Partial 1 3ro A 10mo

FIRST TERM
INFORMATIVE DATA
CLASS: THIRD SUBJECT: ENGLISH
TEACHER´S NAME: LIC. DIANA FAREZ DATE: SEPTEMBER 10 TO NOVEMBER 12, 2021
PROYECTO 1 ACTIVIDAD DISCIPLINAR

LEARNING OBJECTIVES.
1. Students will be able to recognize de rules for the class and homework.
2. Students will be able to introduce themselves and recognize the family members.
3. Students will be able to write simple words and phrases using personal pronouns.
4. Students will be able to identify and use action verbs to talk about personal activities.
5. Students will be able to identify the days of the week and some activities.
6. Students will be able to identify the months of the year and create a collage about the activities in each month activities.
7. Students will be able to read a short paragraph and understand it answering questions.
8. Students will be able to identify and say the numbers from 1 to 50.
9. Students will be able to use learning resources like pictures to identify adjectives.
10. Students will be able to write a short descriptive paragraph using adjectives.
VALUES
Being polite
PROJET NAME:
UNIT 1
ESSENTIAL Skills and performance criteria Indicators for the Methodological Strategies
CONTENTS performance criteria
Activities proposal by the Teacher Recommendations to
parents or tutor at home
Communication and Cultural Communication and Cultural CONCURRENT CLASS (ZOOM) -Provide to the students
Introducing Awareness Awareness -Expository and interactive classes. the needed technological
myself and the means during all the
family members EFL.2.1.1. Exchange basic I.EFL.2.3.1. Learners can use -The student will appreciate power point educative process.
introductions and limited basic personal information presentations in order to have the -Make sure that students
personal and expressions of politeness opportunity of look at them an improve attend to zoom classes
information in class using simple in short dialogues or knowledge about: punctually.
present tense in order conversations. - Consult to the teacher
to get to know their peers. (J.2, J.3) about any doubt.
INDEPENDENT ACTIVITIES
(Example: where one lives or - Look after that the
goes to school, etc.) students fulfill with the
FEEBACK different assignments.
 Reinforce his/her nowledge and
vocabulary reading texts..
 Use the visual help that is going to
be upload in whatsapp and in
classroom.
 If it is necessary students Will have
the teacher´s guidance using
Days of the Oral Communication Oral Communication whatsapp, mail, or calls.
week and Techniques
action verbs. EFL.2.2.4. Identify items of I.EFL.2.7.1. Learners can
specific information within simple understand short and simple Observation
messages or from short and spoken texts well enough to Interrogation
Months of the simple descriptions about be able to pick out key items Others
year familiar contexts, especially if of information and record
visual support is provided. them in writing or drawings, Instruments
(Example: letters of the alphabet, or
Let´s to count 1 Questionaries
numbers, prices and times, physically act upon them. (I.3)
-50 Maps
days, dates and months, etc.)
Notebooks and Portfolios
Interviews
Reading Reading Reading Objective tests
comprehension EFL.2.3.4. Understand the content I.EFL.2.13.1. Learners can Projects
in simple short written understand a short simple Checklist
environmental print text types, environmental Rubrics
using artwork, symbols, print text type and others
and layout for support. (Example: successfully complete a simple
price tags, signs, notices task. (Example: a sign, notice,
(No eating, etc.), candy wrappers, menu, etc.) (I.3)
etc.).
I.EFL.2.14.1. Learners can

successfully use simple online
EFL.2.3.5. Show the ability to use and print learning resources.
a simple learning resource. (Example: flashcards, picture
(Example: a small set of dictionaries, word lists, etc.)
flashcards, a picture-based (I.2)
dictionary (online or print), or a
simple word list).
Personal Writing Writing
Pronouns EFL.2.4.4. Write simple words, I.EFL.2.18.1. Learners can
phrases, and sentences for write short simple phrases and
Verb to be controlled practice of language sentences to show that they
items. know how to use simple
grammar or vocabulary items.
(I.3, I.4)
EFL.2.4.6. Write a short simple I.EFL.2.19.1. Learners can

paragraph to convey some produce a short simple
Describing my
simple facts about people, sentence
pet animals, places, things, yourself and a paragraph – with ample
or others, with the support of a support - on a variety
model text. (Example: where of topics, and some learners
they live, what they do, etc.) can do so with only limited
support. (I.3)
Personal Language through the Arts Language through the Arts
pronouns
EFL.2.5.5. Apply ICT and/or other I.EFL.2.24.1. Learners can
resources to communicate communicate thoughts,
simple thoughts in small groups. feelings,
and/or personal experiences
and create short original texts
through a range of resources
and other media, including
ICT. (I.2, I.3, I.4)
EFL.2.5.9. Use creative thinking

skills to learn how to share I.EFL.2.25.1. Learners can
and respect all ideas through utilize a range of creative
brainstorming activities thinking
and pair work in class. skills to show a respect for
sharing and accepting
different
ideas while working in pairs
and through brainstorms.
(J.3, S.4)
PLANIFICACIÓN PARA ESTUDIANTES NEE

Introducing Awareness Awareness -Expository and interactive classes. the needed technological
myself and the - It’s necessary that the student’s parents means during all the
family members EFL.2.1.1 I.EFL.2.3.1. stay together the student in order to help educative process.
him or her in the development of the
Days of the Oral Communication Oral Communication activities. - Consult to the teacher
week and I.EFL.2.7.1. about any doubt.
action verbs. EFL.2.2.4. -The student will appreciate power point
- Look after that the
presentations in order to have the
Months of the opportunity of look at them an improve students fulfill with the
year knowledge about: different assignments.
Let´s to count 1 INDEPENDENT ACTIVITIES -The student´s parent has

-50 -The student´s parents will be in contact to be working with the
Reading Reading Reading with the teacher in order to help the student during the class in
comprehension EFL.2.3.4. I.EFL.2.13.1 student to do the activities. the zoom application.
EFL.2.3.5. I.EFL.2.14.1. Feedback

-Reinforce his/her knowledges with short
Personal Writing Writing readings.
Pronouns EFL.2.4.4. I.EFL.2.18.1. -Learn more new vocabulary.
I.EFL.2.19.1 -Review the visual resources sent by the
Verb to be EFL.2.4.6. teacher.
-Check links sent by the teacher from the
Describing my ministry of education.
pet -If it is necessary the parents can contact
with the teacher.
Personal Language through the Arts Language through the Arts
pronouns Techniques
EFL.2.5.5. I.EFL.2.24.1.
EFL.2.5.9. I.EFL.2.25.1. Observation
Interrogation
Others
Instruments
Questionaries
Maps
Interviews
Objective tests
Projects
Checklist
Rubrics
others
DONE BY: REVIEWED BY: APROVED BY:
DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:
LIC. DIANA FAREZ LIC. DIANA FAREZ Mg. Tania Chamba Tapia
FIRMA: FRIMA: FIRMA:
FECHA: September 17,2021 FECHA: September 17,2021 FECHA:
FIRST TERM
INFORMATIVE DATA
CLASS: 4th SUBJECT: ENGLISH

1. -Students will be able to remember the rules for the classes and homework.
2. -Students will be able to understand and use common expressions of politeness in class
3. -Students will be able to expand their vocabulary about school supplies using chants and games.
4. -Students will be able to read and understand words and phrases in short paragraphs to complete simple tasks.
5. Students will be able to use pictures, songs, and games to demonstrate understanding about action verbs.
6. -Students will be able to interchange information using auxiliars Do and Does.
7. -Students will be able to demonstrate comprehension while and after reading a short paragraph answering questions.
8. -Students will be able to complete a survey about activities in the family members.
9. Students will be able to ask and answer information questions using the wh-words.
10. Students will be able to learn about other people asking questions by reading a text and completing the activities.
VALUES
Interact with community
Responsability
PROJET NAME:
UNIT 1
Awareness Awareness -Expository and interactive classes. the needed technological
Auxiliars Do - means during all the
Does EFL.2.1.1. Exchange basic I.EFL.2.3.1. Learners can use -The student will appreciate power point educative process.
introductions and limited basic personal information presentations in order to have the -Make sure that students
personal and expressions of politeness opportunity of look at them an improve attend to zoom classes
information in class using simple in short dialogues or punctually.
present tense in order conversations. knowledge about: - Consult to the teacher
to get to know their peers. (J.2, J.3) about any doubt.
(Example: where one lives or INDEPENDENT ACTIVITIES - Look after that the
goes to school, etc.) I.EFL.2.2.1. Learners can students fulfill with the
classify everyday objects and different assignments.
EFL.2.1.4. Express curiosity about familiar FEEBACK
the world and other cultures places. Learners can compare  Reinforce his/her knowledge and
by asking simple WH- questions in objects from different vocabulary reading texts.
class after reading cultural contexts. Learners can  Use the visual help that is going to
and/or participating in say and recognize ways to be upload in whatsapp and in
presentations or other group take care of the environment classroom.
work. and one’s surroundings. (J.3,  If it is necessary students Will have
S.1) the teacher´s guidance using
Oral Communication Oral Communication whatsapp, mail, or calls.
Action Verbs EFL.2.2.10 Clap, move, chant, or I.EFL.2.8.1. Learners can Techniques
sing along with short pronounce most familiar
authentic English language vocabulary Observation
rhymes or songs, approximating items accurately, and can Interrogation
Wh-questions English rhythm and intonation therefore usually be Others
once familiar with the easily understood. They can
text. (Example: jump or clap in also produce some phrases
Instruments
time to jump-rope rhymes, and short sentences clearly,
Questionaries
do the actions to action songs or and may approximate English
short rhythmic poems, rhythm and intonation in Maps
enunciating some of words in longer utterances. (I.3) Notebooks and Portfolios
time with the rhythm, etc.) Interviews
I.EFL.2.10.1. Learners can Objective tests
EFL.2.2.14. Ask and answer basic interact effectively using a Projects
personal information range of basic functional Checklist
questions, as well as simple exponents for interpersonal Rubrics
questions about other people, conversations in everyday others
animals, and possessions, contexts, providing speech is
provided the interaction is slow slow and clear. Learners can
and clear. (Example: Where do request repetition or
you live? Do you have a clarification, and can react
bicycle?, etc.) appropriately to responses
received. (I.3)
Reading Reading Reading

comprehension I.EFL.2.11.1. Learners can
EFL.2.3.1. Demonstrate basic understand familiar words,
Our New reading comprehension skills phrases,
Classmate by identifying the meaning of and short simple sentences
individual words, phrases, and can successfully complete
and sentences, including simple the simple accompanying task.
written instructions. (I.4)
EFL.2.3.2. Read a short simple text I.EFL.2.12.1. Learners can

(online or print) and understand a short simple text
demonstrate understanding of on an everyday topic and
the gist and some basic successfully complete a simple
details of the content. task to show that they have
understood most or some of
Reading it. (I.4)
Comprehension
Writing Writing
Interview EFL.2.4.8. Complete a basic survey write information in a simple
or a questionnaire by survey form or questionnaire,
providing personal details. and can type or write some
simple digital text-types, such
as a URL and an email address.
(I.3)
School Language through the Arts Language through the Arts
Materials
EFL.2.5.6. Generate and expand report emotions and compose
ideas by responding in short responses to literary
a fun and playful manner to oral texts through words and
and written texts in order images,
to increase enjoyment of the or other media (video, audio).
language through TPR, Learners can generate
playground and expand on personal
games, and songs and chants. opinions and responses to oral
and written texts through TPR,
playground games, and
songs. (I.3, S.3)
FIRST TERM
INFORMATIVE DATA

1. Students will be able to remember the classes rules and how to send the homework.
2. Students will be able to use a variety of oral forms for social communication to interact with each other.
3. Students will be able to identify specific information from a basic text using pictures.
4. Students will be able to create a source of vocabulary to use it to talk about goals.
5. Students will be able to use sources to talk about their qualities.
6. Students will be able to ask and answer questions to know whom the things belong.
7. Students will be able to understand the details of daily routines from a text.
8. Students will be able to write sentences using the apostrophe (’s) to show possession correctly.
9. Students will be able to read and answer questions about the text.
10. Students will be able to write tips to become a successful student.
VALUES
Road safety
Sustainability
PROJET NAME:
UNIT 1
My school Communication and Cultural Communication and Cultural CONCURRENT CLASS (ZOOM) -Provide to the students
Jhon´s first day Awareness Awareness -Expository and interactive classes. the needed technological
at school. means during all the
EFL 3.1.4. Use a variety of oral, I.EFL.3.5.1. Learners can -The student will appreciate power point educative process.
My qualities print and electronic forms for employ various print and presentations in order to have the -Make sure that students
social communication and for digital sources in order to opportunity of look at them an improve attend to zoom classes
writing to oneself. (Example: communicate with others in knowledge about: punctually.
friendly notes, invitations, diary oral and written form in social - Consult to the teacher
entries, notes to self, electronic situations. (J.3, S.1, S.4) about any doubt.
messages, etc.) - Look after that the
students fulfill with the
FEEBACK different assignments.
 Reinforce his/her knowledge and
vocabulary reading texts.
be upload in whatsapp and in
classroom.
 If it is necessary students Will have
Oral communication Oral Communication the teacher´s guidance using
Whose pencil is EFL 3.2.12. Ask and answer whatsapp, mail, or calls.
this? questions and exchange I.EFL.3.10.1. Learners can use Techniques
information on familiar back-channeling to react
topics in predictable everyday appropriately to what others Observation
situations. say about familiar topics in Interrogation
(Example: ask for directions, give predictable, everyday Others
directions, express a personal situations and when carrying
opinion, out pair work for a specific
Instruments
etc.) task in class. Learners can ask
Questionaries
questions to extend an
Maps
interpersonal interaction. (I.3,
J.3) Notebooks and Portfolios
Interviews
Objective tests
Projects
Reading Reading Checklist
Daily routines EFL 3.3.1. Understand most of the I.EFL.3.11.1. Learners can Rubrics
details of the content of a short understand most others
simple text (online or print). details in a short simple online
or print text
and can follow short
instructions in simple
experiments and projects if
step-by-step
visuals are provided. (I.3, I.4)

EFL 3.3.2. Show understanding of match, label and answer
An Eco friendly some basic details in short simple simple questions about basic
School cross-curricular texts by matching, details in a short simple cross-
labeling and answering simple curricular
questions. text. Learners can organize
and discuss information from
different sources of academic
content. (I.2, S.1)
Writing Writing
My goals EFL 3.4.1. Make a simple learning I.EFL.3.16.1. Learners can
resource in order to record and make a simple learning
practice new words. resource in order to record
and practice new words.
(Example: a picture dictionary, a (Example: a picture dictionary,
word list, set of flashcards, etc.) a word list, a set of flashcards,
(3) etc.) (I.1, J.4)

write short simple text-types
The zoo comes
EFL 3.4.3. Write a variety of short and narratives, online and in
to school.
simple text-types, commonly used print, using appropriate
(Apostrophe ‘s) in print and online, with language, layout and linking
appropriate language and layout. words. (I.3, J.2)
How to be a (Example: write a greeting
successful on a birthday card, name and
student address on an envelope, a URL for
a website, an email address, etc.)

FIRST TERM
INFORMATIVE DATA

2. Students will be able to demonstrate appropriate behavior while participating in groups.
3. Students will be able to demonstrate appropriate behavior while participating in groups.
4. Students will be able to write a simple text about a story using the linking words.
5. Students will be able to ask and answer questions about the invention of the popsicle.
6. Students will be able to identify similarities between a person and a robot.
7. Students will be able to create a robot drawing and tell what they using the adverbs of frequency.
8. Students will be able to make inferences from a reading text.
9. Students will be able to write a short paragraph with appropriate language and liking words.
10. Students will be able to make a resource to practice new vocabulary.
VALUES
Education for change
PROJET NAME:
UNIT 1 It´s all about Science
Awareness Awareness -Expository and interactive classes. the needed technological
means during all the
Robots and EFL 3.1.1. Ask simple basic I.EFL.3.1.1. Learners can show -The student will appreciate power point educative process.
Technology questions in class about the world an awareness of different presentations in order to have the -Make sure that students
beyond their own immediate cultures and identify opportunity of look at them an improve attend to zoom classes
Inventions and environment in order to increase similarities and differences knowledge about: punctually.
discoveries their understanding of different between them through oral - Consult to the teacher
around the cultures. and written literary texts. (I.2, about any doubt.
world. S.2, J.1) - Look after that the
EFL 3.1.7. Demonstrate different assignments.
appropriate classroom behaviors FEEBACK
I.EFL.3.2.1. Learners can say
by participating in small group or  Reinforce his/her knowledge and
ways to take care of the
whole class discussions. (Example: environment and one’s vocabulary reading texts.
being courteous, respecting the surroundings. Learners can  Use the visual help that is going to
person and property of others, identify and exhibit socially be upload in whatsapp and in
etc.) responsible behaviors at classroom.
home, at school and towards  If it is necessary students Will have
the environment. (J.3, S.1) the teacher´s guidance using
whatsapp, mail, or calls.
Techniques
Oral communication Oral Communication
Observation
A Child´s EFL 3.2.12. Ask and answer I.EFL.3.10.1. Learners can use Interrogation
invention questions and exchange back-channeling to react Others
information on familiar topics in appropriately to what others
predictable everyday situations. say about familiar topics in Instruments
(Example: ask for directions, give predictable, everyday Questionaries
directions, express a personal situations and when carrying
Maps
opinion, etc.) out pair work for a specific
task in class. Learners can ask
Interviews
interpersonal interaction. (I.3, Objective tests
J.3) Projects
Checklist
Rubrics
others
Human´s brain Reading Reading
vs computers
EFL 3.3.8. Make and support I.EFL.3.15.1. Learners can
Will Robots inferences from evidence in a text make and support inferences
make life with reference to features of using evidence from texts and
better? written English. (Example: features of written English
vocabulary, facts, format, (e.g., vocabulary, format,
sequence, relevance of ideas, sequence, etc.) and apply
etc.) other learning strategies in
order to examine and
interpret a variety of written
materials. (I.2, J.3)
Writing Writing
Science and
Space EFL 3.4.1. Make a simple learning I.EFL.3.16.1. Learners can
resource in order to record and make a simple learning
practice new words. resource in order to record
and practice new words.
(Example: a picture dictionary, a (Example: a picture dictionary,
A fun word list, set of flashcards, etc.) a word list, a set of flashcards,
experiment etc.) (I.1, J.4)
EFL 3.4.3. Write a variety of short
simple text-types, commonly used I.EFL.3.18.1. Learners can
in print and online, with write short simple text-types
appropriate language and layout. and narratives, online and in
(Example: write a greeting on a print, using appropriate
birthday card, name and address language, layout and linking
on an envelope, a URL for a words. (I.3, J.2)
website, an email address, etc.)

Inventing a EFL 3.4.6. Write a simple narrative write short simple text-types
monster with linking words on familiar and narratives, online
subjects in order to express and in print, using appropriate
everyday activities. (Example: free language, layout and linking
time, descriptions, what words. (I.3, J.2)
happened last weekend, etc.)
Language through the Arts Language through the Arts

A robot nurse
EFL 3.5.2. Create picture books I.EFL.3.22.1. Create picture
and/ or other graphic expressions books, graphic expressions
in pairs in class by varying scenes, and personal stories by
characters or other elements of adapting elements of literary
literary texts. texts and adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and features of the
literature learners have read
or heard. (I.3, S.3)

FIRST TERM
INFORMATIVE DATA

2. Students will be able to talk and write about their treasures showing awareness of different culture and identify similarities and differences between
them.
3. Students will be able to communicate their opinions using the modal should.
4. Students will be able to identify and use reading strategies to comprehend a text.
5. Students will be able to write a paragraph about what they can buy with a dollar.
6. Students will be able to respond simple questions in a quiet short time.
7. Students will be able to ask basic questions about the economy.
8. Students will be able to comprehend and show it answering questions.
9. Students will be able to participate showing appropriate classroom behavior.
10. Students will be able to show understanding about a reading completing the activities.
VALUES
 Honest
 Respect
 Loyalty
 Responsability
PROJET NAME:
UNIT 1
My treasure Awareness Awareness -Expository and interactive classes. the needed technological
means during all the
The gift EFL 3.1.1. Ask simple basic I.EFL.3.1.1. Learners can show -The student will appreciate power point educative process.
Economy questions in an awareness presentations in order to have the -Make sure that students
class about the world beyond of different cultures and opportunity of look at them an improve attend to zoom classes
their own immediate identify similarities and knowledge about: punctually.
environment in order to increase differences between - Consult to the teacher
their understanding of different them through oral and written about any doubt.
cultures. literary texts. (I.2, S.2, J.1) - Look after that the
EFL 3.1.7. Demonstrate I.EFL.3.2.1. Learners can say different assignments.
Treasures that FEEBACK
appropriate classroom behaviors ways to take care of the
people collect  Reinforce his/her knowledge and
by participating in small group or environment and one’s
whole class discussions. (Example: surroundings. Learners can
identify and exhibit socially  Use the visual help that is going to
being courteous, respecting the
responsible behaviors at be upload in whatsapp and in
person and property of others,
etc.) home, at school and towards classroom.
the environment. (J.3, S.1)  If it is necessary students Will have
the teacher´s guidance using
whatsapp, mail, or calls.
Oral communication Oral Communication Techniques
Giving your
opinion EFL 3.2.12. Ask and answer I.EFL.3.10.1. Learners can use Observation
questions and exchange back-channeling to react Interrogation
information on familiar topics in appropriately to what others Others
predictable everyday situations. say about familiar topics in
(Example: ask for directions, give predictable, everyday Instruments
directions, express a personal situations and when carrying Questionaries
opinion, etc.) out pair work for a specific
Maps
task in class. Learners can ask
Interviews
interpersonal interaction. (I.3,
Your lucky day J.3) Objective tests
Projects
EFL 3.2.13. Respond to simple
I.EFL.3.9.1. Learners can Checklist
questions in quite a short time
and initiate basic interaction answer simple questions Rubrics
spontaneously when there are quickly and initiate basic in- others
opportunities to speak. Speech is teraction spontaneously when
produced a little less slowly and given opportunities. (Example:
hesitantly. make an invitation, give a
suggestion, etc.) Learners can
describe simple, familiar
situations and talk about past
experiences. (I.3, J.3)
Reading Reading
Dream catchers EFL 3.3.2. Show understanding of I.EFL.3.12.1. Learners can

some basic details in short simple match, label and answer
cross-curricular texts by matching, simple questions about basic
labeling and answering simple details in a short simple cross-
questions. curricular text. Learners can
organize and discuss
information from different
sources of academic content.
(I.2, S.1)
EFL 3.3.9. Identify and use reading

A World strategies to make text more
comprehensible and meaningful. I.EFL.3.14.1. Learners can
without money
(Example: skimming, scanning, identify and use reading
previewing, predicting, reading strategies to make written text
The mummies
for main ideas and details, etc.) more comprehensible and
of Pompeii meaningful. Learners can use
everyday reference materials
to select information
appropriate to the purpose of
an inquiry and to relate ideas
from one written source to
another. (I.2, S.1)
Writing Writing
One dollar EFL 3.4.2. Write a short simple I.EFL.3.17.1. Learners can
paragraph to describe yourself or write short simple paragraphs
other people, animals, places and to describe people, places,
things, with limited support. animals, things and feelings,
(Example: by answering questions with limited support, while
or using key words) demonstrating an ability to
effectively influence an audi-
ence and to express everyday
activities. (I.3, S.1)
My treasure Awareness Awareness -Expository and interactive classes. the needed technological
- It’s necessary that the student’s parents means during all the
The gift EFL 3.1.1. I.EFL.3.1.1. stay together the student in order to help educative process.
Economy him or her in the development of the
EFL 3.1.7. I.EFL.3.2.1. activities. - Consult to the teacher
about any doubt.
Treasures that -The student will appreciate power point
people collect presentations in order to have the
opportunity of look at them an improve
different assignments.
Oral communication Oral Communication knowledge about:
Giving your
-The student´s parent has
opinion EFL 3.2.12. I.EFL.3.10.1. INDEPENDENT ACTIVITIES
to be working with the
-The student´s parents will be in contact
student during the class in
Your lucky day EFL 3.2.13. I.EFL.3.9.1. with the teacher in order to help the
the zoom application.
student to do the activities.
Reading Reading
Feedback
Dream catchers EFL 3.3.2. I.EFL.3.12.1. -Reinforce his/her knowledges with short
readings.
A World EFL 3.3.9. I.EFL.3.14.1. -Learn more new vocabulary.
without money -Review the visual resources sent by the
teacher.
The mummies -Check links sent by the teacher from the
of Pompeii ministry of education.
Writing Writing -If it is necessary the parents can contact
with the teacher.
One dollar EFL 3.4.2. I.EFL.3.17.1.
Techniques
Observation
Interrogation
Others
Instruments
Questionaries
Maps
Interviews
Objective tests
Projects
Checklist
Rubrics
others

FIRST TERM
INFORMATIVE DATA

1. Students will be able to complete the diagnostic test with the topics related to the past year.
2. Students will be able to use a suitable vocabulary to describe interesting people and understand as physical and personality descriptions.
3. Students will be able to write a short description about a person using adjectives.
4. Students will be able to use adjectives to write comparisons between people.
5. Students will be able to describe people using the comparative adjectives.
6. Students will be able to recognize similarities among teenagers’ characteristics.
7. Students will be able to describe their life and attitude as teenagers.
8. Students will be able to create a graffiti using their thoughts to express themselves.
9. Students will be able to listen and understand most of the information and complete the activities.
10. Students will be able to read and show understanding the text doing the activities and making a vocabulary source.
VALUES
 Social emocional abilities
 Education for change
 Internet for safety
PROJET NAME:
UNIT 1
Interesting Awareness Awareness -Expository and interactive classes. the needed technological
people means during all the
Use suitable vocabulary, I.EFL.4.4.1. Learners can -The student will appreciate power point educative process.
expressions, language and demonstrate an ability to give presentations in order to have the -Make sure that students
interaction styles for formal and and ask for information and opportunity of look at them an improve attend to zoom classes
informal social situations in order assistance using level- knowledge about: punctually.
to communicate specific appropriate language and - Consult to the teacher
intentions in online or virtual interaction styles in online or about any doubt.
interactions. (Example: thanking, face-to-face social and - Look after that the
making promises, apologizing, classroom interactions. (J.2, students fulfill with the
asking permission, chatting with J.3, J.4, I.3) different assignments.
FEEBACK
friends, answering in class,
greeting an authority figure, etc.)  Reinforce his/her knowledge and
REF EFL 4.1.8. vocabulary reading texts.
Life events EFL 4.1.2. Recognize and I.EFL.4.2.1. Learners can name be upload in whatsapp and in
demonstrate an appreciation of similarities and differences classroom.
some commonalities and between different aspects of  If it is necessary students Will have
distinctions across cultures and cultural groups. Learners can the teacher´s guidance using
groups (differentiated by gender, whatsapp, mail, or calls.
demonstrate socially
ability, generations, etc.) Techniques
responsible behaviors
including the students’
at school, online, at home and
own. in the community, and Observation
evaluate their actions by Interrogation
ethical, safety and social Others
standards. (J.3, S.1, I.1)
Oral communication Oral Communication Instruments
Questionaries
Comparing EFL 4.2.11. Give short, basic I.EFL.4.9.1. Learners can use Maps
people descriptions of everyday activities simple language to describe, Notebooks and Portfolios
and events within familiar compare and state facts about Interviews
contexts and use simple descrip- familiar everyday topics such Objective tests
tive language to compare and as possessions, classroom Projects
make brief statements about objects and routines in short, Checklist
Teenage life
objects and possessions. structured situations, in-
Rubrics
(Example: family, school, living teracting with relative ease.
others
conditions, personal belongings, (I.3, I.4, S.4)
etc.)
EFL 4.2.3. Follow and understand I.EFL.4.7.1. Learners can

short, straightforward audio identify the main idea and
messages and/or the main some details in short
Different types idea/dialogue of a movie or straightforward spoken audio
of home cartoon (or other age-appropriate texts set in familiar contexts
audio-visual presentations) if when the message is delivered
delivered slowly and visuals slowly and there is other
provide contextual support. contextual support. (Example:
(Example: an announcement of a rules for a game, classroom
bus delay, an intercom instructions, a dialogue in a
announcement at school, a scene from a cartoon or
dialogue supported by facial movie, etc.) Learners can use
expressions/gestures other classmate’s
and appropriate intonation, etc.) contributions in class as
models for their own. (I.2, I.3,
S.4)
Describing Reading Reading
people EFL 4.3.1. Understand main points I.EFL.4.11.1. Learners can
in short simple texts on familiar understand main ideas and
subjects. (Example: news about some details in short simple
sports or famous people, online or print texts on
descriptions, etc.) familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)
EFL 4.3.6. Apply learning
strategies to examine and I.EFL.4.13.1. Learners can
Homes around interpret a variety of written apply learning strategies such
the world materials using prior knowledge, as using prior knowledge and
graphic organizers, context clues, graphic organizers to interpret
note taking and finding words in a new information in a text.
dictionary. Learners can assess this
information according to the
organization, subject area and
purpose of the text, through
the use of different criteria,
including ICT tools. (I.2, I.4,
J.4)
Writing Writing
EFL 4.4.4. Write to describe I.EFL.4.15.1. Learners can
feelings/ opinions in order to convey information and ideas
effectively influence an audience. and describe feelings and
(Example: persuade, negotiate, opinions in simple
argue, etc.) 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)

EFL 4.4.8. Convey and organize convey and organize
Comparing information using facts and information through the use
people I details in order to illustrate of facts and details and by
diverse patterns and structures in employing various stages of
writing. (Example: cause and the writing process, while
effect, problem and solution, using a range of digital tools to
general-to-specific presentation, promote and support
etc.) collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)

From graffiti to
creative murals. EFL 4.5.4. Create personal stories I.EFL.4.20.1. Learners can
by adding imaginative details to create short, original literary
real-life stories and situations, texts in different genres,
using appropriate vocabulary and including those that reflect
elements of the literature Ecuadorian cultures, using a
learners have read or heard. range of digital tools,
writing styles, appropriate
vocabulary and other literary
concepts. (I.1, I.3)

Interesting Awareness Awareness -Expository and interactive classes. the needed technological
people - It’s necessary that the student’s parents means during all the
REF EFL 4.1.8. I.EFL.4.4.1. stay together the student in order to help educative process.
Life events I.EFL.4.2.1 him or her in the development of the
EFL 4.1.2. activities. - Consult to the teacher
about any doubt.
-The student will appreciate power point
Oral communication Oral Communication students fulfill with the
Comparing different assignments.
knowledge about:
people EFL 4.2.11. I.EFL.4.9.1.
Teenage life -The student´s parent has
Different types to be working with the
of home EFL 4.2.3. student during the class in
with the teacher in order to help the
I.EFL.4.7.1. the zoom application.
Describing Reading Reading
people EFL 4.3.1. I.EFL.4.11.1.
Feedback
-Reinforce his/her knowledges with short
Homes around EFL 4.3.6. I.EFL.4.13.1.
readings.
the world -Learn more new vocabulary.
Comparing Writing Writing -Review the visual resources sent by the
people I EFL 4.4.4. I.EFL.4.15.1. teacher.
EFL 4.4.8.
I.EFL.4.17.1.
ministry of education.
-If it is necessary the parents can contact
From graffiti to
EFL 4.5.4. I.EFL.4.20.1. with the teacher.
creative murals.
Techniques
Observation
Interrogation
Others
Instruments
Questionaries
Maps
Interviews
Objective tests
Projects
Checklist
Rubrics
others

FIRST TERM
INFORMATIVE DATA

1. Students will be able to complete the activities from the diagnostic test in order to reinforce them.
2. Students will be able to recognize the free time activities and use the in the simple present tense.
4. Students will be able to plan a social organizing important facts and information.
5. Students will be able to listen for information and get details to complete tasks being aware of people likes and dislikes.
6. Students will be able to appreciate and show respect towards others similarities and differences.
7. Students will be able to follow instructions and complete the given activities and get details from a text and completes exercises related to it.
8. Students will be able to understand some details from a text and based on it will write a biography.
9. Students will be able to appreciate and respect the culture from other places.
10. Students will be able to understand details from a text and complete the activities.
VALUES
1. Tolerance
2. Freedom of speech 9
3. Human rights 8
4. Interculturality
PROJET NAME:
UNIT 1 FREE TIME ACTIVITIES
-Diagnostic Awareness Awareness -Expository and interactive classes. the needed technological
Test. means during all the
EFL 4.1.2. Recognize and I.EFL.4.2.1. Learners can name -The student will appreciate power point educative process.
Musical demonstrate an appreciation of similarities and differences presentations in order to have the -Make sure that students
Festivals some commonalities and between different aspects of opportunity of look at them an improve attend to zoom classes
distinctions across cultures and cultural groups. Learners can knowledge about: punctually.
groups (differentiated by gender, demonstrate socially - Consult to the teacher
ability, generations, etc.) responsible behaviors at about any doubt.
including the students’ own. school, online, at home and in - Look after that the
the community, and evaluate students fulfill with the
their actions by ethical, safety different assignments.
FEEBACK
and social standards. (J.3, S.1,
I.1)  Reinforce his/her knowledge and
FIFA World Cup vocabulary reading texts.
Shopping in EFL 4.1.10. Recognize and I.EFL.4.5.1. Learners can  Use the visual help that is going to
China appreciate individual and group appreciate and show respect be upload in whatsapp and in
similarities and differences by for individual and group classroom.
establishing and maintaining differences by establishing and  If it is necessary students Will have
healthy and rewarding online and maintaining healthy and the teacher´s guidance using
face-to-face relationships based rewarding online and face-to- whatsapp, mail, or calls.
on communication and face interactions. Learners can Techniques
cooperation. communicate and cooperate
in a respectful, empathetic
manner. (J.3, S.1, S.4) Observation
Interrogation
Others
Instruments
Oral communication Oral Communication Questionaries
Maps
Going to a EFL 4.2.3. Follow and understand I.EFL.4.7.1. Learners can Notebooks and Portfolios
concert short, straightforward audio identify the main idea and
Interviews
messages and/or the main some details in short
Objective tests
idea/dialogue of a movie or car- straightforward spoken audio
Projects
Sports toon (or other age-appropriate texts set in familiar contexts
audio-visual presentations) if when the message is delivered Checklist
Championships Rubrics
delivered slowly and visuals slowly and there is other
provide contextual support. contextual support. (Example: others
Buying gifts
(Example: an announcement of a rules for a game, classroom
bus delay, an intercom instructions, a dialogue in a
announcement at school, a scene from a cartoon or
dialogue supported by facial movie, etc.) Learners can use
expressions/gestures and other classmate’s
appropriate intonation, etc.) contributions in class as
models for their own. (I.2, I.3,
S.4)
Reading Reding
An Ecuadorian
Champion EFL 4.3.1. Understand main points I.EFL.4.11.1. Learners can
in short simple texts on familiar understand main ideas and
Unusual subjects. (Example: news about some details in short simple
Hobbies, sports or famous people, online or print texts on
Unusual descriptions, etc.) familiar subjects, using
souvenirs.
etc.) (I.2, I.4)
EFL 4.3.2. Make use of clues such
as titles, illustrations,
organization, text outline and I.EFL.4.11.1. Learners can
layout, etc. to identify and understand main ideas and
understand relevant information some details in short simple
in written level-appropriate text online or print texts on
types. familiar subjects, using
etc.) (I.2, I.4)
Writing Writing
Planning a EFL 4.4.2. Make and use a simple Learners can convey and
social event print or digital learning resource organize information through
to compare and contrast the use of facts and details
information in order to and by employing various
demonstrate understanding and stages of the writing process.
command of a topic. REF. (
I.EFL.4.17.1.) (I.1, I.3, S.4, J.2,
J.4)
EFL 4.4.5. Recognize that various
types of writing require different I.EFL.4.15.1. Learners can
language, formatting and special convey information and ideas
vocabulary. (Example: a recipe, a and describe feelings and
letter, etc.) opinions in simple
transactional or expository
Let´s write a
EFL 4.4.7. Use the process of
biography
prewriting, drafting, revising, peer Learners can use and make
editing and proofreading (i.e., simple learning resources,
“the writing process”) to produce both online and in print, in
well-constructed informational order to compare and contrast
texts. information. REF.
(I.EFL.4.16.1.) (I.1, I.3, I.4, J.2,
J.4)
Urban Music Language through the Arts Language through the Arts
EFL 4.5.1. Make use of main I.EFL.4.18.1. Learners can

points in literary texts (authentic understand, predict, infer and
and semi-authentic, oral and deduce literal and implied
written) to understand short meanings in short, simple,
simple everyday stories, everyday literary texts (online,
especially if there is visual oral or in print), especially
support. when visual support is
provided. (I.2, I.3, I.4)

FIRST TERM
INFORMATIVE DATA

1. Students will be able to complete the activities from the diagnostic test in order to reinforce them.
3. Students will be able to compare and contrast information about sports using the Ven diagram.
4. Students will be able to identify relevant information forma text and write a paragraph about a favorite sport moment.
5. Students will be able to participate in activities in the class and understand expressions related to the sports.
6. Students will be able to use suitable vocabulary to give information for social and or academic purposes.
7. Students will be able to use phrases and expressions to talk about sports.
8. Students will be able to make use of information to understand main points from a text and listen for information to complete activities.
9. Students will be able to use suitable vocabulary and expressions to talk about their favorite roller coaster. Students will be able to read and understand
details from a text in order to answer questions.
10. Students will be able to recognize and demonstrate appreciation for sports and listen for information to complete activities.
VALUES
 Interculturality
 Ethnics
PROJET NAME:
UNIT 1 HOBBIES AND ENTERTAINMENT
Test. means during all the
EFL 4.1.2. Recognize and I.EFL.4.2.1. Learners can name -The student will appreciate power point educative process.
Soccer demonstrate an appreciation of similarities and differences presentations in order to have the -Make sure that students
some commonalities and between different aspects of opportunity of look at them an improve attend to zoom classes
distinctions across cultures and cultural groups. Learners can knowledge about: punctually.
groups (differentiated by gender, demonstrate socially - Consult to the teacher
ability, generations, etc.) responsible behaviors at about any doubt.
including the students’ own. school, online, at home and in - Look after that the
the community, and evaluate students fulfill with the
their actions by ethical, safety different assignments.
and social standards. (J.3, S.1, FEEBACK
I.1)  Reinforce his/her knowledge and
EFL 4.1.8. Use suitable I.EFL.4.4.1. Learners can be upload in whatsapp and in
Phrasal Verbs
vocabulary, expressions, language demonstrate an ability to give classroom.
and interaction styles for formal and ask for information and  If it is necessary students Will have
and informal social or academic assistance using level- the teacher´s guidance using
situations in order to appropriate language and whatsapp, mail, or calls.
communicate specific intentions interaction styles in online or Techniques
in online and face-to-face face-to-face social and
interactions. (Example: thanking, classroom interactions. (J.2,
making promises, apologizing, J.3, J.4, I.3) Observation
asking permission, chatting with Interrogation
friends, answering in class, Others
greeting an authority figure, etc.)
Instruments
Questionaries
Maps
Interviews
Objective tests
Oral communication Oral Communication
Projects
EFL 4.2.1. Understand phrases I.EFL.4.6.1. Learners can grasp Checklist
Sports around
and expressions related to areas the general meaning of Rubrics
the world
of most immediate priority within spoken texts set in familiar others
Roller Coaster the personal and educational everyday contexts and infer
(Listenig) domains, provided speech is changes in the topic of
clearly and slowly articulated. discussion, as well as deduce
(Example: daily life, free time, the meanings of unfamiliar
History of
school activities, etc.) words and exchanges through
soccer
the use of context clues,
provided speech is given slow-
ly and clearly and there is
sufficient visual support. (I.3,
S.1, J.4)
EFL 4.2.2. Use a series of phrases I.EFL.4.8.1. Learners can

and sentences to describe aspects communicate personal
of personal background, information and basic
immediate environment and immediate needs and deal
Extreme sports matters of immediate need in with other practical everyday
simple terms using grammatical demands in familiar contexts,
Roller Coaster structures learnt in class effectively and without undue
(Speaking) (although there may be frequent effort and using grammatical
errors with tenses, personal structures and vocabulary
pronouns, prepositions, etc.) seen in class (although there
may be frequent, basic errors).
(I.1, I.2, I.3, S.1)
Reading Reding
The history of EFL 4.3.2. Make use of clues such understand main ideas and
soccer as titles, illustrations, some details in short simple
Uniforms organization, text outline and online or print texts on
layout, etc. to identify and familiar subjects, using
The history if understand relevant information contextual clues to help
in written level-appropriate text identify the most relevant
Bakken
types. information. (Example: title,
Amusement
Park.
etc.) (I.2, I.4)
Writing Writing
EFL 4.4.2. Make and use a simple Learners can convey and
print or digital learning resource organize information through
to compare and contrast the use of facts and details
information in order to and by employing various
demonstrate understanding and stages of the writing process.
command of a topic. REF. (
I.EFL.4.17.1.) (I.1, I.3, S.4, J.2,
J.4)
EFL 4.4.5. Recognize that various
My favorite types of writing require different I.EFL.4.15.1. Learners can
sports moment. language, formatting and special convey information and ideas
vocabulary. (Example: a recipe, a and describe feelings and
letter, etc.) opinions in simple
transactional or expository
EFL 4.4.7. Use the process of
prewriting, drafting, revising, peer Learners can use and make
editing and proofreading (i.e., simple learning resources,
“the writing process”) to produce both online and in print, in
well-constructed informational order to compare and contrast
texts. information. REF.
(I.EFL.4.16.1.) (I.1, I.3, I.4, J.2,
J.4)
EFL 4.5.1. Make use of main I.EFL.4.18.1. Learners can

points in literary texts (authentic understand, predict, infer and
Amusements and semi-authentic, oral and deduce literal and implied
parks around written) to understand short meanings in short, simple, ev-
the world simple everyday stories, eryday literary texts (online,
especially if there is visual oral or in print), especially
support. when visual support is
provided. (I.2, I.3, I.4)
EFL 4.5.11. Participate in creative I.EFL.4.22.1. Learners can

Synchronized thinking through brainstorming, collaborate and participate
swimming
working in groups, games and effectively in a variety of stu-
problem-solving tasks by showing dent groupings by employing a
the ability to accept a variety of wide range of creative
ideas and capitalize on other thinking skills through the
people’s strengths. completion of activities such
as playing games,
brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3,
J.4)

Test. - It’s necessary that the student’s parents means during all the
EFL 4.1.2. I.EFL.4.2.1. stay together the student in order to help educative process.
Soccer him or her in the development of the
EFL 4.1.8. I.EFL.4.4.1. activities. - Consult to the teacher
Phrasal Verbs about any doubt.
Sports around Oral communication Oral Communication -The student will appreciate power point
the world - Look after that the
EFL 4.2.1. I.EFL.4.6.1. students fulfill with the
Roller Coaster different assignments.
knowledge about:
(Listenig) EFL 4.2.2. I.EFL.4.8.1.
-The student´s parent has
History of to be working with the
soccer student during the class in
with the teacher in order to help the
the zoom application.
Extreme sports
Roller Coaster Feedback
(Speaking) -Reinforce his/her knowledges with short
readings.
The history of Reading Reding -Learn more new vocabulary.
soccer I.EFL.4.11.1. -Review the visual resources sent by the
Uniforms EFL 4.3.2. teacher.
The history if ministry of education.
Bakken -If it is necessary the parents can contact
Amusement with the teacher.
Park.
My favorite Writing Writing Techniques
sports moment.
EFL 4.4.2. REF. ( I.EFL.4.17.1.) Observation
I.EFL.4.15.1. Interrogation
EFL 4.4.5. Others
REF. (I.EFL.4.16.1
EFL 4.4.7. Instruments
Questionaries
Maps
Interviews
Objective tests
Projects
Checklist
Rubrics
others

Amusements
parks around EFL 4.5.1. I.EFL.4.18.1.
the world
EFL 4.5.11. I.EFL.4.22.1.
Synchronized
swimming

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FIRST TERM

PROYECTO 1 ACTIVIDAD DISCIPLINAR

I.EFL.2.14.1. Learners can

EFL.2.4.6. Write a short simple I.EFL.2.19.1. Learners can

EFL.2.5.9. Use creative thinking

PLANIFICACIÓN PARA ESTUDIANTES NEE

Let´s to count 1 INDEPENDENT ACTIVITIES -The student´s parent has

EFL.2.3.5. I.EFL.2.14.1. Feedback

DONE BY: REVIEWED BY: APROVED BY:

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

FECHA: September 17,2021 FECHA: September 17,2021 FECHA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

Reading Reading Reading

EFL.2.3.2. Read a short simple text I.EFL.2.12.1. Learners can

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

FECHA: September 17,2021 FECHA: September 17,2021 FECHA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

I.EFL.3.12.1. Learners can

I.EFL.3.18.1. Learners can

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

I.EFL.3.18.1. Learners can

Language through the Arts Language through the Arts

DONE BY: REVIEWED BY: APROVED BY:

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

FECHA: September 17,2021 FECHA: September 17,2021 FECHA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

Dream catchers EFL 3.3.2. Show understanding of I.EFL.3.12.1. Learners can

EFL 3.3.9. Identify and use reading

DONE BY: REVIEWED BY: APROVED BY:

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

FECHA: September 17,2021 FECHA: September 17,2021 FECHA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

EFL 4.2.3. Follow and understand I.EFL.4.7.1. Learners can

I.EFL.4.17.1. Learners can

Language through the Arts Language through the Arts

PLANIFICACIÓN PARA ESTUDIANTES NEE

DONE BY: REVIEWED BY: APROVED BY:

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

FECHA: September 17,2021 FECHA: September 17,2021 FECHA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

EFL 4.5.1. Make use of main I.EFL.4.18.1. Learners can

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

PROYECTO 1 ACTIVIDAD DISCIPLINAR

EFL 4.2.2. Use a series of phrases I.EFL.4.8.1. Learners can

Language through the Arts Language through the Arts

EFL 4.5.1. Make use of main I.EFL.4.18.1. Learners can

EFL 4.5.11. Participate in creative I.EFL.4.22.1. Learners can

PLANIFICACIÓN PARA ESTUDIANTES NEE

Language through the Arts Language through the Arts

DONE BY: REVIEWED BY: APROVED BY:

DOCENTE: COMISION TECNICO PEDAGOGICA/JEFE DE AREA: DIRECTORA:

FIRMA: FRIMA: FIRMA:

FECHA: September 17,2021 FECHA: September 17,2021 FECHA:

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