Shape It! Level 1

ANNUAL CURRICULUM PLAN
INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: Teachers: Grade/Course: Subject: Education:
English
2. TIME
Weekly course No. of working Learning evaluation and unexpected issues Total class weeks Total
load hours periods
3. GENERAL OBJECTIVES
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful 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
(language) learning and practice opportunities. Respect themselves and others within the communication process,
Objectives of the Area 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 formal and informal social situations with a
limited but effective command of the spoken language (CEFR B1 level).
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 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.
O.EFL.4.4- Develop creative and critical thinking skills when encountering challenges in order to promote autonomous
learning and decision making.
O.EFL.4.5- Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class
while practicing appropriate competences in the four skills.
O.EFL.4.6- Write short descriptive and informative texts related to personal information or familiar topics and use them
Objectives of the level / course as a means of communication and written expression of thought.
O.EFL.4.7- Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level.
O.EFL.4.8- Integrate written and spoken text in order to identify cultural differences and similarities within a range of
local, national and global contexts familiar to the learner.
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.
Starter Unit: Learning Numbers Together Unit 1: Culture Project- A Poster

Unit 1: Learn to… Organize your Notebook. Unit 2: Math Project- A Class Survey
Unit 2: Learn to…Work in Pairs. Unit 3: Culture Project- A Haiku
Unit 3: Learn to... Use Flashcards Unit 4: Art Project- Design a Food Truck
Unit 4: Learn to…Play Vocabulary Games Unit 5: Culture Project- a Lookbook
4. TRANSVERSAL AXES : Unit 5: Learn to…Guess the Meaning of Words CLIL COMPONENTS: Unit 6: PE Project- An Information Pamphlet
Unit 6: Learn to…Write Example Sentences Unit 7: Culture Project- A Scrapbook
Unit 7: Learn to...Use Mind Maps Unit 8: History Project- An Interview
Unit 8: Learn to...Improve your Writing Unit 9: Culture Project- A Webpage
Unit 9: Learn to...Make an Action Plan
5. DEVELOPMENT OF PLANNIN G UNITS*

Unit No.: Starter Unit Name of Unit: Welcome!
Unit Specific Objectives
Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness

EFL 4.1.2. Recognize and demonstrate an appreciation of
CE.EFL.4.2. Recognize and demonstrate an * Learners can name similarities and differences some commonalities and distinctions across cultures and
appreciation of commonalities between between different aspects of cultural groups. Learners groups (differentiated by gender, ability, generations,
cultures as well as the consequences of one’s can demonstrate socially responsible behaviors at etc.) including the students’ own. (EGB8)
actions while exhibiting socially responsible school, online, at home and in the community, and
behaviors. evaluate their actions by ethical, safety and social
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) The Great Big Number Quiz
Curricular Thread 2: Oral communication
CE.EFL.4.8. Production – Accuracy and EFL 4.2.2. Use a series of phrases and sentences to
Intelligibility: Communicate needs and describe aspects of personal background, immediate
* Learners can communicate personal information
information clearly and in simple terms, using and environment and matters of immediate need in simple
basic immediate needs and attempt to deal with terms using grammatical structures learnt in class
grammatical structures learned in class other practical everyday demands in familiar contexts, (although there may be frequent errors with tenses,
(although there may be frequent errors),
effectively and without undue effort. effectively and without undue effort and using
grammatical structures and vocabulary seen in class personal pronouns,
Use it!- Ask prepositions,
and answer etc.). (EGB8)
questions
Demonstrate an ability to make appropriate
use of new words and expressions in social (although there may be frequent, basic errors). (I.1,
interactions. I.2, I.3, S.1
Curricular Thread 3: Reading

EFL 4.3.1. Understand main points in short simple texts
on familiar subjects. (Example: news about sports or
f amous people, descriptions, etc.) (EGB8)
CE.EFL.4.11. Demonstrate comprehension of * Learners can understand main ideas and some
main ideas and some details in short simple details in short simple online or print texts on familiar Reading- An Online Profile
texts on familiar subjects, making use of subjects, attempting to use contextual clues to help
contextual clues to identify relevant identify the most relevant information. (Example: EFL 4.3.3. Attempt to find specific predictable information
information in a text. title, illustrations, organization, etc.) (I.2, I.4) in short, simple texts in a range of age- and level-
(ref.I.EFL.4.11.1.) appropriate topics. (EGB8)
Reading- An Online Profile
Curricular Thread 4: Writing

EFL 4.4.5. Attempt to recognize that various types of
CE.EFL.4.15. Express information and ideas writing require different language, formatting and special
* Learners can convey information and ideas and
and describe f eelings and opinions in simple describe feelings and opinions in simple transactional vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
transactional or expository texts on familiar or expository texts on familiar subjects in order to
subjects in order to influence an audience,
while recognizing that different texts have attempt to influence an audience, while attempting to Writing- An Informal Letter
recognize that different texts have different features
different f eatures and showing the ability to
use these features appropriately in one’s own and showing the ability to use these features
writing. appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
(ref.I.EFL.4.15.1.)
Curricular Thread 5: Language through the Arts

*Putting months in the correct order. Then listening, checking and repeating.
*Completing sentences and comparing.
*Learning and practicing cardinal and ordinal numbers.
*Taking turns saying the cardinal number and completing sentences with dates.
*Adding the colors and writing the new color. Then listening, checking and repeating.
METHODOLOGICAL ORIENTATIONS *Doing the quiz with a partner by circling the correct answer. Time in
(SKILLS AND STRA TEGIES) *Looking at photos, reading profiles, and finding nationalities in the profiles. Weeks
*Completing the chart with countries and nationalities.
*Completing exercises with Subject Pronouns and Possessive Adjectives.
*Completing exercises with the verb To be.
*Completing exercises for Classroom Objects by circling correct answers and answering
questions with a partner.
Unit No.: 1 *Completing exercises Name of Unit:
for Whose What is your
+ Possessive Pronouns and Imperatives, family like?
by listening
Unit Specific Objectives and matching.
*Writing an Informal Letter by reading, completing information and joining sentences.
CE.EFL.4.1. Compare and contrast oral * Learners can compare and contrast oral traditions, EFL 4.1.1. Compare and contrast oral traditions, myths,
traditions and literature from Ecuador and myths, folktales and literature from Ecuador and f olktales and literature from Ecuador and international
beyond in order to manifest an other cultures in order to attempt to demonstrate an regions and cultures and identify similarities and
understanding of the relationship between understanding of the relationship between cultural differences and universal cultural themes. (EGB8)
cultural perspectives and practices and by practices and perspectives. Learners can share cross-
sharing cross cultural experiences. cultural experiences while naming universal cultural
themes. (I.2, S.1, S.2, J.1) (ref.I.EFL.4.1.1.) Start it! What is your family like?
CE.EFL.4.10. Interaction – Interpersonal: EFL 4.2.10. Sustain a conversational exchange on a
Participate effectively in familiar and f amiliar, everyday subject when carrying out a
predictable conversational exchanges by * Learners can effectively participate in familiar and collaborative/paired learning activity in which there are
asking and answering follow- up questions, predictable everyday conversational exchanges in specific instructions for a task. (EGB8)
provided there are opportunities to use repair order to complete a task, satisfy a need or handle a Speaking- Calling a friend.
strategies (e.g. asking for clarification) and simple transaction, attempting to use a range of repair EFL 4.2.16. Attempt to initiate, maintain and end a
sustain conversational exchanges in pairs to strategies. (Example: asking for clarification, etc.) (I.3, conversation to satisfy basic needs and/or handle a
complete a task, satisfy a need or handle a J.3, J.4) (ref.I.EFL. 4.10.1.) simple transaction. (EGB8)
simple transaction.
Speaking- Calling a friend.
CE.EFL.4.11. Demonstrate comprehension of * Learners can understand main ideas and some f amous people, descriptions, etc.) (EGB8)
main ideas and some details in short simple details in short simple online or print texts on familiar
texts on familiar subjects, making use of subjects, attempting to use contextual clues to help Reading- An Article
contextual clues to identify relevant identify the most relevant information. (Example: EFL 4.3.2. Make use of clues such as titles, illustrations,
information in a text. title, illustrations, organization, etc.) (I.2, I.4) organization, text outline and layout, etc. to attempt to
(ref.I.EFL.4.11.1.) identify and understand relevant information in written
level-appropriate text types. (EGB8)
Reading- An Article
EFL 4.4.5. Attempt to recognize that various types of
CE.EFL.4.15. Express information and ideas writing require different language, formatting and special
and describe f eelings and opinions in simple * Learners can convey information and ideas and vocabulary. (Example: a recipe, a letter, etc.) (EGB8)
transactional or expository texts on familiar describe feelings and opinions in simple transactional
subjects in order to influence an audience, or expository texts on familiar subjects in order to Writing- An Informal Email
while recognizing that different texts have attempt to influence an audience, while attempting to
different f eatures and showing the ability to recognize that different texts have different features
use these features appropriately in one’s own and showing the ability to use these features
writing. appropriately in one’s own writing.

CE.EFL.4.22. Show the ability to work EFL 4.5.9. Engage in collaborative activities through a
collaboratively and to participate effectively * Learners can collaborate and participate effectively variety of student groupings to create and respond to
in a variety of student groupings by in a variety of student groupings by employing a wide literature and other literary texts. (EGB8)
employing a wide range of creative thinking range of creative thinking skills through the
skills through the completion of activities completion of activities such as playing games, Culture Project- A Poster
such as playing games, brainstorming and brainstorming and problem solving. (S.2, S.4, J.1, J .2,
problem solving. J.3, J.4) (ref.I.EFL.4.22.1.)
*Completing exercises for vocabulary about Family Members, by matching words,
completing answers and writing sentences to describe your family.
*Reading a webpage, completing sentences with correct words and discussing questions.
*Completing exercises about To Have: Affirmative and Negative by completing sentences
and checking answers. Then taking turns saying sentences.
*Completing exercises for vocabulary about Describing People by completing a chart,
METHODOLOGICAL ORIENTATIONS drawing pictures to remember new words and working in pairs describing members of Time in
(SKILLS AND STRA TEGIES) Weeks
your family.
*Completing exercises for To Have Questions by writing questions and answers, working
in pairs and writing a class quiz.
*Speaking about Calling a Friend by completing a conversation, finding and underlining
phrases in a conversation and planning questions to ask your friend on the phone.
*Writing an Informal Email by answering questions and planning an informal email.
Unit No.: 2 *Reading an Article, Name
circling of
correct
Unit:words and discussing questions.
What´s your day like?
*Increasing Vocabulary by writing opposites, guessing answers and, designing and
Unit Specific Objectives presenting a poster.
Evaluation
*Reviewing vocabulary and grammar from the unit. Content/Skills
*LearningThread
Curricular to organize your notebook byand
1: Communication asking and answering
cultural awarenesswith a partner.
EFL 4.1.10. Recognize and appreciate individual and
group similarities and differences by establishing and
CE.EFL.4.5. Display an appreciation of and * Learners can appreciate and show respect for maintaining healthy and rewarding online and face-to-
demonstrate respect for individual and group individual and group differences by establishing and f ace relationships based on communication and
differences by establishing and maintaining maintaining healthy and rewarding online and face-to- cooperation. (EGB8)
healthy and rewarding relationships based on face interactions. Learners can communicate and Learn to learn- Word Partners (2)
communication and cooperation. cooperate in a respectful, empathetic manner. (J.3,
S.1, S.4) (ref.I.EFL.4.5.1.)

CE.EFL.4.9. Production – Fluency: Use simple EFL 4.2.13. Interact with reasonable ease in structured
language to describe, compare and make situations and short conversations within familiar
* Learners can use simple language to describe, contexts, provided that speech is given clearly, slowly and
statements about familiar everyday topics
such as objects, possessions and routines in compare and state facts about familiar everyday directly. (Example: an interview, an information gap
topics such as possessions, classroom objects and
structured situations and short conversations. routines activity, etc.) (EGB8)
in short, structured situations, interacting
Interaction is with reasonable ease, provided with relative ease. (I.3, I.4, S.4) (ref.I.EF L.4.9.1.) Speaking- An Interview
speech is given clearly, slowly and directly.

CE.EFL.4.12. Use a range of reference EFL 4.3.7. Read, gather, view and listen to information
materials and sources, both online and in * Learners can employ a range of reference materials f rom various sources in order to attempt to organize and
print, in order to support ideas, answer and sources, both online and in print, in order to discuss relationships between academic content areas.
attempt to support ideas, answer inquiries, find (EGB8)
inquiries, find relationships and relate ideas relationships and relate ideas between different
between different subject areas.
subject areas. (I.1, I.2, J.2) (ref.I.EF L.4.12.1.)
Reading- A Profile
CE.EFL.4.17. Show an ability to convey and * Learners can convey and organize information EFL 4.4.7. Use the process of prewriting, drafting,
organize information through the use of facts revising, peer editing and proofreading (i.e., “the writing
and details and by employing various stages through the use of facts and details and by attempting process”) to attempt to produce well-constructed
to employ various stages of the writing process, while
of the writing process, while using a range of using a range of digital tools to promote and support inf ormational texts. (EGB8)
digital tools to promote and support collaboration, learning and productivity. (I.1, I.3, S.4,
collaboration, learning and productivity.
J.2, J.4) (ref.I.EFL.4.17.1.) Writing- An Article
CE.EFL.4.22. Show the ability to work Curricular Thread 5: Language through the Arts
collaboratively and to participate effectively * Learners can collaborate and participate effectively EFL 4.5.9. Engage in collaborative activities through a
in a variety of student groupings by in a variety of student groupings by employing a wide variety of student groupings to create and respond to
employing a wide range of creative thinking range of creative thinking skills through the literature and other literary texts. (EGB8)
skills through the completion of activities completion of activities such as playing games,
such as playing games, brainstorming and brainstorming and problem solving. (S.2, S.4, J.1, J .2, Math Project- A Class Survey
problem solving. J.3, J.4) (ref.I.EFL.4.22.1.) (EFL)
*Completing exercises for vocabulary about Daily Routines by matching and completing a
chart.
*Reading a profile and finding words to match photos. Then, reading again and circling
correct answers and discussing questions.
METHODOLOGICAL ORIENTATIONS *Doing exercises about S imple Present: Affirmative and Negative by completing charts, Time in
(SKILLS AND STRA TEGIES) texts and examples. Weeks
*Listening and practicing vocabulary about Free-Time Activities, by matching, changing
words, circling correct answers and writing sentences.
*Doing exercises about S imple Present: Questions by putting words in order and using
Unit No.: 3 ideas to write questions. Name Then
of asking and answering with a partner.How do we learn?
Unit:
*Speaking about An Interview by listening to a conversation, finding and underlining
Unit Specific Objectives phrases and then working with a partner to plan an interview.
*Writing an article by discussing the title, matching, writing punctuation andContent/Skills
Evaluation planning.
*Completing a Class Survey by circling correct answers, reading results and completing a
CE.EFL.4.1. Compare and contrast oral *summary.
Learners can compare and contrast oral traditions, EFL 4.1.1. Compare and contrast oral traditions, myths,
traditions and literature from Ecuador and *Reviewing
myths, Vocabulary
folktales and Grammar
and literature from the
from Ecuador andUnit.
*Learning to Work in Pairs by asking f olktales andaliterature from Ecuador and international
beyond in order to manifest an other cultures in order to attempt to and answeringan
demonstrate questions with partner and
regions and cultures and identify similarities and
completing sentences.
understanding of the relationship between understanding of the relationship between cultural differences and universal cultural themes. (EGB8)
cultural perspectives and practices and by practices and perspectives. Learners can share cross-
sharing cross cultural experiences. cultural experiences while naming universal cultural
themes. (I.2,Curricular
S.1, S.2, J.1) (ref.I.EFL.4.1.1.) Start it! How do we learn?
Thread 2: Oral communication
* Learners can identify the main idea and some details
CE.EFL.4.7. Listening for Information: Create
Follow activities that fullfill this curricular thread and select the criteria accordingly
and identify some main ideas and details in in short straightforward spoken audio texts set in EFL 4.2.3. Follow and understand short, straightforward
short and straightforward spoken or audio familiar contexts when the message is delivered audio messages and/or the main idea/dialogue of a
slowly and there is other contextual support. movie or cartoon (or other age-appropriate audio-visual
texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual (Example: rules for a game, classroom instructions, a presentations) if delivered slowly and visuals provide
dialogue in a scene from a cartoon or movie, etc.)
support. Use spoken contributions in class as Learners contextual support. (Example: an announcement of a bus
can use other classmate’s contributions in delay, an intercom announcement at school, a dialogue
models for one’s own speech. Speaking- Asking
class as models for their own. (I.2, I.3, S.4) supported by facialfor help.
expressions/gestures and appropriate
(ref.I.EFL.4.7.1.) Curricular Thread 3: Reading intonation, etc.) (EGB8)
EFL 4.3.4. Attempt to find the most important
inf ormation in print or online sources in order to support
an idea or argument. (EGB8)
CE.EFL.4.12. Use a range of reference * Learners can employ a range of reference materials
materials and sources, both online and in and sources, both online and in print, in order to Reading- A Blog Post
print, in order to support ideas, answer EFL 4.3.7. Read, gather, view and listen to information
attempt to support ideas, answer inquiries, find
inquiries, find relationships and relate ideas relationships and relate ideas between different f rom various sources in order to attempt to organize and
between different subject areas. subject areas. (I.1, I.2, J.2) (ref.I.EF L.4.12.1.) discuss relationships between academic content areas.
(EGB8)
Reading- A Blog Post

CE.EFL.4.17. Show an ability to convey and * Learners can convey Curricular Thread 4: Writing
and organize information EFL 4.4.8. Convey and organize information using facts
organize information through the use of facts
and details and by employing various stages through the use of facts and details and by attempting and details in order to attempt to illustrate diverse
to employ various stages of the writing process, while patterns and structures in writing. (EGB8)
of the writing process, while using a range of using a range of digital tools to promote and support
digital tools to promote and support collaboration, learning and productivity. (I.1, I.3, S.4, Writing- A Description
collaboration, learning and productivity.
J.2, J.4) (ref.I.EFL.4.17.1.)
CE.EFL.4.20. Create short, original literary EFL 4.5.5. Attempt to gain an understanding of literary
texts in different genres, including those that *different
Learners can create short, original literary texts in concepts such as genre, plot, setting, character, point of
genres, including those that reflect
reflect Ecuadorian cultures, using a range of Ecuadorian cultures, attempting to use a range of view, theme and other literary elements in order to apply
digital tools, writing styles, appropriate them to one’s own creative texts. (EGB8)
vocabulary and other literary concepts. digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3) (ref.I.EFL.4.20.1.)
Culture Project- A Haiku
*Completing vocabulary exercises about School Subjects by circling correct answers and
working with a partner to ask and answer.
*Learning to Recognize Cognates by writing subjects and definitions.
*Reading a Webpage and finding words, completing sentences and discussing questions.
*Completing exercises about Can for Ability and Permission, by circling correct words,
METHODOLOGICAL ORIENTATIONS completing texts and writing sentences. Time in
(SKILLS AND STRA TEGIES) *Listening and practicing vocabulary about Places in a School by matching words, asking Weeks
and answering, and discussing questions.
*Doing exercises about Verb Forms: (Don´t) Like, Don´t Mind, Love, Hate+-ing, by
completing sentences, writing true sentences, matching and comparing ideas.
*Speaking about Asking for Help by completing a conversation, working with a partner
and completing notes.
Unit No.: 4 *Writing A Description by underlining
Name of Unit: sentences, planning and writing
What dothe you
description.
like to eat?
Unit Specific Objectives *Reading a Blog Post and finding words to match definitions. Then discussing questions.
*Learning to Understand New Words from Context by circling phrasal verbs and
Evaluation
completing sentences. Content/Skills
CE.EFL.4.1. Compare and contrast oral Curricular
**Reviewing
LearnersThreadVocabulary
can 1: Communication
compare and
andGrammar from
and
contrast oral the
cultural
Unit. awareness
traditions,
traditions and literature from Ecuador and *Learning
myths, to Useand
folktales Flashcards
literature byfrom
matching,
Ecuadormarking
and and EFL
showing
4.1.1.flashcards.
Compare and contrast oral traditions, myths,
beyond in order to manifest an other cultures in order to attempt to demonstrate an f olktales and literature from Ecuador and international
understanding of the relationship between understanding of the relationship between cultural regions and cultures and identify similarities and
cultural perspectives and practices and by practices and perspectives. Learners can share cross- differences and universal cultural themes. (EGB8)
sharing cross cultural experiences. cultural experiences while naming universal cultural Reading- An Article
themes. (I.2,Curricular Thread
S.1, S.2, J.1) 2: Oral communication
(ref.I.EFL.4.1.1.)
Create activities that fullfill this curricular thread and select the criteria accordingly
EFL 4.2.2. Use a series of phrases and sentences to
CE.EFL.4.8. Production – Accuracy and describe aspects of personal background, immediate
Intelligibility: Communicate needs and environment and matters of immediate need in simple
information clearly and in simple terms, using * Learners can communicate personal information
grammatical structures learned in class and basic immediate needs and attempt to deal with terms using grammatical structures learnt in class
other practical everyday demands in familiar contexts, (although there may be frequent errors with tenses,
(although there may be frequent errors), effectively and without undue effort and using personal
Speaking-pronouns,
Orderingprepositions, etc.). (EGB8)
Food and Drink
effectively and without undue effort.
grammatical structures and vocabulary seen in class EFL 4.2.9. Attempt to use new words and expressions
Demonstrate an ability to make appropriate (although there may be frequent, basic errors). (I.1, which occur in conversations in the personal and
use of new words and expressions in social I.2, I.3, S.1) (ref .I.EFL.4.8.1.)
interactions. educational domains, and make use of such terms and
expressions wherever appropriate and necessary. (EGB8)
Speaking- Ordering Food and Drink
CE.EFL.4.11. Demonstrate comprehension of * Learners can understand main ideas and some EFL 4.3.1. Understand main points in short simple texts
main ideas and some details in short simple details in short simple online or print texts on familiar on familiar subjects. (Example: news about sports or
texts on familiar subjects, making use of subjects, attempting to use contextual clues to help f amous people, descriptions, etc.) (EGB8)
contextual clues to identify relevant identify the most relevant information. (Example:
information in a text. title, illustrations, organization, etc.) (I.2, I.4) Reading- An Article
CE.EFL.4.15. Express information and ideas (ref.I.EFL.4.11.1.)
and describe f eelings and opinions in simple * Learners can convey information
Curricular Threadand ideas and
4: Writing
transactional or expository texts on familiar or describe feelings and opinions in simple transactional EFL 4.4.4. Write to describe feelings/opinions in order to
expository texts on familiar subjects in order to attempt to effectively influence an audience. (Example:
subjects in order to influence an audience, attempt to influence an audience, while attempting to persuade, negotiate, argue, etc.) (EGB8)
while recognizing that different texts have
different f eatures and showing the ability to andrecognize that different texts have different features
showing the ability to use these features
use these features appropriately in one’s own appropriately in one’s own writing. (I.3, I.4, S.3, J.2) Writing- A Description
writing. Curricular Thread 5: Language through the Arts
(ref.I.EFL.4.15.1.)
EFL 4.5.9. Engage in collaborative activities through a
CE.EFL.4.22. Show the ability to work variety of student groupings to create and respond to
collaboratively and to participate effectively * Learners can collaborate and participate effectively literature and other literary texts. (EGB8)
in a variety of student groupings by in a variety of student groupings by employing a wide
employing a wide range of creative thinking range of creative thinking skills through the Art Project- Design a Food Truck
skills through the completion of activities completion of activities such as playing games, EFL 4.5.11. Participate in creative thinking through
such as playing games, brainstorming and brainstorming and problem solving. (S.2, S.4, J.1, J .2, brainstorming, working in groups, games and problem-
problem solving. J.3, J.4) (ref.I.EFL.4.22.1.) solving tasks by showing the ability to accept a variety of
ideas and capitalize on other people’s strengths. (EGB8)
Art Project- Design a Food Truck
*Completing exercises for vocabulary about Food and Drink, by matching words,
comparing with a partner, discussing questions and guessing correct answers.
*Reading An Article, looking at photos, checking meaning of words, circling correct
answers and discussing questions.
*Doing exercises about Countable and Uncountable Nouns by completing a chart and a
conversation. Then working with a partner to practice a conversation.
METHODOLOGICAL ORIENTATIONS *Listening and practicing vocabulary about Adjectives by completing and writing Time in
(SKILLS AND STRA TEGIES) sentences, taking turns and listening to a quiz. Weeks
*Doing exercises about There is/ isn´t, There are/ aren´t by completing the chart, circling
correct words, asking and answering questions and writing questions.
*Speaking about Ordering Food and Drink by listening to a conversation, completing it
and finding phrases. Then working with a partner to plan a conversation.
*Writing A Description by looking at photos, finding examples and planning a description.
*Designing a Food Truck by discussing questions, choosing food, circling things in a list
Unit No.: 5 and displaying the food Name truckofdesign
Unit:to your classmates. What´s your style?
Unit Specific Objectives *Reviewing Vocabulary and Grammar from the unit.
*Learning to Play Vocabulary Games by asking and answering with a partner. Then
Evaluation
working in pairs and answering questions. Content/Skills
CE.EFL.4.2. Recognize and demonstrate an * Learners can name similarities and differences EFL 4.1.2. Recognize and demonstrate an appreciation of
appreciation of commonalities between between different aspects of cultural groups. Learners some commonalities and distinctions across cultures and
cultures as well as the consequences of one’s can demonstrate socially responsible behaviors at groups (differentiated by gender, ability, generations,
actions while exhibiting socially responsible school, online, at home and in the community, and etc.) including the students’ own. (EGB8)
behaviors. evaluate their actions by ethical, safety and social
standards. (J.3, S.1, I.1) (ref.I.EFL.4.2.1.) Reading- A Magazine Article Interview
* Learners Curricular
can identifyThread
the main 2:idea
Oraland
communication
some details
CE.EFL.4.7. Listening for Information: Follow
and identify some main ideas and details in in short straightforward spoken audio texts set in EFL 4.2.3. Follow and understand short, straightforward
short and straightforward spoken or audio familiar contexts when the message is delivered audio messages and/or the main idea/dialogue of a
slowly and there is other contextual support. movie or cartoon (or other age-appropriate audio-visual
texts set in familiar contexts, when delivered
slowly and with visuals to provide contextual (Example: rules for a game, classroom instructions, a presentations) if delivered slowly and visuals provide
dialogue in a scene from a cartoon or movie, etc.)
support. Use spoken contributions in class as Learners contextual support. (Example: an announcement of a bus
can use other classmate’s contributions in delay, an intercom announcement at school, a dialogue
models for one’s own speech. Speaking- Buying
class as models for their own. (I.2, I.3, S.4) supported by facialClothes or Accessories
expressions/gestures and appropriate
(ref.I.EFL.4.7.1.) Curricular Thread 3: Reading intonation, etc.) (EGB8)
CE.EFL.4.11. Demonstrate comprehension of * Learners can understand main ideas and some f amous people, descriptions, etc.) (EGB8)
texts on familiar subjects, making use of subjects, attempting to use contextual clues to help Reading- A Magazine Article Interview
contextual clues to identify relevant identify the most relevant information. (Example: EFL 4.3.3. Attempt to find specific predictable information
information in a text. title, illustrations, organization, etc.) (I.2, I.4) in short, simple texts in a range of age- and level-
(ref.I.EFL.4.11.1.) appropriate topics. (EGB8)
Reading- A Magazine Article Interview

CE.EFL.4.17. Show an ability to convey and * Learners can convey Curricular Thread 4: Writing
organize information through the use of facts and organize information EFL 4.4.8. Convey and organize information using facts
and details and by employing various stages to through the use of facts and details and by attempting and details in order to attempt to illustrate diverse
employ various stages of the writing process, while
of the writing process, while using a range of using a range of digital tools to promote and support patterns and structures in writing. (EGB8)
digital tools to promote and support
collaboration, learning and productivity. collaboration, learning and productivity. (I.1, I.3, S.4, Writing- A Description of a Photo
J.2, J.4) (ref.I.EFL.4.17.1.)
CE.EFL.4.22. Show the ability to work Curricular Thread 5: Language through the Arts
collaboratively and to participate effectively * Learners can collaborate and participate effectively EFL 4.5.9. Engage in collaborative activities through a
in a variety of student groupings by in a variety of student groupings by employing a wide variety of student groupings to create and respond to
employing a wide range of creative thinking range of creative thinking skills through the literature and other literary texts. (EGB8)
skills through the completion of activities completion of activities such as playing games,
such as playing games, brainstorming and brainstorming and problem solving. (S.2, S.4, J.1, J .2, Culture Project- A Lookbook
problem solving. J.3, J.4) (ref.I.EFL.4.22.1.)
*Completing exercises for Vocabulary about Clothes by matching words, circling, drawing
and labeling pictures to remember words.
*Reading an Online Diary by choosing correct answers, finding adjectives and discussing
questions.
*Doing exercises for Present Continuous by completing a chart and posts, asking and
METHODOLOGICAL ORIENTATIONS answering with a partner, and writing present continuous questions. Time in
(SKILLS AND STRA TEGIES) *Listening and practicing vocabulary about Accessories by matching words with photos, Weeks
writing correct verbs and listening for the general idea.
*Doing exercises for S imple Present and Present Continuous by completing the chart,
matching and writing questions.
*Speaking about Buying Clothes or Accessories by listening to a conversation, completing
a conversation and working with a partner to practice a conversation.
*Writing a Description of a Photo by first reading a description and answering questions.
Unit No.: 6 Name of
Then, planning a description Unit:
and writing it. How can we be athletic?
Unit Specific Objectives *Reading a Magazine Article Interview by discussing questions, answering and
completing a chart.
*Learning to Make Connections (2) by explaining connections to your partner and
Curricular
guessing theThread 1: Communication
correct answer. and cultural awareness
*Reviewing Vocabulary and Grammar from the unit. EFL 4.1.8. Use suitable vocabulary, expressions, language
CE.EFL.4.4. Demonstrate the ability to ask for **Learning
Learners tocan demonstrate
Guess an ability
the Meaning to give
of Words and ask answers,
by circling and interaction
reading styles
a text for
andformal and informal social or
and give information and assistance using for information
answering and assistance using level-appropriate academic situations in order to communicate specific
questions.
appropriate language and interaction styles in language and interaction styles in online or face-to- intentions in online and face-to-face interactions.
a variety of social interactions. face social and classroom interactions. (J.2, J.3, J.4, I.3) (Example: thanking, making promises, apologizing, asking
(ref.I.EFL.4.4.1.) permission,
Start it! Howchatting
can wewith friends, answering in class,
be athletic?
greeting an authority figure, etc.) (EGB8)
CE.EFL.4.10. Interaction – Interpersonal: * Learners can effectively participate in familiar and EFL 4.2.16. Attempt to initiate, maintain and end a
Participate effectively in familiar and predictable everyday conversational exchanges in conversation to satisfy basic needs and/or handle a
predictable conversational exchanges by order to complete a task, satisfy a need or handle a
asking and answering follow- up questions, simple transaction, attempting to use a range of repair simple transaction. (EGB8)
provided there are opportunities to use repair strategies. (Example: asking for clarification, etc.) (I.3, Grammar in Action- Comparatives
strategies (e.g. asking for clarification) and J.3, J.4) (ref.I.EFL. 4.10.1.)
sustain conversational exchanges in pairs to
complete a task, satisfy a need or handle a EFL 4.3.5. Use everyday reference material in order to
simple transaction. select information appropriate to the purpose of an
CE.EFL.4.12. Use a range of reference inquiry and relate ideas from one written source to
* Learners can employ a range of reference materials another. (EGB8)
materials and sources, both online and in and sources, both online and in print, in order to
print, in order to support ideas, answer Reading- Online FAQs
attempt to support ideas, answer inquiries, find
inquiries, find relationships and relate ideas relationships EFL 4.3.4. Attempt to find the most important
and relate ideas between different
between different subject areas. subject areas. (I.1, I.2, J.2) (ref.I.EF L.4.12.1.) inf ormation in print or online sources in order to support
an idea or argument. (EGB8)
Reading- Online FAQs
CE.EFL.4.15. Express information and ideas
* Learners can convey
and describe f eelings and opinions in simple describe information
Curricular Threadand ideas and
4: Writing
feelings and opinions in simple transactional
transactional or expository texts on familiar or expository texts on familiar subjects in order to EFL 4.4.4. Write to describe feelings/opinions in order to
subjects in order to influence an audience, attempt to effectively influence an audience. (Example:
while recognizing that different texts have attempt to influence an audience, while attempting to persuade, negotiate, argue, etc.) (EGB8)
recognize that different texts have different features
different f eatures and showing the ability to
use these features appropriately in one’s own and showing the ability to use these features Writing- A Profile of an Athlete
writing. appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
(ref.I.EFL.4.15.1.)
EFL 4.5.7. Locate and attempt to identify selected literary
* Learners can locate and attempt to identify literary elements and techniques in texts and relate those
CE.EFL.4.19. Find and identif y literary elements and techniques in other works, including elements to those in other works and to learners’ own
elements and techniques and relate those
elements to the learner’s own experiences and one’s own. Learners can give personal responses to experiences. (EGB8)
attempt to interpret a variety of literary texts, PE Project- An Information Pamphlet
and to other works, including one’s peers, in including those of a peer, referring to details and
order to present personal responses and EFL 4.5.2. Compare and attempt to present personal and
interpretations. features of the text. (Example: text structure, plot, f ormal responses to and interpretation of published
ideas, events, vocabulary, etc.) (I.3, S.3, J.4) literary works and the works of peers, referring to details
(ref.I.EFL.4.19.1.) and features of the text. (EGB8)
PE Project- An Information Pamphlet
*Practicing Vocabulary about Sports by matching words, listening and saying words out
loud. Then working in pairs, asking and answering questions.
*Reading Online FAQs. Matching questions and answers, finding meanings and discussing
questions.
*Doing exercises about Comparatives by completing a chart, writing comparative forms
and completing sentences. Then writing sentences and discussing with a partner.
METHODOLOGICAL ORIENTATIONS *Listening and practicing vocabulary about Sports Verbs by circling correct verbs, adding Time in
(SKILLS AND STRA TEGIES) verbs to the spidergram and, listing and checking. Weeks
*Doing exercises about S uperlatives by completing a sports quiz, listening and checking
answers and writing sentences with your opinions.
*Speaking about Buying Tickets Online by listening to a conversation, completing it,
underlining phrases and planning with a partner.
*Writing a Profile of an Athlete by matching topics, rewriting sentences and writing a
Unit No.: 7 profile for an athlete.Name of Unit: Why are animals important?
*Completing a project about An Information Pamphlet by circling its purpose, taking
Unit Specific Objectives notes and working in groups to prepare a final pamphlet and present it to the class.
Evaluation
*Reviewing Vocabulary and Grammar from the unit. Content/Skills
*LearningThread
Curricular to Write1:Example Sentences by
Communication andcircling sentences
cultural and writing example
awareness
sentences for the words. EFL 4.1.8. Use suitable vocabulary, expressions, language
CE.EFL.4.4. Demonstrate the ability to ask for * Learners can demonstrate an ability to give and ask and interaction styles for formal and informal social or
and give information and assistance using for information and assistance using level-appropriate academic situations in order to communicate specific
appropriate language and interaction styles in language and interaction styles in online or face-to- intentions in online and face-to-face interactions.
a variety of social interactions. face social and classroom interactions. (J.2, J.3, J.4, I.3) (Example: thanking, making promises, apologizing, asking
(ref.I.EFL.4.4.1.) permission,
Reading- Factchatting
Files with friends, answering in class,
CE.EFL.4.6. Listening for Meaning: greeting an authority figure, etc.) (EGB8)
* Learnrs canCurricular Thread
grasp the general2:meaning
Oral communication
of spoken
Understand and f ollow the main idea in texts set in familiar everyday contexts and infer EFL 4.2.8. Follow main ideas in topics covered in other
spoken texts set in familiar everyday curricular subjects with the help of visual support, using
contexts, provided speech is clear and changes in the topic of discussion, as well as attempt
to deduce the meanings of unfamiliar words and concepts and vocabulary that have been studied in
articulate, and deduce the meanings of
unfamiliar words and phrases using context exchanges through the use of context clues, provided Speaking- advance. (EGB8)
Talk About a Field Trip
clues and/or prior knowledge. speech is given slowly and clearly and there is
sufficient visual support. (I.3,Thread
Curricular S.1, J.4)3:
(ref.I.EFL.4.6.1.)
Reading
CE.EFL.4.11. Demonstrate comprehension of * Learners can understand main ideas and some
texts on familiar subjects, making use of subjects, attempting to use contextual clues t
contextual clues to identify relevant
information in a text. Reading- An Article
Writing- An Article
Culture Project- A Scrapbook
Unit No.: 8 Name of Unit: What did you find?

Grammar in Action- Simple Past: Wh-Questions

Speaking- Losing Things

Reading- An Online Travel Article

Writing- A Blog Post

History Project- An Interview
Unit No.: 9 Name of Unit: What makes a great vacation?

Vocabulary and Listening- Vacations

Speaking- Making Suggestions and Responding

Reading- A Pamphlet
Reading- A Pamphlet
Writing- An Email
Culture Project- A Webpage
Unit No.: 10 Name of Unit:











6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
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. Starter Unit

Unit Title
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
and contexts.
Unit specific objectives of the area 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.
Starter Unit: Learning Numbers Together CLIL

Transversal Axes
Components
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
EFL 4.1.2. Recognize and demonstrate an appreciation of some
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s commonalities and distinctions across cultures and groups
actions while exhibiting socially responsible behaviors. (differentiated by gender, ability, generations, etc.) including the
students’ own. (EGB8)
The Great Big Number Quiz
EFL 4.2.2. Use a series of phrases and sentences to describe aspects of
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using personal background, immediate environment and matters of
grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort. immediate need in simple terms using grammatical structures learnt in
Demonstrate an ability to make appropriate use of new words and expressions in social interactions. class (although there may be frequent errors with tenses, personal
Use it!- Askprepositions,
pronouns, and answer questions
etc.). (EGB8)
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. Reading- An Online Profile
EFL 4.3.3. Attempt to find specific predictable information in short,
simple texts in a range of age- and level-appropriate topics. (EGB8)
Reading- An Online Profile
EFL 4.4.5. Attempt to recognize that various types of writing require
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on different language, formatting and special vocabulary. (Example: a
familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the recipe, a letter, etc.) (EGB8)
ability to use these features appropriately in one’s own writing.
Writing- An Informal Letter
EFL 4.5.9. Engage in collaborative activities through a variety of
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by employing student groupings to create and respond to literature and other
a wide range of creative thinking skills through the completion of activities such as playing games, brainstorming and problem literary texts. (EGB8)
solving.
PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
INDICATORS
*Putting months in the correct RESOURCES: Curricular Thread 1: ACTIVITY
order. Then listening, checking Shape it! 1 Student´s Book with Extra Practice. Communication and Students do the quiz with a partner. Then listen and check.
and repeating. cultural awareness TECHNIQUE
*Completing sentences and * Learners can name
comparing. BIBLIOGRAPHY: similarities and Pair work
*Learning and practicing cardinal Thacker, C., Wilson, M., & Vincent, D. differences between INSTRUMENT
and ordinal numbers. (2020). Shape it! Student's Book with Extra different aspects of Workbook
*Taking turns saying the cardinal Practice (Vol. 1). Cambridge Universitsy Press. cultural groups. Learners
can demonstrate socially ACTIVITY
number and completing sentences responsible behaviors at
with dates. school, online, at home
*Adding the colors and writing the MATERIALS: TECHNIQUE
and in the community,
new color. Then listening, and evaluate their actions
checking and repeating. by ethical, safety and INSTRUMENT
*Doing the quiz with a partner by social standards. (J.3, S.1,
circling the correct answer. I.1) (ref.I.EFL.4.2.1.)
Curricular Thread 2: Oral ACTIVITY
*Looking at photos, reading
profiles, and finding nationalities communication
* Learners can Students ask and answer questions in Exercise 5 and 8.
in the profiles. communicate personal TECHNIQUE
*Completing the chart with information and basic Class work
countries and nationalities. immediate needs and
attempt to deal with INSTRUMENT
*Completing exercises with
other practical everyday Workbook
Subject Pronouns and Possessive demands in familiar
Adjectives. ACTIVITY
contexts, effectively and
*Completing exercises with the without undue effort and
verb To be. using grammatical TECHNIQUE
*Completing exercises for structures and vocabulary
Classroom Objects by circling seen in class (although
correct answers and answering there may be frequent, INSTRUMENT
questions with a partner. basic errors). (I.1, I.2, I.3,
*Completing exercises for Whose S.1 Curricular Thread 3: ACTIVITY
Reading
+ Possessive Pronouns and * Learners can Students read the profiles, and determine if sentences are T (true) or F (false).
Imperatives, by listening and understand main ideas
and some details in short TECHNIQUE
matching.
*Writing an Informal Letter by simple online or print Class work
reading, completing information texts on familiar subjects, INSTRUMENT
attempting to use
and joining sentences. contextual clues to help
Workbook
identify the most relevant ACTIVITY
information. (Example:
title, illustrations, TECHNIQUE
organization, etc.) (I.2, I.4)
* Learners can convey
(ref.I.EFL.4.11.1.)
Curricularand
information Thread
ideas4:and ACTIVITY
describe Writing
feelings and
opinions in simple Students write an Informal Letter with proper structure and expressions.
transactional or TECHNIQUE
expository texts on Class work
familiar subjects in order
to attempt to influence an INSTRUMENT
audience, while Workbook
attempting to recognize INSTRUMENT
that different texts have
different features and
showing the ability to use ACTIVITY
these features
appropriately in one’s
own Curricular
writing. Thread
(I.3, I.4,5:S.3,
Language through the
J.2) (ref.I.EFL.4.15.1.) TECHNIQUE
Arts
INSTRUMENT
ACTIVITY
#NAME?
TECHNIQUE
INSTRUMENT
Specification of Education Needs Specification of the adapted material to be applied
CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
Timeframe Duration
2. Unit Plan Unit No. 1

Unit Title What is your family like?
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
Unit specific objectives of the area
Transversal Axes Unit 1: Learn to… Organize your Notebook. CLIL Unit 1: Culture Project- A Poster
Components
2. UNIT PLAN
EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of literature from Ecuador and international regions and cultures and
the relationship between cultural perspectives and practices and by sharing cross cultural experiences. identify similarities and differences and universal cultural themes.
(EGB8)
Start it! What is your family like?
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 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 opportunities to use repair strategies (e.g. asking for clarification) and sustain Speaking- Calling a friend.
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.
EFL 4.2.16. Attempt to initiate, maintain and end a conversation to
satisfy basic needs and/or handle a simple transaction. (EGB8)
Speaking- Calling a friend.
etc.) (EGB8)
contextual clues to identify relevant information in a text. Reading- An Article
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)
Reading- An Article
EFL 4.4.5. Attempt to recognize that various types of writing require
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on different language, formatting and special vocabulary. (Example: a
familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the recipe, a letter, etc.) (EGB8)
Writing- An Informal Email
a wide range of creative thinking skills through the completion of activities such as playing games, brainstorming and problem
literary texts. (EGB8)
solving.
Culture Project- A Poster
PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES INDICATORS EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
*Completing exercises for RESOURCES: Curricular Thread 1: ACTIVITY
vocabulary about Family Shape it! 1 Student´s Book with Extra Practice. Communication and Students watch a video and discuss about types of families and their differences.
* Learners can compare
Members, by matching words, cultural awareness
and contrast oral TECHNIQUE
completing answers and writing traditions, myths, Class work
sentences to describe your family. BIBLIOGRAPHY: folktales and literature
*Reading a webpage, completing Thacker, C., Wilson, M., & Vincent, D. from Ecuador and other INSTRUMENT
sentences with correct words and (2020). Shape it! Student's Book with Extra cultures in order to Video 1.1
discussing questions. Practice (Vol. 1). Cambridge Universitsy Press. attempt to demonstrate ACTIVITY
*Completing exercises about To an understanding of the
Have: Affirmative and Negative by relationship between
completing sentences and MATERIALS: cultural practices and TECHNIQUE
checking answers. Then taking perspectives. Learners
turns saying sentences. can share cross-cultural INSTRUMENT
*Completing exercises for experiences while naming
universal cultural themes.
vocabulary about Describing (I.2, S.1, S.2, J.1) ACTIVITY
People by completing a chart, Curricular Thread 2: Oral
(ref.I.EFL.4.1.1.)
communication Students work in pairs and practice the phone conversation.
drawing pictures to remember
new words and working in pairs TECHNIQUE
* Learners can effectively
describing members of your participate in familiar and Pair work
family. predictable everyday INSTRUMENT
*Completing exercises for To Have conversational exchanges Workbook
Questions by writing questions in order to complete a
and answers, working in pairs and task, satisfy a need or ACTIVITY
writing a class quiz. handle a simple
*Speaking about Calling a Friend transaction, attempting to TECHNIQUE
by completing a conversation, use a range of repair
strategies. (Example: Name game
finding and underlining phrases in
asking for clarification, INSTRUMENT
a conversation and planning
questions to ask your friend on etc.) (I.3, J.3, J.4)
(ref.I.EFL. 4.10.1.) Chant
the phone.
*Writing an Informal Email by Curricular Thread 3: ACTIVITY
answering questions and planning Reading
an informal email. * Learners can Students read an article and check their answers. Then, they find words in the article,
understand main ideas and circle correct words.
*Reading an Article, circling
correct words and discussing and some details in short TECHNIQUE
questions. simple online or print
texts on familiar subjects, Class work
*Increasing Vocabulary by writing attempting to use INSTRUMENT
opposites, guessing answers and, contextual clues to help
designing and presenting a poster. Workbook and Track 1.12
identify the most relevant
*Reviewing vocabulary and information. (Example: ACTIVITY
grammar from the unit. title, illustrations,
*Learning to organize your organization, etc.) (I.2, I.4) TECHNIQUE
notebook by asking and answering (ref.I.EFL.4.11.1.)
with a partner. *Curricular
Learners can convey
Thread 4:
information and ideas and ACTIVITY
Writing
describe feelings and Students write an email, including verbs, four paragraphs and useful phrases.
opinions in simple
expository texts on Class work
familiar subjects in order INSTRUMENT
to attempt to influence an
Workbook
audience, while
different features and ACTIVITY
showing the ability to use
these features
Curricular Thread 5:
appropriately
Language in one’s
through the ACTIVITY
* Learners can
ownArts collaborate
writing.
and participate effectively In groups, students design and present a poster about a festival from around the world.
in a variety of student
groupings by employing a TECHNIQUE
wide range of creative Group work
thinking skills through the INSTRUMENT
completion of activities
such as playing games, Internet
brainstorming and TECHNIQUE
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
(ref.I.EFL.4.22.1.) INSTRUMENT
Date: Date: Date:
Timeframe Duration

Unit Title What´s your day like?
O.EFL.4.3- Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction.
Transversal Axes Unit 2: Learn to…Work in Pairs. CLIL Unit 2: Math Project- A Class Survey
Components
2. UNIT PLAN
EFL 4.1.10. Recognize and appreciate individual and group similarities

and differences by establishing and maintaining healthy and rewarding
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and online and face-to-face relationships based on communication and
maintaining healthy and rewarding relationships based on communication and cooperation. cooperation. (EGB8)
Learn to learn- Word Partners (2)
EFL 4.2.13. Interact with reasonable ease in structured situations and

CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics short conversations within familiar contexts, provided that speech is
such as objects, possessions and routines in structured situations and short conversations. Interaction is with reasonable ease, given clearly, slowly and directly. (Example: an interview, an
provided speech is given clearly, slowly and directly. information gap activity, etc.) (EGB8)
Speaking- An Interview
EFL 4.3.7. Read, gather, view and listen to information from various
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, sources in order to attempt to organize and discuss relationships
find relationships and relate ideas between different subject areas. between academic content areas. (EGB8)
Reading- A Profile
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing various and proofreading (i.e., “the writing process”) to attempt to produce
stages of the writing process, while using a range of digital tools to promote and support collaboration, learning and productivity. well-constructed informational texts. (EGB8)
Writing- An Article
a wide range of creative thinking skills through the completion of activities such as playing games, brainstorming and problem
solving.
Math Project- A Class Survey
PERFORMANCE
INDICATORS
vocabulary about Daily Routines Shape it! 1 Student´s Book with Extra Practice. Communication and Voice it!- Students work in pairs and say their sentences about free-time activities.
by matching and completing a cultural awareness TECHNIQUE
chart. * Learners can appreciate
and show respect for Pair work
*Reading a profile and finding BIBLIOGRAPHY:
words to match photos. Then, Thacker, C., Wilson, M., & Vincent, D. individual and group INSTRUMENT
reading again and circling correct (2020). Shape it! Student's Book with Extra differences by Workbook
answers and discussing questions. Practice (Vol. 1). Cambridge Universitsy Press. establishing and
maintaining healthy and ACTIVITY
*Doing exercises about Simple rewarding online and
Present: Affirmative and Negative face-to-face interactions.
by completing charts, texts and MATERIALS: TECHNIQUE
Learners can
examples. communicate and
*Listening and practicing cooperate in a respectful, INSTRUMENT
vocabulary about Free-Time empathetic manner. (J.3,
Activities, by matching, changing S.1, S.4) (ref.I.EFL.4.5.1.)
ACTIVITY
words, circling correct answers Curricular Thread 2: Oral
and writing sentences. communication Students practice their interview with a partner, using verbs, vocabulary and useful
*Doing exercises about Simple phrases.
Present: Questions by putting TECHNIQUE
words in order and using ideas to * Learners can use simple Pair work
write questions. Then asking and language to describe,
compare and state facts INSTRUMENT
answering with a partner.
*Speaking about An Interview by about familiar everyday Workbook
topics such as ACTIVITY
listening to a conversation, finding possessions, classroom
and underlining phrases and then objects and routines in
working with a partner to plan an short, structured TECHNIQUE
interview. situations, interacting
*Writing an article by discussing with relative ease. (I.3, I.4,
the title, matching, writing S.4) (ref.I.EFL.4.9.1.) INSTRUMENT
punctuation and planning.
*Completing a Class Survey by Curricular Thread 3:
Reading ACTIVITY
circling correct answers, reading * Learners can employ a Students look at the profiles and find words to match the pictures.
results and completing a range of reference TECHNIQUE
summary. materials and sources,
*Reviewing Vocabulary and Class work
both online and in print,
Grammar from the Unit. in order to attempt to INSTRUMENT
*Learning to Work in Pairs by support ideas, answer Workbook
asking and answering questions inquiries, find ACTIVITY
with a partner and completing relationships and relate
sentences. ideas between different
subject areas. (I.1, I.2, J.2) TECHNIQUE
(ref.I.EFL.4.12.1.)
Curricular Thread 4: ACTIVITY
Writing
* Learners can convey Students learn about punctuation. Then, plan an article about daily routines, including
and organize information adverbs of frequency, correct punctuation and useful language.
through the use of facts
and details and by TECHNIQUE
attempting to employ Class work
various stages of the INSTRUMENT
writing process, while
using a range of digital Workbook
tools to promote and INSTRUMENT
support collaboration,
learning and productivity.
(I.1, I.3, S.4, J.2, J.4) ACTIVITY
(ref.I.EFL.4.17.1.)
Language through the ACTIVITY
* Learners Artscan collaborate Students work in groups- select a topic and plan a class survery. Then, they present
and participate effectively their results and have a class discussion.
thinking skills through the
completion of activities INSTRUMENT
such as playing games, Workbook
J.1, J.2, J.3, J.4)
Date: Date: Date:
Timeframe Duration

Unit Title How do we learn?
and contexts.
Unit specific objectives of the area 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 3: Learn to... Use Flashcards CLIL Unit 3: Culture Project- A Haiku
Transversal Axes
Components
2. UNIT PLAN
literature from Ecuador and international regions and cultures and
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of identify similarities and differences and universal cultural themes.
the relationship between cultural perspectives and practices and by sharing cross cultural experiences. (EGB8)
Start it! How do we learn?
EFL 4.2.3. Follow and understand short, straightforward audio

CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or messages and/or the main idea/dialogue of a movie or cartoon (or
audio texts set in familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken other age-appropriate audio-visual presentations) if delivered slowly
contributions in class as models for one’s own speech. and visuals provide contextual support. (Example: an announcement
of a bus delay, an intercom announcement at school, a dialogue
supported by facial
Speaking- Asking forexpressions/gestures
help. and appropriate intonation,
etc.) (EGB8)
EFL 4.3.4. Attempt to find the most important information in print or
online sources in order to support an idea or argument. (EGB8)
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, Reading- A Blog Post
find relationships and relate ideas between different subject areas. 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)
Reading- A Blog Post
EFL 4.4.8. Convey and organize information using facts and details in
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing various order to attempt to illustrate diverse patterns and structures in
stages of the writing process, while using a range of digital tools to promote and support collaboration, learning and productivity. writing. (EGB8)
Writing- A Description
EFL 4.5.5. Attempt to gain an understanding of literary concepts such
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range as genre, plot, setting, character, point of view, theme and other
of digital tools, writing styles, appropriate vocabulary and other literary concepts. literary elements in order to apply them to one’s own creative texts.
(EGB8)
Culture Project- A Haiku
PERFORMANCE
INDICATORS
*Completing vocabulary exercises RESOURCES: Curricular Thread 1: ACTIVITY
about School Subjects by circling Shape it! 1 Student´s Book with Extra Practice. * Learners Communication and
can compare Students watch a video and discuss types of classrooms.
correct answers and working with cultural awareness
a partner to ask and answer. traditions, myths, Class work
*Learning to Recognize Cognates BIBLIOGRAPHY: folktales and literature
by writing subjects and Thacker, C., Wilson, M., & Vincent, D. from Ecuador and other INSTRUMENT
definitions. (2020). Shape it! Student's Book with Extra cultures in order to Video 3.1
*Reading a Webpage and finding Practice (Vol. 1). Cambridge Universitsy Press. attempt to demonstrate ACTIVITY
words, completing sentences and an understanding of the
discussing questions. relationship between
*Completing exercises about Can MATERIALS: cultural practices and TECHNIQUE
for Ability and Permission, by perspectives. Learners
circling correct words, completing can share cross-cultural INSTRUMENT
texts and writing sentences. experiences while naming
*Listening and practicing *Curricular
Learners can
(I.2, S.1, identify
S.2, J.1) ACTIVITY
vocabulary about Places in a Thread 2: Oral
the main idea and some
(ref.I.EFL.4.1.1.)
communication Students listen to a conversation.
School by matching words, asking details in short
and answering, and discussing straightforward spoken TECHNIQUE
questions. audio texts set in familiar Class work
*Doing exercises about Verb contexts when the INSTRUMENT
Forms: (Don´t) Like, Don´t Mind, message is delivered
Track 3.10
Love, Hate+-ing, by completing slowly and there is other
sentences, writing true sentences, contextual support. ACTIVITY
matching and comparing ideas. (Example: rules for a
*Speaking about Asking for Help game, classroom TECHNIQUE
by completing a conversation, instructions, a dialogue in
a scene from a cartoon or
working with a partner and movie, etc.) Learners can INSTRUMENT
completing notes. use other classmate’s
*Writing A Description by contributions in class 3:
Curricular Thread as
underlining sentences, planning models for their own. (I.2,
Reading
ACTIVITY
and writing the description. I.3, S.4) (ref.I.EFL.4.7.1.)
* Learners can employ a Students read a blog post, answer questions and discuss.
*Reading a Blog Post and finding range of reference TECHNIQUE
words to match definitions. Then materials and sources, Class work
discussing questions. both online and in print,
*Learning to Understand New in order to attempt to INSTRUMENT
Words from Context by circling support ideas, answer Workbook
phrasal verbs and completing inquiries, find ACTIVITY
sentences. relationships and relate
*Reviewing Vocabulary and ideas between different
Grammar from the Unit. subject areas. (I.1, I.2, J.2) TECHNIQUE
*Learning to Use Flashcards by (ref.I.EFL.4.12.1.)
matching, marking and showing Writing
ACTIVITY
flashcards. * Learners can convey
and organize information Students write a description, including four paragraphs, use of can and useful phrases.
through the use of facts
and details and by TECHNIQUE
attempting to employ Class work
writing process, while
using a range of digital Workbook
tools to promote and INSTRUMENT
learning and productivity. ACTIVITY
(I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
Language
* Learnersthrough the
can create ACTIVITY
Arts literary
short, original In groups, students choose a topic and write a Haiku
texts in different genres, TECHNIQUE
including those that
reflect Ecuadorian Group work
cultures, attempting to INSTRUMENT
use a range of digital Workbook
tools, writing styles, TECHNIQUE
appropriate vocabulary
and other literary
concepts. (I.1, I.3) INSTRUMENT
(ref.I.EFL.4.20.1.)
Date: Date: Date:
Timeframe Duration

Unit Title What do you like to eat?
and contexts.
Unit 4: Learn to…Play Vocabulary Games CLIL Unit 4: Art Project- Design a Food Truck
Transversal Axes
Components
2. UNIT PLAN
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of literature from Ecuador and international regions and cultures and
the relationship between cultural perspectives and practices and by sharing cross cultural experiences. identify similarities and differences and universal cultural themes.
(EGB8)
Reading- An Article
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 simple terms using grammatical structures learnt in
class (although there may be frequent errors with tenses, personal
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using pronouns, prepositions, etc.). (EGB8)
grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort. Speaking- Ordering Food and Drink
Demonstrate an ability to make appropriate use of new words and expressions in social interactions. EFL 4.2.9. Attempt to use new words and expressions which occur in
conversations in the personal and educational domains, and make use
of such terms and expressions wherever appropriate and necessary.
(EGB8)
Speaking- Ordering Food and Drink
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of subjects. (Example: news about sports or famous people, descriptions,
contextual clues to identify relevant information in a text. etc.) (EGB8)
Reading- An Article
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on EFL 4.4.4. Write to describe feelings/opinions in order to attempt to
familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the effectively influence an audience. (Example: persuade, negotiate,
ability to use these features appropriately in one’s own writing. argue, etc.) (EGB8)
Writing- A Description
student groupings to create and respond to literature and other
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 Art Project- Design a Food Truck
solving. 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. (EGB8)
Art Project- Design a Food Truck
PERFORMANCE
INDICATORS
vocabulary about Food and Drink, Shape it! 1 Student´s Book with Extra Practice. Communication and Voice it! Students discuss the questions about bugs.
* Learners can compare
by matching words, comparing cultural awareness
with a partner, discussing traditions, myths,
questions and guessing correct BIBLIOGRAPHY: Class work
folktales and literature
answers. Thacker, C., Wilson, M., & Vincent, D. from Ecuador and other INSTRUMENT
*Reading An Article, looking at (2020). Shape it! Student's Book with Extra cultures in order to Workbook
photos, checking meaning of Practice (Vol. 1). Cambridge Universitsy Press. attempt to demonstrate ACTIVITY
words, circling correct answers an understanding of the
and discussing questions. relationship between
*Doing exercises about Countable MATERIALS: cultural practices and TECHNIQUE
and Uncountable Nouns by perspectives. Learners
completing a chart and a can share cross-cultural INSTRUMENT
conversation. Then working with experiences while naming
a partner to practice a (I.2, S.1, S.2, J.1) ACTIVITY
conversation. Curricular Thread 2: Oral
(ref.I.EFL.4.1.1.)
*Listening and practicing communication Students complete a conversation with the phrases. Then, with a partner, plan a
vocabulary about Adjectives by * Learners can conversation about ordering food and practice it.
completing and writing sentences, communicate personal TECHNIQUE
taking turns and listening to a information and basic Pair work
quiz. immediate needs and
attempt to deal with INSTRUMENT
*Doing exercises about There is/
isn´t, There are/ aren´t by other practical everyday Track 4.10
completing the chart, circling demands in familiar ACTIVITY
contexts, effectively and
correct words, asking and without undue effort and
answering questions and writing using grammatical TECHNIQUE
questions. structures and vocabulary
*Speaking about Ordering Food seen in class (although
and Drink by listening to a there may be frequent, INSTRUMENT
conversation, completing it and basic errors). (I.1, I.2, I.3,
finding phrases. Then working S.1)Curricular Thread 3:
(ref.I.EFL.4.8.1.) ACTIVITY
with a partner to plan a Reading
* Learners can Students read an article, check meaning of words and discuss the questions.
conversation. understand main ideas
*Writing A Description by looking and some details in short TECHNIQUE
at photos, finding examples and simple online or print Class work
planning a description. texts on familiar subjects, INSTRUMENT
*Designing a Food Truck by attempting to use
Workbook and Track 4.02
discussing questions, choosing contextual clues to help
identify the most relevant ACTIVITY
food, circling things in a list and information. (Example:
displaying the food truck design to title, illustrations,
your classmates. TECHNIQUE
*Reviewing Vocabulary and * Learners can convey
(ref.I.EFL.4.11.1.)
Grammar from the unit. Curricularand
information Thread
ideas4:and ACTIVITY
*Learning to Play Vocabulary describe Writing
feelings and
opinions in simple Students plan a description of their favorite types of food.
Games by asking and answering
with a partner. Then working in expository texts on
pairs and answering questions. Class work
these features
Curricular Thread
appropriately 5:
in one’s
Language through
own writing. (I.3, I.4, S.3, the ACTIVITY
* Learners Arts can collaborate
J.2) (ref.I.EFL.4.15.1.) In groups, students choose a theme for their food truck. Then, they display their design
and participate effectively to the class and discuss.
completion of activities
such as playing games, Workbook
J.1, J.2, J.3, J.4)
Date: Date: Date:
Timeframe Duration

Unit Title What´s your style?
and contexts.
O.EFL.4.3- Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction.
Unit specific objectives of the area 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
Unit 5: Learn to…Guess the Meaning of Words CLIL Unit 5: Culture Project- a Lookbook
Transversal Axes
Components
2. UNIT PLAN
EFL 4.1.2. Recognize and demonstrate an appreciation of some

CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s commonalities and distinctions across cultures and groups
actions while exhibiting socially responsible behaviors. (differentiated by gender, ability, generations, etc.) including the
students’ own. (EGB8)
EFL 4.2.3. Follow and understand short, straightforward audio

CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or messages and/or the main idea/dialogue of a movie or cartoon (or
audio texts set in familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken other age-appropriate audio-visual presentations) if delivered slowly
contributions in class as models for one’s own speech. and visuals provide contextual support. (Example: an announcement
of a bus delay,
Speaking- anClothes
Buying intercom
or announcement
Accessories at school, a dialogue
supported by facial expressions/gestures and appropriate intonation,
Curricular Thread 3: Reading etc.) (EGB8)
etc.) (EGB8)
contextual clues to identify relevant information in a text. Reading- A Magazine Article Interview
EFL 4.3.3. Attempt to find specific predictable information in short,
simple texts in a range of age- and level-appropriate topics. (EGB8)
Writing- A Description of a Photo
solving.
Culture Project- A Lookbook
PERFORMANCE
Vocabulary about Clothes by Shape it! 1 Student´s Book with Extra Practice. Communication and Voice it! Students answer the questions about Hindu weddings.
matching words, circling, drawing cultural awareness TECHNIQUE
and labeling pictures to remember * Learners can name
similarities and Class work
words. BIBLIOGRAPHY:
*Reading an Online Diary by Thacker, C., Wilson, M., & Vincent, D. differences between INSTRUMENT
choosing correct answers, finding (2020). Shape it! Student's Book with Extra different aspects of Workbook and Track 5.09
adjectives and discussing Practice (Vol. 1). Cambridge Universitsy Press. cultural groups. Learners ACTIVITY
can demonstrate socially
questions. responsible behaviors at
*Doing exercises for Present school, online, at home
Continuous by completing a chart MATERIALS: TECHNIQUE
and in the community,
and posts, asking and answering and evaluate their actions
with a partner, and writing by ethical, safety and INSTRUMENT
present continuous questions. social standards. (J.3, S.1,
*Listening and practicing I.1) (ref.I.EFL.4.2.1.)
*Curricular
Learners can identify ACTIVITY
vocabulary about Accessories by Thread 2: Oral
the main idea and some
communication In pairs, students practice a conversation about buying something. They use simple
matching words with photos, details in short present and continuous, and the useful phrases.
writing correct verbs and listening straightforward spoken TECHNIQUE
for the general idea. audio texts set in familiar Pair work
*Doing exercises for Simple contexts when the INSTRUMENT
Present and Present Continuous message is delivered
Track 5.08
by completing the chart, matching slowly and there is other
and writing questions. contextual support. ACTIVITY
*Speaking about Buying Clothes or (Example: rules for a
Accessories by listening to a game, classroom TECHNIQUE
conversation, completing a instructions, a dialogue in
conversation and working with a a scene from a cartoon or
movie, etc.) Learners can INSTRUMENT
partner to practice a conversation. use other classmate’s
*Writing a Description of a Photo contributions in class 3:
Curricular Thread as
by first reading a description and models for their own. (I.2,
Reading
ACTIVITY
answering questions. Then, I.3, S.4) * Learners can
(ref.I.EFL.4.7.1.) Students read the article, check answers and answer the questions.
planning a description and writing understand main ideas
it.
simple online or print Class work
*Reading a Magazine Article
texts on familiar subjects, INSTRUMENT
Interview by discussing questions, attempting to use
answering and completing a chart. contextual clues to help Workbook and Track 5.09
*Learning to Make Connections identify the most relevant ACTIVITY
(2) by explaining connections to information. (Example:
your partner and guessing the title, illustrations,
correct answer. TECHNIQUE
*Reviewing Vocabulary and (ref.I.EFL.4.11.1.)
Grammar from the unit. * LearnersWriting
can convey
ACTIVITY
*Learning to Guess the Meaning and organize information Students take notes and write a description of a photo, including useful language.
of Words by circling answers, through the use of facts TECHNIQUE
reading a text and answering and details and by
questions. Class work
attempting to employ
writing process, while Workbook
using a range of digital INSTRUMENT
tools to promote and
(I.1, I.3, S.4, J.2, J.4)
(ref.I.EFL.4.17.1.)
Language through
* Learners can collaborate the ACTIVITY
and participate Arts effectively In groups, students design and present a lookbook of a style of clothes.
in a variety of student TECHNIQUE
groupings by employing a
wide range of creative Group workk
completion of activities Workbook
such as playing games, TECHNIQUE
brainstorming and
J.1, J.2, J.3, J.4) INSTRUMENT
(ref.I.EFL.4.22.1.)
Date: Date: Date:
Timeframe Duration

Unit Title How can we be athletic?
and contexts.
Unit specific objectives of the area 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
Unit 6: Learn to…Write Example Sentences CLIL Unit 6: PE Project- An Information Pamphlet
Transversal Axes
Components
2. UNIT PLAN
EFL 4.1.8. Use suitable vocabulary, expressions, language and

CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction interaction styles for formal and informal social or academic situations
styles in a variety of social interactions. in order to communicate specific intentions in online and face-to-face
interactions. (Example: thanking, making promises, apologizing, asking
Start it! Howchatting
permission, can we be
withathletic?
friends, answering in class, greeting an
authority figure, etc.) (EGB8)
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and EFL 4.2.16. Attempt to initiate, maintain and end a conversation to
answering follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain satisfy basic needs and/or handle a simple transaction. (EGB8)
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.
Grammar in Action- Comparatives
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 inquiries,
find relationships and relate ideas between different subject areas. Reading- Online FAQs
EFL 4.3.4. Attempt to find the most important information in print or
online sources in order to support an idea or argument. (EGB8)
Reading- Online FAQs
effectively influence an audience. (Example: persuade, negotiate,
familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the
argue, etc.) (EGB8)
Writing- A Profile of an Athlete
EFL 4.5.7. Locate and attempt to identify selected literary elements
and techniques in texts and relate those elements to those in other
works and to learners’ own experiences. (EGB8)
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learner’s own experiences and to PE Project- An Information Pamphlet
other works, including one’s peers, in order to present personal responses and interpretations.
EFL 4.5.2. Compare and attempt to present personal and formal
responses to and interpretation of published literary works and the
works of peers, referring to details and features of the text. (EGB8)
PE Project- An Information Pamphlet
PERFORMANCE
INDICATORS
*Practicing Vocabulary about RESOURCES: Curricular Thread 1: ACTIVITY
Sports by matching words, Shape it! 1 Student´s Book with Extra Practice. Communication and Students watch a video and discuss sports.
listening and saying words out cultural awareness TECHNIQUE
loud. Then working in pairs,
* Learners can Class work
asking and answering questions. BIBLIOGRAPHY:
*Reading Online FAQs. Matching Thacker, C., Wilson, M., & Vincent, D. demonstrate an ability to INSTRUMENT
questions and answers, finding (2020). Shape it! Student's Book with Extra give and ask for Video 6.1
meanings and discussing Practice (Vol. 1). Cambridge Universitsy Press. information and
assistance using level- ACTIVITY
questions. appropriate language and
*Doing exercises about interaction styles in online
Comparatives by completing a MATERIALS: TECHNIQUE
or face-to-face social and
chart, writing comparative forms classroom interactions.
and completing sentences. Then (J.2, J.3, J.4, I.3) INSTRUMENT
writing sentences and discussing (ref.I.EFL.4.4.1.)
with a partner. ACTIVITY
*Listening and practicing Curricular Thread 2: Oral
vocabulary about Sports Verbs by communication Students discuss the comparatives, with their partner.
circling correct verbs, adding * Learners can effectively TECHNIQUE
verbs to the spidergram and, participate in familiar and Pair work
listing and checking. predictable everyday
conversational exchanges INSTRUMENT
*Doing exercises about in order to complete a Workbook
Superlatives by completing a task, satisfy a need or
sports quiz, listening and checking ACTIVITY
handle a simple
answers and writing sentences transaction, attempting to
with your opinions. use a range of repair TECHNIQUE
*Speaking about Buying Tickets strategies. (Example:
Online by listening to a asking for clarification,
INSTRUMENT
conversation, completing it, etc.) (I.3, J.3, J.4)
underlining phrases and planning (ref.I.EFL. 4.10.1.)
with a partner. ACTIVITY
Reading
*Writing a Profile of an Athlete by * Learners can employ a Students read the article, find word meanings and discuss questions.
matching topics, rewriting range of reference TECHNIQUE
sentences and writing a profile for materials and sources, Class work
an athlete. both online and in print,
*Completing a project about An in order to attempt to INSTRUMENT
Information Pamphlet by circling support ideas, answer Workbook and Track 6.03
its purpose, taking notes and inquiries, find ACTIVITY
working in groups to prepare a relationships and relate
final pamphlet and present it to ideas between different
the class. subject areas. (I.1, I.2, J.2) TECHNIQUE
*Reviewing Vocabulary and (ref.I.EFL.4.12.1.)
*Curricular
Learners can convey
Thread 4:
Grammar from the unit. information and ideas and
Writing
ACTIVITY
*Learning to Write Example describe feelings and Students write a profile of an athlete, by taking notes using comparatives, superlatives
Sentences by circling sentences opinions in simple and the useful language.
and writing example sentences for transactional or
the words. expository texts on TECHNIQUE
familiar subjects in order Class work
audience, while
attempting to recognize Workbook
that different texts have INSTRUMENT
showing the ability to use
these features ACTIVITY
appropriately
* Learners
Curricular can in one’s
Thread
locate 5:and
own writing.through
attempt
Language to(I.3, I.4,the
identify S.3, ACTIVITY
J.2) (ref.I.EFL.4.15.1.)
literary elements
Arts and In groups, students choose and research a sport. Then, prepare a pamphlet and
techniques in other present it to the class.
works, including one’s
own. Learners can give TECHNIQUE
personal responses to and Group work
attempt to interpret a
INSTRUMENT
variety of literary texts,
including those of a peer, Internet
referring to details and TECHNIQUE
features of the text.
(Example: text structure,
plot, ideas, events, INSTRUMENT
vocabulary, etc.) (I.3, S.3,
Specification of Education Needs J.4) (ref.I.EFL.4.19.1.) Specification of the adapted material to be applied
Date: Date: Date:
Timeframe Duration

Unit Title Why are animals important?
and contexts.
Unit specific objectives of the area
Unit 7: Learn to...Use Mind Maps CLIL Unit 7: Culture Project- A Scrapbook
Transversal Axes
Components
2. UNIT PLAN
EFL 4.1.8. Use suitable vocabulary, expressions, language and

CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction interaction styles for formal and informal social or academic situations
styles in a variety of social interactions. in order to communicate specific intentions in online and face-to-face
interactions. (Example: thanking, making promises, apologizing, asking
Reading- Fact
permission, Files with friends, answering in class, greeting an
chatting
authority figure, etc.) (EGB8)
EFL 4.2.8. Follow main ideas in topics covered in other curricular

CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts, provided subjects with the help of visual support, using concepts and
speech is clear and articulate, and deduce the meanings of unfamiliar words and phrases using context clues and/or prior vocabulary that have been studied in advance. (EGB8)
knowledge.
Speaking- Talk About a Field Trip
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of subjects. (Example: news about sports or famous people, descriptions,
contextual clues to identify relevant information in a text. etc.) (EGB8)
Reading- An Article
Writing- An Article
EFL 4.5.8. Evaluate and attempt to recommend literary texts (both
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to evaluate and written and oral, online, in video or in print) according to pre-
recommend literary texts (written, online, oral, in video, etc.) and the effectiveness of group work. established criteria. (EGB8)
Culture Project- A Scrapbook
PERFORMANCE
INDICATORS
Animals by matching animals with Shape it! 1 Student´s Book with Extra Practice. Communication and Voice it!- students share their opinions about the animal facts.
photos, listening to noises and cultural awareness TECHNIQUE
completing categories with
* Learners can Class work
animals. BIBLIOGRAPHY:
*Reading Fact Files by looking at Thacker, C., Wilson, M., & Vincent, D. demonstrate an ability to INSTRUMENT
photos, reading a text and (2020). Shape it! Student's Book with Extra give and ask for Workbook
checking answers. Then circling Practice (Vol. 1). Cambridge Universitsy Press. information and
assistance using level- ACTIVITY
correct answers and finding words appropriate language and
in the fact files for each category. interaction styles in online
*Completing exercises for Simple MATERIALS: TECHNIQUE
or face-to-face social and
Past: To Be, There was/were by classroom interactions.
completing a chart, finding (J.2, J.3, J.4, I.3) INSTRUMENT
information, completing a text (ref.I.EFL.4.4.1.)
and writing questions. ACTIVITY
*Listening and practicing *Curricular
Learnrs can Thread
grasp2:the
Oral
general communication
meaning of Students listen to the conversation and complete it with Useful phrases.
vocabulary about Adjectives by
circling, writing sentences, spoken texts set in TECHNIQUE
discussign with a partner and familiar everyday Class work
preparint go listen. contexts and infer
changes in the topic of INSTRUMENT
*Doing exercises about Simple discussion, as well as Workbook and Track 7.10
Past: Regular and Irregular Verbs attempt to deduce the
by circling correct words, ACTIVITY
meanings of unfamiliar
completing a text and writing words and exchanges
sentences. Then taking turns with through the use of TECHNIQUE
a partner. context clues, provided
*Speaking about a Talk About a speech is given slowly and
INSTRUMENT
Field Trip by completing a clearly and there is
conversation, underlining phrases sufficient visual support.
and then working with a partner (I.3,Curricular
S.1, J.4) Thread 3: ACTIVITY
Reading
(ref.I.EFL.4.6.1.)
to plan and practice a * Learners can Voice it!- students discuss the questions about the article
*Writing An Article by matching
topics, completing notes and use
them to plan an article about a texts on familiar subjects, INSTRUMENT
attempting to use
famour animal. contextual clues to help
*Reading an Article by checking identify the most relevant ACTIVITY
answers and discussing questions. information. (Example:
*Learning Noun and Verb Forms title, illustrations,
by completing a chart, writing TECHNIQUE
sentences and making a digital (ref.I.EFL.4.11.1.)
scrapbook about a place. * LearnersWriting
ACTIVITY
can convey Students read the notes about a dog and use them to write their article. Remembering
*Reviewing Vocabulary and and organize information
Grammar from the unit. to include three paragraphs, simple past and time expressions.
through the use of facts TECHNIQUE
*Learning to Use Mind Maps by and details and by
discussing questions, completing a Class work
mind map with words and various stages of the INSTRUMENT
phrases. Then making a mind writing process, while Workbook
map about your favorite animal. using a range of digital INSTRUMENT
tools to promote and
(I.1, I.3, S.4,
*Curricular
Learners J.2, J.4)
attempt
Thread 5:to
(ref.I.EFL.4.17.1.)
evaluate and recommend
Language through the ACTIVITY
literaryArts
texts (both In groups, students create a paper or digital scrapbook about a mountain in their
written and oral, online, country.
in video or in print) TECHNIQUE
according to pre- Group work
established criteria. INSTRUMENT
Learners can work in
collaborative groups to Workbook and internet
write their own criteria TECHNIQUE
for attempting to evaluate
literary texts and the
effectiveness of group INSTRUMENT
work. (I.4, S.3, S.4, J.3)
Specification of Education Needs (ref.I.EFL.4.21.1.) Specification of the adapted material to be applied
Date: Date: Date:
Timeframe Duration

Unit Title What did you find?
and contexts.
Unit specific objectives of the area and written expression of thought.
Unit 8: Learn to...Improve your Writing CLIL Unit 8: History Project- An Interview
Transversal Axes
Components
2. UNIT PLAN
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral EFL 4.1.5. Apply self-correcting and self-monitoring strategies in social
communication features. and classroom interactions. (EGB8)
Grammar in Action- Simple Past: Wh-Questions
EFL 4.2.14. Ask and answer straightforward follow-up questions within

CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and familiar contexts, such as school and family life, provided there are
answering follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain opportunities to ask for clarification, reformulation or repetition of key
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple transaction. points. (EGB8)
Speaking- Losing Things

EFL 4.3.6. Apply learning strategies to examine and interpret a variety
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, of written materials using prior knowledge, graphic organizers, context
and assess this information according to the organization, subject area and purpose of the text, using different criteria, including clues, note taking and finding words in a dictionary. (EGB8)
ICT tools.
Reading- An Online Travel Article
effectively influence an audience. (Example: persuade, negotiate,
familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the
argue, etc.) (EGB8)
Writing- A Blog Post
solving.
History Project- An Interview
PERFORMANCE
*Practicing vocabulary about RESOURCES: Curricular Thread 1: ACTIVITY
Places in Town by matching places Shape it! 1 Student´s Book with Extra Practice. Communication and Students complete the conversation with the question words. Then, they correct
with photos, comparing with a cultural awareness themselves byTECHNIQUE
listening and checking.
partner and answering questions.
*Reading an Online Travel Article BIBLIOGRAPHY: Class work
* Learners can attempt to
by checking answers and finding Thacker, C., Wilson, M., & Vincent, D. employ a range of self- INSTRUMENT
words. (2020). Shape it! Student's Book with Extra monitoring and self- Workbook and Track 8.09
*Doing exercises about Simple Practice (Vol. 1). Cambridge Universitsy Press. correcting strategies and ACTIVITY
Past: Questions by completing a interpret and use
chart, writing simple past appropriate verbal and
questions and completing a MATERIALS: nonverbal communication TECHNIQUE
conversation. features to communicate
*Listening and practicing in familiar contexts. (I.3, INSTRUMENT
vocabulary about Personal S.4, J.4) (ref.I.EFL.4.3.1.)
Possessions by matching words, ACTIVITY
comparing with a partner and Curricular Thread 2: Oral
communication In pairs, students plan a conversation about losing something, by deciding on the
describing a possession used details together. Then, practice the conversation.
yesterday. * Learners can effectively TECHNIQUE
*Doing exercises about Simple participate in familiar and Pair work
Past: Wh-Questions by putting predictable everyday
conversational exchanges INSTRUMENT
words in correct order, listening in order to complete a Workbook
and checking and writing task, satisfy a need or
questions to guess your partner´s ACTIVITY
handle a simple
possession. transaction, attempting to
*Speaking about Losing Things by use a range of repair TECHNIQUE
listening to a conversation, strategies. (Example:
completing it with phrases and asking for clarification,
etc.) (I.3, J.3, J.4) INSTRUMENT
then working with a partner to
practice the conversation. (ref.I.EFL. 4.10.1.)
*Writing a Blog Post by putting * Learners can apply
Reading
ACTIVITY
events in order, joining sentences learning strategies such as Students read the online article and find the meaning of words in bold.
and planning your own blog post using prior knowledge
and graphic organizers to TECHNIQUE
about a bad day.
interpret new information Class work
*Completing a project about An
Interview by listening and in a text. Learners can INSTRUMENT
attempt to assess this
checking answers, writing tips in a information according to Workbook and Track 8.02
chart and working in pairs on an the organization, subject ACTIVITY
interview and presenting it to area and purpose of the
class. text, through the use of
*Reviewing Vocabulary and TECHNIQUE
different criteria,
Grammar from the unit. * Learners
including ICTcan convey
tools. (I.2,
*Learning to Improve Your Writing I.4,Curricular
information Thread
and ideas4:and
J.4) (ref.I.EFL.4.13.1.) ACTIVITY
describeWriting
feelings and Students plan a detailed blog post about a bad day, by taking notes, using questions
by reading and correcting opinions in simple
mistakes. Then circling emojis and the useful language.
and working in pairs to improve expository texts on
your writing. Class work
these features
Curricular Thread
appropriately in one’s5:
*ownLanguage
Learners through
can
writing. I.4,the
collaborate
(I.3, S.3, ACTIVITY
and Arts effectively In pairs, students plan an interview by following all the steps. Then present it to the
participate
J.2) (ref.I.EFL.4.15.1.) class and have a discussion.
in a variety of student TECHNIQUE
groupings by employing a
completion of activities Workbook, Internet, interview questions.
such as playing games, TECHNIQUE
brainstorming and
J.1, J.2, J.3, J.4) INSTRUMENT
(ref.I.EFL.4.22.1.)
Date: Date: Date:
Timeframe Duration

Unit Title What makes a great vacation?
and contexts.
Unit 9: Learn to...Make an Action Plan CLIL Unit 9: Culture Project- A Webpage
Transversal Axes Components
2. UNIT PLAN
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts, provided EFL 4.2.1. Understand phrases and expressions related to areas of
speech is clear and articulate, and deduce the meanings of unfamiliar words and phrases using context clues and/or prior most immediate priority within the personal and educational domains,
knowledge. provided speech is clearly and slowly articulated. (Example: daily life,
free time, school activities, etc.) (EGB8)
Speaking- Making Suggestions and Responding
etc.) (EGB8)
contextual clues to identify relevant information in a text. Reading- A Pamphlet
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)
Reading- A Pamphlet
EFL 4.5.8. Evaluate and attempt to recommend literary texts (both
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to evaluate and written and oral, online, in video or in print) according to pre-
recommend literary texts (written, online, oral, in video, etc.) and the effectiveness of group work. established criteria. (EGB8)
Culture Project- A Webpage
PERFORMANCE
INDICATORS
Outdoor Life by matching Shape it! 1 Student´s Book with Extra Practice. Communication and Voice it!- students discuss the questions about their dream vacation and
activities, circling correct cultural awareness accomodations in their country.
TECHNIQUE
expressions and taking turns with * Learners can appreciate
a partner to complete a phrase. BIBLIOGRAPHY: and show respect for Class work
*Reading a Pamphlet by matching Thacker, C., Wilson, M., & Vincent, D. individual and group INSTRUMENT
questions, guessing meaning of (2020). Shape it! Student's Book with Extra differences by Workbook
words and discussing questions. Practice (Vol. 1). Cambridge Universitsy Press. establishing and
maintaining healthy and ACTIVITY
*Doing exercises about Future rewarding online and
with Will/Won´t by completing a face-to-face interactions.
chart and a summary. Writing MATERIALS: TECHNIQUE
Learners can
questions for an interview, and communicate and
working with a partner to ask and cooperate in a respectful, INSTRUMENT
answer. empathetic manner. (J.3,
*Listening and practicing S.1, S.4) (ref.I.EFL.4.5.1.)
ACTIVITY
vocabulary about Vacations by Curricular Thread
* Learnrs can grasp the 2: Oral
communication In pairs, students organize an end-of-term event, planning suggestions and responses.
matching words, personalizing a general meaning of Then, practice the conversation.
spidergram and listening to a spoken texts set in TECHNIQUE
dialogue. Then completing a chart familiar everyday Pair work
with correct information. contexts and infer
changes in the topic of INSTRUMENT
*Doing exercises for Present discussion, as well as Workbook
Continuous for Future and Be attempt to deduce the
Going To by completing a chart, ACTIVITY
meanings of unfamiliar
writing questions and then words and exchanges
matching them with the correct through the use of TECHNIQUE
answers. context clues, provided
*Speaking about Making speech is given slowly and
INSTRUMENT
Suggestions and Responding by clearly and there is
listening to a conversation, finding sufficient visual support.
Curricular
(I.3, S.1, J.4) Thread 3:
phrases and then working with a Reading ACTIVITY
partner to practice the (ref.I.EFL.4.6.1.)
* Learners can Students read a pamphlet and match questions with sections of the pamphlet.
*Writing An Email by reading
quickly and matching topics. Then
taking notes and writing an email texts on familiar subjects, INSTRUMENT
attempting to use
to your penpal. contextual clues to help
*Reading A Webpage by circling identify the most relevant ACTIVITY
and checking answers. Matching information. (Example:
sentences, writing adjectives and title, illustrations,
discussing questions. TECHNIQUE
*Learning to Use Place Names to (ref.I.EFL.4.11.1.)
Find out Background Information * LearnersWriting
can convey
ACTIVITY
by filling in the table, answering Students make notes for an email to their penpal. Then, write an email using future
and organize information tenses and useful language.
questions and writing a question through the use of facts TECHNIQUE
for your partner about a law. and details and by
*Reviewing Vocabulary and Class work
Grammar from the unit. various stages of the INSTRUMENT
*Learning to Make an Action Plan writing process, while Workbook
by reading a text, writing things using a range of digital INSTRUMENT
you chose, and using answers to tools to promote and
make an action plan. support collaboration,
(I.1, I.3, S.4,
*Curricular
Learners J.2, J.4)
attempt
Thread 5:to
(ref.I.EFL.4.17.1.)
evaluate
Language andthrough
recommendthe ACTIVITY
literaryArts
texts (both In groups, students think of an idea for a summer camp and design a webpage about it.
written and oral, online,
in video or in print) TECHNIQUE
according to pre- Group work
established criteria. INSTRUMENT
Learners can work in
collaborative groups to Workbook and internet
write their own criteria TECHNIQUE
for attempting to evaluate
literary texts and the
effectiveness of group INSTRUMENT
work. (I.4, S.3, S.4, J.3)
Specification of Education Needs (ref.I.EFL.4.21.1.) Specification of the adapted material to be applied
Date: Date: Date:

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ANNUAL CURRICULUM PLAN

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

Starter Unit: Learning Numbers Together Unit 1: Culture Project- A Poster

5. DEVELOPMENT OF PLANNIN G UNITS*

Curricular Thread 1: Communication and cultural awareness

Curricular Thread 2: Oral communication

Curricular Thread 3: Reading

Reading- An Online Profile

Curricular Thread 4: Writing

Curricular Thread 5: Language through the Arts

Curricular Thread 5: Language through the Arts

Curricular Thread 2: Oral communication

Curricular Thread 3: Reading

Reading- A Blog Post

Reading- A Magazine Article Interview

Culture Project- A Scrapbook

Unit No.: 8 Name of Unit: What did you find?

Grammar in Action- Simple Past: Wh-Questions

Speaking- Losing Things

Reading- An Online Travel Article

Writing- A Blog Post

History Project- An Interview

Unit No.: 9 Name of Unit: What makes a great vacation?

Vocabulary and Listening- Vacations

Speaking- Making Suggestions and Responding

Culture Project- A Webpage

Unit No.: 10 Name of Unit:

Unit No.: 11 Name of Unit:

Unit No.: 12 Name of Unit:

Unit No.: 13 Name of Unit:

Unit No.: 14 Name of Unit:

Unit No.: 15 Name of Unit:

Unit No.: 16 Name of Unit:

Unit No.: 17 Name of Unit:

Unit No.: 18 Name of Unit:

Unit No.: 19 Name of Unit:

Unit No.: 20 Name of Unit:

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

DONE BY: REVISED BY: APPROVED BY:

2. Unit Plan Unit No. Starter Unit

Starter Unit: Learning Numbers Together CLIL

2. Unit Plan Unit No. 1

Curricular Thread 1: Communication and cultural awareness

Curricular Thread 2: Oral communication

EFL 4.2.10. Sustain a conversational exchange on a familiar, everyday

Specification of Education Needs Specification of the adapted material to be applied

2. Unit Plan Unit No. 2

Curricular Thread 1: Communication and cultural awareness

EFL 4.1.10. Recognize and appreciate individual and group similarities

Learn to learn- Word Partners (2)

Curricular Thread 2: Oral communication

EFL 4.2.13. Interact with reasonable ease in structured situations and

Specification of Education Needs Specification of the adapted material to be applied

2. Unit Plan Unit No. 3

Curricular Thread 1: Communication and cultural awareness

Start it! How do we learn?

Curricular Thread 2: Oral communication