Académique Documents
Professionnel Documents
Culture Documents
1. INFORMATION DATA:
Area: Teachers: Grade/Course: Subject: Education:
2. TIME
Weekly course No. of working Learning evaluation and unexpected issues Total class weeks Total
load hours periods
3. GENERAL OBJECTIVES
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 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and
intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous
learning and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class
while practicing appropriate competences in the four skills.
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 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
Objectives of the Area articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
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.
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.
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
Objectives of the level / course articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
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.
Unit 1 Values: The Olympic spirit (Health) Self-esteem: My flag (A sense of identity)
Unit 2 Values: Welcoming a new classmate (Friendship, caring for others)
Unit 3 Values: Families (Relationships) Self-esteem: Being part of a family (A sense of belonging)
Unit 4 Values: My town / my city (Community Spirit)
Unit 5 Values: Better together or better alone? (Working together and alone) Self-esteem: What makes me happy? (A
sense of identity)
Unit 6 Values: Helping a friend (Friendship and loyalty)
Unit 7 Values: The importance of sports (Health) Self-esteem: My time: pie chart (A sense of identity: time planning)
Unit 8 Values: Music (Culture and music)
Unit 9 Values: How you eat is important (Health) Self-esteem: You are what you eat. (A sense of identity: personal care
4. TRANSVERSAL AXES : and hygiene)
Unit 10 Values: Hard work and achievement (Success)
Unit 11 Values: Animals and us (The environment) Self-esteem: Animals and nature (A sense of identity: our
relationship with nature)
Unit 12 Values: Transportation and the environment (The environment)
Functions and Speaking: Getting to know someone. Talking about yourself and others.
Pronunciation: /h/ or /w/ in question words.
Listening: Radio quiz: "The One-Minute Challenge".
Vocabulary: Countries and nationalities. Adjectives.
3. Reading
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
famous people, descriptions, etc.) (EGB8)
*Match the names of the countries with the places on the map.
*Work in pairs. Talk about famous people from different countries.
*Read and listen to the website "Crazy about the Olympics" and choose the correct
words.
*Answer the questions from the previous website exercise and tell a partner.
*Look at the pictures and write the country under the flag. Listen and check.
*Complete the table with the nationalities of the countries
*Describe a flag to your partner and determine which country it is from.
*Look a the website "Crazy about the Olympics" and complete the questions with the
words in the list. Then circle the correct words to complete the "Wh" rule.
*Choose the correct "Wh" words.
*Work in pairs. Ask and answer the questions in the previous exercises.
*Work in pairs. Look at the photos of famous people and check the correct flag for each
photo.
*Listen to a radio quiz called "The One-Minute Challenge" and check your answers. Time in
Methodological Strategies *Match sentences a-h with items 1-4. Write the letters in the boxes. Weeks
*Look at the sentences from the radio quiz "The One- Minute challenge" and choose the
correct words. Then complete the "be" rule.
*Complete the sentences using "be" using contracted forms where possible.
*My flag: choose things that are important to you.
*Use your ideas from the previous exercise to draw your own flag and tell your partner
about it.
*Read and listen to the dialogue. Who knows more about soccer, Jamie or Marta?
*Mark the sentences T (true) or F (false). Write the correct sentence in your notebook.
*Write the questions using the previous text as a guide.
*Put the dialogue in order for "Getting to know someone". Then listen and check.
*Work in pairs. Act out the "Getting to know someone" dialogue then make your own
dialogue.
*Adjectives: Write the words in the list under the pictures. Listen and Check.
*Match the opposite words from the left column to the right coloum, 0-4 to a-e.
*Put the words in order to create a simple phrase using adjectives.
Unit No.: 2 *Look at the questionnaire Name "The New York Engllish Summer Camp". Answer
of Unit: I Feel the
Happy
questions about you in full sentences.
*Photostory Episode 1: Look at the photos and the dialogue with Riby, Ellie and Dan,
and answer the questions.
**Now Talking
readabout feelings
and listen to the photostory. Check your answers.
**Developing
Asking questions
speaking: Watch and find out how the previous photostory continues.
Unit Specific Objectives **Watch
Expressing likes
again. Useand
thedislikes
correct word in each sentence.
**Find
Describing feelings and
the expressions 1-4things
in the story. Who says them?
**How
Traindo
to you
think:
sayCategorizing
the expressions in the previous question in your own language?
*Change the underlined expression using an expression from Exercise 1.
*Complete the mini-dialogues with the expressions from Exercise 1.
Evaluation *Talking about yourself and others: Match the questions
Contents and answers 0-3 to a-d.
/ Skills
*Put the words in the correct order to make dialogues.
*Work in pairs. Act out the dialogues. Then make similiar dialogues with your partner.
1. Communication and Cultural Awareness
2. Oral Communication
EFL 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal
and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time,
school activities, etc.) (EGB8)
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
CE.EFL.4.7. Listening for Information: Follow
and identify some main ideas and details in
short and straightforward spoken or audio
texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual
support. Use spoken contributions in class as
models for one’s own speech.
*Learners can identify the main idea and
some details in short straightforward spoken
audio texts set in familiar contexts when the EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
message is delivered slowly and there is
other contextual support. (Example: rules for
a game, classroom instructions, a dialogue in
a scene from a cartoon or movie, etc.)
Learners can use other classmate’s
contributions in class as models for their
own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
Functions & Speaking: Talking about feelings. Asking questions. Expressing likes and dislikes.
Pronunciation: Vowel sounds: adjectives.
Listening: Dialogues: "Talking about feelings".
Vocabulary: Adjectives to describe feelings. Positive and Negative adjectives.
3. Reading
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
famous people, descriptions, etc.) (EGB8)
4. Writing
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
CE.EFL.4.17. Show an ability to convey and process”) to attempt to produce well-constructed informational texts. (EGB8)
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.
* Learners can convey and organize
information throug h the use of facts and EFL 4.4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse
details and by attempting to employ various patterns and structures in writing. (EGB8)
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) (ref.I.EFL.4.17.1.)
2. Oral Communication
Functions & Speaking: Describing good qualities. Talking about family. Paying compliments.
Pronunciation: "This"/"that"/"these"/"those".
Listening: Dialogues: "Describing family".
Vocabulary: Family members. House and Furniture.
3. Reading
CE.EFL.4.11. Demonstrate comprehension of
main ideas and some details in short simple
texts on familiar subjects, making use of
contextual clues to identify relevant EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
information in a text. famous people, descriptions, etc.) (EGB8)
*Learners can understand main ideas and
some details in short simple online or print
texts on familiar subjects, attempting to use
contextual clues to help identify the most
relevant information. (Example: title,
illustrations, organization, etc.) (I.2, I.4)
(ref.I.EFL.4.11.1.)
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
identify and understand relevant information in written level-appropriate text types. (EGB8)
4. Writing
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
process”) to attempt to produce well-constructed informational texts. (EGB8)
DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
1. Communication and Cultural Awareness
Functions and Speaking: The time of day. Saying "Hello" and "Goodbye"
2. Oral Communication
EFL 4.2.2. Use a series of phrases and sentences to describe
aspects of personal background, immediate environment and
matters of immediate need in simple terms using grammatical
structures learnt in class (although there may be frequent errors
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and with tenses, personal pronouns, prepositions, etc.). (EGB8)
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 EFL 4.2.9. Attempt to use new words and expressions which
social interactions. occur in conversations in the personal and educational domains,
* Learners can communicate personal information and basic immediate needs and and make use of such terms and expressions wherever
attempt to deal with other practical everyday demands in familiar contexts, appropriate and necessary. (EGB8)
effectively and without undue effort and using grammatical structures and
vocabulary seen in class (although there may be frequent, basic errors). (I.1, I.2, I.3,
S.1) (ref.I.EFL.4.8.1.)
EFL 4.2.15. Attempt to deal with practical, everyday
communication demands within familiar contexts, effectively
and without undue effort. (EGB8)
Functions and Speaking: The time of day. Saying "Hello" and "Goodbye"
Vocabulary: The alphabet. Colors. Numbers. Classroom objects.
Listening: Taking a phone message.
3. Reading
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and
classroom resources and texts by selecting and evaluating them in order to EFL 4.4.2. Make and use a simple print or digital learning
strengthen literacy skills and promote acquisition.
resource to compare and contrast information in order to
* Learners can interact and engage with a wide range of ICT and classroom resources
and texts by selecting and attempt to evaluate them in order to strengthen literacy demonstrate understanding and command of a topic.(EGB8)
skills and promote acquisition. (I.2, I.4, S.3, J.2, J.3) (ref.I.EFL.4.14.1.)
2. Unit Plan
Unit Title Unit Specific Objectives
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pro
of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic s
One World interviews on familiar subjects in order to inspire oral and written production at an A2.1 level
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and simila
and global contexts familiar to the learner.
Transversal Axes Unit and Topic area: One world. Value: The Olympic Spirit. Self- esteem: My flag.
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRI
2. Oral Communication
EFL 4.2.2. Use a series of phrases and sentences
background, immediate environment and matte
using grammatical structures learnt in class (alth
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs tenses, personal pronouns, prepositions, etc.). (
and information clearly and in simple terms, using grammatical structures
learned in class (although there may be frequent errors), effectively and EFL 4.2.9. Attempt to use new words and expr
without undue effort. Demonstrate an ability to make appropriate use of the personal and educational domains, and m
new words and expressions in social interactions. wherever appropriate and
* Learners can communicate personal information and basic immediate
needs and attempt to deal with other practical everyday demands in
familiar contexts, effectively and without undue effort and using
grammatical structures and vocabulary seen in class (although there may EFL 4.2.15. Attempt to deal with practical, every
be frequent, basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.) familiar contexts, effectively and without undue
Functions and Speaking: Getting to know someone. Talking about yourself and other
Pronunciation: /h/ or /w/ in question words.
Listening: Radio quiz: "The One-Minute Challenge".
Vocabulary: Countries and nationalities. Adjectives.
3. Reading
EFL 4.3.1. Understand main points in short simp
news about sports or famous people, descriptio
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.
*Learners can understand main ideas and some details in short simple
online or print texts on familiar subjects, attempting to use contextual EFL 4.3.3. Attempt to find specific predictable in
clues to help identify the most relevant information. (Example: title, range of age- and level-appropriate topics. (EGB
illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
4. Writing
EFL 4.4.2. Make and use a simple print or digital
contrast information in order to demonstrate un
(EGB8)
CE.EFL.4.16. Make use of simple learning resources, including those
created by one’s self, in order to compare and contrast information, and
choose appropriate resources according to the value, purpose and
audience of each.
*Learners can use and make simple learning resources, both online and in
print, in order to attempt to compare and contrast information. Learners
can choose appropriate resources and attempt to critically evaluate the
information in these resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
Duration
Start End
Unit No. 1
Specific Objectives
es of written texts, in order to produce level-appropriate critical analysis
ral Awareness
gnize and demonstrate an appreciation of some commonalities and
oss cultures and groups (differentiated by gender, ability, generations,
the students’ own. (EGB8)
Spirit
” flag
tion
a series of phrases and sentences to describe aspects of personal
mmediate environment and matters of immediate need in simple terms
tical structures learnt in class (although there may be frequent errors with
al pronouns, prepositions, etc.). (EGB8)
Personal information.
e word "be".
alities. Adjectives.
he Arts
e and use a simple print or digital learning resource to compare and
ation in order to demonstrate understanding and command of a topic.
” flag
Approved by:
Vice-Principal:
Signature:
Date:
SCHOOL: SCHOOL YEAR:
015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe
Teacher: Area/Subject: Grade:
Weeks Periods
2. Unit Plan
Unit Title Unit Specific Objectives
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inter
I Feel Happy O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in orde
making.
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
interviews on familiar subjects in order to inspire oral and written production at an A2.1 le
Unit and Topic Area: I feel happy. Values: Friendship : Welcoming a new classmate (Friend
Transversal Axes Categorizing (Identifying and sorting)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRIT
1. Communication and Cultural Awareness
EFL 4.1.2. Recognize and demonstrate an appreciation of s
cultures and groups (differentiated by gender, ability, gene
CE.EFL.4.2. Recognize and demonstrate an appreciation of
commonalities between cultures as well as the consequences
of one’s actions while exhibiting socially responsible behaviors.
*Learners can name similarities and differences between
different aspects of cultural groups. Learners can demonstrate
socially responsible behaviors at school, online, at home and in
the community, and evaluate their actions by ethical, safety
and social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.)
2. Oral Communication
EFL 4.2.1. Understand phrases and expressions related to a
personal and educational domains, provided speech is cle
CE.EFL.4.6. Listening for Meaning: Understand and follow the free time, school activities, etc.) (EGB8)
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues
and/or prior knowledge.
*Learners can grasp the general meaning of spoken texts set in
familiar everyday contexts and infer changes in the topic of
discussion, as well as attempt to deduce the meanings of
unfamiliar words and exchanges through the use of context
clues, provided speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
CE.EFL.4.6. Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues
and/or prior knowledge.
*Learners can grasp the general meaning of spoken texts set in
familiar everyday contexts and infer changes in the topic of EFL 4.2.4. Attempt to deduce the meanings of unfamiliar p
discussion, as well as attempt to deduce the meanings of familiar elements. (Example: colloquial greetings, exclama
unfamiliar words and exchanges through the use of context
clues, provided speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
Functions & Speaking: Talking about feelings. Asking questions. Expressing likes an
Pronunciation: Vowel sounds: adjectives.
Listening: Dialogues: "Talking about feelings".
Vocabulary: Adjectives to describe feelings. Positive and Negative adjectiv
3. Reading
EFL 4.3.1. Understand main points in short simple texts on
famous people, descriptions, etc.) (EGB8)
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.
*Learners can understand main ideas and some details in short
simple online or print texts on familiar subjects, attempting to EFL 4.3.3. Attempt to find specific predictable information
use contextual clues to help identify the most relevant appropriate topics. (EGB8)
information. (Example: title, illustrations, organization, etc.)
(I.2, I.4) (ref.I.EFL.4.11.1.)
4. Writing
EFL 4.4.7. Use the process of prewriting, draft
CE.EFL.4.17. Show an ability to convey and organize information through the “the writing process”) to attempt to produce
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.
* Learners can convey and organize information through the use of facts
and details and by attempting to employ 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)
(ref.I.EFL.4.17.1.)
CE.EFL.4.17. Show an ability to convey and organize information through the
use of facts and details and by employing various stages of the writing
process, while using a range of digital tools to promote and support
collaboration, learning and productivity.
* Learners can convey and organize information through the use of facts
and details and by attempting to employ various stages of the writing EFL 4.4.8. Convey and organize information u
process, while using a range of digital tools to promote and support illustrate diverse patterns and structures in w
collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
Duration
Start End
Unit No. 2
Unit Specific Objectives
ces of written texts, in order to produce level-appropriate critical analysis of
ew classmate
ound the world
egorizing
nication
ses and expressions related to areas of most immediate priority within the
omains, provided speech is clearly and slowly articulated. (Example: daily life,
etc.) (EGB8)
ce the meanings of unfamiliar phrases and words from a context containing
e: colloquial greetings, exclamations, interjections, etc.) (EGB8)
g
points in short simple texts on familiar subjects. (Example: news about sports or
s, etc.) (EGB8)
pecific predictable information in short, simple texts in a range of age- and level-
s. "Hi there!"
what to do".
ound the world"
g
the process of prewriting, drafting, revising, peer editing and proofreading (i.e.,
rocess”) to attempt to produce well-constructed informational texts. (EGB8)
vey and organize information using facts and details in order to attempt to
rse patterns and structures in writing. (EGB8)
gh the Arts
empt to make predictions, inferences and deductions to demonstrate different
ning of literary works presented orally or in digital form, including literal and
ings. (EGB8)
egorizing
Approved by:
: Vice-Principal:
Signature:
Date:
E SCHOOL: SCHOOL YEAR:
015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EG
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe
Teacher: Area/Subject: Grade:
Weeks Periods
2. Unit Plan
Unit Title Unit Specific Objectives
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inter
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
Me and my family on familiar subjects in order to inspire oral and written production at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and sim
contexts familiar to the learner.
Transversal Axes Unit and Topic Area: Me and my family Values: Families (Relationships) Self-esteem: Being
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMAN
1. Communication and Cultural Awareness
EFL 4.1.2. Recognize and demonstrate an appre
cultures and groups (differentiated by gender, a
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities (EGB8)
between cultures as well as the consequences of one’s actions while
exhibiting socially responsible behaviors.
*Learners can name similarities and differences between different
aspects of cultural groups. Learners can demonstrate socially responsible
behaviors at school, online, at home and in the community, and evaluate
their actions by ethical, safety and social standards. (J.3, S.1, I.1)
(ref.I.EFL.4.2.1.)
Values: Families
Self-esteem: Being part of a family
2. Oral Communication
EFL 4.2.6. Use other students’ contributions in c
CE.EFL.4.7. Listening for Information: Follow and identify some main
ideas and details in short and straightforward spoken or audio texts set in
familiar contexts, when delivered slowly and with visuals to provide
contextual support. Use spoken contributions in class as models for one’s
own speech.
*Learners can identify the main idea and some details in short
straightforward spoken audio texts set in familiar contexts when the
message is delivered slowly and there is other contextual support.
(Example: rules for a game, classroom instructions, a dialogue in a scene
from a cartoon or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2, I.3, S.4)
(ref.I.EFL.4.7.1.)
EFL 4.2.11. Give short, basic descriptions of eve
and use simple descriptive language to compare
CE.EFL.4.9. Production – Fluency: Use simple language to describe, possessions. (Example: family, school, living con
compare and make statements about familiar everyday topics such as
objects, possessions and routines in structured situations and short
conversations. Interaction is with reasonable ease, provided speech is
given clearly, slowly and directly.
*Learners can use simple language to describe, compare and state facts
about familiar everyday topics such as possessions, classroom objects
and routines in short, structured situations, interacting with relative ease.
(I.3, I.4, S.4) (ref.I.EFL.4.9.1.)
Functions & Speaking: Describing good qualities. Talking about family. Paying co
Pronunciation: "This"/"that"/"these"/"those".
Listening: Dialogues: "Describing family".
Vocabulary: Family members. House and Furniture.
3. Reading
EFL 4.3.1. Understand main points in short simp
sports or famous people, descriptions, etc.) (EG
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.
*Learners can understand main ideas and some details in short simple
online or print texts on familiar subjects, attempting to use contextual EFL 4.3.2. Make use of clues such as titles, illus
clues to help identify the most relevant information. (Example: title, attempt to identify and understand relevant info
illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) (EGB8)
4. Writing
EFL 4.4.7. Use the process of prewriting, draftin
writing process”) to attempt to produce well-co
CE.EFL.4.17. Show an ability to convey and organize information through
the use of facts and details and by employing various stages of the
writing process, while using a range of digital tools to promote and
support collaboration, learning and productivity.
* Learners can convey and organize information through the use of facts
and details and by attempting to employ various stages of the writing EFL 4.4.8. Convey and organize information usin
process, while using a range of digital tools to promote and support diverse patterns and structures in writing. (EGB
collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
Duration
Start End
Unit No. 3
Unit Specific Objectives
es of written texts, in order to produce level-appropriate critical analysis of familiar
ilies
art of a family
nication
er students’ contributions in class as models for their own. (EGB8)
hort, basic descriptions of everyday activities and events within familiar contexts
scriptive language to compare and make brief statements about objects and
mple: family, school, living conditions, personal belongings, etc.) (EGB8)
ng
tand main points in short simple texts on familiar subjects. (Example: news about
people, descriptions, etc.) (EGB8)
use of clues such as titles, illustrations, organization, text outline and layout, etc. to
y and understand relevant information in written level-appropriate text types.
e Middleton".
s family".
for Ruby".
g
process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
to attempt to produce well-constructed informational texts. (EGB8)
and organize information using facts and details in order to attempt to illustrate
nd structures in writing. (EGB8)
ur favorite room".
es. "This"/"that"/"these"/"those".
House and Furniture.
gh the Arts
in collaborative activities through a variety of student groupings to create and
ure and other literary texts. (EGB8)
tegorizing
Approved by:
Vice-Principal:
Signature:
Date:
HOOL: SCHOOL YEAR:
15-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB A
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe
Teacher: Area/Subject: Grade:
Weeks Periods
2. Unit Plan
Unit Title Unit Specific Objectives
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inter
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in orde
In the City decision making.
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
interviews on familiar subjects in order to inspire oral and written production at an A2.1 le
Unit and Topic Area: In the city Values: My town / my city (Community Spirit) Critical Thin
Transversal Axes problems)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE
1. Communication and Cultural Awareness
EFL 4.1.10. Recognize and appreciate individu
establishing and maintaining healthy and rew
CE.EFL.4.5. Display an appreciation of and demonstrate respect for based on communication and cooperation. (E
individual and group differences by establishing and maintaining healthy
and rewarding relationships based on communication and cooperation.
* Learners can appreciate and show respect for individual and group
differences by establishing and maintaining healthy and rewarding online EFL 4.1.4. Demonstrate mindfulness, empath
and face-to-face interactions. Learners can communicate and cooperate in integrity of cultures in daily classroom activiti
a respectful, empathetic manner. (J.3, S.1, S.4) (ref.I.EFL.4.5.1.)
Values: My town/city
Culture: Parks around the world
Train to Think: Exploring numbers
2. Oral Communication
EFL 4.2.3. Follow and understand short, straig
idea/dialogue of a movie or cartoon (or other
delivered slowly and visuals provide contextu
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas bus delay, an intercom announcement at scho
and details in short and straightforward spoken or audio texts set in familiar expressions/gestures and appropriate intonati
contexts, when delivered slowly and with visuals to provide contextual
support. Use spoken contributions in class as models for one’s own speech.
*Learners can identify the main idea and some details in short
straightforward spoken audio texts set in familiar contexts when the
message is delivered slowly and there is other contextual support.
(Example: rules for a game, classroom instructions, a dialogue in a scene
from a cartoon or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
EFL 4.2.2. Use a series of phrases and sentenc
background,
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs immediate environment and matters of imm
and information clearly and in simple terms, using grammatical structures structures learnt in class (although there may
learned in class (although there may be frequent errors), effectively and pronouns, prepositions, etc.). (EGB8)
without undue effort. Demonstrate an ability to make appropriate use of
new words and expressions in social interactions.
*Learners can communicate personal information and basic immediate EFL 4.2.9. Attempt to use new words and exp
needs and attempt to deal with other practical everyday demands in personal and educational domains, and make
familiar contexts, effectively and without undue effort and using appropriate and necessary. (EGB8)
grammatical structures and vocabulary seen in class (although there may
be frequent, basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
Functions & Speaking: Talking about places in a town/city. Giving directions. Buying thin
Pronunciation: Word stress in numbers.
Listening: Dialogues: "Asking for directions".
Vocabulary: Places in a town/city. Prepositions of place. Numbers 100+. Price
CE.EFL.4.16. Make use of simple learning resources, including those created EFL 4.4.3. Attempt to critically evaluate inform
by one’s self, in order to compare and contrast information, and choose on the web, and recommend print and digita
appropriate resources according to the value, purpose and audience of
each.
* Learners can use and make simple learning resources, both online and in
print, in order to attempt to compare and contrast information. Learners
can choose appropriate resources and attempt to critically evaluate the
information in these resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
appropriate resources according to the value, purpose and audience of
each.
* Learners can use and make simple learning resources, both online and in
print, in order to attempt to compare and contrast information. Learners
can choose appropriate resources and attempt to critically evaluate the
information in these resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
EFL 4.4.6. Attempt to identify a variety of type
value, purpose and audience of each for use i
Duration
Start End
Unit No. 4
nit Specific Objectives
ces of written texts, in order to produce level-appropriate critical analysis of
/city
the world
ng numbers
cation
ow and understand short, straightforward audio messages and/or the main
of a movie or cartoon (or other age-appropriate audio-visual presentations) if
wly and visuals provide contextual support. (Example: an announcement of a
ntercom announcement at school, a dialogue supported by facial
estures and appropriate intonation, etc.) (EGB8)
a series of phrases and sentences to describe aspects of personal
empt to use new words and expressions which occur in conversations in the
educational domains, and make use of such terms and expressions wherever
nd necessary. (EGB8)
derstand main points in short simple texts on familiar subjects. (Example: news
or famous people, descriptions, etc.) (EGB8)
ke use of clues such as titles, illustrations, organization, text outline and
attempt to identify and understand relevant information in written level-
ext types.
of the (EGB8)
World".
tores".
the world".
ke and use a simple print or digital learning resource to compare and contrast
order to demonstrate understanding and command of a topic.(EGB8)
ng numbers
Approved by:
: Vice-Principal:
Signature:
Date:
E SCHOOL: SCHOOL YEAR:
015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITER
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITER
1. INFORMATIONAL DATA
Timeframe
Teacher: Area/Subject: Grade:
Weeks
2. Unit Plan
Unit Title Unit Specific Objecti
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inte
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
In my free time in order to inspire oral and written production at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and sim
the learner.
Unit and Topic Area: In my free time Values: Better together or better alone? (Working to
Transversal Axes identity)
2. UNIT PLAN
CE.EFL.4.6. Listening for Meaning: Understand
EVALUATION and follow the main idea in
CRITERIA SKILLS AND P
spoken texts set in familiar everyday contexts, provided speech is clear and
articulate, and deduce the meanings of unfamiliar words and phrases using 1. Communication and Cultural Awareness
context clues and/or prior knowledge. EFL 4.2.1. Understand phrases and expres
*Learners can grasp the general meaning of spoken texts set in familiar and educational domains, provided speec
everyday contexts and infer changes in the topic of discussion, as well as activities, etc.) (EGB8)
attempt to deduce the meanings of unfamiliar words and exchanges through Values: Be er together or be er alone?
the use of context
CE.EFL.4.6. Listening clues, provided speech
for Meaning: Understand is given
andslowly
followandtheclearly andin
main idea there Self-esteem: What makes you happy?
is sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
spoken texts set in familiar everyday contexts, provided speech is clear and
articulate,
CE.EFL.4.7.and deduce
Listening forthe meanings of
Information: unfamiliar
Follow words some
and identify and phrases usingand
main ideas 2. Oral Communication
context clues and/or prior knowledge.
details in short and straightforward spoken or audio texts set in familiar EFL 4.2.1. Understand phrases and expres
*Learners can grasp
contexts, when the general
delivered slowly meaning
and with of spoken
visuals texts setcontextual
to provide in familiarsupport. and educational domains, provided speec
everyday
Use spokencontexts and infer
contributions in changes in the topic
class as models of discussion,
for one’s own speech. as well as activities, etc.) (EGB8)
attempt
*Learners tocan
deduce the the
identify meanings
main ideaof unfamiliar
and somewords detailsand exchanges
in short through
straightforward EFL 4.2.3. Follow and understand short, s
the use of
spoken audio
CE.EFL.4.8. context clues,
texts set in
Production provided speech
familiar contexts
– Accuracy is given slowly
when the message
and Intelligibility: and clearly
Communicate needs and or cartoon (or other age-appropriate aud
and
is delivered there
is sufficient
information visual
slowly and thereclearly support.
is other (I.3,
and incontextual S.1, J.4)
simple terms, (ref.I.EFL.4.6.1.)
support.
using(Example:
grammatical rules learned support.
for a game,
structures (Example: an announcement of
EFL
by 4.2.2.expressions/gestures
facial Use a series of phrases
andand sen
approp
classroom instructions, a dialogue in a scene from a cartoon or movie, etc.)
in class (although there may be frequent errors), effectively and without undue environment and matters of immediate n
Learners can use other
effort. Demonstrate an classmate’s
ability to make contributions
appropriate inuse
classofas models
new wordsforand
their (although there may be frequent errors w
own. (I.2, I.3,inS.4)
expressions (ref.I.EFL.4.7.1.)
social interactions. EFL 4.2.15. Attempt to deal with practical
*Learners can communicate personal information and basic immediate needs and without undue effort. (EGB8)
and attempt to deal with other practical everyday demands in familiar contexts,
effectively and without undue effort and using grammatical structures and
CE.EFL.4.9. Production
vocabulary seen in class– (although
Fluency: Usethere simple
may be language
frequent, to describe, compare
basic errors). (I.1, I.2,
and make
I.3, S.1) statements about familiar everyday topics such as objects,
(ref.I.EFL.4.8.1.) EFL 4.2.11. Give short, basic descriptions
possessions and routines in structured situations and short conversations. descriptive language to compare and mak
Interaction is with reasonable ease, provided speech is given clearly, slowly and school, living conditions, personal belong
directly.
*Learners can use simple language to describe, compare and state facts about EFL 4.2.13. Interact with reasonable ease
familiar everyday topics such as possessions, classroom
Functions objectsTalking
& Speaking: and routines in provided
about habits that speech
and activities. is given
Talking aboutclearly, slow
technolog
short, structured situations, interacting with relative ease. (I.3, I.4, S.4) Pronunciation: (EGB8) Simple present verbs: third person
(ref.I.EFL.4.9.1.) Listening: Monologues: "Describing electronic gadge
Vocabulary: Free time activities. Gadgets.
3. Reading
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in EFL 4.3.1. Understand main points in shor
short simple texts on familiar subjects, making use of contextual clues to famous people, descriptions, etc.) (EGB8)
identify relevant information in a text.
* Learners can understand main ideas and some details in short simple online
or print texts on familiar subjects, attempting to use contextual clues to help
identify the most relevant information. (Example: title, illustrations,
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
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.
* Learners can understand main ideas and some details in short simple online
or print texts on familiar subjects, attempting to use contextual clues to help EFL 4.3.2. Make use of clues such as title
identify the most relevant information. (Example: title, illustrations, identify and understand relevant informa
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) Reading: Newsletter: "I love Glee Club!"
Quiz: "Does TV control your life?"
Photostory: "The school play".
CE.EFL.4.17. Show an ability to convey and organize information through the 4. Writing
use of facts and details and by employing various stages of the writing process, EFL 4.4.7. Use the process of prewriting, d
while using a range of digital tools to promote and support collaboration, process”) to attempt to produce well-con
learning and productivity.
* Learners can convey and organize information through the use of facts and EFL 4.4.8. Convey and organize informatio
details and by attempting to employ various stages of the writing process, while and structures in writing. (EGB8)
using a range of digital tools to promote and support collaboration, learning Writing: Paragraph: "Days in your life".
Grammar: Simple present. Adverbs of frequency. Simple present (neg
and productivity. (I.1, I.3, S.4, J.2, J.4) (ref.I.EFL.4.17.1.)
Vocabulary: Free time activities. Gadgets.
CE.EFL.4.20. Create short, original literary texts in different genres, including
those that reflect Ecuadorian cultures, using a range of digital tools, writing 5. Language through the Arts
styles, appropriate vocabulary and other literary concepts. EFL 4.5.4. Create personal stories by addin
* Learners can create short, original literary texts in different genres, including vocabulary and elements of the literature
those that reflect Ecuadorian cultures, attempting to use a range of digital
tools, writing styles, appropriate vocabulary and other literary concepts. (I.1,
I.3) (ref.I.EFL.4.20.1.) Self-esteem: What makes you happy?
Timeframe Duration
Periods Start End
Unit No. 5
Unit Specific Objectives
erences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
gether or better alone? (Working together and alone) Self-esteem: What makes me happy? (A sense of
2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use simple
ptive language to compare and make brief statements about objects and possessions. (Example: family,
l, living conditions, personal belongings, etc.) (EGB8)
2.13. Interact with reasonable ease in structured situations and short conversations within familiar contexts,
ded that speech
d activities. is given
Talking aboutclearly, slowlyhabits.
technology and directly. (Example:
Encouranging an interview, an information gap activity, etc.)
someone.
8): Simple present verbs: third person.
ogues: "Describing electronic gadgets".
ry: Free time activities. Gadgets.
3. Reading
3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
us people, descriptions, etc.) (EGB8)
.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
fy and understand relevant information in written level-appropriate text types. (EGB8)
Newsletter: "I love Glee Club!"
"Does TV control your life?"
tostory: "The school play".
4. Writing
4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
ss”) to attempt to produce well-constructed informational texts. (EGB8)
4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse patterns
tructures in writing. (EGB8)
: Paragraph: "Days in your life".
bs of frequency. Simple present (negative and questions).
ry: Free time activities. Gadgets.
2. Unit Plan
Unit Title Unit Specific Objectives
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inte
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in ord
Friends O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
familiar subjects in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: Friends Values: Helping a friend (Friendship and loyalty) Critical Thi
2. UNIT PLAN
EVALUATIONan
CE.EFL.4.2. Recognize and demonstrate CRITERIA
appreciation of commonalities SKILLS AND PERFO
between cultures as well as the consequences of one’s actions while 1. Communication and Cultural Awareness
exhibiting socially responsible behaviors. EFL 4.1.2. Recognize and demonstrate an ap
*Learners can name similarities and differences between different aspects of cultures and groups (differentiated by gend
cultural groups. Learners can demonstrate socially responsible behaviors at (EGB8) Values: Helping a friend
school, online, at home and in the community, and evaluate their actions by Welcoming people around the world
Culture:
ethical, safety and social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Train to Think: A ention to detail
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in
spoken texts set in familiar everyday contexts, provided speech is clear and 2. Oral Communication
articulate, and deduce the meanings of unfamiliar words and phrases using EFL 4.2.1. Understand phrases and expressi
context clues and/or prior knowledge. personal and educational domains, provide
*Learners can grasp the general meaning of spoken texts set in familiar free time, school activities, etc.) (EGB8)
everyday contexts
CE.EFL.4.8. and infer
Production changes
– Accuracy andinIntelligibility:
the topic of discussion,
Communicateas well as and EFL 4.2.4. Attempt to deduce the meanings
needs
attempt to deduce familiar elements. (Example: colloquial gree
information clearly the
andmeanings
in simple of unfamiliar
terms, words and exchanges
using grammatical structuresthrough
learned
the use (although
in class of contextthere
clues,may
provided speecherrors),
be frequent is giveneffectively
slowly andand
clearly and
without EFL 4.2.2. Use a series of phrases and sente
there iseffort.
undue sufficient visual support.
Demonstrate (I.3, to
an ability S.1, J.4) (ref.I.EFL.4.6.1.)
make appropriate use of new words environment and matters of immediate nee
and expressions in social interactions. (although there may be frequent errors wit
*Learners can communicate personal information and basic immediate needs EFL 4.2.9. Attempt to use new words and ex
and attempt to deal with other practical everyday demands in familiar educational domains, and make use of such
contexts, effectively and without undue effort and using grammatical (EGB8) Helping a friend. Describing people.
Functions & Speaking:
structures and vocabulary seen in class (although there may be frequent, Pronunciation: The /eɪ/vowel sound.
basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.) Listening: Interview: "Friendship bands".
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in
Vocabulary: Parts of the body. Describing people.
short simple texts on familiar subjects, making use of contextual clues to 3. Reading
identify relevant information in a text. EFL 4.3.1. Understand main points in short
*Learners can understand main ideas and some details in short simple online or famous people, descriptions, etc.) (EGB8
or print texts on familiar subjects, attempting to use contextual clues to help
identify the most relevant information. (Example: title, illustrations, Reading: Article: "A real friend".
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) Dialogue: "A surprise for Olivia".
Culture: "Welcoming people around the world".
CE.EFL.4.17. Show an ability to convey and organize information through the 4. Writing
use of facts and details and by employing various stages of the writing EFL 4.4.7. Use the process of prewriting, dra
process, while using a range of digital tools to promote and support writing process”) to attempt to produce we
collaboration, learning and productivity.
* Learners can convey and organize information through the use of facts and EFL 4.4.8. Convey and organize information
details and by attempting to employ various stages of the writing process, patterns and structures in writing. (EGB8)
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) (ref.I.EFL.4.17.1.)
Writing: Paragraph: "Describing a friend".
Grammar: "Have" (affirmative, negative, and questions). Count and non
Vocabulary: Parts of the body. Describing people.
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce Train to Think: Memorizing
literal and implied meanings in short, simple, everyday literary texts (online, 5. Language through the Arts
oral or in print). EFL 4.5.3. Attempt to make predictions, infe
* Learners can understand, and attempt to predict, infer and deduce literal meaning of literary works presented orally o
and implied meanings in short, simple, everyday literary texts (online, oral or (EGB8)
in print), especially when visual support is provided. (I.2, I.3, I.4)
(ref.I.EFL.4.18.1.) Train to Think: Attention to detail
Timeframe Duration
Periods Start End
Unit No. 6
Unit Specific Objectives
inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects
4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse
ns and structures in writing. (EGB8)
graph: "Describing a friend".
ative, and questions). Count and noncount nouns.
s of the body. Describing people.
to Think: Memorizing
uage through the Arts
5.3. Attempt to make predictions, inferences and deductions to demonstrate different levels of
ng of literary works presented orally or in digital form, including literal and implied meanings.
)
Think: Attention to detail
2. Unit Plan
Unit Title Unit Specific Objecti
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to inte
We love sports O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in ord
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, com
subjects in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: We love sports! Values: The importance of sports (Health) Self-este
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AN
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador 1. Communication
and and Cultural Awareness
beyond in order to manifest an understanding of the relationship between cultural EFL 4.1.1. Compare and contrast ora
* Learners can compare and contrast oral traditions, myths, folktales and literature international regions and cultures a
from Ecuador and other cultures in order to demonstrate an understanding of the (EGB9)
relationship between cultural practices and perspectives. Learners can share cross- EFL 4.1.3. Display an understanding
cultural experiences while naming universal cultural themes. (I.2, S.1, S.2, J.1) cultures by recognizing and sharing
(ref.I.EFL.4.1.1.)
Values: e importance of sports
Self-esteem: My time: pie chart
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and 2. Oral Communication
details in short and straightforward spoken or audio texts set in familiar contexts,
when EFL 4.2.3. Follow and understand sh
* Learners can identify the main idea and some details in short straightforward movie or cartoon (or other age-app
spoken audio texts set in familiar contexts when the message is delivered slowly and provide contextual support. (Examp
there is other contextual support. (Example: rules for a game, classroom instructions, school, EFL 4.2.6. Use other
a dialogue students’by
supported contr
faci
a dialogue in a scene from a cartoon or movie, etc.) Learners can use other
classmate’s Production
CE.EFL.4.8. contributions in class asand
– Accuracy models for their Communicate
Intelligibility: own. (I.2, I.3, S.4)
needs and
(ref.I.EFL.4.7.1.) EFL 4.2.2. Use a series of phrases an
information clearly and in simple terms, using grammatical structures learned in class environment and matters of immed
(although there may be frequent errors), effectively and without undue effort. (although there may be frequent er
Demonstrate an ability to make appropriate use of new words and expressions in EFL 4.2.9. Use new words and expre
social interactions. domains, and make use of such term
* Learners can communicate personal information and basic immediate needs and
deal with other practical everyday demands in familiar contexts, effectively and EFL 4.2.15. Deal with practical, ever
without undue effort and using grammatical structures and vocabulary seen in class without undue effort. (Example: me
(although there may be frequent, basic errors). (I.1, and
Functions I.2, I.3, Talk about abilities. information,
S.1) (ref.I.EFL.4.8.1)
Speaking: giving reasons,
Telling time. Talking asking a
about routines
Pronunciation: The /ɔ/ vowel sound.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic Listening: Phone call: "Making arrangements".
Vocabulary:
organizers to interpret new information in a text, and assess this information Sports. Telling time. Months ans seasons. Ordina
3. Reading
according to the organization, subject area and purpose of the text, using different
criteria, including ICT tools. EFL 4.3.6. Apply learning strategies t
* Learners can apply learning strategies such as using prior knowledge and graphic knowledge, graphic organizers, cont
organizers to interpret new information in a text. Learners can assess this information Reading: Short articles: "They´re good!".
according to the organization, subject area and purpose of the text, through the use Article: "The other final".
of different criteria, including ICT tools. (I.2, I.4, J.4) (ref.I.EFL.4.13.1.) Photostory: "The big game".
4. Writing
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 EFL 4.4.1. Convey information and id
the ability to use these features appropriately in one’s own writing. subjects using ICT tools and conventi
* Learners can convey information and ideas and describe feelings and opinions in (EGB9)
simple transactional or expository texts on familiar subjects in order to influence an EFL 4.4.4. Write to describe feelings
audience, while recognizing that different texts have different features and showing persuade, negotiate, argue, etc.) (EG
Writing:
the ability to use these features appropriately in one’s own writing. (I.3, I.4, Paragraph: "My favorite sportsperson".
S.3, J.2)
(ref.I.EFL.4.15.1.) Grammar: "Can"/"can’t" for ability. Prepositions of ti
Vocabulary: Sports. Telling time. Months ans seasons. Ordina
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal 5. Language through the Arts
and implied meanings in short, simple, everyday literary texts (online, oral or in
print). EFL 4.5.1. Make use of main points i
* Learners can understand, predict, infer and deduce literal and implied meanings in understand short simple everyday s
short, simple, everyday literary texts (online, oral or in print), especially when visual
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) Self-esteem: My time: pie chart
Timeframe Duration
Periods Start End
Unit No. 7
Unit Specific Objectives
es of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
e of sports (Health) Self-esteem: My time: pie chart (A sense of identity: time planning)
.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
ment and matters of immediate need in simple terms using grammatical structures learnt in class
gh there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB9)
.9. Use new words and expressions which occur in conversations in the personal and educational
s, and make use of such terms and expressions wherever appropriate and necessary. (EGB9)
.15. Deal with practical, everyday communication demands within familiar contexts, effectively and
t undue effort. (Example: meeting people, extending and accepting invitations, exchanging
ation, giving reasons,
time. Talking asking and
about routines and answering questions
dates. Making about routines and preferences, etc.) (EGB9)
suggestions.
The /ɔ/ vowel sound.
ll: "Making arrangements".
Months ans seasons. Ordinal numbers.
Reading
.6. Apply learning strategies to examine and interpret a variety of written materials using prior
dge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
rticles: "They´re good!".
The other final".
y: "The big game".
. Writing
.1. Convey information and ideas through simple transactional or expository texts on familiar
s using ICT tools and conventions and features of English appropriate to audience and purpose.
2. Unit Plan
Unit Title Unit Specific Objec
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to in
Dance to the music O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in o
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, co
subjects in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: Dance to the music Values: Music (Culture and music) Critical Thin
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AN
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador 1. Communication
and and Cultural Awareness
beyond in order to manifest an understanding of the relationship between cultural EFL 4.1.1. Compare and contrast or
perspectives and practices and by sharing cross cultural experiences. international regions and cultures a
* Learners can compare and contrast oral traditions, myths, folktales and literature (EGB9)
from Ecuador and other cultures in order to demonstrate an understanding of the EFL 4.1.3. Display an understanding
relationship between cultural practices and perspectives. Learners can share cross- cultures by recognizing and sharing
cultural experiences while naming universal cultural themes. (I.2, S.1, S.2, J.1)
(ref.I.EFL.4.1.1.) Values: Music
CE.EFL.4.7. Listening for Information: Follow and identify some main ideasCulture:
and details
Musical instruments around the world
in short and straightforward spoken or audio texts set in familiar contexts, when Train to Think: Sequencing
delivered slowly and with visuals to provide contextual support. Use spoken 2. Oral Communication
contributions in class as models for one’s own speech.
* Learners can identify the main idea and some details in short straightforward EFL 4.2.3. Follow and understand sh
spoken audio texts set in familiar contexts when the message is delivered slowly and movie or cartoon (or other age-app
there is other contextual support. (Example:Functions
rules for aand Speaking:
game, Talking
classroom about music
instructions, and feelings.
provide Describe
contextual a scene.
support. Ta
(Examp
a dialogue in a scene from a cartoon or movie, etc.) Learners can use other Pronunciation:
school,Intonation:
a dialoguelisting items.
supported by fac
classmate’s contributions in class as models for their own. (I.2, I.3, S.4)Listening: Radio phone-in: "Dances around the worl
(ref.I.EFL.4.7.1.) Vocabulary: Clothes.
3. Reading
EFL 4.3.1. Understand main points i
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short famous people, descriptions, etc.) (
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text. EFL 4.3.2. Make use of clues such a
* Learners can understand main ideas and some details in short simple online or print and understand relevant informatio
texts on familiar subjects, using contextual clues to help identify the most relevant EFL 4.3.3. Find specific predictable
information. (Example: title, illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
appropriate topics. (Example: biogr
letters and emails, etc.) (EGB9)
Reading: Tweets: #musicinsupermarket.
Dialogue: "A conversation at a party".
Culture: "Musical instruments around the world"
4. Writing
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in EFL 4.4.1. Convey information and i
simple transactional or expository texts on familiar subjects in order to influence an subjects using ICT tools and conven
audience, while recognizing that different texts have different features and showing (EGB9)
the ability to use these features appropriately in one’s own writing. EFL 4.4.4. Write to describe feelings
* Learners can convey information and ideas and describe feelings and opinions in persuade, negotiate, argue, etc.) (E
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)
(ref.I.EFL.4.15.1.)
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.
* 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 EFL 4.4.5. Recognize that various ty
the ability to use these features appropriately in one’s own writing. (I.3, I.4, S.3, J.2) vocabulary. (Example: a recipe, a le
(ref.I.EFL.4.15.1.)
Writing: Tweets: Describing a scene.
Grammar: Present continuous. "Like"/ "don't like" + -
Vocabulary: Clothes.
5. Language through the Arts
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal EFL 4.5.1. Make use of main points
and implied meanings in short, simple, everyday literary texts (online, oral or in print). understand short simple everyday s
* 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 FL 4.5.3. Make predictions, inferenc
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) works presented orally or in digital
explaining and identifying, word ch
Train to Think: Memorizing
Writing: Describing a Scene
Methodological Strategies Resources
*Match the music and musc instruments vocabulary with the pictures. RESOURCES:
*Look at the photos on the next page. They show a concert. Where is it *Combo B with online workbook and online
happening? Select a place from the list. *Teacher's edition starter.
*Do you use Twitter? What do you know about Tweets? *Class audio CDs starter.
*Read and listen to the Tweets. Answer the questions. *Video DVD starter.
*Look at the list of places. Check the places where you listen to music. *Presentation Plus DVD-ROM sta
Tell your partner.How many are the same? BIBLIOGRAPHY:
*What's important for you about music? Use numbers, where 1 us not *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016
important and 3 is very important. Starter Combo A Workbook With Online Resou
*Work in groups. Compare your ideas. Cambridge Univ Press
*Look at the examples of the present continues. Go back to the reading *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis
"#musicinsupermarket" and underline the examples. Then circle the American Think Teacher's Edition Starter. Camb
correct words to complete the present continues rule and the table. Univ Press.
*Look at the pictures. Then Writte a name to complete the sentences. MATERIALS:
*Writte the correct -Inc form f these verbs. Computer, writing materials including colored p
*Complete the sentences with the verbs from the previous exercise in DVD player.
the correct form.
*Look at the different dances in the photos. Where do you think they
come from? Choose from the counties in the list.
*In which photos can you see the following things? Use the previous
pictures as reference.
*Listen to the program.Which three photos in exercise 1 do the people
talk about?
*Listen again and choose the correct options in each sentence.
*Imagine you can go and watch one of the dances. Which dance do you
want to watch?
* Match the phrases tour scribe the uses of: present continuous,
prepositions, and adjectives.
*Read the text and answer the questions.
*Look at the picture. Work in pairs. Deprive the scene.
Timeframe Duration
Periods Start End
Unit No. 8
Unit Specific Objectives
nces of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary
presented orally or in digital form, including literal and implied meanings. (Example: summarizing,
ning and identifying, word choice, symbols, points of view, etc.) (EGB9)
Think: Memorizing
Describing a Scene
Resources Evaluation Activities / Techniques / Instruments
RESOURCES: Informal assessment:
online workbook and online practice starter. *Informal assessment of the new material will be
*Teacher's edition starter. done by of checking homework, worksheets and
*Class audio CDs starter. controlled practice completion. Assessment will also
*Video DVD starter. be done in class by eliciting student explanations or
esentation Plus DVD-ROM starter. definitions and by listening to / reading students’
BIBLIOGRAPHY: contributions during speaking and writing practice
ks, J., & Lewis-Jones, P. (2016). American Think activities, etc.
Workbook With Online Resources. Cambridge: Formal assessment:
Cambridge Univ Press *In addition to the four skills; Reading, Listening,
uchta, H., Stranks, J., & Lewis-Jones, P. (2016). Writing and Speaking (including pronunciation) the
eacher's Edition Starter. Cambridge: Cambridge formal evalution of the new material will include
Univ Press. tests and exams which evaluate students’
MATERIALS: understanding and knowledge of grammar and
g materials including colored pencils, CD player, vocabulary in different task types.
DVD player. *Presentations, homework, assignments, as well as
in-class participation will also be evaluated.
2. Unit Plan
Unit Title Unit Specific Objective
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pr
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interac
Would you like dessert? O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
in order to inspire oral and written production at an A2.1 level.
Unit and Topic Area: Would you like dessert? Values: How you eat is important (Health) Self
Transversal Axes hygiene)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND
1. Communication and Cultural Awareness
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using EFL 4.1.8. Use suitable vocabulary, e
appropriate language and interaction styles in a variety of social interactions. social or academic situations in ord
* Learners can demonstrate an ability to give and ask for information and assistance interactions. (Example: thanking, m
using level-appropriate language and interaction styles in online or face-to-face social answering in class, greeting an auth
and classroom interactions. (J.2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.)
Values: How you eat is important
Self-esteem: You are what you eat
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details2.inOral Communication
short and straightforward spoken or audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support. Use spoken contributions in class EFL 4.2.3. Follow and understand sh
as models for one’s own speech. of a movie or cartoon (or other age
* Learners can identify the main idea and some details in short straightforward spoken visuals provide contextual support.
audio texts set in familiar contexts when the message is delivered slowly and there is announcement
EFL at school,
4.2.7. Identify the maina dialogu
idea an
other contextual support. (Example: rules for a game, classroom instructions, a dialogue intonation,
interviews etc.) (EGB9)
reporting on seasonal fe
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s climate, weather, etc., where the vi
contributions in class as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) EFL 4.2.2. Use a series of phrases an
environment and matters of immed
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and (although there may be frequent er
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 EFL 4.2.9. Use new words and expre
interactions. domains, and make use of such term
* Learners can communicate personal information and basic immediate needs and deal
with other practical everyday demands in familiar contexts, effectively and without
undue effort and using grammatical structures and vocabulary seen in class (although
there may be frequent, basic errors). (I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1) EFL 4.2.15. Deal with practical, ever
and without undue effort. (Example
information, giving reasons, asking
Functions and Speaking: Talking about food and eating habits. Talking about obligation. Asking fo
Pronunciation: Intonation: giving two choices.
Listening: Description: Describing a picture
Vocabulary: Food and drink. Meals.
3. Reading
EFL 4.3.1. Understand main points i
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple or famous people, descriptions, etc
texts on familiar subjects, making use of contextual clues to identify relevant information
in a text. EFL 4.3.2. Make use of clues such a
* Learners can understand main ideas and some details in short simple online or print identify and understand relevant in
texts on familiar subjects, using contextual clues to help identify the most relevant
information. (Example: title, illustrations, organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) EFL 4.3.3. Find specific predictable i
appropriate topics. (Example: biogr
formal letters and emails, etc.) (EGB
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self,
in order to compare and contrast information, and choose appropriate resources 4. Writing
according to the value, purpose and audience of each. EFL 4.4.6. Identify a variety of types
* Learners can use and make simple learning resources, both online and in print, in order audience of each for use in the edu
to compare and contrast information. Learners can choose appropriate resources and database, book, thesaurus, scholarl
critically evaluate the information in these resources, according to the value,Writing:
purpose Menu: "A meal plan for your friend".
Grammar: "Must"/"must not". "Can" (asking for permission). "I'd like..."/ "
and audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
Vocabulary: Food and drink. Meals.
CE.EFL.CE.EFL.4.19. Find and identify literary elements and techniques and relate 5. Language through the Arts
those
elements to the learner’s own experiences and to other works, including one’s peers, in EFL 4.5.7. Locate and identify select
order to present personal responses and interpretations. elements to those in other works an
* Learners can locate and identify literary elements and techniques in other works, theme, point of view, imagery, fores
including one’s own. Learners can give personal responses to and interpret a variety of EFL 4.5.2. Compare and present per
literary texts, including those of a peer, referring to details and features of the text. works and the works of peers, refer
(Example: text structure, plot, ideas, events, vocabulary, etc.) (I.3, S.3, J.4) ideas, events, vocabulary, etc.) (EGB
(ref.I.EFL.4.19.1.)
Writing: Menu: "A meal plan for your friend".
Timeframe Duration
Periods Start End
Unit No. 9
Unit Specific Objectives
of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
eat is important (Health) Self-esteem: You are what you eat. (A sense of identity: personal care and
ou eat is important
u are what you eat
mmunication
2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue
movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and
s provide contextual support. (Example: an announcement of a bus delay, an intercom
uncement at school,
2.7. Identify the maina dialogue
idea and supported
some detailsbyof
facial expressions/gestures
recorded and appropriate
news reports, documentaries and
ation, etc.) (EGB9)
iews reporting on seasonal festivities, environmental issues, food and international customs,
e, weather, etc., where the visuals support the commentary.(EGB9)
2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
onment and matters of immediate need in simple terms using grammatical structures learnt in class
ugh there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB9)
2.9. Use new words and expressions which occur in conversations in the personal and educational
ins, and make use of such terms and expressions wherever appropriate and necessary. (EGB9)
2.15. Deal with practical, everyday communication demands within familiar contexts, effectively
ithout undue effort. (Example: meeting people, extending and accepting invitations, exchanging
mation, giving reasons, asking and answering questions about routines and preferences, etc.) (EGB9)
ng about obligation. Asking for permission. Offering an asking for help.
ation: giving two choices.
on: Describing a picture
d and drink. Meals.
eading
3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports
mous people, descriptions, etc.) (EGB9)
.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
fy and understand relevant information in written level-appropriate text types. (EGB9)
3.3. Find specific predictable information in short, simple texts in a range of age- and level-
priate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts,
l letters and emails, etc.) (EGB9)
Writing
4.6. Identify a variety of types and formats of potential resources and the value, purpose and
nce of each for use in the educational domain. (Example: audio/video, multimedia, website,
ase, book, thesaurus, scholarly/popular, current/historical, etc.) (EGB9)
eal plan for your friend".
g for permission). "I'd like..."/ "Would you like..?"
d and drink. Meals.
through the Arts
5.7. Locate and identify selected literary elements and techniques in texts and relate those
ents to those in other works and to learners’ own experiences. (Example: setting, character, plot,
e, point of view, imagery, foreshadowing, climax, etc.) (EGB9)
5.2. Compare and present personal and formal responses to and interpretation of published literary
and the works of peers, referring to details and features of the text. (Example: text structure, plot,
events, vocabulary, etc.) (EGB9)
eal plan for your friend".
2. Unit Plan
Unit Title Unit Specific Objective
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pr
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interac
High Fliers O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
in order to inspire oral and written production at an A2.1 level.
Transversal Axes Unit and Topic Area: High fliers Values: Hard work and achievement (Success) Critical Thinki
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND
1. Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between
cultures as well as the consequences of one’s actions while exhibiting socially responsible EFL 4.1.2. Recognize and demonstra
behaviors. cultures and groups (differentiated
*Learners can name similarities and differences between different aspects of cultural (EGB9)
groups. Learners can demonstrate socially responsible behaviors at school, online, at
home and in the community, and evaluate their actions by ethical, safety and social
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Values: Hard work and achievement
Culture: Statues
Train to Think: Sequencing
2. Oral Communication
EFL 4.2.1. Understand phrases and
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts personal and educational domains,
set in familiar everyday contexts, provided speech is clear and articulate, and deduce the free time, school activities, etc.) (EG
meanings of unfamiliar words and phrases using context clues and/or prior knowledge. EFL 4.2.4. Deduce the meanings of
*Learners can grasp the general meaning of spoken texts set in familiar everyday contexts elements. (Example: colloquial gree
and infer changes in the topic of discussion, as well as attempt to deduce the meanings
of unfamiliar words and exchanges through the use of context clues, provided speech is EFL 4.2.8. Follow main ideas in topi
CE.EFL.4.7.
given slowlyListening for and
and clearly Information: Follow and
there is sufficient identify
visual some(I.3,
support. main
S.1,ideas
J.4) and details in using concepts and vocabulary that
short and straightforward
(ref.I.EFL.4.6.1.) spoken or audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support. Use spoken contributions in class
as models for one’s own speech. EFL 4.2.3. Follow and understand sh
* Learners can identify the main idea and some details in short straightforward spoken of a movie or cartoon (or other age
audio texts set in familiar contexts when the message is delivered slowly and there is visuals provide contextual support.
other contextual support. (Example: rules Functions and classroom
for a game, Speaking: Talking aboutaachivement
instructions, Asking for information
dialogue announcement about
at school, the p
a dialogu
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s Pronunciation: Simple past:
intonation, regular
etc.) (EGB9)verbs.
contributions in class as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.). Listening: Dialogue: "Ethan´s Saturday evening".
Vocabulary: Time expressions: Past. The weather.
3. Reading
EFL 4.3.1. Understand main points i
or famous people, descriptions, etc
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.
*Learners can understand main ideas and some details in short simple online or print
texts on familiar subjects, attempting to use contextual clues to help identify the most
relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4)
(ref.I.EFL.4.11.1.)
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. EFL 4.3.2. Make use of clues such a
*Learners can understand main ideas and some details in short simple online or print identify and understand relevant in
texts on familiar subjects, attempting to use contextual clues to help identify the most
relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4) EFL 4.3.3. Find specific predictable i
(ref.I.EFL.4.11.1.) appropriate topics. (Example: biogr
formal letters and emails, etc.) (EGB
Reading: Article: "It was her dream to be an astronaut".
Article: "Fictional heroes".
Culture: Statues
4. Writing
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts EFL 4.4.7. Use the process of prewr
and details and by employing various stages of the writing process, while using a range of writing process”) to produce well-co
digital tools to promote and support collaboration, learning and productivity.
* Learners can convey and organize information through the use of facts and details and
by employing various stages of the writing process, while using a range of digital tools to EFL 4.4.8. Convey and organize info
promote and support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4) and structures in writing. (Example:
(ref.I.EFL.4.17.1.) presentation, etc.) (EGB9)
Writing: Proposal: "A statue in my town".
Grammar: Simple past: be (affirmative, negative and questions). Simple p
CE.EFL.4.19. Find and identify literary elements and techniques and relateVocabulary:
those Time expressions: Past. The weather.
elements to the learner’s own experiences and to other works, including one’s peers, in
5. Language through the Arts
order to present personal responses and interpretations.
* Learners can locate and identify literary elements and techniques in other works, EFL 4.5.7. Locate and identify select
including one’s own. Learners can give personal responses to and interpret a variety of elements to those in other works an
literary texts, including those of a peer, referring to details and features of the text. theme, point of view, imagery, fores
(Example: text structure, plot, ideas, events, vocabulary, etc.) (I.3, S.3, J.4)
(ref.I.EFL.4.19.1.) Train to Think: Sequencing
Methodological Strategies Resources
*Match the words in the list with the photos of these two famous people. RESOURCES:
*Look at the picrtues of Mother Teresa and Steve jobs and answer the *Combo B with online workbook and online p
questions. *Teacher's edition starter.
* Name some famous people in your country. Why are they famous? *Class audio CDs starter.
*Read and listen to the article Ït was her dream to be an astronaut" and *Video DVD starter.
answer the question. *Presentation Plus DVD-ROM start
*Read the article again and put the events in order BIBLIOGRAPHY:
* After reading the article about Valentina Tereshkova, look at the list of *Puchta, H., Stranks, J., & Lewis-Jones, P. (2016).
sentences and mark them as important (I) or nor important (N) Starter Combo A Workbook With Online Resour
*Compare your answers with a partner. Do you agree? Cambridge Univ Press
*Complete the sentences from the previuosly read article. Then complete *Rezmuves, Z., Puchta, H., Stranks, J., & Lewis-J
the simple past: be (affirmative and negative) rule. American Think Teacher's Edition Starter. Cambr
*Complete the sentences with was, wasn't, were, weren't. Univ Press.
*Look at the picture of Ethan and Tamara. Answer the questions MATERIALS:
*Now.Listen to their dialogue and check your answers. Computer, writing materials including colored pe
*In your notebook,put the words in the correcr order to make questions. DVD player.
*Match the answers below with the questions in the previuos exercise.
Then complete the simple past: be (questions)
*Complete the dialogue with was,were wasn't, or weren't. Then listen and
check.
*Write was or were to complete the questions. Then ask and answer the
questions with a partner. Check your answers looking at the "It was her
dream to be an astronaut"
*Look at the photos of two movie heros. What do you know about them?
What special powers fo they have?
*Read and listen to the Fictional heroes text and check your answers.
*Read the article again. Mark the sentences T (true) or F (false).
*Look at this Kidhero's story, unscramblre the senteces to put the story in
order.
*Work in pairs. Tell the story. Can you include these lines?
*Write the base forms of the verbs.
*Complete the senteces from the stories about fictional heroes. Then
complete the simple past regular verbs rules.
*Write the simple past forms of these verbs. Check your answers looking at
the fictional heroes texts.
*Comple the text about Bruce Wayne. Use the simple past form of the
Specification of EducationverbsNeedsin the parentheses. EFL 4.1.2. Recognize and demonstra
*Match the sentences in the list with the pictures about weather. cultures and groups (differentiated
*Complete the dialogues with some of he phrases from the previous
exercise.
Prepared*Worik
by: in pairs: Write similar dialogues and act them out. Revised by:
Teacher: *Culture: Area Director:
*Look
signature: at the statues pictures. Where are these things in the photos? Signature:
*Read and listen to the article? Where are the statues?
Date: *Read the article again. Mark the sentences T (true) F (false). Date:
* Read what
SCHOOL LOGO: Maggie, from Manchester, wrote. Who does she want a statue NAME OF THE SCHOOL:
of and why?
DINCU-Coordinaciòn
*Read the text again.deFindLengua Extranjera
the text (ACUERDO
again. Find MINISTERIAL
and underline Nro.ofMINEDUC-ME-2015-00168-A de 01-12-2015)
examples
was/were and other verbs in the simple past.
*Which parts of the text talk about these details about the band?
* An evaluation must be completed to asses your progress in units 9 and 10.
*Match the words in the list with the photos of these two famous people.
*Look at the picrtues of Mother Teresa and Steve jobs and answer the
questions.
* Name some famous people in your country. Why are they famous?
*Read and listen to the article Ït was her dream to be an astronaut" and
answer the question.
*Read the article again and put the events in order
* After reading the article about Valentina Tereshkova, look at the list of
sentences and mark them as important (I) or nor important (N)
*Compare your answers with a partner. Do you agree?
*Complete the sentences from the previuosly read article. Then complete
the simple past: be (affirmative and negative) rule.
*Complete the sentences with was, wasn't, were, weren't.
*Look at the picture of Ethan and Tamara. Answer the questions
ND PERFORMANCE CRITERIA FOR EGB AND BGU
OF SCHOOL SCHOOL YEAR
D PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 10
Unit Specific Objectives
of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
rk and achievement
e: Statues
nk: Sequencing
mmunication
2.1. Understand phrases and expressions related to areas of most immediate priority within the
nal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life,
me, school activities, etc.) (EGB9)
2.4. Deduce the meanings of unfamiliar phrases and words from a context containing familiar
ents. (Example: colloquial greetings, exclamations, interjections, etc.) (EGB9)
2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support,
concepts and vocabulary that have been studied in advance. (EGB9)
2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue
movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and
s provide contextual support. (Example: an announcement of a bus delay, an intercom
g for information
uncement about
at school, the past.
a dialogue Talking about
supported theexpressions/gestures
by facial weather. and appropriate
ple past:
ation, etc.)regular
(EGB9)verbs.
Ethan´s Saturday evening".
essions: Past. The weather.
eading
3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports
mous people, descriptions, etc.) (EGB9)
.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
fy and understand relevant information in written level-appropriate text types. (EGB9)
3.3. Find specific predictable information in short, simple texts in a range of age- and level-
priate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts,
l letters and emails, etc.) (EGB9)
er dream to be an astronaut".
tional heroes".
re: Statues
Writing
4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
g process”) to produce well-constructed informational texts. (EGB9)
4.8. Convey and organize information using facts and details in order to illustrate diverse patterns
ructures in writing. (Example: cause and effect, problem and solution, general-to-specific
ntation, etc.) (EGB9)
"A statue in my town".
ative and questions). Simple past: regular verbs.
essions: Past. The weather.
through the Arts
5.7. Locate and identify selected literary elements and techniques in texts and relate those
ents to those in other works and to learners’ own experiences. (Example: setting, character, plot,
e, point of view, imagery, foreshadowing, climax, etc.) (EGB9)
nk: Sequencing
Resources Evaluation Activities / Techniques / Instruments
RESOURCES: Informal assessment:
online workbook and online practice starter. *Informal assessment of the new material will be
*Teacher's edition starter. done by of checking homework, worksheets and
*Class audio CDs starter. controlled practice completion. Assessment will also
*Video DVD starter. be done in class by eliciting student explanations or
sentation Plus DVD-ROM starter. definitions and by listening to / reading students’
BIBLIOGRAPHY: contributions during speaking and writing practice
ks, J., & Lewis-Jones, P. (2016). American Think activities, etc.
Workbook With Online Resources. Cambridge: Formal assessment:
Cambridge Univ Press *In addition to the four skills; Reading, Listening,
uchta, H., Stranks, J., & Lewis-Jones, P. (2016). Writing and Speaking (including pronunciation) the
acher's Edition Starter. Cambridge: Cambridge formal evalution of the new material will include
Univ Press. tests and exams which evaluate students’
MATERIALS: understanding and knowledge of grammar and
materials including colored pencils, CD player, vocabulary in different task types.
DVD player. *Presentations, homework, assignments, as well as
in-class participation will also be evaluated.
1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across
es and groups (differentiated by gender, ability, generations, etc.) including the students’ own.
2. Unit Plan
Unit Title Unit Specific Objective
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pr
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interac
A world of Animals O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
in order to inspire oral and written production at an A2.1 level.
Unit and Topic Area: A world of animals Values: Animals and us (The environment) Self-este
Transversal Axes nature)
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND
1. Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between
cultures as well as the consequences of one’s actions while exhibiting socially responsible EFL 4.1.2. Recognize and demonstra
cultures and groups (differentiated
behaviors. (EGB9)
* Learners can name similarities and differences between different aspects of cultural
groups. Learners can demonstrate socially responsible behaviors at school, online, at EFL 4.1.9. Recognize the consequen
home and in the community, and evaluate their actions by ethical, safety and social school, online, at home and in the c
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) social norms and mutual respect. (E
Values: Animals and us
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts Self-esteem: Animals and nature
set in familiar everyday contexts, provided speech is clear and articulate, and deduce 2. theOral Communication
meanings of unfamiliar words and phrases using context clues and/or prior knowledge. EFL 4.2.1. Understand phrases and
CE.EFL.4.7.
* Learners can Listening
grasp for
theInformation: Follow
general meaning of and
spokenidentify
textssome
set inmain ideas
familiar and details in
everyday
of personal
short and straightforward spoken or audio texts set in familiar contexts, when delivered and educational domains,
contexts and infer changes in the topic of discussion, as well as deduce the meanings
slowly and words
with visuals to providethrough
contextual support. Use spoken contributions in class free time, school activities, etc.) (EG
unfamiliar and exchanges the use of context clues, provided speech is
as models for one’s own speech.
given slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4) EFL 4.2.3. Follow and understand sh
*(ref.I.EFL.4.6.1.)
Learners can identify the main idea and some details in short straightforward spoken of a movie or cartoon (or other age
audio texts set in familiar contexts when the message is delivered slowly and there is visuals provide contextual support.
other contextual support. (Example: rules for a game, classroom instructions, a dialogue EFL announcement
4.2.11. Giveat school,
short, a dialogu
basic descrip
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s intonation, etc.) (EGB9)language to c
use simple descriptive
CE.EFL.4.9.
contributions Production
in class as–models
Fluency:forUse simple
their own.language to describe,
(I.2, I.3, S.4) compare and make (Example: family, school, living cond
(ref.I.EFL.4.7.1.)
statements about familiar everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is with reasonable ease, EFL 4.2.12. Describe habits, routine
provided speech is given clearly, slowly and directly. domains. (EGB9)
* Learners can use simple language to describe, compare and state facts about familiar
everyday topics such as possessions, classroom objects and routines in short, structured EFL 4.2.13. Interact with reasonable
situations, interacting
CE.EFL.4.10. Interactionwith relative ease. (I.3,
– Interpersonal: I.4, S.4)effectively
Participate (ref.I.EFL.4.9.1.)
in familiar and predictable contexts, provided that speech is gi
conversational exchanges by asking and answering follow-up questions, provided there gap activity, etc.) (EGB9)
are opportunities to use repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple EFL 4.2.10. Sustain a conversational
transaction. collaborative/paired learning activit
* Learners can effectively participate in familiar and predictable everyday conversational
exchanges in order to complete a task, satisfy a need or handle a simple transaction,
using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
(ref.I.EFL. 4.10.1.)
Functions and Speaking: Talking about past vacations. Talking about ability in the past. Descri
Pronunciation: Simple past: irregular verbs.
Listening: Dialogue: "Bella´s vacation".
Vocabulary: Verb collocations. Adjectives.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic 3. Reading
organizers to interpret new information in a text, and assess this information according to EFL 4.3.6. Apply learning strategies
the organization, subject area and purpose of the text, using different criteria, including knowledge, graphic organizers, cont
ICT tools.
* Learners can apply learning strategies such as using prior knowledge and graphic EFL 4.3.8. Assess, compare and eva
organizers to interpret new information in a text. Learners can assess this information different criteria and ICT tools relate
according to the organization, subject area and purpose of the text, through the use of of text types: editorials, letters to th
different criteria, including ICT tools. (I.2, I.4, J.4) (ref.I.EFL.4.13.1.) Reading: Article:(EGB9)
"Erin and Tonk to the rescue".
Article: "Extinct animals".
Photostory: "The spider".
4. Writing
EFL 4.4.7. Use the process of prewr
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts writing process”) to produce well-co
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. EFL 4.4.8. Convey and organize info
* Learners can convey and organize information through the use of facts and details and and structures in writing. (Example:
by employing various stages of the writing process, while using a range of digital tools to presentation, etc.) (EGB9)
promote and support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4) EFL 4.4.9. Select and make effective
(ref.I.EFL.4.17.1.) written work in a way that supports
GoogleDrive, infographic makers, au
Writing: Blog entry: "A day in the life of an animal".
Grammar: Simple past : Irregular verbs. Simple past (negative and questions)
Vocabulary: Verb collocations. Adjectives.
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal 5. and
Language through the Arts
implied meanings in short, simple, everyday literary texts (online, oral or in print). EFL 4.5.1. Make use of main points
* Learners can understand, predict, infer and deduce literal and implied meanings in understand short simple everyday s
short, simple, everyday literary texts (online, oral or in print), especially when visual
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.)
Self-esteem: Animals and nature
Timeframe Duration
Periods Start End
Unit No. 11
Unit Specific Objectives
of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
s (The environment) Self-esteem: Animals and nature (A sense of identity: our relationship with
2.13. Interact with reasonable ease in structured situations and short conversations within familiar
xts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information
ctivity, etc.) (EGB9)
2.10. Sustain a conversational exchange on a familiar, everyday subject when carrying out a
orative/paired learning activity in which there are specific instructions for a task. (EGB9)
bout ability in the past. Describing a photo. Sequencing (in a story).
ple past: irregular verbs.
ue: "Bella´s vacation".
ollocations. Adjectives.
eading
3.6. Apply learning strategies to examine and interpret a variety of written materials using prior
edge, graphic organizers, context clues, note taking and finding words in a dictionary. (EGB9)
3.8. Assess, compare and evaluate the quality of written texts and visual presentations using
ent criteria and ICT tools related to the organization, subject area and purpose of a text. (Examples
t types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)
n) and Tonk to the rescue".
tinct animals".
: "The spider".
Writing
4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
g process”) to produce well-constructed informational texts. (EGB9)
4.8. Convey and organize information using facts and details in order to illustrate diverse patterns
ructures in writing. (Example: cause and effect, problem and solution, general-to-specific
ntation, etc.) (EGB9)
4.9. Select and make effective use of a range of digital tools to write, edit, revise and publish
n work in a way that supports collaboration, learning and productivity. (Example: image editing,
eDrive, infographic makers, audio and video editing, presentation apps, etc.) (EGB9)
day in the life of an animal".
past (negative and questions). "Could"/"couldn't".
ollocations. Adjectives.
through the Arts
5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
stand short simple everyday stories, especially if there is visual support. (EGB9)
2. Unit Plan
Unit Title Unit Specific Objective
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to pr
contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interac
Getting Around O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
in order to inspire oral and written production at an A2.1 level.
Unit and Topic Area: Getting around Values: Transportation and the environment (The envir
Transversal Axes
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND
1. Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between
cultures as well as the consequences of one’s actions while exhibiting socially responsible EFL 4.1.2. Recognize and demonstra
behaviors. cultures and groups (differentiated
*Learners can name similarities and differences between different aspects of cultural (EGB9)
groups. Learners can demonstrate socially responsible behaviors at school, online, at
home and in the community, and evaluate their actions by ethical, safety and social
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Values: Transportation and the environment
Culture: Transportation around the world
Train to Think: Comparing
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details2.inOral Communication
short and straightforward spoken or audio texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual support. Use spoken contributions in class EFL 4.2.3. Follow and understand sh
as models for one’s own speech. of a movie or cartoon (or other age
* Learners can identify the main idea and some details in short straightforward spoken visuals provide contextual support.
audio texts set in familiar contexts when the message is delivered slowly and there is announcement at school,
EFL 4.2.6. Use other a dialogu
students’ contr
other contextual support. (Example: rules for a game, classroom instructions, a dialogue intonation, etc.) (EGB9)
in a scene from a cartoon or movie, etc.) Learners can use other classmate’s
contributionsInteraction
in class as –models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.) EFL 4.2.14. Ask and answer straightf
CE.EFL.4.10. Interpersonal: Participate effectively in familiar and predictable and family life, provided there are o
conversational exchanges by asking and answering follow-up questions, provided there points. (EGB9)
are opportunities to use repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple
transaction.
* Learners can effectively participate in familiar and predictable everyday conversational EFL 4.2.16. Initiate, maintain and en
exchanges in order to complete a task, satisfy a need or handle a simple transaction, transaction. (EGB9)
using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
(ref.I.EFL. 4.10.1.)
Functions and Speaking: Talking about travel and transportation. Comparing thi
Pronunciation: Word stress: comparatives.
Listening: Dialogue: "At the train station".
Vocabulary: Transportation. Geographical places.
3. Reading
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic
organizers to interpret new information in a text, and assess this information according to EFL 4.3.6. Apply learning strategies
the organization, subject area and purpose of the text, using different criteria, including knowledge, graphic organizers, cont
ICT tools.
* Learners can apply learning strategies such as using prior knowledge and graphic EFL 4.3.8. Assess, compare and eva
organizers to interpret new information in a text. Learners can assess this information different criteria and ICT tools relate
according to the organization, subject area and purpose of the text, through the use of of text types: editorials, letters to th
different criteria, including ICT tools. (I.2, I.4, J.4) (ref.I.EFL.4.13.1.) Reading: Article:
(EGB9) "The great race".
Article: "My favorite trip".
Culture: "Transportation around the world".
4. Writing
EFL 4.4.2. Make and use a simple pr
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to demonstrate understand
in order to compare and contrast information, and choose appropriate resources
according to the value, purpose and audience of each. EFL 4.4.3. Critically evaluate inform
* Learners can use and make simple learning resources, both online and in print, in order recommend print and digital source
to compare and contrast information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to the value, purpose EFL 4.4.6. Identify a variety of types
and audience of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.) audience of each for use in the edu
database, book, thesaurus, scholarl
Writing: Description: "Unusual forms of transportation"
Grammar: Comparative adjectives. "One"/"ones".
Vocabulary: Transportation. Geographical places.
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal 5. and
Language through the Arts
implied meanings in short, simple, everyday literary texts (online, oral or in print). EFL 4.5.3. Make predictions, inferen
* Learners can understand, predict, infer and deduce literal and implied meanings in literary works presented orally or in
short, simple, everyday literary texts (online, oral or in print), especially when visual summarizing, explaining and identif
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.)
Train to Think: Comparing
Timeframe Duration
Periods Start End
Unit No. 12
Unit Specific Objectives
of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
d the environment (The environment) Critical Thinking: Comparing (Comparing and contrasting)
2.14. Ask and answer straightforward follow-up questions within familiar contexts, such as school
amily life, provided there are opportunities to ask for clarification, reformulation or repetition of key
s. (EGB9)
2.16. Initiate, maintain and end a conversation to satisfy basic needs and/or handle a simple
action. (EGB9)
3.8. Assess, compare and evaluate the quality of written texts and visual presentations using
ent criteria and ICT tools related to the organization, subject area and purpose of a text. (Examples
t types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)
e:) "The great race".
y favorite trip".
ation around the world".
Writing
4.2. Make and use a simple print or digital learning resource to compare and contrast information
er to demonstrate understanding and command of a topic. (EGB9))
4.3. Critically evaluate information from references, including those found on the web, and
mmend print and digital sources to other learners. (EGB9)
4.6. Identify a variety of types and formats of potential resources and the value, purpose and
nce of each for use in the educational domain. (Example: audio/video, multimedia, website,
ase, book, thesaurus, scholarly/popular, current/historical, etc.) (EGB9)
usual forms of transportation".
e adjectives. "One"/"ones".
ation. Geographical places.
through the Arts
5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of
y works presented orally or in digital form, including literal and implied meanings. (Example:
marizing, explaining and identifying, word choice, symbols, points of view, etc.) (EGB9)
ink: Comparing