UNIDAD EDUCATIVA ACADEMIC YEAR

TORREMOLINOS 2022-2023

WEEKLY PLAN
1. INFORMATION:
Teacher: Ms. Fanest Coronado English Area: Language Arts Grade: 6th Level: EGB
1 On the 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.
playground. 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
TITLE OF use for communication and learning.
Specific objectives of the unit: OG.EFL 4 Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language) learning and
UNIT THE practice opportunities. Respect themselves and others within the
communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-to date
UNIT
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).
opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible
academic behavior.

2. DEVELOPMENT OF THE WEEKLY UNIT PLAN:

Skills and performance criteria Evaluation criteria and Indicators
EFL 3.1.1 Ask simple basic questions in class about the world beyond their own CE.EFL.3.1. Cultivate an awareness of different cultures and
immediate environment in order to increase their understanding of different cultures. identify similarities and differences between them through oral
and written literary texts.
EFL 3.1.3 Exchange basic personal preferences with peers in order to express likes and
dislikes.
CE.EFL.3.7. Listening for Information: Follow and identify key
EFL 3.1.4 Use a variety of oral, print and electronic forms for social communication information in short straightforward audio texts related to areas
and for writing to oneself. (Example: friendly notes, invitations, diary entries, notes to of immediate need or interest, provided vocabulary is familiar
self, electronic messages, etc.) EFL 3.1.5 Describe, read about, participate in or and visual support is present, and use these spoken contributions
recommend a favorite activity, book, song or other interest to various audiences. as models for their own.
(Example: peers, other classes, teachers, other adults, etc.) I.EFL.3.7.1. Learners can record and identify key information
from a spoken message of immediate need or interest when the
EFL 3.2.2 Be comfortable taking meaning from spoken texts containing words or message contains frequently used expressions and visual support.
sections which are not understood. Be aware that understanding spoken texts does not (Example: rules for a game, classroom instructions, a dialogue in
require decoding every single word. a scene from a cartoon or movie, etc.) Learners can use other
classmate’s contributions in class as models for their own. (I.2,
EFL 3.2.7 Identify the main idea of short, clear, simple messages and announcements I.3)
and understand sentences and frequently used expressions related to areas of immediate
relevance. (Example: follow verbal instructions for a game, ask for prices at a store, CE.EFL.3.11. Demonstrate comprehension of most of the details
follow simple classroom instructions, describe places nearby, etc.) of a short simple online or print text and follow short instructions
EFL 3.3.1 Understand most of the details of the content of a short simple text (online or in simple experiments and projects if illustrated through step-by-
print) step visuals.
EFL 3.2.3 Record key items of specific information from a heard message or I.EFL.3.12.1. Learners can match, label and answer simple
description, either in written form or by drawing a picture. (Example: letters of the questions about basic details in a short simple cross-curricular
alphabet, numbers, quantities, prices and times, days, dates and months, etc.) text. Learners can organize and discuss information from
different sources of academic content. (I.2, S.1)
EFL 3.4.2 Write a short simple paragraph to describe yourself or other people, animals,
places and things, with limited support. (Example: by answering questions or using key CE.EFL.3.6. Listening for meaning: demonstrate an
words) understanding of the main idea, speaker and situation in spoken
text set in familiar everyday contexts without having to decode
every word.
I.EFL.3.1.1. Learners can show an awareness of different
cultures and identify similarities and differences between them
through oral and written literary texts. (I.2, S.2, J.1)

EFL 3.4.6. Write a simple narrative with linking words on

 familiar subjects in order to express everyday activities.
(Example: free time, descriptions, etc.)
I.EFL.3.18.1. Learners can write short simple text-types and
narratives, online and in print, using appropriate language, layout
and linking words. (I.3, J.2)

CE.EFL.3.5. Demonstrate an ability to use a variety of sources

for oral and written communication in order to interact with
others in social situations

Objectives of the Unit:

Ss will talk about their school
Learn some new action, verb phrases.
Talk about school rules.
Giving and following instructions.

Transversal Be kind to animals N° Week: 12 Date from Monday, July 18th Date to: Friday, July 22nd
Axes:

Students learn and talk about their schools.

Aim
Description:

Topic of the class: No. Periods RESOURCES SUCCESS INDICATORS ASSESSMENT

Verbs ansd actions 7 I.EFL.3.7.1. Learners can

Student´s book record and identify key
MÉTHODS:
information from a spoken Listen for general information
5 E´S Workbook message of immediate need
or interest when the message Listen for specific information
Class 1 Audio contains frequently used
expressions and visual
Answer questions about problems
Engaged: 5 mins support. (Example: rules for at school.
a game, classroom
Use world map to review countries.. instructions, a dialogue in a Write sentences according to the
scene from a cartoon or
• Questions movie, etc.) Learners can grammar structure and vocabulary
Explore: 5 use other classmates’
Student´s book pg 29 contributions in class as learnt.
Ask Ss to guess where the children are in this
episode. models for their own. (I.2, Talk about pieces advice.
I.3)
.
Identify vocabulary in context.
I.EFL.3.9.1. Learners can
Elaborate: 25 mins Read for specific information.
answer simple questions
Student´s book. Pg, 23 quickly and initiate basic
• Play the recording. Students repeat and point. interaction spontaneously
Write an informal letter.
Pause the story and ask questions. when given opportunities.
(Example: make an
Evaluate: invitation, give a suggestion,
etc.) Learners can describe
What´s the monkeys name? simple, familiar situations
Where do they hide? and talk about past
Where are the children going now? experiences. (I.3, J.3)

Monitoring answers and give feedback.

I.EFL.3.16.1. Learners can
make a simple learning
resource in order to record
and practice new words.
(Example: a picture
Flash cards dictionary, a word list, a set
Class 2 Student´s book of flashcards, etc.) (I.1, J.4)
Engaged: 5 mins Workbook
mins Notebook I.EFL.3.3.1. Learners can
Show pictures to review the last vocabulary. employ a range of verbal
Explore: 10 mins and nonverbal
communication features to
express likes and dislikes
Let´s play a game what is behind my back? and can give
Ask answers on the board. recommendations in basic
Explain: yet effective terms. (I.3, S.4)
Student´s book p. 30
• Listen and Put the rules in order.
Read and complete the sentences. Then write the
names.

Evaluate: 15 mins
Invent or describe a game. Ask what´s your favorite game
a nd describe it on your notebook.
Check answers.
Class 3
Workboook
Student´s bppk
Engaged 5 mins Cards
Notebook.
Remember the games you describe last class
Elaborate
Write on the board alphabetically.

Explore 10 mns
Workbook pg. 24
Read and complete the letter with Should and
Shouldn´t.

Explain 15mins
Students match Marina´s problem with their advice.
Give examples with 3 pair of students

Evaluate
Read and match.
Ask Ss what´s your favorite game and vote. Allow Ss play
a game. Eg. Simon Says.

Class 4
Writing process

Engaged 5 mins
Previous lesson warm-up
Elaborate
Allow three students name 3 problems they have at
school.

Explore 10 mns
Write on the board and teach new vocabulary.
Workbook pg.25

Explain 15mins
Ss point out the problems they find in the letter p.24.
Underline the advices.
Evaluate 15mins
Write a help letter to Jim.
Check answers, grammar and provide feedback
.
Announce Writing lesson and dictation for next class.

3. SPECIAL EDUCATION AID:

Specific Request from School: (DECE) Specific aplication format: (DECE)

BIBLIOGRAPHY: Reed, S., & Bentley, K. (2016). Guess what! Student's Book 5. Cambridge University Press.
American English
Frino, L. (2016). Guess what! Teacher's Book 5 with DVD. Cambridge University Press.
American English
Done by: Lcda.Fanest Coronado M

Date: July 2nd, 2022

Revised by: Ms. Daniela Ruíz
English coordinator

Date
Revised by: Ms. Magda Benavides
English consultant

Date
Aproved by: Pilar Moran
Coordinator
Date
Aproved by: Dra. Cecilia Elizalde
Principal

Date: