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UNIDAD EDUCATIVA PARTICULAR

“SAGRADOS CORAZONES DE RUMIPAMBA”


ACADEMIC YEAR
“Contemplar, vivir y anunciar el amor misericordioso de Dios al mundo” 2017 - 2018
____________________________________________________

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:

Area: Teachers: Grade/Course: Subject: Education:

Lcda. Andrea Freire,


Language Subnivel Medio of
Fifth Grade “A”, “B” and “C” English
Departmen Lcda. Jackeline Armijos, EGB
t
Lcda. Verónica Sanmartín
2. TIME:
Weekly No. of working Total class Total
Learning evaluation and unexpected issues
course load hours weeks periods

11 40 10 30 330
3. GENERAL OBJECTIVES
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive
manner, maturely, and openly experiencing other cultures and languages from the secure standpoint of their
own national and cultural identity.

OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in building an intercultural and multinational society.

OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of
language use for communication and learning.

OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently
access further (language) learning and practice opportunities. Respect themselves and others within the
Objectives of the Area communication process, cultivating habits of honesty and integrity into responsible academic behavior.

OG.EFL 5 Directly access the main points and important details of up-todate English language texts, such as
those published on the web, for professional or general investigation, through the efficient use of ICT and
reference tools where required.

OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on work, study, or general topics of common interest, expressing ideas
and opinions effectively and appropriately.

OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective command of the spoken language (CEFR B1 level).
O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to
develop an approach of critical inquiry to a variety of texts.

O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to
access information.

O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems,
rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity and memory,
Objectives of the level / course
while developing a taste for oral and written literary texts.

O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in familiar
and personalized contexts, demonstrating a limited but effective command of the spoken language in simple
and routine tasks which require a direct exchange of information.

O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in
pairs and groups.
Unit 1: CLIL- History: Discover museums.
We are generous
We are fair Unit 2: CLIL- Art: Life in art.

Unit 3: CLIL- Human health and safety: Fire


safety.

4. TRANSVERSAL AXES : CLIL: Unit 4: CLIL- Science: Forces-Using force


Unit 1: Value- Applying what you know. carefully.
Unit 2: Value- Making time for the family.
Unit 3: Value- Responding to emergencies. Unit 5: CLIL- Literature: Crime fiction.
Unit 5: Value- Being honest.
Unit 7: Value- Enjoying being different. Unit 6: CLIL- Science: Protection-Appreciating
Unit 8: Value- Respecting your elders. nature.
Unit 9: Value- Protecting wildlife.
Unit 7: CLIL- Science in music: How we make
sounds.

Unit 8: CLIL- Science: The solar system.

Unit 9: CLIL- Geography: Map reading.


5. DEVELOPMENT OF PLANNING UNITS

Unit No.: Introduction Name of Unit: Well done, Ben and Lucy!

 Students will be able to talk about town events.


 Students will be able to ask about personal information.
 Students will be able to join in with a song.
Specific objectives of the
 Students will be able to ask about events and actions in the past.
planning unit
 Students will be able to listen, read and interpret the deeper meaning of a story
 Students will be able to role-play a story.
 Students will be able to identify rhyming words with the following sounds: /ai /e /, oi / /, oo /u /, ie /.

Evaluation Contents / Skills


1. Communication and Cultural Awareness

CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
communication features and express likes and dislikes while giving
recommendations in basic yet effective terms. EFL 3.1.3. Exchange basic personal preferences with peers in order to express
likes and dislikes. (EGB5)
* Learners attempt to employ a range of verbal and nonverbal communication
features to express likes and dislikes and can give recommendations in basic
yet effective terms. (I.3, S.4) (ref.I.EFL.3.3.1.)
Value: Courage.
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and
predictable conversational exchanges by sharing information and reacting
appropriately in basic interpersonal interactions.
EFL 3.2.12. Ask and answer questions and exchange information on familiar
* Learners attempt to use back-channeling to react appropriately to what topics in predictable everyday situations. (EGB5)
others say about familiar topics in predictable, everyday situations and when
carrying out pair work for a specific task in class. Learners attempt to ask
questions to extend an interpersonal interaction. (I.3, J.3) (ref.I.EFL.3.10.1.)

Vocabulary: At town events.


Phonics: Listen and repeat what characters say.
3. Reading

CE.EFL.3.12. Display an understanding of some basic details in short


simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between EFL 3.3.2. Show understanding of some basic details in short simple
different academic content areas. cross-curricular texts by matching, labeling and answering simple
questions. (EGB5)
Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)

Story: The map.

4. Writing

Grammar: Do you/Does Lucy like (reading)?.


5. Language through the Arts

*Listen and say the words. Then check with a friend. Listen and answer
about Ben and Lucy. Then play the secret word game.
*Look and circle the correct answer.
*Practice Grammar by listening and saying the structure Do you like/ Does
(Lucy) like/ Are you/Is your?. Do the Grammar focus exercises on page 118.
*Interview a friend and four out four new things from them
*Listen and check what Lucy and Ben like to do. Then tell a friend what you
Time in
Methodology Orientation like to do.
Weeks
*Complete the interview. Then listen and check.
*Practice Grammar by listening and saying the structure Was it/ What was/
Were you/ did you/ did they want?. Finish the Grammar focus exercises on
page 118.
*Play the guessing game with a friend.
*Read the Photo story. Then answer the questions about the story.
*Listen and say the phrase to practice pronunciation for words that rhyme.
Unit No.: 1 Name of Unit: In the museum
 Students will be able to talk about knights and queens.
 Students will be able to express obligation and prohibition.
 Students will be able to join in with a song.
 Students will be able to use verbs with direct and indirect objects.
Specific objectives of the  Students will be able to listen, read interpret the deeper meaning of a story.
planning unit  Students will be able to role-play a story.
 Students will be able to recognize the two pronunciations of the ow sound / / and /o /.
 Students will be able to read and listen for specific information.
 Students will be able to use known language to talk about history in English.
 Students will be able to talk about history in English.
 Students will be able to complete a project.
 Students will be able to plan and perform a short play.
 Students will be able to use language from the unit to make a new scrapbook and a page for their
scrapbooks.

Evaluation Criteria Contents / Skills

1. Communication and Cultural Awareness


CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral
and written communication in order to interact with others in social
situations. EFL 3.1.4. Use a variety of oral, print and electronic forms for social
communication and for writing to oneself. (EGB5)
Learners can employ various print and digital sources in order to
communicate with others in oral and written form in social situations.
(J.3, S.1, S.4) (ref.I.EFL.3.5.1.)

Value: Applying what you know.

2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal EFL 3.2.12. Ask and answer questions and exchange information on
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) familiar topics in predictable everyday situations. (EGB5)
Vocabulary: Knights and queens.
Phonics: The letter sound ow. Listen and repeat what characters say

3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between EFL 3.3.7. Read, gather, view and listen to information from various
different academic content areas. sources in order to attempt to organize and discuss relationships
between academic content areas. (EGB5)
Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
Story: The knight.
Read about "The secret of the Egyptian cat"
4. Writing
CE.EFL.3.17. Produce a short simple paragraph to describe people,
places, things and feelings in order to influence an audience and use EFL 3.4.2. Write a short simple paragraph to describe yourself or other
linking words to write other narratives on familiar subjects. people, animals, places and things, with some support. (EGB5)

Learners can write short simple paragraphs to describe people, places,


animals, things and feelings, with some support, while attempting to
demonstrate an ability to effectively influence an audience and to EFL 3.4.4. Write to describe feelings/opinions in order to attempt to
express everyday activities. (I.3, S.1) (ref.I.EFL.3.17.1.)" influence an audience. (EGB5)

Grammar: I must (wear a helmet). I mustn't (swim here). Give me/him/her/us/them (the book), please.
Write your profile
5. Language trough the Arts
CE.EFL.3.22. Design and produce picture books, graphic expressions and/or
personal stories by varying elements of literary texts and adding imaginative
details to real-life stories and situations in order to create new, original texts. EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in
class by varying scenes, characters or other elements of simple literary texts.
* Create picture books, graphic expressions and personal stories by (EGB5)
attempting to adapt elements of simple literary texts and adding imaginative
details to real-life stories and situations, attempting to use appropriate
vocabulary and features of the literature learners have read or heard. (I.3, S.3)
(ref.I.EFL.3.22.1.)
English for Schools - History: Discover museums. Project

*Listen and say the words about knights and queens. Then check with a friend.
*Listen and correct the sentences. Then ask and answer your classmate about
the knight and the queen.
*Look, read and number the sentences about the things you can or can't do at
the museum.
*Practice Grammar by listening and saying the structure I have to/I'm not
allowed to. Do the Grammar focus exercises on page 119.
*Play the have to remember game.
*Listen to the song and then number the pictures. Make word chains with the
Time in
Methodology Orientation song vocabulary. 2
Weeks
*Complete the sentences with the provided word list. Then listen and check.
*Practice Grammar by listening and saying the structure Give
me/him/them/her/us. Finish the Grammar focus exercises on page 119.
*Play the Show me games with a friend.
*Read the Photo story. Then answer the questions.
*Listen and say the phrase to practice the ow sound.
*Read The secret of the Egyptian cat. Answer the questions about what
happened in the story. Then, practice the value-applying what you know, by
discussing with a friend and deciding what the cat did when he left the glass
case.
*CLIL- Discover museums: Read about two museums and decide which is the
oldest one. Then match the pictures with the museums. Complete a chart
about the museums you read about. In groups, work together and make notes
about your favorite museums. Then tell the class your findings. Finally, make a
collage for a time capsule, using pictures or drawings.
*Act it out- Choose a role card, read and plan. Remember the useful language.
Then act it out with a friend.
*Review- Create a scrapbook by making a nice cover for your notebook. Then
write your personal information on the first page. Make an ad by visiting a
museum or find out about it on the Internet. Make notes with your findings.
Think about how to improve the ad. Then make a new one and use adjectives
to make it better.

Unit No.: 2 Name of Unit: The world around us


 Students will be able to talk about the country.
 Students will be able to connect ideas in a story.
 Students will be able to join in with a song.
 Students will be able to use could and couldn’t to talk about past ability.
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to identify silent consonants in words.
Specific objectives of the  Students will be able to read and listen for specific information.
planning unit  Students will be able to listen for specific information.
 Students will be able to write a description.
 Students will be able to use known language to talk about art in English.
 Students will be able to talk about art in English.
 Students will be able to complete a project.
 Students will be able to complete a survey about what they do in their free time.
 Students will be able to use language from the unit to make a page for their scrapbooks.

Evaluation Criteria Contents / Skills


1. Communication and Cultural Awareness
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at
school and towards the environment.

* Learners can say ways to take care of the environment and one’s
EFL 3.1.7. Demonstrate appropriate classroom behaviors by
surroundings. Learners can identify and exhibit socially responsible
participating in small group or whole class discussions. (EGB5)
behaviors at home, at school and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)

Value: Making time for the family.

2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.

Learners attempt to use back-channeling to react appropriately to EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
what others say about familiar topics in predictable, everyday everyday subject when carrying out a collaborative/paired learning
situations and when carrying out pair work for a specific task in class. activity in which there are specific instructions for a task. (EGB5)
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) EFL 3.2.12. Ask and answer questions and exchange information on
familiar topics in predictable everyday situations. (EGB5)

Vocabulary: The countryside


Phonics: Silent consonants. Listen and repeat what characters say.

3. Reading
CE.EFL.3.14. Select and use reading strategies to understand and give
meaning to written text while employing a range of everyday reference
materials in order to determine information appropriate to the
purpose of inquiry and to relate ideas between written sources.
EFL 3.3.9. Identify and attempt to use reading strategies to make text
Learners can identify and attempt to use reading strategies to make more comprehensible and meaningful. (EGB5)
written text more comprehensible and meaningful. Learners attempt
to use everyday reference materials to select information appropriate
to the purpose of an inquiry and to relate ideas from one written
source to another. (I.2, S.1) (ref.I.EFL.3.14.1.)

Story: At the restaurant.


Read a story about different places/things

4. Writing
CE.EFL.3.18. Write a variety of short simple familiar text-types – online EFL 3.4.3. Attempt to write a variety of short simple text-types,
or in print – using appropriate language, layout and linking words. commonly used in print and online, with appropriate language and
layout. (EGB5)
Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)

Grammar: but, and, because, so. I could/couldn't (run 20 kilometers). Could you (swim for ten hours)?
Write about your favorite outdoor place

5. Language trough the Arts


CE.EFL.3.22. Design and produce picture books, graphic expressions
and/or personal stories by varying elements of literary texts and
adding imaginative details to real-life stories and situations in order to
create new, original texts.
EFL 3.5.2. Create picture books and/or other graphic expressions in
Create picture books, graphic expressions and personal stories by
pairs in class by varying scenes, characters or other elements of
attempting to adapt elements of simple literary texts and adding
simple literary texts. (EGB5)
imaginative details to real-life stories and situations, attempting to use
appropriate vocabulary and features of the literature learners have
read or heard. (I.3, S.3) (ref.I.EFL.3.22.1.)

English for Schools- Art: Life in art.


Project
*Listen and say the words about nature. Then check with a friend. Then listen
and answer about Ben and Buster.
*Listen and read the dialogue. Then write yes or no.
*Practice Grammar by listening and saying the connectors but/and/because/so.
Complete the Grammar focus exercises on page 120.
*Listen and check the correct pictures. Then correct the sentences.
*Practice Grammar by listening and saying the structure could/couldn't. Finish
the Grammar focus exercises on page 120.
*Listen to the Photo story and then put the sentences in order.
Time in
Methodology Orientation *Listen and say the phrase to practice silent consonants. 2
Weeks
*Read the story and choose a word from the box. Then choose the best name
for the story.
*Listen and write the names under each picture about the world around us.
Then listen again and write yes or no. Finally, write about your favorite place.
*CLIL-Art: Life in art. Look at the paintings and number them from oldest to
most recent. Then number the topics to match the paintings. Read a short
description of each painting and answer true or false. Finally, make a My world
collage. Present it to the class.
*Communication- Find out about other student's favorite activities and record
your findings. Then tell the class about what you found out in your group.
Write a report with the information.
*Review unit content by adding to your scrapbook. Read the description and
answer the questions. Match the sentences. Then write about your favorite
outdoor place using words from the previous activity.

Unit No.: 3 Name of Unit: Danger


 Students will be able to talk about emergencies.
 Students will be able to talk about background actions in the past.
 Students will be able to join in with a song.
 Students will be able to ask questions using the past progressive.
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to identify different ways of spelling the ie / / sound (igh, i_e, y, and ie).
Specific objectives of the  Students will be able to read and listen for specific information.
planning unit  Students will be able to write a postcard.
 Students will be able to role-play an interview.
 Students will be able to use known language to talk about human health and safety in English.
 Students will be able to talk about human health and safety in English.
 Students will be able to complete a project.
 Students will be able to plan and perform a short play.
 Students will be able to use language from the unit to make a page for their scrapbooks.
Evaluation Content / Skills
1. Communication and Cultural Awareness
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at
school and towards the environment
.
* Learners can say ways to take care of the environment and one’s EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings
surroundings. Learners can identify and exhibit socially responsible at home and at school by exhibiting responsible behaviors towards
behaviors at home, at school and towards the environment. (J.3, S.1) the environment. (EGB5)
(ref.I.EFL.3.2.1.)

Value: The day the ocean went out - Responding to emergencies.

2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.

Learners attempt to use back-channeling to react appropriately to EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
what others say about familiar topics in predictable, everyday everyday subject when carrying out a collaborative/paired learning
situations and when carrying out pair work for a specific task in class. activity in which there are specific instructions for a task. (EGB5)
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) EFL 3.2.12. Ask and answer questions and exchange information on
familiar topics in predictable everyday situations. (EGB5)

Vocabulary: Emergencies
Phonics: The letter sound /aɪ/
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short EFL 3.3.2. Show understanding of some basic details in short simple
simple cross-curricular texts from various sources by matching, cross-curricular texts by matching, labeling and answering simple
labeling and answering simple questions, and use the information questions. (EGB5)
gathered in order to organize and discuss relationships between
different academic content areas.
EFL 3.3.7. Read, gather, view and listen to information from various
Learners can match, label and answer simple questions about basic sources in order to attempt to organize and discuss relationships
details in a short simple cross-curricular text. Learners attempt to between academic content areas. (EGB5)
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)

Story: The man in the car.


Read about ""The day the ocean went out.

4. Writing
CE.EFL.3.18. Write a variety of short simple familiar text-types – EFL 3.4.3. Attempt to write a variety of short simple text-types,
online or in print – using appropriate language, layout and linking commonly used in print and online, with appropriate language and
words. layout. (EGB5)

Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)

Grammar: I was/We were (climbing a tree). What was she/were they doing?/ Was he/Were we (playing)?/ Yes, he was./No, he wasn't./
Yes, we were./ No, we weren't.
Write a story about an accident

5. Language trough the Arts


CE.EFL.3.22. Design and produce picture books, graphic expressions
and/or personal stories by varying elements of literary texts and EFL 3.5.2. Create picture books and/or other graphic expressions in
adding imaginative details to real-life stories and situations in order to pairs in class by varying scenes, characters or other elements of simple
create new, original texts. literary texts. (EGB5)

Create picture books, graphic expressions and personal stories by


attempting to adapt elements of simple literary texts and adding
EFL 3.5.4. Create personal stories by adding imaginative details to real-
imaginative details to real-life stories and situations, attempting to use
life stories and situations, attempting to use appropriate vocabulary
appropriate vocabulary and features of the literature learners have and elements of the literature learners have read or heard. (EGB5)
read or heard. (I.3, S.3) (ref.I.EFL.3.22.1.)

English for Schools- Human health and safety: Fire safety.


Project

*Listen and say the words about emergencies. Then listen again and
correct the sentences. Finally, make short dialogues using the words
from the first activity.
*Guess the picture for each sentence. Then listen and check.
*Practice Grammar by listening and saying the structure I was
climbing/was swimming/was driving/you were reading/were
playing/were riding. Complete the Grammar focus exercises on page
121.
*Complete the sentences about what the characters were doing Time in
Methodology Orientation 2
when the phone rang. Weeks
*Listen and complete the song with was and were. Then make
sentences.
*Look, read and number the dialogs. Then listen and check.
*Practice Grammar by listening and saying What were?/ I was/ Were
they?/ Yes, they were./ No, they weren't. Finish the Grammar focus
exercises on page 121. Then ask and answer about yesterday.
*Read the Photo story. Then read and make sentences.
*Listen and say the phrase to practice the sounds /aɪ/.
*Value- The day the ocean went out. Be introduced to the value-
responding to emergencies. Work with a friend to see how many
endings you can find to each sentence. Then, choose a role and act
out the interview.
*CLIL- Human health and safety: Fire safety. Read and check the
correct picture. Look at the school floor plan and draw the safest
escape route. In groups, make an escape plan for your school using
the floor plan.
*Act it out- Choose a role, read and plan for it. Remember the useful
language. Then act it out with a friend.
*Review unit content by adding to your scrapbook. Read the story
about an accident. Compare both texts to underline the differences.
Then, read Joel's story and make it more interesting. Finally, write a
story about an accident that was true or made up. Use some of the
words and sentences from activity 1.

Unit No.: 4 Name of Unit: Two round – trip tickets


 Students will be able to talk about the train station.
 Students will be able to use prepositions of time in, at, on.
 Students will be able to join in with a song.
 Students will be able to talk about the past using the past progressive and the simple past.
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to identify ways of saying the /er/ sound.
Specific objectives of the
 Students will be able to read and listen for specific information.
planning unit
 Students will be able to speak about pictures
 Students will be able to use known language to talk about science in English.
 Students will be able to talk about science in English.
 Students will be able to complete a project.
 Students will be able to plan and perform a short play.
 Students will be able to use language from the unit to make a page for their scrapbooks.
Evaluation Content / Skills

1. Communication and Cultural Awareness


CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at
school and towards the environment.
EFL 3.1.7. Demonstrate appropriate classroom behaviors by
* Learners can say ways to take care of the environment and one’s
participating in small group or whole class discussions. (EGB5)
surroundings. Learners can identify and exhibit socially responsible
behaviors at home, at school and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)

Value: using force carefully.

2. Oral Communication
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of EFL 3.3.1. Attempt to infer who is speaking and what the situation is
the main idea, speaker and situation in spoken texts set in familiar when listening to short simple texts, especially when accompanied by
everyday contexts without having to decode every word. pictures or other visual aids, or sound effects. (EGB5)

Learners can grasp the main idea of spoken texts set in familiar EFL 3.2.2. Begin to be comfortable taking meaning from spoken texts
everyday contexts and attempt to infer changes in the topic of containing words or sections which are not understood. Be aware that
discussion as well as who is speaking and what the situation is, without understanding spoken texts does not require decoding every single
having to decode every word. (I.3, I.4) (ref.I.EFL.3.6.1.) word. (EGB5)

CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) EFL 3.2.12. Ask and answer questions and exchange information on
familiar topics in predictable everyday situations. (EGB5)

Vocabulary: At the train station.


Phonics: The letter sound /er/.
Phonics: Listen and repeat what characters say.

3. Reading
CE.EFL.3.11. Demonstrate comprehension of most of the details of a EFL 3.3.1. Understand most of the details of the content of a short
short simple online or print text and follow short instructions in simple simple text (online or print). (EGB5)
experiments and projects if illustrated through step-by-step visuals.

Learners can understand most details in a short simple online or print EFL 3.3.10. Follow short instructions illustrated through step-by-step
text and can follow short instructions in simple experiments and visuals in simple experiments and projects. (EGB5)
projects if step-by-step visuals are provided. (I.3, I.4) (ref.I.EFL.3.11.1.)

Story: The tunnel.


Read about a trip to another town

4. Writing
CE.EFL.3.17. Produce a short simple paragraph to describe people,
places, things and feelings in order to influence an audience and use EFL 3.4.2. Write a short simple paragraph to describe yourself or other
linking words to write other narratives on familiar subjects. people, animals, places and things, with some support. (EGB5)

Learners can write short simple paragraphs to describe people, places,


animals, things and feelings, with some support, while attempting to
demonstrate an ability to effectively influence an audience and to
express everyday activities. (I.3, S.1) (ref.I.EFL.3.17.1.)

Grammar: in (September), at (one o'clock), on (Sunday), in the (morning). I was (having dinner) when you phoned me.
Write a notice for your school bulletin board

5. Language trough the Arts

CE.EFL.3.23. Create short, original texts using a range of resources and


other media, including ICT, in order to recreate familiar scenes and
EFL 3.5.3. Produce short, creative texts using ICT and/or other
themes.
resources at home or at school in order to recreate familiar scenes and
* Learners can create and produce short texts using ICT and/or other
themes. (EGB5)
resources at home or at school in order to recreate familiar scenes and
themes. (I.1, I.3) (ref.I.EFL.3.23.1.)

English for Schools- Science: Forces


Project
*Listen and say the words related to a train station. Then listen and answer
about where Ben and Lucy decide to go. Then play the prices game.
*Match the questions with the answers. Then listen and check.
*Practice Grammar by listening and saying the prepositions in/at/on. Complete
the Grammar focus exercises on page 122.
*Play the true or false game.
*Listen and complete the song. Then play the miming game. Time in
Methodology Orientation
*Read and check the correct sentences about the train station picture. Weeks
*Practice Grammar by listening and saying the structure was having/were
dancing/was eating/were eating. Finish the Grammar focus exercises on page
122.
*Work with a friend and think of complete sentences.
*Listen to the Photo story and put the story in order.
*Listen and say the phrase to practice the sound /er/.
*Look at the pictures and read the story. Then write some words to complete
the story.
*Listen and check the correct time in the clocks.
*Work in pairs. Look at the pictures and make complete sentences using the
structure When I went into the park... a boy (was drinking water).
*CLIL-Science: Forces. Read and circle the right answer for the forces pull or
push. Then read and write the name of the force for each picture. Read and
write rough or smooth under each picture. Then, perform an experiment to
measure friction. Work with a partner and answer the questions about your
results.
*Act it out- Choose a role about being in the train station. Read and plan for it.
Remember the useful language. Act it out with your friend.
*Review by adding to your scrapbook. Read the notice from the school bulletin
board. Look at the checklist. Read the other notices and find the missing
information. Finally, write a notice for your school bulletin board by using the
checklist as an aid.
Unit No.: 5 Name of Unit: Police!
 Students will be able to talk about hair and faces.
 Students will be able to talk about actions and states in the past that are not true now.
 Students will be able to join in with a song.
 Students will be able to talk about obligation in the past using had to.
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to identify ways of spelling the ar / r/ and or / r/ sounds.
Specific objectives of the
 Students will be able to read and listed for specific information.
planning unit
 Students will be able to write a story.
 Students will be able to use known language to talk about literature in English.
 Students will be able to talk about literature in English.
 Students will be able to complete a project.
 Students will be able to complete a survey about reading habits.
 Students will be able to use language from the unit to make a page for their scrapbooks.
Evaluation Content/Skills
1. Communication and Cultural Awareness
CE.EFL.3.3. Interact with others using a variety of both verbal and
nonverbal communication features and express likes and dislikes while
giving recommendations in basic yet effective terms.

* Learners attempt to employ a range of verbal and nonverbal EFL 3.1.3. Exchange basic personal preferences with peers in order to
communication features to express likes and dislikes and can give express likes and dislikes. (EGB5)
recommendations in basic yet effective terms. (I.3, S.4)
(ref.I.EFL.3.3.1.)

Value: Yatin and the orange tree - Being honest.

2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.

Learners attempt to use back-channeling to react appropriately to


what others say about familiar topics in predictable, everyday EFL 3.2.12. Ask and answer questions and exchange information on
situations and when carrying out pair work for a specific task in class. familiar topics in predictable everyday situations. (EGB5)
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.)

Vocabulary: Hair and face.


Phonics: The sounds /ar/ and /ɔːr/
Phonics: Listen and repeat what characters say

3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between EFL 3.3.2. Show understanding of some basic details in short simple
different academic content areas. cross-curricular texts by matching, labeling and answering simple
questions. (EGB5)
Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
Story: The Mysterious H.
Read about "Yatin and the orange tree"

4. Writing

CE.EFL.3.17. Produce a short simple paragraph to describe people, EFL 3.4.2. Write a short simple paragraph to describe yourself or other
places, things and feelings in order to influence an audience and use people, animals, places and things, with some support. (EGB5)
linking words to write other narratives on familiar subjects.

Learners can write short simple paragraphs to describe people, places,


animals, things and feelings, with some support, while attempting to
demonstrate an ability to effectively influence an audience and to EFL 3.4.4. Write to describe feelings/opinions in order to attempt to
express everyday activities. (I.3, S.1) (ref.I.EFL.3.17.1.) influence an audience. (EGB5)

Grammar: He used to (be a police officer). We had to (be really careful).


Write a review
5. Language through the Arts
CE.EFL.3.22. Design and produce picture books, graphic expressions
and/or personal stories by varying elements of literary texts and EFL 3.5.2. Create picture books and/or other graphic expressions in
adding imaginative details to real-life stories and situations in order to pairs in class by varying scenes, characters or other elements of simple
create new, original texts. literary texts. (EGB5)
Create picture books, graphic expressions and personal stories by
attempting to adapt elements of simple literary texts and adding
imaginative details to real-life stories and situations, attempting to use EFL 3.5.4. Create personal stories by adding imaginative details to real-
appropriate vocabulary and features of the literature learners have life stories and situations, attempting to use appropriate vocabulary
read or heard. (I.3, S.3) (ref.I.EFL.3.22.1.) and elements of the literature learners have read or heard. (EGB5)

English for Schools- Literature: Crime fiction.


Project
*Listen and say the adjectives. Then listen and correct the sentences. Play the
describing game with a friend.
*Look, read and number the sentences about Ben's grandpa.
*Practice Grammar by listening and saying the structure used to. Complete the
Grammar focus exercises on page 123.
*Check the sentences that are true for you. Then write two more.
*Listen to the song and draw how Dad's hair used to be. Then look at the
pictures and say how people are different.
*Listen, read and circle the correct part of the sentence about Grandpa. Time in
Methodology Orientation
*Practice Grammar by listening and saying the structure had to. Finish the weeks
Grammar focus exercises on page 123.
*Look at the pictures and say what Ben's grandpa had to do at the police camp.
*Listen to the Photo story. Then write true or false for each statement.
*Listen and say the phrase to practice the sound /ar/.
*Read the story Yatin and the orange tree to learn about the value-being
honest. Then answer questions about the story. Finally, complete the story.
*CLIL-Literature: Crime and fiction. Read and decide which of the described
people are real. Work in groups- ask and answer. Then, listen and match the
words about crime. Plan a crime story by completing the chart with the
information. Finally, write a summary of the crime.
*Communication-Reading habits. Ask the questions from the chart to your
friends and write their names. Then, in groups, talk about what you found out
in regards to reading habits.
*Review unit content by adding to your scrapbook. Read the two book reviews
and decide which one is better. Then use the notes to write a review about the
book. Finally, think about a book you know, make notes and write a review for
it.
Draw a cover for the book.

Unit No.: 6 Name of Unit: Mythical beasts


 Students will be able to talk about animal bodies.
 Students will be able to compare animals.
 Students will be able to join in with a song.
 Students will be able to give descriptions using looks like.
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will identify words with the ea spelling pronounced as /e/ and /i /.
Specific objectives of the  Students will be able to listen and read for specific information.
planning unit  Students will be able to write and tell a story.
 Students will be able to use known language to talk about science in English.
 Students will be able to talk about science in English.
 Students will be able to complete a project.
 Students will be able to plan and perform a short play.
 Students will be able to use language from the unit to make a page for their scrapbooks.

Evaluation Content / Skills

1. Communication and Cultural Awareness


CE.EFL.3.1. Cultivate an awareness of different cultures and identify
similarities and differences between them through oral and written
literary texts. EFL 3.1.1. Ask simple basic questions in class about the world beyond
their own immediate environment in order to increase their
* Learners can show an awareness of different cultures and attempt to understanding of different cultures. (EGB5)
identify similarities and differences between them through oral and
written literary texts. (I.2, S.2, J.1) (ref.I.EFL.3.1.1.)

Value: Appreciating nature

2. Oral Communication
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of EFL 3.3.1. Attempt to infer who is speaking and what the situation is
the main idea, speaker and situation in spoken texts set in familiar when listening to short simple texts, especially when accompanied by
everyday contexts without having to decode every word. pictures or other visual aids, or sound effects. (EGB5)

Learners can grasp the main idea of spoken texts set in familiar
everyday contexts and attempt to infer changes in the topic of EFL 3.2.2. Begin to be comfortable taking meaning from spoken texts
discussion as well as who is speaking and what the situation is, without containing words or sections which are not understood. Be aware that
having to decode every word. (I.3, I.4) (ref.I.EFL.3.6.1.) understanding spoken texts does not require decoding every single
word. (EGB5)

CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal EFL 3.2.12. Ask and answer questions and exchange information on
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) familiar topics in predictable everyday situations. (EGB5)

Vocabulary: Animal bodies


Phonics: Long letter sound ea
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between
EFL 3.3.2. Show understanding of some basic details in short simple
different academic content areas.
cross-curricular texts by matching, labeling and answering simple
questions. (EGB5)
* Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)

Story: The secret door.


Read about "dino facts - or dino myths"

4. Writing
CE.EFL.3.16. Create a simple learning resource in order to record and
practice new words and demonstrate knowledge of their meanings.
EFL 3.4.1. Make a simple learning resource in order to record and
practice new words. (Example: a picture dictionary, a word list, set of
Learners can make a simple learning resource in order to record and
flashcards, etc.) (EGB5)
practice new words. (Example: a picture dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4) (ref.I.EFL.3.16.1.)
Grammar: longer/more dangerous than/ better/ worse than. The biggest/ heaviest/ most dangerous. The best/worst. What does (a unicorn)
look like? It looks like (a horse).
Write about mythical beast
5. Language through the Arts

CE.EFL.3.22. Design and produce picture books, graphic expressions


and/or personal stories by varying elements of literary texts and EFL 3.5.2. Create picture books and/or other graphic expressions in
adding imaginative details to real-life stories and situations in order to pairs in class by varying scenes, characters or other elements of simple
create new, original texts. literary texts. (EGB5)

Create picture books, graphic expressions and personal stories by


attempting to adapt elements of simple literary texts and adding
EFL 3.5.4. Create personal stories by adding imaginative details to real-
imaginative details to real-life stories and situations, attempting to use
life stories and situations, attempting to use appropriate vocabulary
appropriate vocabulary and features of the literature learners have
and elements of the literature learners have read or heard. (EGB5)
read or heard. (I.3, S.3) (ref.I.EFL.3.22.1.)"

English for Schools- Science: Protection.


Project
*Listen and say the words related to mythical beasts. Then listen and answer.
Play the animal game with a friend.
*Read and write true or false about dinosaurs.
*Practice Grammar by listening and saying the comparative and superlative
structures biggest/heaviest/more dangerous/the most
dangerous/better/best/worse/the worst. Complete the Grammar focus
exercises on page 124. Time in
Methodology Orientation
*Work in groups to write six sentences for an animal quiz. Weeks
*Listen to the song. Read and circle the correct part of the sentence. Then
write sentences without spacings, for a friend to read.
*Look at the beasts and write the names under each picture.
*Practice Grammar by listening and saying the structure It looks like. Finish the
Grammar focus exercises on page 124.
*Take turns asking and answering to describe each creature.
*Listen and read the Photo story. Then read and make sentences about the
story.
*Listen and say the phrase to practice the letter sound /ea/.
*Listen and check the box for the picture that best describes the answer to the
question
*Work in pairs to make a word list about the pictures. Then, tell a story with a
friend with the provided images. Finally, write the story.
*CLIL-Science: Protection. Read and look at the picture and decide which is the
predator and which is the prey. Then, read and match the titles with the texts
about how animals protect themselves against predators. Think of more
predators and their prey. Find out about an animal and present it to the class.
Finally, make five true/false questions/sentences about your animal, to test the
class.
*Act it out- Choose a role card and plan finding an unusual animal. Remember
the useful language. Then act it out with a friend.
*Review unit content by adding to your scrapbook. Read Ryan's text and add
eight periods. Then improve your reading skills by reading out loud and pausing
after each period.
*Read Tammy's text and add capital letters and seven periods. Finally, imagine
and draw a mythical beast. Then write about it.

Unit No.: 8 Name of Unit: Orchestra Practice


 Students will be able to talk about instruments.
 Students will be able to talk about possession using possessive pronouns.
 Students will be able to join in with a song.
 Students will be able to use relative pronouns to give more information about people, objects, and
Specific objectives of the
places.
planning unit
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to say and identify ways of spelling the / / and / r/ sounds.
 Students will be able to read and listen for specific information.
 Students will be able to write a story.
 Students will be able to talk about imaginary feelings.
 Students will be able to use known language to talk in English about science in music.
 Students will be able to talk in English about science in music.
 Students will be able to complete a project.
 Students will be able to complete a survey about the music students in the class like and the
instruments they play.
 Students will be able to use language from the unit to make a page for their scrapbooks.

Evaluation Content / Skills

1. Communication and Cultural Awareness


CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at
school and towards the environment.

* Learners can say ways to take care of the environment and one’s EFL 3.1.7. Demonstrate appropriate classroom behaviors by
surroundings. Learners can identify and exhibit socially responsible participating in small group or whole class discussions. (EGB5)
behaviors at home, at school and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)

Value: The bear's dream-Enjoying being different.

2. Oral Communication
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of EFL 3.3.1. Attempt to infer who is speaking and what the situation is
the main idea, speaker and situation in spoken texts set in familiar when listening to short simple texts, especially when accompanied by
everyday contexts without having to decode every word. pictures or other visual aids, or sound effects. (EGB5)
Learners can grasp the main idea of spoken texts set in familiar EFL 3.2.2. Begin to be comfortable taking meaning from spoken texts
everyday contexts and attempt to infer changes in the topic of containing words or sections which are not understood. Be aware that
discussion as well as who is speaking and what the situation is, without understanding spoken texts does not require decoding every single
having to decode every word. (I.3, I.4) (ref.I.EFL.3.6.1.) word. (EGB5)

CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in


EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing
verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal
questions to extend the interaction. (EGB5)
interactions.

Learners attempt to use back-channeling to react appropriately to


what others say about familiar topics in predictable, everyday
EFL 3.2.12. Ask and answer questions and exchange information on
situations and when carrying out pair work for a specific task in class.
familiar topics in predictable everyday situations. (EGB5)
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.)

Vocabulary: Instruments
Phonics: The sounds /ɝ/ and /ɔːr/.
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching, EFL 3.3.2. Show understanding of some basic details in short simple
labeling and answering simple questions, and use the information cross-curricular texts by matching, labeling and answering simple
gathered in order to organize and discuss relationships between questions. (EGB5)
different academic content areas.
Learners can match, label and answer simple questions about basic
EFL 3.3.7. Read, gather, view and listen to information from various
details in a short simple cross-curricular text. Learners attempt to
sources in order to attempt to organize and discuss relationships
organize and discuss information from different sources of academic
between academic content areas. (EGB5)
content. (I.2, S.1) (ref.I.EFL.3.12.1.)

Story: At the concert.


Read about "The bear's dream"

4. Writing

EFL 3.4.3. Attempt to write a variety of short simple text-types,


CE.EFL.3.18. Write a variety of short simple familiar text-types – online commonly used in print and online, with appropriate language and
or in print – using appropriate language, layout and linking words. layout. (EGB5)

Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)

Grammar: mine, yours, his, hers, ours, theirs. Connor's the boy who… .The instrument that… . The house where…
Write a text using short forms
5. Language through the Arts

CE.EFL.3.22. Design and produce picture books, graphic expressions


and/or personal stories by varying elements of literary texts and
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in
adding imaginative details to real-life stories and situations in order to
class by varying scenes, characters or other elements of simple literary texts.
create new, original texts. (EGB5)

* Create picture books, graphic expressions and personal stories by


attempting to adapt elements of simple literary texts and adding
imaginative details to real-life stories and situations, attempting to use
appropriate vocabulary and features of the literature learners have
read or heard. (I.3, S.3) (ref.I.EFL.3.22.1.)

English for Schools- Science in music: How we make sounds.


Project
*Listen and say the words related to musical instruments. Then listen and
correct the sentences. Play the miming game with a friend.
*Listen and write the names in each picture.
*Practice Grammar by listening and saying the possessive pronouns
my/mine/his/our/ours/your/yours/her/hers/their/theirs. Complete the
Grammar focus exercises on page 125.
*Play the Whose is it? game.
*Listen and complete the song. Then write and sing your own verse.
*Listen and match the children with the instruments and the houses.
*Practice Grammar by listening and saying the words who/that/where. Finish
the Grammar focus exercises on page 125.
*Look at the pictures and follow the lines to make sentences.
*Listen and read the Photo story. Cover the story and try to remember it to Time in
Methodology Orientation
complete the sentences. weeks
*Listen and say the phrase to practice the sounds /ɔːr/.
*Read the story The bear's dream. Then answer the questions about it. Imagine
you are the bear from the story- say how you would feel after what happened.
Learn the value- enjoying being different.
*CLIL-Science in music: How we make sounds. Listen to the sounds and answer
the questions. Then listen again and number the pictures. Answer questions
about the pictures. Now, look and think. Make true sentences using louder,
quieter, higher and lower. Finally, work in pairs to make a wind chime with the
available mixed media.
*Communication-Music in our class. Work in groups to find out how many
students plan an instrument and which one they play. Find out other favorite
things from the students. Finally, write the results on the board and write a
report about your findings.
*Review unit content by adding to your scrapbook. Read Shannan's text. Focus
on the words in color and write the short forms of each word. Then re-write
Tyler's text using the short forms. Finally, think of your favorite band or singer
and write a text using short forms. Add pictures.

Unit No.: 8 Name of Unit: In the planetarium


 Students will be able to talk about space.
 Students will be able to make predictions using will.
 Students will be able to join in with a song.
 Students will be able to use adverbs of manner
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to recognize and say the / / sound at the end of words like farmer and bigger.
 Students will be able to listen and read for detail.
Specific objectives of the
 Students will be able to write a postcard.
planning unit
 Students will be able to tell and write a story.
 Students will be able to use known language to talk about science in English.
 Students will be able to talk about science in English.
 Students will be able to complete a project.
 Students will be able to plan and perform a short play.
 Students will be able to use language from the unit to make a page for their scrapbooks.

Evaluation Content /Skills

1. Communication and Cultural Awareness


CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at
school and towards the environment.
EFL 3.1.7. Demonstrate appropriate classroom behaviors by
* Learners can say ways to take care of the environment and one’s
participating in small group or whole class discussions. (EGB5)
surroundings. Learners can identify and exhibit socially responsible
behaviors at home, at school and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)

Value: Respecting your elders.

2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal EFL 3.2.12. Ask and answer questions and exchange information on
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) familiar topics in predictable everyday situations. (EGB5)

Vocabulary: Space
Phonics: Word stress and the sound /ɚ/
Phonics: Listen and repeat what characters say

3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short EFL 3.3.2. Show understanding of some basic details in short simple
simple cross-curricular texts from various sources by matching, cross-curricular texts by matching, labeling and answering simple
labeling and answering simple questions, and use the information questions. (EGB5)
gathered in order to organize and discuss relationships between
different academic content areas.

Learners can match, label and answer simple questions about basic EFL 3.3.7. Read, gather, view and listen to information from various
details in a short simple cross-curricular text. Learners attempt to sources in order to attempt to organize and discuss relationships
organize and discuss information from different sources of academic between academic content areas. (EGB5)
content. (I.2, S.1) (ref.I.EFL.3.12.1.)

Story: The trap.


Read and answer yes or no.

4. Writing

EFL 3.4.3. Attempt to write a variety of short simple text-types,


CE.EFL.3.18. Write a variety of short simple familiar text-types – online commonly used in print and online, with appropriate language and
or in print – using appropriate language, layout and linking words. layout. (EGB5)

Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)

Grammar: What will you be when you grow up? I'll be a (police officer). Badly, carefully, quickly, quietly, slowly.
Write Thursday's diary entry

5. Language through the Arts


CE.EFL.3.23. Create short, original texts using a range of resources and
other media, including ICT, in order to recreate familiar scenes and
EFL 3.5.3. Produce short, creative texts using ICT and/or other
themes.
resources at home or at school in order to recreate familiar scenes
and themes. (EGB5)
Learners can create and produce short texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes and
themes. (I.1, I.3) (ref.I.EFL.3.23.1.)
English for Schools- Science: The solar system.
Project
*Listen and say the words related to the space. Then listen and answer.
Describe and guess.
*Make sentences, then listen and check. Think about what you will be when
you grow up.
*Practice Grammar by listening and saying the structure will. Complete the
Grammar focus exercises on page 126.
*Listen to the song and number the pictures. Then imagine you are an
astronaut and think what you will do.
*Look, read and number the sentences about the space pictures.
*Practice Grammar by listening and saying the adverbs. Finish the Grammar
focus exercises on page 126.
Time in
Methodology Orientation *Give a friend instructions using the adverbs.
Weeks
*Listen and read the Photo story. Answer the questions about it.
*Listen and say the phrase to practice the sound /ɚ/.
*Listen, color and write. Then look again at the space picture and write yes or
no.
*Talk about the pictures of space. Find the picture that doesn't belong in the
category. Then read Leo's postcard and complete his parent's conversation.
Finally, imagine you are on the moon and write a postcard to your parents.
*CLIL-Science: The Solar System. Listen and point to the planets. Read and
learn about the sun. Look at the chart and write true or false for each
statement. Then, write four sentences to test a friend. In groups, find out
about moons in our solar system and write a report.
*Act it out- Choose a role card, read and plan interviewing an alien. Remember
the useful language. Then act it out with a friend.
*Review unit content by adding to your scrapbook. Read the space diary entry
and number the pictures in order.. Then complete the diary entry with the
words in red from the previous activity. Copy and complete the notes about
Thursday by using your own ideas. Finally, write Thursday's diary entry again
using the red words from the first activity.

Unit No.: 9 Name of Unit: At the campsite


 Students will be able to talk about vacation activities.
 Students will be able to talk about expressions of quantity.
 Students will be able to join in with a song.
 Students will be able to ask about quantity using How much? / How many?
 Students will be able to listen, read and interpret the deeper meaning of a story.
 Students will be able to say phrases such as a (cup) of (tea) and recognize the unstressed words a / /
Specific objectives of the and of / v/.
planning unit  Students will be able to read and listening for specific information.
 Students will be able to write and tell a story.
 Students will be able to use known language to talk about geography in English.
 Students will be able to talk about geography in English.
 Students will be able to complete a project.
 Students will be able to complete a survey about vacation plans.
 Students will be able to use language from the unit to make a vacation leaf let for their scrapbooks.

Evaluation Content / Skills

1. Communication and Cultural Awareness


CE.EFL.3.3. Interact with others using a variety of both verbal and
nonverbal communication features and express likes and dislikes while
giving recommendations in basic yet effective terms. EFL 3.1.3. Exchange basic personal preferences with peers in order to
* Learners attempt to employ a range of verbal and nonverbal express likes and dislikes. (EGB5)
communication features to express likes and dislikes and can give
recommendations in basic yet effective terms. (I.3, S.4)
(ref.I.EFL.3.3.1.)
Value: The snares in the forest- Protecting wildlife.

2. Oral Communication
CE.EFL.3.7. Listening for Information: Follow and identify key
information in short straightforward audio texts related to areas of
immediate need or interest, provided vocabulary is familiar and visual
support is present, and use these spoken contributions as models for
their own.
EFL 3.2.7. Identify the main idea of short, clear, simple messages and
announcements and attempt to understand sentences and frequently
* Learners can record and attempt to identify key information from a
used expressions related to areas of immediate relevance. (EGB5)
spoken message of immediate need or interest when the message
contains frequently used expressions and visual support. (Example:
rules for a game, classroom instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners attempt to use other classmate’s
contributions in class as models for their own. (I.2, I.3) (ref.I.EFL.3.7.1.)

Vocabulary: Holiday activities.


Phonics: Unstressed words
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between EFL 3.3.2. Show understanding of some basic details in short simple
different academic content areas. cross-curricular texts by matching, labeling and answering simple
questions. (EGB5)
Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
CE.EFL.3.13. Show an ability to identify the meaning of specific
content-based words and phrases, with the aid of visual support, and
use charts/mind maps to distinguish between fact/opinion and EFL 3.3.3. Identify the meaning of specific content-based words and
relevant/irrelevant information in informational texts. phrases, with the aid of visual support (EGB5).

Learners attempt to determine the meaning of specific content-based


words and phrases when accompanied by visual support and EFL 3.3.4. Attempt to distinguish between fact and opinion and
distinguish between fact and opinion and relevant and irrelevant relevant and irrelevant information in an informational text through
information in informational texts through the use of mind maps and the use of mind maps/charts. (EGB5)
charts. (I.2, I.3) (ref.I.EFL.3.13.1.)
Story: The last line.
Read about "The snares in the forest"

4. Writing
CE.EFL.3.16. Create a simple learning resource in order to record and
practice new words and demonstrate knowledge of their meanings.
EFL 3.4.1. Make a simple learning resource in order to record and
practice new words. (Example: a picture dictionary, a word list, set of
Learners can make a simple learning resource in order to record and
flashcards, etc.) (EGB5)
practice new words. (Example: a picture dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4) (ref.I.EFL.3.16.1.)
Grammar: some cheese/tomatoes. A loaf of bread, a piece of cheese, a packet of chips, a bottle of milk, a can of lemonade. How much
cheese/ How many bottles of water...?
Write a leaflet
5. Language through the Arts

CE.EFL.3.22. Design and produce picture books, graphic expressions


and/or personal stories by varying elements of literary texts and
adding imaginative details to real-life stories and situations in order to
create new, original texts. EFL 3.5.2. Create picture books and/or other graphic expressions in
Create picture books, graphic expressions and personal stories by pairs in class by varying scenes, characters or other elements of
attempting to adapt elements of simple literary texts and adding simple literary texts. (EGB5)
imaginative details to real-life stories and situations, attempting to use
appropriate vocabulary and features of the literature learners have
read or heard. (I.3, S.3) (ref.I.EFL.3.22.1.)

English for Schools- Geography: Map reading.


Project
*Listen and say the words related to activities to do while camping. Then listen
and correct the sentences. Play the drawing game with a friend.
*Look, read and number the sentences. Then listen and check.
*Practice Grammar by listening and saying the structure a
bag/bottle/can/loaf/piece of. Complete the Grammar focus exercises on page
127. Then work in groups to organize a picnic.
*Listen to the song and circle the food. Then draw a picture and play the picnic
Time in
Methodology Orientation basket game.
weeks
*Listen, find and write numbers in the chart with food pictures.
*Practice Grammar by listening and saying the questions How much?/How
many? Finish the Grammar focus exercises on page 127.
*Take turns closing your book and playing the memory game with a friend.
*Listen and read the Photo story. Answer questions about it.
*Listen and say the phrase to practice unstressed words.
*Read the story The snares in the forest to learn about the value- protecting
wildlife. Then, read and make sentences. Finally, look at the pictures and use
the word list to tell the story.
*CLIL-Geography: Map reading. Look, listen and point to the symbols on the
map. Then find the places using the grid references. Read and measure the
map from the previous activity. Decide which scale you would use for maps of
your classroom, town and other places. Finally, work with a friend to make a
map of your neighborhood and present it to the class.
*Communication- Vacation plans. Make a list of vacation plans. In groups,
choose a vacation plan and make a poster. Tell the class about it.
*Review unit content by adding to your scrapbook. Read the leaflet and say
what you like about the campsite. Then, plan a leaflet for a campsite or sleep
away camp. Check your test with the sample one. Then make a final leaflet.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
*Puchta, H., Gerngross, G., & Lewis-Jones, P. (2012). Super minds . Cambridge: Cambridge
University Press.
*Puchta, H., Gerngross, G., & Lewis-Jones, P. (2012). Super minds . Cambridge: Cambridge
University Press.
*Puchta, H., Gerngross, G., Lewis-Jones, P., & Williams, M. (n.d.). Super minds.
*Super Minds Level 4 Teacher's Resource Book Cd. (2012). Cambridge Univ Pr.
*Audio CD's level 4
*Video DVD's level 4
*Presentation Plus level 4
*CLMS (the platform) level 4
APPROVED BY: Pedagogical
DONE BY: English Teacher REVISED BY: Area Coordinator
Coordinator
TEACHER (S): Lcda. Andrea Freire
NAME: MSc. Jessica Fajardo NAME: Lcdo. Aldrin Ballesteros
Signature: Signature: Signature:
Date: Date: Date: