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify disabilities in It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills students have
order to design personalized plans based on assessment results and developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats;
accordance with those results, and adapt the corresponding activities. using review games to make learning fun.

CLIL Components Transversal Axes

Science / Technology / Arts: Prepare a slide show presentation about Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
customs andby
Prepared celebrations from a country. Revised by COMISION TECNICO Approved by
Teacher: JACK CUEVA PEDAGOGICA
Teacher: JACK CUEVA Teacher:

Signature:

Signature: Signature:
Date: Date: Date:
 AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”

1. INFORMATIVE DATA
Teacher: JACK CUEVA Area: English as a Foreign Language Grade / Course: 9th EGB Class:

Book: English A1.2 Unit: 3 Objectives:

Amazing Abilities O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from to manifest an understanding of the relationship between cultural perspectives and practices and by sharing cross cultural
Ecuador and international regions and cultures and identify similarities and experiences.
differences and universal cultural themes. CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in interaction styles in a variety of social interactions.
online or face-
to-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make statements about familiar
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate everyday topics such as objects, possessions and routines in structured
priority within the personal and educational domains, provided speech is clearly situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and
and slowly articulated. (Example: daily life, free time, school activities, etc.) directly.
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, organization, text outline familiar subjects, making use of contextual clues to identify relevant information in a text.
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
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts
an audience. (Example: persuade, negotiate, argue, etc.) have different features and showing the ability to use these features appropriately in one’s own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.4.16 Create personal stories by adding imaginative details to real-life Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Awareness Activities
• Hearing a story from people from another country and English I.EFL.4.1.1 Learners can compare and • Describe and compare people’s abilities.
mention their abilities. A1.2 (including contrast oral traditions, myths, folktales • Talk about the different kinds of intelligences.
• Reading a story from another region/culture and sharing interactive and literature from Ecuador and other • Mention abilities of famous people.
a similar experience. version) cultures in order to demonstrate an • Identify detailed information when reading a passage.
• Reflecting on differences between people from other • Audio CD understanding of the relationship • Use idioms and colloquial expressions in daily conversations.
countries and regions. • Teacher’s Guide between cultural practices and • Get cutouts from magazines to elaborate a collage of multiple
Oral Communication: (Listening and Speaking) • Photocopiable perspectives. Learners can share cross- intelligences.
• Asking learners to repeat an answer or statement to worksheets (TG) cultural experiences while naming
clarify something if needed. • Quiz Time (SB) universal cultural themes. (I.2, S.1, S.2,
• Asking for help in class when necessary. J.1)
• Doing a mingle activity where learners ask and answer I.EFL.4.4.1 Learners can demonstrate an
survey ability to give and ask for information and
assistance using level-appropriate
language and interaction
questions about after school activities. styles in online or face-to-face social and Techniques
• Asking the learners to read a dialogue in pairs. classroom interactions. (J.2, J.3, J.4, I.3) Reading
Reading Oral Communication • Use context clues to understand the meaning of idioms and colloquial
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple expressions in a text. Listening
• Choosing from a list of words to complete gaps from a • Use specific information to make inferences.
reading. language to describe, compare and state • Pay attention to background sounds to
• Reading a short news article and completing an outline. facts about familiar everyday topics such understand the context of a conversation.
• Reading a biography and putting events on a timeline. Speaking
Writing as possessions, classroom objects and • Give extra information to expand a conversation.
• Listening to a celebrity interview about abilities and routines in short, structured situations, Writing
writing three more interview questions. interacting with relative ease. (I.3, I.4, • Follow a model to describe people’s abilities.
• Writing answers to interview questions.
• Writing an email to a friend about an outstanding S.4) Instruments for oral and written evaluation
person with special abilities. Reading
Language through the Arts I.EFL.4.11.1 Learners can understand
• Sharing learners’ stories in pairs or small groups and • Oral and Writing Evaluation
choosing to represent some through a role play. main ideas and some details in short • Projects presentations
• Writing a poem or the verses of a song in small simple online or print texts on familiar • Oral interviews in pairs
groups and performing it for the class. • Role Play
• Doing free writing on a topic suggested by another learner. subjects, using contextual clues to help • Game
identify the most relevant information. • Writing Quiz
• Glossary activities.
(Example: title, illustrations, • Portfolio
organization, etc.) (I.2, I.4)
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
3. ADAPTED CURRICULUM
the ability to use these features
Students with Special Needs appropriately in one’s own writing.
Specifications (I.3,
of the Material to Be Applied
I.4, S.3, J.2)
Teachers who work with students with special needs learn how to Language
It is advisable through
to use mainly thematerials
visual Arts and music, as well as short tasks. In the case of assessment, teachers should only focus
identify disabilities in order to design personalized plans based on on those skills students have
I.EFL.4.20.1 developed.
Learners Classroom
can create short, strategies to be implemented
assessment results and include: listing objectives
original and
literary goals
texts in per lesson;
different differentiating instruction by tiers or learning styles / multiple intelligences;
genres,
empirical data. Thus, they should modify the objectives and presenting information in multiple formats; using review games to make learning fun.
indicators in accordance with those results, and adapt the including those that reflect Ecuadorian
corresponding activities. cultures, using a range of digital tools,
CLIL Components Transversal Axes
writing styles,
Science / Technology / Arts: Prepare a talent show to show off students’ abilities. Intercultural appropriate
awareness, vocabulary
tolerance, andmulticulturalism, responsibility, solidarity, etc.
respect,
other literary concepts. (I.1, I.3)

Prepared by Revised by COMISION TECNICO Approved by

PEDAGOGICA
Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:

Signature:

Signature: Signature:
Date: Date: Date:
 UNIDAD EDUCATIVA “SAN VICENTE DE PAUL” AÑO LECTIVO: 2017-2018

1. INFORMATIVE DATA

th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:

Book: English A1.2 Unit: 4 Objectives:

Healthy Food O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and informal
social or academic situations in order to communicate specific intentions in online and face-to-face
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends,
answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking)
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, immediate
environment and matters of immediate need in simple terms using grammatical structures learnt in class
(although there may be frequent errors with tenses, personal pronouns, prepositions, etc.).
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about
sports or famous people, descriptions, etc.)
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
Language through the Arts
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and written)
to understand short simple everyday stories, especially if there is visual support.
Methodological Strategies Resources
CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
appropriate nonverbal and oral communication features.
CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety of
social interactions.
CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an
ability to make appropriate use of new words and expressions in social interactions.
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 identify relevant information in a text.
CE.EFL.4.15 Express 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.
CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
meanings in short, simple, everyday literary texts (online, oral or in print).
Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Participating in short role plays using a range of verbal and A1.2 (including I.EFL.4.3.1 Learners can employ a range of self- • Talk about food preferences.
nonverbal communication. interactive version) monitoring and self-correcting strategies and interpret • Agree and disagree when talking about food.
• Practicing a specific self-correcting strategy during a pair work • Audio CD and use appropriate verbal and nonverbal • Talk about recipes and ingredients to prepare healthy food.
activity. • Teacher’s Guide communication features to communicate in familiar • Organize the main ideas in a text.
• Talking in pairs about a video learners have watched using only • Posters and pictures • Classify food according to their types.
English. about food contexts. (I.3, S.4, J.4) I.EFL.4.4.1 Learners can • Use idioms related to food.
• Completing a self-assessment and writing a goal based on the results. • Photocopiable demonstrate an ability to give and ask for information • Present a project about a recipe.
Oral Communication: (Listening and Speaking) worksheets: The food and assistance using level-appropriate language and
• Recording in-class conversations and dialogues in order to identify pyramid (TG) interaction styles in online or face-to-face social and Techniques
correct and appropriate language usage and intelligibility. • Quiz Time (SB) classroom interactions. (J.2, J.3, J.4, I.3) Reading
Oral Communication
 • Doing a mingle activity where learners ask and answer survey
questions about after school activities.
• Asking the learners to read a dialogue in pairs and record
themselves to assess clarity of sounds, rhythm, and intonation.
Reading
• Reading a text and answering information questions.
• Choosing from a list of words to complete gaps from a reading.
• Reading a short story from the Internet and highlighting interesting facts,
then comparing them with those of a partner.
• Reading a blog post and writing a comment.
Writing
• Listening to an interview and writing more interview questions.
• Writing answers to interview questions.
• Writing an email to a friend about healthy habits.
Language through the Arts
• Listening to or reading stories and drawing an important scene.
• Looking at the title and accompanying illustrations of a text and
writing questions about the topic.
I.EFL.4.8.1 Learners can communicate personal • Use charts and mind maps to summarize
information and basic immediate needs and deal with information from texts.
other practical everyday demands in familiar contexts, Listening
effectively and without undue effort and using • Use specific information to make inferences.
grammatical structures and vocabulary seen in class • Pay attention to background sounds to understand the context of a conversation. Speaking
• Use fixed expressions to show agreement and disagreement.
(although there may be frequent, basic errors). (I.1,
Writing
I.2, I.3, S.1)
• Classify words according to categories to remember new words.
Reading
I.EFL.4.11.1 Learners can understand main ideas and
Instruments for oral and written evaluation
some details in short simple online or print texts on
familiar subjects, using contextual clues to help • Oral and Writing Evaluation
identify the most relevant information. (Example: • Projects presentations
title, illustrations, organization, etc.) (I.2, I.4) • Oral interviews in pairs
Writing • Role Play
I.EFL.4.15.1 Learners can convey information and • Game
ideas and describe feelings and opinions in simple • Writing Quiz
• Glossary activities.
transactional or expository texts on familiar subjects
in order to influence an audience, while recognizing • Portfolio
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.4.18.1 Learners can understand, predict, infer
and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in
print), especially when visual support is provided.
(I.2, I.3, I.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives
disabilities in order to design personalized plans based on assessment and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple
results and empirical data. Thus, they should modify the objectives and formats; using review games to make learning fun.
CLIL Components Transversal Axes
indicators in accordance
Science / Technology with those
/ Arts: results,
Prepare and adapt
a healthy recipethe
and describe its benefits. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
corresponding activities.

Prepared by Revised by COMISION TECNICO Approved by

PEDAGOGICA
Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:

Signature:

Signature: Signature:
Date: Date: Date:
 AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”

1. INFORMATIVE DATA

Teacher: JACK CUEVA Area: English as a Foreign Language Grade / Course: 9th EGB Class:

Book: English A1.2 Unit: 5 Objectives:

They Were 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

Successful! 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

contexts familiar to the learner.

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

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as

EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with

and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication

generations, etc.) including the students’ own. features.

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles

for formal and informal social or academic situations in order to communicate

specific intentions in online and face-to-face interactions. (Example: thanking,

making promises, apologizing, asking permission, chatting with friends,

answering in class, greeting an authority figure, etc.)

Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward

EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the spoken or audio texts set in familiar contexts, when delivered slowly and with

main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
presentations) if delivered slowly and visuals provide contextual support.

(Example: an announcement of a bus delay, an intercom announcement at school, a

dialogue supported by facial expressions/gestures and appropriate intonation, etc.)

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, organization, text outline familiar subjects, making use of contextual clues to identify relevant information in a text.

and layout, etc. to identify and understand relevant information in written level-

appropriate text types.

Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and

EFL 4.4.8 Convey and organize information using facts and details in order to details and by employing various stages of the writing process, while using a range of digital tools to promote and

illustrate diverse patterns and structures in writing. (Example: cause and effect, support collaboration, learning and productivity.

problem and solution, general-to- specific presentation, etc.)

Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of

EFL 4.5.9 Engage in collaborative activities through a variety of student student groupings by employing a wide range of creative thinking skills through the completion of activities such as

groupings to create and respond to literature and other literary texts. (Example: playing games, brainstorming and problem solving.

small groups, cooperative learning groups, literature circles, process writing

groups, etc.)

Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities

• Using recycled materials to make a project. English Awareness • Identify the names of some famous people from the past.

• Surfing the Internet to look for information about A1.2 (including I.EFL.4.2.1 Learners can name • Ask questions about people’s lives in the

important people from other cultures and presenting it to interactive similarities and differences between past.

the class using digital tools. version) different aspects of cultural groups. • Use key expressions to answer questions.

• Choosing pictures to show responsible and solidary • Audio CD Learners can demonstrate socially • Identify detailed information when reading a paragraph.

actions • Teacher’s Guide responsible behaviors at school, online, at • Use idioms and expressions in conversations.

home and in the community, and evaluate • Write about a historical character.
(helping an elder cross the sidewalk, stopping two • Pictures of their actions by ethical, safety and social

children from throwing rocks at a dog, being open to famous people standards. (J.3, S.1, I.1)

accepting new ideas/foods, etc.) and having a class from the past. I.EFL.4.3.1 Learners can employ a range

discussion about the importance of helping others. • Bingo tables with of self- monitoring and self-correcting

Oral Communication: (Listening and Speaking) names of famous strategies and interpret and use

• Listening to spoken or recorded descriptions of familiar people appropriate verbal and

scenes, of the past

• Quiz Time (SB)

and taking notes. nonverbal communication features to • Design a Power Point Presentation to talk

• Listening to a dialogue between two or more people and communicate in familiar contexts. (I.3, S.4, about a historical character.

deciding if a statement is true or false. J.4) • Identify structure patterns in a paragraph.

• Watching a short video about important people from the Oral Communication

past and I.EFL.4.7.1 Learners can identify the Techniques

taking notes. main idea and some details in short Reading

Reading straightforward spoken audio texts set in • Use context clues to understand the meaning of new words in a text.

• Reading a text and answering information questions. familiar contexts when the message is Listening

• Choosing from a list of words to complete gaps from a delivered slowly and there is other • Listen for specific details.

reading. contextual support. (Example: rules for a Speaking

• Predicting main ideas by reading the title and game, classroom instructions, a dialogue • Use new vocabulary and expressions in a

using other contextual clues (e.g., illustrations, in a scene from a cartoon or movie, etc.) dialogue to enrich it.

subheadings, etc.). Learners can use other classmate’s Writing

• Reading a biography and putting events on a timeline. contributions in class as models for their • Use connectors to write a short description of

Writing own. (I.2, I.3, S.4) a famous character from the past

Reading
• Reading an online movie review and identifying I.EFL.4.11.1 Learners can understand Instruments for oral and written evaluation

common linguistic features. Asking learners to use it as a main ideas and some details in short

model to write a review of simple online or print texts on familiar • Oral and Writing Evaluation

another movie. subjects, using contextual clues to help • Projects presentations

• Sequencing sentences by adding words. identify the most relevant information. • Oral interviews in pairs

Language through the Arts (Example: title, illustrations, • Role Play

• Creating literature circles where learners have the organization, etc.) (I.2, I.4) • Game

freedom to say anything they think about a text from Writing • Writing Quiz

class or outside it. I.EFL.4.17.1 Learners can convey and • Glossary activities.

• Brainstorming a list of questions and answers learners organize information through the use of

can use during small group discussions about literary facts and details and by employing

texts. various stages of the writing process,

• Participating in classroom games in which problem- while using a range of digital tools to

solving as a promote and support collaboration,

team is important. learning and productivity. (I.1, I.3, S.4,

J.2, J.4)

Language through the Arts

I.EFL.4.22.1 Learners can

collaborate and participate

effectively in a variety of student

groupings by employing a wide range of

creative thinking skills through the

completion of activities
 such as playing games, brainstorming

and problem solving. (S.2, S.4, J.1,

J.2, J.3, J.4)

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

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,

identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing

disabilities in order to design personalized plans based on assessment objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting

results and empirical data. Thus, they should modify the objectives and information in multiple formats; using review games to make learning fun.

indicators in accordance with those results, and adapt the

corresponding activities.

CLIL Components Transversal Axes

Science / Technology / Arts: Organize a party of famous characters from the Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
past and talk about their contribution to society.

Prepared by Revised by COMISION TECNICO Approved by

PEDAGOGICA
Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:

Signature:

Signature: Signature:
Date: Date: Date:
 AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:

Book: English A1.2 Unit: 6 Objectives:

Unforgettable 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

Moments 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.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
generations, etc.) including the students’ own. features.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles
for formal and informal social or academic situations in order to communicate
specific intentions in online and face-to-face interactions. (Example: thanking,
making promises, apologizing, asking permission, chatting with friends,
answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and
background, immediate environment and matters of immediate need in simple without undue effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
terms using grammatical structures learnt in class (although there may be frequent
errors with tenses, personal pronouns, prepositions, etc.).
Reading CE.EFL.4.13 Apply learning strategies such as using prior knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written interpret new information in a text, and assess this information according to the organization, subject area and
materials using prior knowledge, graphic organizers, context clues, note taking purpose of the text, using different criteria, including ICT tools.
and finding words in a dictionary.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to details and by employing various stages of the writing process, while using a range of digital tools to promote and support
illustrate diverse patterns and structures in writing. (Example: cause and effect, collaboration, learning and productivity.
problem and solution, general-to- specific presentation, etc.)
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student student groupings by employing a wide range of creative thinking skills through the completion of activities such as
groupings to create and respond to literature and other literary texts. (Example: playing games, brainstorming and problem solving.
small groups, cooperative learning groups, literature circles, process writing
groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural • Talk about events in the past.
• Surfing the Internet to look for information about English Awareness • Mention memories with family and friends.
important people from other cultures and presenting it to A1.2 (including I.EFL.4.2.1 Learners can name • Interview a classmate about memories from the past.
the class using digital tools. interactive similarities and differences between • Talk about anecdotes.
• Reading a story from another region/culture and sharing a version) different aspects of cultural groups. • Write a paragraph about an anecdote.
similar • Audio CD Learners can demonstrate socially • Use idioms in conversations.
experience. • Teacher’s Guide responsible behaviors at school, online, at • Design a project about a special moment in your life.
Oral Communication: (Listening and Speaking) • Pictures of home and in the community, and evaluate
• Recording in-class conversations and dialogues in order memories with the their actions by ethical, safety and social
to make note of correct and appropriate language usage family. standards. (J.3, S.1, I.1)
and intelligibility. ▪ Quiz Time (SB) I.EFL.4.3.1 Learners can employ a range
• Asking classmates to repeat an answer or statement of self- monitoring and self-correcting
to clarify something if needed. strategies and interpret and use
appropriate verbal and
Readin nonverbal communication features to Techniques
g communicate in familiar contexts. (I.3, S.4, J.4) Reading
• Highlighting key information in a text and crossing out Oral Communication • Use context clues to understand the meaning
irrelevant information. I.EFL.4.8.1 Learners can communicate of new words in a text.
• Keeping a vocabulary notebook of synonyms and antonyms personal information and basic immediate Listening
of needs and deal with other practical everyday • Listen for specific details.
words from a demands in familiar contexts, effectively and • Pay attention to background sounds to
text. without undue effort and using grammatical understand the context of a conversation.
• Brainstorming about a topic and then reading a text to check structures and vocabulary seen in class Speaking
true and false information. (although there may be frequent, basic errors). • Talk about moments in the past and emotions with a partner using the given
Writin (I.1, I.2, I.3, S.1) expressions.
g Reading • Encourage a partner to take part in a
• Completing the gaps in a text. I.EFL.4.13.1 Learners can apply learning conversation by using appropriate expressions such as How about you?
• Reading an online movie review and identifying common strategies such as using prior knowledge and Writing
linguistic features such as the use of verbs in the past tense. Then graphic organizers to interpret new information • Use connectors to describe important events
using it as a model to write a review of another movie. in a text. Learners can assess this information in your life.
• Sequencing sentences by adding words. according to the organization, subject area and • Follow a model to write about experiences
Language through the purpose of the text, through the use of different and anecdotes.
Arts criteria, including ICT tools. (I.2, I.4, J.4)
• Creating literature circles where learners have the freedom to Writing Instruments for oral and written evaluation
say anything they want about a text from class or outside of I.EFL.4.17.1 Learners can convey and • Oral and Writing Evaluation
class. organize information through the use of facts • Projects presentations
• Participating in classroom games in which problem-solving and details and by employing various stages of • Oral interviews in pairs
as a team is important. the writing process, while using a range of • Role Play
digital tools to promote and support • Game
collaboration, learning and productivity. (I.1,
I.3, S.4, J.2, J.4)
Language through the Arts
I.EFL.4.22.1 Learners can collaborate and • Writing Quiz
participate effectively in a variety of student • Glossary activities.
groupings by employing a wide range of
creative thinking skills through the completion
of activities such as playing games,
brainstorming and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
 3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to
identify disabilities in order to design personalized plans based on
assessment results and
empirical data. Thus, they should modify the objectives and
indicators in accordance with those results, and adapt the
corresponding activities.
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus
on those skills students have developed. Classroom strategies to be implemented
include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences;
presenting information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science / Technology / Arts: Make a photo album with pictures of some Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by COMISION TECNICO Approved by
important life events and share it with the class. PEDAGOGICA
Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:

Signature:

Signature: Signature:
Date: Date: Date: