Planning For Skills With Performance Criteria Por Terminar Por Enviar Plata

BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT
“KAWSAYPA YACHAY DEL PUEBLO MACA”
PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA
INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

“ KAWSAYPA YACHAY DEL PUEBLO MACA” 2016-2017
1. INFORMATIONAL DATA
Teacher: Ing. Alexandra Flores Area /subject: ENGLISH Grade: 6th Parallel: Only
No. of planning unit: 1 Planning unit title: What’s this? Specific objectives of the Encourage interest in learning the
planning unit: foreign language creatively and
innovatively.
2. PLANNING
SKILLS WITH PERFORMANCE CRITERIA TO BE DEVELOPED: ASSESSMENT OF CORE INDICATORS:
Articles a, an, and the; this- that- these- those it / they; plurals; yes/ no where Listen carefully and read texts related to the contents of the
questions with Be; prepositions of place: in, in front to , behind, on , next to, specialty in order to become familiar with them globally and
and under grasp the main idea.
TRANSVERSAL AXES: The growth Kulla Raymi (Moon - earth-woman). PERIODS: 12 HOME WEEK: 24
Methodological strategies Means Indicators of Evaluation activities / techniques / instruments
achievement
 Asking for and giving  Board  Pronunciation  Writing: written expression level is demonstrated
the locations of  English book  Writing by the written production various types of texts
objects; finding the  Markers  Reading (narrative, dialogic and descriptive).
different about lost  Notebooks  Listening
things; comparing two  Dictionary
picture of a room.  Cd audio
English
 Laptop
 Pencil
 Pen
 Colors pens
 Paste board
Subject: English Teacher: Ing. Alexandra Flores

3. Curricular Adaptations
Specification of educational need Specification adaptation to be applied
 Enjoy extensive listening in English.  Produce short texts images.
 Say when they do not understand  Oral presentations
and ask for slower or clearer  Homeworks and work in class.
repetition where required.  Enjoy extensive listening in English.
 Read and write learned vocabulary  Produce simple, mainly isolated utterances using very short phrases and sometimes
individual words, possibly with slow and / or hesitant delivery.
ELABORATED BY REVISED BY APPROVED BY

TEACHER: Ing. Alexandra Flores NAME: Lic. Vicente Guashpa NAME: Lic. Sandro Guashpa
Signature: Signature: Signature:
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Grade: 6th Parallel: Only
No. of planning unit: 2 Planning unit I’m not wearing Specific objectives  Asking about and describing clothing
title: boots of the planning and colors; talking about the weather
unit: and seasons.
 Finding the owner of objects get
interest in learning the foreign
language creatively and innovatively.
2. PLANNING
Possessives; adjectives our and there, pronouns, names and whose; present Listen carefully and read texts related to the contents of
continuous statements and yes / no questions; conjunctions and but; placement the specialty in order to become familiar with them
of adjectives before nouns. globally and grasp the main idea.
Recognize familiar names, word and short phrases about
simple everyday topics in the book.
TRANSVERSAL AXES: The interculturality Kauwsaypura PERIODS: 12 HOME WEEK: 24
Methodological strategies Means Indicators of achievement Evaluation activities / techniques / instruments
Asking about what are people  Board  Pronunciation Writing: written expression level is demonstrated
wearing and colors; asking  English book  Writing by the production various types of texts (narrative,
about and describing  Markers  Reading dialogic and descriptive).
clothing talking about the  Notebooks  Speaking Reading: Talked about the text and words and
weather and seasons and  dictionary  Listening sentences in the English book in the different
finding the owner of objects objects in the class for then participate in the
classroom.

 Read and write learned vocabulary  Produce short texts images from
 Oral communication  Oral presentations
 Language through the arts  Homeworks and work in class.
 Students can over the words at the pictures, say the corresponding pictures then
spoken in the class.
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Grad 6th Parallel: Only
e:
No. of planning unit: 3 Planning unit Does it have a view? Specific objectives of the Asking about and describing houses
title: Houses and planning unit: and apartments; talking about the
apartments; rooms; furniture in a room
furniture
2. PLANNING
 Writing about your dream house. Conversation about new apartment;  Listen carefully and read texts related to the
comparing two apartment; Asking about and describing houses , contents of the specialty in order to become
apartments, furniture in a room. familiar with them globally and grasp the main
idea.
 Use imitated individual English language sounds
especially those phonemes which do not exist in
the students.
TRANSVERSAL AXES: The bloom Pawkar raymi PERIODS: 12 HOME WEEK: 24
Methodological strategies Means Indicators of Evaluation activities / techniques /
achievement instruments
Simple present short answers;  Board  Pronunciation  Writing: written expression level is
There is , there are, there is no, there  English  Writing demonstrated by the written production
isn’t a, there are no, there aren’t any book  Speaking various types of texts (narrative, dialogic
 Markers  Listening and descriptive).
 Notebooks

 Dictionary.
 Paste board
 Pencil
 Pens
 Colors pens
 Read and write learned vocabulary  Produce short texts images from
 Apply ICT and / or other resources  Oral presentations
to communicate simple thoughts in  Homework’s and work in class.
small groups  Write simple words, phrases and sentences with correc use of standard writing
mechanics.
Date: Date: Date:


No. of planning unit: 4 Planning unit title: What do you Specific objectives Asking for and giving information about work;
do? Jobs and of the planning unit: giving opinions about jobs ; describing
workplaces workday routines
2. PLANNING
 Simple present WH- questions with do and does ; placement of adjectives  Listen carefully and read texts related to the
after Be and before nouns. contents of the specialty in order to become
 Ask and answer questions to identify different people they know. familiar with them globally and grasp the main
 Drawing different houses and labeling different rooms and objects in a idea.
house.  Communicate to peers and teacher when
 Using question words (who, what, where) to ask about places something is not understood in class through
the use of simple basic questions.

Conversation about new job.  Board  Pronunciation  Writing: written expression level is
Asking for and giving information  English book  Writing demonstrated by the written production
about work; giving opinions about  Markers  Reading various types of texts (narrative, dialogic
jobs ; describing workday routines  Notebooks  Talking and descriptive).
 Dictionary

 Cd audio  Use creative thinking skills to learn how to

English share and respect all ideas through
 Laptop brainstorming activities and pair work in
 Pencil class
 Pens
 Colors pens
 Eraser.
 Read and write learned vocabulary.  Produce short texts images from
 Recognize familiar names, words  Oral presentations
and short phrases about simple  Homework’s and work in class.
everyday topics whether heard in  Recognize different words in the text the book and ask students to draw the words for
isolation or within short simple present in the class and teacher exposited in the class.
spoken text describing people and
objects.

Date: Date: Date:


No. of planning unit: 5 Planning unit Did you have fun? Specific objectives of Asking for and giving information about work;
title: Weekends; chores the planning unit: giving opinions about jobs ; describing
and fun activities; workday routines
vacations; summer
activities
2. PLANNING
 Asking for and giving information about weekend and vacation  Listen carefully and read texts related to the
activities contents of the specialty in order to become
 The opening dialogs throughout the series consistently model contracted familiar with them globally and grasp the main idea.
forms the words learned in the class.  Write simple words, phrases and sentences for
controlled practice of language items
 Enjoy extensive listening in English.
TRANSVERSAL AXES: The respect Mamakumapak raymi PERIODS: 12 HOME WEEK: 24
Asking for and giving  Board  Pronunciation  Writing: written expression level is
information about weekend  English book  Writing demonstrated by the written
and vacation activities  Markers  Speaking production various types of texts
 Notebooks  Listening (narrative, dialogic and descriptive)
 Dictionary  Reading  Listening: listen short narrative
 Laptop an/on other oral and written literacy
 Cd audio English text in class.

 Read and write learned vocabulary Produce short texts images and listening the sing for can pronunciation
 Use the flash cards to review the Oral presentations
phrases and action for classroom Homework’s and work in class.
instructions the teacher Learners can recognize differences between where people live and write or talk about
their own surroundings, as well as ask questions about how other people live.
Date: Date: Date:


No. of planning unit: 6 Planning unit YOU CAN´T MISS IT. Specific objectives of Talking about stores and others
title: Stores and things you the planning unit: places; asking for and giving
can buy there: directions.
Tourist attractions
2. PLANNING
 Talking about shopping.  Listen carefully and read texts related to the contents of the
 Talking about directions and asking for and giving directions in specialty in order to become familiar with them globally and
a neighborhood grasp the main idea.
TRANSVERSAL AXES: The crop Inti raymi PERIODS: 12 HOME WEEK: 24
Prepositions of place: on, on  Board  Pronunciation Writing: written expression level is

the corner of , across from,  English book  Writing demonstrated by the written production
next to , between, giving  Markers  Listening various types of texts (narrative, dialogic and
directions with imperatives.  Notebooks  Reading descriptive).
 Dictionary  Talking
 Cd audio
 Laptop
 Pencils
 Pens

 Read and write learned vocabulary  Produce flash cards the them exposition in the class and correct pronunciation
 Listen and talk the sing, narrative and the words and different imagens in the book
sentences short of the book English and  Oral presentations
practice the pronunciation in the  Homework’s and work in class.
classroom with teacher

Date: Date: Date:


No. of planning unit: 6 Planning unit YOU CAN´T MISS Specific objectives of Talking about stores and others places;
title: IT. the planning unit: asking for and giving directions.
2. PLANNING
Prepositions of place: on, on the corner of , across from, next to , between, Listen carefully and read texts related to the contents of
giving directions with imperatives the specialty in order to become familiar with them
globally and grasp the main idea.

achievement
 Talking about  Board  Pronunciation  Writing: written expression level is demonstrated
shopping,  English book  Writing by the written production various types of texts
 Talking about  Markers  Listening (narrative, dialogic and descriptive).
directions;  Notebooks  Talking  Listen different words for correct pronunciation in
 Asking for and giving  Dictionary  Look the class with exposition the imagen and flash card
directions in a  Cd audio the book  Reading the them.
neighborhood English
 Laptop
 Pencil
 Colors pens
 Eraser

 Listen and repeat the words in  Produce short texts images for the students can pronunciation correct the different
different forms and written in the forms for example: short words phonics, sentences short and narrative short.
notebook in class for the students  Oral presentations
can pronunciation in the class.  Homework’s and work in class
 Read and write learned vocabulary
with cards flash.

Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Grade: 5 th Parallel: Only
No. of planning 1 Planning unit Welcome back to Specific objectives of Make use of basic personal information
unit: title: school. the planning unit: and expressions of politeness in order to
introduce oneself and participate in a
short conversation.
2. PLANNING
 Getting to know each other and warm-up.  Understand meanings expressed in short dialogues
 Worksheet with activities to talk about themselves. on familiar topics, as well as basic spoken
instructions and simple questions about self, people,
animals or things, especially when spoken slowly and
clearly. (Example: greetings, short phrases, basic
range of classroom instructions, common personal
information questions: What’s your name? How old
are you? Where do you live? etc.)
TRANSVERSAL AXES: The growth Kulla Raymi (Moon - earth-woman) PERIODS: 12 HOME WEEK: 24

achievement
 Participating in short  Board  Pronunciation  Listening to or reading short dialogues and answering
dialogues using  English book  Writing questions about the speakers’ names, grades,
greetings and leave-  Markers  Listening schools, etc.
taking.  Notebooks  Speaking  Completing a short questionnaire or form about one’s
 Completing a short  Dictionary  Talking basic personal information.
questionnaire or form  Reading

about one’s basic  Cd audio  Focus the different them in the class and listen the
personal information. English words for correct pronunciation.
(Example: name, school,  Laptop
age, address, etc.)  Pencil
 Eraser
 Color pens
Make use of basic personal information and Completing a short questionnaire or form about one’s basic personal information. (Example:
expressions of politeness in order to name, school, age, address, etc.)
introduce oneself and participate in a short Responding to pictures or short texts by circling the corresponding emoticon. (Example:
conversation happy face, sad face, confused face, etc.)
Date: Date: Date:


No. of planning unit: 2 Planning unit Family. Specific objectives of the Make use of basic personal information and
title: planning unit: expressions of politeness in order to introduce
oneself and participate in a short conversation.
2. PLANNING
 Songs and videos + activity book. Introducing and talking about family  Recognize familiar names, words, and short phrases
members. about simple everyday topics whether heard in
 Written and reading activities isolation or within short, simple spoken texts
describing people and objects.

achievement
 Write a short simple  Board  Pronunciation  Reading a short simple paragraph which serves
paragraph to convey  English book  Writing as a model text, then writing a similar paragraph
some simple facts about  Markers  Listening on the same topic. (Example: Topics could
people, animals, places,  Notebooks  Speaking include: my best friend, my family, my house, my
things, yourself or others,  Dictionary  Talking favorite animal, my town, etc.)
with the support of a  Laptop
model text. (Example:  Cd audio
where they live, what they English
do, etc)  Pencil
 Eraser

 Color pens
 Say when they do not understand  Produce cards flash and review the words for students can pronunciation correct in
and ask for slower or clearer the language English.
repetition when required.  Oral presentations
 Read and write learned vocabulary  Homework’s and work in class and draw the members the family for example father,
 Write simple words, phrases and mother, sister and brother in singular and plural
sentences with the correct use of
standard writing mechanics
 Sing the my family and repeat with
the students for learned the sing and
can sing.

Date: Date: Date:


Teacher: Ing. Alexandra Flores. Area / subject: ENGLISH Grade: 5 th Parallel: Only
No. of planning unit: 3 Planning unit “My Specific objectives of the  Make use of basic personal information
title: birthday”. planning unit: and expressions of politeness in order to
introduce oneself and participate in a
short conversation.
2. PLANNING
Deploy a range of learning strategies, thereby increasing disposition and ability to Read a short simple text (online or print) and
independently access further (language) learning and practice opportunities. demonstrate understanding of the gist and some
basic details of the content.
TRANSVERSAL AXES: It weeds Kapak Raymi PERIODS: 12 HOME WEEK: 24
 Understand the content in  Board  Pronunciation  Role-playing and participating in short
simple short written  English  Writing dialogues.
environmental print text types, book  Listening  Singing songs or chants that practice
using artwork, symbols, and  Markers  Speaking helpful language.
layout for support. (Example:  Notebooks  Reading  Circling an emoticon to match to a picture.
price tags, signs, notices) (No  Dictionary (Example: Amy feels sick / Amy is happy,
eating, etc.), candy wrappers,  Cd audio etc.).
etc.). English  Demonstrate basic reading comprehension
 Pencil skills by identifying the meaning of
 eraser individual words, phrases and sentences
including simple written instructions in the
book.

 Recognize familiar names words  Produce short texts and cards flash with words using for correct pronunciation
and short phrases about simple  Oral presentations
everyday the happy and unhappy  Homework’s and work in class and practice the theme learned in the class.
the different people.

Date: Date: Date:


No. of planning unit: 4 Planning unit My body. Specific objectives of Through selected media, participate in reasonably
title: the planning unit: 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.
2. PLANNING
 Write a short simple paragraph to describe yourself or other people,  Learners can produce a short simple sentence and a
animals, places and things, with limited support. (Example: by paragraph – with ample support – on a variety of
answering questions or using key words). topics, and some learners can do so with only limited
support.
 Understand the content in  Board  Pronunciation  Writing a description of yourself by
simple short written  English book  Writing completing the outline of a paragraph. Each
environmental print text types,  Markers  Listening sentence in the paragraph contains a
using artwork, symbols, and  Notebooks  Speaking sentence opener. (Example: My name’s…,
layout for support.  Dictionary My hair is…, My eyes are…, etc.)
 Identify key information such as  Cd audio
events, characters and object  Pencil
in stories and other age-  Eraser

appropriate literary text if there

is visual support.
 Students can respond to spoken  Produce short texts images and cards flash with the theme exposition the class with
word non-verbally; differentiate one students understand the class with different words.
object/ picture/letter/word from  Oral presentations
another respond to basic questions  Homework’s and work in class.
through facial expression and
gestures the teacher in the class.

Date: Date: Date:


No. of planning unit: 5 Planning unit title: “I can Specific objectives of Deploy a range of learning strategies,
sing” the planning unit: thereby increasing disposition and ability to
independently access further (language)
learning and practice opportunities.
2. PLANNING
 Understand and use basic words and demonstrate basis reading  Learners can produce a short simple sentence and a
comprehension skills by identifying the meaning of individual words, paragraph – with ample support – on a variety of
phrases and sentences including simple written instructions. topics, and some learners can do so with only limited
 Understand most of the details of the content of a short simple text ( support.
online or print)
achievement
 Respect themselves  Board  Pronunciation  Conducting a conversation with the teacher and
and others within the  English book  Reading learner playing two characters using masks or
communication  Markers  Listening hand puppets. The learner may be given the
process, cultivating  Notebooks  Talking character’s details or invent them.
habits of honesty and  Dictionary  Writing
integrity into  Eraser
responsible academic  Cd Audio
behavior.  Pencil
 Color pens

 Learned phonics express with set  Produce short texts images and cards flash in the text write the short sentences and
alphabet cards. read the words in the book
 Read and write learned vocabulary  Oral presentations with book and listen the sing the CD
 Homework’s and work in class.
Date: Date: Date:


No. of planning unit: 6 Planning unit “A butterfly”. Specific objectives of the Access greater flexibility of mind, creativity,
title: planning unit: enhanced linguistic intelligence, and critical
thinking skills through an appreciation of
linguistic differences.
2. PLANNING
Spell out key vocabulary items using the English alphabet. (Example: names, colors,  Learners can produce a short simple
animals, possessions, etc.) sentence and a paragraph – with ample
support – on a variety of topics, and some
learners can do so with only limited support.
achievement
Showing the student some  Board  Pronunciation  Doing a mingle activity where learners ask
picture flashcards of familiar  English book  Writing and answer simple questions about a picture
vocabulary items and asking  Markers  Listening which has been stuck to their own back.
them to say the words.  Notebooks  Speaking (Example: for animal picture cards, learners
(Example: It’s a house, a  Dictionary ask and answer Is it an elephant? No. Is it a
school, a car, a bike, to see if  Cd audio horse? Yes.
they are easily understood,  Laptop
etc.)
 Pencil
 Eraser

 Colors pens
 Paste board
 Glue
 Realize the cards flash the alphabet  Produce magic memory and slap and spell the words with the cards flash and
and words in the class for students according the picture for remember in the class.
learned pronunciation correct  Oral presentations
including the phonics letters sounds  Homework’s and work in class.

Date: Date: Date:


No. of planning unit: Planning unit Review. My Specific objectives of the Deploy a range of learning strategies, thereby
1 title: family and planning unit: increasing disposition and ability to
me. Talking independently access further (language)
about learning and practice opportunities
families.
2. PLANNING
 Spell out key vocabulary items using the English alphabet. (Example:  Make a simple learning resource in order to record
names, colors, animals, possessions, etc.) and practice new words with meaning in the text of
 The students to practice saying the vocabulary in the class and book.
recognize the words not to know the book and searched the meaning
for correct pronunciation

achievement
 Apply self-correcting  Board  Pronunciation  Creating a class picture dictionary and adding
and self-monitoring  English book  Writing entries by writing definitions of new words or
strategies in social  Markers  Listening drawing a picture to illustrate the meaning.
andclassroom  Notebooks  Speaking
interactions. (Example:  Dictionary
asking questions,  Cd audio
starting over, English

rephrasing, exploring  Laptop

alternative  Pasteboard
pronunciations or  Pencil
wording, etc.)  pen
 Colors pen
 Repeat the pronunciation the news  Produce short texts images and cards flash the applicate in the class agreement with
words with the meaning with the the theme exposited in class
alphabet cards and cards flash with  Oral presentations
pictures  Homework’s and work in class.

Date: Date: Date:


No. of planning unit: 2 Planning unit HELLO! Specific objectives of  Recognize and demonstrate an
title: the planning unit: appreciation of some commonalities and
distinctions across cultures and groups
(differentiated by gender, ability,
generations, etc.) including the students’
own, by asking WH- questions and
formulating simple, culturally aware
statements.
2. PLANNING
 Cultivate an awareness of different cultures and identify similarities and  Ask simple basic questions in class about the world
differences between them through oral and written literary texts. beyond their own immediate environment in order to
 Understand meanings expressed in short dialogues on familiar topics increase their understanding of different cultures.
as well as basic spoken instructions and simple questions about self,
people animals or things, especially when spoken slowly and clearly.
achievement
 Apply self-correcting  Board  Pronunciation  Asking about a partner’s interests and recording
and self-monitoring  English book  Writing the interview to share on a class blog.
strategies in social  Markers  Listening
and classroom  Notebooks  Speaking
interactions.  Dictionary  Saying
(Example: asking

questions, starting  Cd audio English  Looking

over, rephrasing,  Pencil
exploring alternative  Eraser
pronunciations or  Pen
wording, etc.)  Color pens
 Ask simple basic questions in class  Introduce the lesson the different words and letters the alphabet words used the
about the world beyond their own cards flash
immediate environment in order to  Produce short texts images.
increase their understanding of  Oral presentations
different culture.  Homework’s and work in class.

Date: Date: Date:


No. of planning unit: 3 Planning unit title: A space trip. Specific objectives of  Through selected media, participate in
the planning unit: 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.
2. PLANNING
 Cultivate an awareness of different cultures and identify similarities and  Ask simple basic questions in class about the world
differences between them through oral and written literary texts. beyond their own immediate environment in order to
 Show the ability to use a simple learning resource. increase their understanding of different cultures.
 Identify the meaning of specific content- based words and phrases with  Listen to and read short narrative and/or other oral
the aid of visual support. and written literary texts in class ( with a preference
for authentic text) in order to simulate imagination,
curiosity and a love for literature.
achievement
 Apply self-correcting  Board  Pronunciation  Asking about a partner’s interests and recording the
and self-monitoring  English book  Writing interview to share on a class blog.
strategies in social  Markers  Listening

and classroom  Notebooks  Speaking  Progress test the different theme used words the unit
interactions.  Dictionary remember .
(Example: asking  Cd audio  Student can respond to spoken word non-verbally;
questions, starting English differentiate one object/picture/letter/word from
over, rephrasing,  Laptop another respond to basic questions through facial
exploring alternative  Pencil expression and gestures with prompting use one or
pronunciations or  Pen more words to respond to simple questions make
wording, etc.)  Colors pens marks on paper with range of materials.
 Eraser
 Record key items of specific  Produce short texts images
information from a heard message  Write simple words, phrases and sentences with correct use of standard writing
or description either in written form mechanics
or by drawing a picture  Spell out key vocabulary items using the English alphabet
 Read and write learned vocabulary  Oral presentations
 Imitate individual English language  Homework’s and work in class.
sounds especially those phonemes
which do not exist in the students
own’s L1, both in insolation and
within key vocabulary items.

Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Grade 4 th Parallel: Only
No. of planning unit: 4 Planning unit My Specific objectives of the Create a simple learning resource in order to
title: routine planning unit: record and practice new words and
demonstrates knowledge of their meanings.
2. PLANNING
 Learners can identify and use reading strategies to make written text  Select and use reading strategies to understand and
more comprehensible and meaningful. give meaning to written text while employing a range
of everyday.
 Students can distinguish between, identify or repeat
sound; hold writing tool effectively.
achievement
 Learners can use  Board  Pronunciation  Making a list of new words and then comparing the
everyday reference  English book  Writing lists in pairs. If one of the members of the pair knows
materials to select  Markers  Listening the word, he/she teaches the other person.
information  Notebooks  Speaking  Demonstrate basic reading comprehension skills by
appropriate to the  Dictionary identifying the meaning of individual words, phrases
purpose of an inquiry  Cd audio and sentences including simple written instructions.
and to relate ideas English
from one written  Laptop
source to another  Pencil

 Pen
 Eraser
 Speaking in the class and correct  Express curiosity about the world and other cultures by asking simple WH- questions
pronunciation the different words in in the class after reading and / or participating in presentation or other group work.
English language  Understand meaning expressed in short dialogues on familiar topics, as well as basic
 Read and write learned vocabulary spoken instructions and simple questions about self, people, animals or things,
especially when spoken slowly and clearly.
 Produce short texts images
 Oral presentations
Date: Date: Date:


No. of planning unit: 5 Planning unit The Country Specific objectives of the  Directly access the main points and
title: Code. planning unit: 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
2. PLANNING
 Learners can use back-channeling to react appropriately to what others Select and use reading strategies to understand and give
say about familiar topics in predictable, everyday situations and when meaning to written text while employing a range of everyday
carrying out pair work for a specific task in class.
 Sustain a  Board  Pronunciation  Reading a text and answering information
conversational  English book  Writing questions.
exchange on a  Markers  Listening  Record words used and words not know
familiar, everyday  Notebooks  Speaking and searched in the dictionary and
subject when carrying  Dictionary reformed the vocabulary in the text and unit
out a  Cd audio English. book.
collaborative/paired  Laptop
learning activity in  Pencil

which there are  Pens

specific instructions  Colors pens
for a task  Paste board
 Read and write learned vocabulary. 
Record key items of specific information from a heard message or description, either in
 Use audio, video and picture to written form or by drawing a picture.
respond to a variety of literary text 
Spell out key vocabulary items using the English alphabet.
through online or in-class ICT 
Produce short texts images
activities. 
Oral presentations

Homework’s and work in class.

Read a variety of simple text- types and graphic organizers used to present cross-
curricular information.
Date: Date: Date:


No. of planning unit: 6 Planning unit Introducing Specific objectives Interact quite clearly, confidently and
title: countable and of the planning unit: appropriately in a range of formal and informal
uncountable nouns social situations with a limited but effective
command of the spoken language
2. PLANNING
 Learners can use back-channeling to react appropriately to what others  Select and use reading strategies to understand and
say about familiar topics in predictable, everyday situations and when give meaning to written text while employing a range
carrying out pair work for a specific task in class. of everyday.
 Create picture books and/ or other graphic
expression in pairs in class by varying scenes,
characters or other elements of literary texts.
TRANSVERSAL AXES: THE CROP INTI RAYMI PERIODS: 12 HOME WEEK: 24
achievement
Interact with others using a  Board  Pronunciation  Playing games that practice classroom language and
variety of both verbal and  English book  Writing turn-taking
nonverbal communication  Markers  Listening  Read a variety of simple text-type and graphic
features and express likes  Notebooks  Speaking organizers used to present cross-curricular
and dislikes while giving  Dictionary information.
recommendations in basic  Pen
yet effective terms.  Eraser

 Students can respond simple  Produce short texts images.
questions or directions supported by  Oral presentations
visual cues/gestures/object;  Homework’s and work in class.
differentiate word from another  Clap, move, chant or sing along with short authentic English language rhymes or songs
respond to basic questions through approximating English rhythm and intonation once familiar with the text.
facial expression and gestures,  Use audio, video and picture to respond to a variety of literary text through online or in
begin to join in with a familiar rhyme class ICT activities.
or story make on paper with a range
of materials

Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Grade: 2 nd and 3rd PRE A1.1 Parallel: Only
No. of planning unit: 1 Planning unit title: Hello! Specific objectives of the Make use of basic personal information and
planning unit: expressions of politeness in order to introduce
oneself and participate in a short conversation
2. PLANNING
 Demonstrate basic reading comprehension skills by identifying the  Understand and use common expressions of
meaning of individual words, phrases, and sentences, including simple politeness in class while working in pairs or groups
written instructions. on projects. (Example: Please sorry, thank you, etc.)
 Students learn to say hello; introduce oneself and say goodbye; follow
essential directions for learning; ask and answer questions to identify
essential items for learning.

achievement
 Demonstrate basic  Board  Participating in short dialogues using greetings and
reading  English book  Pronunciation leave-taking.
comprehension skills  Markers  Writing  Communicate to peers and teacher when something
by identifying the  Notebooks  Listening is not understood in class through the use of simple
meaning of individual  Dictionary  Speaking basic questions.
words, phrases, and  Cards flash  Imitate individual English language sounds,
sentences, including  Pencil especially those phonemes which do not in the
simple written  Eraser

instructions. (Example:  Audio cd students own L1 both in insolation and within key
Please sorry, thank English vocabulary items.
you, etc.)  Paste board.
Students can respond to a spoken word  Produce short texts images
non-verbally respond to sign language.  Oral presentations
Read and write learned new vocabulary  Homework’s and work in class.
 Students can: distinguish between identify or repeat sounds; differentiate one
object/picture/letter/word from another; make marks on paper with a range of
materials.
Date: Date: Date:


No. of planning unit: 2 Planning unit What do Specific objectives of the Differentiate between different living situations in
title: you see? planning unit: a variety of surroundings and express curiosity
about the world through simple questions.
2. PLANNING
 Demonstrate basic reading comprehension skills by identifying the  Understand and use common expressions of
meaning of individual words, phrases, and sentences, including simple politeness in class while working in pairs or
written instructions groups on projects. (Example: Please sorry,
thank you, etc.)
TRANSVERSAL AXES: THE INTERCULTURALITY KAUWSAYPURA PERIODS: 12 HOME WEEK: 24
achievement
 Ask the learner to sing a  Board  Pronunciation  Writing in order to perform controlled practice of
song or recite a chant  English book  Listening vocabulary and grammar items.
together with a group of  Markers  Talking  Recognize familiar names, words, and short
friends or with the teacher.  Notebooks  Say phrases about simple everyday topics in the
Record the student’s  Dictionary  Look class.
production with the recording  Writing  Writing
device quite near to the  Listening
student’s mouth and listen to  Speaking
the recording to assess
clarity of sounds, production


 Read and write learned new  Produce short texts images
vocabulary.  Oral presentations
 Collaborate in a friendly manner by  Homework’s and work in class.
sharing classroom materials and  Audio cd task of the book.
personal object while participating in  Cards flash the alphabet cards different pictures the book and activity the book.
games and activities in class and on
the playground.

Date: Date: Date:

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL

“ KAWSAYPA YACHAY DEL PUEBLO MACA” YEAR:
2016-2017
No. of planning unit: 3 Planning unit I’m girl Specific objectives of the Differentiate between different living
title: and I’m planning unit: situations in a variety of surroundings and
boy express curiosity about the world through
simple questions.
2. PLANNING
 We take on social responsibility and have the ability to interact with  We understand the needs and strengths of our
heterogeneous groups from an understanding, tolerant, and country and commit to building an equal, inclusive,
empathetic standpoint. and democratic society.
TRANSVERSAL AXES: IT WEEDS KAPAK RAYMI PERIODS: 12 HOME WEEK: 24

achievement
 We take on social  Board  Pronunciation  Singing songs or chants that practice helpful
responsibility and have  English  Writing language.
the ability to interact with book  Listening  Understand and use common expressions of
heterogeneous groups  Markers  Speaking politeness in class while working in pairs or groups
from an understanding,  Notebooks on projects.
tolerant, and empathetic  Dictionary  Use audio, video and picture to respond to variety of
standpoint.  Cd audio literary text through on line or in class ICT activities.
English.  Read variety of simple text-types and graphic
 Pencils organizers used to present cross-curricular
 Eraser information.

 Pens
 Colors pens
 Pasteboard
 Know how to spell simple English  Produce short texts images
words correctly demonstrating  Oral presentations
awareness of sound-letter  Homework’s and work in class.
relationships.  Read a variety of simple text-types and graphic organizers used to present cross-
 Enjoy intensive listening in English. curricular information.
 Read and write learned new  Show the ability to use a simple learning resource
vocabulary

Date: Date: Date:


No. of planning unit: 4 Planning unit Phonics Specific objectives of the  Encounter socio-cultural aspects of
title: Review planning unit: 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
2. PLANNING
 Express emotions and feelings using basic adjectives and related  We understand the needs and strengths of our
images through written work on the school or class bulletin board. country and commit to building an equal, inclusive,
 Enjoy an enriched perspective of their own L1 and of language use for and democratic society.
communication and learning.
TRANSVERSAL AXES: THE BLOOM PAWKAR RAYMI PERIODS: 12 HOME WEEK: 24
achievement
Access greater flexibility of  Board  Pronunciation  Singing songs or chants that practice helpful
mind, creativity, enhanced  English book  Writing language.
linguistic intelligence, and  Markers  Listening  Identify the meaning of specific content – based
critical thinking skills through  Notebooks  Speaking words and phrases with the aid of visual support.
an appreciation of linguistic  Dictionary
differences.

 Express emotions and feelings using  Produce short texts images
basic adjectives and related images  Oral presentations
through written work on the school or  Homework’s and work in class.
class bulletin board.  Enjoy extensive listening in English in class.
 Use creative thinking skills to learn  Write simple words, phrases and sentences with correct use of standard writing
how to share and respect all ideas mechanics.
through brainstorming activities and
pair work in class
 Read and write learned new
vocabulary

Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Grade: 2 nd and 3rd Parallel: Only
No. of planning 5 Planning unit Can you Specific objectives of the  Develop skills of collaboration by
unit: title: swim? planning unit: working together on projects and
sharing materials while expressing
personal preferences with peers.
2. PLANNING
Write simple words, phrases and sentences for controlled practice of We understand the needs and strengths of our country and
language items commit to building an equal, inclusive, and democratic
Enjoy an enriched perspective of their own L1 and of language use for society.
communication and learning.
achievement
 Practicing helpful  Board  Pronunciation  Singing songs or chants that practice helpful
classroom language in  English book  Writing language.
mini dialogues and/or  Markers  Listening  Use a series of phrases and sentences to describe
chants.  Notebooks  Speaking aspects of personal background, immediate
 Dictionary environment and matters of immediate need in
 Audio cd simple terms using grammatical structures learnt in
English class (although there may be frequent errors with
 Laptop tenses, personal pronouns, prepositions, etc.)
 Pencil
 Eraser
 Color pen.

 Paste board
vocabulary  Oral presentations
 Convey information and ideas  Homework’s and work in class.
through simple transactional or  Learners can compare and contrast oral traditions, myths, folktales and literature from
expository texts on familiar subjects Ecuador and other cultures in order to demonstrate an understanding of the
using ICT tools and conventions and relationship between cultural practices and perspectives. Learners can share cross-
features of English appropriate to cultural experiences while naming universal cultural themes
audience and purpose.

Date: Date: Date:


Teacher: |Ing. Alexandra Flores Area / subject: ENGLISH Grade: 2 nd and 3rd PRE A1.1 Parallel: Only
No. of planning unit: 6 Planning unit Can Specific objectives of the Assess and appreciate English as an
title: you planning unit: international language, as well as the five
sing? aspects of English that contribute to
communicative competence.
2. PLANNING
 Write simple words, phrases and sentences for controlled practice of  Directly access the main points and important details
language items of up-to-date English language texts, such as those
 Enjoy an enriched perspective of their own L1 and of language use for published on the web, for professional or general
communication and learning. investigation, through the efficient use of ICT and
reference tools where required
achievement
 Understand most of the  Board  Pronunciation  Having learners complete a short simple
details of the content of  English book  Writing questionnaire about themselves. Learners read
a short simple text  Markers  Listening open-ended questions and write the answers on the
(online or print).  Notebooks  Speaking form.
 Completing and  Dictionary  Topics: Home, World Around Us, Natural World,
illustrating statements Family, School, Countries and Nationalities,
about socially Descriptions and Appearance, Adjectives, Food,
responsible behaviors. Personal Experiences.
(Example: One thing I

do to help the
environment is…, I can
help people in my
neighborhood when
I…)
 Participating in short role plays using  We take on social responsibility and have the ability to interact with heterogeneous
a range of verbal and nonverbal groups from an understanding, tolerant and empathetic standpoint.
communication.  Responding to classroom activities and pair work through short expressions or
 Talking in pairs about a video emoticons.
learners have watched using only  Completing a short self-evaluation or peer evaluation after a communicative task.
English

Date: Date: Date:


No. of planning unit: 1 Planning unit Where are Specific objectives of the Talking about cities and countries: asking for
title: you from? planning unit: and giving information about place of origin,
nationalities, first language, and age;
describing people.
2. PLANNING
Writing questions requesting personal information; finding out more about The verb Be. affirmative and negative, statement, yes / no
your classmates Asking for and giving information about place of origin, questions, shorts answer, and Wh- questions.
nationalities, first language ,ages
achievement
 Writing about you and  Board  Pronunciation  Playing games that practice classroom language and
your family; what´s  English book  Writing turn-taking.
your schedule like?  Markers  Listening  Recording student interactions in class and watching
finding out more about  Notebooks  Speaking them later in order to identify behaviors the learners
classmates habits  Dictionary need to increase and those they need to decrease.
and routines; Asking  Audio cd (Example: not leaving one’s seat, looking partner in
for and giving English the eyes, asking follow up questions, etc.)
information about how  Laptop
people go to school or  Pen
work
 Pencil
 Eraser
 Paste board

 Through selected media, participate  Apply self-correcting and self-monitoring strategies in social and classroom
in reasonably extended spoken or interactions. (Example: asking questions, starting over, rephrasing, exploring
written dialogue with peers from alternative pronunciations or wording, etc)
different L1 backgrounds on work,  Learners can employ a range of self-monitoring and self-correcting strategies and
study or general topics of common interpret and use appropriate verbal and nonverbal communication features to
interest, expressing ideas and communicate in familiar contexts.
opinions effectively and
appropriately.

Date: Date: Date:


No. of planning unit: 2 Planning My sister works Specific objectives  Asking for and giving information about
unit title: downtown of the planning unit: how people go to school or work; talking
about family members; describing daily
and weekly routines.
2. PLANNING
 Writing about you and your family; what´s your schedule like? finding  The verb Be. affirmative and negative, statement, yes
out more about classmates habits and routines; Asking for and giving / no questions, shorts answer, and Wh- questions.
information about how people go to school or work

achievement
 Simple present  Board  Pronunciation  Learners can employ a range of self-monitoring and
statements with  English book  Writing self-correcting strategies and interpret and use
regular and irregular  Markers  Listening appropriate verbal and nonverbal communication
verbs; simple present  Notebooks  Speaking features to communicate in familiar contexts.
yes / no and with wh-  Dictionary  Playing games that practice classroom language,
questions; Times  Laptop turn-taking, being polite, etc
expressions ; early,  Cd audio
late, ever y day, on English
Sundays/ weekends /  Pencil
weekdays
 Eraser
 Colors pens


 Participating in short dialogues and  Practicing the language needed to deal with a need through a mini role play.
role plays to practice target  Writing jokes or riddles in pairs in order to share with other pairs.
language. (Example: thanking  Singing songs that practice helpful language.
others, apologizing, asking for help,  Learners can demonstrate an ability to give and ask for information and assistance
greeting authorities, etc.) using level-appropriate language and interaction styles in online or face-to-face social
 Use suitable vocabulary, and classroom interactions.
expressions, language and  Identifying and capitalizing on the strengths of others.
interaction styles for formal and
informal social or academic
situations in order to communicate
specific intentions in online and face-
to-face interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
Date: Date: Date:


No. of planning unit: 3 Planning What’s the Specific objectives of the Describing health problems; talking
unit title: matter? planning unit: about common medications; giving
advice for health problems
2. PLANNING
Have + nouns; feel + adjective; negative and positive adjectives; imperatives The verb Be. affirmative and negative, statement, yes /
no questions, shorts answer, and Wh- questions.
TRANSVERSAL AXES: It weeds Kapak Raymi PERIODS: |12 HOME WEEK: 24
Methodological Means Indicators of Evaluation activities / techniques / instruments
strategies achievement
 Interact quite  Board  Pronunciation  Demonstrate mindfulness, empathy, tolerance
clearly,  English book  Writing and an overall respect for the integrity of cultures
confidently and  Markers  Listening in daily classroom activities
appropriately in a  Notebooks  Speaking  Listening to a dialogue and writing the main idea
range of formal  Dictionary and setting. (Example: Main idea: our school
and informal  Laptop lunch, Setting: school cafeteria)
social situations  Cd audio
with a limited but English
effective  Pencil
command of the
 Eraser
spoken language
 Colors pens
 Listening to and
following class
commands.

 Understand most changes in the  Deploy a range of learning strategies, thereby increasing disposition and ability to
topic of discussion if people speak independently access further (language) learning and practice opportunities.
slowly Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into responsible academic behavior
 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 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.
Date: Date: Date:


No. of planning unit: 4 Planning unit You can´t Specific objectives of the Talking about stores and others places;
title: miss it. planning unit: asking for and giving directions
2. PLANNING
Prepositions of place: on, on the corner of , across from, next to , between, Reading a text and answering information questions.
giving directions with imperatives
achievement
 Talking about  Board  Pronunciation  Participating in short role plays using a range of
shopping, and  English book  Writing verbal and nonverbal communication.
directions.  Markers  Listening
 Asking for and giving  Notebooks  Speaking
directions in a  Dictionary
neighborhood
Read and write learned new vocabulary Produce short texts images from Oral presentations Homework’s and work in
class.
Date: Date: Date:


No. of planning unit: 5 Planning unit What do Specific objectives of the Asking for and giving information about
title: you do? planning unit: weekend and vacation activities
2. PLANNING
Effective classroom learning tasks and exercises provide opportunities for Reading a text and answering information questions.
learners to negotiate meaning, expand their language resources, notice how
language is used, and take part in meaningful personal exchange.

achievement
 Communication is a  Board  Pronunciation  Asking about a partner’s interests and recording
holistic process that often  English book  Writing the interview to share on a class blog.
calls upon the use of  Markers  Listening
several language skills or  Notebooks  Speaking
modalities.  Dictionary
 Cd audio
English
 Pen
 Pencils
 Eraser
 Paper color
 pasteboard

 Through activities that promote  Produce short texts images.
intercultural awareness, learners  Oral presentations
can become aware of their own  Homework’s and work in class.
culture by understanding how they  Studies have shown that in young children, inhibition is low and the tendency to
view other cultures from the imitate is high.
viewpoint of their own, and how their
culture is viewed by others.
Date: Date: Date:


No. of planning unit: 6 Planning unit I’m not Specific objectives of the Asking about and describing clothing and
title: wearing planning unit: colors; talking about the weather and
boots seasons; Finding the owner of objects
2. PLANNING
Possessives; adjectives our and their, pronouns, names and whose; present All of these activities will help students to understand that
continuous statements and yes / no questions; conjunctions and but; mastery of language skills goes beyond learning about
placement of adjectives before nouns spelling rules or grammar rules, and that becoming truly
competent users of the written language guarantees
better personal and social development
achievement
 Asking about what are  Board  Pronunciation  Participating in short dialogues using greetings
people wearing and  English book  Writing and leave-taking.
colors; Asking about  Markers  Listening  Understand phrases and expressions related to
and describing  Notebooks  Speaking areas of most immediate priority within the
clothing talking about  Dictionary personal and educational domains (e.g. daily life,
the weather and  Cd audio English free time, school, etc.), provided speech is clearly
seasons; Finding the  Pencil and slowly articulated.
owner of objects  Eraser
 Pen
 Paste board.

 Understand and identify the main Produce short texts images
discussion topic within the personal Oral presentations
and educational domain provided Homework’s and work in class.
that they are conducted slowly and Use new words and expressions which occur in conversations in the personal and
clearly. educational domains, and make use of such terms and expressions whenever
appropriate and necessary.
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: 8 th Parallel: Only
No. of planning unit: 1 Planning unit People Specific objectives of the You will be able to introduce yourself and
title: Around Us planning unit: others
2. PLANNING
• Personal Information Associating vocabulary with pictures to get the meaning
• Countries and Nationalities of words.
• Personal Profiles

achievement
 Identifying similar  Board  Pronunciation  Working in small groups to complete a cultural
words in English and  English book  Writing project. (Example: different ethnic groups in Latin
Spanish to learn more  Markers  Listening America, traditional food in Ecuador, etc.)
vocabulary.  Notebooks  Speaking  Describe plans and arrangements, habits and
 Reading: going back  Dictionary routines, past activities, and experiences within
to the text to look for  Cd audio English the personal and educational domains.
specific information.  Pencil
 Listening: focusing on  Eraser
specific information to  Pasteboard
get the right  Colors pens
 Paper color


 Interact with reasonable ease in  Produce short texts images
structured situations (e.g. an  Oral presentations
interview) and short conversations  Homework’s and work in class.
within the corresponding domains,
provided they are addressed clearly,
slowly, and directly.

Date: Date: Date:


INSTITUTIONAL BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:
LOGO “ KAWSAYPA YACHAY DEL PUEBLO MACA” 2016-2017
No. of planning unit: 2 Planning unit People I Specific objectives of the You will be able to describe yourself and
title: love planning unit: others.
2. PLANNING
• Family Members Associating vocabulary with pictures to get the meaning
• Physical Appearance of words.
• Parts of the Body

achievement
 Reading: underlining  Board  Pronunciation  Interpret and demonstrate knowledge of
to identify specific  English book  Writing nonverbal and oral communication features in
information  Markers  Listening classroom activities, and understand the contexts
 Writing: using and to  Notebooks  Speaking in which they are used appropriately (Example:
connect similar ideas  Dictionary gestures, body language, volume, etc.)
 Listening: getting  Cd audio English
familiar with the new  Pencil
 words before listening  Eraser
to the audio  Pasteboard
 Pen
 Cards flash
 poster

 Asking students for the meaning of  Produce short texts images
the words teachers selected from  Oral presentations
the text: “the students should be able  Homework’s and work in class.
to guess at least the approximate  Deduce the meaning of complex words composed of elements (bases and affixes)
meaning of vocabulary items in the which are familiar to the learners in and texts.
passage from the context

Date: Date: Date:


No. of planning unit: 3 Planning unit Leisure Specific objectives of the You will be able to talk about cultural events
title: Activities planning unit:
2. PLANNING
• ask and answer questions Associating vocabulary with pictures to get the meaning of
•About schedules. words.
• ask for and give dates.
• ask for and give the time

achievement
 Vocabulary:  Board  Pronunciation  Compare and contrast oral traditions, myths, folktales
associating words with  English book  Writing and literature from Ecuador and international regions/
sounds to remember  Markers  Listening cultures and identify similarities and differences, as
vocabulary  Notebooks  Speaking well as universal cultural themes, through the use of
 Reading: using  Dictionary graphic organizers and dramatic enactments in class.
images and key words  Cd audio
to remember what you English
read in the new  Pencil
language  Eraser
 Writing: using mind  Pen
maps to organize  Color pencil

information before you

write
 Listening: focusing on
specific information:
genre, day and hour
 Write short words that are in their  Produce short texts images
vocabulary with reasonable phonetic  Oral presentations
accuracy (but not necessarily full  Homework’s and work in class.
standard spelling).  Understand short descriptions and media articles when expressed in simple language.

Date: Date: Date:


“KAWSAYPA YACHAY DEL PUEBLO MACA” 2016-2017
No. of planning unit: 4 Planning unit Street Specific objectives of the You will be able to talk about your
title: Life planning unit: neighborhood
2. PLANNING
• Street Life Associating vocabulary with pictures to get the meaning of
• Clothes words.
• Famous Neighborhoods
achievement
Grammar: writing the color  Board  Pronunciation  Use a series of phrases and sentences to describe
before the noun you are  English book  Writing aspects of personal background, immediate
describing  Markers  Listening environment and matters of immediate need in
Reading: paying attention to  Notebooks  Speaking simple terms using grammatical structures practiced
the categories to classify the  Dictionary in class (although there may be frequent errors with
information  Cd audio tenses, personal pronouns, prepositions, etc.).
Writing: using so to talk about English
the result or consequence of  Pencil
an action
 Pen
Listening: creating mental
 Eraser
images to identify activities
Speaking: using pictures to  Paste board
make descriptions  Colors pencil

Read and write learned new vocabulary  Produce short texts images
 Oral presentations
Date: Date: Date:


No. of planning unit: 5 Planning unit Amazing Specific objectives of the You will be able to talk about places in the city
title: Places planning unit:
2. PLANNING
• identify places in the city. Associating vocabulary with pictures to get the meaning of
•ask for and give information about location words.

achievement
 Reading: paying  Board  Pronunciation  Distinguish between fact and opinion and relevant
attention to the words  English book  Writing and irrelevant information in an informational text
before or after to infer  Markers  Listening through the use of mind maps/charts.
the meaning of  Notebooks  Speaking  Write a series of follow-up questions for an interview
unfamiliar words  Dictionary with the aid of a dictionary.
 Writing: using but to  Cd audio English  Write short, simple formal letters and imaginary
contrast ideas  Pencil biographies.
 Speaking: using new  Pen
language in authentic  Eraser
situations  Paste board
 Laptop

 Describing what people at  Produce short texts images
school/home are doing.  Oral presentations
 Contrasting what people are doing  Homework’s and work in class.
with what they usually do.  Write short, simple formal letters and imaginary biographies
 Discussing about school, subjects  Write short definitions for people, things, places, etc. by indicating their features or
and special interest. use.
Date: Date: Date:


No. of planning unit: 6 Planning unit Daily Specific objectives of the planning You will be able to talk about lifestyles
title: Routines unit:
2. PLANNING
talk about routines and lifestyles Associating vocabulary with pictures to get the meaning
of words.

achievement
Vocabulary:  Board  Pronunciation  Learners can create and produce short texts
 Associating new  English book  Writing using ICT and/or other resources at home or at
language with familiar  Markers  Listening school in order to recreate familiar scenes and
words to remember  Notebooks  Speaking themes. (I.1, I.3)
vocabulary  Dictionary
 analyzing the parts of  CD audio English
words to guess their  Laptop
meaning  Pencil
 Reading: identifying  Eraser
context clues to  Colors pens
organize a text
 Pasteboard
 Writing: using First,
 Pictures and
Then, After and Finally
posters.

to connect and give

order to your ideas
 Speaking: using What
about you? to ask
about
Asking students wh- questions (except  Produce short texts images
WHY): the answers to which can be  Oral presentations
extracted directly from the text.  Homework’s and work in class.
 Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly,
slowly, and directly.
Date: Date: Date:


INSTITUTIONAL BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:
LOGO “ KAWSAYPA YACHAY DEL PUEBLO MACA” 2016-2017
No. of planning unit: 1 Planning unit Daily Specific objectives of the You will be able to talk about lifestyles
title: Routines planning unit:
2. PLANNING
Deploy a range of learning strategies, thereby increasing disposition and Exchanging information, feelings, wishes, and concerning
ability to independently access further (language) learning and practice matters of common interest, particularly those relating to
opportunities. Respect themselves and others within the communication personal life, living conditions, leisure, educational activities
process, cultivating habits of honesty and integrity into responsible academic and interests, etc.).
behavior.
TRANSVERSAL The growth Kulla Raymi (Moon - earth-woman) PERIODS: 5 HOME WEEK: 35
AXES:
achievement
 Grammar: paying  Board  Pronunciation  Practicing the use of expressions of politeness during
attention to different  English book  Writing collaborative pair and small group work.
colors to analyze  Markers  Listening
grammar  Notebooks  Speaking
 Reading: scanning a  Dictionary
text to find specific  Cd audio
information English
 Writing: using and to  Pencil
give additional  Pens
information and but to  Eraser
 Rule

introduce an opposite
idea
 Listening: paying
attention to
background sounds to
understand the
context of the
speakers
vocabulary  Oral presentations
 Vocabulary: using antonyms to  Homework’s and work in class.
remember words  Describe plans and arrangements, habits and routines, past activities, and
experiences within the personal and educational domains.

Date: Date: Date:


No. of planning unit: 2 Planning unit Cultures Specific objectives of the You will be able to describe customs and
title: Around planning unit: celebrations around the world.
the World
2. PLANNING
Identify the meaning of specific Use new words and expressions which occur in
Content-based words and phrases, with the aid of visual support. conversations in the personal and educational domains, and
make use of such terms and expressions whenever
appropriate and necessary
achievement
 Identify the meaning  Board  Pronunciation  Reflecting on differences between people from other
of specific  English book  Writing countries and regions.
 Content-based words  Markers  Listening  Writing a list of questions about a people or culture
and phrases, with the  Notebooks  Speaking and using ICT and/or print resources to find the
aid of visual support.  Dictionary answers.
 Cd audio
English
 Pencil
 Eraser
 Color pen
 pasteboard

Understand phrases and expressions Produce short texts images
related to areas of most immediate priority Oral presentations
within the personal and educational Homework’s and work in class.
domains (e.g. daily life, free time, school,
etc.), provided speech is clearly and slowly
articulated.
Date: Date: Date:


No. of planning unit: 3 Planning unit Amazing Specific objectives of the You will be able to describe and compare
title: Abilities planning unit: people’s abilities.
2. PLANNING
Demonstrate an ability to use a variety of sources for oral and written Understand and identify the main discussion topic within the
communication in order to interact with others in social situations. personal and educational domain provided that they are
conducted slowly and clearly.
achievement
Vocabulary  Board  Pronunciation  Playing games that practice classroom language and
 Words related to  English book  Writing turn-taking
multiple intelligences  Markers  Listening
 Adjectives related to  Notebooks  Speaking
physical description  Dictionary
Grammar  Cd audio
 Modal verb Can English
 Comparative and  Laptop
Superlative  Pencil
Adjectives.  Eraser
 Color pens
 Paste board
 Pen

 Use audio recordings for providing a  Produce short texts images
variety of speakers and accents but  Oral presentations
also short videos from the internet as  Homework’s and work in class.
a basis for listening because they  Their pages are covered with drawings and text (it can be a single-page story, though)
provide visible speakers and
situational contexts.
Date: Date: Date:


No. of planning unit: 4 Planning unit Healthy Specific objectives of the You will be able to talk about food and
title: Food planning unit: describe how to make healthy recipes
2. PLANNING
Develop the skills to work collaboratively using a range of verbal and Short writing assignments designed for low level classes
nonverbal communication features and apply self-correcting and self- give students an opportunity to write about a number of
monitoring strategies in social and classroom interactions. basic subjects including: studies, hobbies, travel, likes and
dislikes, etc.
achievement
Vocabulary  Board  Pronunciation  Participating in a school-wide campaign. (Example:
 Words related to food,  English book  Writing donating food to a local shelter, growing plants in a
ways of cooking, and  Markers  Listening school garden, etc.)
units of measurement  Notebooks  Speaking
Grammar  Dictionary
 Countable and  Cd audio
Uncountable Nouns English
 Some and Any  Laptop
 How much and How  Pencil
Many  Pen
 Imperatives  Colors paper
 Paste board

 Poster the
food
 Take time to tell students stories,  Produce short texts images
instruct them to do things, describe  Oral presentations
and explain to provide listening  Homework’s and work in class.
comprehension texts through your  Creating a story map with the class by using a marker and a large paper chart.
own talk.

Date: Date: Date:


No. of planning unit: 5 Planning unit They Specific objectives of the You will be able to talk about famous
title: Were planning unit: characters of the past.
Successfu
l!
2. PLANNING
Make and support inferences from evidence in a text with reference to features In their own speech, recognize some of the principal
of written English and apply other learning strategies to examine and interpret meaningful contrasts in utterances carried by stress
a variety of written materials. placement and intonation.
achievement
Vocabulary  Board  Pronunciation  Recording books, comics, poems or short stories
• Words related to personality  English book  Writing read by the learners outside of class on a class
and values  Markers  Listening chart.
• Years and dates  Notebooks  Speaking  Brainstorming a list of questions and responses
Grammar  Dictionary learners can use during literature circles or small
• Simple Past tense with the  Cd audio English group discussions. (Example: Who is your favorite
verb to be  Laptop character? Why? Which story do you
 Pencil
 Eraser
 Pen
 Colors pens.

Asking students for the meaning of the Produce short texts images
words teachers selected from the text: “the Oral presentations
students should be able to guess at least Homework’s and work in class.
the approximate meaning of vocabulary
items in the passage from the context”

Date: Date: Date:


No. of planning unit: 6 Planning Unforgettable Specific objectives of the You will be able to talk about moments in the
unit title: Moments planning unit: past.
2. PLANNING
Respond to simple questions in quite a short time and initiate basic interaction Make use of clues such as titles, illustrations, paragraphing,
spontaneously when there are opportunities to speak. Speech is produced a etc., to identify and understand relevant information in
little less slowly and hesitantly. written texts types that correspond the level.
achievement
Vocabulary  Board Production - Fluency: Respond to simple questions and
• Words related to describing  English book  Pronunciation familiar everyday social situations, such as an invitation or
experiences  Markers  Writing request, relatively quickly.
Grammar  Notebooks  Listening Spontaneously initiate interactions in order to express
• The Simple Past tense  Dictionary  Speaking opinions or give accounts of personal experiences.
• Regular and Irregular verbs  Cd audio
English
 Pencil
 Colors pens
 Paste board
 Eraser
 Pen
 Scissors.

Make use of clues such as titles,  Produce short texts images
illustrations, paragraphing, etc., to identify  Oral presentations
and understand relevant information in  Homework’s and work in class.
written texts types that correspond the  Write longer descriptions about their family, living conditions, and educational
level. background
Date: Date: Date:


No. of planning unit: 1 Planning unit Breakthro Specific objectives of the You will be able to talk about some inventors
title: ughs in planning unit: and their inventions.
Science
and
Technolog
y
2. PLANNING
Make a simple learning resource in order to record and practice new words. Correctly interpret the meanings of (e.g. DVD, phone,
(Example: a picture dictionary, a word list, set of flashcards, etc.) hotel, taxi, etc.) familiar from the learner’s native language
and whose equivalent meaning is fully transparent in the
text types used for this level.
achievement
• Vocabulary related to  Board  Pronunciation Writing new words and phrases in a vocabulary notebook.
technological and scientific  English book  Writing Making posters in small groups of new phrases and
developments  Markers  Listening expressions in order to display in the classroom
Grammar  Notebooks  Speaking
• The Simple Past tense  Dictionary
(affirmative, negative,  Cd audio English
interrogative)  Laptop
• Regular and Irregular Past
 Pencil
tense verb endings
 Eraser

• Time Expressions for the  Colors pens

Simple Past tense  Paste board.
 Understand short descriptions and Produce short texts images
media articles when expressed in Oral presentations
simple language. Homework’s and work in class.
As students type in the name of anyone they want to find out about (either living or dead) or
just find it on a list, they should fill in their table about those people and teachers “can go from
computer to computer helping students with vocabulary they do not understand”
Date: Date: Date:


No. of planning unit: 2 Planning unit Travel and Specific objectives of the You will be able to narrate personal
title: Adventure planning unit: experiences.
2. PLANNING
Make a simple learning resource in order to record and practice new words. Make use of clues such as titles, illustrations, paragraphing,
(Example: a picture dictionary, a word list, set of flashcards, etc.) etc., to identify and understand relevant information in
written texts types that correspond the level.
Understand short descriptions and media articles when
expressed in simple language.
achievement
Vocabulary  Board  Pronunciation  Reading a text on a familiar content area subject and
• Activities at recreational  English book  Writing then matching phrases or labeling pictures.
parks and beach resorts  Markers  Listening (Example: learners read about animals in the
• Vocabulary related to  Notebooks  Speaking Amazon rain forest and then match sentence halves,
personal experiences,  Dictionary etc.)
mishaps and accidents  Cd audio
Grammar English
• Simple Past tense, Past  Pencil
Progressive tense, There
 Eraser
was/there were, Sequence
 Colors pen
connectors, Time
conjunctions  Laptop.
 Pasteboard

Assess, compare and evaluate the quality  Produce short texts images
of written texts and visual presentations  Oral presentations of text types; letters to the editor, political speeches, illustrations,
using different criteria and ICT tools related charts and advertiments.
to the organization, subject area and  Homework’s and work in class.
purpose of a text.
Date: Date: Date:


No. of planning unit: 3 Planning unit Hobbies, Leisure Specific objectives of You will be able to discuss hobbies and free
title: and Entertainment the planning unit: time activities.
2. PLANNING
Sustain a conversational exchange on a familiar, everyday subject when Through selected media, participate in reasonably extended
carrying out a collaborative/paired learning activity in which there are specific spoken or written dialogue with peers from different L1
instructions for a task. backgrounds on work, study or general topics of common
interest, expressing ideas and opinions effectively and
appropriately.
achievement
Vocabulary  Board  Pronunciation  Conducting a role play between two students on a
 Words related to  English book  Writing given topic. (Example: talking about routines, finding
hobbies, leisure  Markers  Listening common free time activities, playing a guessing
activities and  Notebooks  Speaking game, etc.).
entertainment.  Dictionary  Participating in short role plays using a range of
Grammar  Cd audio verbal and nonverbal communication
 Imperative Mode English
 Modals: obligation,  Pencil
advice, emphatic  Eraser
opinions  Colors pens
 Paste board
 pens

 Participating in short dialogues and Produce short texts images from
role plays to practice target Oral presentations
language. (Example: thanking Homework’s and work in class.
others, apologizing, asking for help, Writing comments on a blog to find more information about a topic.
greeting authorities, etc.) Sending an audio communication with a positive message to a learner in another
classroom.
Date: Date: Date:


Teacher: Ing. Alexandra Flores |Area / subject: ENGLISH Course: 10 th Parallel: Only
No. of planning unit: 4 Planning unit The World Specific objectives of the You will be able to make comparisons about
title: is the planning unit: places and people
Limit
2. PLANNING
Use a series of phrases and sentences to describe aspects of personal Learners can grasp the general meaning of spoken texts set
background, immediate environment and matters of immediate need in simple in familiar everyday contexts and infer changes in the topic
terms using grammatical structures practiced in class (although there may be of discussion, as well as deduce the meanings of unfamiliar
frequent errors with tenses, personal pronouns, prepositions, etc.). words and exchanges through the use of context clues,
provided speech is given slowly and clearly and there is
sufficient visual support.
achievement
Vocabulary  Board  Pronunciation Asking the learner to sing a song or recite a chant
• Vocabulary related to the  English book  Writing together in pairs. Learners record themselves and then
degrees of the adjective  Markers  Listening listen to the recording in order to assess clarity of sounds,
• Words about geographical  Notebooks  Speaking production of phonemes, rhythm and intonation.
landmarks such as rivers,  Dictionary
mountains, cities and  Cd audio English
countries.  Laptop
Grammar
 Pencil
 Eraser

• Comparatives and  Pens

Superlatives  Colors paper
Listening to spoken or recorded  Produce short texts images
descriptions of familiar scenes, and  Oral presentations
marking the words you hear. (Example:  Homework’s and work in class.
Learners hear a dialogue between two  Listening to a short dialogue and then writing and acting out a similar dialogue, using
teenagers talking about an assignment. some of the same phrases and expressions. (Example: a dialogue between two
They circle the verbs they hear, etc.) friends asking about a homework assignment, etc.)
Date: Date: Date:


Teacher: Ing. Area / subject: ENGLISH Grade/ Course: 10 th Parallel: Only
Alexandra
Flores
No. of planning unit: 5 Planning unit Jobs and Specific objectives of the You will be able to talk about career choices
title: Occupatio planning unit: and occupations.
ns
2. PLANNING
Use a series of phrases and sentences to describe aspects of personal Listening to spoken or recorded descriptions of familiar
background, immediate environment and matters of immediate need in simple scenes, and marking the words you hear. (Example:
terms using grammatical structures practiced in class (although there may be Learners hear a dialogue between two teenagers talking
frequent errors with tenses, personal pronouns, prepositions, etc.). about an assignment. They circle the verbs they hear,
etc.).

achievement
Listening for Meaning:  Board  Pronunciation Brainstorming ideas for a writing project in small groups,
Demonstrate an  English book  Writing using a graphic organizer. Learners can make a simple
understanding of the main  Markers  Listening learning resource in order to record and practice new
idea, speaker and situation in  Notebooks  Speaking words. (Example: a picture dictionary, a word list, a set of
spoken texts set in familiar  Dictionary flashcards, etc.) Brainstorming ideas for a writing project
everyday contexts without  Cd audio English in small groups, using a graphic organizer. Learners can
having to decode every word.  Laptop make a simple learning resource in order to record and
 Pencil

 Eraser. practice new words. (Example: a picture dictionary, a

word list, a set of flashcards, etc.)
Watching a short video and writing three Follow and understand short, straightforward audio messages and/or the main idea/dialogue
new things they learned. (Example: Sharks of a movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly
aren’t mammals. They are fish. Sometimes and visuals provide contextual support.
they attack humans, but not all sharks are
dangerous. Their teeth can grow back, etc.)
Date: Date: Date:


No. of planning unit: 6 Planning unit Lifetime Specific objectives of the You will be able to talk about people and their
title: Achieve planning unit: achievements
ments
2. PLANNING
Vocabulary Learners can collaborate and participate effectively in a
• Vocabulary related to achievements variety of student groupings by employing a wide range of
• Words about personal characteristics and abilities creative thinking skills through the completion of activities
Grammar such as playing games, brainstorming and problem solving
• Present Perfect tense
• Time Expressions with the Present Perfect tense
• Past Participle forms of regular and irregular verbs

Demonstrate an ability to  Board  Pronunciation Recommending a favorite past time activity to a classmate.
use a variety of sources for  English book  Writing Asking about a partner’s interests and recording the
oral and written  Markers  Listening interview to share on a class blog.
communication in order to  Notebooks  Speaking Learners can demonstrate an understanding of the integrity
interact with others in social  Dictionary of different cultures by sharing experiences and by
situations.  Cd audio English participating in class activities and discussions in a way that
 Pencil shows empathy and respect for others.
. Participation Chart
 Eraser

We can communicate in a clear manner, in Through selected media, participate in reasonably extended spoken or written dialogue with
our own and other languages. We make peers from different L1 backgrounds on work, study or general topics of common interest,
use of different codes of communication expressing ideas and opinions effectively and appropriately.
such as numerical, digital, artistic, and
gestures. We take responsibility for what
we say.

Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: First year of high school Parallel: Only
Unified Technical
General high school
No. of planning unit: 1 Planning unit Inspirational Specific objectives of the You will be able to talk about lifestyles,
title: People planning unit: personality types, preferences and interests.
2. PLANNING
Vocabulary Interpret and demonstrate knowledge of nonverbal and oral
• Vocabulary related to teens’ lifestyles communication features by applying them in appropriate
•Verbs related to starting, continuing and finishing processes contexts.
Grammar Reading a story about another culture and responding to the
• Verb patterns, Time expressions, Adverbs of sequence. main ideas with a short opinion
Determine the main conclusion in texts which clearly argue a point of view in
order to make informed decisions about one’s own opinion and reaction to the
text.
Discover and employ  Board  Pronunciation Listening for Meaning: Identify the main idea in a variety of
alternative ways of saying  English book  Writing audio recordings (e.g., interviews, radio ads, news reports,
things in social and  Markers  Listening etc.) and deduce the meanings of unfamiliar phrases and
classroom interactions.  Notebooks  Speaking words in familiar contexts, provided speech are clear and
 Dictionary visuals help support meaning.
 Audio task the
book

 pencil
Display an appreciation of the language by Through selected media, participate in reasonably extended spoken or written dialogue with
interacting and engaging with a variety of peers from different L1 backgrounds on work, study or general topics of common interest,
digital and print texts and resources and by expressing ideas and opinions effectively and appropriately.
selecting and evaluating these materials as
a means to promote and strengthen literacy
skills and language acquisition
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: First year of high school Parallel: Only Unified Technical
General high school
No. of planning unit: 2 Planning Experience Specific objectives of the You will be able to talk about your most
unit title: Culture! planning unit: significant learning experiences in the context
of cultural literacy.
2. PLANNING
Deal with practical, everyday communication demands within familiar contexts,
effectively and without undue effort. (Example: meeting people, extending and
accepting invitations, exchanging information, giving reasons, asking and
answering questions about routines and preferences, etc.)
achievement
Vocabulary  Board  Pronunciation Working in small groups to complete a cultural project.
• Vocabulary related to different  English book  Writing (Example: different musical genres in Ecuador, traditional
types of cultural activities and  Markers  Listening food in Latin America, etc.)
learning experiences  Notebooks  Speaking Writing survey questions about socially and culturally
Grammar  Dictionary responsible behaviors and surveying classmates.
• Present Perfect tense in  Cd audio Publishing the results in an online chart.
affirmative, negative and English
interrogative forms  Pencil
• Since / for
 Eraser

• Yes/no questions and wh-

questions in the Present
Perfect tense
We have creative initiatives and proceed Deploy a range of learning strategies, thereby increasing disposition and ability to
with passion, open minds, and a vision of independently access further (language) learning and practice opportunities. Respect
the future. We assume authentic themselves and others within the communication process, cultivating habits of honesty and
leadership, are responsible and proactive integrity into responsible academic behavior.
when making decisions, and prepare
ourselves to face the risks brought on by
our actions.
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: First year of high Parallel: Only Unified Technical
school General high school
No. of planning unit: 3 Planning unit Story Specific objectives of the You will be able to tell stories and reflect on
title: Time! planning unit: their messages.
2. PLANNING
Recording in-class conversations and dialogues in order to make note of Engage in collaborative activities through a variety of
correct and appropriate language usage and intelligibility. student groupings in order to solve problems and reflect on
Searching the Internet for illustrations and examples of effective group literary texts, and produce criteria for evaluating the
collaborations and then sharing why they are effective. (Example: In this effectiveness of the group
picture, they are sitting in a circle. One person is talking and everyone else is
listening, etc.)
achievement
Vocabulary  Board  Pronunciation Reading a dialogue which serves as a model text, then
• Words related to fantasy  English book  Writing writing a similar dialogue on a different topic while
and mystery, adverbs  Markers  Listening implementing new words/expressions from the unit.
Grammar  Notebooks  Speaking Reading a letter to the editor and evaluating the purpose
• Past Perfect vs. Simple Past  Dictionary and the effectiveness of the message, using a rubric. Then
tense  Cd audio writing your own letter to the editor while using the rubric as
•First and second conditional English a guide.
sentences language
 Pencil
 Eraser

Contribute to team projects to produce Engage in collaborative activities through a variety of student groupings to share, reflect on,
original works and solve problems while express and interpret opinions and evaluations of a range of literary texts. (Example: small
effectively negotiating and managing groups, cooperative learning groups, literature circles, process writing groups, etc.)
interactions to accomplish social and
classroom tasks.

Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: First year of high Parallel: Only Unified Technical
school General high school
No. of planning unit: 4 Planning unit Traveling Specific objectives of the You will be able to describe, compare and
title: the World planning unit: give opinions about travelers and touristic
activities.
2. PLANNING
Recording in-class conversations and dialogues in order to make note of Through selected media, participate in reasonably extended
correct and appropriate language usage and intelligibility. 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.
achievement
Vocabulary  Board  Pronunciation Listening to a straightforward article and correcting false
Vocabulary related to trips,  English book  Writing statements. (Example: Anacondas have eaten pigs. – True,
travelers, travel activities and  Markers  Listening Jaguars are the most dangerous animal in the Amazon rain
the environment  Notebooks  Speaking forest – False, mosquitoes are the most dangerous, etc.)
Collocations with “go”  Dictionary Use a variety of oral, print and electronic forms for writing to
Grammar  Cd audio others or for writing for self, applying the conventions of
• Tag questions English. social writing. (Example: notes, invitations, emails, blog
• Indirect questions  Pencil entries and comments, notes to self, etc.)
• Placing emphasis using
 Eraser
much and very.

Through selected media, participate in  Making posters in small groups of new phrases and expressions in order to display in
reasonably extended spoken or written the classroom.
dialogue with peers from different L1  Researching and writing a short paragraph about a new topic and using appropriate
backgrounds on work, study or general references to support your ideas.
topics of common interest, expressing
ideas and opinions effectively and
appropriately.
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: First year of high school Parallel: Only Unified
Technical General
high school
No. of planning unit: 5 Planning unit News Specific objectives of the You will be able to report news about general
title: Media planning unit: interest topics and major disasters.
2. PLANNING
Make predictions, inferences and deductions to
Engage with a variety of digital and print texts and resources by evaluating
demonstrate different levels of meaning of literary texts
and detecting complexities and discrepancies in the information in order to
find the most appropriate sources to support an idea or argument presented orally or in digital form, including literal and
implied meanings. (Example: summarizing, explaining and
identifying, word choice, symbols, points of view, etc.
Vocabulary  Board  Pronunciation Posting a comment to a classmate’s writing on a class blog.
• Vocabulary related to  English book  Writing Reading a dialogue which serves as a model text, then
computers and cell phones  Markers  Listening writing a similar dialogue on a different topic while
• Compound nouns  Notebooks  Speaking implementing new words/expressions from the unit.
• Antonyms and synonyms  Dictionary Evaluate one’s own and others’ work, individually and
Grammar  Cd audio collaboratively, on the basis of a variety of criteria, and
• Making wishes English recognize how chosen criteria affect evaluation. (Examples
• Phrasal verbs language of criteria: clarity of ideas, use of English grammar and
 Pencil vocabulary, register, originality, visual presentation, etc.)
 Eraser

Learners can demonstrate an Choosing pictures that demonstrate tolerance and empathy towards groups that are
understanding of the integrity of different sometimes discriminated against, and finding ways to make sure these groups feel included
cultures by sharing experiences and by in Ecuadorian society.
participating in class activities and Practicing the use of expressions of politeness during collaborative pair and small group
discussions in a way that shows empathy work
and respect for others
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / subject: ENGLISH Course: First year of high school Parallel: Only Unified
Technical General
high school
No. of planning unit: 6 Planning unit A Tech- Specific objectives of the You will be able to report news about general
title: World planning unit: interest topics and major disasters.
2. PLANNING
Engage with a variety of digital and print texts and resources by evaluating Deploy a range of learning strategies, thereby increasing
and detecting complexities and discrepancies in the information in order to disposition and ability to independently access further
find the most appropriate sources to support an idea or argument (language) learning and practice opportunities. Respect
themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible
academic behavior.
achievement
Vocabulary  Board  Pronunciation Posting a comment to a classmate’s writing on a class blog.
• Vocabulary related to  English book  Writing Reading a dialogue which serves as a model text, then
computers and cell phones  Markers  Listening writing a similar dialogue on a different topic while
• Compound nouns  Notebooks  Speaking implementing new words/expressions from the unit.
• Antonyms and synonyms  Dictionary
Grammar
• Making wishes
• Phrasal verbs


Listening for Information: Deal with Listening to instructions for a short project and carrying them out. (Example: First cut a piece
practical, everyday communication off of a wooden pole. Next smooth the edges. Then draw a simple picture on a piece of foam.
demands in familiar social and academic Cut the picture out of the foam and glue it to the bottom of the wood. Stamp the image, etc.
contexts, including following directions in Listening to instructions for a short project and carrying them out. (Example: First cut a piece
class activities and identifying main ideas in off of a wooden pole. Next smooth the edges. Then draw a simple picture on a piece of foam.
other curricular subjects when given Cut the picture out of the foam and glue it to the bottom of the wood. Stamp the image, etc.
sufficient support.
Date: Date: Date:


Teacher: Ing. Alexandra Area / subject: ENGLISH Course: Second year of high school Parallel: Only Unified
Flores Technical
General high
school
No. of planning 1 Planning unit Breaking Specific objectives of the You will be able to talk about events that
unit: title: News planning unit: have happened recently and share
experiences of your school community
2. PLANNING
Identify a variety of types and formats of potential resources and the value, Follow oral directions in classroom activities and projects and
purpose and audience of each for use in the educational domain. (Example: provide directions to peers in selected interactions
audio/video, multimedia, website, database, book, thesaurus,
scholarly/popular, current/historical, etc.)

achievement
Vocabulary  Board  Pronunciation Reading a list of actions people take and evaluating and
• Sections of a Newspaper  English book  Writing discussing the consequences on others (including on the
• Words related to news  Markers  Listening environment)
writing and reporting  Notebooks  Speaking Display an appreciation of the language by interacting and
Grammar  Dictionary engaging with a variety of digital and print texts and resources
• Simple Present and Simple and by selecting and evaluating these materials as a means
Past tenses to promote and strengthen literacy skills and language
• Present Perfect and Past acquisition
Perfect tenses

Use new words and expressions which Apply self-correcting and self-monitoring strategies in social and classroom interactions by
occur in conversations in the personal and adjusting presentation and language production to effectively express opinions and make
educational domains, and make use of evaluations. (Example: asking questions, starting over, rephrasing, exploring alternative
such terms and expressions wherever pronunciations, etc.)
appropriate and necessary.
Date: Date: Date:


Teacher: Ing. Alexandra Area / ENGLISH Course: Second year of high school Parallel: Only Unified
Flores subject: Technical General
high school
No. of planning 2 Planning unit Healthy Life, Specific objectives of You will be able to talk about lifestyles and
unit: title: Healthy World the planning unit: speculate about habits and customs of the
past
2. PLANNING
Demonstrating appropriate language use during class, group and pair Present information clearly and effectively in a variety of oral
discussions. (Example: correct intonation, natural pace, using modals to show forms for a range of audiences and purposes. (Example:
politeness, etc.) summarizing, paraphrasing, personal narratives, research
reports, essays, articles, posters, charts and other graphics,
etc.)
achievement
Vocabulary  Board  Pronunciation Watching a video and identifying desirable language use.
• Words related to healthy  English book  Writing (Example: organization of ideas, use of expressions or
habits, earth resources, and  Markers  Listening target vocabulary, etc.)
environmental degradation  Notebooks  Speaking Reading a text on a familiar content area subject and
Grammar  Dictionary answering information questions. (Example: learners read
• Past Modals: must / could /  Cd audio about foodborne illnesses and then write three ways to
might English prevent them, etc.)
• Relative clauses: who /  Pencil
where / that
 Eraser

Influence an audience effectively through Participating in short role plays using a range of verbal and nonverbal communication.
persuasion, argument or negotiation using Listening to a dialogue and identifying examples of humor.
conventions and features of English. Talking in pairs about a video learners have watched using only English.
(Example: precise vocabulary, Demonstrating appropriate language use during class, group and pair discussions.
pronunciation, intonation, presentation (Example: correct intonation, natural pace, using modals to show politeness, etc.)
strategies, etc.)
Date: Date: Date:


Teacher Ing. Alexandra Area / subject: ENGLISH Course: Second year of high school Parallel: Only Unified Technical
: Flores General high school
No. of planning 3 Planning unit title: What Lies Specific objectives of the You will be able to describe people’s
unit: Within Us planning unit: characters, feelings and emotions.
2. PLANNING
Interpret and demonstrate knowledge of nonverbal and oral communication features Communicate effectively using a variety of media and
by applying them in appropriate contexts. (Example: use of stress, intonation, pace, formats, including ICT, by saying things in alternative
etc.) ways and applying self-correcting and self-monitoring
strategies when needed.

Methodological strategies Means Indicators of achievement Evaluation activities / techniques / instruments
Vocabulary  Board  Pronunciation Listening to a dialogue and identifying examples of
• Descriptors of character  English book  Writing humor.
and personality Words  Markers  Listening Participating in short role plays using a range of
related to feelings and  Notebooks  Speaking verbal and nonverbal communication. Comparing
emotions  Dictionary answers in pairs or small groups.
Grammar  Cd audio English
• Phrasal verbs  Pencil
• Gerunds and infinitives
 Eraser
• Prefixes and suffixes
 Paste board
 Scissors
 Paper

SPECIFICATION OF EDUCATIONAL NEED SPECIFICATION ADAPTATION TO BE APPLIED
Access greater flexibility of mind, creativity, Discover and employ alternative ways of saying things in social and classroom interactions
enhanced linguistic intelligence and critical Using context clues to deduce the meaning of an expression in a conversation between a
thinking skills through an appreciation of waiter and a customer.
linguistic differences. Enjoy an enriched Using pictures and other visuals to predict the main idea of a short conversation.
perspective of their own L1 and of language use
for communication and learning.
Date: Date: Date:


Teacher: Ing. Alexandra Area / ENGLISH Course: Second year of high school Parallel: Only Unified Technical
Flores subject: General high school
No. of planning 4 Planning unit For Old Specific objectives of the You will be able to talk about old traditions
unit: title: Times’ planning unit: and remarkable people’s achievements.
Sake
2. PLANNING
Recording in-class conversations and dialogues in order to make note of Determine the main conclusion in texts which clearly argue
correct and appropriate language usage and intelligibility. a point of view in order to make informed decisions about
one’s own opinion and reaction to the text.

achievement
Vocabulary  Board  Pronunciation Comparing answers in pairs or small groups.
• Words related to customs,  English book  Writing Rating one’s self after a speaking activity, according to a
traditions, remarkable  Markers  Listening set rubric.
experiences and  Notebooks  Speaking Practicing a specific self-correcting strategy during a pair
accomplishments  Dictionary work activity.
Grammar  Cd audio English Recording student interactions in class and watching them
• Passive Voice  Pencil later in order to identify behaviors the learners need to
• Used to increase and those they need to decrease. (Example: not
 Eraser
leaving one’s seat, looking partner in the eyes, asking
 Paper
follow up questions, etc.)

Communicate information and ideas Apply self-correcting and self-monitoring strategies in social and classroom interactions by
effectively to diverse audiences using a adjusting presentation and language production to effectively express opinions and make
variety of media and formats evaluations. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations, etc.)
Date: Date: Date:


Teacher: Ing. Alexandra Area / subject: ENGLISH Course: Second year of high school Parallel: Only Unified
Flores Technical General
high school
No. of planning unit: 5 Planning unit Getting Specific objectives of the You will be able to talk about activities and
title: Away planning unit: places visited while on vacation.
2. PLANNING
Production – Accuracy and Intelligibility: Use appropriate vocabulary and Identify the main idea and some details of recorded news
language in a variety of oral interactions for a range of audiences and level- reports, documentaries and interviews reporting on
appropriate purposes. seasonal festivities, environmental issues, food and
international customs, climate, weather, etc., where the
visuals support the commentary.
achievement
Vocabulary  Board  Pronunciation Doing a mingle activity where learners ask and answer
•Words related to holiday  English book  Writing questions about things they have or haven’t done.
destinations, weather, typical  Markers  Listening Observing to see whether the learners can interact
food, activities and  Notebooks  Speaking effectively and whether they are able to ask follow up
attractions  Dictionary questions in order to extend the exchange. (Example: Have
Grammar  Cd audio you ever eaten sushi? Yes? Did you like it? Where did you
• Tag questions English eat it? - takes notes on the answers.)
• Reported speech  Pencil
• Compound adjectives
 Eraser

Listening for Information: Deal with Learners can communicate clearly and effectively by using appropriate vocabulary and
practical, everyday communication language in a variety of oral interactions for a range of audiences and level-appropriate
demands in familiar social and academic purposes.
contexts, including following directions in Use appropriate vocabulary, expressions, language, routines and interaction styles in formal
class activities and identifying main ideas in and informal social or academic situations by asking permission, thanking someone,
other curricular subjects when given apologizing to friends, giving advice, making a suggestion, etc.
sufficient support.
Date: Date: Date:


Teacher: Ing. Alexandra Flores Area / ENGLISH Course: Second year of high Parallel: Only Unified Technical General
subject: school high school
No. of planning 6 Planning unit Teenage Specific objectives of the planning You will be able to talk about teen
unit: title: Matters unit: problematic situations
2. PLANNING

Interaction – Interpersonal: Respond to and build on other people’s ideas in Playing a conversation game, where learners move their
extended conversations on familiar social and academic topics by expressing tokens around the board after choosing a card and
opinions and feelings and clarifying meaning. answering the question. (Example questions: What
foods have you tried from another country? How often
do you eat them?, etc.)
TRANSVERSAL AXES: The crop Inti raymi. PERIODS: 4 HOME WEEK: 28

achievement
Vocabulary  Board  Pronunciation  Conducting a role play between two students on a
• Words related to teen life  English  Writing given topic. (Example: talking about future plans,
events book  Listening finding common free time activities, playing a
Grammar  Markers  Speaking guessing game, etc.)
• First and second conditional  Notebooks  Asking classmates to repeat an answer or
• Third conditional  Dictionary statement if needed to clarify something. (Example:
• Wish  Cd audio Can you say that again? Do you mean ?, etc.)
english Comparing answers in pairs or small groups.
 Paper

 Eraser
 Pencil
 Pasteboard
Find specific predictable information in short, Interact quite clearly, confidently and appropriately in a range of formal and informal social
simple texts in a range of age- and level- situations with a limited but effective command of the spoken language
appropriate topics. (Example: biographies, Production – Fluency: Present information clearly and influence an audience effectively
news articles, narratives, memoirs and through well-developed arguments in prepared presentations and other forms of oral
personal accounts, formal letters and emails, communication.
etc.) Find specific predictable information in short, simple texts in a range of age- and level-
appropriate topics. (Example: biographies, news articles, narratives, memoirs and
personal accounts, formal letters and emails, etc.)
Date: Date: Date:

Planning For Skills With Performance Criteria Por Terminar Por Enviar Plata

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BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT

“KAWSAYPA YACHAY DEL PUEBLO MACA”

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Subject: English Teacher: Ing. Alexandra Flores

ELABORATED BY REVISED BY APPROVED BY

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Methodological strategies Means Indicators of achievement Evaluation activities / techniques / instruments

Subject: English Teacher: Ing. Alexandra Flores

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Subject: English Teacher: Ing. Alexandra Flores

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

TRANSVERSAL AXES: The bloom Pawkar raymi PERIODS: 12 HOME WEEK: 24

Methodological strategies Means Indicators of Evaluation activities / techniques /

Subject: English Teacher: Ing. Alexandra Flores

 Cd audio  Use creative thinking skills to learn how to

ELABORATED BY REVISED BY APPROVED BY

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Subject: English Teacher: Ing. Alexandra Flores

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Prepositions of place: on, on  Board  Pronunciation Writing: written expression level is

Subject: English Teacher: Ing. Alexandra Flores

ELABORATED BY REVISED BY APPROVED BY

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

TRANSVERSAL AXES: The crop Inti raymi PERIODS: 12 HOME WEEK: 24

Subject: English Teacher: Ing. Alexandra Flores

ELABORATED BY REVISED BY APPROVED BY

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Methodological strategies Means Indicators of Evaluation activities / techniques / instruments

Subject: English Teacher: Ing. Alexandra Flores

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Methodological strategies Means Indicators of Evaluation activities / techniques / instruments

Subject: English Teacher: Ing. Alexandra Flores

ELABORATED BY REVISED BY APPROVED BY

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

Subject: English Teacher: Ing. Alexandra Flores

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Subject: English Teacher: Ing. Alexandra Flores

ELABORATED BY REVISED BY APPROVED BY

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA

INSTITUTIONAL LOGO BILINGUAL EDUCATION INTERCULTURAL COMMUNITY UNIT SCHOOL YEAR:

Subject: English Teacher: Ing. Alexandra Flores

appropriate literary text if there

ELABORATED BY REVISED BY APPROVED BY

Subject: English Teacher: Ing. Alexandra Flores

PLANNING FOR SKILLS WITH PERFORMANCE CRITERIA