Unidad Educativa del Milenio “SAYAUSÍ”

Cuenca – Sayausí 2017-2018

email: uemsayausi@gmail.com

UNIT PLANNING UNIT 4

1. INFORMATIVE DATA:

TEACHER: Cecilia Olmedo A. AREA / SUBJECT: ENGLISH GRADE: EIGHT PARALLEL: B

STREET LIFE WEEKS 6 BEGINNING: 19-FEB-18

UNIT TITLE: TIME: PERIODS 30 END: 30-MAR-18

 You will be able to express what people are doing at the moment of the speaking and describe what the people are using and wearing.

 You will be able to talk about your rigions.

UNIT SPECIFIC OBJECTIVES:

TRANSVERSAL AXIS : Responsibility, Honesty, Respect, Love, Peace, Justice.

 CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions
while exhibiting socially responsible behaviors.
EVALUATION CRITERIA:
 CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.

 CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and
answering follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.

 CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.

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 Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018
email: uemsayausi@gmail.com

2. PLANNING
EVALUATION
SKILLS ACTIVITIES RESOURCES INDICATORS FOR THE EVALUATION TECHNIQUES-
PERFORMANCE CRITERIA INSTRUMENTS
WEEK: From: 19TH -FEB-18 Activation Students book English, Communication and Cultural Organize ideas
To: 23RD -FEB-18 • Finding clothes from other cultures and regions A1.1 (Including Awareness
EFL 4.2.9 Use new words and and then sharing them in class. interactive version). I.EFL.4.2.1. Learners can name Instruments:
expressions which occur in Connection -audio cd similarities and differences
• Completing a Venn diagram about clothes in the teachers guide between different aspects of Game
conversations in the personal and
coast and in the highlands. posters and pictures cultural groups. Learners can
educational domains, and make use of • Participating in short role plays using a range of photocopiable .
such terms and expressions wherever demonstrate socially
verbal and nonverbal communication. worksheet responsible behaviors at
appropriate and necessary. Production.
school, online, at home and in
• Listening to a dialogue and identifying errors in
the community, and evaluate
speech or problems for communication.
their actions by ethical, safety
and social standards. (J.3, S.1,
I.1)

WEEK: From: 26TH -FEB-18 Oral Communication: (Listening and Speaking) Students book English , Oral Communication make inferences,
To: 2ND -MAR-18 A1.2 (Including I.EFL.4.8.1. Learners can
Activation interactive version). communicate personal Instruments:
-audio cd information and basic
EFL 5.1.9 • Listening to and following class commands. -teachers guide immediate needs and deal Oral interviews in pairs.
• Listening to a set of instructions and matching -posters and pictures with other practical everyday
EFL 4.2.14 Ask and answer them to the corresponding picture. -photocopiable demands in familiar contexts,
straightforward follow-up questions worksheet effectively and without undue
within familiar contexts, such as school Connection effort and using grammatical
and family life, provided there are • Listening to a simple, straightforward story and structures and vocabulary
opportunities to ask for clarification, correcting false statements. seen in class (although there
reformulation or repetition of key may be frequent, basic
points. Production errors). (I.1, I.2, I.3, S.1)
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 Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018
email: uemsayausi@gmail.com

• Listening to a short conversation between two I.EFL.4.10.1. Learners can

speakers and deciding who is speaking, what they effectively participate in
are doing how they feel. familiar and predictable
everyday conversational
exchanges in order to
complete a task, satisfy a
need or handle a simple
transaction, using a range of
repair strategies. (Example:
asking for clarification, etc.)
(I.3, J.3, J.4)

WEEK: From: 5TH -MAR-18 Reading Students book English , Reading summarize information from
To: 9TH -MAR-18 Activation A1.1 (Including I.EFL.4.11.1. Learners can texts.
• Predicting main ideas by reading the title and interactive version). understand main ideas and
using other contextual clues. -audio cd some details in short simple
EFL 5.1.9 Connection -teachers guide online or print texts on
• Reading a short story from the Internet and -posters and pictures familiar subjects, using
REDING highlighting interesting facts related to cities and -photocopiable contextual clues to help
their weather, then comparing them with those of a worksheet . identify the most relevant
EFL 4.3.1 Understand main points in partner.
short simple texts on familiar subjects. information. (Example: title,
• Reading a short news article and completing an
illustrations, organization,
(Example: news about sports or famous outline.
Production etc.) (I.2, I.4)
people, descriptions, etc.)
• Reading a blog post and writing a comment.

WEEK: From: 12TH -MAR-18 Writing Students book English , Writing Classify words
To: 23TH -MAR-18 Activation A1.1 (Including I.EFL.4.16.1. Make use of
EFL 5.1.9 * Looking at a picture and writing a description of interactive version). simple learning resources, Instruments:
what you see or how it makes you feel, then -audio cd including those created by Writing quiz
Writing comparing descriptions in pairs. -teachers guide one’s self, in order to
Connection -posters and pictures compare and contrast
3

EFL 4.4.3 Critically evaluate information
from references, including those found
on the web, and recommend print and
digital sources to other learners.
EFL 4.4.4 Write to describe
feelings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
WEEK: From: 26th -MAR-18
To: 30th MAR-18
Language through the arts
EFL 4.5.4 Create personal stories by
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and elements of the
literature learners have read or heard.
Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018
email: uemsayausi@gmail.com
* Writing your own answers to interview questions. about food information, and choose
* Making a poster for a school campaign to -photocopiable appropriate resources
increase awareness about animal cruelty. worksheet . according to the value,
* Sequencing sentences by adding words. purpose and audience of
(Example: I wake up. I eat breakfast. → First I each.
wake up. Then I eat breakfast, etc.)
Production
I.EFL.4.15.1. Learners can
* Completing the gaps in a sentence. (Example:
convey information and ideas
Nancy has a car. ---- car is green. ---- needs a new
car, etc.) and describe feelings and
opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3, I.4,
S.3, J.2)
Language through the arts Students book English , Language through the arts collage.
Activation A1.1 (Including
• Reading a myth from Ecuador and writing a song interactive version). I.EFL.4.20.1. Create short, Instruments :
about it. -audio cd original literary texts in
Connection -teachers guide different genres, including Projects presentation
• Sharing learners’ stories of a tradition in a city in -posters and pictures those that reflect Ecuadorian
Ecuador in pairs or small groups and choosing to -photocopiable cultures, using a range of
represent some through a role play. worksheet digital tools, writing styles,
Production appropriate vocabulary and
• Doing free writing on a topic suggested by other literary concepts..
another learner.
Activation: Workbook I.EFL.5.15.1. Learners can plan Techniques:
Reading a short text about communication styles Dictionary and produce well-constructed Individually highlight specific
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 Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018
email: uemsayausi@gmail.com

EFL 5.4.7 Margin note taking informational texts by information

Use the process of prewriting, drafting,
revising, peer editing and proofreading
(i.e., “the writing process”) to produce
well- constructed informational texts.
Connection: applying the writing process Reading examples of writings.
Work sheet: comparison words and while demonstrating an Instruments:
Affirmation: ability to justify one’s position Write a comparison and
Write a comparison and contrast essay about the on an argument through contrast essay about the ways
ways your family used to communicate in the past carefully selected information your family used to
and nowadays. and appropriate language, communicate in the past and
nowadays.

3. CURRICULAR ADAPTATION:
EDUCATIONAL NEEDS ADAPTATION TO BE APPLIED
ADAPTION LEVEL 1-2
M.G, a student from Eight parallel “A”, presents cognitive disability, adaptation level 3.
ADAPTATION LEVEL 3
Unit planning using the eighth EGB curricular content
Permanent scaffolding
Modeling
STUDENTS’ SPECIAL EDUCATIONAL NEEDS PLANNING -LEVEL 3 Writing short sentences
Designing collages to illustrate new vocabulary
Vocabulary lessons using cues
Work collaboratively
EVALUATION CRITERIA: CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety of
social interactions.
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital tools,
writing styles, appropriate vocabulary and other literary concepts.

SKILLS EVALUATION
ACTIVITIES RESOURCES
INDICATORS FOR THE EVALUATION TECHNIQUES-
PERFORMANCE CRITERIA INSTRUMENTS
WEEK: From: 19th -FEB-18 Activation: Illustrations I.EFL.4.4.1. Learners can Organize ideas
To: 2ND MAR-18 Using visual images and relating Office material demonstrate an ability to give
them to the language clues to Glossary list and ask for information and Instruments:
deduce the meaning of new Glossary exercises assistance using level- Collage
EFL 4.1.8 Use suitable vocabulary, vocabulary. Collage appropriate language and
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 Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018
email: uemsayausi@gmail.com

expressions, language and interaction
styles for formal and informal social or
academic situations in order to
communicate specific intentions in
online and face-to face interactions.
(Example: thanking, making promises,
apologizing, asking permission, chatting
with friends, answering in class, greeting
an authority figure, etc.)
WEEK: From: 5TH -MAR-18
To: 9TH MAR-18
EFL 4.2.6
Use other students’ contributions in
class as models for their own.
Connection:
Labelling pictures using the
vocabulary needed for the lesson
and unit
Affirmation:
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Comparing answers in pairs or small
groups.
Activation:
Paying attention to their peers’
contribution as models for his own.
Connection:
Writing examples of sentence using
new vocabulary and some simple
structures.
Affirmation:
Writing some sentences
Workbook activities interaction styles in online or Game
face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)
Punched sheet of paper I.EFL.4.4.1. Learners can Techniques:
Workbook demonstrate an ability to give As a whole class, students will
Clothes worksheet and ask for information and classify verbs to be + ing.
Worksheet: present progressive tense assistance using level-
appropriate language and Instruments:
interaction styles in online or Worksheet: Structure present
face-to-face social and progressive tense.
classroom interactions. (J.2,
J.3, J.4, I.3)

WEEK: From: 12TH -MAR-18 Activation: Collage I.EFL.4.20.1. Learners can Techniques:
To: 17TH - MAR-18 Provide examples about the meaning Cutouts create short, original literary Highlighting key words that
about some colloquial expressions Office material texts in different genres, reveals the meaning of the
Connection: Workbook including those that reflect idiomatic expressions
Listen to and take a look about the work hand in globe writing
Audio material
use of the expressions in context styles, appropriate
EFL 4.5.4
Affirmation: Clear book vocabulary. Instruments:
Filling the gaps Collage
Create personal stories by adding
imaginative details to real-life stories Design a collage illustrating the
idiomatic expressions through
and situations, using appropriate
pictures
vocabulary and elements of the
literature learners have read or heard.

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 Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018
email: uemsayausi@gmail.com

WEEK: From: 19TH -MAR-18 Studying verbs conjugation present Verb cards Student can conjugate to be + Filling a chart
To: 23RD - MAR-18 progressive tense. Dictionary ing: Affirmative, interrogative Taking a short quiz about
and negative. this tense.
WEEK: From: 26th -MAR-18 Writing some sentences using the Clear book Student can write some Techniques:
To: 30th - MAR-18 present progressive tense. Dictionary sentences in simple present, Providing examples about
progressive. the use of the tense.
Instrument:
Punched sheet of paper:
sentences. Unit four test.

DONE BY TECHNICAL PEDAGOGIC COMMISION APPROVED BY VICE-RECTORSHIP PRINCIPLE

FOREIGN LANGUAGE AREA COORDINATOR
TEACHER(S): Cecilia Lic. Ruth Viñanzaca. Mgtr. Josè Càrdenas P. Lic. Neila Narvàez F. Mgtr. Priscila Jimbo R.
Olmedo A.
Firma: Firma: Firma: Firma:

Fecha:02/03/18 Fecha: 02/03/18 Fecha: 02/03/18 Fecha: 02/03/18 Fecha: 02/03/18