Prepare! Book 1 Annual & Unit Plans

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: Teachers: Grade/Course: Subject: Education:
Language English Sublevel 4

Department
2. TIME
Weekly course No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods
load
3. GENERAL OBJECTIVES
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtf ul and inquisitive manner,
maturely, and openly experiencing other cultures and languages from the secure standpoint of their own national and
cultural identity.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the
role of diversity in building an intercultural and multinational society.
OG.EFL 3 Access greater ﬂexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an
appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further
Objectives of the Area (language) learning and practice opportunities. Respect themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-todate English language texts, such as those
published on the web, for professional or general investigation, through the efficient use of ICT and reference tools where
required.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions effectively
and appropriately.
OG.EFL 7 Interact quite clearly, conﬁdently, and appropriately in a range of f ormal and informal social situations with a
limited but effective command of the spoken language (CEFR B1 level).
O.EFL.4.1 Identif y the main ideas, some details and inferences of written texts, in order to produce level-appropriate
critical analysis of familiar subjects and contexts.
O.EFL.4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL.4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal
interaction.
Objectives of the level / course O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a
means of communication and written expression of thought.
O.EFL.4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and
level-appropriate expressions in order to reach an effective command of spoken language.
Unit 2: CLIL- Culture: The United Kingdom

Unit 4: CLIL- Geography: People and continents
Unit 6: CLIL- Culture: Holidays in the United States
Unit 8: CLIL- Science: Robots
Unit 10: CLIL- Culture: The School of the Air
Unit 12: CLIL- Maths: Coins and money
4. TRANSVERSAL AXES : CLIL: Unit 14: CLIL- Culture: Important places around the
world
Unit 16: CLIL- Music: The orchestra
Unit 18: CLIL- Culture: Canada and the maple tree
Unit 20: CLIL- Art: Drawing and perspective
5. DEVELOPMENT OF PLANNIN G UNITS*

In the classroom
Unit No.: 0, 1 and 2 Name of Unit: All About me
Families
Unit 1:
*Talk and write about yourself
Unit 2:
*Talk about your family
*Ask and answer questions about how you feel
Specific objectives of the planning unit *Write about your partner
Evaluation Criteria Skills & Performance Descriptors
1. Communication And Cultural awareness

EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures
and groups (differentiated by gender, ability, generations, etc.) including the students’ own. (EGB8)
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.
* Learners can name similarities and differences between
different aspects of cultural groups. Learners can demonstrate
socially responsible behaviors at school, online, at home and in
the community, and evaluate their actions by ethical, safety
and social standards. (J .3, S.1, I.1) (ref.I.EFL.4.2.1.)
Culture: The United Kingdom

Unit 2. Video. Me and you
2. Oral Communication
EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
CE.EFL.4.8. Production – Accuracy and Intelligibility: environment and matters of immediate need in simple terms using grammatical structures learnt in class
Communicate needs and information clearly and in simple (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
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.
Learners can communicate personal information and basic EFL 4.2.15. Attempt to deal with practical, everyday communication demands within familiar contexts,
immediate needs and attempt to deal with other practical effectively and without undue effort. (EGB8)
everyday demands in familiar contexts, effectively and without
undue effort and using grammatical structures and vocabulary
seen in class (although there may be frequent, basic errors).
(I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
EFL 4.2.10. Sustain a conversational exchange on a f amiliar, everyday subject when carrying out a
collaborative/paired learning activity in which there are specific instructions for a task. (EGB8)
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively

in familiar and predictable conversational exchanges by asking
and answering follow-up questions, provided there are EFL 4.2.14. Ask and answer straightforward follow-up questions within familiar contexts, such as school and
opportunities to use repair strategies (e.g. asking f or family life, provided there are opportunities to ask for clarification, reformulation or repetition of key points.
clarification) and sustain conversational exchanges in pairs to (EGB8)
complete a task, satisfy a need or handle a simple transaction.
Learners can effectively participate in familiar and predictable
everyday conversational exchanges in order to complete a EFL 4.2.16. Attempt to initiate, maintain and end a conversation to satisf y basic needs and/or handle a simple
task, satisfy a need or handle a simple transaction, attempting transaction. (EGB8)
to use a range of repair strategies. (Example: asking for
clarification, etc.) (I.3, J .3, J.4) (ref.I.EFL.4.10.1.)
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
CE.EFL.4.7. Listening for Information: Follow and identify some dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
main ideas and details in short and straightforward spoken or
audio texts set in familiar contexts, when delivered slowly and
with visuals to provide contextual support. Use spoken
contributions in class as models for one’s own speech.
Learners can identify the main idea and some details in short EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
straightforward spoken audio texts set in familiar contexts
when the message is delivered slowly and there is other
contextual support. (Example: rules for a game, classroom
instructions, a dialogue in a scene from a cartoon or movie,
etc.) Learners can use other classmate’s contributions in class
as models for their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
EFL 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use
simple descriptive language to compare and make brief statements about objects and possessions. (Example:
family, school, living conditions, personal belongings, etc.) (EGB8)
CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is EFL 4.2.12. Describe habits, routines, past activities and experiences within the personal and educational
with reasonable ease, provided speech is given clearly, slowly domains. (EGB8)
and directly.
Learners can use simple language to describe, compare and
state facts about familiar everyday topics such as possessions,
classroom objects and routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S .4) (ref.I.EFL.4.9.1.) EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
activity, etc.) (EGB8)
Unit 0: Vocabulary: The alphabet. Numbers 1-20. Days of the week. Things in the classroom. Colours. Months.
Unit: 0 Pronunciation: The alphabet.
Unit 1. Vocabulary: Camera, phone, photo, friend, name, teacher. Countries. Nationalities.
Pronunciation: From.
Unit 2. Vocabulary: Family members. Adjectives describing how you feel.
Pronunciation: and.
3. Reading
EFL 4.3.5. Use everyday reference material in order to select

information appropriate to the purpose of an inquiry and relate ideas
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support from one written source to another. (EGB8)
ideas, answer inquiries, find relationships and relate ideas between different subject areas. EFL 4.3.7. Read, gather, view and listen to information from various
Learners can employ a range of reference materials and sources, both online and in print, in order to
sources in order to attempt to organize and discuss relationships
attempt to support ideas, answer inquiries, find relationships and relate ideas between different subject between academic content areas. (EGB8)
areas. (I.1, I.2, J.2) (ref.I.EF L.4.12.1.)
Unit 1 Reading: Two young sport stars

Unit 2. Pancake day. Three teenagers talk about their daily meals
4. Writing
EFL 4.4.6. Attempt to identify a variety of types and formats of potential resources and the value, purpose and
audience of each for use in the educational domain. (EGB8)
CE.EFL.4.16. Make use of simple learning resources, including
those created by one’s self, in order to compare and contrast EFL 4.4.3. Attempt to critically evaluate information from references, including those found on the web, and
information, and choose appropriate resources according to recommend print and digital sources to other learners. (EGB8)
the value, purpose and audience of each.
Learners can use and make simple learning resources, both
online and in print, in order to attempt to compare and
contrast information. Learners can choose appropriate EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
resources and attempt to critically evaluate the information in to demonstrate understanding and command of a topic.(EGB8)
these resources, according to the value, purpose and audience
of each. (I.1, I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
Unit 0: Grammar: a/an. This, that, these, those.

Unit 1: Grammar: Determiners: my, your, his, her. Be- affirmative, singular / plural, negative, singular / plural.
Unit 2: Grammar: Determiners: their, our. Possessive 's. Be - questions and short answers. Wh-questions
5. Language through the Arts
EFL 4.5.8. Evaluate and attempt to recommend literary texts (both written and oral, online, in video or in print)
according to pre-established criteria. (EGB8)
CE.EFL.4.21. Use pre-established criteria, including that which
is written by learners collaboratively, in order to evaluate and
recommend literary texts (written, online, oral, in video, etc.)
and the effectiveness of group work.
* Learners attempt to evaluate and recommend literary texts EFL 4.5.10. Attempt to collaboratively produce criteria for evaluating literary texts and the effectiveness of
(both written and oral, online, in video or in print) according to group work. (EGB8)
pre-established criteria. Learners can work in collaborative
groups to write their own criteria for attempting to evaluate
literary texts and the effectiveness of group work. (I.4, S.3, S.4,
J.3) (ref.I.EFL.4.21.1.)
Unit 0:
*Find the items from the word list, in the photos. Then look again and listen to the
conversation. Read and tick the correct responses. Then, listen and repeat the dialogue.
Practise in groups of three, using your names and the helpful phrases.
*Practice Grammar by completing the exercises with the Determiners: my, your, her, his
and be singular. Additional exercises can be found on pg. 137.
*Draw a picture of you and talk to your partner about it. Then play a game in groups
using the pictures and taking turns to speak.
*Read about people from different countries. Then read again and complete the table
with the correct information.
*Write about you and then find your country on the prov ided map. Now, find other
countries on the map and write the number.
*Listen and repeat the sentences to practice from. Then ask and answer with your
partner.
*Listen and complete the chant to practice nationalities.
*Practice Grammar by completing the exercises with be positive plural and be negative,
singular and plural. Finish the exercises found on pg. 137.
Methodological Strategies *Listen again and say the chant. Then complete the columns in the table with the 10
countries. Look at the examples in the table and complete the sentences.
*Write a similar chant.
Unit 1
*Read about the family and then complete the table with information about them.
Listen to the family words and repeat them.
*Listen and repeat the sentences to practice and.
*Practice Grammar by completing the exercises with their, our and possessive 's.
Additional exercises can be found on pg. 138.
*Complete te sentences about the family. Then look at the family for two minutes, close
the book and talk about it with your partner.
*Read about the family again and underline examples of their and our. Then complete
the sentences.
*Draw your family. Then ask and answer with your partner.
*Look at the pictures and complete the sentences with the word list. Then listen and
check. Repeat the sentences.
*Look at the picture story, listen and number the pictures. Listen again and write yes or
no.
*Practice Grammar by completing the exercises with be questions and short answers.
Additional exercises can be found on pg. 138. My home
Unit No.: 3 and 4 Name ofInUnit:
*Complete te conversations. My Things
pairs, practise the conversations you completed.
*Complete the information about you in the card. Then ask and answer about the
information you wrote.
*Write
Unit 3: about your partner with the information you found out.
*CLIL-about
*Talk Culture: Thehome
your United Kingdom. Look at the information about the United Kingdom.
*Then match
Write abouttheyour
countries andhome
partner's nationalities.
and yourListen,
room check and repeat. Look at the map
and 4:
unit pictures and read the information. Write the name of the country in the provided
spaces.
Talk aboutAnswer
whatthe questions
things about
you have got the information you read. Write the capital cities
at school
and theabout
Write colours of the
what is inflags. Then, listen and complete the table about each person.
your bag
Specific objectives of the planning unit Finally, make a poster about your country.
Unit 2
*Listen and repeat the letters of the alphabet. Then listen and write the names. Finally,
listen and repeat. Then ask and answer with your partner to practice spelling.
*Listen and repeat the numbers. Look at the pictures of birthday cakes and decide how
many candles are in each one. Write the number in words. Look at the cakes and listen
and match the people with the cakes. Write a letter in the box. Finally, listen to your
Evaluation Criteria teacher- write four numbers and then play the game. Skills & Performance Descriptors
*Listen and repeat, then write the days. Practice saying the days of the week with your
partner.
*Write
1. Communication
three questionsAnd
andCultural
walk around
Awareness
the class asking and answering with other
students.
*Listen
EFL and
4.1.2. repeat the
Recognize words
and about classroom
demonstrate objects.ofThen
an appreciation somepoint and say theand
commonalities words.
distinctions across cultures
Practice
and using
groups a/an with each
(differentiated word. ability, generations, etc.) including the students’ own. (EGB8)
by gender,
*Match the colours with the words. Then listen, check and repeat. Look at the words
CE.EFL.4.2. Recognize and demonstrate an appreciation of and say the color, not the word. Finally, write sentences with each picture.
commonalities between cultures as well as the consequences *Read the sentences and match them to the pictures. Then, complete the sentences with
of one’s actions while exhibiting socially responsible behaviors. this, that, these, those and a colour word. Finally, ask and answer about things in your
* Learners can name similarities and differences between classroom.
different aspects of cultural groups. Learners can demonstrate *Listen and repeat the words for months. Then, listen and repeat. Walk around the class
socially responsible behaviors at school, online, at home and in asking and answering the questions. Complete the chart with the information you found.
Unit 4 Geography: People and continents

Unit 4 Video. Things in your bag
everyday topics such as objects, possessions and routines in EFL 4.2.12. Describe habits, routines, past activities and experiences within the personal and educational
structured situations and short conversations. Interaction is domains. (EGB8)
with reasonable ease, provided speech is given clearly, slowly
and directly.
Learners can use simple language to describe, compare and EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
state facts about familiar everyday topics such as possessions, contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
classroom objects and routines in short, structured situations, activity, etc.) (EGB8)
interacting with relative ease. (I.3, I.4, S .4) (ref.I.EFL.4.9.1.)
Unit 3 Vocabulary: Rooms. Things in the home. Possessions in your room.

Unit 3 Pronunciation: Intonation in lists
Unit 3 Listening: Joelle and Rosa visit Paolo’s house
Unit 3 Speaking: Talk about your home
Unikt 4 Vocabulary: Personal possessions. Adjectives describing things
Unit 4 Pronunciation: Syllables
Unit 4 Listening: Emma phones to ask about her lost things
Unit 4 Speaking: Talk about what things you have got at school
3. Reading
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
famous people, descriptions, etc.) (EGB8)
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. EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
Learners can understand main ideas and some details in short appropriate topics. (EGB8)
simple online or print texts on familiar subjects, attempting to
use contextual clues to help identify the most relevant
information. (Example: title, illustrations, organiz
ation, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
Learners can understand main ideas and some details in short
information. (Example: title, illustrations, organization, etc.)
(I.2, I.4) (ref.I.EF L.4.11.1.)
Content
Unit 3 Readig: Teenagers describe their bedrooms
Unit 4: Cartoon story: Katie and Nat get ready to take Toby out
4. Writing
CE.EFL.4.16. Make use of simple learning resources, including
those created by one’s self, in order to compare and contrast EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
information, and choose appropriate resources according to to demonstrate understanding and command of a topic.(EGB8) hhhh
contrast information. Learners can choose appropriate
resources and attempt to critically evaluate the information in
Unit 3: Grammar: There is / There are… . In / on. Have got affirmative.

Unit 3: Write about your partner’s home Write about your room
Unit 4: Grammar: have got negative, have got questions and answers
Unit 4: Write about what's in your bag
Unit 4: Review: Units 1-4
5. Language Through The Arts

EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to create and respond to
literature and other literary texts. (EGB8)
CE.EFL.4.22. Show the ability to work collaboratively and to
participate effectively in a variety of student groupings by
employing a wide range of creative thinking skills through the
completion of activities such as playing games, brainstorming
and problem solving. EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-
* Learners can collaborate and participate effectively in a solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths.
variety of student groupings by employing a wide range of (EGB8)
creative thinking skills through the completion of activities
such as playing games, brainstorming and problem solving.
(S.2, S.4, J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.)
Content
Unit 4: CLIL- Geography: People and continents
Unit 3:
*Match the rooms in the pictures with the words in the box. Then match the things in
the pictures with the words in the box. Listen and number the rooms as you hear them.
*Practice Grammar by completing the exercises with there is / there are, in/on .
*Look at the examples in the table and complee the sentences with is/are and in/on.
*Look at the photos again and listen to the sentences. Write yes or no.
*Complete the sentences with There's or There are, then match them with the pictures.
*Tell your partner five things about your home.
*Write about your partners home.
*Listen and repeat. Find the things in the bedroom. Then read the magazine article and
match the people with the rooms.
*Complete the sentences. Then compare your answers with your partner.
Methodological Strategies *Practice Grammar by completing the exercises with positive have got. Additional
exercises can be found on pg. 139.
*Read the article and underline all examples of 've got, 's got and have got. Then
complete the sentences form the article and more sentences with the have got structure.
*Listen and repeat to practice saying lists. Then play in groups.
*Read the sentences about Sara's room and underline examples of also. Then take a
picture of your room or draw it. Write about it and use also in a couple of sentences.
Unit 4:
*Look at the pictures and say the names of the things you know. Then listen and check.
*Read the story and complete the sentences. Read it again and match the things by
marking the boxes. Then listen and check.
*Write sentences about the things in your bag.
*Listen and write the words in the table. Practice recognizing syllables.
*Practice Grammar by completing the exercises with have got. Additional Yes,exercises
we can! can
Unit No.: 5 and 6 be found on pg. 140. Name of Unit: Party time
*Listen to the sentences and underline the words you hear. Then complete the
sentences.
Unit 5:
**LookAsk,at the picture
answer for one
questions andminute. Then close your book and tell your partner what
write about
*you Talk
canabout
remember.
what you can do with your body
*Look
unit 6:at the picture and find the things from the word list.
Specific objectives of the planning unit **Listen
invite and
yournumber
partnerthe to asentences.
party Listen again and repeat. Talk about the picture with
*your
Write
partner.
a shopping list and an invitation tyo your party
*Write about your things using have got.
*Listen and tick the things that Emma has got.
*Practice Grammar by completing the exercises with have/ haven't. Additional exercises
Evaluation Criteria can be found on pg. 140. Skills & Performance Descriptors
*Talk with your partner about the things in the box.
*CLIL- Geography: People and continents. Read the texts, look at the sentences and write
1. Communication
yes or no. Then complete And theCultural Awareness
sentences with the name of the country. Match the
pictures with the weather words. Find seven continents on the map. Then find the
English
EFL 4.1.6.
names
Seekfor
andtheprovide
seven continents
informationinand
yourassistance,
dictionaryorally
or onorthe
in Internet.
writing and
Write
in online
the or face-to-face
interactions,
names in the for personal,
boxes. Look social
at the and
mapacademic purposes.
and ask and answer(EGB8)
about the countries and
continents. Finally, find a photo of your family. Write about them and your country.
CE.EFL.4.4. Demonstrate the ability to ask for and give *Review: Complete various exercises to review language content from units 1- 4.
information and assistance using appropriate language and
interaction styles in a variety of social interactions.
Learners can demonstrate an ability to give and ask for
information and assistance using level-appropriate language EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or
and interaction styles in online or face-to-face social and academic situations in order to communicate specific intentions in online and face-to-face interactions.
classroom interactions. (J .2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.) (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
greeting an authority figure, etc.) (EGB8)

commonalities between cultures as well as the consequences EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures
of one’s actions while exhibiting socially responsible behaviors. and groups (differentiated by gender, ability, generations, etc.) including the students’ own. (EGB8)
Learners can name similarities and differences between
Content
Unit 6: CLIL- Culture: Holidays in the United States
Unit 5. Video. What can you do
EFL 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal
and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school
activities, etc.) (EGB8)
CE.EFL.4.6. Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues
and/or prior knowledge.
EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using
Learnrs can grasp the general meaning of spoken texts set in concepts and vocabulary that have been studied in advance. (EGB8)
familiar everyday contexts and infer changes in the topic of
discussion, as well as attempt to 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. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
CE.EFL.4.7. Listening for Information: Follow and identify some

main ideas and details in short and straightforward spoken or EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
audio texts set in familiar contexts, when delivered slowly and movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
with visuals to provide contextual support. Use spoken contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
contributions in class as models for one’s own speech. dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
Learners can identify the main idea and some details in short
Content
Unit 5 Vocabulary: Activities and skills. Parts of the body.
Unit 5 Pronunciation: can / can't
Unit 5 Listening: A meeting in the park
Unit 5 Speaking: Ask and answer questions about what you can and can't do
Unit 5 Speaking: Talk about what you can do with your body
Unit 5 Video: What can you do?
Unit 6 Vocabulary: Food. Times: o'clock, (two) thirty
Unit 6 Pronunciation: some
unit 6 Listening: Four conversations with invitations to a party
unit 6 Speaking: Invite your partner to a party. I am sorry, WOuld you like too..., I'd love to
3. Reading
text.
(I.2, I.4) (ref.I.EF L.4.11.1.)
Content
Unit 5 Reading: He can't stand on his hands
Unit 6 Cartoon story: Making a cake for dad's birthday
Unit 6 Reading: Party invitations
4. Writing
EFL 4.4.1. Attempt to convey information and ideas through simple transactional or expository texts on familiar
subjects using ICT tools and conventions and features of English appropriate to audience and purpose. (EGB8)
CE.EFL.4.15. Express information and ideas 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 EFL 4.4.4. Write to describe feelings/opinions in order to attempt to effectively influence an audience. (Example:
and showing the ability to use these features appropriately in persuade, negotiate, argue, etc.) (EGB8)
one’s own writing.
* Learners can convey information and ideas and describe
texts on familiar subjects in order to attempt to influence an
audience, while attempting to recognize that different texts EFL 4.4.5. Attempt to recognize that various types of writing require different language, formatting and special
have different features and showing the ability to use these vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
(ref.I.EF L.4.15.1.)
Content
Unit 5 Grammar: Can/can't
Unit 5: Prepositions: Into, behind, under
Unit 5 Write about what you can do
Unit 6 Grammar: some, any, lots of. Prepositions: on, at, from, until
Unit 6 Writing: Write a shopping list for your party. Write an invitation to your party

CE.EFL.4.20. Create short, original literary texts in different CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian
genres, including those that reflect Ecuadorian cultures, using cultures, using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
a range of digital tools, writing styles, appropriate vocabulary
and other literary concepts.
* Learners can create short, original literary texts in different EFL 4.5.8. Evaluate and attempt to recommend literary texts (both written and oral, online, in video or in print)
genres, including those that reflect Ecuadorian cultures, according to pre-established criteria. (EGB8)
attempting to use a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts. (I.1, I.3)
(ref.I.EF L.4.20.1.)
Content
Unit 6 Culture: Holidays in the United States
Unit 5
*Look at the pictures in the table and then complete line 1 with the words list. Listen
and check.
*Look at the photo, listen and write yes or no.
*Practice Grammar by completing the exercises with can/can't. Additional exercises can
be found on pg. 141.
*Listen and repeat the sentences to practice can/can't.
*Write short answers to the questions in the box. Then ask and answer with a partner.
*Listen and underline the words you hear.
*Say what you can do and mark the correct column in the table. Then ask and answer
with a partner using can and can't. Complete the same table with your partner's
information.
*Read the sentences in the table. Then write three sentences about you and three
Methodological Strategies sentences about your partner. Use and, but, and or in your sentences.
*Look at the photos and match the parts of the body with the word list. Listen and
check. Repeat. Then listen again and point to the parts on your body as you hear them.
*Read te article and answer the questions. Additional exercises can be found on pg. 141.
*Ask and answer with your partner about what you can do with your body. Then walk
around the class and ask and answer the provided questions.
Unit 6
*Look at the pictures and say the names of the things you know. Then listen and check.
*Read the story and complete the sentences. Read it again and match the things by
marking the boxes. Then listen and check.
*Write sentences about the things in your bag.
*Listen and write the words in the table. Practice recognizing syllables.
*Practice Grammar by completing the exercises with have got. Additional exercises can
be found on pg. 140. F eeling good
Unit No.: 7 and 8 *Listen to the sentences Name andofunderline
Unit: the words you hear. Then complete Thingsthe
We do
sentences.
Unit 7:at the picture for one minute. Then close your book and tell your partner what
*Look
*you Talk
canabout what you like/don't like, are good /aren't very good at
remember.
**Look Tell your
at thepartner
pictureabout yourthe
and find breakf astfrom the word list.
things
**Listen
Write and
about your fthe
number riends
sentences. Listen again and repeat. Talk about the picture with
*yourWrite a simple 'problem' letter and reply to one
partner.
Specific objectives of the planning unit Unit
*Write 8: about your things using have got.
**Listen
Play aand
mimetickgame: Whatthat
the things am Emma
I doing?has got.
**Practice
Write a Grammar
blog aboutbyyou
completing the exercises with have/ haven't. Additional exercises
can be found on pg. 140.
*Talk with your partner about the things in the box.
*CLIL- Geography: People and continents. Read the texts, look at the sentences and write
yes or no. Then complete the sentences with the name of the country. Match the
pictures with the weather words. Find seven continents on the map. Then find the
Evaluation Criteria English names for the seven continents in your dictionary orSkills on the
&Internet.
Performance
WriteDescriptors
the
names in the boxes. Look at the map and ask and answer about the countries and
continents. Finally, find a photo of your family. Write about them and your country.
*Review: Complete various exercises to review language content from units 1- 4.
1. Communication And Cultural Awareness
EFL 4.1.6. Seek and provide information and assistance, orally or in writing and in online or face-to-face
interactions, for personal, social and academic purposes. (EGB8)
CE.EFL.4.4. Demonstrate the ability to ask for and give

and interaction styles in online or face-to-face social and academic situations in order to communicate specific intentions in online and face-to-face interactions.
classroom interactions. (J .2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.) (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
greeting an authority figure, etc.) (EGB8)
Content
Unit 8 CLIL- Science: Robots
Unit 7. Video. Feeling good
everyday topics such as objects, possessions and routines in EFL 4.2.12. Describe habits, routines, past activities and experiences within the personal and educational
structured situations and short conversations. Interaction is domains. (EGB8)
and directly.
classroom objects and routines in short, structured situations, EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
interacting with relative ease. (I.3, I.4, S .4) (ref.I.EFL.4.9.1.) contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
Content
Unit 7 Vocabulary: Sports and activities. Things that are good and bad for you
Unit 7 Pronunciation: word stress
Unit 7 Listening: Joelle Rosa and Paolo show each other their sports photos and see the boy in the park
Unit 7 Speaking: Talk about what you like, don’t like, are good at and not very good at Tell your partner about your breakfast
Unit 8 Vocabulary: Activities at an after-school club. Activities in the home. Make and do.
Unit 8 Pronunciation: Yes/No questions
unit 8 Listening: Suzy shows Mike photos of her afterschool clubs
Unit 8 Speaking: Play a mime game: What am I doing?
3. Reading
text.
(I.2, I.4) (ref.I.EF L.4.11.1.)
EFL 4.3.9. Attempt to demonstrate an ability to interact and engage with a wide range of ICT and classroom
resources in order to strengthen literacy skills and strategies. (EGB8)
CE.EFL.4.14. Display an ability to interact and engage with a
wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen literacy
skills and promote acquisition.
Learners can interact and engage with a wide range of ICT and EFL 4.3.10. Select from and attempt to evaluate a range of both physical and digital texts and materials in order
classroom resources and texts by selecting and attempt to to promote acquisition and develop an appreciation of the language. (EGB8)
evaluate them in order to strengthen literacy skills and
promote acquisition. (I.2, I.4, S.3, J.2, J.3) (ref.I.EFL.4.14.1.)
Content
Unit 7 Reading: Ask the doctor
Unit 8: Martin’s blog for the week Cartoon story: Sally wants some help
4. Writing
CE.EFL.4.15. Express information and ideas and describe subjects using ICT tools and conventions and features of English appropriate to audience and purpose. (EGB8)
while recognizing that different texts have different features
and showing the ability to use these features appropriately in
one’s own writing. EFL 4.4.4. Write to describe feelings/opinions in order to attempt to effectively influence an audience. (Example:
persuade, negotiate, argue, etc.) (EGB8)
Learners can convey information and ideas and describe
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) vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
(ref.I.EF L.4.15.1.)
Content
Unit 7 Grammar: like / don't like. Pronouns: him, her, it, me, us, you, them
Unit 7: Write about your friends Write a simple ‘problem’ letter and reply to one
Unit 8 Grammar: Present Continuous
Unit 8: Write a blog about you
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. (EGB8)
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 EFL 4.5.5. Attempt to gain an understanding of literary concepts such as genre, plot, setting, character, point of
and other literary concepts. view, theme and other literary elements in order to apply them to one’s own creative texts. (EGB8)
* Learners can create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,
attempting to use a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts. (I.1, I.3)
(ref.I.EF L.4.20.1.)
EFL 4.5.5. Attempt to gain an understanding of literary concepts such as genre, plot, setting, character, point of
view, theme and other literary elements in order to apply them to one’s own creative texts. (EGB8)
Content
unit 8: Science - Robots
Unit 7
*Match the pictures to the words in the box. Then listen and write the names, complete
the sentences and match them to the pictures. Finally, tell your partner what sport you
are good at.
*Underline the stress in the words. Then listen, check and repeat to practice
pronunciation for word stress.
*Practice Grammar by completing the exercises with like (positive and negative).
*Complete the table with informationa bout you and add two more activities. Then talk
to two friends about your information.
Methodological Strategies *Write about your friends and what they like to do.
*Read the letters to the doctor and match them to the doctor's answers. Read the tip of
the week and look at the five breakfasts. Tick three that are good for you.
*In pairs, complete the table with words from the box and add four of your own ideas.
*Write about a breakfast and then tell your partner about it.
*Practice Grammar by completing the exercises with pronouns. Additional exercises can
be found on pg. 143.
*Write a letter to the doctor. Read our partner's letter and answer it, using Dr. Smart's
sample answers.
Unit 8
*Match the activities to the after-school clubs. Listen and check. Then choose one club
Unit No.: for each day for you.Name
9 and 10 *Practice Finally,oflisten and write the the day for each photo. My day
Unit:
Grammar by completing the exercises with Present continuousInformation
(positive and
negative). Additional exercises can be found on pg. 144.
Unit
*Make 9: sentences from the words in the circles and compare with a partner.
**LookTalk at
about what you
the picture and and yourtopartner
listen do in the
the sentences. mornings.
Say yes or no for each sentence.
**Read
Compare yourblog
Martin's dayfor
- Say
thewhat
weekyou anddo and don't
decide whatdohis favourite after-school activity is.
*Then,
Write about
write what yourblog
a computer partner
aboutdoes
you bef oreMartin's
using school blog as an example.
Unit
*Read 10:
the story and complete the sentences and the diagram with the words from the
Specific objectives of the planning unit *box.
Find out and write about how often your friends use technology
*Make a list of what you do in your house and compare with your partner.
*Practice Grammar by completing the exercises with Present continous. Additional
*Listen and repeat to practice pronunciation for yes/no questions.
*Play the miming game in groups of three.
Evaluation Criteria *CLIL- Science: Robots. Read the text and decide why we have Skills & Performance
robots. Decide which Descriptors
are
dangerous, difficult, boring or fun. Then, using the word list, find the things in the
photos. Then match the
1. Communication Androbot names
Cultural to the photos. Now, listen to the sentences about
Awareness
each robot and find the wrong sentence and correct it. Finally, design and draw your own
robot
EFL and Recognize
4.1.2. tell each other about them. an appreciation of some commonalities and distinctions across cultures
and demonstrate
*Review:
and groups Complete variousbyexercises
(differentiated gender, to review
ability, language content
generations, from units
etc.) including the5- 8.
students’ own. (EGB8)

commonalities between cultures as well as the consequences EFL 4.1.9. Recognize the consequences of one’s actions by demonstrating responsible decision-making at school,
online, at home and in the community, while attempting to consider ethical standards, safety concerns, social
norms and mutual respect. (EGB8)
Content
Unit 10. CLIL- Science: Robots
Unit 9. Video. Daily Routine.
Unit 10. Videp. School subjects
meanings of unfamiliar words and phrases using context clues EFL 4.2.5. Understand most changes in the topic of discussion if people speak slowly. (EGB8)
Learnrs can grasp the general meaning of spoken texts set in
EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using
clues, provided speech is given slowly and clearly and there is concepts
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.) and vocabulary that have been studied in advance. (EGB8)
CE.EFL.4.7. Listening for Information: Follow and identify some

main ideas and details in short and straightforward spoken or
audio texts set in familiar contexts, when delivered slowly and
instructions, a dialogue in a scene from a ca
3. Reading
4. Writing
Methodological Strategies
Unit No.: 11 and 12 Name of Unit:
Specific objectives of the planning unit

Content
Unit 11 Vocabulary: Entertainment. Words with two meanings.
Unit 11 Pronunciation: Wh-questions.
Unit 11 Listening: José appears on TV – he’s f amous!
Unit 11. Speaking. Talk about music and TV
Unit 11 Speaking: Talk about music and TV Role play an interview with a famous perso
Unit 12 Vocabulary: Jobs and work. Food.
unit 12 Listening: A waiter takes an order for food in a caf é
Unit 12 Speaking: Role play ordering something in a café EP Get talking! Would you like a …? Yes, please. No, thank you
Unit 12. Role play- Ordering at a cafe
3. Reading
CE.EFL.4.11. Demonstrate comprehension of main ideas and EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or
some details in short simple texts on familiar subjects, making famous people, descriptions, etc.) (EGB8)
text.
simple online or print texts on familiar subjects, attempting to EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
use contextual clues to help identify the most relevant identify and understand relevant information in written level-appropriate text types. (EGB8)
(I.2, I.4) (ref.I.EF L.4.11.1.)
EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
appropriate topics. (EGB8)
EFL 4.3.7. Read, gather, view and listen to information from various sources in order to attempt to organize and
discuss relationships between academic content areas. (EGB8)
Content
Unit 11 Reading: Interview with a young tennis star
Unit 12 Reading: Sue describes what work her family do and what they are doing now Cartoon story: Jason works as a waiter for a day
CE.EFL.4.16. Make use of simple learning resources, including 4. Writing

those created by one’s self, in order to compare and contrast
information, and choose appropriate resources according to EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
the value, purpose and audience of each. to demonstrate understanding and command of a topic.(EGB8)
Content
Unit 11 Grammar: Adverbs of frequency: always, often, sometimes, never. Wh-questions.
Unit 11: Write ten questions to ask a famous person
Unit 12 Grammar: Present simple and present continuous. Can: requests and permission.
Unit 12: Write about what you eat, your favourite food and eating out in café
Unit 12 Review: Units 9-12
EFL 4.5.3. Attempt to make predictions, inferences and deductions to demonstrate different levels of meaning
of literary works presented orally or in digital form, including literal and implied meanings. (EGB8)
Learners can understand, and attempt to predict, infer and

deduce literal and implied meanings in short, simple, everyday
literary texts (online, oral or in print), especially when visual
support is provided. (I.2, I.3, I.4) (ref.I.EFL.4.18.1.) EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic, oral and written) to
understand short simple everyday stories, especially if there is visual support. (EGB8)
Content
Unit 12 CLIL- Maths: Coins and money.
Unit 11
*Look at the photo and answer the questions. Read the sentences about Jose and his
answers. Write yes or no
*Match the words and the meanings. Use a dictionary if necessary.
*Ask and answer with your partner about your favourites.
*Practice Grammar by completing the exercises with Adverbs of frequency: Always,
often, sometimes, never. Additional exercises can be found on pg. 147.
*Read about Sebastian Perez and choose the right words to complete the sentences.
*Practice Grammar by completing the exercises with Wh-questions. Additional exercises
*Listen and repeat to practice the Wh-questions. Then ask and answer the questions
with your partner.
*Complete each pair of sentences with a word from the box.
*Work with a partner and write 10 quetions to ask a famous person. Then take turns to
be a famour person and ask and answer the quetions.
Methodological Strategies Unit 12:
*Read about Sue's family and answer the questions. Then find the words from the box,
in the text. Decide if they are verbs or nouns and put them in the correct column. Then
listen and check.
*Make ten true sentences and compare with your partner.
*Practice Grammar by completing the exercises with Present simple and present
continuous. Additional exercises can be found on pg. 148.
*Complete the conversations with the verbs, using the present simple or present
continuous. Listen and check and then practise the conversations with your partner.
*Read the story and choose the correct word. Then match the questions with the
answers.
*Practice Grammar by completing the exercises with can: requests and permission.
*Match the pictures with things on the menu. Then listen and check.
*Listen and complete the conversation and then practise with your partner.
*Have a conversation in a caf e. Take turns to be the waiter and use the provided
phrases.
*CLIL- Maths: Look at the coins and match them with the numbers in the box. Read and
Places
Unit No.: 13 and 14 think and choose theName correctofanswer.
Unit: Complete the problem with a partner.
GoingDo the
Out
sums, add the money and find the answers. Check and practise saying the sums with
Unit 13:
your partner. Do more problems, subtracting, multiplying and dividing. Practise saying
* Talk about with
places in your townIn pairs, write some money problems for another pair to
*the answers
Describe your
your favorite partner.
place and write about it
answer.
Unit 14: Finally, find out what the money is called in another English-speaking country.
Specific objectives of the planning unit *Review: Complete various exercises to review language content from units 9- 12.
* Describe a picture.
* Say what you do on Saturday and Sunday
* Write a description of a scene
* Make plans for the weekend with your fiends

EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures
and groups (differentiated by gender, ability, generations, etc.) including the students’ own. (EGB8)
Learners can name similarities and differences between
Content
Unit 14 CLIL-Culture: Important places around the world
Unit 13 Video: Favorite places
and/or prior knowledge. EFL 4.2.5. Understand most changes in the topic of discussion if people speak slowly. (EGB8)
Learnrs can grasp the general meaning of spoken texts set in
clues, provided speech is given slowly and clearly and there is EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.) concepts and vocabulary that have been studied in advance. (EGB8)
Content
unit 13 Vocabulary: Places in a town. Adjectives describing places.
Unit 13 Listening: José and the friends run away from the photographers in the park
Unit 13 Speaking: Talk about places in your town Describe your favourite place in your town
Unit 14 Vocabulary: Picnic words. Phrases for going out.
Unit 14 Listening: Anya wants to meet her friends at the weekend
unit 14 Speaking: A memory game – describe a picture Say what you do on Saturday and Sunday EP Get talking! How are you? I’m good, thanks.
3. Reading
EFL 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an
inquiry and relate ideas from one written source to another. (EGB8)
CE.EFL.4.12. Use a range of reference materials and sources,
both online and in print, in order to support ideas, answer EFL 4.3.4. Attempt to find the most important information in print or online sources in order to support an idea
inquiries, find relationships and relate ideas between different or argument. (EGB8)
subject areas.
Learners can employ a range of reference materials and
sources, both online and in print, in order to attempt to
support ideas, answer inquiries, find relationships and relate
ideas between different subject areas. (I.1, I.2, J.2) EFL 4.3.7. Read, gather, view and listen to information from various sources in order to attempt to organize and
(ref.I.EF L.4.12.1.) discuss relationships between academic content areas. (EGB8)
some details in short simple texts on familiar subjects, making EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
use of contextual clues to identify relevant information in a identify and understand relevant information in written level-appropriate text types. (EGB8)
text.
Learners can understand main ideas and some details in short EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
simple online or print texts on familiar subjects, attempting to appropriate topics. (EGB8)
(I.2, I.4) (ref.I.EF L.4.11.1.)
Content
Unit 13 Reading: my favorite place
unit 14 Reading: Cartoon story: A picnic in the country doesn’t end well
4. Writing
CE.EFL.4.17. Show an ability to convey and organize EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing
information through the use of facts and details and by process”) to attempt to produce well-constructed informational texts. (EGB8)
employing various stages of the writing process, while using a
range of digital tools to promote and support collaboration,
learning and productivity.
Learners can convey and organize information through the use EFL 4.4.8. Convey and organize information using facts and details in order to attempt to illustrate diverse
of facts and details and by attempting to employ various stages patterns and structures in writing. (EGB8)
of the writing process, while using a range of digital tools to
promote and support collaboration, learning and productivity.
(I.1, I.3, S.4, J .2, J.4) (ref.I.EFL.4.17.1.)
EFL 4.4.9. Select and attempt to make effective use of a range of digital tools to write, edit, revise and publish
written work in a way that supports collaboration, learning and productivity. (EGB8)
Content
unit 13 Grammar: Is there a…? Are there any…? Prepositions: inside, outside, above, below, near.
Unit 13: Write about your favourite place
Unit 14 Grammar: Why…? Because. Let's… . Shall we…?
Unit 14: Write a description of a scene Make plans for the weekend with a friend
EFL 4.5.8. Evaluate and attempt to recommend literary texts (both written and oral, online, in video or in print)
according to pre-established criteria. (EGB8)
CE.EFL.4.21. Use pre-established criteria, including that which

is written by learners collaboratively, in order to evaluate and EFL 4.5.10. Attempt to collaboratively produce criteria for evaluating literary texts and the effectiveness of
recommend literary texts (written, online, oral, in video, etc.) group work. (EGB8)
and the effectiveness of group work.
Content
Project. Culture - Important places around the world
U:nit 13
*Look at the photos and answer the questions. Then compare with a partner. Find who
says the sentences.
*Look at the word map and at Rosa's photos. Match the photos to the places. Then
complete the sentences withthe places in a town.
*Make a word map of your town and other places you know. Then talk to your partner
about your town.
*Practice Grammar by completing the exercises with Is there a...? / Are there any...?.
*Look at the town plan and label six buildings with place names. In pairs, ask and answer
questions about your town. (Activity Unit 13- pg.126).
*Look at the photos, read the texts and match them with the photos. Then answer the
questions about the text. Find the adjectives from the word list in the text. Answer
questions and choose the correct word.
*Practice Grammar by completing the exercises with Prepositions: inside, outside, above,
Methodological Strategies below, near. Additional exercises can be found on pg. 149.
*Write the opposite of the provided adjectives.
*Read the previous text about places and talk to your partner about which one you like
the best.
*Write about your favorite place. Use adjectives in your writing to make it interesting to
read.
Unit 14:
*Read the story and look at the pictures, then choose the right words to complete the
sentences. Use the word list and find the things in the pictures. Then match the
sentences with the pictures. Finally, number the sentences in the order of the story.
*Practice Grammar by completing the exercises with Why...? / because. Additional
*Look at the story again and talk with your partner about what you can remember.
Write a description of picture 1.
*Listen and write the names in Anya's diary. Listen again and write the times.
*Talk to people in your classroom using the helpful phrases.
*Practice Grammar by completing the exercises with Let's.../ Shall we...? Additional
exercises can be found on pg. 150. Clothes
Unit No.: 15 and 16 *Practice the conversation Namewithof Unit:
a partner and change the times and places. Buy it!
*March the verbs with the words. S ome verbs might repeat.
Unit
*Tick15: the things which you do on Saturday and Sunday, then tell your partner.
**Look Talk at
about what you
the adverts andwear on different
choose occasions
two activities. Then write the activities and times in
*your Drawdiary.
a picture of you in carnival clothes and describe it for your partner to draw.
**Talk Describe thefriends
to three differences between
and make planstwo
forpictures.
the weekend, using the sample convesation.
**CLIL-
WriteCulture:
a description of paragraphs
Read the a person. and look at the pictures. Name the places and
decide
Unit 16:what countries they are in. Read the text again to check the answers from the
Specific objectives of the planning unit *table
Talkand
about what you the
to complete need forofan
rest activity
the table. you want
Match thetonumbers
do. with the words. Then
*listen
Act aout a conversation
and check. Practise in a shop
saying theand talk about
numbers shopping
with your partner. Ask and answer with a
partner using the information for activities on pages 127 and 129. Finally, in pairs, choose
a famous place from your country or another country. Use books or the Internet to
research, find a photograph and make a poster. Show it to the class.
EFL 4.1.6. Seek and provide information and assistance, orally or in writing and in online or face-to-face
interactions, for personal, social and academic purposes. (EGB8)
CE.EFL.4.4. Demonstrate the ability to ask for and give
academic situations in order to communicate specific intentions in online and face-to-face interactions.
and interaction styles in online or face-to-face social and (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
classroom interactions. (J .2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.) greeting an authority figure, etc.) (EGB8)
Content
Unit 16. Clil. Clothes and Textiles
Unit 15 Video: Clothes
EFL 4.2.10. Sustain a conversational exchange on a f amiliar, everyday subject when carrying out a
collaborative/paired learning activity in which there are specific instructions for a task. (EGB8)

in familiar and predictable conversational exchanges by asking
and answering follow-up questions, provided there are EFL 4.2.14. Ask and answer straightforward follow-up questions within familiar contexts, such as school and
opportunities to use repair strategies (e.g. asking f or family life, provided there are opportunities to ask for clarification, reformulation or repetition of key points.
clarification) and sustain conversational exchanges in pairs to (EGB8)
complete a task, satisfy a need or handle a simple transaction.
everyday conversational exchanges in order to complete a
task, satisfy a need or handle a simple transaction, attempting EFL 4.2.16. Attempt to initiate, maintain and end a conversation to satisfy basic needs and/or handle a simple
to use a range of repair strategies. (Example: asking for transaction. (EGB8)
clarification, etc.) (I.3, J .3, J.4) (ref.I.EFL.4.10.1.)
CE.EFL.4.9. Production – Fluency: Use simple language to EFL 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use
describe, compare and make statements about familiar simple descriptive language to compare and make brief statements about objects and possessions. (Example:
everyday topics such as objects, possessions and routines in family, school, living conditions, personal belongings, etc.) (EGB8)
structured situations and short conversations. Interaction is
and directly.
Learners can use simple language to describe, compare and EFL 4.2.12. Describe habits, routines, past activities and experiences within the personal and educational
classroom objects and routines in short, structured situations, domains. (EGB8)
interacting with relative ease. (I.3, I.4, S .4) (ref.I.EFL.4.9.1.)
EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar
contexts, provided that speech is given clearly, slowly and directly. (Example: an interview, an information gap
Content
Unit 15 Vocabulary: Clothes. Phrases for describing people.
Unit 15 Pronunciation: Plural noun endings /s/, /z/, /ɪz/
Unit 15 Listening: Paolo and José change clothes Two f riends look at photos of the carnival
Unit 15 Speaking: Talk about what you wear on different occasions Draw a picture of you in carnival clothes and describe it for your partner to draw
Unit 16 Vocabulary: Shopping. Prices.
unit 16 Listening: Conversations about what people need to buy Conversations about buying things
Unit 16 Speaking: Talk about what you need for an activity you want to do Act out a conversation in a shop Talk about shopping EP Get talking! Excuse me. Of course. Sure
3. Reading
CE.EFL.4.14. Display an ability to interact and engage with a EFL 4.3.9. Attempt to demonstrate an ability to interact and engage with a wide range of ICT and classroom
wide range of ICT and classroom resources and texts by resources in order to strengthen literacy skills and strategies. (EGB8)
selecting and evaluating them in order to strengthen literacy
skills and promote acquisition.
Learners can interact and engage with a wide range of ICT and
classroom resources and texts by selecting and attempt to
evaluate them in order to strengthen literacy skills and
promote acquisition. (I.2, I.4, S.3, J.2, J.3) (ref.I.EFL.4.14.1.)
EFL 4.3.10. Select from and attempt to evaluate a range of both physical and digital texts and materials in order
to promote acquisition and develop an appreciation of the language. (EGB8)
Content
Unit 16 Reading: Thie family all need to buy things.
Cartoon story: Buyuing some new jeans
4. Writing
CE.EFL.4.15. Express information and ideas and describe subjects using ICT tools and conventions and features of English appropriate to audience and purpose. (EGB8)
while recognizing that different texts have different features
and showing the ability to use these features appropriately in
* Learners can convey information and ideas and describe EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
feelings and opinions in simple transactional or expository to demonstrate understanding and command of a topic.(EGB8)
audience, while attempting to recognize that different texts
have different features and showing the ability to use these
(ref.I.EF L.4.15.1.)
Content
unit 15 Grammar: Plurals- spelling. Describing people: She has got/ is / is wearing…
Unit 15 Writing: Describe the differences between two pictures Write a description of a person
Unit 16 Grammar: Need + want. Too + adjective.

EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-
solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths.
CE.EFL.4.22. Show the ability to work collaboratively and to (EGB8)
and problem solving.
Learners can collaborate and participate effectively in a
variety of student groupings by employing a wide range of EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to create and respond to
creative thinking skills through the completion of activities literature and other literary texts. (EGB8)
(S.2, S.4, J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.)
Content
Unit 16 CLIL-Music: The orchestra.
Unit 15:
*Listen and choose the right words to complete the sentences.
*Look at the pictures of clothes and repeat. Then find the clothes.
*Ask and answer the questions with your partner about the things you wear.
*Practice Grammar by completing the exercises with Plurals-spelling. Additional
*Listen and repeat the words in the box to practice pronunciation for Plural noun endings
/s/, /z/, /ɪz/. Then listen and write the words on the table under the correct column.
*Look at both pictures and talk about the differences between them. Then find six
differences in the pictures.
*Look at the picture of the people at a carnival. Describe them by using the words in the
box. Complete the sentences about Mike's carnival photos. Listen again and complete
the sentences about Mike's mum and dad.
*Practice Grammar by completing the exercises f or Describing people. Additional
Methodological Strategies *Write three sentences about a person in your class and read them to the class.
Students guess the person's name.
*Imagine you are going to a carnival. Draw a picture of you with carnival clothes. In
pairs, describe your picure to your partner and list to his/her description. Then, compare
the pictures an say if they are similar or different.
Unit 16:
*Look at the pictures and find the things from the word list. Then listen and repeat.
*Read the story and decide if the sentences are right or wrong.
*Practice Grammar by completing the exercises with need / want. Additional exercises
*Listen and decide which shop they need. Then match the meanings of get and match
them to the sentences.
*Ask your partner to do an activity with you. Talk about what you need.
*Read the story and answer the questions.
*Practice Grammar by completing the exercises with too. Additional exercises can be
found on pg. 152.
*Listen and repeat the prices. Then, in pairws, write some prices and ask your partner to
say them. Comparing
Unit No.: 17 and 18 *Listen and completeName of Unit:
the conversations. Then practise them with a partner.
The Weather
*In pairs, complete the shopping conversation and act it with your partner.
*CLIL-17:
Unit Music: Read the text and match the parts of the orchestra diagram with the
*correct
Compare
colour.
yourListen
homeandwithdecide
the photos.
which part of the orchestra is playing. With a partner,
*talk Talk abouta
about howf amily
ofternday out. to orchestra music. Then listen to a piece of music and
yu listen
*ask Compare
and answer
things
theinquestions.
a picturfe Finally,
and write
findabout
somethem.
orchestra music on the Internet and
*listen
Describe
to it. aComplete
place andthe
sayfact
whay
fileyou
about
wantit. to
Play
goyour
there.
music to the class and talk about it
Unit
using18:
the fact file.
Specific objectives of the planning unit **Review:
Say howComplete
you feel about
variousthe
exercises
weather.to review language content from units 13-16.
* Answer a weather questionnaire
* Talk about holidays in your country
* Write a message for the weather website
* Write a holiday postcard
EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and literature from Ecuador and international
regions and cultures and identify similarities and differences and universal cultural themes. (EGB8)
Learners can compare and contrast oral traditions, myths,

folktales and literature from Ecuador and other cultures in
order to attempt to demonstrate an understanding of the
relationship between cultural practices and perspectives.
Learners can share cross-cultural experiences while naming
universal cultural themes. (I.2, S.1, S.2, J.1) (ref.I.EF L.4.1.1.)
EFL 4.1.3. Attempt to display an understanding of the relationship between the practices and perspectives of
different cultures by recognizing and sharing cross-cultural experiences and ideas. (EGB8)
Content
Unit 17 Video: Great places
Unit 18 Video: The weather
Unit 18 CLIL- Culture: Canada and the maple tree.
EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate
CE.EFL.4.8. Production – Accuracy and Intelligibility: environment and matters of immediate need in simple terms using grammatical structures learnt in class
Communicate needs and information clearly and in simple (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
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 EFL 4.2.9. Attempt to use new words and expressions which occur in conversations in the personal and
Learners can communicate personal information and basic educational domains, and make use of such terms and expressions wherever appropriate and necessary. (EGB8)
immediate needs and attempt to deal with other practical
everyday demands in familiar contexts, effectively and without
seen in class (although there may be frequent, basic errors).
(I.1, I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
Content
Unit 17 Vocabulary: Comparing houses. Days out
Unit 17 Pronunciation: than.
Unit 17 Listening: José invites the friends to his hotel and gives them tickets to his concert
Unit 17 Speaking: Compare your home with the photos Talk about a f amily day out
Unit 18 Vocabulary: Weather and temperature. Camping.
Unit 18 Pronunciation: vowel sounds.
Unit 18 Listening: F our short conversations
Unit 18 Speaking: Say how you feel about the weather Answer a weather questionnaire Talk about holidays in your country
3. Reading

some details in short simple texts on familiar subjects, making EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
use of contextual clues to identify relevant information in a identify and understand relevant information in written level-appropriate text types. (EGB8)
text.
information. (Example: title, illustrations, organization, etc.) EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
(I.2, I.4) (ref.I.EF L.4.11.1.) appropriate topics. (EGB8)
Content
Unit 17 Reading: Great days out – four exciting places to visit
Unit 18 Reading: What do you think about the weather? Three holiday postcards
4. Writing
CE.EFL.4.16. Make use of simple learning resources, including EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order
those created by one’s self, in order to compare and contrast to demonstrate understanding and command of a topic.(EGB8)
information, and choose appropriate resources according to
resources and
CE.EFL.4.15. Express
attempt information
to criticallyand
evaluate
ideas and
the describe
information in EFL 4.4.1. Attempt to convey information and ideas through simple transactional or expository texts on familiar
these resources,
feelings and opinions
according
in simple
to the
transactional
value, purpose
or expository
and audience subjects using ICT tools and conventions and features of English appropriate to audience and purpose. (EGB8)
of each.
texts on familiar
(I.1, I.3, I.4,
subjects
J.2, J.4)
in (ref.I.EFL.4.16.1.)
order to influence an audience,
while recognizing that different texts have different features EFL 4.4.4. Write to describe feelings/opinions in order to attempt to effectively influence an audience. (Example:
and showing the ability to use these features appropriately in persuade, negotiate, argue, etc.) (EGB8)
Learners can convey information and ideas and describe
have different features and showing the ability to use these vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
(ref.I.EF L.4.15.1.)
Content
Unit 17 Writing Grammar: Comparatives: short adjectives. Comparatives: long adjectives.
Unit 17 Writing: Compare things in a picture and write about them Describe a place and say why you want to go there
Unit 18 Grammar: Impersonal it. Prepositions with, for, until.
Unit 18: Write a message for the weather website Write a holiday postcard
(EGB8)
Learners can collaborate and participate effectively in a

variety of student groupings by employing a wide range of
such as playing games, brainstorming and problem solving. EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to create and respond to
(S.2, S.4, J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.) literature and other literary texts. (EGB8)
Content
Project. Survey on Canada
Unit 17
*Listen to part 1 and answer the questions. Then listen to part 2 and write yes or no.
Thenchange the no sentences to make them true.
*Look at the photos and tick Jose's house. Listen to part 2 again and check.
*Practice Grammar by completing the exercises with Comparatives: shot adjectives.
*Listen and repeat the sentences to practice pronunciation for
*Compare your home with the photos of the houses. Make sentences and tell your
partner.
*Talk about the picture in activity page 128, using comparatives and the words in the
box. Then write eight sentences about the picture.
*Read about the four days out for the family and answer the questions. Read about f our
families and choose the best day out for each family. Then compare your answers with a
partner.
*Practice Grammar by completing the exercises with Comparatives: long adjectives.
*Make sentences with the provided words from the boxes. Then read yor partner's
sentences and tick the ones you think are true. Then compare answers.
Methodological Strategies *Think of places for a day out with the family in your country. Tell your partner about
the places you want to visit and why.
*Choose one place you want to visit. Describe it and say why you want to go there.
Unit 18:
*Match the picures of the weather, with the words. Then listen and repeat.
*Read the messages, then match them to the questions on the website. Then find who
says what.
*Match the words with the same vowel sound. Then listen, check and repeat to practise
saying them.
*Practice Grammar by completing the exercises with Impersonal- it. Additional exercises
*Look at the questionaire and add three more questions. Then ask and answer with a
partner. Tell the class what you found out about your partner.
*Choose a question from the website and write a message about you.
*Look at the pictures and find the things from the word list. Then read the postcards and
match them with the pictures. Complete them with words from the first exercise. Then
answer the questions using the postcards.
*Complete the sentences with information about you and then compare answers with a
partner.
*Practice Grammar by completing the exercises with Prepositions: with,Going f or, until.
places
Unit No.: 19 and 20 Additional exercises can Name of Unit:
be found on pg. 154. A Russian Tale
*Listen to the onversations and read the questions. Tick the right picture.
Unit 19:
*You are on holiday in one of the places in the photos. Write a postcard to a friend.
*Then
Writereadquestions beginning
the postcard to thewith Where were you…..? And ask and answer them
class.
* Write WH questions
*CLIL-Culture: in the
Canada and thepast
maple tree. Talk with a partner about Canada. Write
unit
down 20:five things you know or would like to know. Then check the text to check your
Specific objectives of the planning unit *ideas.
Act out the endthe
Complete of the storybelow
phrases and write it down using the word list. Read the next text
the pictures
* Tellnumber
and a traditional story fin
the pictures rom
theyour
rightcountry
order. Then answer questions about it. Listen to
Jessica talk about maple syrup and tick the foods she likes to eat with maple syrup. Put
an x in the f ood she doesn't. Finally, find out more information about a famour foor or
drink from your country. Find a recipe using the special food or drink. Make a poster
with the information and show it to the class.

EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and literature from Ecuador and international
regions and cultures and identify similarities and differences and universal cultural themes. (EGB8)
EFL 4.1.1. Compare and contrast oral traditions, myths,
folktales and literature from Ecuador and international regions
and cultures and identify similarities and differences and
universal cultural themes. (EGB8)
Learners can compare and contrast oral traditions, myths,
folktales and literature from Ecuador and other cultures in EFL 4.1.3. Attempt to display an understanding of the relationship between the practices and perspectives of
order to attempt to demonstrate an understanding of the different cultures by recognizing and sharing cross-cultural experiences and ideas. (EGB8)
relationship between cultural practices and perspectives.
Learners can share cross-cultural experiences while naming
universal cultural themes. (I.2, S.1, S.2, J.1) (ref.I.EF L.4.1.1.)
Content
Project. Draw or paint a picture.
EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a
CE.EFL.4.7. Listening for Information: Follow and identify some movie or cartoon (or other age-appropriate audio-visual presentations) if delivered slowly and visuals provide
main ideas and details in short and straightforward spoken or contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a
audio texts set in familiar contexts, when delivered slowly and dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
when the message is delivered slowly and there is other EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
CE.EFL.4.6. Listening for Meaning: Understand and follow the EFL 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal
main idea in spoken texts set in familiar everyday contexts, and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school
provided speech is clear and articulate, and deduce the activities, etc.) (EGB8)
Learnrs can grasp the general meaning of spoken texts set in EFL 4.2.5. Understand most changes in the topic of discussion if people speak slowly. (EGB8)
clues, provided speech is given slowly and clearly and there is EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.) concepts and vocabulary that have been studied in advance. (EGB8)
Content
Unit 19 Vocabulary: At a concert. Travel and things to take with you.
Unit 19 Pronunciation: was.
Unit 19 Listening: Joelle, Rosa and Paolo go to José’s concert
Unit 19 Speaking: Write questions beginning Where were you …? and ask and answer them
Unit 20 Vocabulary: Words in a story.
Unit 20 Listening: The Flying Boat, Part 2
Unit 20 speaking: Act out the end of the3. story
Reading
Tell a traditional story f rom your country
text. EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to attempt to
identify and understand relevant information in written level-appropriate text types. (EGB8)
use contextual clues to help identify the most relevant EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a range of age- and level-
information. (Example: title, illustrations, organization, etc.) appropriate topics. (EGB8)
(I.2, I.4) (ref.I.EF L.4.11.1.)
Content
unit 19 Reading: An article about a scientist and explorer, Michael Fay
unit 20 Reading: The Flying Boat, Part
4. Writing
CE.EFL.4.6. Listening for Meaning: Understand and follow the and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school
main idea in spoken texts set in familiar everyday contexts, activities, etc.) (EGB8)
* Learnrs can grasp the general meaning of spoken texts set in
familiar everyday contexts and infer changes in the topic of EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using
discussion, as well as attempt to deduce the meanings of concepts and vocabulary that have been studied in advance. (EGB8)
clues, provided speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
Content
Unit 19 Grammar: Past simple: be. Wh- questions in the present and past.
Unit 19: Write Wh questions in the past
Unit 20 Grammar: Past simple: affirmative and negative.
Unit 20: Write a different end to the story
5.Unit 20 Review:
Language UnitsThe
Through 17-20
Arts
EFL 4.5.6. Attempt to create an effective voice using a variety of ICT tools, writing styles and typical features of a
genre to create stories, poems, sketches, songs and plays, including those that reflect traditional and popular
CE.EFL.4.20. Create short, original literary texts in different Ecuadorian cultures. (EGB8)
genres, including those that reflect Ecuadorian cultures, using
a range of digital tools, writing styles, appropriate vocabulary
Learners can create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures, EFL 4.5.6. Attempt to create an effective voice using a variety of ICT tools, writing styles and typical features of a
attempting to use a range of digital tools, writing styles, genre to create stories, poems, sketches, songs and plays, including those that reflect traditional and popular
appropriate vocabulary and other literary concepts. (I.1, I.3) Ecuadorian cultures. (EGB8)
(ref.I.EF L.4.20.1.)
CE.EFL.4.22. Show the ability to work collaboratively and to (EGB8)
* Learners can collaborate and participate effectively in a
variety of student groupings by employing a wide range of
(S.2, S.4, J.1, J.2, J.3, J.4) (ref.I.EFL.4.22.1.)
Content
Unit 20 CLIL-Art: Drawing and perspective
Unit 19:
*Listen and number the photos in the right order. Then complete the descriptions of
each photo with a words form the box.
*Practice Grammar by completing the exercises with Past simple: be. Additional
*Listen and repeat the sentences to practise was.
*Put the words in the box in the right column. Then listen and check. Repeat and see if
you can add any words to the table.
*Read the first part of the article and look at the photos. Answer the questions. Read
the interview and check your answers. Then match the questions to the paragraphs in
the interview. F inally, matc the questions to the answers.
*Practice Grammar by completing the exercises with Wh- questions. Additional exercises
*Work with a partner. Write five questions in the present or past. Then ask your teacher
Methodological Strategies the questions.
Unit 20:
*Find the things from the word list in the pictures. Then read and listen and match the
people to the pictures. Finally, decide if the sentences are right or wrong. Correct the
wrong sentences.
*Practice Grammar by completing the exercises with Past simple: positive. Additional
*Look at the pictures and find Natasha and the King. Number the pictures in the right
order. Then listen to part 2 and check your answers. Listen again and match the
beginnings of the sentences with the endings.
*Practice Grammar by completing the exercises with Past simple: negative. Additional
*Correct the sentences about the story.
*In groups of five, read the end of the story on page 127 and act it for the class.
*Write a different end for the story. Then read each other's stories and say which ending
you like and why.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) *Think of a traditional story from your country and tell it to your group. Tell them why
7. OBSERVATIONS:
you like it.
*Kosta, J., & Williams, M. (n.d.). Cambridge English prepare! Student's
*CLIL-Art: book.
Drawing andLevel 1
perspective. In pairs, look at the two paintings, then ask and
*Cambridge English Prepare! Level 1 Online Workbook With answer
Downloadable
with yuor partner.
Audio. (2015).
Read the article about perspective and decide which painting
Cambridge Univ Pr. is an example of three-dimensional perspective. Work in pairs and answer the questions.
F inally,
*Davies, K., & Holdsworth, D. (2015). Prepare! Teacher's Book withfollow
DVDthe
andinstructions
Teacher'sto draw or paint a perspective picture. Use the provided
Resources Online. Cambridge University Press. drawing materials.
*Review: Complete various exercises to review language content from units 17-20.
Level 1
*Audio CD's level 1
*Video DVD' s level 1
*Presentation Plus DVD-ROM level 1
DONE BY: REVISED BY: APPROVED BY:
TEACHER (S): NAME: NAME:
Signature: Signature: Signature:
Date: Signature: Signature:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject:
Grade:
Weeks Periods Start End
2. Unit Plan Unit No. 0, 1 and 2

Unit Title Unit Specific Objectives
Unit 0
O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects
Unit 0 and contexts.
In the classroom Unit 1
unit 1 O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and
All About me written expression of thought.
Unit 2 Unit 2
Families O.EFL.4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL.4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-appropriate expressions in
order to reach an effective command of spoken language.
Transversal Axes CLIL: Unit 2: CLIL- Culture: The United Kingdom

2. UNIT PLAN
CE.EFL.4.2. Recognize and demonstrate an appreciation of 1. Communication And Cultural awareness

* Learners can name similarities and differences between EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender,
different aspects of cultural groups. Learners can demonstrate ability, generations, etc.) including the students’ own. (EGB8)
and social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Culture: The United Kingdom
Unit 2. Video. Me and you
CE.EFL.4.8. Production – Accuracy and Intelligibility:
Communicate needs and information clearly and in simple
terms, using grammatical structures learned in class (although EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in
there may be frequent errors), effectively and without undue simple terms using grammatical structures learnt in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.).
effort. Demonstrate an ability to make appropriate use of new (EGB8)
Learners can communicate personal information and basic
immediate needs and attempt to deal with other practical
everyday demands in familiar contexts, effectively and without EFL 4.2.15. Attempt to deal with practical, everyday communication demands within familiar contexts, effectively and without undue effort. (EGB8)
seen in class (although there may be frequent, basic errors). (I.1,
I.2, I.3, S.1) (ref.I.EFL.4.8.1.)
in familiar and predictable conversational exchanges by asking EFL 4.2.10. Sustain a conversational exchange on a familiar, everyday subject when carrying out a collaborative/paired learning activity in which there are
and answering follow-up questions, provided there are specific instructions for a task. (EGB8)
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. EFL 4.2.14. Ask and answer straightforward follow-up questions within familiar contexts, such as school and family life, provided there are opportunities to
ask for clarification, reformulation or repetition of key points. (EGB8)
everyday conversational exchanges in order to complete a task,
satisfy a need or handle a simple transaction, attempting to use
CE.EFL.4.7. Listening for Information: Follow and identify some EFL 4.2.16. Attempt to initiate, maintain and end a conversation to satisfy basic needs and/or handle a simple transaction. (EGB8)
amain
range of repair
ideas strategies.
and details (Example:
in short asking for clarification,
and straightforward spoken or
etc.)
audio(I.3, J.3,set
texts J.4)
in (ref.I.EFL.4.10.1.)
familiar contexts, when delivered slowly and
with visuals to provide contextual support. Use spoken EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the main idea/dialogue of a movie or cartoon (or other age-appropriate
contributions in class as models for one’s own speech. audio-visual presentations) if delivered slowly and visuals provide contextual support. (Example: an announcement of a bus delay, an intercom
Learners can identify the main idea and some details in short announcement at school, a dialogue supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
straightforward spoken audio texts set in familiar contexts when
the message is delivered slowly and there is other contextual
support. (Example: rules for a game, classroom instructions, a EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
dialogue in a scene from a cartoon or movie, etc.) Learners can
use other classmate’s contributions in class as models for their
own. (I.2, I.3,
CE.EFL.4.9. S.4) (ref.I.EFL.4.7.1.)
Production – Fluency: Use simple language to EFL 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use simple descriptive language to compare and
describe, compare and make statements about familiar make brief statements about objects and possessions. (Example: family, school, living conditions, personal belongings, etc.) (EGB8)
everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is with
reasonable ease, provided speech is given clearly, slowly and
directly. EFL 4.2.12. Describe habits, routines, past activities and experiences within the personal and educational domains. (EGB8)
classroom objects and routines in short, structured situations, EFL 4.2.13. Interact with reasonable ease in structured situations and short conversations within familiar contexts, provided that speech is given clearly,
interacting with relative ease. (I.3, I.4, S.4) (ref.I.EFL.4.9.1.) slowly and directly. (Example: an interview, an information gap activity, etc.) (EGB8)
Unit 0: Vocabulary: The alphabet. Numbers 1-20. Days of the week. Things in the classroom. Colours. Months.
Unit: 0 Pronunciation: The alphabet.
Unit 1. Vocabulary: Camera, phone, photo, friend, name, teacher. Countries. Nationalities.
Pronunciation: From.
Unit 2. Vocabulary: Family members. Adjectives describing how you feel.
Pronunciation: and.
CE.EFL.4.12. Use a range of reference materials and sources, 3. Reading
both online and in print, in order to support ideas, answer
inquiries, find relationships and relate ideas between different EFL 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written
source to another. (EGB8)
subject areas.
Learners can employ a range of reference materials and sources, EFL 4.3.7. Read, gather, view and listen to information from various sources in order to attempt to organize and discuss relationships between academic
content areas. (EGB8)
both online and in print, in order to attempt to support ideas,
answer inquiries, find relationships and relate ideas between Unit 1 Reading: Two young sport stars
different subject areas. (I.1, I.2, J.2) (ref.I.EFL.4.12.1.) Unit 2. Pancake day. Three teenagers talk about their daily meals
4. Writing
CE.EFL.4.16. Make use of simple learning resources, including EFL 4.4.6. Attempt to identify a variety of types and formats of potential resources and the value, purpose and audience of each for use in the educational
those created by one’s self, in order to compare and contrast domain. (EGB8)
information, and choose appropriate resources according to the
value, purpose and audience of each.
Learners can use and make simple learning resources, both EFL 4.4.3. Attempt to critically evaluate information from references, including those found on the web, and recommend print and digital sources to other
online and in print, in order to attempt to compare and contrast learners. (EGB8)
information. Learners can choose appropriate resources and
attempt to critically evaluate the information in these resources,
according to the value, purpose and audience of each. (I.1, I.3, EFL 4.4.2. Make and use a simple print or digital learning resource to compare and contrast information in order to demonstrate understanding and
I.4, J.2, J.4) (ref.I.EFL.4.16.1.) command of a topic.(EGB8)
Unit 0: Grammar: a/an. This, that, these, those.

Unit 1: Grammar: Determiners: my, your, his, her. Be- affirmative, singular / plural, negative, singular / plural.
Unit 2: Grammar: Determiners: their, our. Possessive 's. Be - questions and short answers. Wh-questions

CE.EFL.4.21. Use pre-established criteria, including that which is
written by learners collaboratively, in order to evaluate and
recommend literary texts (written, online, oral, in video, etc.) EFL 4.5.8. Evaluate and attempt to recommend literary texts (both written and oral, online, in video or in print) according to pre-established criteria.
and the effectiveness of group work. (EGB8)
* Learners attempt to evaluate and recommend literary texts
(both written and oral, online, in video or in print) according to
pre-established criteria. Learners can work in collaborative EFL 4.5.10. Attempt to collaboratively produce criteria for evaluating literary texts and the effectiveness of group work. (EGB8)
groups to write their own criteria for attempting to evaluate
literary texts and the effectiveness of group work. (I.4, S.3, S.4,
J.3) (ref.I.EFL.4.21.1.)
Methodological Strategies Resources Evaluation Activities / Techniques / Instruments

Unit 0: RESOURCES:
*Find the items from the word list, in the photos. Then look again Prepare! Student's Book
and listen to the conversation. Read and tick the correct responses. Level 1, Prepare! Online
Then, listen and repeat the dialogue. Practise in groups of three, Workbook Level 1,
using your names and the helpful phrases. Prepare! Teacher's Book
*Practice Grammar by completing the exercises with the Level 1, Teacher's
Determiners: my, your, her, his and be singular. Additional Resource Online Level 1,
exercises can be found on pg. 137. Audio CD's Level 1, Video
*Draw a picture of you and talk to your partner about it. Then play DVD's Level 1,
a game in groups using the pictures and taking turns to speak. Presentation Plus Level 1.
*Read about people from different countries. Then read again and BIBLIOGRAPHY:
complete the table with the correct information. *Kosta, J., & Williams, M.
*Write about you and then find your country on the provided map. (n.d.). Cambridge English
Now, find other countries on the map and write the number. prepare! Student's book.
*Listen and repeat the sentences to practice from. Then ask and Level 1
answer with your partner. *Cambridge English
*Listen and complete the chant to practice nationalities. Prepare! Level 1 Online
*Practice Grammar by completing the exercises with be positive Workbook With
plural and be negative, singular and plural. Finish the exercises Downloadable Audio.
found on pg. 137. (2015). Cambridge Univ
*Listen again and say the chant. Then complete the columns in the Pr.
table with the 10 countries. Look at the examples in the table and *Davies, K., &
complete the sentences. Holdsworth, D. (2015).
*Write a similar chant. Prepare! Teacher's Book
Unit 1 with DVD and Teacher's
*Read about the family and then complete the table with Resources Online.
information about them. Listen to the family words and repeat Cambridge University
them. Press. Level 1
*Listen and repeat the sentences to practice and. *Audio CD's level 1
*Practice Grammar by completing the exercises with their, our and *Video DVD's level 1
possessive 's. Additional exercises can be found on pg. 138. *Presentation Plus DVD-
*Complete te sentences about the family. Then look at the family ROM level 1
Specification
for two minutes, of Education Needsand talk about it with your partner. MATERIALS:
close the book Specification of the adapted material to be applied
*Read about the family again and underline examples of their and A3 paper, coloured
our. Then complete the sentences. pencils, pens, Workbook
*Drawby:
Prepared your family. Then ask and answer with your partner. pages 4-7, Revised
Online corpus
by: Approved by:
*Look at the pictures and complete the sentences with the word tasks.
Teacher:list. Then listen and check. Repeat the sentences. Area Director: Vice-Principal:
signature:
*Look at the picture story, listen and number the pictures. Listen Signature: Signature:
Date: again and write yes or no. Date: Date:
*Practice Grammar by completing the exercises with be questions
SCHOOL
and short LOGO:
answers. Additional exercises can be found on pg. 138. NAME OF THE SCHOOL: SCHOOL YEAR:
*Complete te conversations.
DINCU-Coordinaciòn de LenguaInExtranjera
pairs, practise the conversations
(ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
you completed.
*Complete the information about you in the card. Then ask and
answer about the information you wrote.
*Write about your partner with the information you found out.
*CLIL- Culture: The United Kingdom. Look at the information about
the United Kingdom. Then match the countries and nationalities.
Listen, check and repeat. Look at the map and pictures and read
the information. Write the name of the country in the provided
spaces. Answer the questions about the information you read.
Write the capital cities and the colours of the flags. Then, listen and
complete the table about each person. Finally, make a poster about
your country.
Unit 2
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITE
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITE
Timeframe
Teacher: Area/Subject: Grade:
Weeks
2. Unit Plan
Unit Title Unit Specifi
Unit 3
Unit 3 O.EFL.4.1 Identify the main ideas, some details and inferences of written te
My Home subjects and contexts.
Unit 4 O.EFL.4.6 Write short descriptive and informative texts related to persona
My Things and written expression of thought.
Unit 4
Transversal Axes
2. UNIT PLAN
Evaluation Criteria Skills & Perform
CE.EFL.4.2. Recognize and demonstrate an
appreciation of commonalities between 1. Communication And Cultural awareness
cultures as well as the consequences of one’s
actions while exhibiting socially responsible
behaviors.
* Learners can name similarities and EFL 4.1.2. Recognize and demonstrate an appreciation of some commonal
differences between different aspects of ability, generations, etc.) including the students’ own. (EGB8)
cultural groups. Learners can demonstrate
socially responsible behaviors at school,
online, at home and in the community, and
evaluate their actions by ethical, safety and
social standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Unit 4 Geography: People and continents
Unit 4 Video. Things in your bag
CE.EFL.4.9. Production – Fluency: Use simple

language to describe, compare and make EFL 4.2.11. Give short, basic descriptions of everyday activities and events
statements about familiar everyday topics and make brief statements about objects and possessions. (Example: fami
such as objects, possessions and routines in
structured situations and short conversations.
Interaction is with reasonable ease, provided
speech is given clearly, slowly and directly. EFL 4.2.12. Describe habits, routines, past activities and experiences within
Learners can use simple language to describe,
compare and state facts about familiar
everyday topics such as possessions,
classroom objects and routines in short, EFL 4.2.13. Interact with reasonable ease in structured situations and shor
structured situations, interacting with relative clearly, slowly and directly. (Example: an interview, an information gap acti
ease. (I.3, I.4, S.4) (ref.I.EFL.4.9.1.)
Unit 3 Vocabulary: Rooms. Things in the home. Possessions
Unit 3 Pronunciation: Intonation in lists
Unit 3 Listening: Joelle and Rosa visit Paolo’s ho
Unit 3 Speaking: Talk about your home
Unikt 4 Vocabulary: Personal possessions. Adjectives desc
Unit 4 Pronunciation: Syllables
Unit 4 Listening: Emma phones to ask about her los
Unit 4 Speaking: Talk about what things you have got
CE.EFL.4.11. Demonstrate comprehension of
main ideas and some details in short simple
texts on familiar subjects, making use of 3. Reading
contextual clues to identify relevant
information in a text.
Learners can understand main ideas and some
details in short simple online or print texts on EFL 4.3.1. Understand main points in short simple texts on familiar subject
familiar subjects, attempting to use contextual
clues to help identify the most relevant
information. (Example: title, illustrations,
organiz
ation, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) EFL 4.3.3. Attempt to find specific predictable information in short, simple
details in short simple online or print texts on
CE.EFL.4.16.
clues to helpMake usethe
identify of most
simplerelevant
learning Content
resources,
information. including
(Example: those created
title, by one’s
illustrations, Unit 3 Readig: Teenagers describe their bedroo
self, in order to
organization, compare
etc.) (I.2, I.4)and contrast
(ref.I.EFL.4.11.1.) Unit 4: Cartoon story: Katie and Nat get ready to take
information, and choose appropriate
resources according to the value, purpose and
audience of each. 4. Writing
Learners can use and make simple learning
resources, both online and in print, in order to
attempt to compare and contrast information.
Learners can choose appropriate resources
and attempt to critically evaluate the EFL 4.4.2. Make and use a simple print or digital learning resource to comp
information in these resources, according to command of a topic.(EGB8) hhhh
the value, purpose and audience of each. (I.1,
I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.)
Learners can use and make simple learning
resources, both online and in print, in order to
attempt to compare and contrast information.
Learners can choose appropriate resources
and attempt to critically evaluate the Unit 3: Grammar: There is / There are… . In / on. Have go
information in these resources, according to Unit 3: Write about your partner’s home Write about y
the value, purpose and audience of each. (I.1, Unit 4: Grammar: have got negative, have got questions
I.3, I.4, J.2, J.4) (ref.I.EFL.4.16.1.) Unit 4: Write about what's in your bag

CE.EFL.4.22. Show the ability to work
collaboratively and to participate effectively in
a variety of student groupings by employing a EFL 4.5.9. Engage in collaborative activities through a variety of student gr
wide range of creative thinking skills through
the completion of activities such as playing
games, brainstorming and problem solving.
* Learners can collaborate and participate
effectively in a variety of student groupings by
employing a wide range of creative thinking EFL 4.5.11. Participate in creative thinking through brainstorming, working
skills through the completion of activities such accept a variety of ideas and capitalize on other people’s strengths. (EGB8
as playing games, brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
(ref.I.EFL.4.22.1.)
Content
Unit 4: CLIL- Geography: People and continen
Methodological Strategies Resources

Unit 3: RESOURCES:
*Match the rooms in the pictures with the words in the box. Then match Prepare! Student's Book Level
the things in the pictures with the words in the box. Listen and number the 1, Prepare! Online Workbook
rooms as you hear them. Level 1, Prepare! Teacher's
*Practice Grammar by completing the exercises with there is / there are, Book Level 1, Teacher's
in/on . Additional exercises can be found on pg. 139. Resource Online Level 1, Audio
*Look at the examples in the table and complee the sentences with is/are CD's Level 1, Video DVD's Level
and in/on. 1, Presentation Plus Level 1.
*Look at the photos again and listen to the sentences. Write yes or no. BIBLIOGRAPHY:
*Complete the sentences with There's or There are, then match them with *Kosta, J., & Williams, M.
the pictures. (n.d.). Cambridge English
*Tell your partner five things about your home. prepare! Student's book. Level
*Write about your partners home. 1
*Listen and repeat. Find the things in the bedroom. Then read the *Cambridge English Prepare!
magazine article and match the people with the rooms. Level 1 Online Workbook With
*Complete the sentences. Then compare your answers with your partner. Downloadable Audio. (2015).
*Practice Grammar by completing the exercises with positive have got. Cambridge Univ Pr.
Additional exercises can be found on pg. 139. *Davies, K., & Holdsworth, D.
*Read the article and underline all examples of 've got, 's got and have got. (2015). Prepare! Teacher's
Then complete the sentences form the article and more sentences with the Book with DVD and Teacher's
have got structure. Resources Online. Cambridge
*Listen and repeat to practice saying lists. Then play in groups. University Press. Level 1
*Read the sentences about Sara's room and underline examples of also. *Audio CD's level 1
Then take a picture of your room or draw it. Write about it and use also in *Video DVD's level 1
a couple of sentences. *Presentation Plus DVD-ROM
Unit 4: level 1
*Look at the pictures and say the names of the things you know. Then MATERIALS:
listen and check. A3 paper, cut-out photos of
*Read the story and complete the sentences. Read it again and match the furniture and simple objects,
things by marking the boxes. Then listen and check. coloured pencils, Grammar
*Write sentences about the things in your bag. reference and practice p.139,
*Listen and write the words in the table. Practice recognizing syllables. vocabulary list p.131
*Practice Grammar by completing the exercises with have got. Additional (Student's book), Unit 3 p.16-
exercises can be found on pg. 140. 19 (workbook), online corpus
*Listen to the sentences and underline the words you hear. Then complete tasks.
the sentences.
*Look at the picture for one minute. Then close your book and tell your
Specification of Education
partnerNeeds
what you can remember. Specification of the adapted m
*Look at the picture and find the things from the word list.
*Listen and number the sentences. Listen again and repeat. Talk about the
picture with your partner.
Prepared by: *Write about your things using have got. Revised by:
Teacher: *Listen and tick the things that Emma has got. Area Director:
*Practice Grammar by completing the exercises with have/ haven't.
signature: Signature:
Date: *Talk with your partner about the things in the box. Date:
*CLIL-LOGO:
SCHOOL Geography: People and continents. Read the texts, look at the NAME OF THE SCHOOL:
sentences and write yes or no. Then complete the sentences with the
DINCU-Coordinaciòn
name of the country. de Match
LenguatheExtranjera
pictures (ACUERDO MINISTERIAL
with the weather words. Nro.
FindMINEDUC-ME-2015-00168-A de 01-12-2015)
seven continents on the map. Then find the English names for the seven
continents in your dictionary or on the Internet. Write the names in the
boxes. Look at the map and ask and answer about the countries and
continents. Finally, find a photo of your family. Write about them and your
country.
*Review: Complete various exercises to review language content from units
1-4.
ND PERFORMANCE CRITERIA FOR EGB AND BGU
E OF SCHOOL SCHOOL YEAR
ND PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 3 and 4

Unit Specific Objectives
nd inferences of written texts, in order to produce level-appropriate critical analysis of familiar
e texts related to personal information or familiar topics and use them as a means of communication
CLIL: Unit 4: CLIL- Geography: People and continents
Skills & Performance Descriptors
And Cultural awareness
iation of some commonalities and distinctions across cultures and groups (differentiated by gender,
own. (EGB8)
: People and continents

Things in your bag
ommunication
yday activities and events within familiar contexts and use simple descriptive language to compare
ssessions. (Example: family, school, living conditions, personal belongings, etc.) (EGB8)
es and experiences within the personal and educational domains. (EGB8)
ctured situations and short conversations within familiar contexts, provided that speech is given
w, an information gap activity, etc.) (EGB8)
in the home. Possessions in your room.

tion: Intonation in lists
and Rosa visit Paolo’s house
Talk about your home
ssessions. Adjectives describing things
unciation: Syllables
ones to ask about her lost things
what things you have got at school
Reading
e texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.) (EGB8)
ormation in short, simple texts in a range of age- and level-appropriate topics. (EGB8)
Content
ers describe their bedrooms
and Nat get ready to take Toby out
Writing
earning resource to compare and contrast information in order to demonstrate understanding and
re are… . In / on. Have got affirmative.

ner’s home Write about your room
ative, have got questions and answers
out what's in your bag
eview: Units 1-4
Through The Arts
gh a variety of student groupings to create and respond to literature and other literary texts. (EGB8)
gh brainstorming, working in groups, games and problem-solving tasks by showing the ability to
people’s strengths. (EGB8)
Content
phy: People and continents
Evaluation Activities / Techniques / Instruments

ification of the adapted material to be applied
sed by: Approved by:

Director: Vice-Principal:
ature: Signature:
: Date:
ME OF THE SCHOOL: SCHOOL YEAR:
0168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMA
PLANNING BY SKILLS AND PERFORMA
2. Unit Plan
Unit Title
Unit 5
O.EFL.4.1 Identify the main ideas, some details and inferences of written
Unit 5 O.EFL.4.3 Independently read A2.1 level text in English as a source of en
Yes, we can! unit 6
Unit 6 O.EFL.4.2 Appreciate and value English as an international language and
Party time
Transversal Axes
Evaluation Criteria Skill
1. Communication And Cultural A
CE.EFL.4.4. Demonstrate the ability to ask for EFL 4.1.6. Seek and provide information and assistance, orally or in writi
and give information and assistance using (EGB8)
appropriate language and interaction styles in a
variety of social interactions.
Learners can demonstrate an ability to give and EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction
ask for information and assistance using level- intentions in online and face-to-face interactions. (Example: thanking, m
appropriate language and interaction styles in greeting an authority figure, etc.) (EGB8)
online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3) (ref.I.EFL.4.4.1.)
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.
Learners can name similarities and differences
EFL 4.1.2. Recognize and demonstrate an appreciation of some common
between different aspects of cultural groups.
generations, etc.) including the students’ own. (EGB8)
Learners can demonstrate socially responsible
behaviors at school, online, at home and in the
community, and evaluate their actions by
ethical, safety and social standards. (J.3, S.1, I.1)
(ref.I.EFL.4.2.1.)
Content
Unit 6: CLIL- Culture: Holidays in the U
Unit 5. Video. What can you
CE.EFL.4.6. Listening for Meaning: Understand

and follow the main idea in spoken texts set in 2. Oral Communication
familiar everyday contexts, provided speech is
clear and articulate, and deduce the meanings EFL 4.2.1. Understand phrases and expressions related to areas of most
of unfamiliar words and phrases using context slowly articulated. (Example: daily life, free time, school activities, etc.) (
clues and/or prior knowledge.
Learnrs can grasp the general meaning of

spoken texts set in familiar everyday contexts
and infer changes in the topic of discussion, as
well as attempt to deduce the meanings of
unfamiliar words and exchanges through the
use of context clues, provided speech is given
and follow the main idea in spoken texts set in
familiar everyday contexts, provided speech is
clear and articulate, and deduce the meanings
of unfamiliar words and phrases using context
Learnrs can grasp the general meaning of

spoken textsListening
CE.EFL.4.7. set in familiar everyday contexts
for Information: Follow and EFL 4.2.8. Follow main ideas in topics covered in other curricular subject
and infer changes in the topic
identify some main ideas and details of discussion,
in shortas advance. (EGB8)
well as attempt to deduce
and straightforward spokenthe or meanings
audio texts ofset in
unfamiliar
familiar words and
contexts, when exchanges
deliveredthrough the
slowly and
use ofvisuals
with context to clues,
provide provided
contextualspeech is given
support. Use
slowly
spokenand clearly andinthere
contributions classisassufficient
models for visual
one’s
support.
own speech. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
EFL 4.2.3. Follow and understand short, straightforward audio messages
Learners can identify the main idea and some presentations) if delivered slowly and visuals provide contextual suppor
details in short straightforward spoken audio supported by facial expressions/gestures and appropriate Content
intonation, et
texts set in familiar contexts when the message Unit 5 Vocabulary: Activities and skills. Pa
is delivered slowly and there is other contextual Unit 5 Pronunciation: can / c
support. (Example: rules for a game, classroom Unit 5 Listening: A meeting in th
instructions, a dialogue in a scene from a Unit 5 Speaking: Ask and answer questions about w
cartoon or movie,
CE.EFL.4.11. etc.) Learners
Demonstrate can use other
comprehension of Unit 5 Speaking: Talk about what you can
classmate’s
main ideas andcontributions
some details in class as models
in short simple for Unit 5 Video: What can you d
their own. (I.2, I.3, S.4) (ref.I.EFL.4.7.1.)
texts on familiar subjects, making use of Unit 6 Vocabulary: Food. Times: o'cloc
contextual clues to identify relevant information Unit 6 3. Reading som
Pronunciation:
in a text. unit 6 Listening: Four conversations with inv
unit 6 Speaking: Invite your partner to a party. I am sorry,
EFL 4.3.1. Understand main points in short simple texts on familiar subje
details in short simple online or print texts on Content
familiar subjects, attempting to use contextual Unit 5 Reading: He can't stand on
clues to help identify the most relevant Unit 6 Cartoon story: Making a cake for
information. (Example: title, illustrations, Unit 6 Reading: Party invitati
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.)
4. Writing
CE.EFL.4.15. Express information and ideas and
describe feelings and opinions in simple EFL 4.4.1. Attempt to convey information and ideas through simple tran
transactional or expository texts on familiar English appropriate to audience and purpose. (EGB8)
subjects in order to influence an audience, while
recognizing that different texts have different
features and showing the ability to use these EFL 4.4.4. Write to describe feelings/opinions in order to attempt to effe
features appropriately in one’s own writing.
* Learners can convey information and ideas
and describe feelings and opinions in simple
transactional or expository texts on familiar
subjects in order to attempt to influence an EFL 4.4.5. Attempt to recognize that various types of writing require diff
audience, while attempting to recognize 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) (ref.I.EFL.4.15.1.) Content
Unit 5 Grammar: Can/can
Unit 5: Prepositions: Into, behind
Unit 5 Write about what you c
Unit 6 Grammar: some, any, lots of. Prepositio
Unit 6 Writing: Write a shopping list for your party. Wr
5. Language through the ar
CE.EFL.4.20. Create short, original literary texts

in different genres, including those that reflect CE.EFL.4.20. Create short, original literary texts in different genres, inclu
Ecuadorian cultures, using a range of digital appropriate vocabulary and other literary concepts.
tools, writing styles, appropriate vocabulary and
other literary concepts.
* Learners can create short, original literary
texts in different genres, including those that
reflect Ecuadorian cultures, attempting to use a
range of digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)
(ref.I.EFL.4.20.1.)
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.
* Learners can create short, original literary
texts in different genres, including those that
reflect Ecuadorian cultures, attempting to use a
range of digital tools, writing styles, appropriate EFL 4.5.8. Evaluate and attempt to recommend literary texts (both writt
vocabulary and other literary concepts. (I.1, I.3)
(ref.I.EFL.4.20.1.)
Content
Unit 6 Culture: Holidays in the Uni
Unit 5 RESOURCES:
*Look at the pictures in the table and then complete line 1 with the words list. Prepare! Student's Book Level
Listen and check. 1, Prepare! Online Workbook
*Look at the photo, listen and write yes or no. Level 1, Prepare! Teacher's
*Practice Grammar by completing the exercises with can/can't. Additional Book Level 1, Teacher's
exercises can be found on pg. 141. Resource Online Level 1, Audio
*Listen and repeat the sentences to practice can/can't. CD's Level 1, Video DVD's Level
*Write short answers to the questions in the box. Then ask and answer with a 1, Presentation Plus Level 1.
partner. BIBLIOGRAPHY:
*Listen and underline the words you hear. *Kosta, J., & Williams, M. (n.d.).
*Say what you can do and mark the correct column in the table. Then ask and Cambridge English prepare!
answer with a partner using can and can't. Complete the same table with your Student's book. Level 1
partner's information. *Cambridge English Prepare!
*Read the sentences in the table. Then write three sentences about you and three Level 1 Online Workbook With
sentences about your partner. Use and, but, and or in your sentences. Downloadable Audio. (2015).
*Look at the photos and match the parts of the body with the word list. Listen and Cambridge Univ Pr.
check. Repeat. Then listen again and point to the parts on your body as you hear *Davies, K., & Holdsworth, D.
them. (2015). Prepare! Teacher's Book
*Read te article and answer the questions. Additional exercises can be found on with DVD and Teacher's
pg. 141. Resources Online. Cambridge
*Ask and answer with your partner about what you can do with your body. Then University Press. Level 1
walk around the class and ask and answer the provided questions. *Audio CD's level 1
*Video DVD's level 1
Unit 6 *Presentation Plus DVD-ROM
*Look at the pictures and say the names of the things you know. Then listen and level 1
check. MATERIALS:
*Read the story and complete the sentences. Read it again and match the things Paper, post-it notes, pens,
by marking the boxes. Then listen and check. Grammar reference and
*Write sentences about the things in your bag. practice p.141, vocabulary list
*Listen and write the words in the table. Practice recognizing syllables. p.132 (Student's book), Unit 5
*Practice Grammar by completing the exercises with have got. Additional exercises p.24-27 (workbook), online
can be found on pg. 140. video extra worksheet and
*Listen to the sentences and underline the words you hear. Then complete the corpus tasks, video-What can
sentences. you do?
*Look at the picture for one minute. Then close your book and tell your partner
what you can remember.
Specification*Look
of Education Needsand find the things from the word list.
at the picture
*Listen and number the sentences. Listen again and repeat. Talk about the picture
with your partner.
Prepared by: *Write about your things using have got.
Teacher: *Listen and tick the things that Emma has got.
*Practice Grammar by completing the exercises with have/ haven't. Additional
signature: exercises can be found on pg. 140.
Date: *Talk with your partner about the things in the box.
*CLIL- Geography: People and continents. Read the texts, look at the sentences and
SCHOOL
write LOGO:
yes or no. Then complete the sentences with the name of the country.
Match the pictures de
DINCU-Coordinaciòn with the weather
Lengua words.
Extranjera Find seven
(ACUERDO continentsNro.
MINISTERIAL on the map.
MINEDUC-ME-2015-00168-A de 01-12-2015)
Then find the English names for the seven continents in your dictionary or on the
Internet. Write the names in the boxes. Look at the map and ask and answer
about the countries and continents. Finally, find a photo of your family. Write
about them and your country.
ANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA
Timeframe Duration
Unit No. 5 and 6

me details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
vel text in English as a source of entertainment and interpersonal and intrapersonal interaction.
sh as an international language and a medium to interact globally.
CLIL: Unit 6: CLIL- Culture: Holidays in the United States
tion and assistance, orally or in writing and in online or face-to-face interactions, for personal, social and academic purposes.
xpressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
B8)
e an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability,
nts’ own. (EGB8)
Content
it 6: CLIL- Culture: Holidays in the United States
Unit 5. Video. What can you do
xpressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and
e, free time, school activities, etc.) (EGB8)
covered in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in
ort, straightforward audio messages and/or the main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual
d visuals provide contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a dialogue
ures and appropriate Content
intonation, etc.) (EGB8)
Vocabulary: Activities and skills. Parts of the body.
Unit 5 Pronunciation: can / can't
Unit 5 Listening: A meeting in the park
: Ask and answer questions about what you can and can't do
Speaking: Talk about what you can do with your body
Unit 5 Video: What can you do?
t 6 Vocabulary: Food. Times: o'clock, (two) thirty
3. Reading some
Unit 6 Pronunciation:
stening: Four conversations with invitations to a party
your partner to a party. I am sorry, WOuld you like too..., I'd love to
short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.) (EGB8)
Content
Unit 5 Reading: He can't stand on his hands
6 Cartoon story: Making a cake for dad's birthday
Unit 6 Reading: Party invitations
4. Writing
tion and ideas through simple transactional or expository texts on familiar subjects using ICT tools and conventions and features of
purpose. (EGB8)
opinions in order to attempt to effectively influence an audience. (Example: persuade, negotiate, argue, etc.) (EGB8)
various types of writing require different language, formatting and special vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
Content
Unit 5 Grammar: Can/can't
Unit 5: Prepositions: Into, behind, under
Unit 5 Write about what you can do
mmar: some, any, lots of. Prepositions: on, at, from, until
e a shopping list for your party. Write an invitation to your party
5. Language through the arts
erary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital tools, writing styles,
erary concepts.
ecommend literary texts (both written and oral, online, in video or in print) according to pre-established criteria. (EGB8)
Content
Unit 6 Culture: Holidays in the United States
Resources Evaluation Activities / Techniques / Instruments
ESOURCES:
repare! Student's Book Level
Prepare! Online Workbook
evel 1, Prepare! Teacher's
ook Level 1, Teacher's
esource Online Level 1, Audio
D's Level 1, Video DVD's Level
Presentation Plus Level 1.
IBLIOGRAPHY:
Kosta, J., & Williams, M. (n.d.).
ambridge English prepare!
tudent's book. Level 1
Cambridge English Prepare!
evel 1 Online Workbook With
ownloadable Audio. (2015).
ambridge Univ Pr.
Davies, K., & Holdsworth, D.
2015). Prepare! Teacher's Book
ith DVD and Teacher's
esources Online. Cambridge
niversity Press. Level 1
Audio CD's level 1
Video DVD's level 1
Presentation Plus DVD-ROM
vel 1
MATERIALS:
aper, post-it notes, pens,
rammar reference and
ractice p.141, vocabulary list
.132 (Student's book), Unit 5
.24-27 (workbook), online
deo extra worksheet and
orpus tasks, video-What can
ou do?
Specification of the adapted material to be applied
Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
ME-2015-00168-A de 01-12-2015)
End
5 and 6
familiar subjects and contexts.
olidays in the United States
al and academic purposes.
order to communicate specific

iends, answering in class,
d by gender, ability,
s, provided speech is clearly and

y that have been studied in
age-appropriate audio-visual
ouncement at school, a dialogue
ns, etc.) (EGB8)
and conventions and features of
rgue, etc.) (EGB8)
recipe, a letter, etc.) (EGB8)
gital tools, writing styles,

shed criteria. (EGB8)
uments
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRI
PLANNING BY SKILLS AND PERFORMANCE CRIT
Timeframe
Weeks
2. Unit Plan
Unit Title Unit Specific Ob
unit 7 unit 7
Feeling good O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order
unit 8 O.EFL.4.6 Write short descriptive and informative texts related to personal information
Things weDo expression of thought.
Transversal Axes
2. UNIT PLAN
Evaluation Criteria Skills & Performance
CE.EFL.4.4. Demonstrate the 1. Communication And Cultural Awarenes

ability to ask for and give
information and assistance using EFL 4.1.6. Seek and provide information and assistance, orally or in writing and in onlin
appropriate language and
(EGB8)
interaction styles in a variety of
social interactions.
Learners can demonstrate an
ability to give and ask for EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for form
information and assistance using intentions in online and face-to-face interactions. (Example: thanking, making promises
level-appropriate language and greeting an authority figure, etc.) (EGB8)
interaction styles in online or
face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
(ref.I.EFL.4.4.1.) Content
Unit 8 CLIL- Science: Robots
Unit 7. Video. Feeling good
CE.EFL.4.9. Production – Fluency:

Use simple language to 2. Oral Communication
describe, compare and make
statements about familiar
everyday topics such as objects, EFL 4.2.11. Give short, basic descriptions of everyday activities and events within familia
possessions and routines in statements about objects and possessions. (Example: family, school, living conditions, p
structured situations and short
conversations. Interaction is with EFL 4.2.12. Describe habits, routines, past activities and experiences within the persona
reasonable ease, provided
speech is given clearly, slowly
and directly.
Learners can use simple
language to describe, compare EFL 4.2.13. Interact with reasonable ease in structured situations and short conversatio
and state facts about familiar directly. (Example: an interview, an information gap activity, etc.) (EGB8)
Content
everyday topics such as Unit 7 Vocabulary: Sports and activities. Things that are goo
possessions, classroom objects Unit 7 Pronunciation: word stress
and routines in short, structured Unit 7 Listening: Joelle Rosa and Paolo show each other their sports pho
situations, interacting with Unit 7 Speaking: Talk about what you like, don’t like, are good at and not very good
relative ease. (I.3, I.4, S.4) Unit 8 Vocabulary: Activities at an after-school club. Activities in t
(ref.I.EFL.4.9.1.) Unit 8 Pronunciation: Yes/No questions
unit 8 Listening: Suzy shows Mike photos of her after
Unit 8 Speaking: Play a mime game: What am I
CE.EFL.4.11. Demonstrate
comprehension of main ideas
and some details in short simple 3. Reading
texts on familiar subjects,
making use of contextual clues
to identify relevant information
in a text.
Learners can understand main
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: n
ideas and some details in short
simple online or print texts on
familiar subjects,
CE.EFL.4.14. attempting
Display an abilitytoto
use contextual clues
interact and engage with to help
a wide
identify the most relevant
range of ICT and classroom
information.
resources and(Example: title,
texts by selecting
illustrations,
and evaluating organization,
them in orderetc.)
to EFL 4.3.9. Attempt to demonstrate an ability to interact and engage with a wide range o
(I.2, I.4) (ref.I.EFL.4.11.1.)
strengthen literacy skills and strategies. (EGB8)
promote acquisition.
Learners can interact and engage

with a wide range of ICT and
classroom resources and texts by EFL 4.3.10. Select from and attempt to evaluate a range of both physical and digital text
selecting and attempt to the language. (EGB8)
evaluate them in order to
CE.EFL.4.15.literacy
strengthen Expressskills
information
and
and ideasacquisition.
promote and describe feelings
(I.2, I.4, S.3, Content
and opinions
J.2, J.3) in simple
(ref.I.EFL.4.14.1.) Unit 7 Reading: Ask the doctor
transactional or expository texts Unit 8: Martin’s blog for the week Cartoon story: Sally w
on familiar subjects in order to
influence an audience, while
recognizing that different texts 4. Writing
have different features and
showing the ability to use these
features appropriately in one’s EFL 4.4.1. Attempt to convey information and ideas through simple transactional or exp
own writing. of English appropriate to audience and purpose. (EGB8)
Learners can convey information EFL 4.4.4. Write to describe feelings/opinions in order to attempt to effectively influenc
and ideas and describe feelings
and opinions in simple
transactional or expository texts EFL 4.4.5. Attempt to recognize that various types of writing require different language,
Content
on familiar subjects in order to Unit 7 Grammar: like / don't like. Pronouns: him, her, it, m
attempt to influence an Unit 7: Write about your friends Write a simple ‘problem’ lett
audience, while attempting to Unit 8 Grammar: Present Continuous
recognize that different texts Unit 8: Write a blog about you
have different features and Unit 8: Review: Units 5-8
showing the ability to use these 4. Language Through the Arts
features appropriately in one’s
CE.EFL.4.20. Create
own writing. (I.3, I.4,short,
S.3, J.2)
original literary texts in different
(ref.I.EFL.4.15.1.)
genres, including those that EFL 4.5.4. Create personal stories by adding imaginative details to real-life stories and si
reflect Ecuadorian cultures, using have read or heard. (EGB8)
a range of digital tools, writing
styles, appropriate vocabulary
* Learners can create short, EFL 4.5.5. Attempt to gain an understanding of literary concepts such as genre, plot, setti
original literary texts in different apply them to one’s own creative texts. (EGB8)
genres, including those that
reflect Ecuadorian cultures,
attempting to use a range of
digital tools, writing styles, EFL 4.5.5. Attempt to gain an understanding of literary concepts such as genre, plot, setti
appropriate vocabulary and apply them to one’s own creative texts. (EGB8)
other literary concepts. (I.1, I.3)
(ref.I.EFL.4.20.1.)
Content
unit 8: Science - Robots
Unit 7 RESOURCES:
*Match the pictures to the words in the box. Then listen and write the Prepare! Student's Book Level 1,
names, complete the sentences and match them to the pictures. Finally, Prepare! Online Workbook Level
tell your partner what sport you are good at. 1, Prepare! Teacher's Book Level
*Underline the stress in the words. Then listen, check and repeat to 1, Teacher's Resource Online
practice pronunciation for word stress. Level 1, Audio CD's Level 1, Video
*Practice Grammar by completing the exercises with like (positive and DVD's Level 1, Presentation Plus
negative). Additional exercises can be found on pg. 143. Level 1.
*Complete the table with informationa bout you and add two more BIBLIOGRAPHY:
activities. Then talk to two friends about your information. *Kosta, J., & Williams, M. (n.d.).
*Write about your friends and what they like to do. Cambridge English prepare!
*Read the letters to the doctor and match them to the doctor's answers. Student's book. Level 1
Read the tip of the week and look at the five breakfasts. Tick three that *Cambridge English Prepare!
are good for you. Level 1 Online Workbook With
*In pairs, complete the table with words from the box and add four of Downloadable Audio. (2015).
your own ideas. Cambridge Univ Pr.
*Write about a breakfast and then tell your partner about it. *Davies, K., & Holdsworth, D.
*Practice Grammar by completing the exercises with pronouns. (2015). Prepare! Teacher's Book
Additional exercises can be found on pg. 143. with DVD and Teacher's
*Write a letter to the doctor. Read our partner's letter and answer it, Resources Online. Cambridge
using Dr. Smart's sample answers. University Press. Level 1
Unit 8 *Audio CD's level 1
*Match the activities to the after-school clubs. Listen and check. Then *Video DVD's level 1
choose one club for each day for you. Finally, listen and write the the *Presentation Plus DVD-ROM
day for each photo. level 1
*Practice Grammar by completing the exercises with Present continuous MATERIALS:
(positive and negative). Additional exercises can be found on pg. 144. Large paper, coloured papers,
*Make sentences from the words in the circles and compare with a food cut-outs, the Internet, glue,
partner. notebook to create a diary,
*Look at the picture and listen to the sentences. Say yes or no for each Grammar reference and practice
sentence. p.143, vocabulary list p.132
*Read Martin's blog for the week and decide what his favourite after- (Student's book), Unit 7 p.32-35
school activity is. Then, write a computer blog about you using Martin's (workbook), online video extra
blog as an example. worksheet and corpus tasks,
Specification
*Read the storyof Education Needsthe sentences and the diagram with the video-Feeling good.
and complete Specification of the adapted mat
words from the box.
*Make a list of what you do in your house and compare with your
Prepared by: partner. Revised by:
*Practice Grammar by completing the exercises with Present continous.
Teacher: Additional exercises can be found on pg. 144. Area Director:
*Listen and repeat to practice pronunciation for yes/no questions.
signature: Signature:
Date: *Play the miming game in groups of three. Date:
*CLIL- Science: Robots. Read the text and decide why we have robots.
SCHOOL
DecideLOGO:
which are dangerous, difficult, boring or fun. Then, using the NAME OF THE SCHOOL:
word list, find the things in the photos. Then match the robot names to
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
the photos. Now, listen to the sentences about each robot and find the
wrong sentence and correct it. Finally, design and draw your own robot
and tell each other about them.
*Review: Complete various exercises to review language content from
units 5-8.
AND PERFORMANCE CRITERIA FOR EGB AND BGU
OF SCHOOL SCHOOL YEAR
AND PERFORMANCE CRITERIA
Timeframe Duration
Periods Start End
Unit No. 7 and 8

of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
d to personal information or familiar topics and use them as a means of communication and written
CLIL: Unit 8: CLIL- Science: Robots
n And Cultural Awareness
or in writing and in online or face-to-face interactions, for personal, social and academic purposes.
interaction styles for formal and informal social or academic situations in order to communicate specific
hanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
Content
IL- Science: Robots
ideo. Feeling good
Communication
and events within familiar contexts and use simple descriptive language to compare and make brief
chool, living conditions, personal belongings, etc.) (EGB8)
ences within the personal and educational domains. (EGB8)
ons and short conversations within familiar contexts, provided that speech is given clearly, slowly and
tc.) (EGB8)
Content
vities. Things that are good and bad for you
unciation: word stress
ach other their sports photos and see the boy in the park
good at and not very good at Tell your partner about your breakfast
chool club. Activities in the home. Make and do.
iation: Yes/No questions
Mike photos of her afterschool clubs
a mime game: What am I doing?
3. Reading
miliar subjects. (Example: news about sports or famous people, descriptions, etc.) (EGB8)
ngage with a wide range of ICT and classroom resources in order to strengthen literacy skills and
h physical and digital texts and materials in order to promote acquisition and develop an appreciation of
Content
ding: Ask the doctor
eek Cartoon story: Sally wants some help
4. Writing
mple transactional or expository texts on familiar subjects using ICT tools and conventions and features
mpt to effectively influence an audience. (Example: persuade, negotiate, argue, etc.) (EGB8)
equire different language, formatting and special vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
Content
. Pronouns: him, her, it, me, us, you, them
ite a simple ‘problem’ letter and reply to one
mar: Present Continuous
ite a blog about you
Review: Units 5-8
ge Through the Arts
s to real-life stories and situations, using appropriate vocabulary and elements of the literature learners
ts such as genre, plot, setting, character, point of view, theme and other literary elements in order to
ts such as genre, plot, setting, character, point of view, theme and other literary elements in order to
Content
Science - Robots
ation of the adapted material to be applied
by: Approved by:

rector: Vice-Principal:
re: Signature:
Date:
OF THE SCHOOL: SCHOOL YEAR:
0168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
PLANNING BY SKILLS AND PERFORMANCE CR
2. Unit Plan
Unit Title Unit Specific O
Unit 9
O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order
O.EFL.4.3 Independently read A2.1 level text in English as a source of entertainment an
Unit 9 unit 10
My day O.EFL.4.6 Write short descriptive and informative texts related to personal information
Unit 10 expression of thought.
Information
Transversal Axes
2. UNIT PLAN
Evaluation Criteria Skills & Performan
1. Communication And Cultural Awarene
EFL 4.1.2. Recognize and demonstrate an appreciation of some commonalities and disti
etc.) including the students’ own. (EGB8)
CE.EFL.4.2. Recognize and
demonstrate an appreciation of
commonalities between cultures
as well as the consequences of EFL 4.1.9. Recognize the consequences of one’s actions by demonstrating responsible d
one’s actions while exhibiting attempting to consider ethical standards, safety concerns, social norms and mutual res
socially responsible behaviors.
Content
CE.EFL.4.6. Listening for Meaning: Unit 9. Video. Daily Routine.
Understand and follow the main Unit 10. Videp. School subjects
idea in spoken texts set in 2. Oral Communication
familiar everyday contexts,
provided speech is clear and
articulate, and deduce the EFL 4.2.1. Understand phrases and expressions related to areas of most immediate prio
meanings of unfamiliar words slowly articulated. (Example: daily life, free time, school activities, etc.) (EGB8)
and phrases using context clues
Learnrs can grasp the general EFL 4.2.5. Understand most changes in the topic of discussion if people speak slowly. (E
meaning of spoken texts set in
familiar everyday contexts and
infer changes in the topic of EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help
discussion, as well as attempt to advance. (EGB8)
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. (I.3, S.1, J.4)
(ref.I.EFL.4.6.1.)
CE.EFL.4.7. Listening for
Information: Follow and identify
some main ideas and details in
short and straightforward spoken
or audio texts set in familiar
contexts, when delivered slowly
and with visuals to provide
contextual support. Use spoken
contributions in class as models EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the ma
for one’s own speech. presentations) if delivered slowly and visuals provide contextual support. (Example: an
Learners can identify the main supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
idea and some details in short
CE.EFL.4.8. Production – Accuracy
straightforward
and Intelligibility:spoken audio
Communicate
texts set
needs andininformation
familiar contexts
clearly
when
and inthe message
simple terms,isusing
delivered EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
slowly and there
grammatical is otherlearned in
structures
contextual
class (althoughsupport.
there(Example:
may be
rules for aerrors),
frequent game, effectively
classroom and
instructions,
without undue a dialogue
effort. in a scene
from a cartoonanorability
Demonstrate movie, make EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal backgr
toetc.)
Learners can use other
appropriate use of new words using grammatical structures learnt in class (although there may be frequent errors wit
classmate’s contributions
and expressions in social in class
as models for their own. (I.2, I.3,
interactions.
S.4) (ref.I.EFL.4.7.1.)
Learners can communicate
personal information and basic EFL 4.2.9. Attempt to use new words and expressions which occur in conversations in t
immediate needs and attempt to expressions wherever appropriate and necessary. (EGB8) Content
deal with other practical Unit 9 Vocabulary: Daily activities. Times: half past, q
everyday demands in familiar Unit 9 Pronunciation: Present simple endings /s/
contexts, effectively and without Unit 9 Listening: Joelle, Rosa and Paolo meet José outside the café
undue effort and using Unit 9 Speaking: Talk about what you and your partner do in the mornings Compa
grammatical structures and unit 9 Video: Daily routine
vocabulary seen in class Unit 10 Vocabulary: School subjects. Digital / elect
(although there may be frequent, Unit 10 Listening: Four people3.talk about their digital/e
Reading
basic errors). (I.1, I.2, I.3, S.1) Unit 10 Speaking: Find out how often your friends us
(ref.I.EFL.4.8.1.)
CE.EFL.4.11. Demonstrate Unit 10 Video: School subjects
comprehension of main ideas and
some details in short simple texts EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example:
on familiar subjects, making use
of contextual clues to identify
relevant information in a text.
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and l
Learners can understand main level-appropriate text types. (EGB8)
ideas and some details in short
familiar subjects, attempting to
use contextual clues to help
identify the most relevant EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a ran
information. (Example: title,
illustrations, organization, etc.)
(I.2, I.4) (ref.I.EFL.4.11.1.)
Content
Unit 9: My Brazil Blog
CE.EFL.4.17. Show an ability to Unit 10: Cartoon Story: Katie and Nat are doing h
convey and organize information
through the use of facts and 4. Writing
details and by employing various
stages of the writing process,
while using a range of digital
tools to promote and support EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreadin
collaboration, learning and informational texts. (EGB8)
productivity.
* Learners can convey and
organize information through the
use of facts and details and by
attempting to employ various EFL 4.4.8. Convey and organize information using facts and details in order to attempt t
stages of the writing process,
while using a range of digital
tools to promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
Content
CE.EFL.4.22. Show the ability to Unit 9 Grammar: Present simple - affirmative and
work collaboratively and to Unit 9: Write about what your partner does before school Com
participate effectively in a variety Unit 10 Grammar: Present simple – questions and short answers Ho
of student groupings by Unit 10: Write about how often your friends use t
employing a wide range of
creative thinking skills through 5. Language Through the Arts
the completion of activities such
as playing games, brainstorming
and problem solving. EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to cr
Learners attempt to evaluate and
recommend literary texts (both EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, ga
written and oral, online, in video and capitalize on other people’s strengths. (EGB8)
or in print) according to pre-
established criteria. Learners can
work in collaborative groups to Content
write their own criteria for Project - The School of the Air
attempting to evaluate literary
texts and the effectiveness of
unit 9:
group work. (I.4, S.3, S.4, J.3) RESOURCES:
*Listen and answer the questions. Then complete them with words in the
(ref.I.EFL.4.21.1.) Prepare! Student's Book Level 1,
box. Prepare! Online Workbook
*Look at the things you do in the morning and match the picures to the Level 1, Prepare! Teacher's
words in the box. Book Level 1, Teacher's
*Listen and read to Jose and Rosa and find two things that are different. Resource Online Level 1, Audio
*Practice Grammar by completing the exercises with Present simple. CD's Level 1, Video DVD's Level
Additional exercises can be found on pg. 145. 1, Presentation Plus Level 1,
*Make correct sentences from the words in the box. flashcards from Level 5.
*Listen and complete the table. Then listen and check to practice Present BIBLIOGRAPHY:
simple endings. *Kosta, J., & Williams, M. (n.d.).
*Tell your partner what you do in the mornings and then tell the class about Cambridge English prepare!
your partner. Student's book. Level 1
*Write about what your partner does in the mornings before school. *Cambridge English Prepare!
*Say what's the time by looking at each clock picture. Then draw six clocks in Level 1 Online Workbook With
your notebook. Listen and draw the time on each one. Downloadable Audio. (2015).
*Read Christine's blog and answer the questions about time. Read it again Cambridge Univ Pr.
and complete the sentences using the words in the box. *Davies, K., & Holdsworth, D.
*Practice Grammar by completing the exercises with Present simple. (2015). Prepare! Teacher's Book
Additional exercises can be found on pg. 145. with DVD and Teacher's
*Read about Themba and decide how your day is different. Tell your partner Resources Online. Cambridge
what you do and don't do. University Press. Level 1
*Write sentences about how your partner's day is different from Themba's *Audio CD's level 1
day. *Video DVD's level 1
Unit 10: *Presentation Plus DVD-ROM
*Look at the pictures and put the letters in the right order to make the school level 1
subjects. Then listen and check. MATERIALS:
*Read the story and answer the questions and then number the sentences in Small soft ball, big toy clock,
order. large sheets of A3 paper, board
*Practice Grammar by completing the exercises with Present simple pens, coloured pencils,
(questions). Additional exercises can be found on pg. 146. Grammar reference and
*Look at Katie's school timetable and complete questions and answers. Then practice p.145, vocabulary list
answer with information about you. Finally, make questions. Then ask and p.133 (Student's book), Unit 9
answer with your partner. p.40-43 (workbook), online
*Match the activities to the things in the photos Then, listen to four people video extra worksheet and
talking about the things in the photos. Write the things under the right corpus tasks, video- Daily
Specification
person of Education Needs routine.
*Tell your partner about your things and what you use them for.
*Practice Grammar by completing the exercises with How much..? / How
many...?.
Prepared by:Additional exercises can be found on pg. 146.
*Choose the right words to complete the questions. Then tick the answers
Teacher:
for you.
*Ask and answer the quiz questions with your partner.
signature:
*Make
Date: a table with six questions from the words in the boxes and write them
in the table. Complete the column with information about you. Ask three
friends and write short answers. Tell the class about your friends. Finally,
write four things about your friends, using and, but and also.
*CLIL- Culture: The School of the Air. Read part 1 of the text and choose the
correct words to complete the sentences. Read part 2 of the text and write
yes or no. Match the technology words in the box to the definitions. Finally,
chose one of the ideas for your project. Use a webcam at home and make a
video of your things, record your voice and describe your things as you film
SCHOOL LOGO:
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
Timeframe Duration
Unit No. 9 and 10

s and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
n English as a source of entertainment and interpersonal and intrapersonal interaction.
tive texts related to personal information or familiar topics and use them as a means of communication and written
CLIL: Unit 10: CLIL- Culture: The School of the Air
reciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations,
e’s actions by demonstrating responsible decision-making at school, online, at home and in the community, while
ety concerns, social norms and mutual respect. (EGB8)
Content
Unit 9. Video. Daily Routine.
Unit 10. Videp. School subjects
ns related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and
me, school activities, etc.) (EGB8)
pic of discussion if people speak slowly. (EGB8)
in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in
htforward audio messages and/or the main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual
provide contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a dialogue
appropriate intonation, etc.) (EGB8)
n class as models for their own. (EGB8)
es to describe aspects of personal background, immediate environment and matters of immediate need in simple terms
lthough there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
ressions which occur in conversations in the personal and educational domains, and make use of such terms and
sary. (EGB8) Content
bulary: Daily activities. Times: half past, quarter past/to
Pronunciation: Present simple endings /s/, /z/, /ɪz/
osa and Paolo meet José outside the café and talk about Rosa’s day
your partner do in the mornings Compare your day – say what you do and don’t do
unit 9 Video: Daily routine
ocabulary: School subjects. Digital / electronic items
ing: Four people3.talk about their digital/electronic items
Reading
aking: Find out how often your friends use technology
Unit 10 Video: School subjects
mple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.) (EGB8)
ustrations, organization, text outline and layout, etc. to attempt to identify and understand relevant information in written
information in short, simple texts in a range of age- and level-appropriate topics. (EGB8)
Content
Unit 9: My Brazil Blog
Cartoon Story: Katie and Nat are doing homework
4. Writing
ing, revising, peer editing and proofreading (i.e., “the writing process”) to attempt to produce well-constructed
sing facts and details in order to attempt to illustrate diverse patterns and structures in writing. (EGB8)
Content
rammar: Present simple - affirmative and negative.
hat your partner does before school Compare your partner’s day
simple – questions and short answers How much …? / How many …?
Write about how often your friends use technology
5. Language Through the Arts
rough a variety of student groupings to create and respond to literature and other literary texts. (EGB8)
ough brainstorming, working in groups, games and problem-solving tasks by showing the ability to accept a variety of ideas
GB8)
Content
Project - The School of the Air
ESOURCES:
repare! Student's Book Level 1,
repare! Online Workbook
Presentation Plus Level 1,
ashcards from Level 5.
IBLIOGRAPHY:
ambridge Univ Pr.
Audio CD's level 1
Video DVD's level 1
vel 1
MATERIALS:
mall soft ball, big toy clock,
rge sheets of A3 paper, board
ens, coloured pencils,
ractice p.145, vocabulary list
.133 (Student's book), Unit 9
.40-43 (workbook), online
orpus tasks, video- Daily
outine. Specification of the adapted material to be applied

Date: Date:
DUC-ME-2015-00168-A de 01-12-2015)
End
9 and 10
r subjects and contexts.
ication and written
he School of the Air
ender, ability, generations,
mmunity, while
ided speech is clearly and
ave been studied in

propriate audio-visual
ent at school, a dialogue
te need in simple terms
such terms and
(EGB8)
nt information in written
ll-constructed
GB8)
EGB8)
o accept a variety of ideas
ents
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
2. Unit Plan
Unit Title Unit Specific Objectives
Unit 11 unit 11
He's Famous O.EFL.4.2 Appreciate and value English as an international language and a medium
unit 12 O.EFL.4.9 Create a sense of awareness in terms of accuracy when learners interac
Working Life appropriate expressions in order to reach an effective command of spoken langu
unit 12
Transversal Axes
2. UNIT PLAN
Evaluation Criteria Skills & Performance Descripto
CE.EFL.4.1. Compare and contrast oral 1. Communication And Cultural Awareness

traditions and literature from Ecuador
and beyond in order to manifest an
EFL 4.1.3. Attempt to display an understanding of the relationship between the p
understanding of the relationship
recognizing and sharing cross-cultural experiences and ideas. (EGB8)
between cultural perspectives and
practices and by sharing cross cultural
experiences.
Content
Unit11. CLIL-Culture: Important places around the world
CE.EFL.4.9. Production – Fluency: Use

simple language to describe, compare 2. Oral Communication
and make statements about familiar
everyday topics such as objects,
possessions and routines in structured EFL 4.2.11. Give short, basic descriptions of everyday activities and events within
situations and short conversations. language to compare and make brief statements about objects and possessions.
Interaction is with reasonable ease, personal belongings, etc.) (EGB8)
provided speech is giv
EFL 4.2.12. Describe habits, routines, past activities and experiences within the pe
en clearly, slowly and directly.
Learners can use simple language to Content
describe, compare and state facts Unit 11with
EFL 4.2.13. Interact Vocabulary:
reasonableEntertainment. Words
ease in structured with two
situations meanings.
and short conve
about familiar everyday topics such as speech is given clearly, slowly Unitand
11 Pronunciation: Wh-questions.
directly. (Example: an interview, an informatio
possessions, classroom objects and Unit 11 Listening: José appears on TV – he’s famous!
routines in short, structured situations, Unit 11. Speaking. Talk about music and TV
interacting with relative ease. (I.3, I.4, Unit 11 Speaking: Talk about music and TV Role play an interview with a famo
S.4) (ref.I.EFL.4.9.1.)
CE.EFL.4.11. Demonstrate Unit 12 Vocabulary: Jobs and work. Food.
comprehension of main ideas and unit 12 Listening: A waiter takes an order for food in a café
3. Reading
Unittexts
some details in short simple 12 Speaking:
on Role play ordering something in a café EP Get talking! Would you like a …? Y
familiar subjects, making use of Unit 12. Role play- Ordering at a cafe
contextual clues to identify relevant EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Exam
information in a text. descriptions, etc.) (EGB8)
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline
Learners can understand main ideas
understand relevant information in written level-appropriate text types. (EGB8)
and some details in short simple online
or print texts on familiar subjects,
attempting to use contextual clues to
help identify the most relevant
information. (Example: title,
illustrations, organization, etc.) (I.2, I.4)
(ref.I.EFL.4.11.1.)
some details in short simple texts on
familiar subjects, making use of
CE.EFL.4.12. Use a range of reference
Learners can
materials andunderstand
sources, both main ideasand
online
and some
in print, in details
order toin support
short simple
ideas,online
or print inquiries,
answer texts on familiar subjects, and EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in
find relationships
attempting
relate ideas between differentclues
to use contextual to (EGB8)
subject
help identify the most relevant
areas.
information. (Example: title, EFL 4.3.7. Read, gather, view and listen to information from various sources in or
illustrations,
Learners can organization,
employ a range etc.)
of (I.2, I.4) relationships between academic content areas. (EGB8)
(ref.I.EFL.4.11.1.)
reference materials and sources, both Content
online and in print, in order to attempt Unit 11 Reading: Interview with a young tennis star
to support ideas, answer
Unit 12 inquiries,
Reading: Suefind describes what work her family do and what they are doing now Cartoon story: J
relationships and relate ideas between
different
CE.EFL.4.16.subject
Make areas. (I.1,
use of I.2, J.2)
simple
(ref.I.EFL.4.12.1.)
learning resources, including those
created by one’s self, in order to 4. Writing
compare and contrast information, and
choose appropriate resources
according to the value, purpose and
audience of each.
Learners can use and make simple EFL 4.4.2. Make and use a simple print or digital learning resource to compare an
learning resources, both online and in understanding and command of a topic.(EGB8)
print, in order to attempt to compare
and contrast information. Learners can
choose appropriate resources and
attempt to critically evaluate the
information in these resources, Content
according to the value, purpose and Unit 11 Grammar: Adverbs of frequency: always, often, sometimes, never. Wh-q
audience of each. (I.1, I.3, I.4, J.2, J.4) Unit 11: Write ten questions to ask a famous person
(ref.I.EFL.4.16.1.) Unit 12 Grammar: Present simple and present continuous. Can: requests and pe
Unit 12: Write about what you eat, your favourite food and eating out in

Learners can understand, and attempt
to predict, infer and deduce literal and EFL 4.5.3. Attempt to make predictions, inferences and deductions to demonstra
implied meanings in short, simple, presented orally or in digital form, including literal and implied meanings. (EGB8)
everyday literary texts (online, oral or
in print), especially when visual support EFL 4.5.1. Make use of main points in literary texts (authentic and semi-authentic
is provided. (I.2, I.3, I.4) everyday stories, especially if there is visual support. (EGB8)
(ref.I.EFL.4.18.1.)
Content
Unit 12 CLIL- Maths: Coins and money.
Unit 11 RESOURCES:
*Look at the photo and answer the questions. Read the sentences about Jose and Prepare! Student's Book Level 1,
his answers. Write yes or no Prepare! Online Workbook
*Match the words and the meanings. Use a dictionary if necessary. Level 1, Prepare! Teacher's
*Ask and answer with your partner about your favourites. Book Level 1, Teacher's
*Practice Grammar by completing the exercises with Adverbs of frequency: Resource Online Level 1, Audio
Always, often, sometimes, never. Additional exercises can be found on pg. 147. CD's Level 1, Video DVD's Level
*Read about Sebastian Perez and choose the right words to complete the 1, Presentation Plus Level 1,
sentences. flashcards from Level 5.
*Practice Grammar by completing the exercises with Wh-questions. Additional BIBLIOGRAPHY:
exercises can be found on pg. 147. *Kosta, J., & Williams, M. (n.d.).
*Listen and repeat to practice the Wh-questions. Then ask and answer the Cambridge English prepare!
questions with your partner. Student's book. Level 1
*Complete each pair of sentences with a word from the box. *Cambridge English Prepare!
*Work with a partner and write 10 quetions to ask a famous person. Then take Level 1 Online Workbook With
turns to be a famour person and ask and answer the quetions. Downloadable Audio. (2015).
Unit 12: Cambridge Univ Pr.
*Read about Sue's family and answer the questions. Then find the words from the *Davies, K., & Holdsworth, D.
box, in the text. Decide if they are verbs or nouns and put them in the correct (2015). Prepare! Teacher's Book
column. Then listen and check. with DVD and Teacher's
*Make ten true sentences and compare with your partner. Resources Online. Cambridge
*Practice Grammar by completing the exercises with Present simple and present University Press. Level 1
continuous. Additional exercises can be found on pg. 148. *Audio CD's level 1
*Complete the conversations with the verbs, using the present simple or present *Video DVD's level 1
continuous. Listen and check and then practise the conversations with your *Presentation Plus DVD-ROM
partner. level 1
*Read the story and choose the correct word. Then match the questions with the MATERIALS:
answers. Paper, pens, Grammar
*Practice Grammar by completing the exercises with can: requests and permission. reference and practice p.147,
Additional exercises can be found on pg. 148. and vocabulary list p.134
*Match the pictures with things on the menu. Then listen and check. (Student's book), Unit 11 p.48-
*Listen and complete the conversation and then practise with your partner. 51 (workbook), online corpus
*Have a conversation in a cafe. Take turns to be the waiter and use the provided tasks.
phrases.
*CLIL- Maths: Look at the coins and match them with the numbers in the box.
Read and think and choose the correct answer. Complete the problem with a
Specification
partner. Doof Education
the sums, add Needs
the money and find the answers. Check and practise
saying the sums with your partner. Do more problems, subtracting, multiplying
and dividing. Practise saying the answers with your partner. In pairs, write some
money problems
Prepared by: for another pair to answer. Finally, find out what the money is
called in another English-speaking country.
Teacher:
signature:
Date:
SCHOOL LOGO:
D PERFORMANCE CRITERIA FOR EGB AND BGU
PERFORMANCE CRITERIA
Timeframe Duration
Unit No. 11
nternational language and a medium to interact globally.

ms of accuracy when learners interact in English using high-frequency and level-
effective command of spoken language.
CLIL: Unit 12: CLIL- Maths: Coins and money
nd Cultural Awareness
g of the relationship between the practices and perspectives of different cultures by

nces and ideas. (EGB8)
tent
ant places around the world
mmunication
veryday activities and events within familiar contexts and use simple descriptive
nts about objects and possessions. (Example: family, school, living conditions,
vities and experiences within the personal and educational domains. (EGB8)
tent
ent. Words
tructured with two
situations meanings.
and short conversations within familiar contexts, provided that
tion: Wh-questions.
xample: an interview, an information gap activity, etc.) (EGB8)
pears on TV – he’s famous!
k about music and TV
Role play an interview with a famous perso
Jobs and work. Food.
kes an order for food in a café
ading
Get talking! Would you like a …? Yes, please. No, thank you
Ordering at a cafe
mple texts on familiar subjects. (Example: news about sports or famous people,
ustrations, organization, text outline and layout, etc. to attempt to identify and
vel-appropriate text types. (EGB8)
information in short, simple texts in a range of age- and level-appropriate topics.
ormation from various sources in order to attempt to organize and discuss

s. (EGB8)
tent
w with a young tennis star
hey are doing now Cartoon story: Jason works as a waiter for a day
riting
tal learning resource to compare and contrast information in order to demonstrate

8)
tent
ays, often, sometimes, never. Wh-questions.
ns to ask a famous person
nt continuous. Can: requests and permission.
ur favourite food and eating out in café
w: Units 9-12
hrough the arts
ences and deductions to demonstrate different levels of meaning of literary works

teral and implied meanings. (EGB8)
texts (authentic and semi-authentic, oral and written) to understand short simple
upport. (EGB8)
tent
: Coins and money.
ESOURCES:
IBLIOGRAPHY:
ambridge Univ Pr.
Audio CD's level 1
Video DVD's level 1
vel 1
MATERIALS:
aper, pens, Grammar
eference and practice p.147,
nd vocabulary list p.134
tudent's book), Unit 11 p.48-
1 (workbook), online corpus
asks.

Date: Date:
ME-2015-00168-A de 01-12-2015)
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMAN
SCHOOL LOGO NAME OF SCHO
PLANNING BY SKILLS AND PERFORMAN
2. Unit Plan
Unit Title U
Unit 13 Unit 13
Places O.EFL.4.1 Identify the main ideas, some details and inferences of written
unit 14 O.EFL.4.3 Independently read A2.1 level text in English as a source of ent
Going out unit 14
Transversal Axes
2. UNIT PLAN
Evaluation Criteria Skills &
CE.EFL.4.2. Recognize and demonstrate an 1. Communication And Cultural Aw

appreciation of commonalities between
cultures as well as the consequences of one’s
actions while exhibiting socially responsible
behaviors.
Learners can name similarities and differences EFL 4.1.2. Recognize and demonstrate an appreciation of some common
between different aspects of cultural groups. generations, etc.) including the students’ own. (EGB8)
Learners can demonstrate socially responsible
behaviors at school, online, at home and in the
community, and evaluate their actions by
ethical, safety and social standards. (J.3, S.1, I.1) Content
(ref.I.EFL.4.2.1.) Unit 14 CLIL-Culture: Important places aro
Unit 13 Video: Favorite place

and follow the main idea in spoken texts set in EFL 4.2.1. Understand phrases and expressions related to areas of most i
familiar everyday contexts, provided speech is and slowly articulated. (Example: daily life, free time, school activities, et
clear and articulate, and deduce the meanings
of unfamiliar words and phrases using context
Learnrs can grasp the general meaning of EFL 4.2.5. Understand most changes in the topic of discussion if people s
spoken texts set in familiar everyday contexts
and infer changes in the topic of discussion, as
well as attempt to deduce the meanings of
unfamiliar words and exchanges through the
use of context clues, provided speech is given EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects
slowly and clearly and there is sufficient visual advance. (EGB8)
support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
Content
unit 13 Vocabulary: Places in a town. Adjective
Unit 13 Listening: José and the friends run away from th
Unit 13 Speaking: Talk about places in your town Describe y
Unit 14 Vocabulary: Picnic words. Phrases
Unit 14 Listening: Anya wants to meet her frien
unit 14 Speaking: A memory game – describe a picture Say what you do on Saturday a
3. Reading
CE.EFL.4.12. Use a range of reference materials EFL 4.3.5. Use everyday reference material in order to select information
and sources, both online and in print, in order another. (EGB8)
to support ideas, answer inquiries, find
relationships and relate ideas between different EFL 4.3.4. Attempt to find the most important information in print or onl
subject areas.
Learners can employ a range of reference
materials and sources, both online and in print,
in order to attempt to support ideas, answer EFL 4.3.7. Read, gather, view and listen to information from various sour
inquiries, find relationships and relate ideas areas. (EGB8)
between different subject areas. (I.1, I.2, J.2)
(ref.I.EFL.4.12.1.)
CE.EFL.4.11. Demonstrate comprehension of

main ideas and some details in short simple EFL 4.3.1. Understand main points in short simple texts on familiar subje
texts on familiar subjects, making use of
Learners can understand main ideas and some EFL 4.3.2. Make use of clues such as titles, illustrations, organization, tex
details in short simple online or print texts on written level-appropriate text types. (EGB8)
clues to help identify the most relevant
information. (Example: title, illustrations,
organization, etc.) (I.2, I.4) (ref.I.EFL.4.11.1.) EFL 4.3.3. Attempt to find specific predictable information in short, simpl
Content
Unit 13 Reading: my favorite p
unit 14 Reading: Cartoon story: A picnic in the cou
4. Writing
CE.EFL.4.17. Show an ability to convey and
organize information through the use of facts
and details and by employing various stages of EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing a
the writing process, while using a range of informational texts. (EGB8)
digital tools to promote and support
collaboration, learning and productivity.
EFL 4.4.8. Convey and organize information using facts and details in ord
Learners can convey and organize information
through the use of facts and details and by
attempting to employ various stages of the
writing process, while using a range of digital EFL 4.4.9. Select and attempt to make effective use of a range of digital t
tools to promote and support collaboration, learning and productivity. (EGB8)
learning and productivity. (I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
Content
unit 13 Grammar: Is there a…? Are there any…? Prepositions: i
Unit 13: Write about your favourit
Unit 14 Grammar: Why…? Because. Let's
Unit 14: Write a description of a scene Make plans for
5. Language through the art
CE.EFL.4.21. Use pre-established criteria, EFL 4.5.8. Evaluate and attempt to recommend literary texts (both writte
including that which is written by learners
collaboratively, in order to evaluate and
recommend literary texts (written, online, oral,
in video, etc.) and the effectiveness of group EFL 4.5.10. Attempt to collaboratively produce criteria for evaluating liter
work.
Content
Project. Culture - Important places arou
U:nit 13 RESOURCES:
*Look at the photos and answer the questions. Then compare with a partner. Find who Prepare! Student's Book Leve
says the sentences. Prepare! Online Workbook
*Look at the word map and at Rosa's photos. Match the photos to the places. Then Level 1, Prepare! Teacher's
complete the sentences withthe places in a town. Book Level 1, Teacher's
*Make a word map of your town and other places you know. Then talk to your partner Resource Online Level 1, Aud
about your town. CD's Level 1, Video DVD's Lev
*Practice Grammar by completing the exercises with Is there a...? / Are there any...?. 1, Presentation Plus Level 1,
Additional exercises can be found on pg. 149. flashcards from Level 5.
*Look at the town plan and label six buildings with place names. In pairs, ask and answer BIBLIOGRAPHY:
questions about your town. (Activity Unit 13- pg.126). *Kosta, J., & Williams, M. (n.d
*Look at the photos, read the texts and match them with the photos. Then answer the Cambridge English prepare!
questions about the text. Find the adjectives from the word list in the text. Answer Student's book. Level 1
questions and choose the correct word. *Cambridge English Prepare!
*Practice Grammar by completing the exercises with Prepositions: inside, outside, above, Level 1 Online Workbook Wi
below, near. Additional exercises can be found on pg. 149. Downloadable Audio. (2015)
*Write the opposite of the provided adjectives. Cambridge Univ Pr.
*Read the previous text about places and talk to your partner about which one you like the *Davies, K., & Holdsworth, D
best. (2015). Prepare! Teacher's Bo
*Write about your favorite place. Use adjectives in your writing to make it interesting to with DVD and Teacher's
read. Resources Online. Cambridge
Unit 14: University Press. Level 1
*Read the story and look at the pictures, then choose the right words to complete the *Audio CD's level 1
sentences. Use the word list and find the things in the pictures. Then match the sentences *Video DVD's level 1
with the pictures. Finally, number the sentences in the order of the story. *Presentation Plus DVD-ROM
*Practice Grammar by completing the exercises with Why...? / because. Additional level 1
exercises can be found on pg. 150. MATERIALS:
*Look at the story again and talk with your partner about what you can remember. Write a Paper, pencils, world map,
description of picture 1. coloured pencils, the Interne
*Listen and write the names in Anya's diary. Listen again and write the times. Grammar reference and
*Talk to people in your classroom using the helpful phrases. practice p.149, and vocabula
*Practice Grammar by completing the exercises with Let's.../ Shall we...? Additional list p.134 (Student's book), U
exercises can be found on pg. 150. 13 p.56-59 (workbook), onlin
*Practice the conversation with a partner and change the times and places. video extra worksheet and
*March the verbs with the words. Some verbs might repeat. corpus tasks, video- Favourit
*Tick the things which you do on Saturday and Sunday, then tell your partner. places.
*Look at the adverts Needstwo activities. Then write the activities and times in your
and choose
diary.
*Talk to three friends and make plans for the weekend, using the sample convesation.
*CLIL- Culture: Read the paragraphs and look at the pictures. Name the places and decide
what countries they are in. Read the text again to check the answers from the table and to
complete the rest of the table. Match the numbers with the words. Then listen and check.
Practise saying the numbers with your partner. Ask and answer with a partner using the
information for activities on pages 127 and 129. Finally, in pairs, choose a famous place
from your country or another country. Use books or the Internet to research, find a
photograph and make a poster. Show it to the class.
Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
Y SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
Y SKILLS AND PERFORMANCE CRITERIA
Timeframe Duration
Unit No. 13 and 14

CLIL: Unit 14: CLIL- Culture: Important places around the world
munication And Cultural Awareness
reciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability,
n. (EGB8)
Content
lture: Important places around the world
nit 13 Video: Favorite places
ns related to areas of most immediate priority within the personal and educational domains, provided speech is clearly
ee time, school activities, etc.) (EGB8)
Content
Places in a town. Adjectives describing places.
he friends run away from the photographers in the park
es in your town Describe your favourite place in your town
lary: Picnic words. Phrases for going out.
nya wants to meet her friends at the weekend
what you do on Saturday and Sunday EP Get talking! How are you? I’m good, thanks.
3. Reading
order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to
information in print or online sources in order to support an idea or argument. (EGB8)
ormation from various sources in order to attempt to organize and discuss relationships between academic content
ustrations, organization, text outline and layout, etc. to attempt to identify and understand relevant information in
Content
13 Reading: my favorite place
on story: A picnic in the country doesn’t end well
4. Writing
ing, revising, peer editing and proofreading (i.e., “the writing process”) to attempt to produce well-constructed
sing facts and details in order to attempt to illustrate diverse patterns and structures in writing. (EGB8)
ve use of a range of digital tools to write, edit, revise and publish written work in a way that supports collaboration,
Content
there any…? Prepositions: inside, outside, above, below, near.
: Write about your favourite place
mar: Why…? Because. Let's… . Shall we…?
n of a scene Make plans for the weekend with a friend
. Language through the arts
nd literary texts (both written and oral, online, in video or in print) according to pre-established criteria. (EGB8)
e criteria for evaluating literary texts and the effectiveness of group work. (EGB8)
Content
ure - Important places around the world
ESOURCES:
IBLIOGRAPHY:
ambridge Univ Pr.
Audio CD's level 1
Video DVD's level 1
vel 1
MATERIALS:
aper, pencils, world map,
oloured pencils, the Internet,
ractice p.149, and vocabulary
st p.134 (Student's book), Unit
3 p.56-59 (workbook), online
orpus tasks, video- Favourite
aces.
Date: Date:
-00168-A de 01-12-2015)
2. Unit Plan
Unit 15 Unit 15
Clothes O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order
unit 16 O.EFL.4.9 Create a sense of awareness in terms of accuracy when learners interact in E
Buy it! an effective command of spoken language.
Unit 16
Transversal Axes
2. UNIT PLAN

CE.EFL.4.4. Demonstrate the
ability to ask for and give
information and assistance using 1. Communication And Cultural Awarene
appropriate language and
interaction styles in a variety of
social interactions. EFL 4.1.6. Seek and provide information and assistance, orally or in writing and in onlin
Learners can demonstrate an
ability to give and ask for EFL 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for form
information intentions in online and face-to-face interactions. (Example: thanking, making promises
CE.EFL.4.10. and assistance
Interaction – using greeting an authority figure, etc.) (EGB8)
level-appropriate language and
Interpersonal: Participate Content
interaction styles in online or
effectively in familiar and Unit 16. Clil. Clothes and Textiles
face-to-face social and classroom
predictable conversational Unit 15 Video: Clothes
interactions.
exchanges by(J.2,
J.3,and
J.4, I.3)
asking
(ref.I.EFL.4.4.1.)
answering follow-up questions, 2. Oral Communication
provided there are opportunities
to use repair strategies (e.g.
asking for clarification) and EFL 4.2.10. Sustain a conversational exchange on a familiar, everyday subject when car
sustain conversational exchanges instructions for a task. (EGB8)
in pairs to complete a task, satisfy
a need or handle a simple EFL 4.2.14. Ask and answer straightforward follow-up questions within familiar context
transaction.
CE.EFL.4.9. Production – Fluency: clarification, reformulation or repetition of key points. (EGB8)
Learners
Use simple can effectively
language to describe,
participate
compare in make
and familiar and
statements EFL 4.2.16. Attempt to initiate, maintain and end a conversation to satisfy basic needs a
predictable
about familiareveryday
everyday topics
conversational
such as objects,exchanges
possessions in and
order
routines in structured situations a EFL 4.2.11. Give short, basic descriptions of everyday activities and events within famili
to complete a task, satisfy
needshort
and or handle a simple
conversations. statements about objects and possessions. (Example: family, school, living conditions, p
transaction,isattempting
Interaction to use a
with reasonable
rangeprovided
ease, of repair speech
strategies.
is given
(Example: asking
clearly, slowly andfor clarification, EFL 4.2.12. Describe habits, routines, past activities and experiences within the persona
directly.
etc.) (I.3, can
Learners J.3, J.4)
use simple language
(ref.I.EFL.4.10.1.)
to describe, compare and state EFL 4.2.13. Interact with reasonable ease in structured situations Content
and short conversatio
facts about familiar everyday Unit 15 Vocabulary:
directly. (Example: an interview, an information Clothes.
gap activity, Phrases for describi
etc.) (EGB8)
topics such as possessions, Unit 15 Pronunciation: Plural noun endings /s/,
classroom objects and routines in Unit 15 Listening: Paolo and José change clothes Two friends loo
short, structured situations, Unit 15 Speaking: Talk about what you wear on different occasions Draw a picture of you in ca
interacting with relative ease. Unit 16 Vocabulary: Shopping. Prices.
(I.3, I.4, S.4) (ref.I.EFL.4.9.1.) unit 16 Listening: Conversations about what people need to buy Conv
3. Reading
Unit 16 Speaking: Talk about what you need for an activity you want to do Act out a conversation in a sho
CE.EFL.4.14. Display an ability to
interact and engage with a wide
range of ICT and classroom
resources and texts by selecting
and evaluating them in order to
strengthen literacy skills and EFL 4.3.9. Attempt to demonstrate an ability to interact and engage with a wide range o
promote acquisition. strategies. (EGB8)
Learners can interact and engage
CE.EFL.4.15. Express information EFL 4.3.10. Select from and attempt to evaluate a range of both physical and digital tex
with a wide
and ideas andrange of ICTfeelings
describe and
classroom the language. (EGB8)
and opinions in simple texts by
resources and
selecting and attempt to
transactional or expository texts evaluate
them in order to strengthen Content
on familiar subjects in order to Unit 16 Reading: Thie family all need to buy t
literacy
influence skills and promote
an audience, while
acquisition. (I.2, I.4, S.3, J.2, J.3) Cartoon story: Buyuing some new jeans
recognizing that different texts
(ref.I.EFL.4.14.1.)
have different features and 4. Writing
showing the ability to use these
features appropriately in one’s
own writing. EFL 4.4.1. Attempt to convey information and ideas through simple transactional or exp
* Learners can convey English appropriate to audience and purpose. (EGB8)
information and ideas and
describe feelings and opinions in EFL 4.4.2. Make and use a simple print or digital learning resource to compare and cont
simple transactional or topic.(EGB8)
expository texts on familiar Content
CE.EFL.4.22.
subjects in order Show tothe abilitytoto
attempt unit 15 Grammar: Plurals- spelling. Describing people: She ha
work collaboratively
influence an audience, and to
while Unit 15 Writing: Describe the differences between two pictures Wr
participate effectively
attempting to recognize that in a variety Unit 16 Grammar: Need + want. Too + adjec
of studenttexts
different groupings by
have different Unit 16 Review: Units 13-16
employing
features and a wide range
showing theofability 5. Language through the arts
creative
to use thesethinking skills through
features
the completioninof
appropriately activities
one’s own such EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, ga
as playing
writing. games,
(I.3, brainstorming
I.4, S.3, J.2) and capitalize on other people’s strengths. (EGB8)
(ref.I.EFL.4.15.1.)
Learners can collaborate and
participate effectively in a variety EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to cr
of student groupings by
creative thinking skills through Content
the completion of activities such Unit 16 CLIL-Music: The orchestra.
as playing games, brainstorming Methodological Strategies Resources
and problem solving. (S.2, S.4, J.1,
J.2, J.3, J.4) (ref.I.EFL.4.22.1.)
Unit 15: RESOURCES:
*Listen and choose the right words to complete the sentences. Prepare! Student's Book Level 1,
*Look at the pictures of clothes and repeat. Then find the clothes. Prepare! Online Workbook
*Ask and answer the questions with your partner about the things you wear. Level 1, Prepare! Teacher's
*Practice Grammar by completing the exercises with Plurals-spelling. Book Level 1, Teacher's
Additional exercises can be found on pg. 151. Resource Online Level 1, Audio
*Listen and repeat the words in the box to practice pronunciation for Plural CD's Level 1, Video DVD's Level
noun endings /s/, /z/, /ɪz/. Then listen and write the words on the table under 1, Presentation Plus Level 1,
the correct column. flashcards from Level 5.
*Look at both pictures and talk about the differences between them. Then BIBLIOGRAPHY:
find six differences in the pictures. *Kosta, J., & Williams, M. (n.d.).
*Look at the picture of the people at a carnival. Describe them by using the Cambridge English prepare!
words in the box. Complete the sentences about Mike's carnival photos. Student's book. Level 1
Listen again and complete the sentences about Mike's mum and dad. *Cambridge English Prepare!
*Practice Grammar by completing the exercises for Describing people. Level 1 Online Workbook With
Additional exercises can be found on pg. 151. Downloadable Audio. (2015).
*Write three sentences about a person in your class and read them to the Cambridge Univ Pr.
class. Students guess the person's name. *Davies, K., & Holdsworth, D.
*Imagine you are going to a carnival. Draw a picture of you with carnival (2015). Prepare! Teacher's Book
clothes. In pairs, describe your picure to your partner and list to his/her with DVD and Teacher's
description. Then, compare the pictures an say if they are similar or Resources Online. Cambridge
different. University Press. Level 1
Unit 16: *Audio CD's level 1
*Look at the pictures and find the things from the word list. Then listen and *Video DVD's level 1
repeat. *Presentation Plus DVD-ROM
*Read the story and decide if the sentences are right or wrong. level 1
*Practice Grammar by completing the exercises with need / want. Additional MATERIALS:
exercises can be found on pg. 152. Items of clothing, A3 paper,
*Listen and decide which shop they need. Then match the meanings of get tape, photos of people with
and match them to the sentences. different expressions, paper,
*Ask your partner to do an activity with you. Talk about what you need. coloured pencils, photos of
*Read the story and answer the questions. people wearing different
*Practice Grammar by completing the exercises with too. Additional clothings, images of popular
exercises can be found on pg. 152. fims or TV shows,
*Listen and repeat the prices. Then, in pairws, write some prices and ask Grammar reference and
your partner to say them. practice p.151, and vocabulary
*Listen and complete Needs
the conversations. Then practise them with a partner. list p.135 (Student's book), Unit
*In pairs, complete the shopping conversation and act it with your partner. 15 p.64-67 (workbook), video
*CLIL- Music: Read the text and match the parts of the orchestra diagram extra worksheet and corpus
with the correct
Prepared by: colour. Listen and decide which part of the orchestra is tasks, video- Clothes.
playing. With a partner, talk about how oftern yu listen to orchestra music.
Teacher:
Then listen to a piece of music and ask and answer the questions. Finally,
find some orchestra music on the Internet and listen to it. Complete the fact
signature:
file
Date:about it. Play your music to the class and talk about it using the fact file.
*Review: Complete various exercises to review language content from units
SCHOOL
13-16. LOGO:
Timeframe Duration
Unit No. 15 and 16

ms of accuracy when learners interact in English using high-frequency and level-appropriate expressions in order to reach
CLIL: Unit 16: CLIL- Music: The orchestra
assistance, orally or in writing and in online or face-to-face interactions, for personal, social and academic purposes. (EGB8)
s, language and interaction styles for formal and informal social or academic situations in order to communicate specific
ons. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class,
Content
Unit 16. Clil. Clothes and Textiles
Unit 15 Video: Clothes
on a familiar, everyday subject when carrying out a collaborative/paired learning activity in which there are specific
ollow-up questions within familiar contexts, such as school and family life, provided there are opportunities to ask for
y points. (EGB8)
end a conversation to satisfy basic needs and/or handle a simple transaction. (EGB8)
veryday activities and events within familiar contexts and use simple descriptive language to compare and make brief
xample: family, school, living conditions, personal belongings, etc.) (EGB8)
vities and experiences within the personal and educational domains. (EGB8)
Content
tructured situations and short conversations within familiar contexts, provided that speech is given clearly, slowly and
Vocabulary: Clothes.
on gap activity, Phrases for describing people.
etc.) (EGB8)
5 Pronunciation: Plural noun endings /s/, /z/, /ɪz/
and José change clothes Two friends look at photos of the carnival
ent occasions Draw a picture of you in carnival clothes and describe it for your partner to draw
Unit 16 Vocabulary: Shopping. Prices.
ons about what people need to buy Conversations about buying things
3. Reading
want to do Act out a conversation in a shop Talk about shopping EP Get talking! Excuse me. Of course. Sure
o interact and engage with a wide range of ICT and classroom resources in order to strengthen literacy skills and
te a range of both physical and digital texts and materials in order to promote acquisition and develop an appreciation of
Content
16 Reading: Thie family all need to buy things.
Cartoon story: Buyuing some new jeans
4. Writing
ideas through simple transactional or expository texts on familiar subjects using ICT tools and conventions and features of
(EGB8)
tal learning resource to compare and contrast information in order to demonstrate understanding and command of a
Content
urals- spelling. Describing people: She has got/ is / is wearing…
the differences between two pictures Write a description of a person
it 16 Grammar: Need + want. Too + adjective.
GB8)
Content
Unit 16 CLIL-Music: The orchestra.
ESOURCES:
IBLIOGRAPHY:
ambridge Univ Pr.
Audio CD's level 1
Video DVD's level 1
vel 1
MATERIALS:
ems of clothing, A3 paper,
ape, photos of people with
fferent expressions, paper,
oloured pencils, photos of
eople wearing different
othings, images of popular
ms or TV shows,
Specification
st p.135 (Student's of the adapted material to be applied
book), Unit
5 p.64-67 (workbook), video
xtra worksheet and corpus
asks, video- Clothes.
Date: Date:
DUC-ME-2015-00168-A de 01-12-2015)
End
15 and 16

ssions in order to reach
c: The orchestra
cademic purposes. (EGB8)

o communicate specific
answering in class,
h there are specific
ortunities to ask for
pare and make brief
n clearly, slowly and
ourse. Sure
eracy skills and
velop an appreciation of
nventions and features of
g and command of a
EGB8)
ents
2. Unit Plan
Unit 17
O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order
Unit 17 O.EFL.4.6 Write short descriptive and informative texts related to personal information
Comparing expression of thought.
Unit 18 Unit 18
The weather O.EFL.4.3 Independently read A2.1 level text in English as a source of entertainment an
O.EFL.4.9 Create a sense of awareness in terms of accuracy when learners interact in E
an effective command of spoken language.
Transversal Axes
2. UNIT PLAN
1. Communication And Cultural Awarene

Learners can compare and
contrast oral traditions, myths,
folktales and literature from EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and literature from Ec
Ecuador and other cultures in differences and universal cultural themes. (EGB8)
order to attempt to demonstrate
an understanding of the
relationship between cultural
practices and perspectives. EFL 4.1.3. Attempt to display an understanding of the relationship between the practice
CE.EFL.4.8.
Learners can Production – Accuracy experiences and ideas. (EGB8)
share cross-cultural
and Intelligibility:
experiences while Communicate
naming
needs and information
universal cultural themes. clearly
(I.2, Content
and in simple
S.1, S.2, terms, using
J.1) (ref.I.EFL.4.1.1.) Unit 17 Video: Great places
grammatical structures learned in Unit 18 Video: The weather
class (although there may be Unit 18 CLIL- Culture: Canada and the maple
frequent errors), effectively and
without undue effort. 2. Oral Communication
Demonstrate an ability to make
appropriate use of new words
and expressions in social EFL 4.2.2. Use a series of phrases and sentences to describe aspects of personal backgr
interactions. using grammatical structures learnt in class (although there may be frequent errors wit
Learners can communicate Content
personal information and basic EFL 4.2.9. Attempt to use new words and expressions which occur
Unit 17 (EGB8)
in conversations in t
Vocabulary: Comparing houses. Day
immediate needs and attempt to expressions wherever appropriate and necessary.
deal with other practical Unit 17 Listening: José invites the friends to his hotel and gives th
everyday demands in familiar Unit 17 Speaking: Compare your home with the photos Talk a
contexts, effectively and without Unit 18 Vocabulary: Weather and temperature.
undue effort and using Unit 18 Pronunciation: vowel sounds.
grammatical structures and Unit 18 Listening: Four short conversation
vocabulary seen in class Unit 18 Speaking: Say how you feel about the weather Answer a weather questio
(although there may be frequent, 3. Reading
basic errors). (I.1, I.2, I.3, S.1)
(ref.I.EFL.4.8.1.)
some details in short simple texts
on familiar subjects, making use EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example:
Learners can understand main EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and l
ideas and some details in short level-appropriate text types. (EGB8)
identify
CE.EFL.4.16.the most use of simple EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a ran
Makerelevant
information. (Example:
learning resources, including title,
illustrations,
those createdorganization,
by one’s self,etc.)
in Content
(I.2,
order I.4)
to (ref.I.EFL.4.11.1.)
compare and contrast Unit 17 Reading: Great days out – four exciting pla
CE.EFL.4.15. Express information Unit 18 Reading: What do you think about the weather? Thr
information,
and ideas andand choosefeelings
describe
appropriate
and opinionsresources
in simple according
to the value, purpose
transactional or expository and texts
audience of each. 4. Writing
influence an audience, while
Learners
recognizing canthat
usedifferent
and maketexts EFL 4.4.2. Make and use a simple print or digital learning resource to compare and cont
simple
have different features andboth topic.(EGB8)
learning resources,
online
showing and theinability
print, to
in order
use these to
features appropriately in one’s EFL 4.4.1. Attempt to convey information and ideas through simple transactional or exp
attempt to compare and contrast
own writing. Learners can choose English appropriate to audience and purpose. (EGB8)
information.
appropriate resources and
attempt
Learnersto critically
can conveyevaluate
information the
information in these resources, EFL 4.4.4. Write to describe feelings/opinions in order to attempt to effectively influenc
and ideas and describe feelings
according
and opinions to the value, purpose
in simple
and audience of each.
transactional or expository (I.1, I.3, I.4,
texts
J.2, J.4) (ref.I.EFL.4.16.1.) EFL 4.4.5. Attempt to recognize that various types of writing require different language
Content
attempt to influence an audience, Unit 17 Writing Grammar: Comparatives: short adjectives. Comp
while attempting to recognize Unit 17 Writing: Compare things in a picture and write about them Describe a
that different texts have different Unit 18 Grammar: Impersonal it. Prepositions with
features and showing the ability Unit 18: Write a message for the weather website Write
to use these features 5. Language through the arts
appropriately in one’s ownand
Learners can collaborate
writing. (I.3,effectively
participate I.4, S.3, J.2)
in a variety
(ref.I.EFL.4.15.1.)
of student groupings by EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, ga
employing a wide range of and capitalize on other people’s strengths. (EGB8)
creative thinking skills through
the completion of activities such EFL 4.5.9. Engage in collaborative activities through a variety of student groupings to cr
and problem solving. (S.2, S.4, J.1,
J.2, J.3, J.4) (ref.I.EFL.4.22.1.) Content

Unit 17 RESOURCES:
*Listen to part 1 and answer the questions. Then listen to part 2 and write Prepare! Student's Book Level 1,
yes or no. Thenchange the no sentences to make them true. Prepare! Online Workbook
*Look at the photos and tick Jose's house. Listen to part 2 again and check. Level 1, Prepare! Teacher's
*Practice Grammar by completing the exercises with Comparatives: shot Book Level 1, Teacher's
adjectives. Additional exercises can be found on pg. 153. Resource Online Level 1, Audio
*Listen and repeat the sentences to practice pronunciation for CD's Level 1, Video DVD's Level
*Compare your home with the photos of the houses. Make sentences and 1, Presentation Plus Level 1,
tell your partner. flashcards from Level 5.
*Talk about the picture in activity page 128, using comparatives and the BIBLIOGRAPHY:
words in the box. Then write eight sentences about the picture. *Kosta, J., & Williams, M. (n.d.).
*Read about the four days out for the family and answer the questions. Read Cambridge English prepare!
about four families and choose the best day out for each family. Then Student's book. Level 1
compare your answers with a partner. *Cambridge English Prepare!
*Practice Grammar by completing the exercises with Comparatives: long Level 1 Online Workbook With
adjectives. Additional exercises can be found on pg. 153. Downloadable Audio. (2015).
*Make sentences with the provided words from the boxes. Then read yor Cambridge Univ Pr.
partner's sentences and tick the ones you think are true. Then compare *Davies, K., & Holdsworth, D.
answers. (2015). Prepare! Teacher's Book
*Think of places for a day out with the family in your country. Tell your with DVD and Teacher's
partner about the places you want to visit and why. Resources Online. Cambridge
*Choose one place you want to visit. Describe it and say why you want to go University Press. Level 1
there. *Audio CD's level 1
Unit 18: *Video DVD's level 1
*Match the picures of the weather, with the words. Then listen and repeat. *Presentation Plus DVD-ROM
*Read the messages, then match them to the questions on the website. Then level 1
find who says what. MATERIALS:
*Match the words with the same vowel sound. Then listen, check and repeat The Internet, board pen,
to practise saying them. brochures or reference
*Practice Grammar by completing the exercises with Impersonal- it. material, poster paper, glue,
Additional exercises can be found on pg. 154. Grammar reference and
*Look at the questionaire and add three more questions. Then ask and practice p.153, and vocabulary
answer with a partner. Tell the class what you found out about your partner. list p.135 (Student's book), Unit
*Choose a question from the website and write a message about you. extra worksheet and corpus
*Look at the pictures and find the things from the word list. Then read the tasks, video- Great places.
Specification
postcards andofmatch
Education
them Needs
with the pictures. Complete them with words
from the first exercise. Then answer the questions using the postcards.
*Complete the sentences with information about you and then compare
answers
Preparedwithby: a partner.
*Practice Grammar by completing the exercises with Prepositions: with, for,
Teacher:
until. Additional exercises can be found on pg. 154.
*Listen to the onversations and read the questions. Tick the right picture.
signature:
*You
Date: are on holiday in one of the places in the photos. Write a postcard to a
friend. Then read the postcard to the class.
SCHOOL LOGO:Canada and the maple tree. Talk with a partner about Canada.
*CLIL-Culture:
Write down five things
DINCU-Coordinaciòn deyou knowExtranjera
Lengua or would like to know.
(ACUERDO Then check Nro.
MINISTERIAL the text
MINEDUC-ME-2015-00168-A de 01-12-2015)
to check your ideas. Complete the phrases below the pictures using the
word list. Read the next text and number the pictures in the right order.
Then answer questions about it. Listen to Jessica talk about maple syrup and
tick the foods she likes to eat with maple syrup. Put an x in the food she
doesn't. Finally, find out more information about a famour foor or drink from
your country. Find a recipe using the special food or drink. Make a poster
with the information and show it to the class.
Timeframe Duration
Unit No. 17 and 18


CLIL: Unit 18: CLIL- Culture: Canada and the maple tree
ns, myths, folktales and literature from Ecuador and international regions and cultures and identify similarities and
GB8)
g of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural
Content
Unit 17 Video: Great places
Unit 18 Video: The weather
t 18 CLIL- Culture: Canada and the maple tree.
es to describe aspects of personal background, immediate environment and matters of immediate need in simple terms
lthough there may be frequent errors with tenses, personal pronouns, prepositions, etc.). (EGB8)
Content
ressions which occur in conversations in the personal and educational domains, and make use of such terms and
it 17 (EGB8)
sary. Vocabulary: Comparing houses. Days out
nvites the friends to his hotel and gives them tickets to his concert
ompare your home with the photos Talk about a family day out
Vocabulary: Weather and temperature. Camping.
Unit 18 Pronunciation: vowel sounds.
Unit 18 Listening: Four short conversations
ut the weather Answer a weather questionnaire Talk about holidays in your country
3. Reading
Content
eading: Great days out – four exciting places to visit
hat do you think about the weather? Three holiday postcards
4. Writing
tal learning resource to compare and contrast information in order to demonstrate understanding and command of a
ideas through simple transactional or expository texts on familiar subjects using ICT tools and conventions and features of
(EGB8)
in order to attempt to effectively influence an audience. (Example: persuade, negotiate, argue, etc.) (EGB8)
ypes of writing require different language, formatting and special vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
Content
ar: Comparatives: short adjectives. Comparatives: long adjectives.
picture and write about them Describe a place and say why you want to go there
rammar: Impersonal it. Prepositions with, for, until.
message for the weather website Write a holiday postcard
GB8)
Content

ESOURCES:
IBLIOGRAPHY:
ambridge Univ Pr.
Audio CD's level 1
Video DVD's level 1
vel 1
MATERIALS:
he Internet, board pen,
rochures or reference
material, poster paper, glue,
xtra worksheet and corpus
asks, video- Great places.

Date: Date:
DUC-ME-2015-00168-A de 01-12-2015)
End
17 and 18

ication and written
ada and the maple tree
y similarities and
and sharing cross-cultural
te need in simple terms
such terms and

(EGB8)
g and command of a
nventions and features of
tc.) (EGB8)
a letter, etc.) (EGB8)
EGB8)
ents
2. Unit Plan
Unit 19
Unit 19 O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order
Going Places O.EFL.4.2 Appreciate and value English as an international language and a medium to in
Unit 20 unit 20
A Russian Tale O.EFL.4.6 Write short descriptive and informative texts related to personal information
expression of thought.
O.EFL.4.9 Create a sense of awareness in terms of accuracy when learners interact in E
Transversal Axes
2. UNIT PLAN

EFL 4.1.1. Compare and contrast
oral traditions, myths, folktales 1. Communication And Cultural Awarene
and literature from Ecuador and
international regions and cultures
and identify similarities and
differences and universal cultural EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and literature from Ec
themes. (EGB8) differences and universal cultural themes. (EGB8)
Learners can compare and
contrast oral traditions, myths,
folktales and literature from
Ecuador and other cultures in
order to attempt to demonstrate EFL 4.1.3. Attempt to display an understanding of the relationship between the practice
an understanding of the experiences and ideas. (EGB8)
relationship between cultural
practices and perspectives.
Learners can share cross-cultural
experiencesListening
CE.EFL.4.7. while naming
for Content
universal cultural
Information: Followthemes. (I.2,
and identify Project. Draw or paint a picture.
S.1,
some S.2, J.1)ideas
main (ref.I.EFL.4.1.1.)
and details in
short and straightforward spoken
or audio texts set in familiar 2. Oral Communication
contexts, when delivered slowly
and with visuals to provide EFL 4.2.3. Follow and understand short, straightforward audio messages and/or the ma
contextual support. Use spoken presentations) if delivered slowly and visuals provide contextual support. (Example: an
contributions in class as models supported by facial expressions/gestures and appropriate intonation, etc.) (EGB8)
for one’s own speech.
Learners can identify the main
idea and some details in short EFL 4.2.6. Use other students’ contributions in class as models for their own. (EGB8)
straightforward spoken audio
texts set in familiar contexts
when the message is delivered
slowly and there is other EFL 4.2.1. Understand phrases and expressions related to areas of most immediate prio
contextual support. (Example: slowly articulated. (Example: daily life, free time, school activities, etc.) (EGB8)
rules for a game, classroom
instructions, a dialogue in a scene
from a cartoon or movie, etc.)
Learners can use other
classmate’s contributions in class
as models for their own. (I.2, I.3,
S.4) (ref.I.EFL.4.7.1.)
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main
idea in spoken texts set in
familiar everyday contexts,
articulate, and deduce the
meanings of unfamiliar words
and phrases using context clues
EFL 4.2.5. Understand most changes in the topic of discussion if people speak slowly. (E
Learnrs can grasp the general
familiar everyday contexts and EFL 4.2.8. Follow main ideas in topics covered in other curricularContent
subjects with the help
infer changes in the topic of advance. (EGB8) Unit 19 Vocabulary: At a concert. Travel and things to
discussion, as well as attempt to Unit 19 Pronunciation: was.
deduce the meanings of Unit 19 Listening: Joelle, Rosa and Paolo go to José
unfamiliar words and exchanges Unit 19 Speaking: Write questions beginning Where were you …?
through the use of context clues, Unit 20 Vocabulary: Words in a story.
provided speech is given slowly Unit 20 Listening: The Flying Boat, Part 2
and clearly and there is sufficient Unit 20 speaking: Act out the end of the 3. story Tell a traditional
Reading
visual support. (I.3, S.1, J.4)
(ref.I.EFL.4.6.1.)
some details in short simple texts EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example:
on familiar subjects, making use
Learners can understand main EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text outline and l
ideas and some details in short level-appropriate text types. (EGB8)
identify the most relevant
information. (Example: title, EFL 4.3.3. Attempt to find specific predictable information in short, simple texts in a ran
illustrations, organization, etc.)
(I.2, I.4) (ref.I.EFL.4.11.1.)
Content
CE.EFL.4.6. Listening for Meaning: unit 19 Reading: An article about a scientist and explor
Understand and follow the main unit 20 Reading: The Flying Boat, Part
idea in spoken texts set in
familiar everyday contexts, 4. Writing
articulate, and deduce the
meanings of unfamiliar words
and phrases using context clues EFL 4.2.1. Understand phrases and expressions related to areas of most immediate prio
and/or prior knowledge. slowly articulated. (Example: daily life, free time, school activities, etc.) (EGB8)
* Learnrs can grasp the general
familiar everyday contexts and
infer changes in the topic of EFL 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help
discussion, as well as attempt to advance. (EGB8)
deduce the meanings of Content
unfamiliar words and exchanges Unit 19 Grammar: Past simple: be. Wh- questions in the
through the use of context clues, Unit 19: Write Wh questions in the past
CE.EFL.4.20.
provided speechCreate short,slowly
is given Unit 20 Grammar: Past simple: affirmative and n
original literary
and clearly and texts
therein is different
sufficient Unit 20: Write a different end to the stor
genres, including
visual support. those
(I.3, S.1, that
J.4) Unit 20 Review: Units 17-20
reflect Ecuadorian cultures, using
(ref.I.EFL.4.6.1.) 5. Language through the arts
a range of digital tools, writing
styles, appropriate vocabulary
Learners can create short, EFL 4.5.6. Attempt to create an effective voice using a variety of ICT tools, writing styles
original literary texts in different plays, including those that reflect traditional and popular Ecuadorian cultures. (EGB8)
genres, including those that
reflect Ecuadorian cultures,
attempting to use a range of
digital tools, writing styles,
appropriate vocabulary and other
literary concepts. (I.1, I.3)
(ref.I.EFL.4.20.1.)
CE.EFL.4.22. Show the ability to
work collaboratively and to
participate effectively in a variety
creative thinking skills through
and problem solving. EFL 4.5.11. Participate in creative thinking through brainstorming, working in groups, ga
* Learners can collaborate and and capitalize on other people’s strengths. (EGB8)
participate effectively in a variety
employing a wide range of Content
creative thinking skills through Unit 20 CLIL-Art: Drawing and perspectiv
as playing games, brainstormingMethodological Strategies
and
Unitproblem
19: solving. (S.2, S.4, J.1, RESOURCES:
J.2, J.3, J.4)
*Listen and (ref.I.EFL.4.22.1.)
number the photos in the right order. Then complete the Prepare! Student's Book Level 1,
descriptions of each photo with a words form the box. Prepare! Online Workbook
*Practice Grammar by completing the exercises with Past simple: be. Level 1, Prepare! Teacher's
Additional exercises can be found on pg. 155. Book Level 1, Teacher's
*Listen and repeat the sentences to practise was. Resource Online Level 1, Audio
*Put the words in the box in the right column. Then listen and check. Repeat CD's Level 1, Video DVD's Level
and see if you can add any words to the table. 1, Presentation Plus Level 1,
*Read the first part of the article and look at the photos. Answer the flashcards from Level 5.
questions. Read the interview and check your answers. Then match the BIBLIOGRAPHY:
questions to the paragraphs in the interview. Finally, matc the questions to *Kosta, J., & Williams, M. (n.d.).
the answers. Cambridge English prepare!
*Practice Grammar by completing the exercises with Wh- questions. Student's book. Level 1
Additional exercises can be found on pg. 155. *Cambridge English Prepare!
*Work with a partner. Write five questions in the present or past. Then ask Level 1 Online Workbook With
your teacher the questions. Downloadable Audio. (2015).
Unit 20: Cambridge Univ Pr.
*Find the things from the word list in the pictures. Then read and listen and *Davies, K., & Holdsworth, D.
match the people to the pictures. Finally, decide if the sentences are right or (2015). Prepare! Teacher's Book
wrong. Correct the wrong sentences. with DVD and Teacher's
*Practice Grammar by completing the exercises with Past simple: positive. Resources Online. Cambridge
Additional exercises can be found on pg. 156. University Press. Level 1
*Look at the pictures and find Natasha and the King. Number the pictures in *Audio CD's level 1
the right order. Then listen to part 2 and check your answers. Listen again *Video DVD's level 1
and match the beginnings of the sentences with the endings. *Presentation Plus DVD-ROM
*Practice Grammar by completing the exercises with Past simple: negative. level 1
Additional exercises can be found on pg. 156. MATERIALS:
*Correct the sentences about the story. Timer, slips of paper, pens,
*In groups of five, read the end of the story on page 127 and act it for the Grammar reference and
class. practice p.155, and vocabulary
*Write a different end for the story. Then read each other's stories and say list p.136 (Student's book), Unit
which ending you like and why. 19 p.80-83 (workbook), online
*Think of a traditional story from your country and tell it to your group. Tell corpus tasks.
them why you like it.
*CLIL-Art: Drawing and perspective. In pairs, look at the two paintings, then
ask and answer with yuor partner. Read the article about perspective and
Specification
decide which of Education
painting is anNeeds
example of three-dimensional perspective. Work
in pairs and answer the questions. Finally, follow the instructions to draw or
paint a perspective picture. Use the provided drawing materials.
*Review:
Prepared Complete
by: various exercises to review language content from units
17-20.
Teacher:
signature:
Date:
SCHOOL LOGO:
Timeframe Duration
Unit No. 19 and 20

nternational language and a medium to interact globally.
CLIL: Unit 20: CLIL- Art: Drawing and perspective
ns, myths, folktales and literature from Ecuador and international regions and cultures and identify similarities and
GB8)
g of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural
Content
Project. Draw or paint a picture.
htforward audio messages and/or the main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual
provide contextual support. (Example: an announcement of a bus delay, an intercom announcement at school, a dialogue
appropriate intonation, etc.) (EGB8)
n class as models for their own. (EGB8)
in other curricularContent
subjects with the help of visual support, using concepts and vocabulary that have been studied in
bulary: At a concert. Travel and things to take with you.
Unit 19 Pronunciation: was.
istening: Joelle, Rosa and Paolo go to José’s concert
questions beginning Where were you …? and ask and answer them
Unit 20 Vocabulary: Words in a story.
Unit 20 Listening: The Flying Boat, Part 2
out the end of the3. story Tell a traditional story from your country
Reading
Content
ng: An article about a scientist and explorer, Michael Fay
unit 20 Reading: The Flying Boat, Part
4. Writing
Content
ar: Past simple: be. Wh- questions in the present and past.
Unit 19: Write Wh questions in the past
0 Grammar: Past simple: affirmative and negative.
Unit 20: Write a different end to the story
e using a variety of ICT tools, writing styles and typical features of a genre to create stories, poems, sketches, songs and
and popular Ecuadorian cultures. (EGB8)
GB8)
Content
Unit 20 CLIL-Art: Drawing and perspective
ESOURCES:
IBLIOGRAPHY:
ambridge Univ Pr.
Audio CD's level 1
Video DVD's level 1
vel 1
MATERIALS:
mer, slips of paper, pens,
9 p.80-83 (workbook), online
orpus tasks.

Date: Date:
DUC-ME-2015-00168-A de 01-12-2015)
End
19 and 20
ication and written

ing and perspective
y similarities and
and sharing cross-cultural
propriate audio-visual
ent at school, a dialogue

ave been studied in
(EGB8)
ave been studied in
s, sketches, songs and

ents

Prepare! Book 1 Annual &amp; Unit Plans

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Prepare! Book 1 Annual &amp; Unit Plans

Uploaded by

Copyright:

Available Formats

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

Language English Sublevel 4

Unit 2: CLIL- Culture: The United Kingdom

5. DEVELOPMENT OF PLANNIN G UNITS*

Evaluation Criteria Skills & Performance Descriptors

1. Communication And Cultural awareness

CE.EFL.4.2. Recognize and demonstrate an appreciation of

Culture: The United Kingdom

CE.EFL.4.10. Interaction – Interpersonal: Participate effectively

EFL 4.3.5. Use everyday reference material in order to select

Unit 1 Reading: Two young sport stars

Unit 0: Grammar: a/an. This, that, these, those.

5. Language through the Arts

Culture: The United Kingdom

Unit 4 Geography: People and continents

Unit 3 Vocabulary: Rooms. Things in the home. Possessions in your room.

Unit 3: Grammar: There is / There are… . In / on. Have got affirmative.

5. Language Through The Arts

CE.EFL.4.2. Recognize and demonstrate an appreciation of

CE.EFL.4.7. Listening for Information: Follow and identify some

CE.EFL.4.15. Express information and ideas and describe

5. Language Through The Arts

CE.EFL.4.4. Demonstrate the ability to ask for and give

5. Language Through The Arts

CE.EFL.4.20. Create short, original literary texts in different

CE.EFL.4.2. Recognize and demonstrate an appreciation of

CE.EFL.4.7. Listening for Information: Follow and identify some

5. Language Through The Arts

Unit No.: 11 and 12 Name of Unit:

Specific objectives of the planning unit

CE.EFL.4.16. Make use of simple learning resources, including 4. Writing

5. Language Through The Arts

Learners can understand, and attempt to predict, infer and

1. Communication And Cultural Awareness

CE.EFL.4.21. Use pre-established criteria, including that which

Evaluation Criteria Skills & Performance Descriptors

1. Communication And Cultural Awareness

CE.EFL.4.10. Interaction – Interpersonal: Participate effectively

5. Language Through The Arts

Evaluation Criteria Skills & Performance Descriptors

1. Communication And Cultural Awareness

Learners can compare and contrast oral traditions, myths,

CE.EFL.4.11. Demonstrate comprehension of main ideas and

5. Language Through The Arts

Learners can collaborate and participate effectively in a

1. Communication And Cultural Awareness

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): NAME: NAME:

Signature: Signature: Signature:

Date: Signature: Signature:

2. Unit Plan Unit No. 0, 1 and 2

Transversal Axes CLIL: Unit 2: CLIL- Culture: The United Kingdom

CE.EFL.4.2. Recognize and demonstrate an appreciation of 1. Communication And Cultural awareness

Unit 0: Grammar: a/an. This, that, these, those.

5. Language Through The Arts

Methodological Strategies Resources Evaluation Activities / Techniques / Instruments

CE.EFL.4.9. Production – Fluency: Use simple

5. Language Through The Arts

Methodological Strategies Resources

Unit No. 3 and 4

nd inferences of written texts, in order to produce level-appropriate critical analysis of familiar

CLIL: Unit 4: CLIL- Geography: People and continents

Skills & Performance Descriptors

Prepare! Book 1 Annual & Unit Plans

Prepare! Book 1 Annual & Unit Plans