Noveno Año Planf Destreza Ingles2016-2017

NINETH GRADE GENERAL BASIC
EDUCATION
MICROCURRICULAR PLANNING BY
SKILLS AND PERFORMANCE CRITERIA
English
tini
UNIT ONE
INSTITUCIONAL LOGO
ACADEMIC YEAR
NAME OF THE INSTITUTION
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
TEACHER: AREA/SUBJECT: English GRADE/COURSE: EGTHTH CLASS: A
BOOK: English UNIT: 1 OBJECTIVES:

A1.2 MY FAMILY AND O.EFL4.1
ME Identify some main ideas, details and inferences of written texts, in order to produce level appropriate critical analysis of
familiar subjects and contexts.
O.EFL4.2
Appreciate and value English as an international language, as an international language and medium to interact globally.
O.EFL4.3
Independently read level-appropriate texts in English as a source of entertainment and interpersonal and intrapersonal
interaction.
O.EFL4.5
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.EFL4.6
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
PERIODS: STARTING WEEK:
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.10. Recognize and appreciate individual and group similarities and CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual
differences by establishing and maintaining healthy and rewarding online and group differences by establishing and maintaining healthy and rewarding
and face-to face relationships based on communication and cooperation. relationships based on communication and cooperation.
ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.11. Give short, basic descriptions of everyday activities and events CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare
within familiar contexts and use simple descriptive language to compare and make statements about familiar everyday topics such as objects,
and make brief statements about objects and possessions. (Example: possessions and routines in structured situations and short conversations.
family, school, living conditions, personal belongings, etc.) Interaction is with reasonable ease, provided speech is given clearly, slowly
EFL 4.2.12. Describe habits, routines, past activities and experiences within and directly.
the personal and educational domains.
READING READING
EFL 4.3.1. EFL 4.3.1. Understand main points in short simple texts on CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in
familiar subjects. (Example: news about sports or famous people, short simple texts on familiar subjects, making use of contextual clues to
descriptions, etc.) identify relevant information in a text.
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text
outline and layout, etc. to identify and understand relevant information in
written level-appropriate text types.
EFL 4.3.3. Find specific predictable information in short, simple texts in a
range of age- and level-appropriate topics. (Example: biographies, news
articles, narratives, memoirs and personal accounts, formal letters and
emails, etc.)
WRITING WRITING
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer editing and CE.EFL.4.17. Show an ability to convey and organize information through the
proofreading (i.e., “the writing process”) to produce well-constructed use of facts and details and by employing various stages of the writing
informational texts. process, while using a range of digital tools to promote and support
EFL 4.4.9. Select and make effective use of a range of digital tools to write, collaboration, learning and productivity.
edit, revise and publish written work in a way that supports collaboration,
learning and productivity. (Example: image editing, Google Drive,
infographic makers, audio and video editing, presentation apps, etc.)
EFL 4.4.8. Convey and organize information using facts and details in order
to illustrate diverse patterns and structures in writing. (Example: cause and
effect, problem and solution, general-to-specific presentation, etc.)
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 4.5.1. Make use of main points in literary texts (authentic and semi- CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce
authentic, oral and written) to understand short simple everyday stories, literal and implied meanings in short, simple, everyday literary texts (online,
especially if there is visual support. oral or in print).
EFL4.5.3. Make predictions, inferences and deductions to demonstrate
different levels of meaning of literary works presented orally or in digital
form, including literal and implied meanings. (Example: summarizing,
explaining and identifying, word choice, symbols, points of view, etc.)
SO1. Educational communities with the capacity to mainstream the 7. We solve problems about the environmental situation of our educational
environmental focus and implement community environmental and institution.
environmental education projects. 8. Promote health in TiNi, school and community as a way to improve the living
SO2. Students appropriate environmental practices that contribute to conditions of girls, boys and the elderly.
generating a healthy and sustainable local and global environment. 9. Encourage children and the conservation and care of the environment with a
global heart and sustainable development thinking, using rationally the
biodiversity it offers, with an attitude of love towards nature as a gift from God for
men.
10. Promote the practice of values and promote the rescue of their cultural identity
that allows them to have a good coexistence in their community.
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES
TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
 Completing group work in a fair and honest for Subnivel BGU CULTURAL AWARENESS
manner and accepting the group’s decisions. Teacher’s Guide I.EFL.4.5.1. Learners can appreciate  Write the personal
 Exhibiting responsible behaviors when finishing a  English A1.2 and show respect for individual
task early. (Example: not distracting others, not
(including and group differences by information of your family
leaving one’s seat, keeping busy, checking to see
interactive version) establishing and maintaining
if a neighboring members
 Audio CD healthy and rewarding online and
learner needs help, asking the teacher if he/she
can help with something, etc.)  Teacher’s Guide face-to-face interactions. Learners  Describe the personality of your
 Identifying and capitalizing on the strengths of  Posters and can communicate and cooperate in
a respectful, empathetic manner. family members
others. pictures about the
topic (J.3, S.1, S.4)  Write the daily activities your
 Photocopiable
 worksheets (TG) family does during a week.
 Quiz Time (SB)
ORAL COMMUNICATION  New Curriculum EFL ORAL COMMUNICATION  Make a collage about your
 Asking learners simple questions about for Subnivel BGU I.EFL.4.9.1. Learners can use simple
themselves, their family or their possessions and
family ´s free time activities.
Teacher’s Guide language to describe, compare and
noting that their response time is relatively quick  English A1.2 state facts about familiar everyday TECHNIQUE:
(i.e., not so slow that the interaction becomes topics such as possessions,
(including
uncomfortable for the student or the teacher, and interactive version) classroom objects and routines in  Peer Observation
the response is appropriate although there may  Audio CD short, structured situations,  Checklist.
be some basic errors)  Teacher’s Guide interacting with relative ease. (I.3,
 Asking learners to describe a picture of a familiar  Posters and I.4, S.4)  Concept maps
scene and asking them to give full statements
pictures about the  Questionnaires
about what they can see. (Example: a picture of a
classroom: There are ten students and one
topic
 Interviews
teacher. The teacher is writing on the board. A  Photocopiable
boy’s throwing paper, etc.)  worksheets (TG)  Dossiers
 Quiz Time (SB)  Project Assignment
READING  New Curriculum EFL READING
 Reading a text and answering information I.EFL.4.11.1. Learners can  Unit Game
for Subnivel BGU
questions. Teacher’s Guide understand main ideas and some  Glossary activities
 Choosing from a list of words to complete gaps  English A1.2 details in short simple online or
from a reading. (including print texts on familiar subjects,
 Reading a short story from the Internet and
interactive version) using contextual clues to help INSTRUMENT FOR ORAL AND
highlighting interesting facts, then comparing
 Audio CD identify the most relevant
them with those of a partner. WRITTEN EVALUATION:
 Teacher’s Guide information. (Example: title,
 Posters and illustrations, organization, etc.) (I.2,  Rubrics
pictures about the I.4)
 Portfolio
topic
 Photocopiable  Oral interviews individual/ in pairs
 worksheets (TG)  Essay Tests
 Quiz Time (SB)
WRITING  New Curriculum EFL WRITING  Practical Exams.
 Completing the gaps in a sentence. (Example: for Subnivel BGU I.EFL.4.17.1. Learners can convey  Writing Tests
Nancy has a car. ---- Car is green. ---- needs a new Teacher’s Guide and organize information through
car, etc.)  Training Test
 English A1.2 the use of facts and details and by
 Using question prompts to interview and then (including employing various stages of the
write sentences about a classmate (Example:
interactive version) writing process, while using a
Where does he live? What food does he like? Etc.)
 Audio CD range of digital tools to promote
 Creating a group presentation using biteslide.com
 Teacher’s Guide and support collaboration, learning
 Posters and and productivity. (I.1, I.3, S.4, J.2,
pictures about the J.4)
topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
LANGUAGE THROUGH THE ARTS  New Curriculum EFL LANGUAGE THROUGH THE ARTS
 Underlining main ideas in a text. for Subnivel BGU I.EFL.4.18.1. Learners can
 Using a checklist to mark off items present in a Teacher’s Guide understand, predict, infer and
text.  English A1.2 deduce literal and implied
 Explaining through pictures, physical expression (including meanings in short, simple,
or charts (ICT) how a text makes the learner feel. interactive version) everyday literary texts (online, oral
 Audio CD or in print), especially when visual
 Teacher’s Guide support is provided. (I.2, I.3, I.4)
 Posters and
pictures about the
topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
 The nine grade students have Choose readings Condition the space and Reinvents texts in English,
proposed that each one be based on accompany the children recognizing the original source,
responsible for a space in the personal in the restoration and relates them to their own
schoolyard. They will be in charge preferences of awareness process. cultural context and
of restoring, taking advantage of author, genre or You can help with: from other environments, it
and protecting green areas with themes and the - Materials: asphalt cloth incorporates figurative
knowledge and values about use of various or plastic for bird drinker, language resources and uses
sustainability media to train as painting for murals, pick diverse means and resources
an autonomous and shovel for gardening, (including ICT) to recreate
reader. etc. them. (J.2., I.2.)
- Infrastructure:
prefabricated or wooden
house.
- Pollinating plants and
seeds.
- Talks about the care of
the environment.
1. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability • Exercises domain of body schema.
to display the words. • visuo motor coordination exercises, attention, memory, laterality, perception-
auditory and visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations • differentiated evaluation with lower degree of difficulty skills with performance
Investments criteria.
confusions • Daily reading 10 minutes
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography. Dysorthography.
It refers to the significant difficulty in transcription of the written code • Exercises visual and spatial memory.
inaccurately, ie the presence of great difficulties in the association between • Promote the use of the dictionary.
writing code, spelling and writing rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by • Use a different color in the letter.
their visual characteristics. • differentiated with lower degree of difficulty in strategies with test performance
• Omissions complete change of words or syllables. criteria.
DYSLEXIA.
• Exercises domain of body schema.
• Visual motor coordination exercises, attention, memory, laterality, perception-
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with
performance criteria.
• Daily reading 10 minutes
Dysorthography.
• Exercises visual and spatial memory.

• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Strengthen puns through twisters, rhymes, poems.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test
performance criteria.
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER COORDINATOR VICEPRINCIPAL:
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: DATE: DATE:

EDUCATION
English
tini
UNIT TWO
INSTITUCIONAL LOGO
ACADEMIC YEAR
BOOK: English A1.2 UNIT: 2 OBJECTIVES:

CULTURES O.EFL4.1
AROUND THE Identify some main ideas, details and inferences of written texts, in order to produce level appropriate critical analysis of
WORLD familiar subjects and contexts.
O.EFL4.2
O.EFL4.3
interaction.
O.EFL4.5
O.EFL4.6
PERIODS: 7 STARTING WEEK:
2. UNIT PLAN

EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and literature from CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
Ecuador and international regions and cultures and identify similarities and beyond in order to manifest an understanding of the relationship between cultural
differences and universal cultural themes. perspectives and practices and by sharing cross cultural experiences.
EFL 4.1.3. Display an understanding of the relationship between the practices and I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and
perspectives of different cultures by recognizing and sharing cross-cultural literature from Ecuador and other cultures in order to demonstrate an
experiences and ideas. understanding of the relationship between cultural practices and perspectives.
Learners can share cross-cultural experiences while naming universal cultural
themes. (I.2, S.1, S.2, J.1)
EFL 4.2.4. Deduce the meanings of unfamiliar phrases and words from a CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea
context containing familiar elements. (Example: colloquial greetings, in spoken texts set in familiar everyday contexts, provided speech is clear
exclamations, interjections, etc.) and articulate, and deduce the meanings of unfamiliar words and phrases
EFL 4.2.5. Understand most changes in the topic of discussion if people using context clues and/or prior knowledge.
speak slowly. I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in
EFL 4.2.8. Follow main ideas in topics covered in other curricular familiar everyday contexts and infer changes in the topic of discussion, as
subjects with the help of visual support, using concepts and vocabulary well as deduce the meanings of unfamiliar words and exchanges through
that have been studied in advance. the use of context clues, provided speech is given slowly and clearly and
there is sufficient visual support. (I.3, S.1, J.4)
READING READING
EFL 4.3.1. EFL 4.3.1. Understand main points in short simple texts on CE.EFL.4.11. Demonstrate comprehension of main ideas and some details
familiar subjects. (Example: news about sports or famous people, in short simple texts on familiar subjects, making use of contextual clues
descriptions, etc.) to identify relevant information in a text.
EFL 4.3.2. Make use of clues such as titles, illustrations, organization, text I.EFL.4.11.1. Learners can understand main ideas and some details in
outline and layout, etc. to identify and understand relevant information in short simple online or print texts on familiar subjects, using contextual
written level-appropriate text types. clues to help identify the most relevant information. (Example: title,
EFL 4.3.3. Find specific predictable information in short, simple texts in a illustrations, organization, etc.) (I.2, I.4)
emails, etc.)
WRITING WRITING
EFL 4.4.1. Convey information and ideas through simple transactional or CE.EFL.4.15. Express information and ideas and describe feelings and
expository texts on familiar subjects using ICT tools and conventions and opinions in simple transactional or expository texts on familiar subjects in
features of English appropriate to audience and purpose. order to influence an audience, while recognizing that different texts have
EFL 4.4.4. Write to describe feelings/opinions in order to effectively different features and showing the ability to use these features
influence an audience. (Example: persuade, negotiate, argue, etc.) appropriately in one’s own writing.
EFL 4.4.5. Recognize that various types of writing require different I.EFL.4.15.1. Learners can convey information and ideas and describe
language, formatting and special vocabulary. (Example: a recipe, a letter, feelings and opinions in simple transactional or expository texts on
etc.) familiar subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use these
features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
EFL 4.5.4. Create personal stories by adding imaginative details to real- CE.EFL.4.20. Create short, original literary texts in different genres,
life stories and situations, using appropriate vocabulary and elements of including those that reflect Ecuadorian cultures, using a range of digital
the literature learners have read or heard. tools, writing styles, appropriate vocabulary and other literary concepts.
EFL 4.5.5. Gain an understanding of literary concepts such as genre, plot,
setting, character, point of view, theme and other literary elements in
order to apply them to one’s own creative texts.
men.
COMMUNICATION AND CULTURAL AWARENESS  New Curriculum EFL COMMUNICATION AND CULTURAL ACTIVITIES:
 Completing a Venn diagram about two stories from for Subnivel BGU AWARENESS
different countries. I.EFL.4.1.1. Learners can compare and
 Look for information about
Teacher’s Guide greetings, eating habits and clothing
 Reflecting on differences between people from  English A1.1 contrast oral traditions, myths,
other countries and regions. folktales and literature from Ecuador of a country and represent it.
(including
 Researching traditional stories/myths/legends from and other cultures in order to  Talk about customs and habits in
interactive version) demonstrate an understanding of the
other cultures and presenting them on a class blog. different countries
 Sharing a cross-cultural experience (such as  Audio CD relationship between cultural
 Teacher’s Guide
 Find a celebration that occurs in the
traveling, trying a new food, meeting someone practices and perspectives. Learners
country and get specific information
from another country) in pairs or as a class.  Posters and can share cross-cultural experiences
to share in classes.
pictures about the while naming universal cultural
topic themes. (I.2, S.1, S.2, J.1)  Use fixed expressions to write
 Photocopiable informal messages
 worksheets (TG)  Describe different pictures about
 Quiz Time (SB) some cultures
ORAL COMMUNICATION  New Curriculum EFL ORAL COMMUNICATION TECHNIQUE:
 Listening to a set of instructions and matching for Subnivel BGU I.EFL.4.6.1. Learners can grasp  Peer Observation
them to the corresponding picture. Teacher’s Guide the general meaning of spoken  Checklist.
 Listening to and following class commands.  English A1.1 texts set in familiar everyday  Concept maps
 Listening for specific words in a conversation and (including contexts and infer changes in the  Questionnaires
trying to guess the meaning from the context. topic of discussion, as well as  Interviews
interactive version)
(Example: understanding that How’s it going? is a deduce the meanings of  Dossiers
greeting that means How are you? Etc.)
 Audio CD
unfamiliar words and exchanges  Project Assignment
through the use of context clues,  Unit Game
 Posters and
provided speech is given slowly  Glossary activities
pictures about the
and clearly and there is sufficient
topic visual support. (I.3, S.1, J.4)
 Photocopiable
INSTRUMENT FOR ORAL AND
 worksheets (TG) WRITTEN EVALUATION:
 Quiz Time (SB)  Rubrics
 Portfolio
 Oral interviews individual/ in pairs
 Choosing from a list of words to complete gaps for Subnivel BGU I.EFL.4.11.1. Learners can
 Essay Tests
from a reading. Teacher’s Guide understand main ideas and some
 Practical Exams.
 Putting paragraphs in a text in the correct order.  English A1.1 details in short simple online or
 Writing Tests
 Reading a text and answering information (including print texts on familiar subjects,
 Training Test
questions. using contextual clues to help
information. (Example: title,
illustrations, organization, etc.)
 Posters and
(I.2, I.4)
pictures about the
topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
WRITING  New Curriculum EFL WRITING
 Writing an email to a friend about a movie you saw. for Subnivel BGU I.EFL.4.15.1. Learners can
 Looking at a picture and writing a description of Teacher’s Guide convey information and ideas
what you see or how it makes you feel, then  English A1.1 and describe feelings and
comparing descriptions in pairs. (including opinions in simple transactional
 Writing a letter to a future learner. (Example: to or expository texts on familiar
give advice about how to survive the school year, subjects in order to influence an
 Audio CD
to share your best study skills, etc.)  Teacher’s Guide audience, while recognizing that
 Identifying the text type according to writing  Posters and different texts have different
features and vocabulary. (Example: recognizing pictures about the features and showing the ability
that a recipe has a section called “ingredients” and topic to use these features
one called “directions”, identifying the appropriately in one’s own
 Photocopiable
introduction, body and conclusion in a news article, writing. (I.3, I.4, S.3, J.2)
etc.)  worksheets (TG)
 Quiz Time (SB)
LANGUAGE THROUGH THE ARTS  New Curriculum EFL LANGUAGE THROUGH THE
 Converting a corner of the room into a writer’s for Subnivel BGU ARTS
workshop, where learners can access writing Teacher’s Guide I.EFL.4.20.1. Learners can create
prompts and authentic texts which may help  English A1.1 short, original literary texts in
inspire their own creative writing. different genres, including those
(including
 Sharing learners’ stories in pairs or small groups that reflect Ecuadorian cultures,
and choosing to represent some through a role using a range of digital tools,
play.  Audio CD
writing styles, appropriate
 Taking pictures to tell a story using a digital  Teacher’s Guide
vocabulary and other literary
storyboard.  Posters and
concepts. (I.1, I.3)
pictures about the
topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
 Recognize the grammatical SO1. Educational Share the reading "The Technique:
relations, the interactions between communities Great Treasure of Nature" Written test
classmates and their roles, with with the capacity Tell your classmates and Instrument:
those who create spaces that are to mainstream family the message of the Questionnaire
involved with the TINI. the reading. Team work
environmental Identify the main
focus and characters.
implement Create TINI spaces in the
community courtyards of the
environmental institution and in your
and home.
environmental Describe the advantages
education of involving your family
projects. members in Tini projects.
SO2. Students
appropriate
environmental
practices that
contribute to
generating a
healthy and
sustainable local
and global
environment.

DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to DYSLEXIA.
display the words.
MISTAKES. • visuo motor coordination exercises, attention, memory, laterality, perception-
Writing: auditory and visual discrimination.
rotations • Auto verbalizations or phrases.
Investments • Team work.
confusions • Respect the rhythm and style of learning.
omissions • differentiated evaluation with lower degree of difficulty skills with performance
aggregates criteria.
Reading: • Daily reading 10 minutes
Slow
difficult
uncomprehending
syllabic
Dysorthography.
It refers to the significant difficulty in transcription of the written code
inaccurately, ie the presence of great difficulties in the association between
writing code, spelling and writing rules of words. Dysorthography.
MISTAKES. • Exercises visual and spatial memory.

• Investment grapheme sounds, syllables or words. • Promote the use of the dictionary.
• Errors visuospatial, replacing letters that differ in their spatial position or by • Write the meaning of words that create problems.
their visual characteristics. • Label the classroom words.
• Omissions complete change of words or syllables. • Strengthen puns through twisters, rhymes, poems.
DYSLEXIA. • Strengthen the reading process.
• Exercises domain of body schema. • Enclose only the syllable in which made the mistake.
• Visual motor coordination exercises, attention, memory, laterality, perception- • Use a different color in the letter.
auditory and visual discrimination. • differentiated with lower degree of difficulty in strategies with test performance
• Auto verbalizations or phrases. criteria.
• Team work.
• differentiated evaluation with lower degree of difficulty skills with performance
criteria.
Dysorthography.
• differentiated with lower degree of difficulty in strategies with test performance
criteria.


DATE: DATE: DATE:
EDUCATION
English
tini
UNIT Three
INSTITUCIONAL LOGO
ACADEMIC YEAR

AMAZING O.EFL4.1
ABILITIES Identify some main ideas, details and inferences of written texts, in order to produce level appropriate critical analysis of
O.EFL4.2
O.EFL4.3
interaction.
O.EFL4.5
O.EFL4.6
2. UNIT PLAN

EFL 4.1.5. Apply self-correcting and self-monitoring strategies in social CE.EFL.4.3. Interact with others using self-monitoring and self-correcting
and classroom interactions. (Example: asking questions, starting over, strategies as well as appropriate nonverbal and oral communication
rephrasing, exploring alternative pronunciations or wording, etc.) features.
EFL 4.1.7. Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
EFL 4.2.3. Follow and understand short, straight forward audio messages CE.EFL.4.7. Listening for Information: Follow and identify some main
and/or the main idea/dialogue of a movie or cartoon (or other age- ideas and details in short and straightforward spoken or audio texts set in
appropriate audio-visual presentations) if delivered slowly and visuals familiar contexts, when delivered slowly and with visuals to provide
provide contextual support. (Example: an announcement of a bus delay, contextual support. Use spoken contributions in class as models for one’s
an intercom announcement at school, a dialogue supported by facial own speech.
expressions/gestures and appropriate intonation, etc.)
EFL 4.2.6. Use other students’ contributions in class as models for their
own.
READING READING
EFL 4.3.1. EFL 4.3.1. Understand main points in short simple texts on CE.EFL.4.11. Demonstrate comprehension of main ideas and some details
familiar subjects. (Example: news about sports or famous people, in short simple texts on familiar subjects, making use of contextual clues
descriptions, etc.) to identify relevant information in a text.
emails, etc.)
WRITING WRITING
EFL 4.4.2. Make and use a simple print or digital learning resource to CE.EFL.4.16. Make use of simple learning resources, including those
compare and contrast information in order to demonstrate created by one’s self, in order to compare and contrast information, and
understanding and command of a topic. choose appropriate resources according to the value, purpose and
EFL 4.4.6. Identify a variety of types and formats of potential resources audience of each.
and the value, purpose and audience of each for use in the educational
domain. (Example: audio/ video, multimedia, website, database, book,
thesaurus, scholarly/popular, current/ historical, etc.)
EFL 4.5.9. Engage in collaborative activities through a variety of student CE.EFL.4.22. Show the ability to work collaboratively and to participate
groupings to create and respond to literature and other literary texts. effectively in a variety of student groupings by employing a wide range of
(Example: small groups, cooperative learning groups, literature circles, creative thinking skills through the completion of activities such as
process writing groups, etc.) playing games, brainstorming and problem 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.
men.
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND CULTURAL ACTIVITIES:
AWARENESS for Subnivel BGU AWARENESS
Teacher’s Guide I.EFL.4.3.1. Learners can employ a range  Make a list about your abilities and
 Listening to a dialogue and identifying errors compare it with your partners.
of self-monitoring and self-correcting
in speech or problems for communication.  English A1.1
strategies and interpret and use  Present your talents according to
 Rating one’s self after a speaking activity, (including interactive appropriate verbal and nonverbal
according to a set rubric. version) communication features to communicate
the categories selected.
 Consulting a self-correction list before a  Audio CD in familiar contexts. (I.3, S.4, J.4)  Compare physical attributes
speaking or writing assignment.  Talk about your abilities and talents.
 Posters and pictures
 Responding to classroom activities and pair TECHNIQUE:
about the topic
work through short expressions or  Peer Observation
 Photocopiable
emoticons.  Checklist.
 worksheets (TG)
 Completing a short self-evaluation or peer  Quiz Time (SB)  Concept maps
evaluation after a communicative task.  Questionnaires
 Interviews
ORAL COMMUNICATION  New Curriculum EFL ORAL COMMUNICATION  Dossiers
 Listening to instructions for a short task and for Subnivel BGU I.EFL.4.7.1. Learners can identify  Project Assignment
carrying them out. (Example: First paint the Teacher’s Guide the main idea and some details in  Unit Game
stick. Next put the beads on the ribbon. Then  English A1.1 short straightforward spoken  Glossary activities
tie the ribbons to the stick. Hang the ribbon (including interactive audio texts set in familiar
on a tree branch, etc.) version) contexts when the message is INSTRUMENT FOR ORAL AND
 Listening to spoken or recorded descriptions  Audio CD delivered slowly and there is
 Teacher’s Guide WRITTEN EVALUATION:
of familiar scenes, and marking the words other contextual support.  Rubrics
you hear. (Example: Learners hear a dialogue  Posters and pictures (Example: rules for a game,
between two teenagers talking about an about the topic classroom instructions, a  Portfolio
assignment. They circle the verbs they hear,  Photocopiable dialogue in a scene from a  Oral interviews individual/ in pairs
etc.)  worksheets (TG) cartoon or movie, etc.) Learners  Essay Tests
 Quiz Time (SB) can use other classmate’s  Practical Exams.
contributions in class as models  Writing Tests
for their own. (I.2, I.3, S.4)  Training Test
 Predicting main ideas by reading the title and using for Subnivel BGU I.EFL.4.11.1. Learners can
other contextual clues (e.g., illustrations, subheadings, Teacher’s Guide understand main ideas and some
etc.)  English A1.1 details in short simple online or
 Reading a short story from the Internet and highlighting (including interactive
interesting facts, then comparing them with those of a
print texts on familiar subjects,
version) using contextual clues to help
partner
 Putting paragraphs in a text in the correct order.
 Teacher’s Guide information. (Example: title,
 Posters and pictures illustrations, organization, etc.)
about the topic (I.2, I.4)
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
 Making posters in small groups of new phrases and for Subnivel BGU I.EFL.4.16.1. Learners can use
expressions in order to display in the classroom. Teacher’s Guide and make simple learning
 Finding a variety of online references to practice a  English A1.1 resources, both online and in
grammar structure, then recommending the best one to (including interactive
the class.
print, in order to compare and
version) contrast information. Learners
 Making flashcards for new words and using them to quiz
 Audio CD can choose appropriate resources
a partner.
 Writing new words and phrases in a vocabulary  Teacher’s Guide and critically evaluate the
notebook.  Posters and pictures information in these resources,
about the topic according to the value, purpose
 Photocopiable and audience of each. (I.1, I.3, I.4,
 worksheets (TG) J.2, J.4)
 Quiz Time (SB)
 Brainstorming a list of questions and responses learners for Subnivel BGU ARTS
can use during small group discussions about literary Teacher’s Guide E.EFL.4.22. Show the ability to
texts. (Example: Who is your favorite character? Why?  English A1.1 work collaboratively and to
Which story do you like better, A or B?, etc.) (including interactive participate effectively in a variety
 Participating in classroom games in which problem-
solving as a team is important version) of student groupings by
 Audio CD employing a wide range of
 Teacher’s Guide creative thinking skills through
 Posters and pictures the completion of activities such
about the topic as playing games, brainstorming
 Photocopiable and problem solving.
 worksheets (TG) I.EFL.4.22.1. Learners can
 Quiz Time (SB) collaborate and participate
effectively in a variety of student
groupings by employing a wide
range of creative thinking skills
through the completion of
activities such as playing games,
brainstorming and problem
solving. (S.2, S.4, J.1, J.2, J.3, J.4)
Use objects from their environment to form SO1. Educational Analyze the TINI projects that Technique:
sets, graphically establish the communities with you can execute within the Written test
correspondence between their elements the capacity to institution. Instrument:
and develop the understanding of mainstream the . Recognize day, night, Questionnaire
mathematical models with the help of TINI environmental morning, afternoon, today, Team work
projects focus and yesterday, days of the week
implement and the months of the year to
community assess the own time and that
environmental and of others, and order
environmental sequential temporal situations
education projects. associating them with
SO2. Students significant events, where time
appropriate control will benefit in the TINI
environmental spaces.
practices that Create environmental
contribute to awareness campaigns.
generating a healthy
and sustainable
local and global
environment. Start
with the
development of
recreational
activities within the
TINI.

DYSLEXIA.
display the words.
Slow
difficult
uncomprehending
syllabic
Dysorthography.

• Team work.
criteria.
Dysorthography.
criteria.

DATE: DATE: DATE:

EDUCATION
English
tini
UNIT four
INSTITUCIONAL LOGO
ACADEMIC YEAR

HEALTHY FOOD O.EFL4.1
Identify some main ideas, details and inferences of written texts, in order to produce level appropriate critical analysis of
O.EFL4.2
O.EFL4.3
interaction.
O.EFL4.5
O.EFL4.6
2. UNIT PLAN

EFL 4.1.1. Compare and contrast oral traditions, myths, folktales and literature CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in
from Ecuador and international regions and cultures and identify similarities and differences order to manifest an understanding of the relationship between cultural perspectives and
and universal cultural themes. practices and by sharing cross cultural experiences.
EFL 4.1.3. Display an understanding of the relationship between the practices and
perspectives of different cultures by recognizing and sharing cross-cultural experiences and
ideas.
EFL 4.2.11. Give short, basic descriptions of everyday activities and CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make
statements about familiar everyday topics such as objects, possessions and routines in
events within familiar contexts and use simple descriptive language to
structured situations and short conversations. Interaction is with reasonable ease, provided
compare and make brief statements about objects and possessions. speech is given clearly, slowly and directly.
(Example: family, school, living conditions, personal belongings, etc.)
EFL 4.2.12. Describe habits, routines, past activities and experiences
within the personal and educational domains.
EFL 4.2.13. Interact with reasonable ease in structured situations and
short conversations within familiar contexts, provided that speech is
given clearly, slowly and directly. (Example: an interview, an information
gap activity, etc.)
READING READING
EFL 4.3.9. Demonstrate an ability to interact and engage with a wide CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom
resources and texts by selecting and evaluating them in order to strengthen literacy skills and
range of ICT and classroom resources in order to strengthen literacy
promote acquisition.
skills and strategies.
EFL 4.3.10. Select from and evaluate a range of both physical and digital
texts and materials in order to promote acquisition and develop an
appreciation of the language.
WRITING WRITING
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
and proofreading (i.e., “the writing process”) to produce well-constructed the use of facts and details and by employing various stages of the writing
informational texts. process, while using a range of digital tools to promote and support
EFL 4.4.8. Convey and organize information using facts and details in collaboration, learning and productivity.
order to illustrate diverse patterns and structures in writing. (Example: CE.EFL.4.15. Express information and ideas and describe feelings and
cause and effect, problem and solution, general-to-specific presentation, opinions in simple transactional or expository texts on familiar subjects in
etc.) order to influence an audience, while recognizing that different texts have
EFL 4.4.5. Recognize that various types of writing require different different features and showing the ability to use these features
language, formatting and special vocabulary. (Example: a recipe, a letter, appropriately in one’s own writing.
etc.)

EFL 4.5.2. Compare and present personal and formal responses to and CE.EFL.4.19. Find and identify literary elements and techniques and
interpretation of published literary works and the works of peers, relate those elements to the learner’s own experiences and to other
referring to details and features of the text. (Example: text structure, plot, works, including one’s peers, in order to present personal responses and
ideas, events, vocabulary, etc.) interpretations.
EFL 4.5.7. Locate and identify selected literary elements and techniques
in texts and relate those elements to those in other works and to learners’
own experiences. (Example: setting, character, plot, theme, point of view,
imagery, foreshadowing, climax, etc.)
men.
10. Promote the practice of values and promote the rescue of their cultural
identity that allows them to have a good coexistence in their community.
Teacher’s Guide I.EFL.4.1.1. Learners can compare and  Talk about food preferences
 Finding recipes from other cultures and regions and then
sharing them in class.  English A1.1 contrast oral traditions, myths, folktales  Chose a healthy dish and investigate
 Sharing a cross-cultural experience (such as traveling, and literature from Ecuador and other how to prepare it.
(including interactive
trying a new food, meeting someone from another cultures in order to demonstrate an
version) understanding of the relationship  Write the recipe
country) in pairs or as a class.
 Audio CD between cultural practices and  Write a short text describing
 Teacher’s Guide perspectives. Learners can share cross-
 Posters and pictures cultural experiences while naming the health benefits of your
about the topic universal cultural themes. (I.2, S.1, S.2, J.1) recipe
 Photocopiable  Make a brochure about a
 worksheets (TG)
typical dish of your city or
 Quiz Time (SB)
ORAL COMMUNICATION  New Curriculum EFL ORAL COMMUNICATION town.
 Asking learners simple questions about themselves, their for Subnivel BGU I.EFL.4.9.1. Learners can use simple TECHNIQUE:
family or their possessions and noting that their Teacher’s Guide language to describe, compare and state  Peer Observation
response time is relatively quick (i.e., not so slow that facts about familiar everyday topics such  Checklist.
 English A1.1
the interaction becomes uncomfortable for the student as possessions, classroom objects and
(including interactive  Concept maps
or the teacher, and the response is appropriate routines in short, structured situations,
version) interacting with relative ease. (I.3, I.4, S.4)  Questionnaires
although there may be some basic errors)
 Conducting a class survey where learners ask each other
 Audio CD  Interviews
about a familiar topic and record each other’s answers.  Teacher’s Guide  Dossiers
(Example: What’s your favorite sport? Do you have a  Posters and pictures  Project Assignment
favorite team? What sports do you play? Are you good about the topic  Unit Game
at it? Etc.) Sharing a few things about their classmates’  Photocopiable  Glossary activities
answers. (Example: Sam is an Emelec fan. He loves
 worksheets (TG)
soccer but he isn’t good at it. He is the only Emelec fan
in our class. Everyone in our class plays soccer, etc.)  Quiz Time (SB) INSTRUMENT FOR ORAL AND
WRITTEN EVALUATION:
READING  New Curriculum EFL READING  Rubrics
 Thinking about questions the learner still has about a for Subnivel BGU I.EFL.4.14.1. Learners can interact and
 Portfolio
subject after reading a text, then finding the information Teacher’s Guide engage with a wide range of ICT and
classroom resources and texts by selecting
using a variety of reference skills and digital tools.  English A1.1
and evaluating them in order to  Essay Tests
 Finding a reliable source to back up a statement. (including interactive
 Connecting ideas within and between texts using a strengthen literacy skills and promote  Practical Exams.
version) acquisition. (I.2, I.4, S.3, J.2, J.3)  Writing Tests
double-entry journal.
 Audio CD  Training Test
 Posters and pictures
about the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
 Completing the gaps in a sentence. (Example: Nancy has for Subnivel BGU I.EFL.4.17.1. Learners can
a car. ---- Car is green. ---- needs a new car, etc.) Teacher’s Guide convey and organize information
 Sequencing sentences by adding words. (Example: I  English A1.1 through the use of facts and
wake up. I eat breakfast. → First I wake up. Then I eat (including interactive
breakfast, etc.)
details and by employing various
version) stages of the writing process,
 Adding pictures to a group presentation.
 Audio CD while using a range of digital
 Writing about a subject using key words given in class.
(Example: Key words: reptile, cold-blooded, scales, tail,  Teacher’s Guide tools to promote and support
and vertebrates. → Reptiles are cold-blooded. When it’s  Posters and pictures collaboration, learning and
cold outside, they’re cold, too. They have scales. They about the topic productivity. (I.1, I.3, S.4, J.2, J.4)
also have a tail. They are vertebrates, etc.)  Photocopiable I.EFL.4.15.1. Learners can
 Identifying the text type according to writing features  worksheets (TG)
and vocabulary. (Example: recognizing that a recipe has
convey information and ideas
 Quiz Time (SB) and describe feelings and
a section called “ingredients” and one called
“directions”, identifying the introduction, body and opinions in simple transactional
conclusion in a news article, etc.) or expository texts on familiar
subjects in order to influence an
audience, while recognizing that
different texts have different
features and showing the ability
to use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
 Writing comments to peer’s blog posts. for Subnivel BGU ARTS
 Reading a classmate’s writing and offering a positive Teacher’s Guide I.EFL.4.19.1. Learners can locate
observation.  English A1.1 and identify literary elements
 Illustrating a piece of writing. (including interactive and techniques in other works,
version) including one’s own. Learners
 Audio CD can give personal responses to
 Teacher’s Guide and interpret a variety of literary
 Posters and pictures texts, including those of a peer,
about the topic referring to details and features
 Photocopiable of the text. (Example: text
 worksheets (TG) structure, plot, ideas, events,
 Quiz Time (SB) vocabulary, etc.) (I.3, S.3, J.4)
Participate in projects SO1. Educational  Creation of TINI spaces. Technique:
of information analysis communities with  Innovation of ideas for Written test
of the immediate environment, the capacity to workshops with recycled Instrument:
through TINI mainstream the material, taking care of the Questionnaire
and express environmental environment as its main Team work
simple conclusions. focus and axis
implement  Support in reforestation
community and plantation campaigns
environmental and of different specimens.
environmental  Implementation of joint
education programs with the
projects. families
SO2. Students
appropriate
environmental
practices that
contribute to
generating a
healthy and
sustainable local
and global
environment. Start
with the
development of
recreational
activities within the
TINI.
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to • Exercises domain of body schema.
display the words. • visuo motor coordination exercises, attention, memory, laterality, perception-
• Team work.
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
DYSLEXIA.

• Team work.
criteria.
Dysorthography.

criteria.

DATE: DATE: DATE:

EDUCATION
English
tini
UNIT five
INSTITUCIONAL LOGO
ACADEMIC YEAR

THEY WERE O.EFL4.1
SUCCESSFUL! Identify some main ideas, details and inferences of written texts, in order to produce level appropriate critical analysis of
O.EFL4.2
O.EFL4.3
interaction.
O.EFL4.5
O.EFL4.6
2. UNIT PLAN

EFL 4.1.6. Seek and provide information and assistance, orally or in writing and in online or CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using
face-to-face interactions, for personal, social and academic purposes. appropriate language and interaction styles in a variety of social interactions.
EFL 4.1.8. Use suitable vocabulary, expressions, and language and interaction styles for
formal and informal social or academic situations in order to communicate specific
intentions in online and face-to-face interactions. (Example: thanking, making promises,
apologizing, asking permission, chatting with friends, answering in class, greeting an
authority figure, etc.)
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 grammatical structures learned in class
personal background, immediate environment and matters of immediate
need in simple terms using grammatical structures learnt in class (although there may be frequent errors), effectively and without undue effort. Demonstrate
(although there may be frequent errors with tenses, personal pronouns, an ability to make appropriate use of new words and expressions in social interactions.
prepositions, etc.)
EFL 4.2.9. 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.
READING READING
EFL 4.3.1. Understand main points in short simple texts on familiar CE.EFL.4.11. Demonstrate comprehension of main ideas and some details
subjects. (Example: news about sports or famous people, descriptions, in short simple texts on familiar subjects, making use of contextual clues
etc.) to identify relevant information in a text.
emails, etc.)
WRITING WRITING
EFL 4.4.2. Make and use a simple print or digital learning resource to compare and CE.EFL.4.16. Make use of simple learning resources, including those
contrast information in order to demonstrate understanding and command of a created by one’s self, in order to compare and contrast information, and
topic. choose appropriate resources according to the value, purpose and
EFL 4.4.3. Critically evaluate information from references, including those found on audience of each.
the web, and recommend print and digital sources to other learners.
EFL 4.4.6. Identify a variety of types and formats of potential resources and the
value, purpose and audience of each for use in the educational domain. (Example:
audio/ video, multimedia, website, database, book, thesaurus, scholarly/popular,
current/ historical, etc.)
EFL 4.5.4. Create personal stories by adding imaginative details to real- CE.EFL.4.20. Create short, original literary texts in different genres,
life stories and situations, using appropriate vocabulary and elements of including those that reflect Ecuadorian cultures, using a range of digital
the literature learners have read or heard. tools, writing styles, appropriate vocabulary and other literary concepts.
EFL 4.5.5. Gain an understanding of literary concepts such as genre, plot,
setting, character, point of view, theme and other literary elements in
order to apply them to one’s own creative texts.
EFL 4.5.6. Create an effective voice using a variety of ICT tools, writing
styles and typical features of a genre to create stories, poems, sketches,
songs and plays, including those that reflect traditional and popular
Ecuadorian cultures.

men.
 Working in small groups to complete a cultural project. Teacher’s Guide I.EFL.4.4.1. Learners can demonstrate an  Talk about an important character
(Example: different musical genres in Ecuador,  English A1.1 ability to give and ask for information of your country´s history
traditional food in Latin America, etc.) and assistance using level-appropriate  Do research on your character´s life.
 Practicing the language needed to deal with a need language and interaction styles in online
version) or face-to-face social and classroom  Write sentences describing your
through a mini role play.
 Audio CD interactions. (J.2, J.3, J.4, I.3) character´s places a date of birth,
 Writing comments on a blog to find more information
 Teacher’s Guide occupation and personality
about a topic.
 Posters and pictures characteristics.
about the topic
 Photocopiable
 Prepare a questionnaire to discover
 worksheets (TG) your partner´s characters.
 Quiz Time (SB)  Make a timeline with the most
ORAL COMMUNICATION  New Curriculum EFL ORAL COMMUNICATION important events in your
 Having learners make a selfie video to say what they for Subnivel BGU I.EFL.4.8.1. Learners can communicate
personal information and basic immediate character´s life.
know about a topic before coming to class. Observing Teacher’s Guide
that they can say what they want without too many long  English A1.1 needs and deal with other practical  Prepare an oral presentation
everyday demands in familiar contexts,
pauses. (including interactive effectively and without undue effort and
TECHNIQUE:
 Asking classmates to repeat an answer or statement if
version) using grammatical structures and  Peer Observation
needed to clarify something. (Example: Can you say that
 Audio CD vocabulary seen in class (although there  Checklist.
again? Do you mean _____? Etc.)
 Asking for help in class when necessary. (Example:  Teacher’s Guide may be frequent, basic errors). (I.1, I.2, I.3,  Concept maps
What’s the answer? How do you say ___? Do you have  Posters and pictures S.1)  Questionnaires
an eraser? Can you help me with ____? Etc.) about the topic  Interviews
 Photocopiable
 worksheets (TG)  Dossiers
 Quiz Time (SB)  Project Assignment
READING  New Curriculum EFL READING  Unit Game
 Predicting main ideas by reading the title and using other for Subnivel BGU I.EFL.4.11.1. Learners can  Glossary activities
contextual clues (e.g., illustrations, subheadings, etc.) Teacher’s Guide understand main ideas and some
 Reading a short story from the Internet and highlighting
interesting facts, then comparing them with those of a
 English A1.1 details in short simple online or INSTRUMENT FOR ORAL AND
(including interactive print texts on familiar subjects,
partner. WRITTEN EVALUATION:
version) using contextual clues to help
 Reading a biography and putting events on a timeline.  Rubrics
 Audio CD identify the most relevant  Portfolio
 Teacher’s Guide information. (Example: title,  Oral interviews individual/ in pairs
 Posters and pictures illustrations, organization, etc.)  Essay Tests
about the topic (I.2, I.4)  Practical Exams.
 Photocopiable
 Writing Tests
 worksheets (TG)
 Training Test
 Quiz Time (SB)
 Finding a variety of online references to practice a for Subnivel BGU I.EFL.4.16.1. Learners can use
grammar structure, then recommending the best one to Teacher’s Guide and make simple learning
the class.  English A1.1 resources, both online and in
 Writing new words and phrases in a vocabulary (including interactive
notebook.
print, in order to compare and
version) contrast information. Learners
 Researching and writing a short paragraph about a new
 Audio CD can choose appropriate resources
topic and using appropriate references to support your
ideas.  Teacher’s Guide and critically evaluate the
 Posters and pictures information in these resources,
about the topic according to the value, purpose
 Photocopiable and audience of each. (I.1, I.3, I.4,
 worksheets (TG) J.2, J.4)
 Quiz Time (SB)
 Doing extended writing, in which learners get to choose for Subnivel BGU ARTS
what they write and are not evaluated or tested on it. Teacher’s Guide I.EFL.4.20.1. Learners can create
 Sharing learners’ stories in pairs or small groups and  English A1.1 short, original literary texts in
choosing to represent some through a role play. (including interactive different genres, including those
 Doing free writing on a topic suggested by another
version) that reflect Ecuadorian cultures,
learner.
 Audio CD using a range of digital tools,
 Taking pictures to tell a story using a digital storyboard.
 Teacher’s Guide writing styles, appropriate
 Posters and pictures vocabulary and other literary
about the topic
 Photocopiable concepts. (I.1, I.3)
 worksheets (TG)
 Quiz Time (SB)
The students of the nince grade of BASICA Recreating literary A) Publications for girls, boys Reinvents literary texts,
have proposed that each one be texts read or heard and adults that publicize the recognizing the original source,
responsible for a space in the schoolyard. through the use of environmental service by relates them to one's own cultural
They will be in charge of restoring, taking various media and values and education context and
advantage of and protecting green areas resources provided by nature. from other environments, it
with knowledge and values about (including ICT). incorporates figurative language
sustainability B) Innovative mechanisms resources and uses diverse
Incorporate the that give monetary value to means and resources (including
resources of the environmental service in ICT) to recreate them. (J.2., I.2.)
figurative language values and education
in their exercises of provided by nature. ANIA has
literary creation. two mechanisms of this type:
. Bono SAVE and Ecohuella.
C) The "Bono SAVE" allows to

manage resources to support
green or natural areas that
serve as a pedagogical
resource where children
learn, undertake and play. The
companies can do it directly
or through the carbon offset
of their operations with the
company C-CERO.

DYSLEXIA.
display the words.
Slow
difficult
uncomprehending
syllabic
Dysorthography.

• Team work.
criteria.
Dysorthography.
criteria.

DATE: DATE: DATE:

EDUCATION
English
tini
UNIT six
INSTITUCIONAL LOGO
ACADEMIC YEAR
BOOK: English UNIT: 6 OBJECTIVES:

A1.2 UNFORGETABLE O.EFL4.1
MOMENTS Identify some main ideas, details and inferences of written texts, in order to produce level appropriate critical analysis of
O.EFL4.2
O.EFL4.3
interaction.
O.EFL4.5
O.EFL4.6
1. UNIT PLAN
EFL 4.1.10. Recognize and appreciate individual and group similarities and differences by CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group
establishing and maintaining healthy and rewarding online and face-to face relationships differences by establishing and maintaining healthy and rewarding relationships based on
based on communication and cooperation. communication and cooperation.
EFL 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the
integrity of cultures in daily classroom activities.

EFL 4.2.1. Understand phrases and expressions related to areas of most CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in
familiar everyday contexts, provided speech is clear and articulate, and deduce the meanings
immediate priority within the personal and educational domains,
of unfamiliar words and phrases using context clues and/or prior knowledge.
provided speech is clearly and slowly articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.4. Deduce the meanings of unfamiliar phrases and words from a
context containing familiar elements. (Example: colloquial greetings,
exclamations, interjections, etc.)
EFL 4.2.5. Understand most changes in the topic of discussion if people
speak slowly.
EFL 4.2.8. Follow main ideas in topics covered in other curricular
subjects with the help of visual support, using concepts and vocabulary
that have been studied in advance.
READING READING
EFL 4.3.6. Apply learning strategies to examine and interpret a variety of CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic
written materials using prior knowledge, graphic organizers, context organizers to interpret new information in a text, and assess this information
clues, note taking and finding words in a dictionary. according to the organization, subject area and purpose of the text, using different
EFL 4.3.8. Assess, compare and evaluate the quality of written texts and criteria, including ICT tools.
visual presentations using different criteria and ICT tools related to the
organization, subject area and purpose of a text. (Examples of text types:
editorials, letters to the editor, political speeches, illustrations, charts,
advertisements, etc.)
WRITING WRITING
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
and proofreading (i.e., “the writing process”) to produce well-constructed facts and details and by employing various stages of the writing process, while using
informational texts. a range of digital tools to promote and support collaboration, learning and
EFL 4.4.8. Convey and organize information using facts and details in productivity.
order to illustrate diverse patterns and structures in writing. (Example:
cause and effect, problem and solution, general to specific presentation,
etc.)
EFL 4.4.9. Select and make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that supports
collaboration, learning and productivity. (Example: image editing, Google
Drive, infographic makers, audio and video editing, presentation apps,
etc.)

CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal
EFL 4.5.1. Make use of main points in literary texts (authentic and semi- and implied meanings in short, simple, everyday literary texts (online, oral or in
authentic, oral and written) to understand short simple everyday stories, print).
especially if there is visual support.
EFL 4.5.3. Make predictions, inferences and deductions to demonstrate
different levels of meaning of literary works presented orally or in digital
form, including literal and implied meanings. (Example: summarizing,
explaining and identifying, word choice, symbols, points of view, etc.)
men.
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Teacher’s Guide I.EFL.4.5.1. Learners can appreciate and  Choose 3 unforgettable moments in
 Collaborating on a group project
 Completing group work in a fair and honest manner and  English A1.1 show respect for individual and group your life.
accepting the group’s decisions. differences by establishing and  Make a collage about this
 Sharing ideas freely and without jealousy. maintaining healthy and rewarding online
version) and face-to-face interactions. Learners can
moments.
 Encouraging classmates to stay motivated when needed.
 Sending an audio communication with a positive
 Audio CD communicate and cooperate in a  Describe your favorite trip.
 Teacher’s Guide respectful, empathetic manner. (J.3, S.1,
message to a learner in another classroom.  Think of an anecdote and talk
 Posters and pictures S.4)
about the topic about it using the pictures
 Photocopiable ´description.
 worksheets (TG) TECHNIQUE:
 Quiz Time (SB)  Peer Observation
ORAL COMMUNICATION  New Curriculum EFL ORAL COMMUNICATION  Checklist.
 Listening to a set of instructions and matching them to for Subnivel BGU I.EFL.4.6.1. Learners can grasp the general
 Concept maps
the corresponding picture. Teacher’s Guide meaning of spoken texts set in familiar
everyday contexts and infer changes in  Questionnaires
 Listening for specific words in a conversation and trying  English A1.1
the topic of discussion, as well as deduce  Interviews
to guess the meaning from the context. (Example: (including interactive
understanding that How’s it going? is a greeting that the meanings of unfamiliar words and  Dossiers
version) exchanges through the use of context  Project Assignment
means How are you? etc.)
 Audio CD clues, provided speech is given slowly and  Unit Game
 Listening to a dialogue and completing a chart with key
information. (Example: Name, country, nationality,  Teacher’s Guide clearly and there is sufficient visual  Glossary activities
language, etc.)  Posters and pictures support. (I.3, S.1, J.4)
about the topic
 Photocopiable INSTRUMENT FOR ORAL AND
 worksheets (TG)
WRITTEN EVALUATION:
 Quiz Time (SB)
 Rubrics
 Portfolio
 Studying an infographic on a familiar subject and for Subnivel BGU I.EFL.4.13.1. Learners can apply
answering questions about the information. (Example:
Teacher’s Guide learning strategies such as using prior
learners study an infographic about teenagers and sleep  Essay Tests
 English A1.1 knowledge and graphic organizers to
and then answer questions such as, How many hours a  Practical Exams.
night do most teenagers get?, What percentage of teens interpret new information in a text.  Writing Tests
version)
fall asleep in class?, etc.) Learners can assess this information  Training Test
 Highlighting relevant key information in a text and
 Audio CD
 Teacher’s Guide according to the organization, subject
crossing out irrelevant information.
 Taking notes of the most important ideas in a short text  Posters and pictures area and purpose of the text, through
on a familiar content subject area. about the topic the use of different criteria, including
 Using a dictionary to look up key words in a text.  Photocopiable ICT tools. (I.2, I.4, J.4)
 worksheets (TG)
 Quiz Time (SB)
 Reading an online movie review and identifying common for Subnivel BGU I.EFL.4.17.1. Learners can convey and
linguistic features, such as use of adjectives and Teacher’s Guide organize information through the use
opinions. Learners use the same features to write their  English A1.1
own review of a movie they’ve seen. of facts and details and by employing
 Using question prompts to interview and then write various stages of the writing process,
version)
sentences about a classmate. (Example: Where does he while using a range of digital tools to
live? What food does he like? Etc.)
 Audio CD
 Teacher’s Guide promote and support collaboration,
 Reading a text and using a checklist to talk about how it
is organized. (Example: Is there a title? Does it have an  Posters and pictures learning and productivity. (I.1, I.3, S.4,
opening sentence? Etc.) about the topic J.2, J.4)
 Reading a dialogue which serves as a model text, then  Photocopiable
writing a similar dialogue on a different topic. (Example:  worksheets (TG)
Topics could include: my favorite holiday meal, music we  Quiz Time (SB)
like, where I live, sports I play, etc.)
LANGUAGE THROUGH THE ARTS  New Curriculum EFL LANGUAGE THROUGH THE ARTS
 Listening to or reading stories and drawing an important for Subnivel BGU I.EFL.4.18.1. Learners can understand,
scene. Teacher’s Guide predict, infer and deduce literal and
 Looking at the title of a text and accompanying  English A1.1 implied meanings in short, simple,
illustrations and writing three questions about the topic. (including interactive everyday literary texts (online, oral or
Then reading to find the answers to the questions.
version) in print), especially when visual
 Writing a sentence to describe the author’s intention.
 Audio CD support is provided. (I.2, I.3, I.4)
 Producing a video response in groups to a story read in  Teacher’s Guide
class.  Posters and pictures
about the topic
 Photocopiable
 worksheets (TG)
 Quiz Time (SB)
SO1. Educational Using the multimedia projector,
Develop communication skills and good communities with the learning sessions were Technique: Written test Instrument:
coexistence of students thanks to the use capacity to developed in interactive Questionnaire Team work
of ICTs, which allow students learn by mainstream the adaptation classrooms with tini
interacting. environmental focus videos, slides, drawings
and implement (interactive whiteboard type)
community teachers and students
environmental and • Link the class to the cultivation
environmental of food and in turn encourage
education projects. research and love for nature and
biodiversity.
SO2. Students Instruct to divide the earth into
appropriate three parts: one third for the
environmental child, one third for the others
practices that and the rest for nature.
contribute to 
generating a healthy
and sustainable local
and global
environment.
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to • Exercises domain of body schema.
display the words. • visuo motor coordination exercises, attention, memory, laterality, perception-
• Team work.
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
DYSLEXIA.

• Team work.
criteria.
Dysorthography.

criteria.

DATE: DATE: DATE:

Noveno Año Planf Destreza Ingles2016-2017

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NINETH GRADE GENERAL BASIC

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TEACHER: AREA/SUBJECT: English GRADE/COURSE: EGTHTH CLASS: A

BOOK: English UNIT: 1 OBJECTIVES:

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

ORAL COMMUNICATION ORAL COMMUNICATION

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

• Exercises visual and spatial memory.

PREPARED BY: REVISED BY: APPROVED BY:

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TEACHER: AREA/SUBJECT: English GRADE/COURSE: EGTHTH CLASS: A

BOOK: English A1.2 UNIT: 2 OBJECTIVES:

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

MISTAKES. • Exercises visual and spatial memory.

PREPARED BY: REVISED BY: APPROVED BY:

SIGNATURE: SIGNATURE: SIGNATURE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TEACHER: AREA/SUBJECT: English GRADE/COURSE: EGTHTH CLASS: A

BOOK: English A1.2 UNIT: 3 OBJECTIVES:

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

MISTAKES. • Exercises visual and spatial memory.

PREPARED BY: REVISED BY: APPROVED BY:

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TEACHER: AREA/SUBJECT: English GRADE/COURSE: EGTHTH CLASS: A

BOOK: English A1.2 UNIT: 4 OBJECTIVES:

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

• Exercises domain of body schema.

• Exercises visual and spatial memory.

PREPARED BY: REVISED BY: APPROVED BY:

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

TEACHER: AREA/SUBJECT: English GRADE/COURSE: EGTHTH CLASS: A

BOOK: English A1.2 UNIT: 5 OBJECTIVES:

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

C) The "Bono SAVE" allows to

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

MISTAKES. • Exercises visual and spatial memory.

PREPARED BY: REVISED BY: APPROVED BY:

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

NINETH GRADE GENERAL BASIC

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

BOOK: English UNIT: 6 OBJECTIVES:

ORAL COMMUNICATION ORAL COMMUNICATION

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

• Exercises domain of body schema.

• Exercises visual and spatial memory.

PREPARED BY: REVISED BY: APPROVED BY:

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

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