Unit 3 5TH Basic

UNIDAD EDUCATIVA PARTICULAR AMAZÓNICA SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Raúl Abad Area: English as a Foreign Grade/Course: 4th BASIC Class:
Language
Unit number: 3 TEXTBOOK: BEEP 4 Unit Specific Objectives: O.EFL 3.1
Unit Title: Months Identify the main ideas and some
details of written and oral texts, in
order to interact with and to
develop an approach of critical
inquiry to a variety of texts.
O.EFL 3.4
Develop creative and critical thinking
skills to foster problem-solving and
independent learning using both
spoken and written English.
O.EFL 3.5
Use print and digital tools and
resources to investigate real-world
issues, answer questions or solve
problems.
TRANSVERSAL AXES: My school is great! PERIODS: STARTING WEEK: December 5
J.2. Our actions are carried
out with ethics, generosity,
integrity, coherence, and
honesty in mind.
S.4. We adapt to the
demands of working as part
of a team, understanding
the context and respecting
the ideas and contributions
of other people.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
Communication and cultural awareness CE.EFL.3.1. Cultivate an awareness of different cultures and identify
EFL 3.1.1 similarities and differences between them through oral and written literary
Ask simple basic questions in class about the world beyond their own immediate texts.
environment in order to increase their understanding of different cultures.
CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
STUDENT’S BOOK
communication features and express likes and dislikes while giving
Lesson 1 Vocabulary: Read and say. Ask your friends.
Lesson 2 Listen and read. Ask a friend recommendations in basic yet effective terms.
Lesson 3 Listen and name the month. Look and say in pairs CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and
Lesson 4 Read and listen to the story: “The Snow Monster” written communication in order to interact with others in social situations.
Lesson 5 Listen and sing. Read about Tessa and Max. Look and say
Lesson 6 CLIL. Read. Then listen and answer true or false. Read the incredible facts
Lesson 7 Beep`s World. Read and listen. Listen and say a tongue twister
ACTIVITY BOOK
All lessons
EFL 3.1.3
Exchange basic personal preferences with peers in order to express likes and dislikes.
STUDENT’S BOOK
Lesson 2 Listen and read. Ask a friend
Lesson 3 Listen and name the month. Look and say in pairs
Lesson 4 Read and listen to the story: “The Snow Monster”
ACTIVITY BOOK
All lessons
EFL 3.1.4
Use a variety of oral, print and electronic forms for social communication and for
writing to oneself. (Example: friendly notes, invitations, diary entries, notes to self,
electronic messages, etc.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
ORAL COMMUNICATION
EFL 3.1.5 CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main
Describe, read about, participate in or recommend a favorite activity, book, song or idea, speaker and situation in spoken texts set in familiar everyday contexts
other interest to various audiences. (Example: peers, other classes, teachers, other without having to decode every word.
adults, etc.)
CE.EFL.3.7. Listening for Information: Follow and identify key information in
STUDENT’S BOOK
short straightforward audio texts related to areas of immediate need or
Lesson 2 Listen and read. Ask a friend interest, provided vocabulary is familiar and visual support is present, and use
Lesson 3 Listen and name the month. Look and say in pairs these spoken contributions as models for their own.
Lesson 4 Read and listen to the story: “The Snow Monster” CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs
Lesson 5 Listen and sing. Read about Tessa and Max. Look and say clearly in class by asking questions or requesting clarification. Demonstrate
Lesson 6 CLIL. Read. Then listen and answer true or false. Read the incredible facts acquisition of skills taught in class, such as being able to spell out words or use
Lesson 7 Beep`s World. Read and listen. Listen and say a tongue twister some grammatical structures (albeit with frequent errors).
ACTIVITY BOOK
All lessons
Oral Communication
EFL 3.2.2
Be comfortable taking meaning from spoken texts containing words or sections
which are not understood. Be aware that understanding spoken texts does not
require decoding every single word.
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
EFL 3.2.3
Record key items of specific information from a heard message or description, either
in written form or by drawing a picture. (Example: letters of the alphabet, numbers,
quantities, prices and times, days, dates and months, etc.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
EFL 3.2.7
Identify the main idea of short, clear, simple messages and announcements and
understand sentences and frequently used expressions related to areas of immediate
relevance. (Example: follow verbal instructions for a game, ask for prices at a store,
follow simple classroom instructions, describe places nearby, etc.)
STUDENT’S BOOK
Lesson 6 CLIL. Read. Then listen and answer true or false. Read the incredible facts READING
Lesson 7 Beep`s World. Read and listen. Listen and say a tongue twister CE.EFL.3.11. Demonstrate comprehension of most of the details of a short
ACTIVITY BOOK simple online or print text and follow short instructions in simple experiments
All lessons and projects if illustrated through step-by-step visuals.
CE.EFL.3.12. Display an understanding of some basic details in short simple
EFL 3.2.8
cross-curricular texts from various sources by matching, labeling and
Spell out key vocabulary items using the English alphabet. (Example: names, colors,
answering simple questions, and use the information gathered in order to
animals, possessions, etc.) organize and discuss relationships between different academic content areas.
STUDENT’S BOOK CE.EFL.3.13. Show an ability to identify the meaning of specific content-based
Lesson 1 Vocabulary: Read and say. Ask your friends. words and phrases, with the aid of visual support, and use charts/mind maps
Lesson 2 Listen and read. Ask a friend to distinguish between fact/opinion and relevant/irrelevant information in
informational texts.
ACTIVITY BOOK
All lessons
EFL 3.2.15
Provide a simple description and/or opinion of a common object or a simple account
of something experienced. (Example: an Ecuadorian celebration, a class trip, a party,
a game played, etc.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
Reading
EFL 3.3.1
Understand most of the details of the content of a short simple text (online or print).
STUDENT’S BOOK
WRITING
Lesson 7 Beep`s World. Read and listen. Listen and say a tongue twister CE.EFL.3.16. Create a simple learning resource in order to record and practice
new words and demonstrate knowledge of their meanings.
ACTIVITY BOOK CE.EFL.3.17. Produce a short simple paragraph to describe people, places,
All lessons things and feelings in order to influence an audience and use linking words to
write other narratives on familiar subjects.
EFL 3.3.2
Show understanding of some basic details in short simple cross-curricular texts by
matching, labeling and answering simple questions.
STUDENT’S BOOK
Lesson 7 Beep`s World. Read and listen. Listen and say a tongue twister LANGUAGE THROUGH THE ARTS___
ACTIVITY BOOK
CE.EFL.3.21. Elaborate personal responses to both oral and written literary
All lessons
texts through pictures, audio/video or ICT in order to evaluate literary texts
EFL 3.3.3 using pre-established criteria, individually or in groups.
Identify the meaning of specific content-based words and phrases, with the aid of CE.EFL.3.24. Organize ideas and relevant information from literary texts using
visual support. group or class brainstorms and/or mind maps in order to enhance
STUDENT’S BOOK collaborative responses to literature.
ACTIVITY BOOK
All lessons
EFL 3.3.4
Distinguish between fact and opinion and relevant and irrelevant information in an
informational text through the use of mind maps/charts.
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
Writing
EFL 3.4.2
Write a short simple paragraph to describe yourself or other people, animals, places
and things, with limited support. (Example: by answering questions or using key
words).
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
EFL 3.4.3
Write a variety of short simple text-types, commonly used in print and online, with
appropriate language and layout. (Example: write a greeting on a birthday card,
name and address on an envelope, a URL for a website, an email address, etc.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
Language through the Arts
EFL 3.5.5
Evaluate literary texts (both written and oral, online, in video or in print) according to
pre-established criteria. (Example: completing a checklist, a chart, a personal
response, etc.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
EFL 3.5.6
Work in groups to create a brainstorm and/or draw a mind map to describe and
organize ideas or organize useful information from literary texts.
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
EFL 3.5.9
Engage in collaborative activities through a variety of student groupings to create
and respond to literature and other literary texts. (Example: small groups,
cooperative learning groups, literature circles, process writing groups, etc.)
STUDENT’S BOOK
ACTIVITY BOOK
All lessons
METHODOLOGICAL EVALUATION ACTIVITIES/

RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
This performance criteria could Student´s Book COMMUNICATION AND
be evaluated by: Student’s Audio CD CULTURAL AWARENESS
* Playing games in which Flashcards I.EFL.2.2.1. Learners can classify everyday
learners must pass objects Game cards objects and familiar places. Learners can
around the room. (Example: hot Activity Book compare objects from different cultural
potato, etc.) Digital Book contexts. Learners can say and recognize
• Practicing helpful classroom Posters ways to take care of the environment and
language in mini dialogues one’s surroundings. (J.3, S.1)
and/or chants (Example: Can I I.EFL.2.4.1. Learners can select pictures
borrow your eraser? Do you and/or short phrases that relate to
have a pencil? etc.) collaborating and sharing and express
• Completing a short survey personal preferences. (J.2, J.3, S.4)
about favorites or likes/dislikes ORAL COMMUNICATION
and then sharing ideas with a I.EFL.2.6.1. Learners can understand the
partner. main ideas in short simple spoken texts and
• Making a pie chart about the infer who is speaking and what the situation
things that are most liked in the is, without decoding every word. (I.3)
class. I.EFL.2.7.1. Learners can understand short
*Singing songs or chants that and simple spoken texts well enough to be
practice helpful language. able to pick out key items of information and
• Working in pairs and groups record them in writing or drawings, or
on a small project. physically act upon them. (I.3)
• Listening to very short READING
(spoken or recorded) I.EFL.2.12.1. Learners can understand a short
descriptions of scenes, and simple text
writing, coloring, or drawing on an everyday topic and successfully
items within them. complete a simple
• Showing the student some task to show that they have understood most
picture flashcards of familiar or some of it. (I.4)
vocabulary items and asking I.EFL.2.13.1. Learners can understand a short
them to say the words. simple environmental print text type and
• Ask the learner to sing a song successfully complete a simple task.
or recite a chant together with (Example: a sign, notice, menu, etc.) (I.3)
a group of friends or with the I.EFL.2.14.1. Learners can successfully use
teacher. Record the student’s simple online and print learning resources.
production with the recording (Example: flashcards, picture dictionaries,
device quite near to the word lists, etc.) (I.2)
student’s mouth and listen to WRITING
the recording to assess I.EFL.2.17.1. Learners can write words,
clarity of sounds, production of phrases, and short
phonemes, rhythm and simple sentences using the correct
intonation. conventions (spelling,
• Establishing a clear punctuation, capitalization, and handwriting
expectation of English use for or typography,
classroom functions. (Example: etc.), for making simple learning resources.
greeting, requesting, thanking, (I.3)
asking for repetition / I.EFL.2.18.1. Learners can write short simple
clarification, offering help, phrases and
taking leave, etc.) Informal sentences to show that they know how to
assessment could involve a star use simple grammar or vocabulary items. (I.3,
chart, with points for learners I.4)
who use L2 regularly. LANGUAGE THROUGH THE ARTS
• Reading a simple sentence, I.EFL.2.21.1. Learners can recognize, through
looking at the accompanying pictures or other media such as ICT, key
picture, and ticking yes/no. aspects of a story or literary text (both oral
(Example: This is a house. Yes, and written). (J.1, I.2)
etc.) I.EFL.2.23.1. Learners can demonstrate an
• Completing a gap in a affinity for a variety of literary texts by
sentence (print or online). responding within a range of physical,
(Example: Words: go, sleep. cognitive, and attitudinal manners and adapt
Sentence: Every day I --- to elements of a literary text to create a new
school, etc.) text. (I.1, I.4)
• Reading a short simple story
of just a few lines and ordering
simple pictures of familiar
objects.
• Reading a short simple text
and circling the correct answer.
(Example: Question: What’s her
name? Answer: Mary /
Sandra / Mia, etc.)
• Comparing and contrasting
information. (Example: learners
read simple price tags and
match them to the correct
sentences: This toy is cheap.
Those shoes are expensive, etc.)
Matching a simple short text to
the correct plan. (Example:
Text: a short simple description
about a zoo: The giraffes
are next to the pandas. Plan: a
simple map of the zoo, etc.)
• Identifying the main ideas in a
short simple cross-curricular
text. (Example: Text: short
descriptions of towns in
Ecuador;
Task: circle the correct photo,
etc.)
• Locating specific words on the
page and writing them in a list.
(Example: all the words
beginning with the sound /k/
or all the words that contain the
long /a:/ sound, etc.)
• Matching words to pictures.
(Example: under the picture of a
chair, learners write the word
chair with the five letters
of the word on the five lines
provided, etc.)
• Unscrambling words or
sentences and writing them out
correctly. (Example: Word:
veleen = eleven. Sentence:
There’s
– under – the chair. – a
backpack, etc.)
• Finding hidden questions in a
box and writing them down
with the correct punctuation
and capitalization. (Example:
does it live on a farm / does it
have two legs, etc.)
• Completing the gaps in a
sentence. (Example: My best
friend is ten --- old. --- name is
Carol. --- birthday is in May,
etc.)
• Completing a simple open-
ended sentence. (Example: For
breakfast I eat _______; In my
bedroom there is ______,
etc.)
• Listening to or reading stories
and drawing the main
characters.
• Choosing pictures of or
drawing the scenes of a literary
text.
• Participating in TPR activities
such as acting out the
movements of a character in a
story as it is read aloud.
• Moving to the rhythm of a
song or chant.
• Playing games in class or
doing puzzles
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
CLIL COMPONENTS: Math: Count the letters in your name

Art: Make a name card
PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Raúl Abad Coordinator: Rector: Hector Salan
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: January/10/2023 DATE: January/10/2023 DATE: January/10/2023

Unit 3 5TH Basic

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Unit 3 5TH Basic

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UNIDAD EDUCATIVA PARTICULAR AMAZÓNICA SCHOOL YEAR

METHODOLOGICAL EVALUATION ACTIVITIES/

CLIL COMPONENTS: Math: Count the letters in your name

PREPARED BY: REVISED BY: APPROVED BY:

DATE: January/10/2023 DATE: January/10/2023 DATE: January/10/2023

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