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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.

Anticipating: Reading about and listening to a country profile.

Learning: Vocabulary about countries and nationalities.

Learning: Structure of comparisons of inequality.

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Consolidating: Completion of a graphic organizer comparing two cultures.

Understand phrases and expressions related to areas of most immediate priority within the personal domain,
provided speech is clearly and slowly articulated. (Example: daily life, free time) (Ref. EFL 4.2.1.)

Anticipating: Watch a video clip comparing the lifestyle of two people and paraphrase the main idea.

Learning: Create a list of free time activities students practice.

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Consolidating: Listen to a simple audio about free time activities and identify main ideas.

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Apply learning strategies to examine and interpret a variety of written materials using context clues, note
taking and finding words in a dictionary. (Ref. EFL 4.3.6.)

Anticipating:

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Learning:

Consolidating: Read a text and match the correct statements.

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Convey information and ideas through expository texts on familiar subjects using ICT tools and conventions
and features of English appropriate to audience and purpose. (Ref. EFL 4.4.1.)

Anticipating: Look at a picture of sports and write a description of what you see or how it makes you feel.

Learning:

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 Create a list of phrases describing activities of interest.

Consolidating: Make a brochure promoting a specific activity of interest.

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 considering ethical standards, safety concerns, social
norms and mutual respect.

Anticipating: Read a list of actions people take and discuss the consequences on others (including on the
environment).

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Water pollution

Air pollution

Land pollution

Deforestation

Plastic pollution

Learning: Research through the internet about good environmental practices in other cultures of interest and
ways of life.

Consolidating: Create a poster of good environmental practices.

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Understand short, straightforward audio messages and/or the main idea/dialogue of age-appropriate audio-
visual presentations) if delivered slowly and visuals provide contextual support. (Example: a dialogue
supported by facial expressions/gestures and appropriate intonation, etc.) (Ref. EFL 4.2.3.)

Anticipating: Watch a short video about interesting facts and identify new information.

Learning: Revision of comparatives and superlatives.

 Use of agree/disagree.

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Consolidating: Watch a short video and then say whether or not you agree with the speaker or a statement.
(Example topics for videos: Best vacation sites in Ecuador, strangest foods, scariest animals in the world, etc.)

Use a series of phrases and sentences to describe aspects of personal background and matters of immediate
need in simple terms using grammatical structures learnt in class (although there may be frequent errors with
tenses, personal pronouns, prepositions, etc.) (Ref. EFL 4.2.2.)

Anticipating: Brainstorming of aspects of personal background.

Learning: Complete of a list of phrases related to personal background.

Consolidating: Record a selfie video to share background information, observing that you can say what you
want without too many long pauses.

Write to describe feelings/opinions in order to effectively influence an audience. (Example: argue) (Ref. EFL
4.4.4.)

Anticipating: Look at a picture and write a description of what they see or how it makes you feel.

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Learning: Use of modals: should, have to

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Consolidating: Write a text telling people what to do to help with a cause of interest.

EFL 4.5.7. Locate and identify selected literary elements and techniques in texts and relate those elements to
those in other works and to learners’ own experiences. (Example: setting, character, plot, theme, point of
view, imagery, foreshadowing, climax, etc.)

Anticipating: Listen to and read a known short story tale.

Learning: Identify literary elements in a story tale.

Consolidating: Use a web site such as storybird.com in order to produce a new version of the story, changing
one element.

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